9chemistry XII Life Science & Engineering SECUP 2023-24 LP Secondary

UNIT PLAN - LESSON PLAN
CHEMISTRY XII - LIFE SCIENCE & ENGINEERING

YEAR 2023-24
UNIT PLAN
Unit 5 Semester 2nd
Time allocated: 2 x 40”
Organic Chemistry: Carbonyls, (alokasi waktu)
Carboxylic Acids and Chirality Scope & Sequence no: 5
(alur tujuan pembelajaran)
Expected Student Outcomes: (profil lulusan)

● Critically analyze complex and abstract problems in a collaborative atmosphere.
(3.1.E1)
● Developing effective learning according to their learning style. (3.1.E2)
● Applying Christian Worldview in all aspects of his life. (3.2.E2)
● Develop enthusiasm for specific fields and motivation to investigate them further.
(3.3.E2)
● Finding the meaning of what was learnt and taking practical efforts to effect
change. (3.3.E3)
Learning Focus: (indikator) [elemen Learning Objectives: [tujuan

capaian pembelajaran] pembelajaran]
 know that optical isomerism is a result
● Understand chirality of chirality in molecules with a single
chiral centre
● Understand the reaction of  understand that optical isomerism
aldehydes ketones results from chiral centre(s) in a
molecule with asymmetric carbon
● Understand the reaction of atom(s) and that optical isomers
carboxylic acids (enantiomers) are object and non-
superimposable mirror images and be
● Describe the function of spectroscopy able to draw 3D diagrams of these
and chromatography optical isomers
 know that optical activity is the ability
of a single optical isomer to rotate the
plane of polarisation of plane-polarised
monochromatic light in molecules
containing a single chiral centre
 know what is meant by the term
‘racemic mixture’
 be able to use data on optical activity of
reactants and products as evidence for
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SN1 and SN2 mechanisms and addition

to carbonyl compounds
 understand the nomenclature of
aldehydes and ketones and be able to
draw their structural, displayed and
skeletal formulae
 understand that aldehydes and
ketones: i. do not form intermolecular
hydrogen bonds and this affects their
physical properties; ii. can form
hydrogen bonds with water and this
affects their solubility
 understand the reactions of carbonyl
compounds with: i. Fehling’s or
Benedict’s solution, Tollens’ reagent
and acidified dichromate(VI) ions; ii.
lithium tetrahydridoaluminate(III)
(lithium aluminium hydride) in dry
ether (ethoxyethane); iii. HCN, in the
presence of KCN, as a nucleophilic
addition reaction, using curly arrows,
relevant lone pairs, dipoles and
evidence of optical activity to show the
mechanism; iv. 2,4-
dinitrophenylhydrazine (2,4-DNPH), as
a qualitative test for the presence of a
carbonyl group and to identify a
carbonyl compound given data of the
melting temperatures of derivatives; v.
iodine in the presence of alkali (the
iodoform test)
 understand the nomenclature of
carboxylic acids and be able to draw
their structural, displayed and skeletal
formulae
 understand that hydrogen bonding
affects the physical properties of
carboxylic acids, in relation to their
boiling temperatures and solubility
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 understand that carboxylic acids can be

prepared by the oxidation of alcohols or
aldehydes and the hydrolysis of nitriles
 understand the reactions of carboxylic
acids with: i. lithium tetrahydrido-
aluminate(III) (lithium aluminium
hydride) in dry ether (ethoxyethane); ii.
bases to produce salts; iii. Phosphorus
(V) chloride (phosphorus
pentachloride); iv. alcohols in the
presence of an acid catalyst
 understand the nomenclature of acyl
chlorides and esters and be able to
draw their structural, displayed and
skeletal formulae
 understand the reactions of acyl
chlorides with: i. water; ii. Alcohols; iii.
concentrated ammonia; iv. amines
 understand the hydrolysis reactions of
esters, in acidic and alkaline solution
 understand how polyesters, such as
terylene, are formed by condensation
polymerisation reactions
 be able to use data from mass spectra
to: i. suggest possible structures of a
simple organic compound given
accurate relative molecular masses; ii.
calculate the accurate relative
molecular mass of a compound, given
accurate relative atomic masses to four
decimal places
 understand that carbon-13, (13C) NMR
spectroscopy provides information
about the positions of 13C atoms in a
molecule
 be able to use data from 13C NMR
spectroscopy to: i. predict the different
environments for carbon atoms present
in a molecule, given values of chemical
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shift, δ; ii. justify the number of peaks

