Acid Base Lesson Plan

8/3/2019 Acid Base Lesson Plan

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Southeast Asian Ministers of Education OrganizationRegional Centre for Education in Science and Mathematics

Penang, Malaysia

PROFESSIONAL DEVELOPMENT FOR SCIENCE AND MATHEMATICSEDUCATORS OF ACEH, INDONESIA

10 February 8 May 2009

HOW CAN YOU DETERMINE THE ACIDITY OF A SUBSTANCE?Project Title

Ulfa RahmiLeader

Annisa Ammalia Kiti

Samsul Bahari SarongAttariq bin HuzaifahYunizar Hendri

Members

Ms. Ng Khar ThoeProject Adviser

Mr. Dominador Dizon MangaoUnit Coordinator (Science)

Mr. Lee Shok MeeProgram Manager


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Title : How can you determine the acidity of a substance?

Year : Secondary School, year 10 (Form 4)

Duration : 60 minutes

INTRODUCTION

This lesson provides an array of activities to increase students knowledge in

chemistry especially about the acidity of one material/substance. It focuses on the

material that we usually use in our daily life, to identify whether the food is acid, base or

neutral.

Students will work in different groups to perform simple experiments, to make

observations and predictions about the acidity of materials. Also, hands- on exercises are

provided to enhance students science process skills, manipulative skills, decision making

and problem solving skills. Moreover, students can develop explanations of natural

phenomena in a continuing and creative process.

EDUCATIONAL OBJECTIVES

Students are expected to achieve the following:

Relate the taste of food to its chemical properties whether as acid, base or neutral.

Compare their findings with their predictions.

Classify chemicals into acid, base or neutral.

Test various food chemicals or other chemical compounds.

SCIENTIFIC CONCEPTS

AcidBase concept

Food Chemistry

Biochemistry

Natural phenomena.


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PREREQUISITE KNOWLEDGE

Litmus paper test

Phenolphthalein indicator

TEACHING AND LEARNING MATERIAL

1. For the teacher

Power point presentation, pictures, video clip, computer, LCD Projector

2. For the students

Task sheets, Laboratory material (see attached activity sheet)

STUDENTS GUIDE

Scenario

One day, Hendri got stomach upset. He just ate a type of food then he drank orange juice,

and suddenly his stomach was hurt. It seemed he got a problem with his spleen. Then his

friend Attariq gave him antacid. Why did Hendri get a stomachache? Can you describe

what happened to Hendri? Why did his friend give him an antacid?

Task 1.

1. Students view the PowerPoint presentation.

2. Students are to work in groups and predict the chemical properties of following

material and write on your task sheet.

Water, Vinegar, Orange juice, Apple juice, Soft drink, Salt solution,

Antacid, Aspirin, Coffee, Tea, Milk

3. Students are to give examples for acid, base and neutral other than the aforementioned

materials.

4. Students are to:


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a. work in groups to perform simple tests such as pH and phenolphthalein testing

on samples.

b. write the results of the activity on task sheet 1.

c. compare the results with the prediction on task 1.

d. summarize the experimental procedures that had been carried out.

e. report group findings to the class.

5. Students are to answer the following question:

a. What is acid? What is base?

b. What is an indicator?

c. How does an indicator help us figure out what is an acid, base or neutral?

d. Why do we bother to test water?

e. Why should we replicate experiments?

6. Students are to choose a partner and share their answer.

7. Some volunteers share their idea to the class.

Task 2. Reflection journal is given as homework.

TEACHERS GUIDE

The students are expected to have some background knowledge on the general taste of

acid and base, also a bit of knowledge about Acid and Base Theory. It is expected that the

students will be able to do all the acid-base hands-on activities.

Suggested Teaching Strategy

1. Teacher gives an introduction using power point presentation.

2. Students do a prediction on the chemical characteristics of some samples whetherthey are acid/base/neutral.

3. Students to conduct simple hands-on activities about the characteristic of acid-base.

4. Each group presents the results of their hands-on activities to the class.5. The teacher presents power point presentation to summarize the lesson.

