Context

The study of cyclic hydrocarbons in organic chemistry is essential for understanding the chemical structures present in various substances that are part of our daily lives. These compounds are formed by carbon bonds that create rings, a structure that can affect the reactivity and physical properties of these compounds.

These molecules are present in a variety of substances with industrial and biological importance such as petrochemicals, medications, paints, plastics, and many other materials. The ability to identify these compounds and name them correctly is a fundamental skill for any professional working in the fields of chemistry, pharmacy, biology, medicine, among others.

Furthermore, the correct nomenclature of cyclic hydrocarbons is also crucial for the development of new molecules and medications. This is because the processes of synthesizing new substances often require the precise use of certain cyclic hydrocarbons, and without the correct nomenclature, this becomes a challenge.

Learning the importance of recognizing and naming these compounds correctly can open up possibilities that organic chemistry offers. The ability to design and synthesize new molecules based on known basic structures is one of the most interesting and innovative areas of science.

Students can delve deeper into the topic using the following sources:

1. "Organic Chemistry" by Paula Yurkanis Bruice.
2. "Chemistry: The Central Science" by Brown, T.L., LeMay, H.E, Bursten, B.E, Murphy, C. and Woodward, P.
3. "Organic Chemistry" by John MCMURRY.
4. "Organic Chemistry" by Francis A. Carey.
5. Brazilian Chemical Society website (http://sbq.org.br/)
6. American Chemical Society website (https://www.acs.org/)

Practical Activity

Activity Title: "The Cyclical World of Hydrocarbons"

Project Objective:

The project's objective is for students to be able to identify and name cyclic hydrocarbons correctly and understand the importance of their cyclic structure for their chemical properties.

Detailed Project Description:

Students will be divided into groups of 3 to 5 participants. Each team will be responsible for creating a deck of cyclic hydrocarbon cards. Each card must have the structural representation of the molecule, its IUPAC name (International Union of Pure and Applied Chemistry), a common compound that contains this structure, and a brief description of its properties and uses. The students will need to research in books, scientific websites, and journals to find the necessary information to compose the cards.

With their deck of cards assembled, the teams will exchange them and play a "chemical war game". In each round, a member of each team will present a card, and the team with the most complex structure (highest number of carbon atoms in the cyclic structure) wins the round. The team that manages to capture all the opponent's cards first, wins the game.

Note: Students are encouraged to use digital tools such as chemical drawing software to create the cards. The cards should be printed on paper to allow physical interaction during the game.

Required Materials:

• Internet access for research.
• Chemical drawing software (optional).
• Paper and printer to print the cards.

Detailed Step-by-Step for Activity Execution:

1. Form groups of 3 to 5 students.
2. Each group should start by researching cyclic hydrocarbons, their properties, common uses, and IUPAC nomenclature.
3. Next, each group begins designing the cards. Each card should have the following structure: image of the cyclic hydrocarbon, IUPAC name, an example of a substance containing it, and a description of properties and uses.
4. When all groups finish their decks, they exchange them and start the "chemical war game".
5. At the end of each game, the groups discuss the structures presented, retaining the main learnings.

Project Deliverables:

At the end of the project, each group must produce a detailed report explaining how the project was executed. The report should include:

1. Introduction: Students should contextualize the topic, describe its relevance and real-world application, and explain how the project relates to the topic;

2. Development: Students should describe in detail the activities carried out, the methodology used, present and discuss the results obtained. Images of the created cards can be included to illustrate the process;

3. Conclusion: Students should highlight the main learnings acquired and the conclusions drawn about the project.

4. Bibliography: Indicate the sources of information (books, web pages, videos, etc.) used for the project execution.

Everyone should feel comfortable with the nomenclature of cyclic hydrocarbons and have the opportunity to improve socio-emotional skills such as time management, communication, problem-solving, creative thinking, and proactivity.