Genetic connection of organic compounds. §25. Genetic Relationship Between Classes of Inorganic and Organic Substances

>> Chemistry: Genetic relationship between classes of organic and inorganic substances

Material world. in which we live and of which we are a tiny part, is one and at the same time infinitely diverse. Unity and Diversity chemical substances of this world is most clearly manifested in genetic connection substances, which is reflected in the so-called genetic series. Let's single out the most characteristics these rows:

1. All substances of this series must be formed by one chemical element.

2. Substances formed by the same element must belong to different classes, that is, reflect different forms his existence.

3. Substances that form the genetic series of one element must be connected by mutual transformations. On this basis, one can distinguish between complete and incomplete genetic series.

Summarizing the above, we can give the following definition of the genetic series:
A number of substances of representatives of different classes are called genetic, which are compounds of one chemical element, connected by mutual transformations and reflecting the common origin of these substances or their genesis.

genetic connection - the concept is more general than the genetic series. which is, albeit a vivid, but particular manifestation of this connection, which is realized in any mutual transformations of substances. Then, obviously, the first series of substances targeted in the text of the paragraph fits this definition.

To characterize the genetic relationship of inorganic substances, we consider three types of genetic series:

II. The genetic series of a non-metal. Similar to the metal series, the nonmetal series is richer in bonds with varying degrees oxidation, for example, the genetic series of sulfur with oxidation states +4 and +6.

Difficulty can cause only the last transition. If you perform tasks of this type, then follow the rule: in order to obtain a simple substance from a window compound of an element, you need to take its most reduced compound for this purpose, for example, the volatile hydrogen compound of a non-metal.

III. The genetic series of the metal, to which the amphoteric oxide and hydroxide correspond, is very rich in sayases. since they exhibit, depending on the conditions, either the properties of an acid or the properties of a base. For example, consider the genetic series of zinc:

AT organic chemistry should also be distinguished general concept- genetic connection and more particular concept of genetic series. If the basis of the genetic series in inorganic chemistry is formed by substances formed by one chemical element, then the basis of the genetic series in organic chemistry (the chemistry of carbon compounds) is made up of substances with the same number of carbon atoms in the molecule. Consider the genetic series of organic substances, in which we include largest number connection classes:

Each number above the arrow corresponds to a specific reaction equation (the reverse reaction equation is indicated by a number with a dash):

Iodine definition of the genetic series does not fit the last transition - a product is formed not with two, but with many carbon atoms, but with its help, genetic bonds are most diversely represented. And finally, we will give examples of the genetic connection between the classes of organic and inorganic compounds, which prove the unity of the world of substances, where there is no division into organic and inorganic substances.

Let us take the opportunity to repeat the names of the reactions corresponding to the proposed transitions:
1. Limestone firing:

1. Write down the reaction equations illustrating the following transitions:

3. In the interaction of 12 g of saturated monohydric alcohol with sodium, 2.24 liters of hydrogen (n.a.) were released. Find the molecular formula of alcohol and write down the formulas of the possible isomers.

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Target: consider the genetic relationship between the classes of inorganic and organic

substances, give the concept of "genetic series of substances" and "genetic connection",

consolidate skills and abilities in writing equations of chemical reactions.

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Lesson #___

Topic:

Target: consider the genetic relationship between the classes of inorganic and organic

Substances, give the concept of the "genetic series of substances" and "genetic connection",

To consolidate the skills in writing equations of chemical reactions.

Tasks: 1 . Educational:improve skills in conducting laboratory

Experiments, writing equations of chemical reactions.

2. Developing: consolidate and develop knowledge about the properties of inorganic and

Organics, develop skills in groups and individually.

3. Educational: generate interest in the scientific worldview,

Striving to be successful in your studies.

Equipment: multimedia projector

Reagents: spirit lamp, matches, test tube holder, stand with test tubes, CuSO 4, NaOH

During the classes.

I. Organizational moment.

II. Explanation of new material.

We live with you in a world where thousands of reactions take place in every cell of a living organism, in soil, air, and water.

Teacher : Guys, how do you think up, what is the unity and diversity of chemicals involved in the process of transformations? What is the name of the relationship between substances? Let's remember with you who is the custodian of hereditary information in biology?

Student: Gen.

Teacher: What is a genetic link?

Learner: related.

Let's formulate the theme of our lesson. (Writing on the board and notebook of the topic of the lesson).

And now we will work with you according to the plan that is on each desk:

1. Genetic series of metal.
2. The genetic series of a non-metal.
3. Consolidation of knowledge(testing in the form of the exam)

Let's move on to the 1st point of the plan.

genetic connection - called the relationship between substances of different classes,

based on their mutual transformations and reflecting the unity of their

Origin, that is, the genesis of substances.

What does the concept mean"genetic connection"

1. The transformation of substances of one class of compounds into substances of other classes.
2. Chemical properties of substances
3. The ability to obtain complex substances from simple ones.
4. The relationship of simple and complex substances of all classes of substances.

And now let's move on to the consideration of the concept of the genetic series of substances, which is a particular manifestation of the genetic connection.

