LESSON PLAN

CLASSROOM DISCUSSION

Lecturer:
Mitarlis, S.Pd., M.Si.

By:
Irvandar Nurviandy | 16030194039 | PKU 2016
Hanifatin Azizah | 16030194086 | PKU 2016

CHEMISTRY EDUCATION PROGRAM

FACULTY OF MATH AND SCIENCES
STATE UNIVERSITY OF SURABAYA
2018
 LESSON PLAN

School : SMAN 6 Surabaya

Subject : CHEMISTRY
Class / Semester : XII / 1
Year Lesson : 2018/2019
Subject Matter : Nomenclature of Derived Alkanes
Time Allocation : 1 × 45 minutes

I. Main Competence
KI 3 Understand, apply, analyze and evaluate factual, conceptual, procedural, and
metacognitive knowledge based on their curiosity about science, technology, art,
culture, and humanities with the insights of humanity, nationality, state and
civilization on the causes of phenomena and events, procedural knowledge in a
specific field of study according to his or her talents and interests to solve problems.
KI 4 Cultivate, reason, present, and create in the realm of concrete and abstract realms
related to the development of the self-study in the school independently and act
effectively and creatively and be able to use methods according to scientific rules.

II. Basic Competence

KD 3.9 Analyzing the structure, nomenclature, properties, synthesis, and usefulness of
carbon compounds (haloalkanes, amines, alkanols, alkoxy alkanes, alkanals,
alkanones, alkanoic acids, and alkyl alkanoates)

III. Indicators
3.9.1 Determine the structure of alkane derived compounds
3.9.2 Determine the functional group of alkane derived compounds
3.9.3 Determine the IUPAC nomenclature of alkane derived compounds

IV. Learning Objectives

3.9.1.1 Based on the IUPAC name of a compound, the student can determine the structure
correctly.
3.9.2.1 Based on the structure of a compound, the student can determine the functional
group correctly.
3.9.3.1 Based on the structure of a compound, the student can determine the IUPAC name
of the compound correctly.
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V. Learning Materials
Nomenclature of Molecules Containing Substituents and Functional Groups
A. Priorities of Substituents and Functional Groups
Listed here from highest to lowest priority, except that the substituents within
Group C have equivalent priority.

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 Miscellaneous substituents and their prefixes

Common alkyl groups—replace “ane” ending of alkane name with “yl”. Alternate
names for complex substituents are given in brackets.

B. Naming Molecules Containing Functional Groups from Group B—Suffix Only

1. Alkenes—Follow the same steps as for alkanes, except:

a. Number the chain of carbons that includes the C=C so that the C =C has the

lower position number, since it has a higher priority than any substituents;
b. Change “ane” to “ene” and assign a position number to the first carbon of the C

=C;
c. Designate geometrical isomers with a cis, trans or E, Z prefix.

Special case: When the chain cannot include the C=C, a substituent name is used.

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 C. Naming Molecules Containing Functional Groups from Group A—Prefix or Suffix
In naming molecules containing one or more of the functional groups in Group
A, the group of highest priority is indicated by suffix; the others are indicated by prefix,
with priority equivalent to any other substituents. Now that the functional groups and
substituents from Groups A, B, and C have been described, a modified set of steps for
naming organic compounds can be applied to all simple structures:
1) Step 1. Find the highest priority functional group. Determine and name the longest
continuous carbon chain that includes this group.
2) Step 2. Number the chain so that the highest priority functional group is assigned
the lower number.
3) Step 3. If the carbon chain includes multiple bonds (Group B), replace “ane” with
“ene” for an alkene or “yne” for an alkyne. Designate the position of the multiple
bond with the number of the first carbon of the multiple bond.
4) Step 4. If the molecule includes Group A functional groups, replace the last “e”
with the suffix of the highest priority functional group, and include its position
number.
5) Step 5. Indicate all Group C substituents, and Group A functional groups of lower
priority, with a prefix. Place the prefixes, with appropriate position numbers, in
alphabetical order before the root name.
1. Amines (–NH2): prefix: amino-; suffix: -amine—substituents on nitrogen denoted
by “N”

2. Alcohols (–OH): prefix: hydroxy-; suffix: -ol

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 3. Ketones (C=O): prefix: oxo-; suffix: -one

4. Aldehydes: prefix: oxo-, or formyl- (O=CH-); suffix: -al (abbreviation: ).

An aldehyde can only be on carbon 1, so the “1” is generally omitted from the name.

