Lesson Plan Asid Alkali
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Transcript of Lesson Plan Asid Alkali
Miha Lee
Lesson Plan Chapter 22. Acids, Bases and SaltsSubject: 8th grade Physical Science 18th Week (5 periods)
2 Miha Lee’s Chemistry Lesson Plan
(A) Major Concepts
General properties of acids and bases
Acids are proton donors
Bases are proton acceptors
Strength of acids and bases
Salt formation
Indicators and pH scale
What is acid rain ?
(B) Performance Objective / Content Standards
When the lesson is complete, students will be able to…..
Classify acids and bases according to their properties. => knowledge,
comprehension, analysis, evaluation, inductive reasoning => 5e. Students know
how to determine whether a solution is acidic, basic, or neutral.
Recognize acids as proton donors and bases as proton acceptors. =>
knowledge, comprehension, analysis, deductive reasoning => 5e. Students
know how to determine whether a solution is acidic, basic, or neutral.
Interpret warning and safety labels on products containing acids and bases. =>
knowledge, comprehension, application, evaluation, critical thinking
Compare and contrast the strength of an acid or base with its concentration. =>
knowledge, comprehension, application, analysis, evaluation, inductive
reasoning.
Describe the process of neutralization. => knowledge, comprehension,
synthesis, deductive reasoning => 5a. Students know reactant atoms and
molecules interact to form products with different chemical properties. 5c.
Students know chemical reactions usually liberate heat or absorb heat. 5e.
Students know how to determine whether a solution is acidic, basic, or neutral.
Explain how antacids work to reduce acidity. => knowledge, comprehension,
application, synthesis, evaluation, deductive reasoning => 9a. Plan and conduct
a scientific investigation to test a hypothesis.
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Describe how indicators can be used to classify solutions as acidic or basic. =>
knowledge, comprehension, application, synthesis, evaluation, creative thinking
Compare and contrast normal rain and acid rain. => knowledge,
comprehension, application, analysis, inductive reasoning
Compare the natural and industrial sources of acid rain. => knowledge,
comprehension, application, analysis, synthesis, evaluation, inductive reasoning
List the effects of acid rain. => knowledge, application, evaluation
(C) Materials and Equipment
Activity 22.1 Properties of acids and bases in aqueous solution:
7 small test tubes, 2 corks to fit the test tubes, red and blue litmus paper,
baking soda, magnesium turnings, vinegar, lemon juice, carbonated water, washing
soda, soap solution, unknown solution (diluted ammonia water), 10mL graduated
cylinder, safety goggles, lab apron
Demonstration 1: Disappearing ink available in many toyshops.
Demonstration 2: raw eggs of the same size, acetic acid solution, hydrochloric
acid solution. Timer.
Demonstration 3: a head of red cabbage, heating mantle, vinegar, baking soda,
ammonia water, 0.1 M HCl solution
Activity 22.2 Neutralization and pH change
1.0 M HCl, NaOH solutions, BTB solution, 5 Styrofoam containers, pH paper,
20mL graduated cylinder, thermometer, 2 250mL beakers
(D) Outline of Lesson (provide a general time frame)
Period Activity Content Time (min.)
1 Warm-up Vocabulary 5
Introduction Introduction of the chapter 22 5
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Lab Experiment Common properties of acids & bases 30
Discussion Discussion of the results from the lab. 17
2
Warm-up Tastes of Foods 5
Demonstration Disappearing ink 10
Lecture Definitions of acids and bases 30
Group work The strength of acids and bases 10
Summary Assigning homework 1 2
3
Discussion The strength of acids and bases Safety
and reading labels30
Demonstration Removing the shell from a raw egg
without breaking the egg.5
Introduction Section 22.2 Neutralization and pH 5
Lecture Neutralization Reaction Salt
formation, Antacid15
Summary Finding the Result of demonstration
Assigning homework 22
4 Warm-up Vocabulary 5
Demonstration Cabbage juice indicator 10
Discussion Indicators and pH scale 30
Lecture Acid rain 10
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Summary Assigning homework 3 2
5
Lab experiment Activity 22.2 Neutralization reaction 30
Discussion Neutralization and pH change 17
Summary Chapter review 10
(E) Lesson activity
(1) Warm-up/Dispatch Activity
1. Section 22.1: Vocabulary – find the meaning of the vocabulary
listed in the board with your textbook glossary. (5 min.)
