Lesson topic: “Genetic relationship of hydrocarbons, alcohols, aldehydes and ketones” Goal: Develop the ability to compile structural formulas using this information. Titarenko Alena. Organic Chemistry Cheat Sheet

Lesson type: summary lesson.

Lesson objectives:

• Educational: formation of a holistic understanding of the composition, structure, properties and application of the main classes of hydrocarbons based on their comparative characteristics.
• Educational: fostering discipline and independence in the process of assimilation and application of knowledge in non-standard situations, responsibility for the results of educational work.
• Developmental: development of interest in the subject, creativity, attention, analytical skills.

Expected lesson outcomes: students must know the basic characteristics of the most important classes of hydrocarbons; be able to predict the composition, structure and properties of representatives of classes, make genetic connections between different classes hydrocarbons, as well as connect inorganic substances with organic ones.

Equipment: PC, projector, screen, multimedia presentation “Hydrocarbons”, collection of substances “Hydrocarbons”, IOP “Genetic relationship of hydrocarbons”.

PROGRESS OF THE LESSON

I. Organizational moment

II. Opening remarks teachers. Today in class we will summarize the results of studying the topic “Hydrocarbons”. The amount of organic substances containing atoms of two chemical elements - carbon and hydrogen - is very large. We have considered only the most important classes of hydrocarbons and the basic principles describing their composition, structure and properties. ( Appendix 1 ).

Question: What substances are called hydrocarbons?
(Student answer: hydrocarbons are organic compounds consisting of carbon and hydrogen)
You have studied all classes of hydrocarbons. Today we will conduct a general lesson on this topic.
Question: What do you think is the purpose of our lesson? (statements from students)

The diverse world of hydrocarbons can be divided into three groups: saturated, unsaturated, cyclic. Which representatives of these groups do you know? Basic physical properties? (collection demonstration)
Saturated hydrocarbons include alkanes, unsaturated hydrocarbons include alkenes, alkadienes, alkynes, and cyclic hydrocarbons include cycloalkanes and arenes. ( Appendix 1 ).

What practical significance do these substances have? ( Appendix 1 ).

Hydrocarbons play a vital role in our lives: they serve as raw materials for the production of plastics, rubber, medicines, fibers, household chemicals, and bring light and warmth to our homes.

1. The name of an alkene consisting of three C atoms (propene)
2. Name of the hydrogen addition reaction. (hydrogenation)
3. Substances that have the same quantitative composition, but differ in structure and properties are called... (isomers)
4. The name of the thermal decomposition of petroleum products, leading to the formation of hydrocarbons with fewer C atoms in the molecule. (cracking)
5. The name of a particle that has an unpaired electron. (radical)
6. A hydrocarbon with two double bonds, having the formula C4H6.

IV. Group work– project assignment on the topic “Hydrocarbons” (drawing up a presentation).

(4 groups: 1. alkanes; 2. alkenes; 3. alkynes, alkadienes; 4. arenes and cycloaklanes.)

1. Divide the class into 4 groups.
2. Each group chooses a certain class of hydrocarbons (perhaps this class is not studied in the school chemistry course.).
3. The group agrees on its choice with the teacher.
4. Starts completing the task.

Execution plan.

1. General characteristics class (general formula, definition, features of the hydrocarbon class)
2. Select a specific hydrocarbon - a representative of the class and characterize it according to the following indicators:

• The name of the substance, its molecular and structural formula.
• Name of the class, structural features, general formula, type of hybridization of the carbon atom, bond angle, spatial structure.
• Isomerism.
• Being in nature
• Physical properties.
• Chemical properties:
  a) combustion reaction
  b) substitution reaction
  c) addition reaction
  d) other properties
• Methods of production in industry and laboratory.
• Areas of application.

Group presentation 3-5 minutes.

During the lesson, you need to perform IEP (filling out a table, drawing up genetic chains - Appendix 2 ), using reference tables and hydrocarbon relationships. ( Appendix 1 ).

V. Individual task lesson test solution

Topic "Hydrocarbons"

Topic: “Genetic relationship between alcohols and phenols”

The purpose of the lesson: to summarize and systematize the material covered.
Lesson objectives:
- educational: ensure repetition of basic terms and concepts on the topic during the lesson; consolidate students' knowledge about the composition, structure and properties of alcohols and phenols;
- developing: develop students’ skills to analyze, compare, establish relationships between the structure and properties of compounds; develop students’ creative abilities and cognitive interest in chemistry;
- educational: pay special attention to the harmful effects of ethanol on the human body; propaganda healthy image life.

