1. Covalent Bonds Lesson Plan (three class periods)
Learning objectives
Students will be able to:
- Write the correct chemical formula for different covalent compounds
- Use the electron dot diagrams to show the formation of single, double and triple covalent bonds
- Describe and give examples of compounds with molecules made by covalent bonds
Materials and teacher-developed resources
- Paper (Student Notebook), pencils, software (ActivInspire/Promethean)
Learning activities
The teacher will review the concepts of ionic and molecular compounds, emphasizing the differences between the two. He or she will also review the definitions of molecule and molecular compound. Molecular compounds are composed of molecules and almost always contain only nonmetals. Molecular compounds form covalent bonds. Non-metals hold onto their valence electrons. They cannot give away electrons to bond, but still want noble gas configuration and get it by sharing valence electrons with each other. (Octet rule still applies)
The teacher will explain that single covalent bonds form by sharing a pair of valence electrons. Bonds that involve two shared pairs of electrons are called double covalent bonds and bonds that involve three shared pairs of electrons are called triple covalent bonds. Students will draw Lewis structures of molecules with single covalent bonds (fluorine, chlorine, bromine, iodine, hydrogen, water, ammonia, methane), double covalent bonds (oxygen, carbon dioxide, ethene) and triple covalent bonds (nitrogen, acetylene carbon monoxide).
The teacher will emphasize that carbon, nitrogen, oxygen, fluorine, chlorine, bromine and iodine are atoms contain unshared pairs of electrons (also called lone pairs or nonbonding pairs). The teacher will show on the board the completion of orbitals 2p with electrons. Students will note that the chemical formulas for ionic compounds describe formula units, while chemical formulas for covalent compounds describe molecules. The teacher will also emphasize that ionic compounds are not composed of molecules and there are no single units of an ionic compound, while individual molecules actually do exist.
The students will be asked to write the correct Lewis dot diagrams and structural formulas for several compounds. They will be provided with pairs of elements and will be asked to select the pairs that are likely to form molecular compounds with a single covalent bond.
2. Organic Compounds - Functional Groups: Alcohols Lesson Plan (two class periods)
Learning objectives
Students will be able to define alcohol, identify the name and properties of alcohols, differentiate primary, secondary and tertiary alcohols and draw the structural formula of some common alcohols. They will also differentiate between single and poly-hydroxyl alcohols (diols, triols)
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
- Few jars containing 10 ml each of methanol and ethanol
Learning activities
The teacher will explain that alcohols are organic compounds that contain the hydroxyl (–OH) group bond together with an alkyl radical (R). Students will identify the most commonly used alcohols and using IUPAC system, name them (the alkane/ alkyl group root followed by the termination -ol for each term of the series.) Examples of simple alcohols are ethanol, propanol, and butanol.
Students will learn about diols - alcohols containing two hydroxyl groups and triols - alcohols containing three hydroxyl groups. The teacher will emphasize the role of glycols (especially polyethylene glycols) in pharmaceutical, cosmetic, and food industries.
One of the main uses of alcohols, is combustion. Ethanol and methanol are used as the fuel in some race cars, and is often added to gasoline. Students will answer what are the combustion products of alcohols, besides heat.
The teacher will take 1 mL of methanol in an evaporating dish and ignite the alcohol with a match or burning splint. Repeat this experiment with small volumes of ethanol and isopropanol.
3. Organic Compounds - Functional Groups: Aldehydes and Ketones Lesson Plan (two class periods)
Learning objectives
Students will be able to define aldehydes and ketones, identify the name and some properties of aldehydes and ketones and draw the structural formula of some common aldehydes and ketones.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
- Few 100 ml jars containing acetone, acetaldehyde
Learning activities
The teacher will explain that aldehydes and ketones are two families of organic compounds. Both families contain the carbonyl group (C=O), but aldehydes have a hydrogen atom and an alkyl radical (R) attached to the carbonyl group whereas ketones have two alkyl groups (R) attached to the carbon atom involved in the carbonyl group.
Students will identify the most commonly used aldehydes. Using IUPAC system, the students will name them (the alkane/alkyl group root followed by the termination -al for each term of the series.) Examples of simple aldehydes are methanal (formaldehyde), ethanal (acetaldehyde) and propanal (propionaldehyde). When naming ketones, according to IUPAC, the alkane/alkyl group root is followed by the termination -one for each term of the series. Examples of ketones are propanone (acetone), butanone (methyl ethyl ketone), 2-pentanone (methyl propyl ketone) 3-pentanone (diethyl ketone).
The teacher will emphasize that many carbohydrates (e.g., glucose, fructose) has both the alcohol and carbonyl functional groups in their molecules. Some aldehydes have pleasant odors and are often used in fragrances or as food additives. Acetone is a common solvent for organic materials as fats, rubbers, plastics and varnishes and is an ingredient in some fingernail polish removers.
4. Organic Compounds - Functional Groups: Carboxylic Acids Lesson Plan (one class period)
Learning objectives
Students will be able to identify and name the most usual carboxylic acids.
Materials and teacher-developed resources
- Paper, pencils, and software (power point presentation)
- Few 100 ml jars containing acetic acid
Learning activities
The teacher will explain that carboxylic acids are organic compounds that contain the carbonyl group C=O bond together with the hydroxyl group –OH. Students will identify the most commonly used organic acids and using IUPAC system, name them (the alkane/alkyl group followed by the termination -oic for each term of the series). Examples include ethanoic (acetic), propanoic, and buthanoic acids.
5. Organic Compounds - Functional Groups: Esters Lesson Plan (one class period)
Learning objectives
Students will be able to define esters, identify the name and some properties of esters and draw the structural formula of some common esters,
Materials and teacher-developed resources
- Paper, pencils
- Organic alcohols in dropper bottles
- Organic acids in dropper bottles
- Sulfuric acid H2SO4 (18 M)
- Sodium carbonate, Na2CO3
- Test tube holder
- Test tubes
- Bunsen burner
Learning activities
The teacher will explain that esters are the products of a dehydration reaction between a carboxylic acid and an alcohol, then introduce the characteristics of esters and their roles. Students will identify the most common esters, and using the IUPAC system, will name those compounds. The name of an ester ends in -oate and is formed by naming the part from the parent alcohol first (with the -yl ending) and the part from the carboxylic acid last.
The teacher will emphasize that many fruits such as bananas, raspberries, and strawberries as well as consumer products such as perfumes, oil of wintergreen, etc., contain esters.
As a safety measure, the teacher will perform the following experiment under the hood.
- Using the pipettes, add 15 drops of glacial acetic acid to 20 drops of ethanol into a test tube
- Stir the tube
- Add one drop of concentrated sulfuric acid
- Mix the reactants by gently tapping the test tube
- Heat the bottom of the test tube for several minutes
- If solution starts to boil, remove from heat
- Carefully smell by wafting
- Dilute with water if the smell is still too strong
The teacher will pick up one or two combinations at the top of the chart (because of low toxicity) and mix the appropriate acids and alcohols:
Acid |
Alcohol |
Odor |
Acetic Acid |
Ethanol |
Nail Polish Remover |
Acetic Acid |
1-Pentanol |
Pear |
Acetic Acid |
1-Butanol |
Raspberries |
Acetic Acid |
2-Butanol |
Strawberries |
Salicylic Acid |
Methanol |
Wintergreen |
Butanoic Acid |
Ethanol |
Pineapple |
6. Organic Compounds - Functional Groups: Amines Lesson Plan (one class period)
Learning objectives
Students will be able to identify and name the organic compounds containing the amino (-NH2) group, define primary, secondary and tertiary amines and draw the structural Lewis formula for some common amines.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
Learning activities
The teacher will explain that amines are organic compounds containing the elements carbon, hydrogen and nitrogen. An amine derives from ammonia (NH3) by replacing one or more hydrogen atoms by one, two or three alkyl or aromatic groups. Students will learn that amines are categorized based on the number of organic substituents as primary (one alkyl group), secondary (two alkyl groups) or tertiary (three alkyl groups) They will identify the most commonly used amines and using IUPAC system, name them. The teacher will present some of their physical and chemical properties and mention that simple amines are similar to ammonia in odor and basicity. Students will draw Lewis structures of some primary, secondary and tertiary amines.
7. Organic Compounds - Functional Groups: Amides Lesson Plan (one class period)
Learning objectives
Students will be able to define amides, name and identify some properties of amides and draw the structural formula of some common amides.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
Learning activities
The teacher will ask the following question: “Do you think the life would be possible without amides?” The answer is no and the teacher will explain that the amide bond is the connector between different amino acids that make all proteins found in living systems. Students will identify the most commonly used amides and using IUPAC system will name them. The teacher will explain that amides form when a carboxylic acid reacts with an amine (with loss of water), present some of their physical and chemical properties, and mention that the amide functional groups are linkage of amino acids that form proteins.
8. Suspensions, Colloids, Emulsions Lesson Plan (one class period)
Learning objectives
Students will be able to identify and describe the properties of solutions, suspensions, colloids and emulsions.
Materials and teacher-developed resources
- Paper, pencils
- 2 tablespoons beaten egg
- 1 large egg yolk
- 4 teaspoon dry mustard
- 1 teaspoon lemon juice
Learning activities
The teacher will introduce the characteristics of mixtures, solutions and their role in chemistry.
Cooking is a practical application of mixtures. One such application is the recipe for making mayonnaise. Mayonnaise is classified as a colloid. A liquid-liquid colloid is also called an emulsion. Students will try to make mayonnaise in class. Combine in a blender: 2 tablespoons beaten egg, 1 large egg yolk, 4 teaspoons dry mustard, and 1 teaspoon lemon juice. Blend the mixture for 20 seconds. While the blender is still running, add 3/4 cup of vegetable oil slowly in the thinnest stream.
9. Hydrophilicity, Hydrophobicity and Amphiphilicity Lesson Plan (one class periods)
Learning objectives
Students will be able to identify and describe the hydrophilic (“love for water”), hydrophobic (“fear of water”) and amphiphilic (“of both kinds”) character of different chemical compounds.
Materials and teacher-developed resources
- Paper, pencils, software (power point presentation)
Learning activities
The teacher will review the basic concepts of molecular interactions including the following important points: (1) two or more molecules getting close to each other and if they like each other, they stay together, or if they don’t like each other, they stay away from each other; (2) each molecule remains chemically intact during molecular interactions, i.e., no chemical reactions occurring, with no bond breaking and no bond forming; and (3) molecular interactions can lower the energy and therefore stabilize the molecular systems. The teacher will emphasize two important molecular interactions leading to hydrophilicity (affinity for water): polar interactions and hydrogen bonding interactions. The teacher will also introduce amphiphilic compounds (i.e. the active ingredients in soap and detergents) along with the explanation of their role and how they work.
Students will give examples of hydrophilic, hydrophobic and amphiphilic molecules.
The teacher will inform students that phospholipids are examples of natural occurring amphiphilic molecules. The chemical structure of phospholipid is very similar to oil (triglyceride).