The shape of the lesson
By the end of the lesson, learners can
- Reaction types: Classify each reaction by what happens overall before thinking about mechanism.
- Fission, attackers and arrows: Practise drawing curly arrows in the simulator.
- Homolytic → radicals; heterolytic → ions.
- Nucleophile donates a pair; electrophile accepts one.
- Arrow starts at a lone pair or bond.
- Type (what happens) + attacker = mechanism name.
One picture every idea returns to
In homolytic fission a covalent bond breaks with one electron going to each atom, giving two free radicals (species with an unpaired electron). In heterolytic fission both electrons go to one atom, giving ions. A nucleophile is an electron-pair donor that attacks a δ+ carbon (OH−, CN−, NH3, H2O); an electrophile is an electron-pair acceptor attracted to regions of high electron density such as a C=C (H+, Brδ+, NO2+). A curly arrow shows the movement of a pair of electrons, starting from a lone pair or bond.
Forty-five minutes, phase by phase
| Time | Phase | What happens in the room | Grouping |
|---|---|---|---|
| 0 to 5 min | Hook: predict | Open with the question in the title, Follow the electron pairs.. Hundreds of organic reactions fall into a handful of types. Put the figure on the board: it is the one picture every idea in the lesson returns to. | Whole class, then pairs |
| 5 to 17 min | Teach and check: Reaction types | Classify each reaction by what happens overall before thinking about mechanism. | Whole class, then pairs |
| 17 to 30 min | Teach and check: Fission, attackers and arrows | Practise drawing curly arrows in the simulator. Project tab 5 of the lab (Organic chemistry lab, curly arrows) and let a student drive it while the class predicts. | Quiz-Quiz-Trade |
| 30 to 36 min | Check | The four Stage 1 questions from the student lesson, answered on mini whiteboards or by show of fingers. Re-teach the one most get wrong. | Individual, then whole class |
| 36 to 43 min | Plenary | The exam-style questions from Stage 2, one at a time: thirty seconds alone, then a random call. The feedback lines in the key give the examiner's wording. | Individual, random call |
| 43 to 45 min | Exit and homework | Set the worksheet below (6 questions, 14 marks). Learners self-assess against the objectives before they leave. | Individual |
Protect the parts that carry the learning
The sequence carries about fifty minutes of material, so the lab is driven by one student while the class predicts rather than explored freely. Times are a guide.
Protected: the check at 30 minutes. It is the only individual read on whether the key idea landed, and it is not cut.
Cut first if the build overruns: the last check in Fission, attackers and arrows, never the check or the plenary.
In a 60 minute block: run worksheet questions 1 to 3 in class as a Rally Coach set and model both the hardest worked example and its check live.
Quiz-Quiz-Trade
Each student holds a card with a question on the front and the answer on the back. They pair up, quiz each other, coach if needed, trade cards and find a new partner. Three rounds covers the whole set.
The full structure, with its variations and the other twelve, is on the cooperative-learning page.
What to head off, and how
| Trap learners fall into | Teaching move that pre-empts it |
|---|---|
| A nucleophile donates an electron pair; an electrophile accepts one. | Curly arrows start from a lone pair or a bond, never from an atom symbol or a charge sign. Homolytic fission gives radicals, not ions. |
Types of organic reaction and mechanism: worksheet
6 questions, 14 marks. Written in the style of the papers; no past paper question is reproduced.
Define nucleophile and electrophile, giving one example of each.
Distinguish between homolytic and heterolytic fission of the Cl–Cl bond, writing the products.
Classify each reaction: (a) C2H4 + HBr → C2H5Br; (b) C2H5OH → C2H4 + H2O; (c) CH3Br + OH− → CH3OH + Br−.
Describe the curly arrows needed for OH− reacting with bromoethane in one step.
Define free radical and carbocation.
Explain why the carbon atom in C–Br is attacked by nucleophiles but the carbon atoms in C=C are attacked by electrophiles.