Acid
Acid
anhydride
Base
Basic
anhydride
Electrolyte
Organic acid
2. Taste of Foods: write down the names of foods you ate this morning
and their tastes.
3. Section 22.2: Vocabulary – find the meaning of the vocabulary
listed in the board with your textbook glossary. (5 min.)
Alkalosis
Indicators
Neutralization reaction
Neutral solution
PH scale
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Salts
Antacid
(2) Introduction. How does today's lesson relate to past lessons?
1. Introduction of Chapter 22. and Section 22.1.1 (10 min.)
Read and answer the question: Why do some hydrangeas have pink flowers, while
others have blue flowers? (Text book pp.540~541)
This chapter is a part of Unit 7 ‘chemical system’ which consists of chapter 21.
Chemical reactions, chapter 22. Acids, bases and salts, and chapter 23. The
environmental and chemical technology. In this unit, students learn about what
happens and how it affects our life when chemical reactions take place. Especially,
Chapter 22. Acids, Bases and Salts is introduced as a representative chemical
reaction which is closely related to our life. From this chapter, students will learn
how to classify substances based on their properties and what indicates a chemical
reaction (neutralization) occurring. These are review of former Unit. 5 Matter and
former Chapter. 21.
Look at the concept map of the chapter.
Introducing Learning objectives
2. Section 22.1.2: Demonstration –Disappearing ink
Disappearing ink contains the indicator thymolphthalein. When squirted onto a
cloth, the blue color is visible. This will dissipate as the CO2 gas from the
atmosphere dissolves into the solution and neutralize the slightly basic solution. I
will challenge students to explain this phenomenon. This demonstration shows
that CO2 gas is an acid anhydride of carbonic acid.
3. Section 22.2: Neutralization and pH
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Acids and bases are substances. And substances undergo chemical reactions.
When an acid reacts with a base, both of them lose their properties and become
new substances. How do we know a chemical reaction take place, especially
neutralization reaction?
Watch a demonstration with red cabbage juice and answer the question: What
causes the color change of red cabbage juice?
4. Section 22.3: Acid Rain
The concept of acid rain is related to the concept of pH and acid anhydride. Most
pollutants of acid rain are nonmetallic oxides, which are acid anhydride.
(3) Lecture/discussion (Lecture notes)
Section 22.1 Recognizing Acids and Bases
22.1.1Common properties of acids and bases dissolved in
water (Textbook p.542~544)
Classify acids and bases according to their properties.
1. Emphasize that as elements are grouped in the periodic
table in terms of their atomic structures and properties,
chemical compounds can be grouped according to their
properties.
2. During the lab activity, students will fill out handout 1.
3. After lab activity 22.1(it takes 30 min.), discuss the
general properties of acids and bases as an activity of
drawing conclusions.
4. During the activity, the hydrogen gas will be identified by
combustion as a teacher demonstration. This confirms
that every acid has hydrogen atom in its molecule. I will
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use this fact when the definition of acids is taught.
5. During this activity, students will develop inductive
reasoning skills finding common properties of acids and
bases.
6. The properties will be summarized a table as a graphic
organizer with two columns (diagram 1) to make it easy
to compare and contrast the properties of acids and
bases.
7. I will challenge students to compare the results of their
knowns and the unknown I provide. I use diluted
ammonia solution as an unknown solution. This fact will
be used when I teach the definition of bases.
8. I give them a chemical equation that explains the
reaction of acids with carbonates and metals.
Reactions of acids with
Metals: Zn + 2HCl → ZnCl2 + H2
Carbonates: 2HCl + CaCO3 → CaCl2 + H2O + CO2
9. Remind the reactivity of metals from chapter 21 to
explain the reactivity of acids with active metals.
22.1.2 Acids are Proton Donors (Textbook p.545~546)
Recognize acids as proton donors and bases as proton
acceptors.
1. All acids produce hydrogen gas when they react with
active metals such as Mg and Zn. This means acids has
hydrogen atom in their molecules.
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2. All acids are electrolytes that generate hydrogen ions.
3. Arrhenius’ definition is first introduces with diagram 2
and later Bronsted-Lowry definition is taught.
Arrhenius’ definition of acids: Acids in water produce
hydrogen ions (H+). HA → H+ + A-
Bronsted-Lowry definition of acids: Acids are proton
donors. HA + H2O → H3O+ + A-
4. As demonstrated in the introduction activity, acid
anhydrides are introduced as acidic substances. This will
be connected to the pollutants of the acid rain.