Lesson type: general.

Equipment: multimedia projector, screen, computers (12).

Progress of the lesson.

I. Organizational moment.

II. Guys, today we are conducting a general lesson on the topic “Alcohols and phenols”, in which we should consolidate and systematize the knowledge you gained while studying the topic. (Slide 1)

(Slide 2):
Today in class:
you will repeat what alcohols and phenols are;
you will learn about the harmful effects of ethanol on the human body;
you will do the exercises on the computer;
you will be pleasantly surprised: it turns out that you already know so much!

III. Frontal survey.

1. What substances are called alcohols? (slide 3)

Answer: Alcohols are organic substances whose molecules contain one or more hydroxyl groups –OH, connected to a hydrocarbon radical. (slide 4)

Answer: Alcohols are organic substances whose molecules contain one or more hydroxyl groups –OH, connected to a hydrocarbon radical. (slide 4)

2. By what criteria are alcohols classified? (slide 3)
Answer: According to the number of hydroxyl groups (monatomic, diatomic, triatomic); by the nature of the hydrocarbon radical (saturated, unsaturated, aromatic); by the nature of the carbon atom to which the hydroxyl group is bonded (primary, secondary, tertiary). (slide 6)

3. Continue the phrase “Phenols are...” (slide 3)
Answer: Phenols are organic substances containing a phenyl radical bound to one or more hydroxyl groups. (slide 7)

4. What types of isomerism are characteristic of alcohols? (slide 3)
Answer: According to the position of the functional group, the carbon skeleton, it is interclass with ethers. (slide 8)

5. What chemical properties do alcohols have? (slide 3)
Answer: Alcohols are characterized by the following reactions:
- substitutions;
- dehydration;
- esterification;
- oxidation. (slide 9)

6. What are the qualitative reactions to polyhydric alcohols and phenols? (slide 3)
Answer: for polyhydric alcohols - interaction with freshly prepared copper (II) hydroxide to form a bright blue copper alkoxide; for phenols - interaction with a solution of FeCl3 with the formation of purple iron phenolate. (slide 10)

IV. Game "No-yes"
1. Can you get alcohol from ethene? (Yes)
2. Is ethanol found in plant leaves? (No)
3. Fermentation of sugary substances produces methanol? (No)
4. Can ethanol be produced from wood chips by fermentation? (No)
5. If you freeze potatoes, can you get ethyl alcohol? (Yes)
V. Carry out transformations:
C2H5OH->C2H5CL->C2H5OH->C2H5OC2H5
CO2
Name the substances
VI. Charger
VII. After all, the slave is not the one who groans under the whip,
Not the hermit who, by the will of heaven,
Lives in deaf solitude,
And nish is not the one who asks for a crust of bread,
And he is a slave, and poor, and alone,
Who has chosen vice as their companion in life?
What are we going to talk about now guys?
VIII. Do you agree with Edgar Poe’s expression “Alcohol and opium are the twins of hell and destruction.”
You were given the task of preparing anti-advertising for alcohol.
Let's move on from this sad phenomenon to the use of oxygen-containing compounds.
Students complete a reflective test that is not signed. If you agree with the statement, put a “+” sign next to it.

VIII.Reflection test:
1. This will be useful to me in life.
2. There was a lot to think about during the lesson.
3. I received answers to all the questions I had.
4. I worked conscientiously during the lesson.

X. Summing up the lesson, grading.

Lesson: Nomenclature and isomerism of alcohols. Chemical properties of alcohols. Genetic relationship between alcohols and hydrocarbons.

Purpose of the lesson. Deepen students' knowledge of systematic nomenclature and isomerism. Show the commonality of properties of saturated monohydric alcohols due to their similar structure. Develop the concept of the mutual influence of atoms in a molecule, genetic connection between organic compounds using the example of the transformation of saturated hydrocarbons into alcohols (through substitution, exchange, addition reactions).

Equipment: On the demonstration table: samples of saturated monohydric alcohols (methyl, ethyl (abs.), butyl (amyl), sodium metal, sodium chloride (calcined), sulfuric acid (conc.), 3 glasses,

The lesson begins with questions about the material covered:

1) What causes the differences in the physical properties of homologues in the series of saturated monohydric alcohols?