present in a 13C NMR spectrum in
terms of the number of carbon atoms in
different environments
 be able to use both low and high
resolution proton NMR spectroscopy to:
i. predict the different types of proton
present in a molecule, given values of
chemical shift, δ; ii. relate relative peak
areas, or ratio number of protons, to
the relative numbers of 1H atoms in
different environments; iii. deduce the
splitting patterns of adjacent, non-
equivalent protons using the (n+1) rule
and hence suggest the possible
structures for a molecule; iv. predict
the chemical shifts and splitting
patterns of the 1H atoms in a given
molecule
 know that chromatography separates
components of a mixture using a mobile
phase and a stationary phase
 be able to calculate Rf values from one-
way chromatograms in paper and thin-
layer chromatography (TLC) and
understand reasons for differences in
Rf values
 know that high-performance liquid
chromatography, HPLC, and gas
chromatography, GC, are types of
column chromatography that separate
substances because of different
retention times in the column and may
be used in conjunction with mass
spectrometry, in applications such as
forensics or drug testing in sport
Biblical Worldview Integration:

Chirality, the property of molecules having a non-superimposable mirror image, reflects
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the diversity and individuality within creation. In Genesis 1:27, we learn that God
created mankind in His own image. Chirality serves as a reminder that God has created
each person with distinct characteristics and purposes, emphasizing the intrinsic value
and dignity of every individual. This understanding prompts students to approach their
scientific studies and interactions with others with respect, inclusivity, and a recognition
of the uniqueness of each person. Moreover, the study of carbonyls, carboxylic acids, and
chirality calls for ethical considerations and responsible stewardship. As stewards of
God's creation, students are encouraged to use their scientific knowledge for the
betterment of society while being mindful of potential environmental impacts. This aligns
with the biblical mandate in Genesis 2:15 to care for and cultivate the earth.
Resources: (referensi)
Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom
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LESSON PLAN
Meeting 25 (1st March) Semester 2

CA: Carbonyls, Carboxylic Acids and [Alokasi waktu]
Esters
Learning Objectives: [tujuan pembelajaran]

 know that optical isomerism is a result of chirality in molecules with a single chiral
centre
 understand that optical isomerism results from chiral centre(s) in a molecule with
asymmetric carbon atom(s) and that optical isomers (enantiomers) are object and
non-superimposable mirror images and be able to draw 3D diagrams of these optical
isomers
 know that optical activity is the ability of a single optical isomer to rotate the plane of
polarisation of plane-polarised monochromatic light in molecules containing a single
chiral centre
 know what is meant by the term ‘racemic mixture’
 be able to use data on optical activity of reactants and products as evidence for SN1
and SN2 mechanisms and addition to carbonyl compounds
 understand the nomenclature of aldehydes and ketones and be able to draw their
structural, displayed and skeletal formulae
 understand that aldehydes and ketones: i. do not form intermolecular hydrogen bonds
and this affects their physical properties; ii. can form hydrogen bonds with water and
this affects their solubility
 understand the reactions of carbonyl compounds with: i. Fehling’s or Benedict’s
solution, Tollens’ reagent and acidified dichromate(VI) ions; ii. lithium
tetrahydridoaluminate(III) (lithium aluminium hydride) in dry ether (ethoxyethane);
iii. HCN, in the presence of KCN, as a nucleophilic addition reaction, using curly
arrows, relevant lone pairs, dipoles and evidence of optical activity to show the
mechanism; iv. 2,4-dinitrophenylhydrazine (2,4-DNPH), as a qualitative test for the
presence of a carbonyl group and to identify a carbonyl compound given data of the
melting temperatures of derivatives; v. iodine in the presence of alkali (the iodoform
test)
 understand the nomenclature of carboxylic acids and be able to draw their structural,
displayed and skeletal formulae
 understand that hydrogen bonding affects the physical properties of carboxylic acids,
in relation to their boiling temperatures and solubility
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 understand that carboxylic acids can be prepared by the oxidation of alcohols or