Acid anhydrides: nonmetal acids readily form acids
upon the addition of water.
SO3 + H2O → H2SO4, CO2 + H2O → H2CO3
5. To help students understand the definition of acids, I will
have them practice the ionization process of acids with a
handout 2.
6. When an acid is added to water, it reacts, which is a
chemical change called ionization. Acids are compounds
that are capable of donating a proton (hydrogen ion) to a
water molecule to form a hydronium ion (H3O+).
7. Organic acids have at least a group of COOH instead of H.
Many foods which taste sour includes organic acids. For
example, vinegar has acetic acid, CH3COOH, yogurt has
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lactic acid, C2H5OCOOH.
22.1.3Bases are Proton Acceptors (Textbook p.546~547)
Recognize acids as proton donors and bases as proton
acceptors.
1. All bases are electrolytes that generate hydroxide ions.
2. Arrhenius’ definition is first introduces and later Bronsted-
Lowry definition is taught.
Arrhenius’ definition of bases: Bases in water produce
hydroxide ions (OH-). BOH → B+ + OH-
Bronsted-Lowry definition of bases: Bases are proton
acceptors. B + H2O → BH+ + OH-
3. Ammonia gas doesn’t have hydroxide ion in its molecule,
but when it dissolved into water, it accepts a proton from
water molecule and becomes basic.
4. Basic anhydrides are metal oxides which readily
form bases upon the addition of water.
MgO + H2O → Mg(OH)2, CaO + H2O → Ca(OH)2
5. To help students understand the definition of bases, I will
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have them practice the ionization process of bases with a
handout 2.
22.1.4 Strength of Acids and bases (Textbook p.548~549)
Compare and contrast the strength of an acid or base with its
concentration.
Interpret warning and safety labels on products containing acids
and bases.
1. This section will begin with group work with handout 3. In
this activity, students will think about what is acidity and
what acidity depend on.
Acidity: Degree of being acidic. It depends on the
concentration of hydrogen ions in a solution.
2. I will emphasize the difference between strong acid and
more acidic. Strong acids are acids (bases) that have a
higher degree of ionization. Thus, even small amount of
molecules can produce large number of hydrogen ions
(hydroxide ions) resulting in strong acidity (basicity). Even
weak acid can produce large number of hydrogen ions when
a large amount of molecules are dissolved into water leading
to be more acidic.
Strength of an acid: indication of the extent that the acid
molecules break apart to release hydrogen ions.
(=Degree of ionization)
Strong acids: almost all the molecules break apart to
release hydrogen ions. Ex) HCl, H2SO4, HNO3…
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Weak acid: Only part of the molecules break apart to
produce fewer hydrogen ions than a strong acid of the
same concentration. Ex) CH3COOH, H2CO3, H3PO4….
Strength of a base: indication of the extent that the base
molecules break apart to release hydroxide ions.
(=Degree of ionization)
Strong bases: almost all the molecules break apart to
release hydroxide ions. Ex) NaOH, KOH, Ca(OH)2…
Weak acid: Only part of the molecules break apart to
produce fewer hydroxide ions than a strong base of the
same concentration. Ex) Mg(OH)2, NH3, Al(OH)3…..
3. Students often equate acids with corrosion, but most of
foods we eat are acidic. While some acids are corrosive – i.e.,
battery acid (sulfuric acid) and muriatic acid (hydrochloric
acid) – others are weak acids and a regular part of our diet,
including vinegar (which is about 5% acetic acid), orange
juice (citric acid), and vitamin C (ascorbic acid).
4. Many cleaning agents used, including ammonia (an aqueous
solution of ammonia gas) and lye (sodium hydroxide), are
bases. These can be dangerous because sodium hydroxide
can cause serious chemical burns.
5. Strong acids and most concentrated weak acids are
dangerous, causing severe burns for even minor contact.
Generally, acid burns are treated by rinsing the affected area
abundantly with running water (15 minutes) and followed up
with immediate medical attention. In the case of highly
concentrated acids, the acid should first be wiped off as
much as possible, otherwise the reaction of the acid
dissolving in the water could cause severe thermal burns. In
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addition to dangers from the acidity, even dilute solutions of
weak acids may also be dangerous, due to toxic or other
effects of the ions involved.
NFPA Code for NaOH: H 3; F 0; R 1
F0- not combustible. Contact with moisture or water may generate sufficient heat
to ignite combustible substances.
