273

INVESTIGATION
14
How Do the Structure and the Initial
Concentration of an Acid and a Base
Inuence the pH of the Resultant
Solution During a Titration?
TIMING AND LENGTH OF INVESTIGATION

40 minutes: Teacher Preparation Time

Making solutions and gathering materials

185 minutes: Total Student Time

10 minutes: Te prelab assessment

30 minutes: Animation viewing

20 minutes: Designing a procedure

60 minutes: Data collection and making of graphs

30 minutes: Class sharing and pooling of data

20 minutes: Final calculations and analysis

15 minutes: Whole-class wrap-up discussion

CENTRAL CHALLENGE
While there are times when the students only need to know if a solution is acidic,
basic, or neutral, ofen the exact concentration is important, such as when making
biodiesel fuel from vegetable oil. When vegetable oil degrades it becomes acidic.
A base such as lye is added to neutralize the acid. Te exact concentration of the
acid must be known because if too much base is added instead of biodiesel fuel the
result will be soap! Students need to know that a titration of the acid with a base
will determine the exact concentration. Besides doing the titration, the students
must be able to analyze the resultant titration curve.
CONTEXT FOR THIS INVESTIGATION
Many foods taste as they do due to the presence of acidic or basic content. All
foods, beverages, pharmaceuticals, biofuels, water in aquariums, drain cleaners,
surface cleaners, and vitamins contain acids or bases, or a mixture of acids and
bases. Te amount of acid, base, and the pH of solutions and solids must be
Acid-Base Titration
274 INVESTIGATION 14
maintained at an optimal level. If a solution is too acidic, some base can be added
to react with some of the acid. For example, hydrochloric acid reacts with sodium
hydroxide to produce sodium chloride and water.
HCl(aq) + NaOH(aq) NaCl(aq) + H
2
O(l)
By carefully controlling the amount of base added while doing an acid-base
titration, and knowing when to stop adding base by using an indicator or a pH
meter, one can determine the amount of acid present in the substance. Te food
industry uses titrations to determine the amount of sugar, free fatty acid content,
and the concentration of vitamin C or E present in products.
ALIGNMENT TO THE AP CHEMISTRY CURRICULUM
Primary Learning Objective

Learning Objective 6.13: Te student can interpret titration data for monoprotic or
polyprotic acids involving titration of a weak or strong acid by a strong base (or a weak
or strong base by a strong acid) to determine the concentration of the titrant and the
pK
a
for a weak acid, or the pK
b
for a weak base. [See SP 5.1, 6.4]
Secondary Learning Objectives

Learning Objective 1.18: Te student is able to apply conservation of atoms to the
rearrangement of atoms in various processes. [See SP 1.4]

Learning Objective 1.20: Te student can design, and/or interpret data from, an
experiment that uses titration to determine the concentration of an analyte in a
solution. [See SP 4.2, 5.1, 6.4]

Learning Objective 6.11: Te student can generate or use a particulate representation
of an acid (strong or weak or polyprotic) and a strong base to explain the species that
will have large versus small concentrations at equilibrium. [See SP 1.1, 1.4, 2.3]

Learning Objective 6.12: Te student can reason about the distinction between strong
and weak acid solutions with similar values of pH, including the percent ionization of
the acids, the concentrations needed to achieve the same pH, and the amount of base
needed to reach the equivalence point in a titration. [See SP 1.4, 6.4]
SKILLS
Prior Skills
Students should be able to:

Identify and use basic laboratory instruments, including graduated cylinders and burets,
to accurately measure volume, and pH meters (probes) to measure pH;
275 ACID-BASE TITRATION

Determine the limits of precision and accuracy aforded by each piece of equipment;

Compute values using equations with one unknown, including logarithms;

Use stoichiometry to perform calculations involving: the mole concept, limiting
reagents, and excess reagents in chemical reactions;

Use the Lewis structure of acids and bases, defnitions of acids and bases, along with
experimental data of pH and titration curves, to help identify strong and weak acids
andbases;

