Neutralization 1

CHEMISTRY DAILY LESSON PLAN FOR 10th GRADE

Unit: Acids and bases
Chapter: Acid & Base reactions
Topic: Neutralization reaction, Acid- Base titrations
Topical Outline
1. Definition of neutralization reaction
2. Acid- Base titration
Definition of
-

End point

Indicator

Yesterday: It is important to remind students of their previous knowledge about acids and
bases. In the previous lecture students learned

To identify acid and bases

To explain the properties of acid and bases

To identify pH and pOH terms

To clarify the strength of an acid and a base

Today : The definition of acid-base and the relative strength of acids-bases will be repeated
and in the beginning of the lesson and then we will discuss acid-base neutralization reaction
and make acid-base titration experiment.
Tomorrow: Then I will inform the students about what we will do in the next lesson. We will
discuss the calculation of acid-base titration and then reactions of acids with metals and
oxides.
Prerequisite Objective
Before the lesson students should know

To define acid and base

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To define pH and pOH terms

To explain the strength of acid and base

Effective Domain

To listen the topic carefully

To answer the question carefully

General Objective
After the lesson the students should be able to

Explain neutralization

Understand acid-base titration

Write the general neutralization equation: acid + base

salt + water

Specific Objectives
After the lesson students will be able to

Write equations for specific neutralization reactions, identifying the nature of each
species.

Solve mathematical problems involving data from titrations.

Develop skill in doing titrations.

Identify the salt product produced in an acid-base reaction.

Complete an acid-base titration (small-scale or standard).

Clarify that a solution with a pH= 7 neither an acid nor a base but a neutral solution.

Define indicator.

Interpret the effect of indicator on acid-base reaction.

Show that do not change phenolphthalein color.

Show that bases change phenolphthalein to pink.

Identify equivalence or end point.

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Good morning my dear students! How are you today?
After greeting, I will start to lesson by remind them the last lesson which is acids and
bases. I will ask them.
-

What is acid? What is base according to Arrhenious, Bronsted and Lowry, and Lewis?

What is pH?

What is chemical reaction?

(This can be acceptable as cues for Information Processing Theory. This can be beneficial
for the students because I will link new topic with previous lessons topic).
After taking the answers I will say very good etc. to the students that give correct
answers, and give feedback (Teacher uses extrinsic rewards such as Good! to motivate the
students and gives feedback to the learners. This can be considered as Behaviorism).
I will start todays topic by using power point slide (power point provides
visual(iconic) representation Bruners iconic made of representation). I will introduce the
acid-base reactions and ask them what you thought about the acid-base reactions so I can have
idea about their pre-knowledge. (According to Gagne, the second step of events of instruction
is informing learners of the objectives. Providing students with a framework of prior
knowledge and how the content is related to it will facilitate the learning process).
And then I will ask a question that what do you think that why we use anti-acid pills after
a big dinner? to take their attention. (According to Gagne, first step that sets stage for new
learning is the gaining students attention. For this purpose, I will ask this question.)After
take the answers I will explain the functions of them (the base in the antacid tablet neutralizes
some of the acid in your stomach and should make you feel beter) and explain neutralization.
(After students said their opinions and discussed themselves, we can easily understand that
there is an interaction between students and teacher which promotes meaningful learning.
The teacher does not comment after the first few responses because s\he aims students
consider deeply and answer the question correctly. After the students find correct answer,
teacher gives feedback Discovery learning )
Neutralization is the reaction between an acid and a base in which the acid and base
properties disappear.
Then we will state the general neutralization equation:

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acid + base

salt + water

I will ask What salt is formed from the neutralization of potassium hydroxide solution
and sulphuric acid?(The aim of this question is to develop students higher-order thinking
skills

Constructivism).

(Answer: H2SO4 + KOH

K2SO4 + H2O ).

I can also put into practice my specific objectives stated as students will be able to
recognize acid-base neutralization reaction, write acid-base neutralization reaction, discuss
acid-base neutralization reaction, identify products of acid-base neutralization reaction.
Then I will move to acid-base titration part. Before the acid-base titration
demonstration part firstly I will talk about the important points of the titration and give them
definitions;
Acid-Base Titration: The controlled process of adding a base solution of known molarity to an
acid solution of unknown molarity (or an acid to a base) until the solution has become exactly
neutralized is known as acid-base titration.
Indicators are either weak acids or weak bases that change colors over a short pH range.
That point in a titration when a suitably-chosen indicator changes color is called the end point
(I will give direct teaching to the students. This shows that Behaviorism will be dominant).