Special case: When the chain cannot include the carbon of the CHO, the suffix
“carbaldehyde” is used:

5. Carboxylic Acids: prefix: carboxy-; suffix: -oic acid (abbreviation: —COOH).

A carboxylic acid can only be on carbon 1, so the “1” is generally omitted from the
name.

(Note: Chemists traditionally use, and IUPAC accepts, the names “formic acid” and
“acetic acid” in place of “methanoic acid” and “ethanoic acid”.)

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 Special case: When the chain numbering cannot include the carbon of the COOH,
the suffix “carboxylic acid” is used. Example:

D. Naming Carboxylic Acid Derivatives

The six common groups derived from carboxylic acids are salts, anhydrides, esters, acyl
halides, amides, and nitriles. Salts and esters are most important.
1. Salts of Carboxylic Acids
Salts are named with cation first, followed by the anion name of the carboxylic acid,
where “ic acid” is replaced by “ate”:

2. Esters
Esters are named as “organic salts” that is, the alkyl name comes first, followed by
the name of the carboxylate anion. (common abbreviation: —COOR)

VI. Learning Strategies

Approach : Scientific Approach
Method : Classroom Discussion
Model : Think-Pair-Share, Do the Worksheet, Asking and Answering.

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VII. Media, Tools and Sources
A. Learning Media
1. Student worksheet about Nomenclature of Derived Alkanes.
2. Power Point about Nomenclature of Derived Alkanes.
B. Tools of Learning
1. Projector
2. White board
3. Marker
4. LCD
5. Laptop
C. Learning Resources
1. Student Worksheet
2. 12th Grade of Chemistry Books: “Kimia 3 for SMA/MA 12th Grade” by Teguh
Pangajuanto and Tri Rahmidi, “Kimia 3 for SMA/MA 12th Grade” by Ari Hernanto
and Ruminten.
3. Relevant Resources from Internet about Nomenclature of Derived Alkanes.

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VIII. Learning Activities
Time
Aspect Activities
Alocation
Opening / Orientation 10 minutes
Introduction  Teacher do a greeting
 Students conditioned by teacher
 Teacher allows students for pray before starting the lesson
 Teacher check the presence of the student in the class
Apperception
 The teacher reviews the material about the alkane that includes
the naming and structure of the alkanes.
Motivation
 Teacher presents a slide containing alkanes and its derivatives
products that are often used in everyday life such as alcohol
(ethanol), vinegar acid (acetic acid), and nail coloring agent
(acetone).
Learning Objectives
 Teacher explain the learning objectives
Main Phase 1. Clarify aim and establish 30 minutes
activities  Teacher explains the learning models used during learning
activities which is Think Pair Share.
 Teacher shows the presentation slide of the structure of alkoxy
alkane, alkanon, alkyl compounds and alkanoat of carbon
compound (observation).
Phase 2. Focus the discussion
 Teacher explain the ground rule and time allocation during
learning activities.
 Student change the student’s sitting position into U shape.
 Teacher asks the initial question about, what the different about
alkoxy alkane, alkanon, alkyl compounds and alkanoat of carbon
compound base on nomenclature, functional group and
structure.

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  Students ask “how can there be differences in some of these
compounds?” (ask).
 Teacher explain the difference with 2 examples of compound
based on their functional group and each compound has its own
rules on its naming.
Thinking
 Teacher gives students worksheet
 Students try to complete the worksheet by themselves, topic of
the worksheet is about nomenclature based on IUPAC name, the
functional group, and the structure of alkoxy alkane, alkanon,
alkyl compounds and alkanoat of carbon compound
(exploration).
(Teacher conditioned student and explain that it is time to think
it self, not the time to communicate to each other.)
Pairing
 Teacher groups the students into several group that consist of
two students (students are grouping with friends nearby).
 Student share their opinion with their partner in the same group
about their idea and opinion according to the worksheet.
 Students from the same group separate and discuss with another
student from another group (for example: student from group
one separate from its group and discuss with student from group
two, another student from group one discusses with student from
group three) about their answer according to question in the
worksheet (association).
Phase 3. Hold the discussion
 Teacher walk around the student to monitor student’s interaction
and communication skill among others.
 Teacher ask the problem, listen the idea and give respond about
the idea.
 Teacher remind the ground rules of learning model.