Be able to make graphs and critically analyze data; and

Calculate percent error of a calculated K
a
or K
b
to a known value.
Tis laboratory experiment fts best when the students are studying acid-base
equilibria. Tis experiment is not designed to be the frst exposure students have to
acids, bases, and acid-base titrations. Prior to doing this activity, students should
have laboratory experience with limiting reagents, volumetric measurement,
molarity, preparation of aqueous solutions, classifcation of substances including
acids and bases, primary acid standards, quantitative acid-base titrations, the pH
scale, acidity and alkalinity, pH meters, and equilibrium systems.
Developing Science Practices, Instrumentation,
and Procedural Skills
Lab Activities Associated Science Practice,
Instrumentation, Procedure
Te students will write appropriate acid-base
equilibrium equations for the resultant solutions for
each equilibrium system.
Te students will draw models showing how the
atoms in the reaction are rearranged during diferent
parts of the titration.
SP 1.1: Te student can create
representations and models of natural
or man-made phenomena and systems
in the domain.
Looking at a titration curve, the students will
explain how the system changes throughout the
titration.
SP1.2: Te student can describe
representations and models of natural
or man-made phenomena and systems
in the domain.
Te students will draw Lewis structures of the acids
to analyze acid strength.
SP 1.4: Te student can use
representations and models to
analyze situations or solve problems
qualitatively and quantitatively.
Te students will explain the choice of equations
to use to solve for an unknown molarity during a
titration, the pH, and K
a
of the acid.
SP 2.1: Te student can justify the
selection of a mathematical routine to
solve problems. (Appropriateness of
selected mathematical routine)
Te students will perform the calculations for an
unknown molarity, pH, and K
a
.
SP 2.2: Te student can apply
mathematical routines to quantities
that describe natural phenomena.
(Correctness of application of
mathematical routine)
276 INVESTIGATION 14
Lab Activities Associated Science Practice,
Instrumentation, Procedure
Te students will choose a question to test. SP 3.1: Te student can pose scientifc
questions.
Te students will determine if their question is a
valid question.
SP 3.3: Te student can evaluate
scientifc questions.
Te students will explain what data needs to be
collected to determine the unknown molarity.
SP 4.1: Te student can justify the
selection of the kind of data needed to
answer a particular scientifc question.
Te students will choose the appropriate equipment
and design a procedure applying the principles of
acid-base chemistry, including understanding the
diference between weak and strong acids and bases,
equivalence, titration curves, pK
b
, and pK
a
, to solve
the lab question.
SP 4.2: Te student can design a
plan for collecting data to answer a
particular scientifc question.
While performing the lab, the students will collect
the data indicated in the procedure.
SP 4.3: Te student can collect data to
answer a particular scientifc question.
Te students can decide if the data they collected
and the data collected by the class can answer the
question they posed.
SP 4.4: Te student can evaluate
sources of data to answer a particular
scientifc question.
Looking at the data collected and curves drawn,
the students will identify a monoprotic acid and a
diprotic acid and a weak and strong acid.
Using the titration curves produced, the students
will label the titration curve with the initial, halfway,
and equivalence points.
SP 5.1 Te student can analyze data to
identify patterns or relationships.
Afer looking at their own analysis, the students will
compare their results with the class analysis and
adjust their analysis if needed.
SP 5.2: Te student can refne
observations and measurements based
on data analysis.
Using the class data, the students will evaluate the
evidence to support their analysis of how structure
and concentration afect the pH of the resultant
solution. Tey will also perform a search of the
literature to fnd appropriate information about
acid-base titration curves.