Figure 1. Titration experiment equipment

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For NaOH and HCl titrations demonstration, I will ask a volunteer (This is humanistic
approach because of selecting a volunteer. This will met student needs and there is freedom
of choice), and I want him/her to perform this demonstration. I think it is more attractive for
the students doing the experiment one of their friends instead of me.
During demonstration we will talk about what is our purpose, what we expect, why we
use indicator (This is also constructivism because learners construct new knowledge
themselves and students are acting, the teacher is guiding to them).
By doing that I can reach my general objectives stated as students will be able to
understand acid-base titration and I can also achieve my specific objectives stated as students
will be able to demonstrate acid-base titration, know the usage of indicator.
During discussion part I will focus on their misconceptions. Firstly, I will say
following misconceptions, and I will ask whether they are true or not? I will identify students
misconceptions and then I will remediate them by using a conceptual change strategy which
is based on constructivism.
A neutral solution always has a pH equal to 7. (The percent of water molecules that
ionized depends a great deal on temperature. Only at
25 0C does [H+] * [OH-] = 10-14, giving a pH of 7 at neutrality. As temperature increases
so does the percent of water molecules that ionize).
A neutralization reaction produces a neutral solution. ( A neutralization reaction is one
in which acid and base properties disappear when an acid solution is added to a base
solution. An ionic compound (a salt) results. The ionic compound may or may not be a
neutral compound. )
A pH = 0 means that no acid or base is present. (A solution with a pH = 0 would be
very acidicin fact, the solution would have a hydrogenion concentration of 1 M.
(pH = -log(1) = 0 ) )

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The end point and neutralization point in a titration are the same. (Not so
neutralization involves consuming all acid and base; end point depends on indicator color
change.)
After the demonstration, we will discuss shortly the point where the color of solution
changes in the experiment. Then I will introduce to students again end or equivalence point by
the help of power point (power point provides visual(iconic) representation of end or
equivalence point Bruners iconic made of representation) and therefore I can accomplish
my specific objective stated as students will be able to identify end or equivalence point.
As you know, concept map is a diagram showing the relationships between concepts.
Concepts are connected with labeled arrows, in a downward-branching hierarchical structure.
The relationship between concepts is articulated in linking phrases, e.g., "gives rise to",
"results in", "is required by," or "contributes to" ( This is information processing theory
because I will remind their previous concept).
I will ask to my students drawing the concept map about neutralization. After enough
time elapsed, I will have a volunteer student draw a concept map (This is meaningful learning
of Ausubel. Concept map is useful to promote meaningful learning).

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Figure 2. Neutralization concept map

At the end of the lecture I will ask students
-

What is neutralization?

What is indicator?

What is end point?

By the help of these questions I will try to make an effective summary of todays

topic. I will give immediate feedback after the students response to every question (This can
be considered as providing feedback in Gagnes instruction).

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I will say that you are talented students, you learned neutralization and titration and
you can solve questions about these topics (This can be considered as self-efficacy term in
Banduras Social Cognitive Theory) and I will finish the lecture.
At this point I am planning to make group working if there is enough time. Then we
will discuss questions together. [This group activity is good in terms of all students
participation. Here, there is the concept of the zone of proximal development (ZPD) in
Vygotskys theory. In the ZPD, a teacher and learner work together on a task. Because of task
difficulty, the learner could not carry out the task independently (Schunk, D. H., 2000)].
After all objectives are met and after I became sure about everything is clear I will
give a quiz in second lesson to assess students performance ( Assessing performance is the
eighth step of the Gagnes events of instruction. The purpose of this event is to evaluate
students for grading). Then I will go over the unclear parts on the other lesson.

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Evaluation:
QUIZ
1. Which one of the following statements is true for salt formed at the end of a
neutralization reaction?
a) It is always acidic
b) It is always neutral
c) After some neutralization reaction, no salt product is formed
d) It is always basic
e) The information given is not enough for state the salt is acidic, or basic, or neutral
2. Which one of the following statement will be true after 1 moles of NaCl ionizes in
water?
a) Solution will not contain neither H3O+ nor OH- ions
b) Solution will contain more H3O+ than OH- ions
c) Solution will contain more OH- than H3O+ ions
d) Solution will contain same amount of H3O+ ions and OH- ions
e) We can give information about OH- ions and H3O+ ions if amount of salt added is
stated
3. After mixing the 100 ml 0.1 M NaOH solutions with 100ml 0.1 M HCN solutions,
what do you expect the approximate pH value?
a) 3

b) 4

c) 6

d) 7

e) 13

4. OH- concentration is 10-3 M in X solution and 10-11 M in Y solution. Equal volumes of

X and Y are mixed and final mixture has the pH value of 7.
Which one of the following statements is true for this solutions?
I.

X is weak and Y is strong base

II.

pH of the X is 11, and pH of the Y is 3

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III.

