<p> Technicians’ lists of equipment Downloaded from www.catalystscience.co.uk </p><p>Catalyst 1, Unit E: Acids and alkalis</p><p>Lesson E1: Acids, bases, alkalis</p><p>Starter activities</p><p>Problem solving  five containers of water</p><p>Main activities</p><p>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</p><p>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]</p><p>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</p><p>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 </p><p>Catalyst 1, Unit E: Acids and alkalis</p><p> vinegar sodium hydroxide solution</p><p>Lesson E2: How acidic?</p><p>Main activities</p><p>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</p><p>Lesson E3: Taking away acidity</p><p>Main activities</p><p>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</p><p>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</p><p>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 </p><p>Catalyst 1, Unit E: Acids and alkalis</p><p> a datalogger with printer  100 cm3 of hydrochloric acid, 0.4 mol/dm3  100 cm3 of sodium hydroxide solution, 0.4 mol/dm3</p><p>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</p><p>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</p><p>This list is in Microsoft Word, so it can be customised to fit each school’s requirements. 3</p>