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Andrea Asimoglou EDUC 657 April 17, 2013 Acids and Bases PBL Unit: A Case of Low Blood pH Grade: 10, 11 Domain: Biology Overview: Students will be introduced to problem-based learning during this unit on acid/base chemistry. The content covered in the unit will be framed by a scenario in which a patient visits a hospital due to symptoms that include fatigue, shortness of breath, chest pains, confusion and stomach pains. Among other things, doctors find that the patients blood pH is low, but no diagnosis or solution is given. Toward the end of the unit, students will work in professional groups (doctors, dieticians, and pharmaceutical representatives) to come up with a solution for this patient. In order to do this, students will be introduced to key concepts behind acid/base chemistry including: properties of acids and bases, Bronsted-Lowry theory of acids and bases, pH scale, hydronium and hydroxide ions in solutions, titrations and buffers. Students will be asked to journal throughout the unit to connect ideas from each lesson to the overarching problem. Standards: Characterize and identify important classes of compounds (e.g., acids, bases, salts) S11.C.1.1.3 Explain the formation of compounds and their resulting properties using bonding theories (ionic and covalent) S11.C.1.1.3 Determine the pH of a solution using several methods, including titration S11.C.1.1.3 Explain how buffers work S11.C.1.1.3 Prerequisite knowledge (covered during previous units): In order to fully participate in the PBL unit on acids and bases, students will be required to have prior knowledge of the following: Concentration (molarity/molality) Ionic/Covalent bonding Ions and conductivity Solutions Chemical reactions Chemical equilibrium

PBL Scenario: The following scenario will be introduced at the end of the first lesson in this unit. Students will be encouraged to frame their understanding of the content material around this problem.

A 22-year old patient named Tye Tration visited The Hospital of the University of Pennsylvania (HUP) last week. He complained that he has been having regular chest pains, often feels nauseous, has been losing weight over the past couple of months, has felt run down and lethargic, and constantly feels out of breath. He seemed to be in physically good shape. When asked, Tye explained that he eats a normal, generally healthy diet. He exercises regularly (at least five times a week). The HUP doctor decided to run a couple of standard tests on him and found that his blood pH levels were 7.00, his sugar levels were 50 mg/dL, and his white blood cell count was 8000 cells/micro liter. The doctor suggested that Tye take some time to rest and drink plenty of fluids, but did not offer any type of diagnosis or real treatment options for his symptoms. After taking time to rest, the symptoms that Tye was experiencing persisted. He decided to get a second opinion from a doctor at Temple Medicine and another doctor at Thomas Jefferson Hospital. He also contacted a dietician and spoke with a pharmaceutical representative while on one of his visits to the hospital. You and your classmates are being presented with the task of coming up with a solution for Tye using the information you will learn from this unit as the dietician, pharmaceutical representative, or one of the two doctors.

Lesson Scope and Sequence: The following table provides an outline of the lessons planned within this unit. More detailed information for the daily activities will be provided under each lesson description that follows. Unit Plan Lesson Topic Page # Lesson 1 Introduction to Acids and Bases / Introduction of PBL Scenario 2 Lesson 2 Properties of Acids and Bases 5 Lesson 3 The pH scale 14 Lesson 4 Bronsted-Lowry: [OH-], [H+], pH and pOH Calculations 17 Lesson 5 Strong vs. Weak Acids and Bases: Whats the Difference? 19 Lesson 6 Neutralization 23 Lesson 7 Titrations 25 Lesson 8 Buffers and the Bicarbonate Buffering System of Human Blood 30 Lesson 9 Professional Teams PBL Research 33 Lesson 10 Patient Meeting with Professional Research Teams 36

Lessons and Activities: Lesson 1: Introduction to Acids and Bases Materials: KWL Table Description of the PBL problem Part A: Acids and Bases KWL To begin this unit on acid/base chemistry, students will be asked to fill out the first two columns of a KWL table for acids and bases. In the first column, students will indicate what

they already know about acids or bases, and in the second column students will indicate what they want to know about acids and basis. By reviewing student responses on the KWL tables, I will get a better understanding of what kind of prior knowledge my students have about this topic (or what types of misconceptions they might have). This will allow me to properly scaffold my direct instruction and classroom discussions to allow students to draw on that prior knowledge when discussing new content. Students will be encouraged to share out some of their responses for the K and W columns. I will create a table on the board with student responses to the W column. These ideas that students want to know about acids and bases will be used to inform my direct instruction and will be referred to often throughout the unit when that content is being taught. When students can see their ideas being answered throughout a unit they may feel more connected to the material and become more engaged in the unit overall. The KWL tables will be collected at this time; students will fill out the last column about what they learned at the end of the unit. Part B: Class Discussion: Acids and bases in the real world Students will be prompted with the questions: What are acids and bases? Are there any acids and bases that you know of that you might use in your everyday life? In their collaborative groups, students will discuss these questions and brainstorm ideas to share out to the rest of class. These responses will lead us into a discussion about acids and bases. From this discussion, I want students to realize that acids and bases are not just chemicals that are found in laboratories that you are not really supposed to touch. Acids and bases are all around us. We eat foods that are acidic or basic every day. Many household cleaning products and health care products are acidic or basic. This discussion will be intentionally designed to be open and informal to try to draw in as many students into the discussion as possible. A few scientifically accepted definitions of acid and bases will be presented to the class, although this will be revisited in subsequent lessons. Part C: Introduction of problem At the end of this lesson, students will be introduced to the problem that they are asked to solve throughout this unit. Collaborative groups will have already been established, and I will assign roles (Temple doctor, Jefferson doctor, dietician, or pharmaceutical rep) to each group randomly. Therefore, throughout the unit, students will know from which perspective they should be trying to solve the problem. I will explain that at this time, students should not be able to come up with a solution to the problem, but each lesson of the unit will provide them with more information to use when making decisions about the patient. As an exit ticket after each lesson, students will be asked to briefly journal about the new content that they now have and how it might help them come up with a solution for the patient. Student will be given time to ask questions about the PBL unit and to talk more with their group about the problem that had been presented to them. Assessment: Formative Assessment of KWLs What do my students already know? Where do I need to start with my direct instruction? Are there any major misconceptions that need to be addressed?