SP 5.3: Te student can evaluate
the evidence provided by data sets
in relation to a particular scientifc
question.
Te students will use titration cures and acid-base
neutralization equations to represent the reaction
occurring at each part of the titration.
SP 6.1: Te student can justify claims
with evidence.
Te students can explain how structure and
concentration afect the shape of a titration curve
from the lab performed.
SP 6.2: Te student can construct
explanations of phenomena based on
evidence produced through scientifc
practices.
Te students can explain two diferent examples of
acid-base reactions in everyday life. Students can
explain how acid base concepts afect taste.
SP 7.2: Te student can connect
concepts in and across domain(s) to
generalize or extrapolate in and/or
across enduring understandings and/
or big ideas.
277 ACID-BASE TITRATION
PREPARATION
Materials
Below is a list of materials for 30 students in eight groups of 34 students.
Hydrochloric acid
(HCl) 2.0 L of a 0.20 M
solution
Calcium hydroxide
(Ca(OH)
2
) 2.0 L of a
0.10 M solution
Acetic acid (CH
3
COOH)
2.0 L of a 0.10 M solution
8 utility
stands
Sulfuric acid (H
2
SO
4
) 2.0
L of a 0.10 M solution
Ammonia (NH
3
) 2.0
L of a 0.20 M solution
Sodium hydroxide (NaOH)
2.0 L of a 0.10 M solution
8 stirring
rods
Nitric acid (HNO
3
) 2.0
L of a 0.050 M solution
16100 mL graduated
cylinders
16250 mL Erlenmeyer
fasks or beakers
8 pH meters
or pH probes
1650 mL burets
TEACHER TIP If available and proper safety procedures are followed, maleic acid,
a diprotic weak acid, and glutaric acid can also be used.
Safety and Disposal
Acidic and basic solutions can be dangerous. Working with acids and bases requires
adhering to all safety guidelines, including wearing gloves. Students need to look
up the specifc MSDS of their possible acids and bases prior to doing this activity.
Te following URL has freely accessible MSDS for the acids and base used in
thisactivity:
http://www.ehso.com/msds.php
Acids and bases can cause skin damage and eye damage. Some of the acids you
will be working with are extremely corrosive and hygroscopic. Acid-base reactions
are exothermic. When preparing dilute acid or base solutions from concentrated
acids and bases, take care because the solution process is exothermic. Do not add
water to any acid. Tis may cause the water to sputter and some acid may splash
out of the container. If you are uncertain of any process or procedure, check with
yourteacher.
Splash-proof goggles and rubber gloves must be worn at all times when working
with acids and bases. If solutions are spilled, students should inform you
immediately. If solutions get on skin, it should be rinsed with running water for
15minutes; other lab safety procedures should also be followed. At the end of the
lab, the solutions should be neutralized and the pH tested so that the waste can be
safely disposed of following the procedures you outline to your students.
Prelab Preparation
Te materials listed here assume the student groups will be composed of three
to four students and a total of eight lab groups. Te students should follow a
general procedure for doing acid-base titrations previously learned in prior lab
278 INVESTIGATION 14
work, but the students should have some input into the design of the experiment.
Some students may not end up using all the equipment listed. Either have all
the equipment at each lab station, or have them check out what they need from
a common stock area. Te solutions selected by each group should include two
acids and two bases. Be sure the students record all the information about their
starting materials and lab equipment in their notebooks/records. You will also want
to designate a discard container or waste container for students to use. Students
should not pour solutions down the drain.
TEACHER TIP After you review all the possible choices the students have made,
if there is a particular titration not done such as using the base as the titrate after the
student labs are completed, do a demonstration of it. This will ensure all the various
types of weak/strong/polyprotic titrations are done and the students will be exposed to
graphs going in both directions (base to acid and acid to base).