H3 - highly dangerous to health
R1 - reactive
MSDS: http://avogadro.chem.iastate.edu/MSDS/NaOH.htm
NFPA Code for HCl: H 3; F 0; R 2
F0- not combustible. Contact with moisture or water may generate sufficient heat to
ignite combustible substances.
H3 - highly dangerous to health
R1- very reactive
MSDS : http://nationaldiagnostics.com/images/HS-105.pdf
14 Miha Lee’s Chemistry Lesson Plan
6. Demonstration that shows the difference between strong acid
and weak acid will be held. Acetic acid and hydrochloric acid of
the same concentration are used to remove the shell of raw
eggs. Compare the time that takes to remove the shell of raw
egg.
Section 22.2 Neutralization and pH
22.2.1. Salt formation and antacid (Textbook p.550~552)
1. An acid reacts with a base to form water and a salt. This is a
special type of double replacement reaction called
neutralization reaction. Water is not an acid or base. It is
neutral. When an acid and a base form water, they lose their
acidic and basic properties.
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Neutralization Reaction: double replacement reaction
HA + BOH → H2O + BA Acid base water salt
2. Salts are ionic compounds that can be produced by the
neutralization reaction of an acid by a base. A large number
of salt exist, but each contains a positive ion (other than H+)
and a negative ion (other than OH-).
3. to understand of the process of neutralization, students will
practice with handout 4.
4. Antacids consist of weak bases, such as carbonates,
bicarbonates, or hydroxides. People have haertburn when
their stomach make too much hydrochloric aicd. To reduce
the acidity of stomach juice, antacids are used to cause
neutralization of HCl. Like all drugs, antacids also have some
sideeffect. If antacids are abused, alkalosis results from
higher than normal amounts of base in the blood.
22.2.2. pH scale and indicators (Textbook p.552~556)
1. This section will begin with a demonstration. In a
demonstration, red cabbage juice will be introduced as an
indicator. Students will be challenge to explain what causes
colors to change. Also, I will use two kinds of acids of the
same concentration and ask students how we can determine
the acidity of each solution.
2. With diagram 3, I explain the concept of indicator.
Indicators are organic compounds whose color is
dependent on the H+ concentration of a solution. They
change color as a result of gaining or losing H+ ions.
16 Miha Lee’s Chemistry Lesson Plan
3. If we compare the acidity of two solutions from the
demonstration, we need to know how much the concentration
of hydrogen ions in each solution. The pH scale provides
information about the concentration of H+ in a solution. The
pH scale was designed for use with dilute solutions. It is a
range of numbers from 0~14. (Diagram 4)
pH < 7: acidic pH = 7: neutral pH > 7: basic
The less a pH of a solution, the more acidic it is. Each
step in the pH scale corresponds to a tenfold change in
concentration of the H+ ion.
Section 22.3 Acid Rain
22.3.1. Acid rain (Textbook p.557~559)
1. The pH of normal rain or snow is about 5.6. This slight acidity
of normal rain is a result of dissolved carbon dioxide which
produces a dilute solution of carbonic acid. I will have
students recall the concept of acid anhydride learned in
section 22.1.
CO2 + H2O → H2CO3 → H+ + HCO3-
2. Acid rain is defined as rainfall that is more acidic than
pH 5.6.
3. Acid rain is caused by sulfur oxides and nitrogen oxides.
Primarily SO2, SO3, NO and NO2. They are released by natural
and man-made sources.
SO2 + H2O → H2SO3 SO3 + H2O → H2SO4
17 Miha Lee’s Chemistry Lesson Plan
4. Major sources of sulfur and nitrogen oxides are power
generation plants, petroleum refineries, industrial furnaces
and automobiles. Coal with high sulfur content is a serious
pollutant.
5. Acid rain damages a ecosystem and stone buildings. A
relationship between high acidity in lakes and reduced fish
populations has been established. Acid rain has also been
linked to decreased soil fertility and reduced crop and forest
yields.
6. Acid rain also causes the decomposition of stone buildings
and statues. As learned, acid can react with carbonates to
produce CO2 gas. H2SO4 + CaCO3 → CaSO4 + H2O + CO2
22.3.2. Neutralization reaction and pH change
1. In activity 22.2 with handout 5, students will learn a
characteristic of chemical reaction. Neutralization reaction is
exothermic, which means this reaction produce heat.
2. The pH change will be monitored using pH paper and an
indicator.
3. After the activity, discussion will take place about the
neutralization and pH change.
