Lesson 1: Acids and Bases Theory
(Intended for 2 50 minute class periods)
Key Question:
What are the three theories for defining acids and bases? How are they similar and how are they
different?
Objective: C5.r7i Identify the Brønsted-Lowry conjugate acid-base pairs in an equation.
Engage: (Prior Knowledge) Begin class with a discussion on what we already know about acids
and bases. Making a list on the board of acids we have heard of or used before.
Explore: Ask: What do these acids have in common? (Notice that all (most) common acids
contain Hydrogen.) Discuss how the Hydrogen atom will be the focus on the unit.
Explain: Draw out the table of the three theories. Give examples for each. Have students take
notes of everything written on the board.
Elaborate: As a class identify several species in Acid-Base reactions as either Acids or Bases. Ask:
If Arrhenius defines a species as an acid, will Lewis also? If Lewis defines a species as an acid will
Arrhenius also? (Students will realize that Lewis has the least specific way of defining acids and
bases. Also, the three theories will never be in disagreement.)
Evaluate: Check for understanding throughout lesson.
Lesson 2: Hydrogen Ions and Acidity
(Intended for 3 50 minute class periods)
Key Question: How are [H+] and [OH-] related in an aqueous solution?
Objective: C5.7D Classify various solutions as acidic or basic, given their pH. C5.7g Calculate the pH from
the hydronium ion or hydroxide ion concentration. C4.3f Identify the elements necessary for hydrogen
bonding (N, O, F).
Engage: Discuss prior knowledge about pH. Ask: What is the range of the pH scale. Why do you
think that is?
Explore: Introduce the self-ionization of water. Explain pH range and how to change pH. Review
Le Chatelier’s Principle and equilibrium.
Explain: Work through the concept pH= -log [H+] and pOH= -log [OH-] using several examples.
Have students copy down notes in their notebooks and do practice problems from textbook.
Elaborate: Cabbage Juice Lab- Have each student bring in three house hold items. Use cabbage
juice an universal indicator. Have students compare color change results with scale made during
demonstration. Record all observations in notebooks.
Evaluate: Check for understanding throughout lesson. Collect notebooks and cabbage juice lab
results, give weekly quiz (On Friday).
Lesson 3: Indicators
(Intended for 1 50 minute class period)
Key Question: What is an indicator in relation to identifying acids and bases
Objective: C5.7C Describe tests that can be used to distinguish an acid from a base.
Engage: Ask students how they would determine pH without known concentrations or having a
pH probe. (Students should recall using change in the color of cabbage juice to determine
several pHs.)
Explore: Indicator Lab (Determine the four indicators used in Indicator strips by testing them in
14 solutions each with a different pH, ranging from about 1 to about 14.)
Explain: Discuss that indicators are dyes that change colors at specific pHs which are used to
assign pHs to solutions.
Elaborate: Have students answer the three textbook questions associated with indicators and
record answers in their notebooks along with labs.
Evaluate: Checking for Understanding throughout lesson, Notebook Exercises, Indicator Lab
Lesson 4: Strengths of Acids and Bases
(Intended for 3 50 minute class periods)
Key Question: How are acids and bases classified as either strong or weak?
Objective: C5.3c Predict the extent reactants are converted to products using the value of the
equilibrium constant.
Engage: Ask how the strengths of acids and bases in determines. (Students will likely believe
that the more extreme the pH the stronger the acid or base. Explain the difference between
strength and concentration and continue to remind students of the difference throughout the
unit.)
Explore: Demonstrate changing pH by diluting vinegar with a pH probe. Have students use
definitions to explain what they see happening. Ask: How does adding water change the pH?
How could we lower pH? Will strength ever change?
Explain: Use Prior knowledge of equilibrium, equilibrium constant, and equilibrium expression to
determine acid and base dissociation constants. Compare these results to dissociation constants
table to allow students to see relationship between equilibrium and strength. Use relooping to
differentiate from concentration.
Elaborate: Have students complete “Working with Acids and Bases” activity.
Evaluate: Notebook Exercises, Working with Acids and Bases, Weekly quiz
Lesson 5: Neutralization Reactions
(Intended for 1 50 minute class periods)
Key Question: What products form when an acid and base react?
Objective: C5.7B Predict products of an acid-base neutralization. C5.7f Write balanced chemical
equations for reactions between acids and bases and perform calculations with balanced equations.
Engage: Review balancing chemical equations. Write “H+ + OH-  “ on board and have students
predict products. Then change H+ to HCl and OH—to NaOH and have students to again predict
products. Review definition of “salt.”
Explore: Ask: How can you create a specific pH using neutralization reactions? (Lead students to
consider that concentrations of each reactant are important in calculating pH.)
Explain: Review stoichiometry. Work through practice problems in worksheet 19.4 so that
students can see how to use stoichiometry to determine concentrations in neutralization
reactions.
Elaborate: Have students write their own neutralization reactions by choosing appropriate
reactants and predicting correct products. Have students complete 19.4 on their own as an
independent practice.
Evaluate: Check for understanding throughout lesson, Notebook Exercises, weekly quiz, unit test
Lesson 6: Titration
(Intended for 2 50 minute class periods)
Key Question: At what point in titration does neutralization occur?
Objective: Become familiar with using burets and volumetric pipet. Be able to determine concentrations
of acids and bases using neutralization reactions.
Engage: Begin class with a titration demonstration. Introduce all lab equipment and discuss
functions and safety precautions.
Explore: Introduce titration curve. (Creative titration curve during demonstration using Lab
Quest instruments) Introduce equivalence point and midpoint and identify them on titration
curve. Introduce terms monoprotic, diprotic, and triprotic and discuss how they will affect a
titration curve.
Explain: Review neutralization reactions and apply to titration. Begin with known amount of acid
and known concentration of base. After neutralization occurs use known amount of base used
by properly reading buret and determine concentration of acid using stoichiometry.
Elaborate: Ask: What is the molarity of Lemon Juice? Then as a class set up a procedure to
determine molarity using a titration lab.
Evaluate: Results of titration lab, weekly quiz, and unit test.
Lesson 7: Salts in Solution
(Intended for 1 50 minute class periods)
Key Question: When is the solution of a salt acidic or basic?
Objective: Determine when the solution of a salt is acidic or basic.
Engage: Watch “Neutralization Reactions” youtube video. Review indicators. Review strengths
of acids and bases.
Explore: Have students complete the reactions from worksheet 19.4 which are based on the
video.
Explain: Discuss that a strong acid and weak base will produce an acid salt, a strong base and a
weak acid will produce a basic salt, a strong acid and a strong base will produce a neutral salt,
and a weak acid and weak base will produce either an acidic salt or a basic salt depending on the
dissociation constants.
Elaborate: Have students determine if solutions will be acidic, basic, or neutral by identifying
strength of reactants. Have all classwork recorded in notebooks.
Evaluate: Check for understanding throughout lesson, review notebook exercises, give weekly
quiz, unit test
Lesson 8: Review
(Intended for 1 50 minute class periods)
Objective: Review material covered in unit so that students are prepared for unit test.
Engage: Write down each topic covered in the unit on the board.
Explore: n/a
Explain: Work through a review problem in each topic and go further into topic students are less
familiar with based on checking for understanding throughout lesson.
Elaborate: n/a
Evaluate: Unit test
Lesson 9: Unit Test
(Intended for 1 50 minute class periods)
Objective: Provide a unit test that covers appropriate material and accurately assesses student learning
throughout the unit.
Engage: n/a
Explore: n/a
Explain: n/a
Elaborate: n/a
Evaluate: Unit Test