Resources: Name: ____________________________________________ Date: ______________________ Acids and Bases KWL K: What do you know about acids and bases? W: What do you want to know L: What did you learn about about acids and bases? acids and bases?

Lesson 2: Properties of Acids and Bases Lesson Overview: This lesson will focus on the differences in properties of acids and bases. After a brief review about chemical and physical properties, students will be introduced to the different properties through an inquiry lab that allows them to make sense of what acids and bases are through their own investigations. Materials: Graphic organizers for lab Instructions for inquiry lab stations Materials and foods for lab stations Power Point presentation to review chemical and physical properties Part A: Introduction to inquiry lab Before beginning to explore the different properties of acids and bases, I will review the concepts of physical and chemical properties of substances with my students through a Power Point presentation. Students will be asked to contribute to this review since it is material that has already been covered and they should all have some prior knowledge on the subject. Students will be encouraged to think about whether the properties that they are investigating during this lab are physical or chemical properties of the acids and bases. After the brief review about chemical and physical properties, students will be introduced to the lab. In their collaborative groups, students will visit each station set up in the lab. Directions will be found at each station. They will use their graphic organizers to record all observations from each station. Cautionary reminders will be given to students at this time students should NEVER put anything in their mouth unless otherwise told. We will review the proper way to smell things in the lab wafting rather than smelling directly from a container. Part B: Inquiry Lab Properties of Acids and Bases Students will be given a chance to develop their own understanding of what acids and bases are through this inquiry lab. Students will travel to five different stations to investigate five different chemical or physical properties of acids and bases. Students will spend approximately 6-7 minutes at each station investigating the properties of the acids and bases at that station. The substances at each station will be labeled either as acids or bases. During those 6-7 minutes, students are expected to write down their observations or any notes that they want to take in their graphic organizers. At Station 1, students will investigate the way that acids and bases feel to the touch. Acids at this station include household vinegar and lime juice, while bases include hand soap and milk of magnesia. I hope that this station might touch on some of the misconceptions that students may have had about acids especially students may have had the idea that acids will burn you if you touch them, but they may not have thought about some of the products that are acidic but are safe to handle. At Station 2 students will investigate any differences in taste between acids and bases. This will be the designated tasting station, and students will be reminded that nothing else in the lab should ever be put in their mouths. Acids include sour patch kids and oranges, while bases include goldfish crackers and cooked pieces of egg white. At Station 3, students will investigate what acids and bases smell like. Acids include household

vinegar and bases include diluted bleach. Station 4 will be designated as the teacher station. Here students will describe what happens when acids (HCl) and bases (NaOH) react with a metal (Zinc). At Station 5, students will describe how solutions of acids and bases might affect conductivity of an electrical current. A beaker of water, a beaker containing an acidic solution and a beaker containing a basic solution will be used. Students will place the electrodes attached to the light bulb into each beaker and plug the light bulb in. They will record their observations in their graphic organizers. Part C: Closing and journaling After students have visited each station, they will be asked to revisit the patients problem and discuss with their collaborative group whether or not any of the information from the days lesson can help them in coming up with a solution. It will be stressed that they probably will not be able to come up with a solution from a single lesson, but that some of the information from each lesson might be useful. Students will also be asked to complete a Venn diagram comparing and contrasting the properties of acids and bases that they discovered during the days lab. If students run out of time, this assignment can be taken home and completed as homework. Assessment: While students visit the teacher station, they will be asked to share out about some of the properties of acids and bases that they had already investigated. Students will be given credit for participation in this stations activity, but no formal grade will be given for their classwork.

Resources/Materials:

Name:___________________________________ Date: _______________ Period:_________ Introduction to Acids and Bases Stations Activity Directions: Your lab group will visit each station to investigate the different properties of acids and bases. At each station, you will be asked to touch, taste, smell, and watch reactions involving acids and bases and make observations. Use the following graphic organizer to record your notes from each station.

Acids

Bases

Station 1: What do acids and bases feel like?

Station 2: What do acids and bases taste like?

Station 3: What do acids and bases smell like?

Station 4: What happens when acids and bases mix with metals?

Station 5: What happens to the conductivity of a

solution when acids and bases are present?

Based on your observations from each station, create a Venn diagram to compare and contrast the properties of acids and bases:

Station 1: What do acids and bases feel like?

Directions: Take a few minutes to feel each of the acids and bases at this table. Wash your hands in between touching the acids and the bases. Describe how each feels in your graphic organizers. Do NOT eat or taste any of the objects at this station.

Acids Household Vinegar Lime Juice

Bases Handsoap Milk of Magnesia

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Station 2: What do acids and bases taste like?

Directions: Take a few minutes to taste each of the acids or bases at this station. THIS IS THE ONLY STATION THAT YOU ARE ALLOWED TO EAT ANY OF THE OBJECTS AT THE TABLE. Between tastings, you can take a drink of water to clear the previous taste from your mouth. Describe how the acids and bases feel on your graphic organizer.

Acids Sour Patch Kids (citric acid) Oranges

Bases Goldfish crackers Egg

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Station 3: What do acids and bases smell like?

Directions: Take a few minutes to smell each of the acids or bases at this station. Be sure to use proper technique NEVER smell directly from the container. Use your hand to waft the air near the container and smell a few inches away from it. Record your descriptions in your graphic organizer. Do NOT taste anything at this table.

Acids Household vinegar

Bases Diluted bleach

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Station 4: What happens when acids and bases react with metal? (Teacher station)
Directions: Watch as the teacher adds some acid or base to a piece of metal. Describe what happens for each in your graphic organizer.

Metal Zinc

Acids HCl

Bases NaOH

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Station 5: How do acids and bases affect electrical conductivity of solutions?

Directions: At this station, you will find a beaker of water, a beaker of diluted acid, and a beaker of diluted base. A light bulb with two electrodes must be placed into each solution and then plugged in. Describe what you see when the electrodes for the light bulb are placed in the acidic solution and the basic solution compared to the water alone. CAUTION: You must unplug the light bulb while you are moving it to different solutions. Never touch the electrodes if the light bulb is plugged in. You can rinse the electrodes in between testing each beaker using water in a squirt bottle.

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Lesson 3: The pH scale Lesson Overview: Prior to starting the lesson on pH, we will debrief the mini-inquiry lab on the properties of acids and bases from the previous lesson. Students should be able to describe some of the properties of acids and bases from their investigations. Once we describe some of the properties, we will discuss how we know whether something is an acid or a base. This will lead into the direct instruction portion of this lesson, in which students will be introduced to the pH scale and different techniques that can be used to measure whether something is acidic or basic. For the mini-lab, probe pH meters can be used if available, or litmus paper can be used to measure the pH of several substances. Materials: Power Point presentation on the pH scale and measuring pH pH Lab Worksheet Materials for Lab: Three liquids to practice measuring pH using litmus paper, samples of foods/drinks, litmus paper, pH meter (if available). Part A: Debrief inquiry lab In the previous lesson, students investigated the different properties of acids and bases to develop their own understanding of what it means to be an acid or a base. We will use the first portion of this lesson to debrief the activity and discuss the different properties of acids and bases. If needed, we will add on to the list of physical and chemical properties that they were able to come up with during the lab. We will discuss whether or not students believe that these properties are true of all acids and bases, and whether or not a substance displaying some of these properties will necessarily mean that it is an acid or a base. The class discussion will lead us into a discussion on how we can determine whether a substance is an acid or base in a quantitative manner. Part B: Direct instruction on pH and introduction to lab activity A short lesson will be presented via Power Point on the pH scale and methods of measuring the pH of a substance. Since scientific definitions for acids and bases were discussed during the first lesson of this unit, we will be able to define pH as a measure of the concentration of protons, or H+ ions in a solution (more about hydronium and hydroxide ions will be discussed in subsequent lessons). I will present students with the pH values for several of the substances that they investigated during the lab on the properties of acids and bases. From this information, students should be able to define acids as substances with pH values <7 and bases as substances with pH values >7. For the lab, students will use litmus paper as an indicator of a substances pH value. The basic concept behind the litmus paper will be discussed and students will practice using litmus paper before moving on to the lab. Part C: Lab Activity: Determining pH of common foods and drinks During his visit to the doctor, Tye Tration described his diet as normal and healthy. Some of the common foods that he described as part of his diet will be tested for pH values in this short lab activity. Before doing the lab, students will practice analyzing the different

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indicator colors on litmus paper. They will be given three different liquids of varying pH levels. Each member of the collaborative groups will use litmus paper to test the pH of the liquid and determine what to report the value as. Group members will compare and practice until they feel comfortable that their measurements will be precise. Even if a pH meter is available, this may be a skill that you still want students to practice. Students will be provided with several foods and drinks that are commonly found in Tyes diet. Students will use litmus paper to determine the pH of each of these substances and arrangement them in order of increasing pH. Now that they have been introduced to the pH scale and they know what defines a substance as acidic or basic, they will be able to determine whether the foods in this lab are acidic or basic. Students will be asked to make connections between the types of foods that Tye often eats and his condition that was presented in the problem at the beginning of the unit. Collaborative groups will be given approximately ten minutes after the lab to complete the questions on the lab (first page only; not including Part 2) and to discuss what they have learned as a group. They will be encouraged during this time to record any information that they think might be pertinent to finding a solution for Tye in their notebooks. Assessment: I will formatively assess student progress continuously throughout the lab. Students should begin to make connections between the pH of the foods that Tye has been eating and his visit to the doctor.

Resources/Materials:

Name: ______________________________________________ Date: ____________________

pH Lab Worksheet
Introduction: In the following lab, you will be determine the pH values of several foods that have been staples in Tye Trations diet over the past year, and then you will arrange these foods in order from lowest pH to the highest pH. Part 1 Directions: Determine the pH value of each food using a pH meter and then record your results on the data table below. Data: Food Milk Orange Juice Coca Cola Vinegar Apples pH reading

16 Lemon Juice Crackers Brazil Nuts Broccoli Data processing: Arrange the food in order from the lowest pH to the highest pH: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Analysis Questions: 1. What kinds of foods has Tye generally been eating? (are they mostly acidic or mostly basic)

2. How do you think eating these foods has affected his body?

Part 2 Directions: Now use what you know about the equilibrium constant and pH to calculate the H+ and OH- concentrations in the foods that Tye has been consuming using the pH values that you obtained yesterday in the table below. Food Milk [H+] [OH-]

Orange Juice

Coca Cola

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Vinegar

Apples

Lemon Juice

Crackers

Brazil Nuts

Broccoli

Lesson 4: Bronsted Lowry, pH and pOH calculations Lesson Overview: This lesson will review the Bronsted Lowry definition of acids and bases and how this lends itself to the equations that we can use to calculate pH from hydrogen ion concentrations and pOH from hydroxide ion concentrations. A review of concentrations of solutions will be needed to prelude the lesson on Bronsted-Lowry calculations. Materials: Power Point presentation Bronsted-Lowry calculations pH Lab Worksheet (Part 2) Acid/Base Reactions and Calculations worksheet Part A: Debrief lab activity Before beginning the lesson on how our understanding of Bronsted-Lowry acid/base chemistry can help solve for pH, pOH, and ion concentrations of solutions, we will debrief the lab activity from the previous lesson in which students tested the pH value of several common

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foods from Tyes diet. Students will be asked to share out some of their findings and whether or not they were able to make connections to Tyes problem. To connect the pH lab to this lesson, I want students to think critically about how litmus paper works. Students will be given several prompts to discuss with their collaborative groups. What is litmus paper detecting? What is happening to the litmus paper to make it change colors in the presence of acids or bases? Students will be asked to focus on these questions to guide their understanding of the lesson. Part B: Bronsted-Lowry acid/base chemistry using pH to calculate pOH, [OH-], and [H+] During this lesson, we will be able to talk more in depth about the Bronsted-Lowry definitions of acids and bases. We will discuss how acids, when in solution, dissociate into hydronium ions and bases dissociate into hydroxide ions (litmus paper is detecting the hydronium ions and the concentration of these ions changes the indicator color). Since litmus paper gives us a measure of pH values, and litmus paper is detecting the presence and concentration of hydronium ions, we can discuss the relationship between pH and [H+], using the equation, pH = -log[H+]. Similarly, we can discuss the relationship between pOH and [OH-] using the equation pOH=-log[OH-]. We will use this discussion to lead into a discussion of the relationship between pH and pOH (and [H+] and [OH-]). After discussing dissociation of acids and bases in solution, students will be introduced to writing chemical equations for acid/base reactions. This part of the lesson may be moved to another day if it takes longer to teach and practice calculations than was expected. Students should already be comfortable with writing chemical equations since this topic will have already been covered extensively in previous lessons. We will practice writing chemical equations for acid/base reactions as a class and identify the different parts of an acid/base reaction (acid, base, conjugate acid and conjugate base). This lesson will be very content heavy and math heavy, so students will need to practice these calculations and manipulating the different acid/base equations in order to master this standard. The content can be broken up into separate lessons as needed, or short sessions of direct instruction can be followed by guided and independent practice and then the lesson can return to direct instruction on the next concept. Part C: Acid/Base calculations Students will revisit the lab that they completed during the previous lesson to practice calculating ion calculations from pH values of the different foods and drinks that they tested. Part 2 of the pH lab worksheet (see Lesson 3) provides them will space to calculate both the hydronium and hydroxide ion concentrations for these foods. This will help solidify students understandings of the relationships between ion concentrations in acidic or basic solutions and the pH or pOH of those solutions. Part D: Reflection/Closing Students can use the last few minutes of class to discuss the new material with their group and record any notes about how this might help them solve Tye Trations problem.

Assessment: Students will hand in the work that they had completed during this lesson and from the previous lesson for a lab grade.

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Lesson 5: Strong Acids/Bases vs. Weak Acids/Bases: Whats the Difference? Lesson Overview: During this lesson, students will be introduced to the concept of strong and weak acids and bases and how this relative strength is related to the substances pH or [H+]. Materials: Strong vs. Weak Acids and Bases worksheet Phet simulation and lab Part A: Introduction to Strong and Weak Acids and Bases I will begin the class by reviewing that so far in this unit, we have come into contact with many different acids and bases. Students were able to discover some of the properties of these acids and bases and were able to measure pH values for them. But are all acids and bases the same? I will introduce the concept that acids and bases can be considered strong or weak. Instead of describing what it means to be a strong acid or base, I will give the students time to brainstorm ideas with their group and try to define it on their own. I will prompt the collaborative brainstorming by asking the class, Based on what we know about the pH scale, where do you think we would find a strong acid or a strong base? I hope that students will be able to come to the conclusion that strong acids would be farther down on the pH scale, since the scale is organized from most acidic to most basic (from 1 to 14). From here, students can make the connection that substances with the lowest pH will have the highest concentration of hydronium ions (from the equations use in the previous lesson). If there is a high concentration of hydronium ions in the solution, this means that the acid must have dissociated into its ions more than other acids that had a lower concentration of hydronium ions in solution. The ability to completely dissociate into ions when in solution is a defining property of strong acids and bases. The teacher will need to make decisions on how much scaffolding and guidance students will need in order to come to this understanding on their own. Some groups may be able to come to this conclusion quickly, while other groups may need to be guided through each step of the thought process. Part B: Phet Simulation: How does acid or base strength affect conductivity of a solution? This activity will allow students to discover more properties of strong and weak acids or bases. To begin, I will give students some time to familiarize themselves with the Phet simulation they can manipulate different parameters to discover what effects they have on pH, litmus paper color, and conductivity of the solution. After students get a chance to familiarize themselves with the simulation, they can begin on the activity that was designed to allow students to discover the effects that strong or weak acids and bases have on conductivity of the solution (measured by the number of rays being emitted from the light bulb). By graphing conductivity vs. concentration of the acid or base, students may be able to visualize this relationship better than just describing it through direct instruction. Also, this simulation will introduce students to the idea that the pH value of a strong acids or base will change if the concentration of the acid or base in solution is changed. Students will also be able to see this relationship in the mini-lab that follows the Phet simulation.

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Part C: Mini-lab: Changing the concentration of a strong acid or base In this mini-lab, students will be testing the pH of a strong acid and strong base at two different concentrations. For the best results a pH meter should be used to detect small changes in pH. Students may have a hard time distinguishing between different colors on litmus paper if the change is subtle. If litmus paper is the only available option, several more dilutions of the acid and base should be made to ensure that students will be able to detect the differences in color on the litmus paper with the changing concentration of the solution. Part D: Reflection/Closing Students will be given the last few minutes in class to meet with their PBL groups to discuss the new understandings that they have after this lesson and to make notes of anything they think might be useful in solving the problem that was presented to them. Assessment: Students will receive classwork grades for the completion of the Phet simulation and analyzing the data from their graphs. Resources: Name: ______________________________________________ Date: ____________________ Strong Versus Weak Acids and Bases Part 1: PHeT Simulation Directions: 1. Go to the following website: http://phet.colorado.edu/en/simulations/category/chemistry 2. Click on the acid-base solutions simulation 3. Once the window opens, click on the custom solution tab at the top left hand corner 4. At the bottom right, in the test column, click on the conductivity button with the light bulb next to it 5. In this lab, we will be measuring the conductivity of several different concentrations of acids and bases a. Use the buttons at the very top (acid/base) to make the solution either an acid or a base b. Slide the concentration tab (at the very top right) to determine the concentration of the acid/base c. For the strength of the acid/base, slide the strength tab all the way to the left for weak on the data table, and slide it all the way right for strong on the data table d. To quantify the conductivity of the acid/base, place the electrodes in the solution and then count the number of rays that are sticking out of the light bulb and then fill in this appropriate data table 6. Using the guidelines above, fill in the two data table below Data Table 1: Conductivity of Strong and Weak Acids

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Concentration (mol/L) 0.001 0.01 0.1 1 0.001 0.01 0.1 1

Strength Weak Weak Weak Weak Strong Strong Strong Strong

Conductivity

Data Table 2: Concentration of Strong and Weak Bases Concentration (mol/L) Strength 0.001 Weak 0.01 Weak 0.1 Weak 1 Weak 0.001 Strong 0.01 Strong 0.1 Strong 1 Strong

Conductivity

Directions: Graph conductivity versus the concentration of acids on graph 1, and the conductivity versus concentration of bases on graph 2. NOTE: Each graph will have TWO lines: one for the strong acid/base, and one for the weak acid/base.

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Part 2: Lab Directions: Use the pH meter to determine the pH readings of each of the 4 solutions and record your data in the table below: Solution 0.1M HCl 1M HCl 0.1M NaOH 1M NaOH pH Reading

When you are done with both parts of the lab, answer the following analysis questions: Analysis Questions: 1. What can you conclude about how the concentration of a solution affects the conductivity of it? 2. What can you conclude about how the strength of an acid/base affects the conductivity of it? 3. What can you conclude about how the concentration of a solution affects its pH value?

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Lesson 6: Neutralization reactions Lesson Overview: Through an inquiry lab, students will discover the basic concept of neutrality in the context of acid/base chemistry. They will also be able to develop their own definition of what a neutralization reaction is through their investigations. Materials: Neutralization inquiry lab worksheet Materials for lab (see above worksheet) Part A: Debrief Phet simulation and Strong Acids/Bases lab The first part of this period will be dedicated to making sure students understood the concepts that were discussed during the previous lesson. Students should be able to describe some characteristics of strong and weak acids and bases and should be able to describe how the concentration of an acid or base affects its pH. If students seem lost or have not mastered these concepts, we can revisit this topic at this time. Part B: Inquiry Lab Neutralization reactions Students will begin the lab without much introduction of the concept of neutralization. Some reminders about caution in the lab will preclude the activity. At this point in the unit, students should have a pretty good understanding of the properties of acids and bases (strong and weak) and the pH scale. The goal of this lab is to allow students to come up with their own definition of a neutralization reaction and to be able to write an equation for a neutralization reaction that they had completed in the lab. Some groups may need more help or scaffolded questions to guide them through this process, but I hope that the pre-lab questions will spark some ideas within the group members as to how they can investigate this concept of neutralization. They will be given an acidic and basic solution and are asked to use these two solutions to figure out what a neutralization reaction is. By adding varying amounts of the two solutions and testing the pH of the mixture, students will hopefully find certain conditions that result in a solution with a pH near or at 7.0. It is not likely that students will be able to determine that one of the products of a neutralization reaction is salt unless the lab is extended to include this investigation. If students discover the definition of neutralization reactions earlier in the class, they can place their mixture on a heat plate and allow for the water to evaporate until all that is left is salt. Since students have already been taught about salt solutions and the concept of crystallization, they may be able to guess that the final mixture was salt dissolved in water. The major concept that I hope students will come away with (even if they cannot define neutralization reaction) is that if you have an acid, you can make it less acidic by adding a base and vice versa. Part C: Reflection/Closing Students will spend the last part of this period brainstorming with their group about how this new understanding of neutralization reactions can contribute to their task of finding a solution to Tyes problem. For some students, this idea of balancing out acids with bases might spark some ideas, while other students may still need to gather more information in order to begin thinking of a solution.

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Assessment: Students will be assessed on the processes that they utilized to solve the lab questions. Although there is an accepted scientific definition of what a neutralization reaction is, students can respond with any answer as long as their lab processes support their conclusions. This activity will count as a lab and classwork grade.

Resources:

Name:__________________________________ Date:_________________ Period:__________

Mini-inquiry lab: Acids and Bases

Pre-lab questions: 1. What does the word neutral mean to you?

2. When talking about acids and bases on a pH scale, what do you think the term neutral means?

3. If you wanted to neutralize an acid with a low pH, what would you do?

Objective: Define neutralization reaction and write a chemical equation for a neutralization reaction. Materials: Beaker with liquid A Graduated cylinder Litmus paper Safety aprons

Beaker with liquid B Empty 50ml beaker Gloves Safety goggles

Procedure: You and your lab group are assigned the task of defining the term neutralization reaction. After determining which liquid is an acid and which liquid is a base, you can mix the two liquids in varying volumes and record your observations. Use the back of this lab to record your observations and notes. Use the answers to your pre-lab questions to guide your experiment.

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Conclusions: 1. Define a neutralization reaction based on your experiment:

2. If the acid in this experiment was HCl and the base was KOH, write a reaction for this neutralization reaction:

Lesson 7: Titrations Lesson Overview: Students will be able to describe the basic concept of titrations and perform a titration in the lab as described by SDP standards. The titration that students do will purposefully be set up to include a buffer as a we segue into our final lesson on buffers and the bicarbonate buffer system of human blood. Materials: Acids and Bases Quiz Titrations lab worksheet Materials for lab (see above worksheet) Part A: Quiz on Acids and Bases This lesson will begin with a brief quiz on the material that was covered during the first six lessons of the acids/bases unit. Part A requires students to create a concept map using the key ideas from the unit. Students will be familiar with concept maps at this point in the year, but directions are provided on the quiz for clarification. Students are given a word bank to choose the key ideas to include in the nodes of their concept maps and are asked to make connections between these nodes. Students will perform calculations for Part B of the quiz. Part B: Introduction to Titration Lab I will briefly introduce the titration lab to students. During our previous lesson, although students do not know it, they experienced the basic concepts of a titration. As they mixed different amounts of acid with base, they were able to see a change in the pH of the solution. Essentially, they will be doing the same thing during this lab, although it will be in a much more controlled manner. Since a lot of the glassware and procedures are new to them, we will spend some time discussing how the materials should be handled and how the stopcock on the buret

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should be used to allow only small volumes of liquid out at a time. Once we feel that everyone has a good understanding of the procedure and materials, we can move on. I do not plan to spend any time on direct instruction about titrations, because I think they will be able to understand it better by discussing it after completing the lab. Students will spend a few minutes on the pre-lab questions and proceed to the lab desks when they are ready. Part C: Titration lab Students will work within their lab groups to complete the lab and record all of their data in the data tables. This lab is much more structured than previous lab activities that we have done in this unit. The procedure is explicit because my focus for this lab is more on the analysis of the data and the connections that students can make between their data and previous lessons than the inquiry process. As students work through the procedure, I will circulate to answer any questions that groups may have, but I suspect that most groups will be able to complete the lab without much guidance. This lab works best is a probe pH meter is available. If a pH meter is not available, a color indicator can be used that changes at the equivalence point of the titration (more content will have to be taught for this method). Due to time restraints, students will process and analyze their data during the next class period. Part D: Closing/Reflection As usual, students will be given the last few minutes of class time to discuss how the new information from this lesson can help them solve Tyes problem. Assessment: Students will receive a quiz grade for their performance on the written quiz. Students will also be formatively assessed throughout the lab. This assessment will not be counted toward their grade but will be used to determine if students understand the basic concepts of titrations. Resources: Name:___________________________________ Date:_____________ Period:________ Acids and Bases Quiz Part I: Concept Map Create a concept map on a separate sheet of paper including the major concepts that we have discussed in this acids/bases unit. You must include at least EIGHT nodes (key ideas) and at least TWELVE connecting arrows with a written description of how the two key ideas relate to each other. Choose your eight key ideas to place in the nodes from the following terms: Acids Protons Acidity Neutralization Molarity Bases Conductivity Alkalinity hydroxide ions amphoteric Solution pH hydronium ions litmus paper

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Part II: Calculations Answer the following questions and show all of your work. 1. Calculate the pH of a solution that has a [OH-] = 2.50 x 10-4M.

2. What is the concentration of hydrogen ions in a solution that has a pH of 4.32?

3. In a cup of coffee at 298K, the [H+] = 1.0 x 10-5M. What is the [OH-] in this cup of coffee?

4. A typical household cleaner has a hydroxide-ion concentration of 4.0 x 10-3M. Calculate the pOH and pH of this cleaner. Is this cleaner acidic or basic? How do you know?

Name:____________________________________ Date:_____________ Period:___________

Acid-Base Titration Lab

Instructions: You and your group members will be adding small volumes of a strong base to two different solutions to see how the addition of the base affects the pH of the solution. You will graph your results using excel to get a visual of the relationship between the volume of the base that you added and the pH of the two solutions. Pre-Lab: 1. What happens when you add a base to an acid?

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2. What do you expect to happen if you keep adding a base to an acid once the pH of the solution has become neutral?

Materials: Solution A: 0.10M HCl Solution B: 1.0M acetic acid/sodium acetate solution 0.10M NaOH 50mL Erlenmeyer flasks Buret with stopcock Magnetic stirrer/stir bars pH meter Procedure: 1. The burets have already been set up for you. Each buret contains 50mL of a 0.10M solutions of NaOH. 2. Place 20mL of solution A and 20mL of solution B in two separate Erlenmeyer flasks. Add magnetic stir bars to each flask and place the flasks on the magnetic stirrers underneath the burets. 3. Situate the pH meters so that the end of the probe is completely submerged in each solution. 4. Turn the magnetic stirrer on setting 2 to begin stirring your solutions. 5. Record the exact starting volume of the NaOH in the burets in your table below. 6. Begin to add small volumes of the NaOH from the buret into the solution in the flask (approximately 1mL every time you add). Record the exact volume of the NaOH in the buret after your addition to calculate exactly how much NaOH you added. 7. Wait until the pH on the pH meter stops fluctuating and then record the pH of the solution after that addition. 8. Follow steps 5-7 until you have added approximately 30-40mL of the NaOH from the burets. 9. Graph the data in your tables below using Excel. Your group should have two graphs: one for pH vs. volume of NaOH added for Solution A and pH vs. volume of NaOH added for Solution B. 10. These data will be analyzed during our next class period.

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Data Recording: Table for Solution A:

Original volume of NaOH

Final volume of NaOH

Total volume of NaOH added

pH of solution

Original volume of NaOH

Final volume of NaOH

Total volume of NaOH added

pH of solution

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Table for Solution B: Original volume of NaOH Final volume of NaOH Total volume of NaOH added Original volume of NaOH Final volume of NaOH Total volume of NaOH added

pH of solution

pH of solution

1 2 3 4 5 6 7

16 17 18 19 20 21 22

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8 9 10 11 12 13 14 15

23 24 25 26 27 28 29 30

Data Processing: Use the data from your tables to create two graphs using Excel: 1. Graph pH of Solution A vs. Volume of NaOH added 2. Graph pH of Solution B vs. Volume of NaOH added

Lesson 8: Buffers Lesson Overview: Students will use their titration lab results to lead them into the lesson on buffers. Students will become familiar with buffers and how they work. Specifically, students will develop an understanding of the buffer systems that exist in the human body to regulate blood pH. Materials: Titrations lab worksheet Laptop cart Jigsaw graphic organizers Part A: Processing and analyzing titration results Students will be given the first part of this class period to analyze their data from the titration lab. Students will use Excel to graph their data (pH vs. volume of NaOH added) for the titrations of Solution A and Solution B. Students will be told which solution was a strong acid and which solution was a buffer to allow them to develop an understanding of what a buffer is. Students will be asked to come up with a description of a buffer based on their graphs. I want students to take some time to think about the two solutions in the context of the human body. If we were to eat really acidic or really basic foods, would we prefer to have the pH changes that were seen with the strong acidic solution or would we prefer that our body reacts like the buffered solution? This will lead into a discussion about buffers and how the body uses buffers to regulate pH.

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Part B: Jigsaw Acid base chemistry (buffer systems) in the body In this mini-Jigsaw activity, students will spend some time reading or watching videos about the importance of buffers in the human body, especially in the regulation of blood pH. Some of the readings will also discuss some medical concerns associated with the acid-base chemistry of the human body. Students will specifically learn about the bicarbonate buffer system that is present in human blood and how it works to keep blood pH at 7.4. Groups will be provided four links to different websites. Each student will spend approximately ten minutes learning about the buffers and acid-base chemistry of the body before returning to their group to share what they had learned. Some of the information at each of the sites is similar or overlaps, but without structured questions that students are required to answer, each student will most likely have something unique to share with their group. Students will share with their group members for approximately ten minutes. After the Jigsaw, using their notes, each student will independently write a short description of what they think buffers are and how they are important for maintaining a healthy body. The description should include something that was shared by each member of their group and this should be indicated in the margins of their papers. Part C: Closing/Reflection Students will spend the last few minutes of class collaborating with their group to determine how this new information about buffers might help them solve Tyes problem. Assessment: Students written descriptions of buffers and how they relate to the health of the human body will be collected and students will be given a classwork grade for their participation in the Jigsaw activity. Students will also be given a lab grade for the titration lab that they had completed in the previous lesson that was analyzed during this lesson. Resources: Name:________________________________ Date:______________ Period:__________

Buffers Jigsaw Activity

Directions: Each group will be provided four links to different websites that discuss acid-base chemistry and buffer systems in the human body. One group member will be responsible for understanding the information at one of the websites. They will then teach the information to the rest of their group. After the activity, each group member will write a short description (approximately one paragraph) about the important of acid-base chemistry and buffer systems in the human body and how they relate to our health. You must use information from each of your group members and indicate who provided you with what information in the margins of your writing. Sources: 1. http://education-portal.com/academy/lesson/weak-acids-weak-bases-and-buffers.html Minutes 4:20 6:45

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2. http://www.brighthubeducation.com/science-homework-help/108712-acid-base-balance-inthe-human-body/?cid=parsely_rec 3. https://www.boundless.com/physiology/fluids-and-acid-base-balance/acid-basebalance/chemical-buffer-systems/ 4.http://chemwiki.ucdavis.edu/Physical_Chemistry/Acids_and_Bases/Buffers/Buffers_in_Nature

Use the following graphic organizer to record your notes:

Acids and Bases in the Human Body: where are they and where did they come from?