aldehydes and the hydrolysis of nitriles
 understand the reactions of carboxylic acids with: i. lithium tetrahydrido-
aluminate(III) (lithium aluminium hydride) in dry ether (ethoxyethane); ii. bases to
produce salts; iii. Phosphorus (V) chloride (phosphorus pentachloride); iv. alcohols in
the presence of an acid catalyst
 understand the nomenclature of acyl chlorides and esters and be able to draw their
structural, displayed and skeletal formulae
 understand the reactions of acyl chlorides with: i. water; ii. Alcohols; iii. concentrated
ammonia; iv. amines
 understand the hydrolysis reactions of esters, in acidic and alkaline solution
 understand how polyesters, such as terylene, are formed by condensation
polymerisation reactions
 be able to use data from mass spectra to: i. suggest possible structures of a simple
organic compound given accurate relative molecular masses; ii. calculate the accurate
relative molecular mass of a compound, given accurate relative atomic masses to four
decimal places
Instructional Methods: [kegiatan pembelajaran]

● Read the CA rules
● Administer the CA
● Check and give feedback to the students
Evaluation of Learning: [penilaian]

● CA
Resources:
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Meeting 26 (4th March) Semester 2

CAPSTONE Preparation [Alokasi waktu]

 CAPSTONE Preparation

● CAPSTONE Preparation

● CAPSTONE Preparation
Resources:
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Meetings 27-28 (6th & 8th March) Semester 2

CAPSTONE Presentation [Alokasi waktu]

 CAPSTONE Presentation

● CAPSTONE Presentation

● CAPSTONE Presentation
Resources:
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UNIT PLAN
Unit 6 Semester 2nd
Benzene and Its Compounds (alokasi waktu)
Scope & Sequence no: 6
(alur tujuan pembelajaran)
Expected Student Outcomes: (profil lulusan)

● Critically analyze complex and abstract problems in a collaborative atmosphere.
(3.1.E1)
● Developing effective learning according to their learning style. (3.1.E2)
● Applying Christian Worldview in all aspects of his life. (3.2.E2)
● Develop enthusiasm for specific fields and motivation to investigate them further.
(3.3.E2)
● Finding the meaning of what was learnt and taking practical efforts to effect
change. (3.3.E3)
Learning Focus: (indikator) [elemen Learning Objectives: [tujuan

capaian pembelajaran] pembelajaran]
 interpret and use the general,
● Identify and describe formulae, structural, displayed and skeletal
functional groups and the name of formulae of the following classes of
organic compounds compound:(i) arenes(ii) and
halogenoarenes
● Draw shapes of organic molecules; σ  interpret and use the general,
and π bonds structural, displayed and skeltal
formulae of phenols
● Describe the properties of arenes  understand and use systematic
nomenclature of simple aromatic
● Describe the properties and molecules with one benzene ring and
reactions of phenols one or more simple substituents, for
example 3-nitrobenzoic acid, 2,4,6-
● Describe the properties and
tribromophenol
reactions of acyl chloride
 describe and explain the shape of, and
bond of benzene molecules in terms of σ
and π bonds
 describe the chemistry of arenes as
exemplified by the following reactions
of benzene and methylbenzene:(i)
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substitution reactions with chlorine