A number of substances are called genetic - representatives of different classes of substances

which are compounds of the same chemical element

Mutual transformations and reflecting the common origin of these

Substances

Consider the signs of the genetic series of substances:

1. All substances of the genetic series must be formed by one chemical element.
2. Substances formed by the same chemical element must belong to different classes (i.e. reflect different forms of existence of a chemical element)
3. Substances that form the genetic series of one chemical element must be connected by interconversions.

On this basis, one can distinguish between complete and incomplete genetic series. Consider first the genetic relationship of inorganic substances and divide them into

2 types of genetic series:

a) metal genetic series

b) the genetic series of a non-metal.

Let's move on to the second point of our plan.

Genetic series of metal.

a) consider the series of copper:

Cu → CuO → CuSO 4 → Cu(OH) 2 → CuO → Cu

Copper oxide sulfate hydroxide copper oxide

Copper(II) Copper(II) Copper(II) Copper(II)

Metal Base Salt Base Base Metal

Oxide oxide

1. 2Cu + O 2 → 2CuO
2. CuO + H 2 SO 4 → CuSO 4 + H 2 O
3. CuSO 4 + 2KOH → Cu(OH) 2 + K 2 SO 4
4. Cu(OH) 2 → CuO + H 2 O
5. CuO + C→Cu + CO

Demonstration: partly from a series - equations 3.4. (Interaction of copper sulfate with alkali and after the decomposition of copper hydroxide)

b) the genetic series of an amphoteric metal on the example of the zinc series.

Zn → ZnO → ZnSO 4 → Zn(OH) 2 Na 2

ZnCl 2

1. 2Zn + O 2 → 2ZnO
2. ZnO + H 2 SO 4 → ZnSO 4 + H 2 O
3. ZnSO 4 + 2KOH → Zn(OH) 2 + K 2 SO 4
4. Zn(OH) 2 +2 NaOH → Na 2
5. Zn(OH) 2 + 2HCl → ZnCl 2 + 2H 2 O
6. ZnO + 2HCl → ZnCl 2 + H 2 O

Demonstration carrying out reactions from the series 3,4,5.

We have reviewed the 2nd point of the plan with you. What does point 3 of the plan say?

Genetic series of a non-metallet's look at an examplephosphorus genetic series.

P → P 2 O 5 → H 3 PO 4 → Ca 2 (PO 4) 2

Phosphorus oxide phosphoric phosphate

Phosphorus(v) calcium acid

non-metal acidic acid salt

Oxide

1. 4P + 5O 2 → 2P 2 O 5
2. P 2 O 5 + 3H 2 O → 2H 3 PO 4
3. 2H 3 PO 4 + 3Ca → Ca 3 (PO 4 ) 2 + 3H 2

So, we have examined with you the genetic series of metal and non-metal. What do you think, is the concept of genetic connection and genetic series used in organic chemistry? Of course it is used, butthe basis of the genetic series in organic chemistry (the chemistry of carbon compounds) are compounds with the same number of carbon atoms in the molecule. For example:

C 2 H 6 → C 2 H 4 → C 2 H 5 OH → CH 3 CHO → CH 3 - COOH → CH 2 Cl - COOH → NH 2 CH 2 COOH

Ethane ethene ethanol ethanal acetic acid chloroethanoic acid aminoethanoic acid

alkane alkene alkanol alkanal carboxylic acid chlorocarboxylic acid amino acid

1. C 2 H 6 → C 2 H 4 + H 2
2. C 2 H 4 + H 2 O → C 2 H 5 OH
3. C 2 H 5 OH + [O] → CH 3 CHO + H 2 O
4. CH 3 CHO + [O] → CH 3 COOH
5. CH 3 COOH + Cl 2 → CH 2 Cl - COOH
6. CH 2 Cl - COOH + NH 3 → NH 2 CH 2 - COOH + HCl

We have examined the genetic relationship and the genetic series of substances, and now we need to consolidate knowledge on the 5th paragraph of the plan.

III. Consolidation of knowledge, skills and abilities.

USE testing

Option 1.

Part A.

A) CO 2 b) CO c) CaO d) O 2

1. In the transformation scheme: CuCl 2 2 b) CuSO 4 and Cu(OH) 2

CO 2 → X 1 → X 2 → NaOH

A) N b) Mn c) P d) Cl

Part B.

1. Fe + Cl 2 A) FeCl 2
2. Fe + HCl B) FeCl 3
3. FeO + HCl B) FeCl 2 + H 2
4. Fe 2 O 3 + HCl D) FeCl 3 + H 2

E) FeCl 2 + H 2 O

E) FeCl 3 + H 2 O

a) potassium hydroxide (solution)

b) iron

c) barium nitrate (solution)

d) aluminum oxide

e) carbon monoxide (II)

f) sodium phosphate (solution)

Part C.

Option 2.

Part A.

a) substances that form a series based on one metal

B) substances that form a series based on one non-metal

C) substances that form a series based on a metal or non-metal

D) substances from different classes of substances associated with transformations

1. 3 (PO 4 ) 2

A) Ca b) CaO c) CO 2 d) H 2 O

1. In the transformation scheme: MgCl 2 2 b) MgSO 4 and Mg(OH) 2

1. The end product in the chain of transformations based on carbon compounds:

CO 2 → X 1 → X 2 → NaOH

1. Element "E", participating in the chain of transformations:

A) N b) S c) P d) Mg

Part B.

