UNIT: DEMONSTRATE AN UNDERSTANDING OF CHEMICAL IDEAS RELATING TO ACIDS AND BASES
ACHIEVEMENT STANDARD:
Science 1.5
ACHIEVEMENT OBJECTIVES: Material World
Properties and changes of matter
 Identify patterns and trends in the properties of a range of groups of substances, for example, acids and bases, metals,
metal compounds and hydrocarbons.
 Explore factors that affect chemical processes.
The structure of matter
 Distinguish between atoms, molecules, and ions (includes covalent and ionic bonding).
 Link atomic structure to the organisation of the periodic table.
 Use particles theory to explain factors that affect chemical processes.
Chemistry and society
 Investigate how chemical knowledge is used in a technological application of chemistry.
TEXTS:
 New Directions in Science (ND)
 Year 11 Acids & bases SciPAD (SP)
Pd Content
1
Periodic Table
 Periodic tables
 Activity: Shade metals, non-metals, solids, liquids, gases,
halogens, inert gases, Group 1, Group 2
 Show video “The Periodic Table" or Youtube clip
2
3
What is the world made of?
 Nature of Science: Understanding Science
 Alchemy to present day overview of the development of chemistry
and the famous scientists involved.
Structure of atoms
Resources
ND p34-37 Ex 1A, 1B
Prac1 p1, Prac5 p2
SP p11
Photocopy of periodic table.
Periodic table song:
http://www.privatehand.com/flash/elements.html
Element election DVD
Mendeleev:
http://www.youtube.com/watch?v=nsbXp64YPRQ
Nature of Science: Understanding Science
DVD The Story of Science (Episode 2)
SP p9
ND p42 Ex 1E

Describe arrangement and nature of protons, neutrons, and
electrons.
 Calculate number of protons, neutrons and electrons from atomic
number and mass number.
 Define and explain isotopes.
 Show two Powerpoints.
4
Electron arrangement
 Discuss stability of electron arrangement.
 Write electron arrangements for atoms and ions of the first 20
elements.
 Define what an ion is. Cover ion formation in the next lesson.
 Relate charge of monatomic (1 atom) ions to position in periodic
table (Groups 1, 2, 16, 17 only).
5
How ions form
 Use Ionic bond/covalent bonding Powerpoint to explain the
following concepts:
1. Transfer of electrons.
2. How the charge on the ion is related to how many electrons are
gained or lost.
3. Ionic bond formation.
6 - Writing formulae of ionic compounds
7
 Balancing charges when forming salts.
 Write formulae for AB, A2B, AB2, AB3 and salts that require
brackets e.g. Ca(OH)2.
8
Balancing equations
 Write word and symbol equations.
 Use molymods to make models of H2, O2 and H2O and show how
equations are balanced. Draw particle pictures. (see BU)
9
Making acids and bases
 Introduce litmus and universal indicator as acid-base indicators.
 Practical: Burn Mg and dissolve ash in small amount of water.
Test with a few drops of Universal Indicator solution.
 Demonstration: Burn sulphur in gas jar of oxygen/or air. Gas jar
should have a few cm of water with a few drops of Universal
indicator. Test gas with damp litmus. Shake up water to dissolve
SP p8, p10 & p12
‘Atomic structure’ & ‘Isotopes’ Powerpoints
K:\_2011 Science\Yr 11 Science\Powerpoints
ND p44 Ex 1F
SP p13 - 14
ND p46 Ex 1G
SP p15 - 16
K:\2010 Science\Yr 11
Science\Chemistry\Powerpoints\Ion formation and
ionic bonds
Model of sodium chloride crystal lattice in
storeroom with molymods.
ND p48-51 Ex 1H-1I
Prac10 p3
Ion table to stick in notes.
SP p17 - 23
SP p24 – 27
Molymods
ND p53 Ex2A
ND p55 Ex2B
ND p61 Ex2E
ND p65 Ex2G
Prac21 p6
SP p54 - 55



10
11
12
gas. Observe colour change. OHTs (metal oxides, non-metal
oxides). Save water from sulfur exp. for later lesson.
Explain what the colour change for each indicator means.
Write equations for each of the reactions.
