Lesson Plan
Chapter 22. Acids, Bases and Salts
Subject: 8th grade Physical Science
18th Week (5 periods)
Miha Lee
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.

Describe how indicators can be used to classify solutions as acidic or basic. =>
knowledge, comprehension, application, synthesis, evaluation, creative thinking
3
Miha Lee’s Chemistry Lesson Plan

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
1
2
Activity
Content
Time (min.)
Warm-up
Vocabulary
5
Introduction
Introduction of the chapter 22
5
Lab Experiment
Common properties of acids & bases
30
Discussion
Discussion of the results from the lab.
17
Warm-up
Tastes of Foods
5
Demonstration
Disappearing ink
10
Lecture
Definitions of acids and bases
30
4
Miha Lee’s Chemistry Lesson Plan
3
4
5
Group work
The strength of acids and bases
10
Summary
Assigning homework 1
2
Discussion
The strength of acids and bases
Safety and reading labels
30
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, Antacid
15
Summary
Finding the Result of demonstration
Assigning homework 2
2
Warm-up
Vocabulary
5
Demonstration
Cabbage juice indicator
10
Discussion
Indicators and pH scale
30
Lecture
Acid rain
10
Summary
Assigning homework 3
2
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
5
Miha Lee’s Chemistry Lesson Plan
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
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
6
Miha Lee’s Chemistry Lesson Plan

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

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
22.1.1 Common 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.
7
Miha Lee’s Chemistry Lesson Plan
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 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.
8
Miha Lee’s Chemistry Lesson Plan
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.
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 (H 3O+).
9
Miha Lee’s Chemistry Lesson Plan
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
lactic acid, C2H5OCOOH.
22.1.3 Bases 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 BronstedLowry 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.
10
Miha Lee’s Chemistry Lesson Plan
MgO + H2O → Mg(OH)2,
CaO + H2O → Ca(OH)2
5. To help students understand the definition of bases, I will
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…
11
Miha Lee’s Chemistry Lesson Plan
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 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.
12
Miha Lee’s Chemistry Lesson Plan
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
13
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.
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
14
Miha Lee’s Chemistry Lesson Plan
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.
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
15
Miha Lee’s Chemistry Lesson Plan
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+ + HCO32. 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
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
neutralization and pH change.
will
take
place
about
the
16
Miha Lee’s Chemistry Lesson Plan
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
22.1.1 Common properties of acids and bases dissolved in water
Acids
Bases
1. Taste
(sour)
(when
Taste
(bitter)
diluted enough to be
dilute
enough
safely tasted)
safely tasted)
2. Conduct electricity =>
1.
2.
(electrolytes)
to
be
Conduct (electricity) =>
(electrolytes)
3. Turn blue litmus red
3.
Turn red litmus blue
4. React
4.
Do not react with most
with
metals
active
to
produce
metals
(hydrogen gas)
to
produce
with
form salts
produce
bases
to
gas
(exceptions are Al, Zn,
(carbon
dioxide gas)
6. React
to
hydrogen
5. React with carbonates

(when
and Cr)
5.
Feel (slippery)
6.
React
with
form salts
Diagram 2 : Arrhenius’ definition of acids and bases
acids
to
17
Miha Lee’s Chemistry Lesson Plan

Diagram 3: Colors of indicators in various solutions.
18
Miha Lee’s Chemistry Lesson Plan

Diagram 4: the pH scale
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 number 5.
19
Miha Lee’s Chemistry Lesson Plan
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
Solution
Observations
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?
20
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
+
→ H + Cl-
HCl
HCl
H2SO4
H2SO4 → 2H+ + SO42-
HNO3
HNO3
H2CO3
H2CO3
CH3COOH
CH3COOH
→ H+ + NO3→ H+ + HCO3- → 2H+ + CO32→ H+ + CH3COO-
Ionization of common bases
Base
Ionization Process
→ Na+ + OH-
NaOH
NaOH
KOH
KOH
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-
→ K+ + OH-
21
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)
22
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
23
Miha Lee’s Chemistry Lesson Plan
Handout 5 ( I made it.)
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
Volume of
Volume of
Temperature
No.
HCl (mL)
NaOH (mL)
(C)
1
40
0
2
30
10
3
20
20
4
10
30
5
0
40
pH
Color of
BTB
24
Miha Lee’s Chemistry Lesson Plan
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.
25
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
6. Is the solution in the beaker acidic or basic? Why?
7. What kind of salt is in the beaker?
26
Miha Lee’s Chemistry Lesson Plan
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
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)
27
Miha Lee’s Chemistry Lesson Plan
(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/istetest/pbiprojects/Fall2000/GrnChem/content/lesson3.htm