Lesson Plan

Name: Deanna Ostafichuk

Course/Class: CHEM 20
Topic: Acid-Base Reactions (indicators Unit: C: Matter as Solutions,
Acids and Bases
and pH calculations)
A. Intents/Objectives/Purpose (from Aoki's IDAE Model)

Date: Oct 4
Grade: 11
(80 mins)

Program of Studies (Pedagogic Purpose):

20-C2.2k Recall the empirical definitions of acidic, basic, and neutral solutions determined by using indicators, pH and
electrical conductivity
20-C2.3 calculate H3O+ and OH concentrations and the pH and pOH of acidic and basic solutions based on logarithmic
expressions; ie. pH = -log[H3O+] or pOH = -log[OH-]
20-C2.4k: use appropriate SI units to communicate the concentration of solutions and express pH and concentrations answers to
the correct number of significant digits
20-C2.6 explain how the use of indicators, pH paper or pH meters can be used to measure H3O+
20-C2.9 define neutralization as a reaction between hydronium and hydroxide ions
20-C2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues
design an experiment to differentiate among acidic, basic and neutral solutions (IP-NS2)
Attitudes: Interest in Science, Mutual Respect, Scientific Inquiry, Collaboration, Safety
Specific Intentions:
Students will prepare an experiment in which they will determine the identity of household chemicals through the use
of various pH tests (eg. A combination of indicator tests)

Students will recognize that the colour of chemical indicators represent a range of pHs

Students will calculate H3O+ and OH concentrations from the pH of a chemical

Students will describe how the addition of an acid to a basic solution results in an indicator colour change

C. Activities
Administration/Homework
Prior to class (in the morning) make sodium carbonate solution for demo ~2 scoops in
100mL of water)
1. Introduction/Set/Advanced Organizers (7-10 minutes)
To get students introduced to the topic of acids and bases play the parody song: All About
that Base (No Acid)
https://www.youtube.com/watch?v=IAJsZWhj6GI&ab_channel=acapellascience2
Ask (whiteboards) What did the song get wrong? (lab safety eyes neutralize with alkalis
we should rinse with water using the eye wash station, science titrate bases using acids
not hydroxyl (OH), etc.)
Identify misconceptions about acids and bases
2. Clarifying/Creating-Understanding/Concept-Development (10 minutes)
Review definitions of acids and bases and introduce pH calculations
Provide students with organizers with pH calculations and examples for calculation work
Demo (10-15 minutes)
Vinegar and Sodium Carbonate Universal Indicator Rainbow
- Safety precautions breaking glass may cause injury, sodium carbonate is a
mild irritant wash with copious amounts of water if exposed, Universal
indicator is flammable keep away from heat sources and toxic (repeated
and prolonged exposure can cause organ damage), add base to acid not the
other way (it releases heat)
1. Introduce the colour range of universal indicator
2. Pour some of the vinegar solution into a new beaker and add indicator. Repeat for
other two solutions.
3. Pour water into the graduated cylinder. Add acid drop by drop using the
eyedropper
4. Question students about why did the colour change, Why did it take some time to
get down the tube? What can I do to make the reaction go more quickly? What
will happen if I add more acid?
5. Add base to the cylinder. Add more base (colour change to green) Add more base
(colour change to purple)

B. Displays/Resources

Access to Youtube (see

link in activities section)

Whiteboard
Advance organizers
6 Beakers (2 water, 2
vinegar, 2 sodium
carbonate solution)
1 100ml graduated
cylinder
2 eyedroppers
universal indicator
water
safety glasses
gloves

Lesson Plan
See Lecture Notes for Questions and complete procedure)
15 min (7 minutes instruction, 8 minutes individual work flexible depending on student
needs)
- Students will calculate the concentrations of H3O+ and OH in the chemicals used
during the demo, using the pH information, using the formulas introduced at the
start of the class with the teachers help.
- Teacher shows how to use the equation to calculation pH given concentrations
as well.
- Individually: calculate the pH of common laboratory chemicals (eg. HCl) using
the concentrations of H3O+ and OH provided. And the concentrations at
different pH states covered by universal indicator
3. Coached/Guide-Practice/Seatwork
(25 minutes)
- In groups of 3 or 4, students plan an experiment where they will determine the pH
in an unknown chemical. They will then use provided concentration of OHinformation to determine which chemical their group investigated
- Students are provided with a list of reagents available in the lab for the experiment
(no universal indicator). They have to find the most accurate pH using 2-4
different indicators. (After informing the teacher which chemical it is, students
will be able to confirm using a pH meter)
- During class students determine how to calculate the concentration of OH- using
pH (eg. pOH = 12 pH; [OH-] = 10-pOH ), as well as the procedure and safety
information for their lab.
- Each student must present a procedure to the teacher (everyone is accountable for
knowing what they plan to do in the next class)
IPT: share the procedures in pairs and provide feedback, students meet up in their original
groups and discuss the feedback and make changes to their experiment if they choose to
4. Closure/Summary
- Summarize pH and H3O+ relationship and how to find pH using a variety of
indicators
- Preview the next lesson: balancing acid base reactions and calculating molarity
- Students individually hand in their procedures to the teacher, who will formatively
evaluate them
5. Solitary Practice/Homework
Look around your home and try to find things that are either acids or bases. If you want
research what their different pHs and pOHs may be for the coming lab session
6. Review/Assessment
- Question answering (whiteboards, vocal)
- Calculations
- Laboratory planning

Whiteboard, worksheets

List of available
reagents or the actual
reagents
Lab procedure
outlines

Note: laboratory plan will be part of a larger experiment that will occur near the end of the general
objective. (must be able to perform the planned procedure in 20 minutes or less)
Some Program of Studies objectives will only be covered in part and will be continued in subsequent
lessons.

D. Evaluation (of lesson)