Mg burning to produce MgO, MgO reacting with water to make
Mg(OH)2, Mg(OH)2 dissolving in water (albeit only slightly) to give
OH- ions.
 S burning to make sulfur dioxide, sulfur. Acid rain — oxides of
sulfur and nitrogen. T Acid Rain
 Recognise acid nature of H+ ions and basic nature of OH- ions
 Conclusion: Metal oxides are basic & Non-metal oxides are acidic.
pH
 Compare pH of different solutions.
 Write equations for dissociation of different acids
 Soil pH
For achieved:
word equations
For merit:
word and symbol equations
For excellence:
write a balanced symbol equation
What can react with an acid?
Reactions (1) Metal and acid (acids are limited to HCl and H2SO4)
 React metals (not calcium or lithium) with dilute hydrochloric acid
Write word equations [METAL + ACID —> SALT + HYDROGEN]
Reactions (2) Acid and base
 Metal hydroxides / oxides + acids [ACID + BASE —> SALT +
WATER]
 Practical: Add 2M acid to 2M base and record temp. change
(prove reaction has taken place).
 Practical: Add U.I to ethanoic acid and add ammonia drop by
drop. U.I changes to green then purple. Proves neutralisation.
 Practical: Add sulphuric acid to copper(II) oxide and leave over
night. Copper sulphate solution produced. Proves oxides act as
bases. Boil off some water and allow the crystallize.
U.I solution
Variety of household and lab solutions
ND p54-55
Prac 14 & 15 p4
SP p56 - 59
ND p74 Ex3C
Prac32 p9
Hmwk: ESA p228
ND p74 Ex 3C
ND p66 Ex 2H
Prac12 p4
SP p65
13
14
15
16
17
18
19
Practise equations: Acid and base
 Write word and balanced symbol equations for a variety of
reactions.
Reactions (3) Acid and carbonate/hydrogen carbonate
 Metal carbonate / hydrogen bicarbonate + acid: observe
reaction of calcium carbonate (marble chip) and hydrochloric acid.
Identify gas produced (limewater). [ACID + CARBONATE —>
SALT + WATER + CARBON DIOXIDE]
Practise equations: Acid and carbonate
 Write word and balanced symbol equations for a variety of
reactions.
Antacid investigation
 Carry out investigation into which antacid tablet neutralizes the
most acid.
 This involves a simple titration or add acid bit by bit to tablet and
then measure total volume used.
 Follow the method on sheet/OHT in folder. Students fill in results
etc in workbook 140-141.
Reaction rate
 Effect of increasing concentration. Compare time taken to fill
a boiling tube with gas at different concentrations.
 Discuss concentration as number of particles in a given volume.
Increase conc. = more particles so more collisions.
 Effect of increasing temperature. Carry out thiosulfate/HCl
clock reaction at different temperatures (see BU) or do ND
Prac34.
 Discuss temperature as being the average Ek of particles, so
higher temp. = faster moving particles so more collisions.
 Effect of increasing surface area. Compare time taken for Mg
to disappear when reacted with HCl (single strip vs cut up pieces).
Or do ND Prac19.
 Discuss increased surface area = more chance of a collision.
Graphing a reaction curve
 Carry out reaction of Mg with acid measuring volume of gas
produced over time. Graph the results.
SP p62 - 64
ND p56 Ex 2C
Prac18 P5
SP p66 - 68
ND p56 Ex2H
SP p60 - 61
ND Prac33 p10
SP p38 - 43
45ml 0.25M thiosulphate + 5ml 2M HCl.
Stopwatches.
ND Prac34 p10
Dust explosions:
http://videos.howstuffworks.com/discovery/35516howstuffworks-show-episode-7-explosive-wheatvideo.htm
ND Prac19 p6
P34 - 37
20
21
22
23
 Explain shape of graph.
Collision theory
 Particles need to collide with enough energy (to overcome
activation energy barrier) and with correct orientation for a
successful collision to occur.
Real life applications
 Discuss, complete problems or research any of the following:
 Acid rain effect on buildings
 Treating stings from various organisms.
 Using kindling to start fires.
Revision
 Practise questions from old exam papers. Exam paper at the back
of the SciPAD.
Test
ND p76 3D
SP p33
SP p69
SP p72 - 79
On K-drive or from NZQA website