and with bromine(ii) nitration(iii)
Friedel-Crafts alkylation and
acylation(iv) complete oxidation of the
side-chain to give a benzoic acid(v)
hydrogenation of the benzene ring to
form a cyclohexane ring
 describe the mechanism of electrophilic
substitution in arenes, as exemplified
by the formation of nitrobenzene and
bromobenzene(ii) suggest the
mechanism of other electrophilic
substitution reactions, given data(iii)
describe the effect of the delocalisation
of electrons in arenes in such reactions
 interpret the difference in reactivity
between chlorobenzene and
chloroalkanes
 predict whether halogenation will occur
in the side-chain or in the aromatic
ring in arenes depending on reaction
conditions
 apply knowledge relating to position of
substitution in the electrophilic
substitution of arenes
 recall the chemistry of phenol, as
exemplified by the following
reactions:(i) with bases(ii) with
sodium(iii) with diazonium salts (see
also Section 20.1)(iv) nitration of, and
bromination of, the aromatic ring
 describe and explain the relative
acidities of water, phenol and ethanol
 describe the hydrolysis of acyl chlorides
 describe the reactions of acyl chlorides
with alcohols, phenols, ammonia and
primary amines
 explain the relative ease of hydrolysis
of acyl chlorides, alkyl chlorides and
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aryl chlorides including the

condensation (addition-elimination)
mechanism for the hydrolysis of acyl
chlorides
Biblical Worldview Integration:

Understanding benzene and its compounds allows chemistry students to see God's
wisdom, order, and purpose in the molecular universe. God saw all He had made, and it
was very good, according to Genesis 1:31. With its distinct aromatic characteristics,
benzene demonstrates the precision and beauty of God's creation. Its symmetrical
structure and delocalized electron system show the complex balance and design that
exists in the molecular level. The study of benzene and its derivatives also emphasizes
the significance of stewardship and ethical considerations. We are commanded in Genesis
2:15 to care for and develop the planet. Students are encouraged to study and apply their
understanding of benzene appropriately and ethically, taking into account the potential
impact on the environment and human health. This involves supporting environmentally
friendly activities, reducing pollution, and lobbying for the safe use of benzene
derivatives.
Resources: (referensi)
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LESSON PLAN

NYEPI [Alokasi waktu]

 NYEPI

● NYEPI

● NYEPI
Resources:
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Structure, Nomenclature, and [Alokasi waktu]
Formulae of Aromatic Compounds

 interpret and use the general, structural, displayed, and skeletal formulae of
arenes, halogenoarenes, and phenols.
 understand and use systematic nomenclature of simple aromatic molecules with
one benzene ring and one or more simple substituents.

● Introduction:
● Begin by reviewing the basic structure of benzene and its unique properties.
● Introduce the terms "aromatic compound" and "aryl group."
● Briefly discuss the concept of resonance and its role in aromatic stability.
● Activity 1: Exploring Formulae:

● Divide the class into small groups.
● Provide each group with a set of molecules (e.g., benzene, toluene, chlorobenzene,
phenol) and models (if available).
● Task the groups to:
● Draw the general, structural, displayed, and skeletal formulae for each given
molecule.
● Identify the functional groups present (if any).
● Discuss the differences and similarities between the different formulae
representations.
● Facilitate a class discussion where each group presents their findings and other
groups can ask questions.
● Activity 2: Nomenclature Challenge:

● Provide the students with a list of simple aromatic molecules with varying
substituents (e.g., bromobenzene, 2-methylphenol, 1,3-dichlorobenzene).
● Challenge the students to:
● Determine the correct root name of the molecule based on the number and
arrangement of carbon atoms in the aromatic ring.
● Identify and name the attached substituent(s) using appropriate prefixes and
locants.
● Write the complete systematic name according to IUPAC rules.
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● Encourage peer-to-peer collaboration and discussion during this activity.

● Address any common mistakes or areas of confusion as a class.
● Activity 3: Real-World Application:

● Present everyday examples of aromatic compounds and their uses (e.g., aspirin,
paracetamol, nylon, polystyrene).
● Discuss the link between the structure and function of these molecules.
● Encourage students to research and present on the properties and applications of
specific aromatic compounds they find interesting.
● Wrap-up and Assessment:

● Briefly summarize the key learning points of the lesson.
● Provide a short quiz or exit ticket to assess student understanding of formulae and
nomenclature rules.
● Encourage students to ask any remaining questions and address any outstanding
concerns.