1. Establish a correspondence between the formulas of the starting substances and the reaction products:

Formulas of starting substances Formulas of products

1. NaOH + CO 2 A) NaOH + H 2
2. NaOH + CO 2 B) Na 2 CO 3 + H 2 O
3. Na + H 2 O B) NaHCO 3
4. NaOH + HCl D) NaCl + H 2 O

b) oxygen

c) sodium chloride (solution)

d) calcium oxide

e) sulfuric acid

Part C.

1. Carry out the transformation scheme of substances:

IV. Summing up the lesson.

D/z: §25, exercise 3, 7*

Subject Testing"Genetic Relationship Between Classes of Inorganic and Organic Substances"

Option 1.

Part A. (Questions with one correct answer)

1. The genetic series of a metal is:

a) substances that form a series based on one metal

B) substances that form a series based on one non-metal

C) substances that form a series based on a metal or non-metal

D) substances from different classes of substances associated with transformations

1. Determine the substance "X" from the transformation scheme: C → X → CaCO 3

A) CO 2 b) CO c) CaO d) O 2

1. Determine the substance "Y" from the transformation scheme: Na → Y→NaOH

A) Na 2 O b) Na 2 O 2 c) H 2 O d) Na

1. In the transformation scheme: CuCl 2 → A → B → Cu the formulas of intermediate products A and B are: a) CuO and Cu(OH) 2 b) CuSO 4 and Cu (OH) 2

B) CuCO 3 and Cu (OH) 2 g) Cu (OH) 2 and CuO

1. The end product in the chain of transformations based on carbon compounds:

CO 2 → X 1 → X 2 → NaOH

A) sodium carbonate b) sodium bicarbonate

C) sodium carbide d) sodium acetate

1. Element "E", participating in the chain of transformations:

E → E 2 O 5 → H 3 EO 4 → Na 3 EO 4

A) N b) Mn c) P d) Cl

Part B. (Tasks with 2 or more the right options response)

1. Establish a correspondence between the formulas of the starting substances and the reaction products:

Formulas of starting substances Formulas of products

1) Fe + Cl 2 A) FeCl 2

2) Fe + HCl B) FeCl 3

3) FeO + HCl B) FeCl 2 + H 2

4) Fe 2 O 3 + HCl D) FeCl 3 + H 2

E) FeCl 2 + H 2 O

E) FeCl 3 + H 2 O

1. A solution of copper sulfate (II) interacts:

a) potassium hydroxide (solution)

b) iron

c) barium nitrate (solution)

d) aluminum oxide

e) carbon monoxide (II)

f) sodium phosphate (solution)

Part C. (with extended answer)

1. Carry out the transformation scheme of substances:

FeS →SO 2 → SO 3 → H 2 SO 4 → MgSO 4 → BaSO 4

Subject Testing"Genetic Relationship Between Classes of Inorganic and Organic Substances"

Option 2.

Part A. (Questions with one correct answer)

1. The genetic series of a non-metal is:

a) substances that form a series based on one metal

B) substances that form a series based on one non-metal

C) substances that form a series based on a metal or non-metal

D) substances from different classes of substances associated with transformations

1. Determine the substance "X" from the transformation scheme: P → X → Ca 3 (PO 4 ) 2

A) P 2 O 5 b) P 2 O 3 c) CaO d) O 2

1. Determine the substance "Y" from the transformation scheme: Ca → Y→Ca(OH) 2

A) Ca b) CaO c) CO 2 d) H 2 O

1. In the transformation scheme: MgCl 2 → A → B→ Mg formulas of intermediate products A and B are: a) MgO and Mg(OH) 2 b) MgSO 4 and Mg(OH) 2

B) MgCO 3 and Mg (OH) 2 g) Mg (OH) 2 and MgO

1. The end product in the chain of transformations based on carbon compounds:

CO 2 → X 1 → X 2 → NaOH

A) sodium carbonate b) sodium bicarbonate

C) sodium carbide d) sodium acetate

1. Element "E", participating in the chain of transformations:

E → EO 2 → EO 3 → H 2 EO 4 → Na 2 EO 4

A) N b) S c) P d) Mg

Part B. (Tasks with 2 or more correct answers)

1. Establish a correspondence between the formulas of the starting substances and the reaction products:

Formulas of starting substances Formulas of products

1) NaOH + CO 2 A) NaOH + H 2

2) NaOH + CO 2 B) Na 2 CO 3 + H 2 O

3) Na + H 2 O B) NaHCO 3

4) NaOH + HCl D) NaCl + H 2 O

2. Hydrochloric acid does not interact:

a) sodium hydroxide (solution)

b) oxygen

c) sodium chloride (solution)

d) calcium oxide

e) potassium permanganate (crystalline)

e) sulfuric acid

Part C. (with extended answer)

1. Carry out the transformation scheme of substances:

CuS →SO 2 → SO 3 → H 2 SO 4 → CaSO 4 → BaSO 4

Lesson plan:

1. Definition of concepts: "genetic connection", "genetic series of an element"
2. Genetic series of metal.
3. The genetic series of a non-metal.
4. Genetic connection of organic substances.
5. Consolidation of knowledge(testing in the form of the exam)

Lesson plan:

1. Definition of concepts: "genetic connection", "genetic series of an element"
2. Genetic series of metal.
3. The genetic series of a non-metal.
4. Genetic connection of organic substances.
5. Consolidation of knowledge(testing in the form of the exam)

Lesson plan:

1. Definition of concepts: "genetic connection", "genetic series of an element"
2. Genetic series of metal.
3. The genetic series of a non-metal.
4. Genetic connection of organic substances.
5. Consolidation of knowledge(testing in the form of the exam)

Lesson plan:

1. Definition of concepts: "genetic connection", "genetic series of an element"
2. Genetic series of metal.
3. The genetic series of a non-metal.
4. Genetic connection of organic substances.
5. Consolidation of knowledge(testing in the form of the exam)

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Slides captions:

Lesson topic: "Genetic relationship between classes of inorganic compounds" MOU secondary school No. 1 Chemistry teacher: Fadeeva O.S. Grachevka village, Stavropol Territory, 2011.

Theme of the lesson "Genetic relationship between classes of inorganic compounds"

Lesson plan: 1. Definition of the concepts of "genetic relationship"!, "genetic series of an element" 2. Genetic series of a metal 3. Genetic series of a non-metal 4. Genetic relationship of organic substances 5. Consolidation of knowledge (testing the USE)

Genetic connection - is called the connection between substances of different classes, based on their mutual transformations and reflecting the unity of their origin.

What does the concept of "genetic connection" mean? 1. The transformation of substances of one class of compound into substances of other classes; 2. Chemical properties of substances; 3. The possibility of obtaining complex substances from simple ones; 4. The relationship of simple and complex substances of all classes of inorganic compounds.

Genetic refers to a number of substances of representatives of different classes of substances that are compounds of one chemical element, connected by mutual transformations and reflecting the common origin of these substances.

Signs that characterize the genetic series: Substances of different classes; Different substances formed by one chemical element, i.e. represent different forms of the existence of one element; Different substances of the same chemical element are connected by mutual transformations.

Genetic series of copper

Genetic series of phosphorus

Testing on the topic "Genetic relationship between classes of inorganic and organic substances" Option 1. Part A. (Tasks with one correct answer) 1. The genetic series of a metal is: a) substances that form a series based on one metal b) substances that form a series based on one non-metal c) substances that form a series based on a metal or non-metal d) substances from different classes of substances related by transformations 2. Determine the substance “X” from the transformation scheme: C → X → CaCO 3 a) CO 2 b) CO c) CaO d) O 2 3. Determine the substance "Y" from the transformation scheme: Na → Y → NaOH a) Na 2 O b) Na 2 O 2 c) H 2 O d) Na 4. In the transformation scheme: CuCl 2 → A → B → Cu formulas of intermediate products A and B are: a) CuO and Cu (OH) 2 b) CuSO 4 and Cu (OH) 2 c) CuCO 3 and Cu (OH) 2 d) Cu (OH) ) 2 and CuO 5. The end product in the chain of transformations based on carbon compounds: CO 2 → X 1 → X 2 → NaOH a) sodium carbonate b) sodium bicarbonate c) sodium carbide d) sodium acetate 6. Element "E", participating in the chain of transformations: E → E 2 O 5 → H 3 EO 4 → Na 3 E O 4 a) N b) Mn c) P d) Cl

Part C. (Tasks with 2 or more correct answers) Establish a correspondence between the formulas of the starting substances and the reaction products: Formulas of the starting substances Formulas of the products 1) Fe + Cl 2 A) FeCl 2 2) Fe + HCl B) FeCl 3 3) FeO + HCl C) FeCl 2 + H 2 4) Fe 2 O 3 + HCl D) FeCl 3 + H 2 E) FeCl 2 + H 2 O E) FeCl 3 + H 2 O 2. Copper (II) sulfate solution interacts : a) potassium hydroxide (solution) b) iron c) barium nitrate (solution) d) aluminum oxide e) carbon monoxide (II) f) sodium phosphate (solution) Part C. (With a detailed answer) Carry out the transformation scheme of substances: Fe S → SO 2 → SO 3 → H 2 SO 4 → MgSO 4 → BaSO 4

Testing on the topic "Genetic relationship between classes of inorganic and organic substances" Option 2. Part A. (Tasks with one correct answer) 1. The genetic series of a non-metal is: a) substances that form a series based on one metal b) substances that form a series based on one non-metal c) substances forming a series based on a metal or non-metal d) substances from different classes of substances related by transformations 2. Determine the substance “X” from the transformation scheme: P → X → Ca 3 (PO 4) 2 a) P 2 O 5 b) P 2 O 3 c) CaO d) O 2 3. Determine the substance "Y" from the transformation scheme: Ca → Y → Ca (OH) 2 a) Ca b) CaO c) CO 2 d) H 2 O 4. In the conversion scheme: MgCl 2 → A → B → Mg, the formulas of intermediate products A and B are: a) MgO and Mg (OH) 2 b) MgSO 4 and Mg (OH) 2 c) MgCO 3 and Mg ( OH) 2 d) Mg (OH) 2 and MgO 5. The end product in the chain of transformations based on carbon compounds: CO 2 → X 1 → X 2 → NaOH a) sodium carbonate b) sodium bicarbonate c) sodium carbide d) sodium acetate 6.Element "E", part in the chain of transformations: E → EO 2 → EO 3 → H 2 EO 4 → Na 2 E O 4 a) N b) S c) P d) Mg

Part C. (Tasks with 2 or more correct answers) 1. Establish a correspondence between the formulas of the starting substances and the reaction products: Formulas of the starting substances Formulas of the products 1) NaOH + CO 2 A) NaOH + H 2 2) NaOH + CO 2 B ) Na 2 CO 2 + H 2 O 3) Na + H 2 O C) NaHCO 3 4) NaOH + HCl D) NaCl + H 2 O 2. Hydrochloric acid does not interact: a) sodium hydroxide (solution) b) oxygen c ) sodium chloride (solution) d) calcium oxide e) potassium permanganate (crystalline) f) sulfuric acid CaSO4 → BaSO4

Homework textbook § 25, exercise 3,7

Tsybina Lyubov Mikhailovna Chemistry teacher Lesson summary.

Lesson summary on the topic: “Genetic connection between the main classes of organic compounds. Problem solving.

Class: Grade 11

Target: create conditions for the systematization and deepening of students' knowledge about the relationship of organic substances according to the scheme: composition - structure - properties of substances and the ability to solve calculation problems.

Tasks:

Educational:

Generalization and deepening of students' knowledge about the relationship of composition - structure - properties of organic substances on the example of hydrocarbons and oxygen-containing homologous series.

Expanding the general cultural horizons of students

Developing:

Development of skills to analyze, compare, draw conclusions, establish a causal genetic relationship between organic substances.

To be able to choose the right algorithm for solving the calculation problem.

Educational:

Disclosure of the worldview idea about the relationship of the composition, structure, properties of substances; education intellectually developed personality; fostering a culture of communication.

Be able to work according to the algorithm and with additional literature.

Lesson type:

for the didactic purpose: a lesson in the systematization of knowledge;

according to the method of organization: generalizing with the assimilation of new knowledge (combined lesson).

Learning technology:

problem learning;

information and communication

Methods used in the lesson:

explanatory and illustrative:
- face-to-face conversation
- explanation of the teacher.

– table schemas, algorithms

practical:
- Drawing up schemes of transformations and their implementation.

deductive:
- from the known to the unknown;
- from simple to complex.

Types of control:

current Poll,

card work.

Used educational technologies:

Informational

Technology of actualization of personal experience

Focused technology cognitive development personalities

Conduct form : a combination of conversation with illustrative explanatory material, independent activity of students.

Equipment: computer, algorithm for solving the calculation problem.

Lesson Plan

Lesson Plan

Tasks

I

Organizing time

Prepare students for the lesson.

II

Updating of basic knowledge

"Brainstorm"

(review of the studied material)

Prepare students for learning new material. Reviewing previously learned topics to identify gaps in knowledge and to address them. Improve knowledge and skills, prepare for the perception of new material.

III

Learning new material

genetic connection;

genetic series of hydrocarbons and its varieties;

genetically a number of oxygen-containing hydrocarbons and its varieties.

Develop the ability to generalize facts, build analogies and draw conclusions.

To develop students' ability to chemical prediction and the ability to solve calculation problems using genetic relationships.

Develop environmental thinking.

Development of a culture of communication, the ability to express one's views and judgments, and rational ways to solve a calculation problem.

IV

Consolidation of acquired knowledge

Repetition, reproduction of learned material.

Development of this material on assignments in the UNT format.

V

Summing up the lesson

Perception of a sense of responsibility for the acquired knowledge. Evaluation of students' activities in the lesson. Reflection. Putting marks.

VI

Homework

Textbook: Chemistry for grade 11 A. Temirbulatova N. Nurakhmetov, R. Zhumadilova, S. Alimzhanova. §10.6 p.119(23,26), p.150(18),

Workbook exercise 107 a), b) p.22.

1 stage of the lesson

Organizational. Announcement of the topic of the lesson. Updating of basic knowledge.

What does the concept mean"genetic connection"?
The transformation of substances of one class of compounds into substances of other classes;

genetic connection called the connection between substances of different classes, based on their mutual transformations and reflecting the unity of their origin, that is, the genesis of substances.
The key point of the lesson is the creation of a problem situation. To do this, I use a problem-search conversation, which encourages students to make assumptions, express their point of view, causes a clash of ideas, opinions, and judgments.
The main task is to point out to students the insufficiency of their knowledge about the object of knowledge, as well as methods of action to complete the task proposed to them.

To compare means to choose, first of all, the criteria for comparison. Please tell us what criteria you think we should compare. Students answer:

Chemical properties of substances;

The possibility of obtaining new substances;

The relationship of substances of all classes of organic compounds.

2 stage lesson

“Brainstorming” – frontal conversation with the class:

What classes of organic compounds do you know?

What is the peculiarity in the structure of these classes of compounds?

How does the structure of a substance affect its properties?

What basic formulas do you know that can be used to solve a calculation problem?

Using knowledge about the structure of organic substances, the characteristics of their general formulas, students independently write down the basic formulas and predict possible Chemical properties organic substances.

3 stage lesson

Implementation of the genetic link of organic compounds

First option: ethanol →ethylene →ethane →chloroethane →ethanol →acetaldehyde → carbon dioxide

second option: methane → acetylene → ethanal → ethanol → bromoethane → ethylene → carbon dioxide

Third option: acetylene→ethanal→ethanol→bromoethane→ethylene→ethanol→ethyl acetate

work at the blackboard on cards: solving a calculation problem

Task - 1: 6 kg of methyl formate were obtained from methane. Write the corresponding reaction equations. Calculate how much methane was consumed?

Task - 2: How much ethyl acetate can be obtained by reacting 120 g of acetic acid and 138 g of ethanol if the yield of the reaction product is 90% of theoretical?

Task - 3: Oxidized 2 mol of methanol. The resulting product was dissolved in 200 g of water. Calculate the content of methanal in the solution (in%)?

The right decision calculation tasks is designed on a smartboard.

General conclusion :

We highlight the features that characterize the genetic series of organic substances:

Substances of different classes;

Different substances are formed by one chemical element, i.e. represent different forms of existence of one element;

Different substances of the same homologous series are connected by mutual transformations.

Knowledge of the genetic relationship between different classes of organic substances allows us to select convenient and economical methods for the synthesis of substances from available reagents.

4th stage of the lesson

Repetition, reproduction of learned material. Development of this material on assignments in the UNT format. p.119(23); Workbook exercise 107 a), b) p.22.

Brief instruction on homework: §10.6 p.119(23,26), p.150(18),

Stage 5 lesson

Summarizing. Reflection.

Students answer the questions:

What new concepts were learned in the lesson?

What questions caused difficulties? Etc.

The teacher grades those students who showed good and excellent knowledge during the lesson were active.

AT school course In organic chemistry, the study of the genetic relationship between substances plays a significant role. Indeed, the course is based on the idea of ​​the development of substances as steps in the organization of matter. This idea is also implemented in the content of the course, where the material is arranged in order of complexity from the simplest hydrocarbons to proteins.

The transition from one class of organic substances to another is closely connected with the fundamental concepts of chemistry - a chemical element, a chemical reaction, homology, isomerism, a variety of substances and their classification. For example, in the genetic chain of transformations of methane - acetylene - acetic aldehyde, similar - the preservation of the element carbon in all substances - and different - forms of the existence of this element can be traced. Chemical reactions specify the theoretical provisions of the course, and many of them are important in practical terms. Therefore, often genetic transitions between substances are considered not only with the help of reaction equations, but are carried out and, in practice, that is, the theory is connected with practice. Therefore, knowledge about the genetic relationship between substances is also necessary for the polytechnic education of students. When studying the genetic relationship between substances, the unity of nature, the interconnection of its phenomena, is revealed to students. So, inorganic compounds can also be included in the process of transformation of organic substances. This example reflects the intra-subject connection of the chemistry course. In addition, the chain of these transitions is part of a more general one - the phenomenon of the circulation of substances in nature. Therefore, each reaction studied in the course of chemistry acts as a separate link in the entire chain of transformations. At the same time, not only the method of obtaining the product is clarified, but also the conditions for conducting the reaction (using information from physics and mathematics), the location of raw materials and factories (connection with geography), etc. There is also a problem - to foresee the further fate of the obtained substances and their decay products , their influence on surrounding a person Wednesday. Thus, a number of information from other school subjects is applied and generalized in the material on genetic transitions.

The role of knowledge about the genetic connection between substances is also great in the formation of the dialectical-materialistic worldview of students. Revealing how the simplest hydrocarbons and other organic compounds were formed from inorganic substances, how the complication of their composition and structure led to the formation of proteins that initiated life, we thereby reinforce the materialistic theory of the origin of life on Earth with examples. The laws of dialectics, which students learn in the lessons of social science, are used in the study of genetic transitions. So, the question of the genetic relationship between substances at integrated approach to him does not act as a separate, but is an integral part of the general in the education and upbringing of students.

An analysis of students' answers in lessons and exams shows that the question of the genetic relationship between substances causes difficulties. This is explained by the fact that the study of the question of genetic connection, although carried out throughout the entire course of chemistry, is carried out fragmentarily, unsystematically, without isolating the main direction.

In the diagram, the generalized formula corresponds to several groups of substances of the same composition, but different structure. For example, the formula SpNgp+gO combines isomeric limit monohydric alcohols and ethers, respectively, having their own general formulas.

The straight lines in the general diagram show the main relationships between groups and classes of organic compounds. So, with the help of general formulas, transitions between groups of hydrocarbons are depicted. However, the abundance of lines in the diagram would make it difficult to perceive the main one, and therefore a number of transitions to, it is not shown. The general scheme also makes it possible to understand the genetic transitions between inorganic and organic substances (the synthesis of hydrocarbons from simple substances and their thermal decomposition), give general idea about the cycle of substances on the example of carbon to other elements. You can detail the general scheme using tables of isomeric homologous series of substances, as well as when performing exercise. 16 and 17 (p. 114

Next, we summarize information about intergroup isomers. We note that these include monohydric alcohols and ethers, aldehydes and ketones, phenols and aromatic alcohols, carboxylic acids and esters. The composition of these isomers, as well as singly presented substances in the course (ethylene glycol and unsaturated acids), can be expressed by general formulas. When analyzing such formulas, we identify signs of the complication of substances, determine the place of each group in the genetic chain and reflect this in the general scheme. We carry out its concretization in the lesson and at home when performing ex. 27, 28, 29, 30, 33, 37 (pp. 140-141).

We pose the problem for students about the possibility of further continuation of the general scheme based on the complication of the composition and structure of matter. For these purposes, we pay attention to the composition of fats: the molecule contains six oxygen atoms, based on the formulas of hexatomic alcohol (p. 154), glucose and its isomers (p. 152--156), students derive their general formulas. We carry out more high form work, when students themselves draw up schemes of the genetic relationship between substances and concretize them. When analyzing the general scheme, we strive for students to note the relative nature of the relationships between substances reflected in it. We also invite students to prove that the general scheme can be continued, since the path of knowledge does not end with what has been studied.

Alice (in Wonderland to the Cheshire cat): - Tell me, where should I go from here? Alice (in Wonderland to the Cheshire cat): - Tell me, where should I go from here? Cheshire cat: - It depends on where you want to come? Cheshire cat: - It depends on where you want to come? 2

Synthesis strategy “I want to sing the praises of the creation of molecules – chemical synthesis… …I deeply believe that this is art. And at the same time, synthesis is logic.” Roald Hoffmann (Nobel Prize in Chemistry 1981) Choice of starting materials Construction of the carbon backbone of a molecule Introduction, removal or replacement functional group Group protection Stereo selectivity 5

CO + H 2 Ru, 1000 atm, C ThO 2, 600 atm, C Cr 2 O 3, 30 atm, C Fe, 2000 atm, C ZnO, Cr 2 O 3, 250 atm, C CH 3 OH 6

С n H 2n+2 Scheme of the formation of σ-bonds in a methane molecule Models of methane molecules: ball-and-stick (left) and scale (right) СH4СH4СH4СH4 Tetrahedral structure sp 3 -hybridization σ - bonds homolytic bond breaking X: Y homolytic bond breaking S R) substitution (S R) Combustion Dehydrogenation S - eng. substitution Prediction of reactivity 7

CH 3 Cl - METHYL CHLORIDE CH 4 METHANE C - SOOT C 2 H 2 - ACETYLENE CH 2 Cl 2 - DICHLOROMETHANE CHCl 3 - TRICHLOROMETHANE CCl 4 - TETRACHLOROMETHANE H 2 - HYDROGEN SYNTHESIS GAS CO + H 2 SYNTHESIS GAS CO + H 2 Cl 2, hγ Chlorination С pyrolysis Н 2 О, Ni, C О 2 conversion, Oxidation СH 3 OH – METHANOL HCHO – METHANAL solvents Benzene СHFCl 2 freon HCOOH - formic acid Synthetic gasoline SYNTHESIS BASED ON METHANE 8 СH 3 NO 2 – NITROMETHANE СCl 3 NO 2 chloropicrin CH 3 NH 2 methylamine HNO 3, C Nitration

C n H 2n Scheme of formation of σ-bonds with the participation of sp 2 -hybrid clouds of a carbon atom Scheme of formation of π-bonds with the participation of p-clouds of a carbon atom Model of an ethylene molecule Electrophilic addition reactions (A E) Polymerization Polymerization Oxidation OxidationCombustion 2 – hybridization of σ– and σ – and π – bonds Eb (C = C) = 611 kJ/mol Eb (C – C) = 348 kJ/mol A – English. addition – addition Prediction of reactivity 9

C 2 H 4 Ethylene Polymerization H 2 O, H + Hydration Cl 2 Chlorination Oxidation ETHYL ALCOHOL C 2 H 5 OH ETHYLNE ALCOHOL C 2 H 5 OH 2 O O 2, PdCl 2, CuCl 2 HDPE HDPE C MPa 80 0 C, 0.3 MPa, Al(C 2 H 5) 3, TiCl 4 SKD LDPE LDPE Butadiene-1,3 (divinyl) Acetic acid Dioxane Acetic acid 10

С n H 2n-2 Scheme of the formation of σ-bonds and π-bonds with the participation of sp-hybrid clouds of the carbon atom Models of the acetylene molecule electrophilic addition reactions (A E) oxidation oxidation di-, tri- and tetramerizations di-, tri- and tetramerizations combustion combustion reactions involving an "acidic" hydrogen atom Linear structure (180 0) (cylindrical distribution of electron density) sp - hybridization σ– and 2 σ - and 2π - bonds Prediction of reactivity 11

C2H2C2H2 HCl, Hg 2+ H 2 O, Hg 2+ Kucherov reaction C act, C trimerization SYNTHESIS BASED ON ACETYLENE ACETATE ALDEHYDE Acetic aldehyde СuCl 2, HCl, NH 4 Cl ROH dimerization Acetic acid BENZENE SKD Divinyl Chloroprene SC Chloroprene EVNYLACETYLENE VINYLS ethersPolyvinyl chloride VINYL CHLORIDE HCN, СuCl, HCl, 80 0 C ACRYLONITRILE Fibers 12

13

Scheme of the formation of π-bonds in the benzene molecule Delocalization of electron density in the benzene molecule Scheme of the formation of σ-bonds in the benzene molecule with the participation of sp 2 - hybrid orbitals of carbon atoms С n H 2n-6 Prediction of reactivity Planar sp 2 molecule - hybridization of σ– and σ – and π – bonds Aromatic structure Electrophilic substitution reactions (S E) Radical addition reactions (А R) Radical addition reactions (А R) Combustion 14 M. Faraday (1791–1867) English physicist and a chemist. Founder of electrochemistry. Discovered benzene; first received in a liquid state chlorine, hydrogen sulfide, ammonia, nitrogen oxide (IV).

BENZENE H 2 /Pt, C hydrogenation SYNTHESIS BASED ON BENZENE NITROBENZENE NITROBENZENE Сl 2, FeCl 3 chlorination of HNO 3, H 2 SO 4 (conc) nitration of CH 3 Cl, AlCl 3 alkylation CHLOROBENZENE Aniline TOLUENE TOLUENE Benzoic acid 2,4,6- trinitrotoluene STYRENE STYRENE Polystyrene 1. CH 3 CH 2 Cl, AlCl 3 Alkylation 2. – H 2, Ni dehydrogenation CH 2 =CH-CH 3, AlCl 3 alkylation fifteen

SYNTHESIS BASED ON METHANOL CH 3 OH VINYL METHYL ETHER VINYL METHYL ETHER DIMETHYLANILINE C 6 H 5 N(CH 3) 2 DIMETHYLANILINE C 6 H 5 N(CH 3) 2 3 METHYLAMINE CH 3 NH 2 METHYLAMINE CH 3 NH 2 VINYL ACETATE METHYL CHLORIDE CH 3 Cl METHYL CHLORIDE CH 3 Cl FORMALDEHYDE CuO, t HCl NH 3 METHYLTHIOL CH 3 SH METHYLTHIOL CH 3 SH H 2 S, t C 6 H 5 NH 2 + CO 16 H +, t

Formaldehyde syntheses methanol CH 3 oh methanol CH 3 oh paraformaldehyde resins phenolformaldehyde resins trioxan primary alcohols of carbamide resins of ureotropins (hexmetylenetramine) urotropin (hexmetylentetramin) muravyic acid Muravic acid hexogenic acid [o] [O] [O] [O] [O] [O] [O] [O] [O] [O] [O] [O] [OAM] [O] [OARS] [O] [OARS IS] [O] [OAMS A] [O] SUBED Butlerov 18

CxHyOzCxHyOz Genetic linkage of oxygen-containing organic compounds ALDEHYDES ALDEHYDES CARBOXY ACIDS CARBOXY ACIDS KETONES KETONES ESTERS ETHERS ETHERS ALCOHOLS hydrolysis dehydration hydrogenation oxidation, dehydrogenation esterification esterification oxidation H+, t

C n H 2n+2 C n H 2n Cycloalkanes Alkenes C n H 2n-2 AlkynesAlkadienes C n H 2n-6 Arenes, benzene

C n H 2n+2 C n H 2n CycloalkanesAlkenes C n H 2n-2 AlkynesAlkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene 12 C n H 2n Cycloalkanes Alkenes C n H 2n-2 AlkynesAlkadienes α 23

C n H 2n+2 C n H 2n CycloalkanesAlkenes C n H 2n-2 AlkynesAlkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene 12 C n H 2n Cycloalkanes Alkenes C n H 2n-2 AlkynesAlkadienes

C n H 2n+2 C n H 2n CycloalkanesAlkenes C n H 2n-2 AlkynesAlkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene Polyethylene Polypropylene 12 C n H 2n Cycloalkanes Alkenes C n H 2n-2 AlkynesAlkadienes Rubber Catalyst Ziegler - Natta (1963) 25

C n H 2n+2 C n H 2n CycloalkanesAlkenes C n H 2n-2 AlkynesAlkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene Polyethylene Polypropylene Rubbers Fats Phenolformaldehyde resins 12 C n H 2n Cycloalkanes Alkenes C n H 2n- 2 AlkynesAlkadienes

C n H 2n+2 C n H 2n CycloalkanesAlkenes C n H 2n-2 AlkynesAlkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene Polyethylene Polypropylene Rubbers Fats Synthetic dyes Phenol formaldehyde resins 12 C n H 2n Cycloalkanes Alkenes C n H 2n-2 AlkynesAlkadienes

Application of aniline ANILIN N.N. Zinin (1812 - 1880) medicinal substances Dyes Explosives Streptocide NorsulfazolFthalazol Obtaining aniline - Zinin reaction Tetryl Aniline yellow Nitrobenzene p-Aminobenzoic acid (PABA) Sulfanilic acid indigo Paracetamol 28

C n H 2n+2 C n H 2n Cycloalkanes Alkenes C n H 2n-2 Alkynes Alkadienes Primary Secondary Tertiary C n H 2n-6 Arenes, benzene Polyethylene Polypropylene Rubber Fats Synthetic dyes Phenol-formaldehyde resins Proteins 12 C n H 2n Cycloalkanes Alkenes C n H 2n-2 Alkynes Alkadienes