SEKOLAH GLOBAL INDO-ASIA SECONDARY LESSON PLAN

SY 2023-24
Course Title: Chemistry Class/Group: 11 AS Level Teacher: Joko Susilo Grade: 11
Chemistry
Room/Location: Start/End Week 1 May Session/Week: 4 sessions/ week
Time:
Session Topic: 15 Halogen compounds
Resources: Differentiation
:

 Ryan, Lawrie, and Roger Norris. Cambridge International as and o Using different worksheet
o Give enrichment for advanced students
a Level Chemistry Coursebook. 3rd ed., Cambridge, Cambridge
University Press, 2020.
 Norris, Roger. Cambridge International as & a Level Chemistry
Practical Workbook. 2020.
 The home of revision (no date) Save My Exams. Available at:
https://www.savemyexams.com/ (Accessed: 13 May 2024).
 PapaCambridge (no date) Chemistry 9701 AS/A Level past
papers: Caie: Papacambridge, Past Papers. Available at:
https://pastpapers.papacambridge.com/papers/caie/igcse-
chemistry-0620 (Accessed: 13 May 2024).

Timing Content Learning Outcomes Teacher and Learner Activities Learning Checks
Week 1 15 15.1 Halogenoalkanes  As revision, ask learners to recall these reactions from o Worksheet
May Halogen Alkanes 14.1, Alkenes 14.2 and Hydroxy compounds 16.1 o Doing workbook
Key Objectives: of the syllabus. You could do this as a quick quiz or
compoun o Quiz
Students will be able to: learners could produce a title page for this topic including
ds the basic transformations. o Unit Test
1. recall the reactions (reagents
 Learners make models and draw 2-D and 3-D o QnA
and conditions) by which
representations of primary, secondary and tertiary
halogenoalkanes can be halogenoalkanes. They could also build virtual models
produced: and rotate them using the following virtual lab program:
(a) the free-radical molview.org/ [learners first construct 2-D structures and
 substitution of alkanes by Cl2
or Br2 in the presence of
ultraviolet light, as exemplified
by the reactions of ethane
(b) electrophilic addition of an
alkene with a halogen, X2, or
hydrogen halide, HX(g), at
room temperature
(c) substitution of an
alcohol, e.g. by reaction with
HX or KBr with H2SO4 or
H3PO4; or with PCl3 and heat;
or with PCl5; or with SOCl2
2. classify halogenoalkanes into
primary, secondary and
tertiary
3. describe the following
nucleophilic substitution
reactions:
(a) the reaction with NaOH(aq)
and heat to produce an
alcohol
(b) the reaction with KCN in
ethanol and heat to produce a
nitrile
(c) the reaction with NH3 in
ethanol heated under pressure
to produce an amine
(d) the reaction with aqueous
silver nitrate in ethanol as a
method of identifying the
halogen present as
exemplified by bromoethane
15.1 Halogenoalkanes (continued)
Key Objectives:
Students will be able to:
the program transforms these into 3-D rotational images]
 Building models physically or virtually allows learners to
appreciate the relative positions of atoms in the
molecules. For this section, this understanding is vital, as
it affects the direction of approach of the incoming
nucleophile in nucleophilic substitution described below.
 Define a nucleophile, stressing that it may be a neutral or
negatively charged species. In both cases, it must
possess a pair of electrons which will form a new bond.
Elicit a range of potential nucleophiles from learners.
Nucleophilic substitution with the hydroxide ion
 Using the nucleophile OH-, explain both SN1 and SN2
mechanisms to learners. Choose one of the simplest
tertiary halogenoalkanes to illustrate the SN 1 mechanism
using for example, 2-methyl 2- chloropropane as the
substrate. Ask learners why and where the nucleophile,
OH- will attack the molecule.
 Use models to help learners visualise the two-step
process: 1) the carbon-chlorine bond breaks and a
chloride ion leaves; 2) attack of the nucleophile. Using
models will help learners appreciate in which direction the
nucleophile will attack the resulting tertiary carbocation.
(from the front)
 Make sure that learners understand the meaning of SN1
and SN2 using the terms substitution, nucleophilic and uni
and bi-molecular. This will in turn help them understand
the mechanisms.
 Link this topic to rate of reaction: Reaction kinetics 26.1.
 The term ‘inductive effect’ can be used to explain the
difference in stability/reactivity of the intermediate
carbocations:
www.docbrown.info/page06/OrgMechs2.htm
www.youtube.com/watch?v=Bg3c5c9b1BQ&t=117s
[mechanisms compared in detail]
www.rsc.org/education/teachers/resources/aflchem/resou
rces/55/index.htm [contains printable cards to aid
understanding of the mechanisms involved]
Videos:
www.youtube.com/watch?v=Bg3c5c9b1BQ [SN1 and SN2
nucleophilic substitution]
1. describe the elimination
reaction with NaOH in ethanol
and heat to produce an alkene
as exemplified
bromoethane
2. describe the SN1 and SN2
mechanisms of nucleophilic
substitution
halogenoalkanes including the
inductive effects of alkyl
groups
3. recall that primary
halogenoalkanes tend to react
via the SN2 mechanism;
tertiary halogenoalkanes via
the SN1 mechanism; and
secondary halogenoalkanes
by a mixture of the two,
depending on structure
4. describe and explain the
different reactivities
halogenoalkanes (with
particular reference to the
relative strengths of the C–X
bonds as exemplified by the
reactions of halogenoalkanes
with aqueous silver nitrates)
Extension activity: Learners could find out more about these
reactions by investigating the conditions used in the
preparation of alcohols from halogenoalkanes under reflux
by conditions. They may be interested to learn more about the
effect solvent has on the reactions, the inversion of
stereochemistry which occurs and what transition state is.
www.youtube.com/watch?v=bl38lsn3UPg [effect of using polar
aprotic and protic solvents]
in
Nucleophilic substitution using the cyanide ion and ammonia
Learners need to know the conditions and example reaction,
such as:
CH3CH2Br + NH3 CH3CH2NH2
and CH3CH2Br + CN-  CH3CH2CN
For both reactions ask learners to name the reactants and
products and in the case of the reaction with cyanide ions,
point out that it is extremely useful to chemists to be able to
extend the carbon chain by one carbon atom using this
method.
of Experimental work: Choose three primary halogenoalkanes
with the same chain length (for example, 1-chlorobutane, 1-
bromobutane and 1-iodobutane). Before starting the
experiment, ask learners what the nucleophile is. Ask them to
predict the products and what they think the relative rates of
hydrolysis will be and why. Also ask them to find out the role of
the ethanol used in the experiment (solvent).
www.ocr.org.uk/Images/163774-explaining-observations-
activity-teacher-instructions.pdf [procedure for the
experiment]
www.youtube.com/watch?v=Nr_1HSQ2LIc [video]
In the conclusion to the experiment, suggest that learners
justify their results according to the bond energies of the
carbon-halogen bonds (page 77 of the syllabus).
Helpful reference with downloadable question and answer
sheets on this topic:
www.chemguide.co.uk/organicprops/haloalkanes/agno3.html
 Extension activity: More advanced learners could draw out the
mechanism for the reaction involving water as the nucleophile.
Also ask them to justify why the reaction is quite slow
compared to using the hydroxide ion for example.
www.chemguide.co.uk/mechanisms/nucsub/water.html
Lesson Evaluation:

Notes for next lesson:

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