Presentation on the topic of alcohols and phenols. Phenols and aromatic alcohols

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Lesson type: A lesson in the comprehensive application and consolidation of acquired knowledge, skills and abilities.

Type of lesson: Lesson - communication and systematization of acquired knowledge.

Lesson objectives: Summarize and systematize the knowledge gained on the topic: “Alcohols and phenols.”

Lesson objectives:

educational:

ensure repetition of basic terms and concepts on the topic during the lesson; consolidate students' knowledge of the composition, homology, isomerism, structure and properties of alcohols and phenols;

developing:

informational

contribute to the further development of students’ skills in drawing up reaction equations and arranging coefficients in them;
develop the ability to work with diagrams, presentation slides, computers, and laboratory equipment;

intellectual:

organize students’ activities to independently transfer a set of existing knowledge and methods of action to a changed situation;
to update students’ personal meaning by generalizing this topic;
to promote the development in schoolchildren of the ability to analyze, compare, and establish the relationship between the structure and properties of compounds; generalize, draw conclusions;
develop students’ creative abilities and cognitive interest in chemistry;

educational:

develop internal mental activity and independence;
develop students’ communication abilities in the classroom when working in pairs, mutual testing, and self-control;
foster a culture of mental work;
to update the personal meaning of students to consider the issue of the harmful effects of ethanol on the human body;
promotion of healthy lifestyles.

Methods and teaching techniques: partial search, independent work, work with formulas, with information on the screen and workbooks, conversation, chemical experiment using ICT tools and laboratory equipment, self-control.

Organizational forms: group, individual.

Equipment: multimedia projector, screen, computer, presentation on the topic: "Alcohols and phenols", CD - resources (virtual laboratory), textbooks by Gabrielyan O.S. Organic chemistry 10th grade. - M: Bustard, 2007, workbooks.

During the classes

I. Organizational moment. ( Motivation. )

Epigraph: If your path leads to knowledge of the world, -
No matter how long and difficult it may be - forward!

II. Setting the lesson goal.

Guys, today we are conducting a general lesson on the topic “Alcohols and phenols”, in which we should consolidate and systematize the knowledge you gained while studying the topic (Slide 2):

Formulate the goals of our lesson.

So, today in class:

you will repeat what alcohols and phenols are;
you will complete training tasks;
you will learn about the harmful effects of ethanol on the human body;
you will be pleasantly surprised: it turns out that you already know so much! (Slide 3)

III. Analysis, consolidation and generalization of students’ knowledge on the topic: “Alcohols and phenols.”

1.Updating knowledge on terms.

Warm-up (orally, frontally).

Explain the meaning of the words: oxygen-containing compounds, functional group, hydroxyl group, hydration, hydrogen bonds, isomers, homologues.

2. Consolidation, generalization, control of knowledge on the topic:

For a more complete understanding, generalization and consolidation of the topic “Alcohols and phenols”, it is proposed to answer a number of key questions (Slide 4):

What substances are called alcohols?

Students give answers, complementing each other.

After students answer the question, the correct options are shown on the presentation slide with a definition of the class of alcohols and the general formula of the homologous series of saturated monohydric alcohols.

By what criteria are alcohols classified?

Students remember the main features underlying the classification of alcohols, draw appropriate conclusions and give answers on the spot.

A slide with the classification of alcohols is shown on the screen.

What substances are called phenols?

Pupils are trying to define the class phenols.

After the students answer, the definition of the class phenols is shown on the slide, the teacher corrects inaccuracies in the students’ answers, focusing their attention on the structure of the phenyl radical.

What are homologues? (Students' answers follow).

Name 3 homologues

first row: butanol, second row: hexanol, third row: pentanol

What are isomers? (Students’ answers follow).

What types of isomerism are characteristic of alcohols?

Students recall the main types of isomerism of alcohols. On the screen slide "Types of isomerism" (Slide No. 5)

Now in your notebooks, give the name of the compound whose formula is on your card and write option 1: isomers of the carbon skeleton, option 2: isomers based on the position of the hydroxo group for your compound;

What chemical properties do monohydric alcohols have?

Pupils from the seat list one by one the main chemical properties of monohydric alcohols:

Alcohols burn;
React with active metals
React with hydrogen halides;
They undergo a dehydration reaction when heated;
They enter into an esterification reaction;
They enter into oxidation reactions.

On the screen are reaction equations reflecting the chemical properties of monohydric alcohols.

Now complete the task Add the reaction products yourself. (Slide 6)

On the screen is a slide with unfinished reactions.

The teacher demonstrates the reaction equation for alcohols in full on a presentation slide and makes appropriate comments.

Students, checking the correct equations on the board, correct their mistakes in their notebooks.

What are the characteristic qualitative reactions to polyhydric alcohols and phenols?

(Students' answers follow)

Carry out using reagents qualitative reaction to polyhydric alcohols.

A tenth grader carries out reactions for the production of freshly prepared Cu(OH) 2 and “Qualitative reaction to polyhydric alcohols.”

All other students remember the TB rules for conducting the experiment. And then they write down in their notebooks “Qualitative reaction to polyhydric alcohols.”

The teacher reveals the reaction products on the slide.

Students check and correct any mistakes in their notebooks.

Attention to the screen (fragment experience No. 5 Qualitative reaction to phenols with iron (III) chloride FeCl 3 (virtual laboratory)).

Shows on the board the slide “Qualitative reaction to phenols with iron (III) chloride FeCl 3”. Then the equation for the qualitative reaction to phenol opens on the screen, and the teacher makes appropriate comments. Students write down in their notebooks the equation for the qualitative reaction of phenols with iron (III) chloride FeCl 3 .

IV. Student reports about the harmful effects of alcohol on the human body.

Guys, while studying the physical properties of alcohols, we raised the issue of their toxicity.

When 1-2 teaspoons of methanol enter the body, the optic nerve is affected, which leads to complete blindness, and consumption of 30-100 ml leads to death.

What is the effect of ethanol, which is used to prepare alcoholic beverages, on the human body?

Student message (presentation. The influence of ethanol on the human body).

After listening to the speeches, we all drew our own conclusions.
And now I ask you to finish my sentence:
After saying hello to vodka, say goodbye: wisely.
When the wine appears, the following is removed: wisdom.
The hops are noisy, the mind is silent.
Wine is not a craft:...comrade.
What you heard in class must be taken into account.

V. Reflection.

Sit comfortably, close your eyes. Relax and think about everything that happened in the lesson (quiet music is playing at this time).

I suggest you take a reflection test that does not require you to sign.

If you agree with the statement, you put a “+” sign next to it.

Reflective test. (Appendix No. 2)

Now raise your hands, those who gave five pluses, four pluses, three.

You gave me these grades. If someday schoolchildren will be able to say about me, in the words of D.I. Mendeleev’s students, that the teacher “put a good seed in them, and not just served a simple duty,” then this will be the highest reward for me.”

VI. Homework

I try to ensure that in educational activities there is a direction from reproductive to creative types of tasks, from control to self-control, from teacher assessment to student self-esteem. Through problem solving, I determine whether the student knows how to use his knowledge and how successfully he does it.

Individual differentiated card (completing the tasks of this card will also serve as preparation for the Unified State Exam)

Alcohols (Appendix No. 3)

Score "5" - 11-10 tasks, "4" - 9-8 tasks, "3" - 6 or less.

Creative tasks (can be done in pairs or in a group):

Prepare 10-15 questions for the “Yes-No” game (optional);

Compose a crossword puzzle “Alcohols and phenols” (Appendix No. 4) (optional);

prepare posters on the topic “I lead a healthy lifestyle” (optional).

VII. Summing up the lesson, grading.

VII.Literature.

Makhmutov M. I. Problem-based learning: basic questions of theory. M.: Education, 1975.
Palamarchuk V.F. School teaches you to think. M., Education, 1987.
Spirkin A.G. In the world of wise thoughts. M., Gospolitizdat, 1961.

Appendix No. 1

One day, the students of the ancient Greek philosopher Zeno turned to him with a question: “Teacher, you, who have knowledge many times greater than we do, always doubt the correct answers to questions that seem obvious and clear to us. Why?” Drawing two circles in the sand with a staff , large and small, Zeno replied: “The area of the large circle is what I know, and the area of the small circle is what you know. As you can see, I really have more knowledge than you. But everything outside these circles is unknown, neither by me, neither by you. Agree that the length of the large circle is greater than the length of the small circle, and therefore the limit of my knowledge with the unknown is greater than yours. That is why I have more doubts."

So, the wider and deeper we study the subject, the more doubts we have, the more questions arise.

In today's lesson we will try to answer all the questions that will confront us.

Appendix No. 2

Reflective test.

1. I clarified a lot of new things for myself today.

2. This will be useful to me in life.

3. I received an answer to all my questions.

4. I liked our lesson.

5. I was interested in working in class today.

Appendix No. 3

Individual differentiated card (completing the tasks of this card will also serve as preparation for the Unified State Exam)

PART A. Multiple Choice Tests

1 (3 points). General formula of monohydric alcohols:

2 (3 points). A trihydric alcohol is:

A. Ethanol.

B. Ethylene glycol.

B. Glycerin.

G. Methanol.

3 (3 points). Name of the substance whose formula

CH3-CH -CH2-CH3
HE

A. Butanol-1.

B. Propanol-2.

V. Butanal.

G. Butanol-2.

4 (3 points). Type of isomerism characteristic of saturated monohydric alcohols:

A. Isomerism of multiple bond position.

B. Spatial isomerism.

B. Isomerism of the position of the functional group.

D. All answers are correct.

5 (3 points). A substance that does not react with ethyl alcohol:

B. Oxygen.

B. Copper(II) oxide.

G. Sodium hydroxide.

6 (3 points). The reagent for recognizing monohydric alcohols is:

A. Copper(II) oxide.

B. Bromine water.

B. Copper(II) hydroxide.

G. Sodium hydroxide.

7 (3 points). Among the saturated monohydric alcohols, the most poisonous is:

A. Ethyl.

B. Methyl.

V. Propilovy.

G. Butyl.

PART B. Free-response questions

8 (8 points). Make up reaction equations according to the scheme:

ethane -> ethene > ethanol > sodium ethoxide.