2) What is a hydrogen bond and how does it affect the properties of alcohols?

New material we study by method independent work students. Since they know the nomenclature and isomerism of hydrocarbons and their halogen derivatives, this section is learned during the exercise (on the board and in notebooks). Students first read the textbook and then complete the following tasks:

1) Make up the structural formulas of alcohols: a) 2,2-methylethylbutanol-1, b) 3,3-dimethylpentanol-2. What are these substances in relation to each other?

2) Write the structural formulas of all isomeric alcohols corresponding to the formula C 5 H 11 OH.

3) Create formulas for ethers isomeric to propyl alcohols.

Conversation with the class about the composition of alcohols, the presence in them of a functional group that determines them chemical properties. Using ethyl alcohol as an example, several reactions are named that occur with the participation of the hydrogen of the hydroxo group and the entire hydroxo group.

Knowing that the properties of homologues should be similar, students de-; draw a conclusion about the general chemical properties of alcohols of this series. To confirm the conclusion, we demonstrate experiments in obtaining chloromethane from methyl alcohol; interaction of propyl alcohol with sodium.

In order to test students' knowledge about the mutual influence of atoms in a molecule, we pose a question to them: how should the hydrocarbon radical of an alcohol influence the rate of the substitution reaction? We suggest that as the hydrocarbon radical increases, the rate of reaction of alcohol with sodium should decrease. We confirm the assumption by demonstrating experiment: pour 10 ml of ethyl (abs.), butyl and amyl alcohol into 3 beakers and drop in equal-sized purified pieces of sodium (cover the beakers with funnels ), Students compare the rates of hydrogen bubble release in each case.

We selectively write down several equations of reactions occurring during experiments.

2C 2 H 5 OH + 2 Na = 2 C 2 H 5 ONa + H 2

2C 4 H 9 OH + 2 Na= 2 C 4 H 9 ONa+ H 2

To develop the concept of mutual influence, we consider the dissociation ability of 2-chloroethanol.

Some others general properties are theoretically fixed in the process of completing the task: through what reactions can propanol-1 be converted into propanol-2? Write the corresponding reaction equations and explain the mechanism of one of them. To complete the task, students use knowledge about intramolecular dehydration of alcohols:

1)CH3-CH2-CH2OH (H2SO4 at t(-H2O))=CH3-CH=CH2

CH3-CH=CH2+HCl =CH3-CHCl-CH3

CH3-CHCl-CH3+KOH=CH3-CHOH-CH3+ KCl

Next, we invite students to analyze the reaction of propylene hydration in order to consolidate their knowledge of Markovnikov’s rule and the ionic mechanism. They must explain that under the influence of a methyl radical, the density of the electron cloud of the π bond shifts to the opposite carbon atom.

Here we emphasize that through the hydration reaction, unsaturated hydrocarbons are directly related to alcohols, and move on to the last question of the lesson - about the genetic connection between alcohols and hydrocarbons. We offer students the task of writing reaction equations that can be used to obtain methyl alcohol from methane. They work first from the textbook and then complete the assignments , We formulate a conclusion about the existence of a genetic connection between hydrocarbons (saturated and unsaturated), halogen derivatives of hydrocarbons and alcohols.

Tazhibaeva Asemgul Isintaevna

Teacher at Kamennobrod Secondary School

Chemistry lesson in 11th grade

Lesson topic: Genetic relationships between hydrocarbons, alcohols, aldehydes, alcohols, carboxylic acids.

Lesson type: lesson of generalization of knowledge.

Lesson objectives: consolidate, generalize and systematize knowledge on oxygen-containing organic compounds, including on the basis of genetic connections between classes of these substances. Strengthen the ability to predict the chemical properties of unfamiliar organic substances based on knowledge of functional groups. To develop in students demonstrative speech, the ability to use chemical terminology, conduct, observe and describe a chemical experiment. To cultivate the need for knowledge about the substances with which we come into contact in life.

Methods: verbal, visual, practical, problem-search, knowledge control.

Reagents: acetylsalicylic acid (aspirin), water, ferric chloride (III), glucose solution, universal indicator, copper (II) sulfate solution, sodium hydroxide solution, egg white, ethanol, 1-butanol, acetic acid, stearic acid.

Equipment: computer, screen, projector, table “Classification of oxygen-containing organic substances”, supporting note “Functional group determines the properties of a substance”, mortar and pestle, glass rod, alcohol lamp, test tube holder, funnel, filter, glasses, stand with test tubes, pipette, graduated cylinder on 10 ml.

I. Organizational moment.

Today in class:

1) You will strengthen the ability to predict the chemical properties of unfamiliar organic substances based on knowledge of functional groups.

2) You will find out what functional groups you know are included in the most famous antipyretic drug.

3) You will find functional groups in a sweet-tasting substance that is used in medicine as a nutrient and component of blood-replacing fluids.

4) You will see how you can get pure silver.

5) We will talk about the physiological effects of ethyl alcohol.

6) We will discuss the consequences of drinking alcoholic beverages by pregnant women.

7) You will be pleasantly surprised: it turns out that you already know so much!

II. Repetition and generalization of students' acquired knowledge.

1. Classification of oxygen-containing organic compounds.

We begin the generalization of the material with the classification of oxygen-containing organic substances. To do this, we will use the table “Classification of oxygen-containing organic compounds”. During frontal work, we will repeat oxygen-containing functional groups.

In organic chemistry, there are three most important functional groups, including oxygen atoms:hydroxyl, carbonyl Andcarboxyl. The latter can be considered as a combination of the previous two. Depending on which atoms or groups of atoms these functional groups are associated with, oxygen-containing substances are divided into alcohols, phenols, aldehydes, ketones and carboxylic acids.

Let's consider these functional groups and their effect on the physical and chemical properties of substances.

Viewing a video clip.

You already know that this is not the only possible classification sign. There can be several identical functional groups in a molecule, and pay attention to the corresponding row of the table.

The next line reflects the classification of substances by the type of radical associated with the functional group. I would like to draw attention to the fact that, unlike alcohols, aldehydes, ketones and carboxylic acids, hydroxyarenes are classified into a separate class of compounds - phenols.

The number of functional groups and the structure of the radical determine the general molecular formula of the substances. In this table they are given only for the limiting representatives of classes with one functional group.

All classes of compounds that “fit” in the table aremonofunctional, i.e., they have only one oxygen-containing function.

To consolidate the material on the classification and nomenclature of oxygen-containing substances, I give several formulas of compounds and ask students to determine “their place” in the given classification and give a name.

formula

Name	Substance class
	Propinic acid	Unsaturated, monobasic acid
	Butanediol-1,4	Limit, dihydric alcohol
	1,3-Dihydroxybenzene	Diatomic phenol
	3-Methylbutanal	Saturated aldehyde
	Butene-3-one-2	Unsaturated ketone
	2-Methylbutanol-2	Limit, monohydric alcohol

Relationship between the structure and properties of oxygen-containing compounds.

The nature of the functional group has a significant impact on the physical properties of substances of this class and largely determines its chemical properties.

The concept of “physical properties” includes the state of aggregation of substances.

Aggregate state of linear connections of different classes:

Number of atoms C in a molecule

Alcohols	Aldehydes	Carboxylic acids
1	and.	G.	and.
2	and.	and.	and.
3	and.	and.	and.
4	and.	and.	and.
5	and.	and.	and.

The homologous series of aldehydes begins with a gaseous substance at room temperature - formaldehyde, and there are no gases among monohydric alcohols and carboxylic acids. What is this connected with?

Molecules of alcohols and acids are additionally connected to each other by hydrogen bonds.

The teacher asks students to formulate the definition of “hydrogen bond”(this is an intermolecular bond between the oxygen of one molecule and the hydroxyl hydrogen of another molecule) , corrects it and, if necessary, dictates for writing: a chemical bond between an electron-deficient hydrogen atom and an electron-rich atom of an element with high electronegativity (F , O , N ) is calledhydrogen.

Now compare the boiling points (°C) of the first five homologs of substances of three classes.

Number of atoms C in a molecule

Alcohols	Aldehydes	Carboxylic acids
1	+64,7	-19	+101
2	+78,3	+21	+118
3	+97,2	+50	+141
4	+117,7	+75	+163
5	+137,8	+120	+186

What can you say after looking at the tables?

In the homologous series of alcohols and carboxylic acids there are no gaseous substances and the boiling points of the substances are high. This is due to the presence of hydrogen bonds between molecules. Due to hydrogen bonds, molecules become associated (as if cross-linked), therefore, in order for the molecules to become free and acquire volatility, it is necessary to expend additional energy to break these bonds.

What can be said about the solubility of alcohols, aldehydes and carboxylic acids in water? (Demonstration of the solubility in water of alcohols - ethyl, propyl, butyl and acids - formic, acetic, propionic, butyric and stearic. A solution of formic aldehyde in water is also demonstrated.)

When answering, the scheme of formation of hydrogen bonds between molecules of acid and water, alcohols, and acids is used.

It should be noted that with increasing molecular weight, the solubility of alcohols and acids in water decreases. The larger the hydrocarbon radical in an alcohol or acid molecule, the more difficult it is for the OH group to keep the molecule in solution due to the formation of weak hydrogen bonds.

3. Genetic relationship between different classes of oxygen-containing compounds.

I draw on the board the formulas of a number of compounds containing one carbon atom each:

CH 4 →CH 3 OH → HCOH → HCOOH→ CO 2

Why are they studied in this order in the organic chemistry course?

How does the oxidation state of a carbon atom change?

Students dictate the line: -4, -2, 0, +2, +4

It now becomes clear that each subsequent compound is an increasingly oxidized form of the previous one. From here it is obvious that one should move along the genetic series from left to right using oxidation reactions, and in the opposite direction using reduction processes.

Do ketones fall out of this “circle of relatives”? Of course not. Their predecessors are secondary alcohols.

The chemical properties of each class of substances were discussed in detail in the corresponding lessons. To summarize this material, I offered homework assignments on interconversions in a somewhat unusual form.

1. Compound with molecular formulaC 3 H 8 O subjected to dehydrogenation, resulting in a product with the compositionC 3 H 6 O . This substance undergoes a “silver mirror” reaction, forming the compoundC 3 H 6 O 2 . By treating the latter substance with calcium hydroxide, a substance was obtained that is used as a food additive under the code E 282. It prevents the growth of mold in bakery and confectionery products and, in addition, is found in products such as Swiss cheese. Determine the formula of the additive E 282, write the equations for the reactions mentioned and name all the organic substances.

Solution :

CH 3 –CH 2 –CH 2 –OH → CH 3 –CH 2 – COH + H 2 ( cat. – Cu, 200-300 °C)

CH 3 –CH 2 – COH + Ag 2 O → CH 3 –CH 2 – COOH + 2Ag (simplified equation, ammonia solution of silver oxide)

2CH 3 –CH 2 –COOH+WITHa(OH) 2 → (CH 3 –CH 2 – COO) 2 Ca+2H 2 O.

Answer: calcium propionate.

2. Composition compoundC 4 H 8 Cl 2 with a straight carbon skeleton heated with an aqueous solutionNaOH and obtained an organic substance, which, upon oxidationCu(OH) 2 turned intoC 4 H 8 O 2 . Determine the structure of the original compound.

Solution: if 2 chlorine atoms are located at different carbon atoms, then when treated with alkali we would get a dihydric alcohol that would not oxidizeCu(OH) 2 . If 2 chlorine atoms were located at one carbon atom in the middle of the chain, then when treated with alkali, a ketone would be obtained, which does not oxidizeCu(OH) 2. Then, the desired connection is1,1-dichlorobutane.

CH 3 –CH 2 –CH 2 – CHCl 2 + 2NaOH → CH 3 –CH 2 –CH 2 – COH + 2NaCl + H 2 O

CH 3 –CH 2 –CH 2 – COH + 2Cu(OH) 2 →CH 3 –CH 2 –CH 2 – COOH + Cu 2 O+2H 2 O

3. When 19.2 g of sodium salt of saturated monobasic acid was heated with sodium hydroxide, 21.2 g of sodium carbonate was formed. Name the acid.

Solution:

When heated, decarboxylation occurs:

R-COONa + NaOH → RH + Na 2 CO 3

υ (Na 2 CO 3 ) = 21,2 / 106 = 0,2 mole

υ (R-COONa) = 0.2mole

M(R-COONa) = 19.2 / 0.2 = 96G/ mole

M(R-COOH) =M(R-COONa) –M(Na) + M(H) = 96-23+1= 74G/ mole

According to general formula of saturated monobasic carboxylic acids, to determine the number of carbon atoms, it is necessary to solve the equation:

12n + 2n + 32= 74

n=3

Answer: propionic acid.

To consolidate knowledge about the chemical properties of oxygen-containing organic substances, we will perform a test.

1 option

The following formulas correspond to saturated monohydric alcohols:
A) CH 2 O
B) C 4 H 10 O
IN) C 2 H 6 O
G) CH 4 O
D) C 2 H 4 O 2

It contains a combination of two principles,
One is in the birth of mirrors.
Of course, not for contemplation,
And for the science of understanding.
...And in the kingdom of the forest she is found,
The little brothers are her friends here,
Their hearts are given to them completely...

options:
A) picric acid
B) formic acid
B) acetic acid
D) carboxyl group
D) benzoic acid

Ethanol reacts with substances:
A) NaOH
B) Na
IN) HCl
G) CH 3 COOH
D) FeCl 3

A qualitative reaction to phenols is a reaction with
A) NaOH
B) Cu(OH) 2
IN) CuO
G) FeCl 3
D) HNO 3

Ethanal reacts with substances
A) methanol
B) hydrogen
B) ammonia solution of silver oxide
D) copper (II) hydroxide
D) hydrogen chloride

Option 2

Aldehydes can be obtained
A) oxidation of alkenes
B) oxidation of alcohols
B) hydration of alkynes
D) when heating calcium salts of carboxylic acids
D) hydration of alkenes

The functional group of alcohols is
A) COH
B) OH
IN) COOH
G) N.H. 2
D) NO 2

2-methylbutanol-2
A) unsaturated alcohol
B) limiting alcohol
B) monohydric alcohol
D) tertiary alcohol
D) aldehyde

Did you observe the reaction?
A) for polyhydric alcohols
B) alcohol oxidation
B) interaction of phenol with iron (III) chloride
D) “silver mirror”
D) “copper mirror”

Acetic acid reacts with substances
A) hydrogen
B) chlorine
B) propanol
D) sodium hydroxide
D) metanalem

Students fill out their answers in the table:

1, 2 var.

A	b	V	G	d
1		+	+	+
2		+
3		+	+	+
4				+
5		+	+	+

If you connect the correct answers with a solid line, you get the number “5”.

Group work of students.

Assignment for group 1

Goals:

Reagents and equipment: acetylsalicylic acid (aspirin), water, iron(III) chloride; mortar and pestle, glass rod, alcohol lamp, test tube holder, funnel, filter, glasses, rack with test tubes, pipette, 10 ml graduated cylinder.

Experiment 1. Evidence of the absence of phenolic hydroxyl in acetylsalicylic acid (aspirin).

Place 2-3 grains of acetylsalicylic acid into a test tube, add 1 ml of water and shake vigorously. Add 1-2 drops of iron(III) chloride solution to the resulting solution. What are you observing? Draw conclusions.

No purple color appears. Therefore, in acetylsalicylic acidNOOS-S 6 N 4 -O-CO-CH 3 there is no free phenolic group, since this substance is an ester formed by acetic and salicylic acids.

Experiment 2. Hydrolysis of acetylsalicylic acid.

A crushed acetylsalicylic acid tablet is placed in a test tube and 10 ml of water is added. Bring the contents of the test tube to a boil and boil for 0.5-1 minutes. Filter the solution. Then 1-2 drops of iron(III) chloride solution are added to the resulting filtrate. What are you observing? Draw conclusions.

Write down the reaction equation:

Complete the work by filling out a table that contains the following columns: operation performed, reagent, observations, conclusion.

A purple color appears, indicating the release of salicylic acid containing a free phenolic group. As an ester, acetylsalicylic acid is easily hydrolyzed when boiled with water.

Assignment for group 2

1. Consider the structural formulas of substances, name the functional groups.

2. Do lab work"Detection of functional groups in the glucose molecule".

Goals: consolidate students' knowledge of qualitative reactions of organic compounds, develop skills in experimental determination of functional groups.

Reagents and equipment: solution glucose, universal indicator, copper (II) sulfate solution, sodium hydroxide solution, alcohol lamp, test tube holder, matches, 10 ml graduated cylinder.

2.1. Pour 2 ml of glucose solution into a test tube. Using a universal indicator, draw a conclusion about the presence or absence of a carboxyl group.

2.2. Prepare copper (II) hydroxide: pour 1 ml of copper (II) sulfate into a test tube and add sodium hydroxide to it. Add 1 ml of glucose to the resulting precipitate and shake. What are you observing? What functional groups is this reaction typical for?

2.3. Heat the mixture obtained in experiment No. 2. Note the changes. What functional group is this reaction typical for?

2.4. Complete the work by filling out a table that contains the following columns: operation performed, reagent, observations, conclusion.

Demonstration experience. Interaction of glucose solution with ammonia solution of silver oxide.

Work results:

- there is no carboxyl group, because the solution has a neutral reaction to the indicator;

- the precipitate of copper (II) hydroxide dissolves and a bright blue color appears, characteristic of polyhydric alcohols;

- when this solution is heated, a yellow precipitate of copper (I) hydroxide precipitates, which turns red upon further heating, indicating the presence of an aldehyde group.

Conclusion. Thus, the glucose molecule contains carbonyl and several hydroxyl groups and is an aldehyde alcohol.

Assignment for group 3

Physiological effect of ethanol

1. What is the effect of ethanol on living organisms?

2. Using the equipment and reagents available on the table, demonstrate the effect of ethanol on living organisms. Comment on what you see.

Purpose of the experience: convince students that alcohol denatures proteins and irreversibly disrupts their structure and properties.

Equipment and reagents: rack with test tubes, pipette, 10 ml graduated cylinder, egg white, ethanol, water.

Progress of the experiment: Pour 2 ml of egg white into 2 test tubes. Add 8 ml of water to one, and the same amount of ethanol to the other.

In the first test tube, the protein dissolves and is well absorbed by the body. In the second test tube, a dense white precipitate forms - proteins do not dissolve in alcohol, alcohol takes away water from proteins. As a result, the structure and properties of the protein and its functions are disrupted.

3. Tell us about the effect of ethyl alcohol on various human organs and organ systems.

Explain the consequences of drinking alcohol to pregnant women.

Student performances.

Since ancient times, man has known a large number of toxic substances, all of which differ in the strength of their effect on the body. Among them stands out a substance that is known in medicine as a strong protoplasmic poison - ethyl alcohol. The mortality rate from alcoholism exceeds the number of deaths caused by all infectious diseases combined.

Burning the mucous membrane of the mouth, pharynx, and esophagus, it enters the gastrointestinal tract. Unlike many other substances, alcohol is quickly and completely absorbed in the stomach. Easily crossing biological membranes, after about an hour it reaches its maximum concentration in the blood.

Alcohol molecules quickly penetrate biological membranes into the blood compared to water molecules. Ethyl alcohol molecules can easily cross biological membranes due to their small size, weak polarization, the formation of hydrogen bonds with water molecules, and the good solubility of alcohol in fats.

Quickly absorbed into the blood and dissolving well in the intercellular fluid, alcohol enters all cells of the body. Scientists have found that, by disrupting the functions of cells, it causes their death: when drinking 100 g of beer, about 3000 brain cells die, 100 g of wine - 500, 100 g of vodka - 7500, contact of red blood cells with alcohol molecules leads to the coagulation of blood cells.

The liver neutralizes toxic substances that enter the blood. Doctors call this organ a target for alcohol, since 90% of ethanol is neutralized in it. Chemical processes of ethyl alcohol oxidation occur in the liver.

We recall with students the stages of the alcohol oxidation process:

Ethyl alcohol is oxidized to final decomposition products only if the daily consumption of ethanol does not exceed 20 g. If the dose is exceeded, then intermediate decomposition products accumulate in the body.

This leads to a number of negative side effects: increased formation of fat and its accumulation in liver cells; accumulation of peroxide compounds that can destroy cell membranes, as a result of which the contents of the cells flow out through the formed pores; very undesirable phenomena, the combination of which leads to liver destruction - cirrhosis.

Acetaldehyde is 30 times more toxic than ethyl alcohol. In addition, as a result of various biochemical reactions in tissues and organs, including the brain, the formation of tetrahydropapaveroline is possible, the structure and properties of which resemble well-known psychotropic drugs - morphine and cannabinol. Doctors have proven that it is acetaldehyde that causes mutations and various deformities in embryos.

Acetic acid enhances the synthesis of fatty acids and leads to fatty degeneration of the liver.

While studying the physical properties of alcohols, we addressed the issue of changes in their toxicity in the homologous series of monohydric alcohols. As the molecular weight of substance molecules increases, their narcotic properties increase. If we compare ethyl and pentyl alcohols, the molecular weight of the latter is 2 times greater, and its toxicity is 20 times greater. Alcohols containing three to five carbon atoms form so-called fusel oils, the presence of which in alcoholic beverages increases their toxic properties.

In this series, the exception is methanol - the strongest poison. When 1-2 teaspoons enter the body, the optic nerve is affected, which leads to complete blindness, and consumption of 30-100 ml leads to death. The danger is enhanced due to the similarity of methyl alcohol with ethyl alcohol in properties, appearance, smell.

Together with the students, we try to find the cause of this phenomenon. They put forward various hypotheses. We dwell on the fact that the factors that increase the toxicity of methyl alcohol include the small size of the molecules (high speed of distribution), as well as the fact that the intermediate products of its oxidation - formic aldehyde and formic acid - are strong poisons.

Alcohol that is not neutralized by the liver and the toxic products of its breakdown re-enter the bloodstream and are distributed throughout the body, remaining in it for a long time. For example, alcohol is found unchanged in the brain 20 days after taking it.

We draw students' attention to how alcohol and its breakdown products are eliminated from the body.

C 2 H 5 OH

	10% unchanged via lungs, kidneys and skin
		90% in the form CO 2 And N 2 ABOUT through the lungs and kidneys

Unfortunately, in lately Alcohol consumption, like smoking, is common among women. The influence of alcohol on offspring goes in two directions.

Firstly, alcohol consumption is accompanied by profound changes in the sexual sphere of both men and women. Alcohol and its decomposition products can affect both female and male reproductive cells even before fertilization - their genetic information changes (see Fig. “Healthy (1) and pathological (2) sperm”).

If alcohol consumption is prolonged, the activity of the reproductive system is disrupted, it begins to produce defective germ cells.

Secondly, alcohol directly affects the embryo. Constant consumption of 75-80 g of vodka, cognac or 120-150 g of weaker alcoholic drinks (beer) can cause fetal alcohol syndrome. Through the placenta, not only alcohol, but also its decomposition products, in particular acetaldehyde, which is ten times more dangerous than alcohol itself, enters the waters surrounding the fetus.

Alcohol intoxication has a detrimental effect on the fetus, because its liver, where blood from the placenta first of all enters, does not yet have a special enzyme that decomposes alcohol, and it, not neutralized, spreads throughout the body and causes irreversible changes. Alcohol is especially dangerous in the 7-11th week of pregnancy, when internal organs begin to develop. It negatively affects their development, causing disturbances and changes. The brain is especially affected. Due to the effects of alcohol, dementia, epilepsy, neuroses, heart and kidney disorders can develop, and damage to the external and internal genital organs can occur.

Sometimes damage to the psyche and intellect is observed already in early childhood, but most often they are identified when children begin to study. Such a child is intellectually weakened and aggressive. Alcohol has a much stronger effect on a child's body than on an adult's body. The child’s nervous system and brain are especially sensitive and vulnerable.

So, let’s look at the table “The influence of alcohol on the heredity and health of children” and draw conclusions .

Children's destinies

In families of drinking parents	In families of non-drinking parents
Died in the first months of life	44%	8%
Turned out to be inferior, sick	39%	10%
Healthy physically and mentally	17%	82%

Long-term consumption of alcoholic beverages leads to softening of the cortex. Numerous pinpoint hemorrhages are observed; the transmission of excitation from one nerve cell to another is disrupted. Do not forget the laconic warning words of V.V. Mayakovsky:

Don't drink alcohol.

For those who drink it is poison, for those around it it is torture.

Thus, you have consolidated the ability to predict the chemical properties of unfamiliar organic substances, relying on knowledge of functional groups, repeated the physical and chemical properties of oxygen-containing organic substances, and consolidated the ability to determine the belonging of organic compounds to classes of substances.

III. Homework.

1. Carry out transformations:

2. Explore possible reasons pollution environment near production: methanol, phenol, formaldehyde, acetic acid. Analyze the influence of these substances on natural objects: the atmosphere, water sources, soil, plants, animals and humans. Describe first aid measures for poisoning