● Students can create their own aromatic molecules and name them according to
IUPAC rules.
● They can research the environmental or health implications of specific aromatic
compounds and present their findings to the class.
Resources:
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Structure, Bonding, and Nomenclature [Alokasi waktu]
of Benzene and Simple Aromatic
Molecules

one benzene ring and one or more simple substituent.
 describe and explain the shape of, and bonding in benzene molecules in terms of σ
and π bonds.

● Introduction:
● Start by reviewing the general properties of aromatic compounds.
● Briefly discuss the unique structure of benzene with its six carbon ring and
alternating single and double bonds.
● Introduce the concept of resonance and its role in aromatic stability.
● Activity 1: Unveiling the Benzene Bond:

● Provide each group with ball-and-stick models or a pre-drawn structure of
benzene.
● Identify and differentiate between σ and π bonds in the benzene ring.
● Analyze the arrangement of atoms and the geometry of the molecule.
● Discuss how resonance contributes to the delocalization of electrons in the π
system.
● Facilitate a class discussion where each group presents their findings. Use visuals
to illustrate σ and π bonds and the concept of resonance.
● Emphasize the planar structure of benzene due to sp² hybridization of carbon
atoms.
● Activity 2: Naming the Substituted Benzene Ring:

● Present a list of simple aromatic molecules with varying substituents (e.g.,
toluene, chlorobenzene, 2-methylphenol).
● Guide the students through the process of systematic nomenclature:
● Identify the parent aromatic hydrocarbon (benzene in this case).
● Name the substituent(s) using appropriate prefixes (e.g., chloro-, nitro-, methyl-).
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● Utilize locants (numbers) to indicate the positions of substituents on the ring

(refer to numbering conventions for specific cases).
● Write the complete systematic name according to IUPAC rules.
● Provide opportunities for students to practice naming molecules individually or in
pairs.
● Address any common mistakes or areas of confusion as a class.
● Activity 3: Putting it Together:

● Combine the concepts of bonding and nomenclature by presenting molecules with
multiple substituents.
● Challenge students to:
● Explain how the position of substituents can affect the properties of the molecule
(due to electronic effects).
● Discuss the concept of isomers for disubstituted benzenes (ortho, meta, para) and
how to differentiate them based on nomenclature.
● Encourage peer-to-peer discussion and problem-solving.
● Wrap-up:
● Briefly summarize the key takeaways of the lesson, emphasizing both bonding and
nomenclature aspects.

● Provide a short quiz or exit ticket to assess student understanding:
● Part 1: Draw the Lewis structure of benzene and identify σ and π bonds.
● Part 2: Name the following aromatic molecules according to IUPAC rules (provide
examples with different substituent positions).
concerns.
Resources:
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Meetings 32-33 (18th - 20th March) Semester 2

Reactivity of Aromatic Compounds - [Alokasi waktu]
Reactions and Mechanisms

 describe the chemistry of arenes through various reactions, including electrophilic
substitution, nitration, Friedel-Crafts reactions, and oxidation/reduction.
 explain the mechanism of electrophilic substitution in arenes and its relation to the
delocalization of electrons.

