This guide does not go into the naming of compounds or go into detail of particular reactions or directing effects as these are large topics requiring their own exploration. Identifying functional groups in products and reactants Start learners off with the functional . If more help is needed have a look ‘Identifying groups’ at the two web links on the same topic (see Suggested Activities) before trying the functional worksheet (Activity 1). There are also additional links below to ‘Identifying groups’ an interactive quiz and a printable worksheet. Recalling possible reactions and reagents This step relies heavily on learners taking responsibility and using their own time to learn the different reactions. In most cases rote learning at home is best for this, however a teacher can help by regularly quizzing learners at the start of a lesson. The (Activity 2) can be kept on your desk and pulled out at any time ‘Reagents flash cards’ to fill a small gap in a lesson or as a quick starter. Determining synthetic routes and the correct order of reactions The final stage requires progess in both of the previous outcomes and some additional understanding. The you guidance on how to begin this process. ‘Two-step synthesis’ gives Once you have gone through some examples, give learners the ‘Two-step synthesis’ worksheet (Activity 3). The questions get progressively harder but all involve two steps. Some require thought about order and directing groups which are not covered in detail here. Once learners are comfortable with the principles of two-stage synthesis, start them thinking about multi-stage synthetic routes. You could start by having them identify, using the reaction pathway , what multi-stage routes are possible. After that, show learners different organic compounds, ask them to identify functional groups, and to show what compounds they could create through multi-stage synthesis routes. This type of work could be done in mixed-ability groups, with lower achieving learners learning from higher achieving learners, who in turn consolidate their own understanding by explaining their ideas. Additional challenge can be added for higher achieving learners by asking them to think about how a given compound could be synthesised from simpler compounds. They could also think about the practical aspects of the synthesis, e.g.
This guide does not go into the naming of compounds or go into detail of particular reactions or directing effects as these are large topics requiring their own exploration. Identifying functional groups in products and reactants Start learners off with the ‘Identifying functional groups’ . If more help is needed have a look at the two web links on the same topic (see Suggested Activities) before trying the ‘Identifying functional groups’ worksheet (Activity 1). There are also additional links below to an interactive quiz and a printable worksheet. Recalling possible reactions and reagents This step relies heavily on learners taking responsibility and using their own time to learn the different reactions. In most cases rote learning at home is best for this, however a teacher can help by regularly quizzing learners at the start of a lesson. The ‘Reagents flash cards’ (Activity 2) can be kept on your desk and pulled out at any time to fill a small gap in a lesson or as a quick starter. Determining synthetic routes and the correct order of reactions The final stage requires progess in both of the previous outcomes and some additional understanding. The ‘Two-step synthesis’ gives you guidance on how to begin this process. Once you have gone through some examples, give learners the ‘Two-step synthesis’ worksheet (Activity 3). The questions get progressively harder but all involve two steps. Some require thought about order and directing groups which are not covered in detail here. Once learners are comfortable with the principles of two-stage synthesis, start them thinking about multi-stage synthetic routes. You could start by having them identify, using the reaction pathway , what multi-stage routes are possible. After that, show learners different organic compounds, ask them to identify functional groups, and to show what compounds they could create through multi-stage synthesis routes. This type of work could be done in mixed-ability groups, with lower achieving learners learning from higher achieving learners, who in turn consolidate their own understanding by explaining their ideas. Additional challenge can be added for higher achieving learners by asking them to think about how a given compound could be synthesised from simpler compounds. They could also think about the practical aspects of the synthesis, e.g.
123-360931-cdd-tep-chema-syntheticroutes-v8.docx