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 Sharing
 Teacher asks each group to share what they have understood and
talk about that with the whole class (Communication).
Phase 4. End the discussion
 Teacher asks the students to review of the result discussion about
the matter of today.
 Teacher asks the students to make conclusion about the review
of their friends.
Phase 5. Debrief of the discussion
 Teacher asks students to examine advantages and disadvantages
their discussion, thinking processes and the meaning of the
discussion for them.
Closing Closing 5 minutes
 Teacher reminds student for studying at home and preparing
their selves for the next materials on the next meeting.
 Teacher close the learning process with praying and closing
greeting.

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IX. Assessment
1. Assessment Technique
a. Assessment of Attitude
b. Assessment of Knowledge
2. Form of Assessment
Written test : Description and worksheet
3. Assessment Instrument (Attached)

Surabaya, 26 March 2018

Knowing,
Headmaster SMA/MA Chemistry Teacher

....................................... .............................................

NIP: NIP:

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 Attachment
1. Students Handout

STUDENTS HANDOUT
NOMENCLATURE OF MOLECULES
CONTAINING SUBSTITUENTS AND FUNCTIONAL GROUPS

Subject : CHEMISTRY
Grade : 12th Senior High School Student
Class / Semester : XII / 1

Learning Objectives:
1) Based on the IUPAC name of a compound, the student can determine the structure
correctly.
2) Based on the structure of a compound, the student can determine the functional
group correctly.
3) Based on the structure of a compound, the student can determine the IUPAC name
of the compound correctly.

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 A. Priorities of Substituents and Functional Groups
Listed here from highest to lowest priority, except that the substituents within
Group C have equivalent priority.

6|Page
 Miscellaneous substituents and their prefixes

Common alkyl groups—replace “ane” ending of alkane name with “yl”. Alternate
names for complex substituents are given in brackets.

B. Naming Molecules Containing Functional Groups from Group B—Suffix Only

1. Alkenes—Follow the same steps as for alkanes, except:

a. Number the chain of carbons that includes the C=C so that the C =C has the

lower position number, since it has a higher priority than any substituents;
b. Change “ane” to “ene” and assign a position number to the first carbon of the C

=C;
c. Designate geometrical isomers with a cis, trans or E, Z prefix.

Special case: When the chain cannot include the C=C, a substituent name is used.

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 C. Naming Molecules Containing Functional Groups from Group A—Prefix or
Suffix
In naming molecules containing one or more of the functional groups in Group
A, the group of highest priority is indicated by suffix; the others are indicated by prefix,
with priority equivalent to any other substituents. Now that the functional groups and
substituents from Groups A, B, and C have been described, a modified set of steps for
naming organic compounds can be applied to all simple structures:
1) Step 1. Find the highest priority functional group. Determine and name the longest
continuous carbon chain that includes this group.
2) Step 2. Number the chain so that the highest priority functional group is assigned
the lower number.
3) Step 3. If the carbon chain includes multiple bonds (Group B), replace “ane” with
“ene” for an alkene or “yne” for an alkyne. Designate the position of the multiple
bond with the number of the first carbon of the multiple bond.
4) Step 4. If the molecule includes Group A functional groups, replace the last “e”
with the suffix of the highest priority functional group, and include its position
number.
5) Step 5. Indicate all Group C substituents, and Group A functional groups of lower
priority, with a prefix. Place the prefixes, with appropriate position numbers, in
alphabetical order before the root name.

1. Amines (–NH2): prefix: amino-; suffix: -amine—substituents on nitrogen denoted

by “N”

2. Alcohols (–OH): prefix: hydroxy-; suffix: -ol

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 3. Ketones (C=O): prefix: oxo-; suffix: -one

4. Aldehydes: prefix: oxo-, or formyl- (O=CH-); suffix: -al (abbreviation: ).

An aldehyde can only be on carbon 1, so the “1” is generally omitted from the name.