Answer key and marking notes
- Nucleophile: an electron-pair donor, e.g. OH−, CN−, NH3.
- Electrophile: an electron-pair acceptor, e.g. H+, NO2+, Brδ+.
- Homolytic: Cl–Cl → 2Cl• (one electron to each atom; free radicals).
- Heterolytic: Cl–Cl → Cl+ + Cl− (both electrons to one atom; ions).
- (a) addition (electrophilic addition).
- (b) elimination (dehydration).
- (c) substitution (nucleophilic substitution).
- Show C–Br as polar, Cδ+ and Brδ−.
- Arrow from a lone pair on O of OH− to the δ+ carbon.
- Arrow from the C–Br bond to Br, forming Br−.
- Free radical: a species with an unpaired electron.
- Carbocation: an ion with a positively charged carbon atom.
- Br is more electronegative, so the carbon in C–Br is δ+ and attracts electron-pair donors.
- A C=C bond is a region of high electron density (the π electrons), which attracts electron-pair acceptors.
8 multiple-choice questions on this lesson
From the topic question bank. Assign them in the app for a marked score in your gradebook, or run the topic as a class game.
Methane reacts with chlorine in ultraviolet light: CH4 + Cl2 → CH3Cl + HCl. What type of reaction is this?
- Afree-radical substitution
- Belectrophilic addition
- Cnucleophilic substitution
- Dfree-radical addition
Which statement describes homolytic fission of a covalent bond?
- Athe bond breaks so that each atom keeps one electron of the shared pair, forming two free radicals
- Bthe bond breaks so that one atom takes both electrons, forming a positive ion and a negative ion
- Cthe bond breaks so that each atom keeps one electron, forming two ions
- Da new bond forms when one species donates a lone pair to another
What is a nucleophile?
- Aa species that donates a pair of electrons to form a new covalent bond, such as OH−, CN−, NH3 or H2O
- Ba species that accepts a pair of electrons to form a new covalent bond
- Ca species with an unpaired electron
- Da positive ion that is attracted to electron-rich regions
Which species is an electrophile?
- ANO2+
- BOH−
- CNH3
- DCN−
Ethene reacts with bromine at room temperature: C2H4 + Br2 → CH2BrCH2Br. What type of reaction is this?
- Aelectrophilic addition
- Bnucleophilic addition
- Cfree-radical substitution
- Delectrophilic substitution
The diagram shows the first step of the reaction between hydroxide ions and bromoethane. Which statement is correct?
- Aarrow 1 shows a lone pair on O moving to form a bond to the δ+ carbon, and arrow 2 shows the C-Br bonding pair moving onto Br, so this is nucleophilic substitution
- Barrow 1 starts at the O atom and shows one electron moving, so this is a free-radical reaction
- Cthe hydroxide ion acts as an electrophile because it is attracted to the bromine atom
- Darrow 2 shows the C-Br bond breaking homolytically to form a bromine free radical
When hydrogen bromide adds to ethene, an intermediate CH3CH2+ forms after the H-Br bond breaks. What is this intermediate, and how did the H-Br bond break?
- Aa carbocation, formed after heterolytic fission of H-Br
- Ba free radical, formed after homolytic fission of H-Br
- Ca carbocation, formed after homolytic fission of H-Br
- Da nucleophile, because it has a positive charge
Classify these three reactions. (1) CH3CHO + 2[H] → C2H5OH (2) C2H5OH → C2H4 + H2O (3) CH3COOC2H5 + H2O → CH3COOH + C2H5OH
- A(1) reduction, (2) elimination, (3) hydrolysis
- B(1) oxidation, (2) elimination, (3) hydrolysis
- C(1) reduction, (2) condensation, (3) hydrolysis
- D(1) reduction, (2) elimination, (3) condensation
Quiz key
UV light splits Cl2 homolytically into chlorine free radicals, which then replace an H atom in methane with Cl: a free-radical substitution. Methane has no C=C, so nothing can add to it; electrophilic addition is the reaction of alkenes such as ethene with Br2. No nucleophile (lone-pair donor) is involved and methane has no polar C-X bond to attack, so it is not nucleophilic substitution. Two products form from two reactants with an H swapped for a Cl, which is substitution, not addition.
