Biology /Chemistry

Acids/Bases

Chandra E. Price Burnham/Anthony Inclusive

1903 East 96 Street

Chicago IL 60617

(773) 535 -6530

Objective(s):

The student will be able to: 1) distinguish between the differences of acids/bases, 2) demonstrate how to test for acids and bases, and 3) communicate the significance of testing for acids and bases.

Materials Needed:

Detergent-quart, shampoo- quart Lemon-juice-quart
Vinegar –quart Milk-quart Orange-juice-quart
Tomato-juice-quart Baking-soda Salt-shaker
Peroxide-quart Red-cabbage-small Apple-juice
Containers-plastic-25 Hot plate distilled water
Paper towels eye droppers station signs
Pepto Bismol acid rain paper towels
Markers spoons antacid tablets
Pickle juice large containers transparent containers
Safety glasses pot holders aprons

 

Vocabulary:

Acid, base, chemistry, indicator

Strategies:

Strategy 1

Introduction: Students will define bases and acids and how they are significant in our everyday lives. They will be asked how much they know about acids and bases. Students’ responses will be listed on the blackboard by using the KWL chart and handouts though out the lesson. (KWL- What you Know, What you will Learn, What you have learned.).

Strategy 2

Dramatization: Traditional vs. Phenomenological

Ms. Traditional asked her students to read and answer questions about acids and bases. She gave little explanation and no hands on activities for the students to become involved. When she went over the assignment the majority of the class did not complete the assignment.

However, in Ms. Phenomenological the atmosphere was different. She began eating an orange and indicated that her mouth was burning. She asked the students what they thought her problem was? Someone responded, "there might be too much acid in that orange". What a great statement! Then, she states, "we are going to learn about acids and bases."

Strategy 3

In groups of 3 to 4

Strategy 4

Acid Base Hunt: Students will seek and find within the building various acid and base products the teacher has placed randomly throughout the building.

Strategy 5

Testing for an Acid: Students will use their cabbage juice indicator (filter), and pickle juice (two tablespoons) to indicate whether their pickle juice was an acid or a base. (Result: purple to red)

Strategy 6

Testing for a Base: Students will use their cabbage indicator (filter) an antacid tablet to test for the presence of a bases. (Result: purple to blue to green)

Individual Activity Observation Stations (Note: Students will visit and do activities at various stations to reinforce their understanding of the differences between acids and bases.)

Station 1

Bright as a Penny

Station 2

Rock Testing

Station 3

Blowing up a balloon with a lemon

Station 4

Chemical compounds of acids/bases

Station 5

Testing stuff (Using household items to test for acid/base compositions.)

Station 6

Believe it or not (Microscope observation of acids and bases)

Station 7

Acid Rain

Station 8

Conservation: making an acid/base flower

Performance Assessments:

Students will be assessed in the following manner:

References:

Fredricks, Anthony D. Simple Nature Experiments with Everyday Materials, Sterling Publishing Co. Inc., New York: 1995

Van Cleaves, Janice. Chemistry for Every Kid – 101 Easy Experiments That Really Work, John Wiley and Sons, Inc. New York: 1989

Wood, Robert. Science for Kids – 39 Easy Chemistry Experiments, Tab Books, New York: 1991

Mebane, Robert C. and Rybott, Thomas R. Adventures With Atoms and Molecules, Enslow Publishing Inc., Hillside, New York: 1985