OH- concentration of the mixture is 10-7 M

a) only I

b) only II

c) only III

d) II and III

e)I, II and III

5. I. 50 ml 2.0 M NaOH
II. 50 ml 1.0 M NaOH
III. 100 ml 0.5 M NaOH
Which one of the solutions has the pH value of 7 when they mixed with the 50 ml of
1.0 M HCl solution?
a) only I

b) only II

c)I and II

d) I and III

e) II and III

6. The following salts in water solution will have a pH of 7, -7 (less than 7),
+7 (more than 7), or indeterminate (I). For each predict the pH of the solution.
1. Na2CO3
2. FeCl3
3. KNO3
4. NH4C2H3O2
5. ZnSO4
6. Ba(NO3)2
7. CaBr2
8. RbFIdentify the products of this balanced neutralization reaction equation:
7. Identify the products of this balanced neutralization reaction equation:
3 HNO3 + Al(OH)3

-----------------

a) 3H2O + Al(NO3)3
b) 3H2O2 + 3O2 + Al(NO3)3
8. The following are the steps of titration in a jumbled order.
1. An indicator is added to the flask.

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2. The concentration of the unknown acid or base solution is calculated from the data
collected.
3. A measured amount of an unknown concentration of an acid or base solution is
added to a flask.
4. Measured amounts of a known concentration of a base or acid are added to the flask
until the equivalence point is reached.
Which of the following is the correct sequence of steps for a titration?
a) 1,2,3,4

b)2,3,4,1

c)3,1,4,2

d)4,1,3,2

e)3,4,1,2

9. Write the appropriate words in the blanks.

The process by which the concentration of an unknown is determined by the
controlled addition of a known solution. ( ..)
The name of the known solution in a titration is ( .

.....)

The point at which neutarlization occurs in an acid-base titration ( ..)

The amount of an acid or base that will produce one mole of hydrogen or hydroxyl
ions ( .)
10. What is the molarity of a solution of sodium hydroxide, NaOH, if 15ml of this base
neutralizes 45 ml of 0.10 M hydrochloric acid, HCl?
a) 0.10 M

b) 0.15 M

c) 0.20 M

d) 0.30 M

e) 0,05M

11. When an acid is added to a solution a base, what change in pH of the solution could be
observed?
a) An increase from 7 to 8
b) An increase from 3 to 8
c) A decrease from 7 to 6
d) A decrease from 9 to 5
e) A decrease from 8 to 7

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12. Write an equation that shows how Ba(OH)2 neutralizes HNO3.
13. Qestions 13-15 refer to the following data collected in a titration experiment.
Molarity of base

0.185 M

Final volume of acid

22.75 ml

nitial volume of acid

12.75 ml

Final volume of base

25.25 ml

nitial volume of base

3.50 ml

Calculate the concentration of the acid. Show all work including:

13. The mathematical formula used
14. Values substituted into the Formula
15. Units on all numbers, and a box around the answer.
16. Bromtymol blue is an indicator. It is yellow in acidic medium, blue in basic medium
and gren in neutral medium. 0,2 M NaOH solution is added drop by drop to 10 ml 0,1 M
HCl solution. Which of the following is wrong about the color of the solution?
a) Before adding NaOH, it is yellow
b) It is yellow when 0,2 ml NaOH is added
c) It is green when 5 ml NaOH is added
d) It is green when 10 ml NaOH solution is added.
e) It is blue when 20 mml NaOH is added.
17. X: strong acid + strong base salt
Y: strong base+ weak acid salt
Z: strong acid + weak base salt
According to this information, which of the followings can be said their equal molarities
equeous solutions at same temperature?

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I.

H+ ion concentration is the largest in the Z solution

II.

pH of the X solution is the smallest

III.

H+ ion concentration of Y solution is larger than X solution

a) I

b) III

c) I and II

d) I and III

e) II and III

18. I. HBr
II. NaOH
III. NH3
Which one of the statements related with compounds is wrong?
a) Neutral salt is formed when I and II react.
b) I and III do not react.
c) Basic salt is formed when I and III react.
d) The relation between pH values of equal concentration of their solution are
II>III>I.
e) I and II dissociate in the water 100%, III dissociates in water very small amount.

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References
Dursun, F. M., Kzlda , G. (2005). Kimya Lise II, Ankara, MEB, Saray matbaaclk
http://chemed.chem.purdue.edu/genchem/index.php
http://dbhs.wvusd.k12.ca.us/webdocs/AcidBase/AcidBase.html
http://en.wikipedia.org/wiki/Concept_map
http://en.wikipedia.org/wiki/Neutralization
http://public.elmhurst.edu/
http://www.biology.arizona.edu/biochemistry/problem_sets/ph/ph.html
http://www.chemtutor.com/acid.htm
http://www.towson.edu/~ladon/eqab.html
http://www.visionlearning.com/library/module_viewer.php?mid=58