● Introduction:
● Briefly review the structure and properties of aromatic compounds, particularly
their stability due to resonance.
● Introduce the concept of electrophilic substitution as the primary reaction
pathway for arenes.
● Activity 1: Exploring Aromatic Reactions:

● Provide each group with a set of cards featuring different reactions of benzene and
methylbenzene (substitution with halogens and nitro groups, Friedel-Crafts
reactions, oxidation, and hydrogenation).
● Each card should include:
● The reaction equation with reactants and products.
● A brief description of the reaction conditions and catalysts (if applicable).
● Space for students to answer guiding questions.
● Match the reaction types with their respective equations and descriptions.
● Discuss the different products formed depending on the reaction type.
● Identify any similarities or trends observed across the reactions.
● Facilitate a class discussion where each group presents their findings, and address
any questions or misconceptions.
● Activity 2: Demystifying Electrophilic Substitution:

● Focus on the mechanism of electrophilic substitution, using the example of
nitration and bromination of benzene:
● Introduce the concept of electrophiles and their attraction to electron-rich areas.
● Explain the multi-step mechanism involving:
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● Generation of the electrophile (e.g., NO2+ from HNO3/H2SO4, Br+ from Br2/FeBr3).
● Attack of the electrophile on the benzene ring, forming a σ-complex.
● Rearrangement of electrons and formation of a new aromatic product.
● Regeneration of the catalyst (e.g., H+).
● Utilize visuals and molecular models (if available) to illustrate the mechanism
steps.
● Encourage students to ask questions and participate in the discussion.
● Activity 3: Mechanism and Delocalization:

● Discuss the impact of electron delocalization in arenes on their reactivity:
● Explain how the π electrons in the benzene ring form a delocalized cloud,
increasing the overall electron density.
● Show how this electron-rich system attracts electrophiles, facilitating electrophilic
substitution. Provide additional examples of electrophilic substitution reactions
and challenge students to:
● Suggest the mechanism based on the provided data (reactants, products,
catalysts). Explain how the electronic properties of substituents can influence the
reactivity of the aromatic ring (activating vs. deactivating groups).
● Encourage peer-to-peer discussion and problem-solving.
● Wrap-up:
● Briefly summarize the key takeaways of the lesson, emphasizing the types of
reactions, electrophilic substitution mechanism, and the role of electron
delocalization.
concerns.

● Part 1: Match the reaction types with their descriptions and identify the products
for a given reaction.
● Part 2: Briefly explain the multi-step mechanism of electrophilic substitution and
its connection to aromaticity.
Resources:
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Meeting 34 (22nd March) Semester 2

Comparing Reactivity and Site [Alokasi waktu]
Selectivity in Aromatic Halogenation

 interpret the difference in reactivity between chlorobenzene and chloroalkanes.
 predict whether halogenation will occur in the side chain or the aromatic ring in
arenes, based on reaction conditions.

● Introduction:
● Briefly review the structure and properties of aromatic compounds, emphasizing
their stability due to resonance.
● Introduce the concept of halogenation reactions and their importance in modifying
organic molecules.
● Activity 1: Comparing Reactivity:

● Provide each group with information about the following:
● Chlorobenzene: structure, properties, typical reactions.
● Chlorobutane (or another chloroalkane): structure, properties, typical reactions.
● Compare and contrast the physical and chemical properties of chlorobenzene and
the chloroalkane.
● Research and discuss factors that influence the reactivity of organic molecules
towards halogenation (e.g., bond strength, stability of products).
● Analyze why chlorobenzene exhibits different reactivity compared to the
chloroalkane (focus on the influence of the aromatic ring).
● Facilitate a class discussion where each group presents their findings and address
any misconceptions. Encourage critical thinking and scientific reasoning.
● Activity 2: Site Selectivity in Action:

● Introduce the concept of site selectivity in aromatic halogenation reactions:
● Explain how the presence of an aromatic ring can influence the reaction site
compared to aliphatic chains.
● Discuss the different reaction conditions employed for side-chain vs. aromatic ring
halogenation.
● Provide examples of reactions:
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● Side-chain halogenation of toluene with Br2/light.

