Lesson E1: Acids, Bases, Alkalis

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Catalyst 1, Unit E: Acids and alkalis

Lesson E1: Acids, bases, alkalis

Starter activities

Problem solving  five containers of water

Main activities

E1a Make your own indicator For each group:  a cooked beetroot (not pickled) ● a filter funnel  a knife to cut the beetroot ● filter paper  a white tile ● two test tubes  a heatproof mat ● a test tube rack  a Bunsen burner ● a dropping pipette  a tripod and gauze ● lemon juice  a 250 cm3 beaker ● soap solution  a 250 cm3 conical flask

For the class (optional teacher demonstrations):  a large piece of filter paper  1% phenolphthalein solution  a paintbrush  a spray container  sodium hydroxide solution, 2 mol/dm3 [CORROSIVE]  three 100 cm3 beakers  a dropping pipette  dilute hydrochloric acid (1 mol/dm3) [IRRITANT]

E1b Using plant extracts as indicators For each group:  a spotting tile (dimple tile)  access to a range of plant extracts in labelled beakers with dropping pipettes (the dyes will need to be extracted from the plant material ready for the lesson), for example: red cabbage blackcurrant raw beetroot litmus  access to a range of household and laboratory acids and alkalis (maximum strength 0.4 mol/dm3), for example: hydrochloric acid lemonade sulphuric acid sodium hydrogencarbonate solution nitric acid calcium hydroxide solution (limewater) lemon juice ammonia solution

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 1 Technicians’ lists of equipment Downloaded from www.catalystscience.co.uk

vinegar sodium hydroxide solution

Lesson E2: How acidic?

Main activities

E2a Dip and check For each group:  a range of household substances with various pHs (e.g. bleach, washing up liquid, washing powder, soap, oven cleaner, vinegar, lemon juice, etc.) Each should be mixed with or dissolved in a beaker of water for testing. The original packaging should be displayed and the beakers labelled to match the packaging.  a glass rod for each beaker  a book of pH paper

Lesson E3: Taking away acidity

Main activities

E3a Adding an acid to an alkali For each group:  universal indicator colour chart  universal indicator solution  two 100 cm3 beakers  two 50 cm3 measuring cylinders  two dropping pipettes  a stirring rod  100 cm3 of hydrochloric acid, 0.4 mol/dm3  100 cm3 of sodium hydroxide solution, 0.4 mol/dm3

E3b Using a datalogger to check pH changes For each group:  a 250 cm3 beaker  a 100 cm3 measuring cylinder  a 50 cm3 measuring cylinder  a 100 cm3 dropping funnel  a magnetic stirrer  a retort stand and clamp  a pH sensor

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 2 Technicians’ lists of equipment Downloaded from www.catalystscience.co.uk

 a datalogger with printer  100 cm3 of hydrochloric acid, 0.4 mol/dm3  100 cm3 of sodium hydroxide solution, 0.4 mol/dm3

E3cde Investigate: How well do antacids work? Equipment may vary slightly according to the method chosen by pupils in their plans. For each group:  four 250 cm3 beakers  a 100 cm3 measuring cylinder  a stirring rod  hydrochloric acid, 0.1 mol/dm3, labelled ‘stomach acid’  four different brands of antacid  a stopwatch  universal indicator solution  a universal indicator colour chart Additional for Extension:  a datalogger with printer (optional)  a pH sensor (two, if available)  a retort stand and clamp (depending on type of sensor)  a plastic stirring rod

E3c How well do antacids work?  four beakers  a measuring cylinder  universal indicator solution  a stirring rod  a solution of ‘stomach acid’  a universal indicator chart  a stopwatch  four different brands of antacid

This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 3