Organic Functional Groups · SHS3 Chemistry

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.2 - Explain the formation, properties and uses of synthetic polymers as well as their environmental impact.

By the end of the lesson, learners can:

Define polymerisation and distinguish between addition and condensation polymerisation with at least two examples of each.
Draw the repeating unit and name the polymer formed from a given alkene monomer, using ethene, chloroethene and tetrafluoroethene as examples.
Describe the condensation polymerisation reactions that form nylon (a polyamide) and Terylene (a polyester), identifying the functional groups involved.
Classify plastics as thermoplastic or thermosetting and state at least three everyday uses of synthetic polymers in Ghanaian life.
Assess the environmental impact of non-biodegradable plastics and propose at least two practical solutions relevant to waste management in Ghanaian communities.

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Curriculum details

Strand: Chemistry of Carbon Compounds (Strand 3)
Sub-strand: Organic Functional Groups (3.2)
Content standard: 3.3.2.CS.2 - Demonstrate knowledge and understanding of the concepts of organic chemistry to describe the structure and properties of polymers. 3.3.2.LO.1 Explain structure, preparation, properties of alkanoic acid derivatives and lipids as well as their uses in everyday life. 3.3.2.LO.2 Explain the structure, preparation, properties of polymers and their uses in everyday life.
Indicator: 3.3.2.LI.2 - Explain the formation, properties and uses of synthetic polymers as well as their environmental impact.
Suggested placement: Semester 2, Week 17 (Week 37 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.113: the indicator token is visibly printed `3.2.2.LI.2` inside content standard `3.3.2.CS.2`; `3.3.2.LI.2` is used because the printed section wins
exemplars - p.113: the assessment token is visibly printed `3.2.2.AS.2` inside section 3.3.2; its content is retained and associated by table position
Curriculum reference: NaCCA curriculum document, p. 113

Exemplars (from the NaCCA curriculum)

Digital Learning: Through internet-based research, prepare and make PowerPoint presentations (in groups) on a. Polymerisation and types of polymerisation b. Discuss synthetic and natural polymers
c. The structure of the polymer product from a given alkene (using polyethylene, polyvinyl chloride, polytrafluoroethene as an example) d. The formation of nylon (a polyamide) and Terylene (a polyester) by condensation polymerisation
Collaborative Learning:
- Brainstorm to come out with the meaning of plastics and discuss types of plastics
- Describe the pollution problems caused by nonbiodegradable plastics in the environment.
Teaching and Learning Materials:
- * Worksheets with scaffolding strategies of various amino acid structures * Benedict's solution * Test tube in test tube racks * Droppers * Tollen's reagent * Starch
- * Iodine * Reducing sugar * * Nylon made materials * Animation/simulation * Beaker * Measuring cylinder
- * Glass rod * 1,6-diaminohexane
- Decanedioyl * Cyclohexane * Fehling's
- chloride
- solution
Assessment (3.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.