● Aromatic ring halogenation of benzene with Br2/FeBr3.
● Utilize visual aids (reaction schemes, diagrams) to illustrate the concept of site
selectivity.
● Challenge students to: Predict the major product(s) formed under different
reaction conditions (temperature, catalyst presence). Explain their reasoning
based on the reactivity and stability of the reaction intermediates.
● Activity 3: Exploring the Why:

● Deep dive into the underlying reasons behind site selectivity:
● Explain how the delocalized electron cloud in the aromatic ring activates the ring
towards electrophilic attack (relevant for aromatic halogenation).
● Conversely, the C-H bonds in the side chain are more susceptible to homolytic
cleavage under radical conditions (relevant for side-chain halogenation).
● Encourage students to: Relate the reaction conditions (temperature,
presence/absence of light) to the type of reaction mechanism involved (electrophilic
vs. radical).
● Apply their understanding to predict the outcome of other aromatic halogenation
reactions with varying substituents and conditions.
● Wrap-up:
● Briefly summarize the key takeaways of the lesson, emphasizing the difference in
reactivity, the concept of site selectivity, and the role of reaction conditions and
electronic factors.
concerns.

● Part 1: Explain the factors influencing the reactivity of chlorobenzene compared to
a chloroalkane.
● Part 2: Predict the major product(s) formed for given aromatic compounds under
different halogenation reaction conditions and justify the reasoning.
Resources:
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Exploring Regioselectivity and [Alokasi waktu]
Reactivity of Phenol

 apply their knowledge of position of substitution in electrophilic substitution
reactions of arenes.
 recall the key reactions of phenol, focusing on its reactivity with bases, metals,
diazonium salts, and its ability to undergo electrophilic substitution.
 describe and explain the relative acidities of water, phenol, and ethanol.

● Introduction:
● Briefly review the concept of electrophilic substitution in aromatic compounds and
the factors influencing the position of substitution (activating/deactivating
groups).
● Introduce phenol as an aromatic molecule with an additional hydroxyl group and
its unique properties.
● Activity 1: Regioselectivity in Action:

● Provide each group with a set of molecules (e.g., phenol, toluene, anisole,
nitrobenzene) and information about their reactivity in electrophilic substitution.
● Predict the major product(s) formed upon nitration or bromination of these
molecules.
● Explain their reasoning, considering the activating/deactivating effect of the
substituent (hydroxyl group in phenol) on the electron density of the aromatic
ring.
● Discuss how the position of substitution is influenced by the electronic properties
of the substituent.
● Facilitate a class discussion where each group presents their predictions and
justifications. Address any misconceptions and emphasize the importance of
regioselectivity.
● Activity 2: Phenol's Chemical Versatility:

● Focus on the diverse reactions of phenol, highlighting its acidic nature:
● Discuss the reaction of phenol with strong bases (e.g., NaOH) to form phenolate
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ions.
● Explain the reactivity of phenol with sodium metal due to the acidic nature of the
O-H bond.
● Introduce the concept of diazonium coupling and its application with phenol to
form azo dyes. Utilize reaction schemes and diagrams to illustrate each reaction
type. Emphasize how the presence of the hydroxyl group increases the acidity of
phenol compared to a simple aromatic molecule like benzene.
● Activity 3: The Acidity Showdown:

● Compare the relative acidities of water, phenol, and ethanol:
● Discuss the concept of Brønsted-Lowry acids and bases.
● Explain how the stability of the conjugate base influences the strength of an acid.
● Show how the delocalization of the negative charge in the phenolate ion makes it a
more stable species compared to the conjugate bases of water and ethanol, leading
to a higher acidity for phenol.
● Encourage students to:
● Draw the structures of the conjugate bases for each molecule.
● Analyze the stability of the conjugate bases and relate it to the relative acidity
order.
● Wrap-up:
● Briefly summarize the key takeaways of the lesson, emphasizing regioselectivity
in aromatic substitution, the diverse reactions of phenol, and the factors
influencing relative acidities.
concerns.

