Knowledge about the learners thinking which

might influence your teaching of this idea?

Learners have little knowledge about carbon compounds

Importance of the section in society as well as how much this section counts in the final examination.

Concept maps and diagrams will help illustrate ideas to the learners

Learners need to practice the knowledge they have recently gained to reinforce it.

Tables can show a lot of information clearly and logically

6 Teaching procedures and reasons for using these to engage the idea?

Historical perspective- synthesis of urea and theory of vitalism. Modern perspective- plastics, dyes, synthetic and natural fibres etc. Think it through-in chapter exercises for learners

Pictures- stylized to emphasize variety of foodstuffs where carbon is found- uses of hydrocarbons as fuels.

Structural formulae shown (Couper structure) - straight chains, branched structures and ring structure.

Practise it now- in chapter exercises.

Investigate it now- assessment task-to involve learners in working together in groups; collecting and collating information; following steps to complete a task with given criteria. Get the facts- new facts- content

AUFBAU diagram for carbon in ground state and excited state.

Concept map of classification of organic compounds Think it through- in chapter exercise for learners Ball and stick diagrams showing 3-D nature of structures Get the facts- new facts- content

Table showing alkanes with number of carbons, condensed formulas and the meaning of the prefixes/ table showing alkyl group structure and alkyl group name./ table showing hydrocarbon derivatives, structural characteristics and examples of each derivative/table showing group names, examples, structural formulae and functional groups/

Couper structures showing isomers Practise it now- in chapter exercises.

Investigate it now- task designed to allow learners to practice drawing structural formulae, name compounds and derive a general formula for the compounds.

100

PROMPTS IUPAC RULES PROPERTIES.

1 What do you intend your learners to learn about this idea?

Rules for naming organic compounds; IUPAC nomenclature; writing IUPAC names; and substituent

groups; Liquefied alkanes as fuels; (leaded and unleaded fuels) and additives to petrol General properties- intermolecular forces, polarity; solubility; uniqueness of carbon, rate of reaction, large number of by-products, long chains. Organic reactions are non- stoichiometric;

Properties of alkanes- as fuels; density; non-polar; combustion produces mainly carbon dioxide and water; melting and boiling points

Alkenes (olefins); made by cracking alkanes; similar physical properties, solubility, density; double bonds and geometric isomers; (cis and trans butene)

Alkynes- triple bonds; boiling and melting points, densities, solubility, Aromatic hydrocarbons;- smell; structure (benzene ring); stability, carcinogenic properties, reactions of aromatics-hydrogen atom substitution

2 Why is it important for the learners to know this?

What system is used to name organic compounds?

Why is it so important to use rules? (Understanding why it important to have and keep rules and why these rules relate to a model.)

Applying rules in naming organic compounds and communicating your ideas to others

What properties do aliphatic organic compounds have? How useful or harmful are organic compounds in society? Applying knowledge; comparing reactions; kinds of products produced, comparing properties of compounds and drawing conclusions.

3 What else do you know that the learners do not need to know yet?

Liquefied alkanes as fuels; (leaded and unleaded fuels) and additives to petrol

General properties- intermolecular forces, polarity; solubility; uniqueness of carbon, rate of reaction, large number of by-products, long chains.

Properties of alkanes- as fuels; density; non-polar; combustion produces mainly carbon dioxide and water; melting and boiling points

Alkenes (olefins); made by cracking alkanes; similar physical properties, solubility, density; double bonds and geometric isomers; (cis and trans butane)

Alkynes- triple bonds; boiling and melting points, densities, solubility,

Aromatic hydrocarbons;- smell; structure (benzene ring); stability, carcinogenic properties, reactions of aromatics-hydrogen atom substitution

Reactions of hydrocarbons –grade 12

4 Difficulties/limitations connected with teaching this idea?

New knowledge for learners to absorb.

Many rules to follow correctly Understanding of intermolecular forces is weak; large amount of content to be learned

5 Knowledge about the learners thinking which might influence your teaching of this idea?

Learners need to remember rules

Learners need to practise with many example to master the skills Learners need examples to help them understand new concepts.

Learners struggle with the concept of intermolecular forces and shapes of molecules (revision has been included)

Tables allow easy presentation of large amounts of data

6 Teaching procedures and reasons for using these to engage the idea?

 Cartoon to illustrate the need for rules  Get the facts- new content

 Table containing info on alkanes, alkenes and alkynes and their substituent (alkyl) groups  Structural formulae (Couper structure}

 Worked examples for teachers/learners to use.

 Practise it now- in chapter exercise/ end of chapter exercise.

Pictures (cigarette lighter) –portable fuel supply Revision of intermolecular forces

Tables- molecular structure/boiling and melting points/phase-alkanes; alkynes and alkenes

Content – Get the facts;Practise it now- understanding alkanes, alkenes and alkynes;Science in our world- leaded and unleaded petrol

Couper diagrams,Comprehension- Petrol; additives Think it through- in chapter exercise

101

Table 6.4 Big Idea 5 Physical Sciences Explained

BIG IDEA/PROMPTS

BIG IDEA 5: REACTIONS THAT ORGANIC SUBSTANCES UNDERGO ARE DETERMINED BY THE CHARCTERISTIC CHEMICAL PROPERTIES.

1 What do you intend your learners to