9.(2 points). Substance used as a food additive:

A. Glycerin. B. Methanol.

B. Ethylene glycol.

10. Define the concept of “dehydration reaction”.

Score "5" - 9-10 tasks, "4" - 7-8 tasks, "3" - 5 or less.

Lesson objectives:

Educational: ensure repetition of basic terms and concepts on the topic during the lesson; consolidate students' knowledge about the composition, structure and properties of alcohols and phenols;

Developmental: develop students’ skills to analyze, compare, establish relationships between the structure and properties of compounds; develop students’ creative abilities and cognitive interest in chemistry;

Educational: pay special attention to the harmful effects of ethanol on the human body; promotion of healthy lifestyles.

Lesson type: general.

Equipment: multimedia projector, screen, computers (12).

During the classes.

I. Organizational moment.

II. Guys, today we are conducting a general lesson on the topic “Alcohols and phenols”, in which we should consolidate and systematize the knowledge you gained while studying the topic. (Slide 1)

Today in class:

you will repeat what alcohols and phenols are;
you will learn about the harmful effects of ethanol on the human body;
you will do the exercises on the computer;
you will be pleasantly surprised: it turns out that you already know so much!

III. Frontal survey.

1. What substances are called alcohols? (slide 3)

Answer: Alcohols are organic substances whose molecules contain one or more hydroxyl groups -OH, connected to a hydrocarbon radical. (slide 4)

2. By what criteria are alcohols classified? (slide 3)

Answer: According to the number of hydroxyl groups (monoatomic, diatomic, triatomic); by the nature of the hydrocarbon radical (saturated, unsaturated, aromatic); by the nature of the carbon atom to which the hydroxyl group is bonded (primary, secondary, tertiary). (slide 6)

3. Continue the phrase “Phenols are...” (slide 3)

Answer: Phenols are organic substances containing a phenyl radical linked to one or more hydroxyl groups. (slide 7)

4. What types of isomerism are characteristic of alcohols? (slide 3)

Answer: According to the position of the functional group, the carbon skeleton, interclass with ethers. (slide 8)

5. What chemical properties do alcohols have? (slide 3)

Answer: Alcohols are characterized by the following reactions:

Substitutions;

Dehydration;

Esterification;

Oxidation. (slide 9)

6. What are the qualitative reactions to polyhydric alcohols and phenols? (slide 3)

Answer: for polyhydric alcohols - interaction with freshly prepared copper (II) hydroxide to form a bright blue copper alkoxide; for phenols - interaction with a solution of FeCl3 with the formation of purple iron phenolate. (slide 10)

IV. The solution of the problem.

They solve the problem: one student is at the blackboard, the others are on the ground.

Problem: Calculate the volume of hydrogen (n.s.) that is formed when metallic sodium weighing 3.45 g reacts with excess ethanol.

2C2H5OH + 2Na 2C2H5ONa + H2

n(Na) = = 0.15 mol

n(Na) : n(H2) = 2: 1

n(H2) = = = 0.075 mol

V(H2) = 0.075 mol. 22.4 mol/l = 1.68 l

V. Guys, while studying the physical properties of alcohols, we raised the issue of their toxicity.

When 1-2 teaspoons of methanol enter the body, the optic nerve is affected, which leads to complete blindness, and consumption of 30-100 ml leads to death.

What is the effect of ethanol, which is used to prepare alcoholic beverages, on the human body?

Student message (presentation).

VI. In order to control their knowledge, students are offered individual work at computers: performing exercises on the topic “Alcohols and phenols.”

Manual used: CD-ROM “Hydrocarbon Derivatives” from the “Electronic Lessons and Tests” series.

The computer program allows students to give themselves percentages for completing work. Students are offered a scale of correspondence between scores and marks according to the “five-point system”, which gives each student the opportunity to give themselves a mark.

VII. Reflection.

Students complete a reflective test that they do not sign. If you agree with the statement, put a “+” sign next to it.

Reflective test:

1. This will be useful to me in life.

2. There was a lot to think about during the lesson.

3. I received answers to all the questions I had.

4. I worked conscientiously during the lesson.

VIII. Summing up the lesson, grading.

Portal for schoolchildren. Self-preparation

Presentation on the topic of alcohols and phenols. Phenols and aromatic alcohols

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