Importance of pH regulation in human body

Buffer systems in human blood

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Acid-base chemistry and our health

Other pertinent information about acid-base chemistry in the human body

Lesson 9: Professional Teams PBL Research Lesson Overview: Students will take this entire period to collaborate and conduct research to help them solve Tye Trations problem that was introduced at the beginning of this unit. Materials: KWL on Acids and Bases Rubrics for Professional Team Meeting Craft supplies for presentations if needed Laptop cart

Part A: KWL Students will start this lesson by revisiting the KWL that they had started during the first lesson of this unit. Students previously filled out what they knew and what they would like to

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know about acids and bases. As an opening activity, students will spend several minutes recording what they learned in the L column of their KWL chart. This will serve to remind students about all of the information that they have become familiar with throughout this unit. Students will be able to draw on this knowledge when researching solutions for Tye Trations problem. Part B: Professional Team Research Students will be provided the rubrics for their final presentations at the Professional Team Meeting that Tye has requested. Students will be required to provide Tye with a diagnosis and suggestions on how to treat his symptoms. At the professional team meeting, each professional group will need to present their solutions both orally and visually (charts, tables, posters, PowerPoint, etc.). Students will spend the majority of this class period researching information through online or text resources and collaborating about the information learned during the unit that can help them come up with a diagnosis and a treatment plan for Tye. I will take a back seat during most of this research time but will be available to guide any students that require any extra help or guidance. Students will be reminded to research this problem with the perspective of their assigned role as a physician, dietician or pharmaceutical representative. By the end of the period, students should have completed their research and should have at least started creating their visualizations for the presentation. This research has been designed to be completed within one class period, but if students require more time the research can be extended into a second class period and the professional team meeting can take place on the third day. Students will most likely require more time to complete the visual parts of their presentation, and the teacher will have to make decisions about how long students should spend on these presentations. Part C: Closing Students will save any work that has been completed on their laptops and keep all of their notes and/or research in a single folder for each group. They will revisit this work during the next class period. Assessment: Students will be assessed during the research and planning time for their presentations. In the rubric it is noted that students can receive up to ten total points for working in a collaborative manner and sharing tasks among group members. Resources:
Name: ________________________________________________ Date: __________________

Professional Team Meeting: Can we help Tye?

Instructions: Earlier in this unit, you were introduced to Tye Tration, a man who was experiencing some weird symptoms but did not have a diagnosis or any type of solution for his problem. You and your group members must come up with a solution for his problem which must include both a prediction of a

35 diagnosis and suggestions to treat his condition. You must explain how you decided on the solutions that you are providing Tye (what information about acid-base chemistry did you use to support your conclusions?). Your presentation must include both an oral part and a visual part (posters, charts, tables, PowerPoint, etc.) and should be anywhere from 4-8 minutes in total. The rubric below contains more details about how each group will be graded: Group Presentation 1. Was your oral presentation between four and eight minutes long? (5 points) 2. Did every member of your group present during the oral presentation? (5 points) 3. Was all the information conveyed clearly? a. Did you state who you are (which role)? (5 points) b. Did you provide a diagnosis for Tye? (5 points) c. Did you provide a treatment plan or suggestions for Tyes condition? (5 points) d. Did you explain what knowledge about acid-base chemistry you were able to use to support your solutions for Tye? (10 points) e. Did you give credit to the sources from which you found your information? (5 points) 4. Visualizations a. Did your presentation contain some form of visualizations (pictures, charts, tables, etc.)? (5 points) b. Did each group member interact with the visual presentation? (5 points) c. Did the visuals correspond well with the oral presentation? (Did you add visuals just because or do the visuals support your presentation?) (5 pts) Group Work 1. Did you all work together and contribute equally to create the PowerPoint and the Presentation? (5 points) 2. Did you work together in a collaborative manner? (5 points) Total Points: (65 points)

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Lesson 10: Professional Team Meeting with Tye Tration Lesson Overview: Students will demonstrate their knowledge and understanding of acid-base chemistry during this lesson when they present their solutions to Tye Trations problem. Materials: Rubrics for Professional Team Meeting Laptop cart Part A: Professional team research Students will spend the first part of this class period finishing their presentations for the professional team meeting with Tye. This may be extended for the entire period if students need the extra time to complete their research and make their presentations. If they need the time extension, the professional team meeting will take place during the next lesson. Part B: Professional team meeting with Tye Titration The desks in the classroom will be moved so that students are grouped according to their role and that each professional team occupies a specific space in the meeting. Desks will be aligned in a semi-circle so that students can face each of the other professional teams but are still able to view the presentations at the front of the room. Expectations for student behaviors during presentations will be clearly communicated to students before starting. While other professional teams are presenting, students that are not presenting should be writing notes and comments on a piece of loose leaf to use when asking questions or during the final vote at the end of the period. Each of the professional teams (Jefferson doctors, Temple doctors, dieticians, and pharmaceutical representatives) will present for four to eight minutes. I will act as a sit-in for Tye, and will also have cards that indicate how many minutes have passed during the student presentations (3, 5, and 7 minute cards). All students in a professional group will stay at the front of the room until their groups entire presentation is complete. Part C: Closing Vote on best treatment option for Tye After every professional team has presented, students will vote using their whiteboards for which treatment option they believed would be most effective in helping Tyes condition. The professional team that receives the most votes will receive some sort of prize (candy or a few points added to their presentation scores). Assessment: Students will receive test grades for their presentations according to the rubrics provided to them during Lesson 9.