Te amount of species required by each lab group will vary as not all groups will
use each solution. If you have 2024 students in a class, making 2.0 L of each
solution should be more than adequate and will allow for multiple trials.
TEACHER TIP Another way to minimize preparation time is to give the students
the possible known molarities students can use. This ensures you do not have to make
additional solutions.
To prepare:
For all acids measure out 800 mL of water, slowly add the needed amount of acid
to the water, stir, and then slowly add water to 2.0 liters. Remember, NEVER add
water to acid (orbase).
Acids:
2.0 L of 0.20 M hydrochloric acid (HCl) using 11.65 M concentrate add 34.3 mL
of acid
2.0 L of 0.10 M sulfuric acid (H
2
SO
4
) using 18.4 M concentrate add 10.9 mL of acid
2.0 L of 0.050 M nitric acid (HNO
3
) using 15.8 M concentrate add 6.33 mL of acid
2.0 L of 0.10 M acetic acid (CH
3
COOH) using 17.4 M concentrate add 11.5 mL
of acid
Bases:
2.0 L of 0.10 M sodium hydroxide (NaOH) dissolve 8.0 g of NaOH(s) in 800mL
of water, then add water to 2.0 liters
2.0 L of 0.10 M calcium hydroxide (Ca(OH)
2
) dissolve 14.8 g of Ca(OH)
2
(s) in
800 mL of water, then add water to 2.0 L
279 ACID-BASE TITRATION
2.0 L of 0.20 M ammonia (NH
3
) using 18.1 M concentrate In the fume hood to
800 mL of water add 22.1 mL of ammonia, stir, and then add water to 2.0 L
Start each group with 50 mL of each of their chosen solutions. To save time these
can be premeasured out in 50 mL beakers with paraflm cover on top.
PRELAB GUIDING QUESTIONS/SIMULATIONS
Part I: Questions
TEACHER TIP At this point the students need to generate or receive questions to
investigate. You can give them questions such as the following to consider OR you can
give them a question of the day to answer.
Give students are given the following questions to choose from, or the students can
be asked to generate their own questions:
1. Given 50 mL of 0.10 M HCl and 50 mL of 0.10 M acetic acid, will the amount of 0.10 M
NaOH required to neutralize each solution be the same, more, or less?
Expect a majority of students to say it will take more base to neutralize the stong acid
compared to the weak acid. Allow this response at this time in the prelab and challenge
students to design an experiment to test this.
2. Will the pH at the equivalence point of 50 mL 0.10 M HCl be the same, more, or less as
the pH at the equivalence points for 50 mL of 0.10 M acetic acid?
Expect a majority of students to say that the equivalence point is the same, pH = 7 for both
acids. Allow this response at this time in the prelab and challenge students to design an
experiment to test this.
3. What are some structural features that might help us classify an acid as a strong acid or
weak acid?
Have students draw Lewis diagrams of the acids. Students have trouble drawing Lewis
diagrams of oxy-acids. Expect students to say there are only six or seven strong acids,
especially if they have been taught this. Have the students focus on structural features.
Carboxylic acids have a carboxylic acid function group. Other weak acids have less oxygen,
compared to a similar system. Examples include HNO
2
versus HNO
3
and HF is a weak acid.
4. Draw a molecular and particulate view of what is happening in the steep part of a
general acid-base titration curve (such as Figure 1).
For a strong acid, neutralization pH = 7, 100% ionization. For a weak acid, only about 8%
ionization, interaction of anion with water to create a basic solution, pH > 7.
DIRECTED
TEACHER
280 INVESTIGATION 14
Or use the following as the possible Questions of the Day questions:
(Answers will be determined by performing the investigation. Students initial answers will vary.)
5. How does the structure of an acid afect the shape of the titration curve?
6. How can a pH titration curve be used to help classify the resultant solution at the
endpoint, as acidic, basic, or neutral?
7. How do the structure and the initial concentration of an acid and a base infuence the
pH of the resultant solution during a titration?
Part II: Simulation
An animation simulation of diferent types of titrations has been provided for
students to complete, but it is not required to do the experiment.
Te website Chemistry Experiment Simulations and Conceptual Computer
Animations includes an animation entitled Determination of the Molarity of an
Acid or Base Solution, found here:
http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/fashfles/
stoichiometry/a_b_phtitr.html
Tis animation shows macro and micro levels of what is happening in a titration,
and the students are allowed to choose amounts of acids and bases and see diferent
curves and calculations pertaining to titrations. Showing an animation and having
the students determine the relative concentrations of each species as the titration
progresses will help facilitate student understanding.
EXPLANATION TO STRENGTHEN STUDENT UNDERSTANDING
Everyone has tastes and textures of food they prefer. Taste and texture are ofen
linked to the acidity or alkalinity of a food or beverage detected by the tongue,
which has sensors for diferent tastes. A sour, acidic lemon has a diferent taste
compared to a drink of green tea or herbal tea, which are alkaline.
Acids and bases are unique compounds that play an important role in infuencing
the pH of a solution. Chemists use several defnitions to help classify compounds
as an acid or a base. Svante Arrhenius defned acids as compounds containing the
hydrogen ion, H
+
, and bases as compounds containing the hydroxide ion OH
-
.
Brnsted-Lowry acids are defned as proton donors in a reaction and bases are
proton acceptors in a reaction. Te proton referred to is an H
+
ion. A hydrogen
atom has one proton and one electron and when the electron is removed to form
an H
+
ion, only a proton remains. It is not possible though for a single H
+
ion to
exist in water. Te H
+
combines with a water molecule to form the hydronium ion,
H
3
O
+
. Te pH of an aqueous solution is a measure of the amount of hydronium
ion [H
3
O
+
] species which is also simply represented as the hydrogen ion H
+
in the
solution; pH = log[H
+
].
281 ACID-BASE TITRATION
Acids and bases can be considered weak or strong by the amount of ionization
occurring in solution. Strong acids will ionize nearly 100 percent into ions while
weak acids will ionize only a small percentage. For example the strong acid HBr
will ionize almost completely into H
+
and Br

, while the weak acid CH

3
COOH
will remain primarily CH
3
COOH even though some CH
3
COO

and H
+
form. Te
common strong acids are HCl, HBr, HI, HNO
3
, H
2
SO
4
, HClO
3
, and HClO
4
. Te
strong bases also ionize completely and are the Group 1 and some of the Group 2
hydroxides: LiOH, NaOH, KOH, RbOH, CsOH, Ba(OH)
2
, Sr(OH)
2
, and Ca(OH)
2
.
Even though some Group 2 hydroxides are only slightly soluble, the amount
dissolving ionizes completely.
In acid-base titrations, the titrant in the buret is the chemical solution added to
the chemical solution in the fask or beaker called the titrate. Te objective of this
experiment is to determine the concentration or molarity of a solution by doing a
titration. Ofen in titrations, the base is added to the acid. When the moles of acid
(really the moles of H
+
released) present are equal to the moles of base added (or
H
+
consumed), the reaction has reached the equivalent point. Te calculation of
the unknown molarity involves fnding the moles of acid and the moles of base. If
the known molarity is that of the base then the base molarity times its volume in
liters times the number of hydroxides in its formula will equal the total moles of
hydroxide present: M
base
V
base
#OH
-
ions in the formula = moles OH
-
. Tis will be
equal to the total moles of acid present at equivalence. Te total moles of acid is then
set equal to the molarity of the acid times the volume of the acid used in liters times
the number of hydrogen ions in the acid: moles acid = M
acid
V
acid
#H
+
ions in the
formula. Te equivalence point can be determined by graphical means or by using
an indicator.
An indicator is a solution containing an organic compound, either a weak acid
or weak base, which exhibits a diferent color in certain pH ranges. A common
indicator used in reactions of strong acids and strong bases is phenolphthalein which
is clear in acidic solutions and pink in basic solutions. Choosing the right indicator
is important since the indicator color change is supposed to indicate the equivalence
point. If the equivalence should be at a pH of 8 the indicator needs to change color
around pH = 8. Done this way, the titration stops at the indicator change point
which is called the end point. Tis method does not monitor the pH throughout
the titration. A titration curve cannot be made using a single acid-base indicator
(universal indicator, a mixture of multiple indicators would work).
If a graph is made of how the pH changes as the titrant is added, this is called a
titration curve. Te graph below shows how this might look.
282 INVESTIGATION 14
0.0
2.0
4.0
6.0
8.0
10.0
12.0
0 2 4 6 8 10 12 14
p
H