● Part 1: Predict the major product(s) for the electrophilic substitution of different
aromatic compounds, explaining the choice based on regioselectivity.
● Part 2: Rank water, phenol, and ethanol in terms of acidity and justify the order
based on the Brønsted-Lowry concept.
Resources:
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Meeting 36-37 (27th - 29th March) Semester 2

CA/PA - Benzene and Its Derivatives [Alokasi waktu]

 interpret and use the general, structural, displayed and skeletal formulae of the
following classes of compound:(i) arenes(ii) and halogenoarenes
 interpret and use the general, structural, displayed and skeltal formulae of phenols
one benzene ring and one or more simple substituents, for example 3-nitrobenzoic
acid, 2,4,6-tribromophenol
 describe and explain the shape of, and bond of benzene molecules in terms of σ and
π bonds
 describe the chemistry of arenes as exemplified by the following reactions of
benzene and methylbenzene:(i) substitution reactions with chlorine and with
bromine(ii) nitration(iii) Friedel-Crafts alkylation and acylation(iv) complete
oxidation of the side-chain to give a benzoic acid(v) hydrogenation of the benzene
ring to form a cyclohexane ring
 describe the mechanism of electrophilic substitution in arenes, as exemplified by
the formation of nitrobenzene and bromobenzene(ii) suggest the mechanism of
other electrophilic substitution reactions, given data(iii) describe the effect of the
delocalisation of electrons in arenes in such reactions
 interpret the difference in reactivity between chlorobenzene and chloroalkanes
 predict whether halogenation will occur in the side-chain or in the aromatic ring in
arenes depending on reaction conditions
 apply knowledge relating to position of substitution in the electrophilic substitution
of arenes
 recall the chemistry of phenol, as exemplified by the following reactions:(i) with
bases(ii) with sodium(iii) with diazonium salts (see also Section 20.1)(iv) nitration
of, and bromination of, the aromatic ring
 describe and explain the relative acidities of water, phenol and ethanol

● Read the CA rules/Provide the PA rubrics
● Administer the CA/PA
● Collect and check the CA/PA
● Give feedback
24
YEAR 2023-24

● CA/PA
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UNIT PLAN - LESSON PLAN

CHEMISTRY XII - LIFE SCIENCE & ENGINEERING

Expected Student Outcomes: (profil lulusan)

Learning Focus: (indikator) [elemen Learning Objectives: [tujuan

SN1 and SN2 mechanisms and addition

 understand that carboxylic acids can be

shift, δ; ii. justify the number of peaks

Biblical Worldview Integration:

Meeting 25 (1st March) Semester 2

Learning Objectives: [tujuan pembelajaran]

 understand that carboxylic acids can be prepared by the oxidation of alcohols or

Instructional Methods: [kegiatan pembelajaran]

Evaluation of Learning: [penilaian]

Meeting 26 (4th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

Evaluation of Learning: [penilaian]

Meetings 27-28 (6th & 8th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

Evaluation of Learning: [penilaian]

Expected Student Outcomes: (profil lulusan)

Learning Focus: (indikator) [elemen Learning Objectives: [tujuan

substitution reactions with chlorine

aryl chlorides including the

Biblical Worldview Integration:

Meeting 29 (11th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

Evaluation of Learning: [penilaian]

Meeting 30 (13th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

● Activity 1: Exploring Formulae:

● Activity 2: Nomenclature Challenge:

● Encourage peer-to-peer collaboration and discussion during this activity.

● Activity 3: Real-World Application:

● Wrap-up and Assessment:

Evaluation of Learning: [penilaian]

Meeting 31 (15th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

● Activity 1: Unveiling the Benzene Bond:

● Activity 2: Naming the Substituted Benzene Ring:

● Utilize locants (numbers) to indicate the positions of substituents on the ring

● Activity 3: Putting it Together:

Evaluation of Learning: [penilaian]

Meetings 32-33 (18th - 20th March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

● Activity 1: Exploring Aromatic Reactions:

● Activity 2: Demystifying Electrophilic Substitution:

● Activity 3: Mechanism and Delocalization:

Evaluation of Learning: [penilaian]

Meeting 34 (22nd March) Semester 2

Learning Objectives: [tujuan pembelajaran]

Instructional Methods: [kegiatan pembelajaran]

● Activity 1: Comparing Reactivity: