Objectives (5 - 7 minutes)

1. Understanding the structure and properties of carboxylic acids: Students should be able to identify the basic structure of a carboxylic acid and understand its properties, such as acidity and solubility in water.

2. Learning the IUPAC nomenclature of carboxylic acids: Students should be able to correctly name normal chain carboxylic acids, identifying the main chain, the functional group, and the -oic suffix. Additionally, they should learn to name carboxylic acids with substituents, following the IUPAC priority rules.

3. Practicing the nomenclature of carboxylic acids: After learning the theory, students should practice naming carboxylic acids by solving exercises proposed by the teacher. This objective aims to consolidate the acquired knowledge and develop the naming skill.

Secondary Objectives

1. Reviewing related content: During the class, the teacher should review key concepts of organic chemistry, such as the structure and nomenclature of carbon chains, to facilitate the understanding of the current topic.

2. Promoting interaction and discussion in the classroom: The teacher should encourage active student participation, promoting discussions and clarifying doubts during the class. This can be done through direct questions, group activities, or individual presentations.

3. Encouraging autonomous study: At the end of the class, the teacher should suggest extra study materials, such as videos, articles, and online exercises, so that students can review the content at home.

The teacher should emphasize the importance of constant study and practice in learning the nomenclature of carboxylic acids, a topic that is recurrent in exams and entrance exams and is also fundamental for the study of other topics in organic chemistry.

Introduction (10 - 15 minutes)

1. Reviewing previous content: The teacher should start the class by reviewing the concepts of carbon chains, which were studied earlier. This is an important moment to clarify any doubts students may have and ensure that everyone is on the same page before moving on to the topic of carboxylic acids.

2. Problem situations: Next, the teacher can present two situations to arouse students' interest and show the practical relevance of the topic to be studied:

   • Situation 1: The teacher can ask students why vinegar has an acidic taste. This question serves to introduce the concept of carboxylic acids, which are responsible for the sour taste of vinegar.

   • Situation 2: The teacher can show a picture of a nettle plant and ask why it causes itching when touched. This leads to the concept of formic acid, a carboxylic acid present in nettles.

3. Contextualization: The teacher should explain that the nomenclature of carboxylic acids is important not only to understand the chemistry of foods and plants but also for the pharmaceutical industry. For example, aspirin, a widely used medication, is acetylsalicylic acid, a carboxylic acid.

4. Introduction to the topic: To capture students' attention, the teacher can:

   • Curiosity 1: Mention that the nomenclature of carboxylic acids is used even in astronomy. For example, the molecule of acetic acid (the main component of vinegar) was discovered in the atmosphere of Titan, one of Saturn's moons. This shows the importance of organic chemistry, even in unexpected contexts.

   • Curiosity 2: Tell the story of how organic chemistry was developed. The teacher can mention that in the 19th century, chemists were struggling to name the thousands of new organic substances being discovered. It was then that the Russian chemist Alexander Butlerov proposed the use of a systematic nomenclature, which evolved into the IUPAC system we use today. This story illustrates the importance of nomenclature in organic chemistry and can help motivate students to learn the nomenclature of carboxylic acids.

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes)

   • Structure of carboxylic acids: The teacher should start by explaining the general structure of a carboxylic acid, which consists of a carbon chain with a carboxyl group (-COOH) attached to it. The teacher can use a molecular model to illustrate the structure.

   • Properties of carboxylic acids: Next, the teacher should discuss the properties of carboxylic acids. For example, they are weak acids, which means they can donate a proton (H+) to an aqueous solution. Additionally, short-chain carboxylic acids (up to 5 carbons) are soluble in water due to the formation of hydrogen bonds, while long-chain carboxylic acids are insoluble in water.

   • IUPAC nomenclature of carboxylic acids: The teacher should then present the IUPAC nomenclature rules for carboxylic acids. The main chain should be the longest one containing the carboxyl group, and the acid name should end in -oic. The teacher can provide examples of nomenclature and ask students to identify the main chain and the carboxyl group.

   • Nomenclature of carboxylic acids with substituents: Finally, the teacher should explain how to name carboxylic acids containing substituents. The substituents should be numbered so that the carboxyl carbon is carbon 1. The teacher can use examples of common carboxylic acids, such as acetic acid (CH3COOH) and propionic acid (CH3CH2COOH), to illustrate the nomenclature.

2. Practice (10 - 13 minutes)

   • Exercises resolution: The teacher should then propose a series of nomenclature exercises for students to solve. The exercises should start with simple carboxylic acids and progress to carboxylic acids with substituents. The teacher should move around the classroom, answering questions and providing guidance as needed.

   • Correction of exercises: After students finish the exercises, the teacher should correct them together. This is an opportunity for the teacher to explain any common mistakes and clarify any remaining doubts.

   • Discussion and clarification of doubts: Finally, the teacher should dedicate time to discuss the exercises and clarify any remaining doubts. This is an opportunity for students to apply what they have learned and for the teacher to assess students' understanding of the topic.

3. Applications (5 - 7 minutes)

   • Review of problem situations: To conclude the class, the teacher should revisit the problem situations presented in the Introduction and explain how the nomenclature of carboxylic acids applies to them. For example, the teacher can explain that the sour taste of vinegar is due to acetic acid, a carboxylic acid, and that the itching caused by the nettle plant is due to formic acid, another carboxylic acid.

   • Other applications: The teacher can then discuss other applications of the nomenclature of carboxylic acids. For example, the nomenclature of carboxylic acids is used in the pharmaceutical industry to name the active ingredients in medications. Additionally, the nomenclature of carboxylic acids is used in environmental chemistry to name the organic compounds present in air, water, and soil.

   • Final questions: Finally, the teacher can ask some questions to review the material and ensure that students understood the main concepts. For example, the teacher can ask students to name the simplest carboxylic acid (formic acid) or to explain why long-chain carboxylic acids are insoluble in water. The teacher should encourage students to ask questions and clarify any remaining doubts.

Return (8 - 10 minutes)

1. Content review (3 - 4 minutes): The teacher should start this stage by recapping the main points covered in the class. This can be done through a brief summary, where the teacher highlights the structure and properties of carboxylic acids, IUPAC nomenclature, and the nomenclature of carboxylic acids with substituents. The teacher can also recall the problem situations presented in the Introduction and how the learned theory was applied to solve them.

2. Connection between theory and practice (2 - 3 minutes): The teacher should then explain how the class connected theory, practice, and applications. The teacher can emphasize how the explanation of the structure and properties of carboxylic acids (theory) allowed students to understand the IUPAC nomenclature and the nomenclature of carboxylic acids with substituents (practice). Additionally, the teacher can reinforce how the nomenclature of carboxylic acids is used in the pharmaceutical industry and environmental chemistry (applications).

3. Reflection on learning (2 - 3 minutes): The teacher should then propose that students reflect on what they learned in the class. For this, the teacher can ask the following questions:

   • What was the most important concept you learned today?
   • What questions have not been answered yet?

   The teacher should give a minute for students to think about these questions and then can ask some students to share their answers. The teacher should praise students' answers and clarify any remaining doubts.

4. Teacher feedback (1 - 2 minutes): Finally, the teacher should provide feedback to students on their performance in the class. The teacher can praise students' effort, active participation, and improvement in understanding the topic. Additionally, the teacher should reinforce the importance of continuous study and practice in learning organic chemistry, especially in the nomenclature of carboxylic acids.

5. Class closure: The teacher should end the class by reminding students to review the suggested study material and to bring any doubts to the next class. The teacher can also give a preview of the topic for the next class, to maintain students' interest and so they can prepare in advance.

Conclusion (5 - 7 minutes)

1. Summary (1 - 2 minutes): The teacher should start the Conclusion by summarizing the main points of the class. This includes the structure and properties of carboxylic acids, IUPAC nomenclature, and the nomenclature of carboxylic acids with substituents. The teacher can give a quick summary of each of these topics, emphasizing the most important points.

2. Connection between theory, practice, and applications (1 - 2 minutes): Next, the teacher should reinforce how the class connected theory, practice, and applications. The teacher can mention again how the theory of the structure and properties of carboxylic acids allowed the practice of IUPAC nomenclature and the nomenclature of carboxylic acids with substituents. Additionally, the teacher can reiterate the applications of the nomenclature of carboxylic acids in the pharmaceutical industry and environmental chemistry.

3. Additional materials (1 - 2 minutes): The teacher should then suggest extra study materials for students who want to deepen their understanding of the topic. This can include videos, articles, interactive websites, and online exercises. The teacher can also recommend textbooks or reference books for students who want a more in-depth study.

4. Relevance of the topic (1 minute): To conclude, the teacher should emphasize the practical importance of the class topic. The teacher can emphasize that the nomenclature of carboxylic acids is an essential skill for any organic chemistry student and is often tested in exams and entrance exams. Additionally, the teacher can mention again the applications of the nomenclature of carboxylic acids in the pharmaceutical industry and environmental chemistry, to show students how what they are learning is relevant to the real world.

5. Class closure: The teacher should end the class by thanking students for their participation, praising their efforts, and encouraging them to continue studying. The teacher can also give a preview of the topic for the next class, to maintain students' interest and so they can prepare in advance.