Volume of NaOH Added (mL)
pH versus Volume of NaOH Added
Vol OH-
added (mL)
2.5
2.5
6.0 mL 2.5
9.0 mL 2.5
12.0 mL 2.5
15.0 mL 2.6
18.0 mL 3.4
21.0 mL 8.2
24.0 mL 10.5
27.0 mL 11.0
30.0 mL 11.1
33.0 mL 11.3
36.0 mL 11.4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
A
pH
B
0
3.0 mL
Figure 1. Acid-base titration curve
TEACHER TIP Depending on the type of acid and base used, the graphs will look
slightly different. For weak acids and bases, important points on the graph are pK
a
and
pK
b
. If you are titrating a weak acid, halfway to the equivalence point is pK
a
. To nd the
K
a
of the acid use the equation 10
pKa
= K
a
. For a weak base the equation changes to
10
pKb
= K
b
. This information should not be given to students during the prelab.
PRACTICE WITH INSTRUMENTATION AND PROCEDURE
You will need to teach students the procedure to use in an acid-base titration before
they can complete this lab because the investigation that follows should not be the
frst time students have performed an acid-base titration. Students should follow
a general procedure for doing an acid-base titration. Te following procedures are
to develop an understanding of not only a titration, but why it must be done when
calculations are required.
Procedure
Acids and bases can be tested in several ways. One way is just to test to see if it is an
acid or base using litmus paper or pH Hydrion Paper.
Students should follow the steps below.
Step 1: Test an acid and a base with litmus paper. Does the litmus test provide
you any quantitative data about the substance? What does the pH Hydrion Paper
test indicate that the litmus paper test did not?
DIRECTED
TEACHER
283 ACID-BASE TITRATION
Step 2: Measure 5.0 mL of acid and 5.0 mL of base. Pour them together. What
can you tell is happening with the acid and base just by observing the reaction at
this point?
Step 3: Do Step 2 again, but this time add 1 drop of the indicator phenolphthalein
to the acid and slowly pour the base into the acid. When you see a color change,
test the pH. Pour the rest of the base into the acid and test the pH again.
Compare the two trials. How was the data diferent between the trials?
Many experimental procedures require exact concentrations, and, to get this type of
quantitative data, you need to take more exact measurements. A titration produces
this type of data.
In titration, there will be two solutions, an acid and a base. A solution whose
molarity is known is called a titrant, and this titrant is added to another solution
until the chemical reaction is complete. Pour a measured volume (such as 25 mL)
of the unknown solution to be titrated into an Erlenmeyer fask. Rinse a buret
with the titrant, and then pour the titrant into a buret held up by a ring stand. Te
buret is set up over the Erlenmeyer fask so the titrant can be slowly added to the
unknown solution to be titrated. Monitor the pH throughout the reaction with
either a pH meter or a probe. Continue the titration until the pH remains constant
afer a steep change in pH. Make a graph of the data (pH versus titrant added in
mL). From the equivalence point on the graph, determine the amount of titrant
added to reach equivalence.
INVESTIGATION
Each group will write a procedure to use diferent combinations of two acids,
one with a known molarity and the other with an unknown molarity, and two
bases, one with a known molarity and one with an unknown molarity, to perform
acid-base titrations to collect data to draw titration curves, calculate unknown
molarities, and answer the question their group has chosen to investigate from the
prelab Guiding Questions section.
TEACHER TIP The students should titrate their unknown acid with a known base
and then titrate their unknown base with the known acid. Each titration should be done
twice but if time is limited all the other student data can be used for the multiple trials.
You will want to ensure each titration combination is done by at least two groups for
data comparison.
Procedure
Afer having each group choose a question from the prelab section, have the
students write a procedure to test their question using an acid-base titration
method. Afer the students fnish writing their procedures, you should check and
initial them before allowing them to proceed.
STUDENT
DIRECTED
284 INVESTIGATION 14
Two of the four samples given to each group will have the molarity identifed
and two will not. Afer titrations are complete, use the data to make a graph. All
major points should be identifed on the curves. If a sample includes a weak acid
and/orbase, percent ionization needs to be calculated, K
a
and/or K
b
needs to be
calculated, and the percent error of the calculated K
a
or K
b
to the accepted value
should be calculated.
TEACHER TIP The students who chose to rinse the buret with water instead of
with titrant will have error in their nal analysis. The presence of water in the buret will
dilute the titrant, resulting in more titrant being needed to reach equivalence and thus a
higher unknown molarity.
In-lab Discussion Questions
To stimulate thinking, ask the students to think about the following questions:
a. What is happening at the particulate level during a titration of a weak acid with a
strong base?
Initially the weak acid establishes an equilibrium system
HX(aq) + H
2
O(l) X
-
(aq) + H
3
O
+
For a titration of a weak acid HX, with a strong base, the hydroxide ion reacts with the
hydronium ion
OH