Special case: When the chain cannot include the carbon of the CHO, the suffix
“carbaldehyde” is used:

5. Carboxylic Acids: prefix: carboxy-; suffix: -oic acid (abbreviation: —COOH).

A carboxylic acid can only be on carbon 1, so the “1” is generally omitted from the
name.

(Note: Chemists traditionally use, and IUPAC accepts, the names “formic acid” and
“acetic acid” in place of “methanoic acid” and “ethanoic acid”.)
Special case: When the chain numbering cannot include the carbon of the COOH,
the suffix “carboxylic acid” is used. Example:

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 D. Naming Carboxylic Acid Derivatives
The six common groups derived from carboxylic acids are salts, anhydrides, esters, acyl
halides, amides, and nitriles. Salts and esters are most important.
1. Salts of Carboxylic Acids
Salts are named with cation first, followed by the anion name of the carboxylic
acid, where “ic acid” is replaced by “ate”:

2. Esters
Esters are named as “organic salts” that is, the alkyl name comes first, followed
by the name of the carboxylate anion. (common abbreviation: —COOR)

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2. Students Worksheet

NOMENCLATURE OF DERIVED ALKANES

Name : ………………………………………….
………………………………………….
Class : ………………………………………….

Activities : Students are grouping into several group, then discuss about structure,
functional group and IUPAC name of several compounds in the table. After finished,
students from the same group separate and discuss with another student from another
group (for example: student from group one separate from its group and discuss with
student from group two, another student from group one discusses with student from
group three) about their answer according to question in the table.

Fill in the appropriate blank columns based on the exposure of material “Nomenclature of
Derived Alkanes” that has been submitted.
No Structure Functional IUPAC Name
Group

1
……………... ……………..........................

2
……………... ……………..........................

3
……………... ……………..........................

4 4-hydroxybut-2-enal
……………............................. ……………...

2,2-dimethyl-3,4-
5
dioxobutanoic acid
……………............................ ……………...

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 isopropyl 2,2-
6
dimethylpropanoate
……………............................ ……………...

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3. Assessment
A. Assessment of Attitude
ASSESSMENT OF ATTITUDE INSTRUMENT
School :…
Subject : CHEMISTRY
Class / Semester : XII / 1
Subject Matter : Nomenclature of Derived Alkanes
Aspect
No Name of Student Score
1 2 3 4 5 6
1
2
3
4
5
6
7
8
9
10
11
12

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 13
14
15
16
17
18
19
20
21
22
23
24
…

Aspect : Score: Total of score:

1. Ability of speaking A. Very good (5) 24-30 Very Good
2. Ability of asking a question B. Good (4) 18-23 Good
3. Ability of using correct and polite language C. Enough (3) 12-17 Enough
4. Ability of expressing idea or opinion D. Less Enough (2) 6-11 Bad
5. Ability of saying criticsm or suggestion E. Bad (1)
6. Ability of appreciating friend’s opinion

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 B. Assessment of Knowledge
Determine the name of IUPAC for the structure of the compound in the following table!
No Structure Functional IUPAC Name
Group
1 propan-1-amine

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only functional group / IUPAC name correctly
 2 = if students answer functional group and IUPAC name correctly
2
but-3-en-2-ol

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only functional group / IUPAC name correctly
 2 = if students answer functional group and IUPAC name correctly
3

3-hydroxybutan-2-one

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only functional group / IUPAC name correctly
 2 = if students answer functional group and IUPAC name correctly
4
4-hydroxybut-2-enal

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only structure / IUPAC name correctly
 2 = if students answer structure and IUPAC name correctly

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 5
2,2-dimethyl-3,4-
dioxobutanoic acid

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only structure / IUPAC name correctly
 2 = if students answer structure and IUPAC name correctly
6
isopropyl 2,2-
dimethylpropanoate

Score:
 0 = if students didn’t answer or the answer wrong
 1 = if students answer only structure / IUPAC name correctly
 2 = if students answer structure and IUPAC name correctly

𝑺𝒄𝒐𝒓𝒆 𝑮𝒂𝒊𝒏𝒆𝒅
𝑻𝒐𝒕𝒂𝒍 𝑺𝒄𝒐𝒓𝒆 = × 𝟏𝟎𝟎%
𝑻𝒐𝒕𝒂𝒍 𝑺𝒄𝒐𝒓𝒆

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