Number of H+ > Number of OH- : acidic , pH <7
Number of H+ < Number of OH- : basic , pH >7
Number of H+ = Number of OH- : neutral , pH =7
4. With handout 6, student will understand the process of
neutralization reaction.
Diagrams 1
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22.1.1 Common properties of acids and bases dissolved in
water
Acids
1. Taste (sour) (when
diluted enough to be
safely tasted)
2. Conduct electricity =>
(electrolytes)
3. Turn blue litmus red
4. React with active
metals to produce
(hydrogen gas)
5. React with carbonates
to produce (carbon
dioxide gas)
6. React with bases to
form salts
Bases
1. Taste (bitter) (when
dilute enough to be
safely tasted)
2. Conduct (electricity)
=> (electrolytes)
3. Turn red litmus blue
4. Do not react with most
metals to produce
hydrogen gas
(exceptions are Al, Zn,
and Cr)
5. Feel (slippery)
6. React with acids to
form salts
Diagram 2 : Arrhenius’ definition of acids and bases
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Diagram 3: Colors of indicators in various solutions.
Diagram 4: the pH scale
20 Miha Lee’s Chemistry Lesson Plan
Handout 1 (Textbook p.544)
ACTIVITY 22.1 PROPERTIES OF ACIDS AND BASES IN AQUEOUS
SOLUTION (30MIN.)
Purpose: To observe and describe the properties of some common
acids and bases and to use these observations to classify an
unknown solution.
Procedure
1. Put on your safety goggles and lab apron.
2. With a grease pencil, number seven test tubes from 1 to 7.
3. Place a pea size amount of washing soda into test tube number 4.
Similarly, place a pea size amount of baking soda in test tube
21 Miha Lee’s Chemistry Lesson Plan
number 5. Add water so the test tubes are about half full. Cork the
test tubes and shake to dissolve the solids.
4. Half fill the remaining test tubes with solutions, as listed in the data
table.
5. Using a new piece of red litmus for each solution, dip it into the
solution and record the color that you observe.
6. Repeat step 5 with blue litmus paper. Dispose of all litmus paper in
the trash.
7. Drop a pea-size amount of baking soda into each of the solutions.
Record your observations.
8. Clean and rinse the test tubes. Repeat steps 3 and 4. Drop a small
piece of magnesium into each test tube and record your results.
9. Before leaving the laboratory, clean up all materials and wash your
hands thoroughly.
Collecting and Analyzing the Data
SolutionObservations
Litmus Soda Mg
Vinegar
Lemon juice
Carbonated water
Washing soda
Baking soda
Soap
Unknown
1. What pattern do you notice for the solutions in the first three test
tubes?
2. What patterns do you notice for the solutions in the other three test
tubes?
22 Miha Lee’s Chemistry Lesson Plan
Drawing Conclusions
3. Solutions in the first three test tubes are acids. Solutions in the last
three test tubes are bases. How is each group similar?
4. Use your data to classify the unknown as an acid or a base. State
evidence for your answer.
Handout 2: Fill out the Ionization Process (I made it)
Ionization of common acids
Acid Ionization Process
HCl HCl → H+ + Cl-
H2SO4 H2SO4 → 2H+ + SO42-
HNO3 HNO3 → H+ + NO3-
H2CO3 H2CO3 → H+ + HCO3- → 2H+ + CO3
2-
CH3COOH CH3COOH → H+ + CH3COO-
Ionization of common bases
Base Ionization Process
NaOH NaOH → Na+ + OH-
KOH KOH → K+ + OH-
Ca(OH)2 Ca(OH)2 → Ca2+ + 2OH-
Ba(OH)2 Ba(OH)2 → Ba2+ + 2OH-
Mg(OH)2 Mg(OH)2 → Mg2+ + 2OH-
NH3 NH3 + H2O → NH4+ + OH-
23 Miha Lee’s Chemistry Lesson Plan
Handout 3 (I made it)
ACTIVITY 22.2 STRENGTH OF ACIDS AND BASES IN AQUEOUS SOLUTION
(20MIN.)
Purpose: To describe the concentration and acidity of acids and to
classify weak and strong acids.
Procedure
A B
1. See the diagrams that have molecular and ionic models in a
container.
2. Count the total number of acid molecules that were added to
water in each container.
3. Count the total number of hydrogen ions that are in water of
each container.