(aq) + H
3
O
+
2H
2
O
at the frst level area [X

] is very close to the [HX], the pH is changes slightly as it is acting as

a bufer region.
b. What is happening at the particulate level when there is a steep part of the titration
curve?
Te pH is changing very rapidly near the reaction completion point.
c. How can the steep part of the curve be used in calculations?
At the midpoint of the steep part of the curve the acid and base amounts are equal so that is
the equivalence point.
d. Does the steep part tell you anything about the endpoint or the equivalence point?
Explain
If the curve is steep, and the indicator or meter changes near the middle of the steep range,
then the measurement should be quite accurate. It will be less so if the curve is not very
steep (as for weak acids and bases).
285 ACID-BASE TITRATION
e. Using one of your pH curves, predict and explain what the shape of the pH curve will
look like if the experiment was repeated with a lower concentration of analyte.
If the initial concentration of the analyte were 0.00100 M instead of 0.100 M, the initial pH
is higher, the bufer region is shorter, the length of the equivalence point is shorter.
0
2
4
6
8
10
12
14
0 20 40 60 80
p
H
Volume of NaOH Added (mL)
Titration Comparison of 0.100 M Acid and
0.00100 M Acid versus Addition NaOH
0.100 M Acid 0.00100 M Acid
0 2.5
10 4.3
20 5.2
30 5.7
35 5.9
39 6.2
40 10.2
45 11.8
50 11.9
60 12.0
70 12.1
Vol OH-
added (mL)
1.0
1.8
1.9
2.0
2.1
2.6
10.2
11.8
11.9
12.0
12.1
1
2
3
4
5
6
7
8
9
10
11
12
A B C
0.100 M
acid
0.001
Figure 2. Sample student titration curve for in-lab question (e)
Data Collection and Computation
Have the students think about and discuss how to process the data. Tey need to
come up with some or all of the following:
1. Completion of data table(s) they have prepared
2. Drawn titration curves for each titration performed, labeled appropriately
3. Determination of the percent error of K
a
and/or K
b
if appropriate
Afer completing the data collection and drawing their titration curves, groups
will then pool data and compare the titration curves. Using this data, they should
then try to answer the question of the lab: How do the structure and the initial
concentration of an acid and a base infuence the pH of the resultant solution
during a titration?
Argumentation and Documentation
Make sure students incorporate answers to their initial investigation questions
(from the prelab) in the conclusion of their lab reports. Make sure students justify
their claims and conclusions with evidence from their investigations. Below are
sample student answers to questions that students may have chosen or that you may
have given them as the Question of the Day to guide their investigation:
286 INVESTIGATION 14
1. How does the structure of an acid afect the shape of the titration curve?
Te structure of an acid will determine if it is a strong or weak acid. See below for the shapes
of the curves.
2. How can a pH titration curve be used to help classify the resultant solution at the
endpoint, as acidic, basic, or neutral?
Te midpoint of the steep curve is the equivalence point. Determination of the pH at the
equivalence point will indicate if the resultant solution is acidic pH < 7, neutral pH = 7, or
basic pH > 7.
TEACHER TIP A strong monoprotic acid and a weak monoprotic acid will have