In homolytic fission the shared pair is split evenly, one electron to each atom, so both fragments have an unpaired electron: they are free radicals (for example Cl2 → 2Cl•). Heterolytic fission gives both electrons to one atom, producing a cation and an anion. Saying homolytic fission gives ions is the classic error: one electron each leaves each fragment neutral. Donating a lone pair to form a bond describes dative bond formation or a nucleophile attacking, which makes a bond rather than breaking one.
A nucleophile is an electron-pair donor. It has a lone pair (and often a negative charge) and attacks an electron-deficient δ+ carbon: OH−, CN−, NH3 and H2O all qualify. Accepting an electron pair is the definition of an electrophile, the classic mix-up. A species with an unpaired electron is a free radical. A positive ion attracted to electron-rich regions (such as NO2+) is an electrophile, not a nucleophile.
The nitronium ion, NO2+, is positively charged and electron-deficient, so it accepts an electron pair from an electron-rich region such as a benzene ring: it is an electrophile, like H+ and a polarised Br2 molecule. OH− has lone pairs and a negative charge, so it donates electrons: a nucleophile. NH3 has a lone pair on N and acts as a nucleophile (and a base). CN− also donates its lone pair to a δ+ carbon, so it is a nucleophile.
The C=C pi bond is electron-rich and induces a dipole in Br2; the δ+ bromine accepts a pair of electrons from the pi bond, so Br2 acts as an electrophile. Two molecules combine into one, so it is an addition: electrophilic addition. A nucleophile would be repelled by the electron-rich double bond, so nucleophilic addition is wrong (that occurs at C=O). No UV light or radicals are involved, and nothing is replaced, so it is not free-radical substitution. Electrophilic substitution is typical of benzene, where an H is replaced; here no H is lost.
A full curly arrow shows a pair of electrons moving. Arrow 1 starts at the lone pair on oxygen of OH− and ends at the δ+ carbon, where a new C-O bond forms. Arrow 2 starts at the C-Br bond and ends on the more electronegative Br, so the bond breaks heterolytically and Br− leaves. OH− replaces Br, so the reaction is nucleophilic substitution, giving ethanol. Curly arrows must start from a pair (a lone pair or a bond), not from an atom, and a single-headed (fish-hook) arrow is needed for one electron, so the free-radical reading is wrong. OH− donates an electron pair and attacks carbon, not bromine, so it is a nucleophile. Both bonding electrons go to Br, giving the ion Br−, not a radical.
CH3CH2+ has a positive charge on carbon, so it is a carbocation. The pi electrons form a bond to H and the H-Br bonding pair goes entirely to bromine, giving Br−: heterolytic fission, which produces ions. A free radical has an unpaired electron and no charge, so it cannot be CH3CH2+. Homolytic fission gives each atom one electron and makes radicals, not ions, so it cannot produce a carbocation. A positive species accepts electron pairs, so the carbocation is an electrophile; Br− is the nucleophile that then attacks it.
In (1) hydrogen is added, shown by [H], so ethanal is reduced to ethanol. In (2) a small molecule, water, is removed from a single molecule to make a C=C: elimination (dehydration). In (3) water breaks the ester link into an acid and an alcohol: hydrolysis. Calling (1) oxidation reverses it; oxidation would remove H or add O. A condensation joins two molecules and releases a small molecule such as water, so it is not (2), where only one reactant is present. Reaction (3) is the reverse of a condensation (esterification), because water is used up, not released.
What to project
The student lesson embeds these tabs. Open them full screen on the projector; every slider has a drag handle on the stage.
Slides for this lesson
A projectable deck for every pack is on the way. Until then, present the student lesson full screen: its sections, figure and lab tabs follow the same order as the plan above.