Achieving the objectives


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Part of the LessonObjectives This is achieved by

Introduction

Pre Laboratory Phase

Students to:

Develop the

understanding of acidity

in materials that they

used or consume

Make predictions of the

samples used (whether it

is acid, base or neutral)

Video presentation

Power point presentation

Students do Task Sheet 1.

Laboratory Phase Conduct an experiment

on the sample given in

terms of pH

characteristic

Students continue to do

Task Sheet 1 on Hands-

on activity to determine

the pH and other

characteristics of the

samples.

Student completes

laboratory report.

Post Laboratory Phase Relate the taste of food

to chemical properties as

acid, base or neutral

Students reflection (Task

Sheet 2) on the experiment

that had been carried out

Classify chemicals

according to the

chemical properties

Compare the experimentresults with students

prediction

ASSESSMENT


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1. Students will be tasked to complete report of hands-on activities.

2. Students will be tasked to complete reflective journals about their understanding

of the lesson.

Peer Assessment Rubric in Cooperative Group Work

Category 3 2 1Group Members

1 2 3 4 5 6

TaskStrongly

Understand

Partially

Understand

Dont

Understand

Time

management

Good Time

Management Neutral

Poor Time

Management

ObservationGood

observationNeutral

Poor

observation

Team Work Cooperative Neutral Uncooperative


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Task Sheet 1: Predicting and Observing the Properties of the Sample Substances

Introduction:

A lot of materials that we consume differ in terms of acidity. Some are acid,

some are base, and probably some are neutral. Sometimes they appear in the same

performance, but actually they are very different from one another.

In this activity, you will investigate by observing and testing on some samples

that include water or materials using some reagents.

Apparatus and substances:

10 samples of substances/material, several clean dry beakers, mortar and pestle, litmus

paper, phenolphthalein indicator, dropper.

What to do:

1. Put the samples separately into small beakers using dropper. Pound those that are solid

using mortar and pestle. Label your samples.

2. Observe carefully the different samples given to you.

3. Make predictions whether they are acid, base or neutral.

4. Fill up the table in the Task Sheet 1.

5. Using litmus paper test all the samples.

a. Test each sample by putting the litmus paper into the beakers containing the

sample.

b. Write down the color changes in the litmus paper after it is soaked in the

sample.

6. Record the findings of the experiments in the table 1 given in the Task sheet 1.7. Using medicine dropper, add a few drops of phenolphthalein indicator to your samples.

8. Observe the color changes. Identify the substance as acid, base or neutral.


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Table: Predictions and Observations of the Different Samples

No SamplePrediction of

Chemical PropertiesAcid/Base/Neutral

Observation of Experimental ProcessType of

SubstanceAcid/Base/Neutralcolor of red

litmus paper

color of blue

litmus paper

1 Water

2 Vinegar

3 Orange Juice

4 Apple Juice

5 Soft Drink

6 Salt Solution

7 Antacid

8 Panadol

9 Coffee

10 Tea

11 Milk

9.Answer the following question

a. What is acid? .

What is base?............................................................................................................

....

b. What is an indicator? ..........


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c. How does an indicator help us figure out what is an acid, base or neutral?

d. Why do we bother to test water? ..

e. Why should we replicate experiments? ..


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Task Sheet 2: Reflection Journal

Name: ______________________________________Date:________________

Topic: Acid-Base

1. After this lesson,[please choose (a) or (b)]:

a. I still do not know how to classify acid-base,

because.......

.....

.

.

b. Now I know how to classify acid-base,

because

2. After this lesson,[please choose (a) or (b)]:

a. I still do not know how to predict the material whether it is acid or base,

because

.

.

b. Now I know how to predict the material whether it is acid or base,

because

.

.

3. I think the tasks I did were[please choose (a) or (b)]:

a. dangerous,because.

.


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b. safe,

because

I think the tasks I did were[please choose (a) or (b)]:

c. easy,

because

.

d. difficult,

because..

..

..

4. For the task in this lesson, I prefer to do it[please choose (a) or (b)]:

a. alone,

because..

.

.

b. With the group,

because.

..


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Acid Base Lesson Plan

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