4. Calculate the degree of ionization with the following equation.
Degree of ionization = (the total number of hydrogen
ions in water)/(the total number of acid molecules added
to water)
24 Miha Lee’s Chemistry Lesson Plan
Collecting and Analyzing the Data
A B
The total number of acid
molecules added to water
The total number of
hydrogen ions in water
Degree of ionization
Acidity
Drawing conclusions
1. What causes an acid to be acidic?
2. What does the acidity of a solution depend?
3. Which one is a strong acid? Why?
Handout 4 (I made it)
Neutralization of acids and bases: Fill out the vacancy with appropriate
numbers and chemical formulas.
① HNO3 + (KOH) → KNO3 + H2O
② 2HCl + Mg(OH)2 → MgCl2 + (2H2O)
③ (H2SO4) + 2NaOH → Na2SO4 + 2H2O
④ 2HClO4 + (Ca(OH)2) → Ca(ClO4)2 + 2H2O
Handout 5 ( I made it.)
25 Miha Lee’s Chemistry Lesson Plan
Activity 22.2 Neutralization reaction and pH change.
(30min.)
Purpose: Describe the changes in a neutralization reaction in terms
of temperature, pH and color of an indicator.
Procedure
1. Prepare HCl and NaOH solutions of the same concentration with
large beakers from the teacher’ table. Then measure the
temperatures of the solutions.
2. With a graduated 20mL cylinder, measure the volume of each
solution and pour it to the Styrofoam container as listed in the
data table.
3. Mix well two solutions and measure the temperature of the
mixed solution. Record the temperature in the data table.
4. Then dip small strip of pH paper into the mixed solution.
Compare the changed color to the color reference chart on the
side of the container. Record the pH in the data table.
5. Drop BTB solution into the mixed solution and observe the color.
Record the color in the data table.
6. Repeat the whole step with different volume of each solution as
listed in the data table.
Collecting and Analyzing the Data
Solution
No.
Volume of
HCl (mL)
Volume of
NaOH
(mL)
Temperature
(C)
pH Color of
BTB
1 40 0
2 30 10
3 20 20
4 10 30
26 Miha Lee’s Chemistry Lesson Plan
5 0 40
1. Which solution shows the highest temperature?
2. Which solution is acidic?
3. Which solution is neutral?
4. Which solution is basic?
5. What color is for BTB in acidic solutions?
6. What color is for BTB in basic solutions?
7. What color is for BTB in neutral solutions?
Drawing conclusions
8. Why some solution is still acidic or basic?
9. What causes the temperature to rise?
10. Which solution is neutralized perfectly?
11. How do we know which solution is neutralized perfectly?
Handout 6
IONIC MODEL OF NEUTRALIZATION REACTION
Purpose: Explain the change in a neutralization reaction with ionic models.
Procedure: Examine the diagrams and answer the questions.
Step 1.
27 Miha Lee’s Chemistry Lesson Plan
1. What is in the beaker?
2. Is the solution in the beaker acidic or basic? Why?
3. What is in the spoid?
Step 2.
4. Is the solution in the beaker acidic or basic? Why?
5. What happened during the step 1?
Step 3
28 Miha Lee’s Chemistry Lesson Plan
6. Is the solution in the beaker acidic or basic? Why?
7. What kind of salt is in the beaker?
Step 4
8. Is the solution in the beaker acidic or basic? Why?
(4) Activities
Group work: Strength of acids and bases
Laboratory experiments
1. Activity 22.1 Properties of acids and bases in aqueous
solution (Textbook p. 544) See handout 1
2. Activity 22.2 Neutralization reaction. See handout 5
Demonstrations
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1. Disappearing ink
2. Removing the shell from a raw egg without breaking the
egg.
3. Cabbage juice indicator.
(F) Homework
Homework 1:research about the uses of common acids and bases in our life.
Homework 2: solve the problems of lesson review 22.1 (Textbook p.549)
Homework 3: solve the problems of lesson review 22.2(Textbook p.556) and
chapter review (Textbook p. 562~563)
Readings: Physical Science, the Challenge of Discovery, Heath. Chapter 22. p.
540~563)
(G) References
Textbook: Carle, Sarquis, Nolan, 1991, Physical Science, The Challenge of Discovery, D.C.
Heath and Company, Lexington, Massachusetts.
http://www.chemtutor.com/acid.htm
http://dl.clackamas.edu/ch105-05/properti.htm
http://staff.jccc.net/PDECELL/chemistry/phscale.html
http://www.edb.utexas.edu/insite/iste-test/pbiprojects/Fall2000/GrnChem/content/
lesson3.htm