Contextualization

Introduction

Nitriles are chemical compounds with the general formula RC≡N, where R can be an alkyl or aryl group. On the other hand, isonitriles are isomers of nitriles, following the general formula RNC.

Nitriles and isonitriles are a class of carbon compounds that have the peculiarity of having carbon and nitrogen atoms linked by a triple bond. This particular characteristic strongly influences their physical and chemical properties.

The main rule of nomenclature for nitriles and isonitriles is that the terminology follows what was defined by the International Union of Pure and Applied Chemistry (IUPAC), with nitriles being named using the suffix "nitrile" and isonitriles using the prefix "isonitrile".

Contextualization

Nitriles are commonly used in organic syntheses, textiles, and in plastics production. In the food industry, nitriles can be used as preservatives and in flavor production. Isonitrile compounds are less common but are useful in free radical addition reactions.

Understanding these compounds is important not only for chemistry but also for various disciplines in the natural sciences, from biology to medicine. The ability to correctly name these compounds and understand their reactions is an essential skill for every chemist, biochemist, and pharmacist.

Atividade Prática

Activity Title: Unraveling Nitriles and Isonitriles

Project Objective:

This project aims to enhance students' understanding of nitriles and isonitriles, their nomenclature, properties, applicability, and importance. It also promotes collaboration and enhances research, writing, and presentation skills.

Detailed Project Description:

Students will be divided into groups of 3 to 5 members. Each group will receive a set of 10 nitrile and isonitrile compounds.

The project will be divided into three parts:

1. Research and Nomenclature: Students must research, study, and classify the 10 compounds received, identifying whether they are nitriles or isonitriles and naming them correctly according to IUPAC nomenclature.

2. Properties and Applications: Students should investigate and report on the physicochemical properties of these compounds, as well as their main applications and real-world importance.

3. Didactic Transposition: each group must produce didactic material, which can be a video, a podcast, a presentation, a poster, or any other format of their choice, explaining in an easy and understandable way the concepts of nitriles and isonitriles, their nomenclature, and applications.

Required Materials:

• Internet access for research
• Material for the production of didactic material (e.g., video editing software for a video, microphone for a podcast, cardboard and pens for a poster, etc.)

Detailed Activity Steps:

1. Form groups of 3 to 5 students.

2. Deliver the list of compounds to each group.

3. Students should start researching and studying the nomenclature of nitriles and isonitriles.

4. Students should research the properties and applications of the compounds.

5. Each group should choose the format of the didactic material and start its production.

6. After completion, each group will present their results and didactic material to the class.

7. Finally, students must submit a written report with the research results, observations, and conclusions.

Project Deliverables:

At the end of the project, each group must deliver:

1. Nomenclature Table: A table with the description, nomenclature, and classification of the nitrile and isonitrile compounds received.

2. Properties and Applications Report: A document with the physicochemical properties and applications of the researched compounds.

3. Didactic Material: The didactic material produced explaining the concepts of nitriles and isonitriles, their nomenclature, properties, and applications.

4. Written Report: A final report in the format of Introduction, Development, Conclusions, and Bibliography used. The introduction should explain the motivation and objective of the project. The development should detail the methodology used, the results obtained, and the discussions. The conclusion should highlight the main learnings and conclusions drawn from the project. The bibliography should list all sources consulted during the project.

This experience will give students the opportunity to apply their theoretical knowledge in a collaborative research project while developing their communication and presentation skills.