curves that look like those in Figure 3, below.
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
0 5 10 15 20 25 30 35 40 45
p
H
mL Titrant Added
Weak and Strong Acid Titration Curves versus mL 0.1 M
Titrant Added
Strong Acid Weak Acid
Vol OH-
added (mL)
1
2
3
4
5
6
7
8
9
10
A B C
strong
acid
weak
acid
0 1.5 3.6
5 1.6 4.0
10 1.7 4.5
15 1.8 4.7
20 1.9 4.9
25 2.5 5.6
30 11.0 11.0
35 12.1 12.1
40 12.2 12.2
Figure 3. Strong and weak acid titration curve
3. How do the structure and the initial concentration of an acid and a base infuence pH of
the resultant solution during a titration?
Te type of acid, weak or strong, and the initial concentration will infuence the shape of the
pH titration curve.
287 ACID-BASE TITRATION
4. How will the shape of the pH curve change if the experiment is repeated with a lower
concentration of analyte (i.e., compare 0.10 M to 0.0010 M)?
Using a more concentrated acid solution will cause the pH curve to start at a lower pH; the
pH curve would be lower, the bufer region would be extended, the equivalence point line
would be extended, the alkaline region would remain the same. Using a less concentrated
acid solution will cause the pH curve to start at a higher pH; the pH curve would be higher,
the bufer region would be shorter, the equivalence point line would be shorter, the alkaline
region would remain the same.
Make sure all students answer the following questions in the conclusions of their
lab reports.
1. How do the process and the titration curves drawn vary if the acids or bases are weak or
strong? Justify your answer.
A weak acid will have a higher initial pH compared to a strong acid, at the same initial
concentration. Te initial portion of a strong acid pH curve rises slowly, while the weak acid
rises a bit quicker. Both have a steep middle part. Afer the equivalence point, both curves
are the same.
2. What would a titration curve look like if an indicator were used to know when to stop
the titration?
Te titration curve would stop at the equivalence point.
288 INVESTIGATION 14
3. Commercials about antacids are on television all the time. How would you go about
investigating bases like antacids, which are solid?
Do a titration with an acid. Te curve would look like the one below:
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
0 5 10 15 20 25 30 35 40 45
p
H
Volume 0.1 M HCl Added (mL)
Titration Curves Strong Base and Weak Base
versus mL of 0.1 M HCl Added
Strong Base Weak Base
mL 0.1
HCl
added
1
2
3
4
5
6
7
8
9
10
A B C
strong
acid
weak
acid
0
5
10
15
20
25
30
35
40
12.2 10.2
12.1 10.1
11.0 9.8
2.4 6.5
1.9 4.4
1.8 2.0
1.7 1.6
1.6 1.6
1.5 1.5
Figure 4. Possible titration curve of acid into base
4. How would you investigate which antacid neutralizes the most acid or is the most
cost-efective?
Set up an experiment to see which antacid can neutralize the most base and then perform a
cost analysis calculation based on moles of acid present.
5. Does it matter whether you start with pure acid or pure base as the titrate? Does it matter
if you add water during the course of the titration? Why or why not?
Yes, it matters. It depends what you are trying to determine. If you are determining the pK
a

and equivalence point of an acid, the base should be the solution in the buret and the acid
the solution in the Erlenmeyer fask.
289 ACID-BASE TITRATION
POSTLAB ASSESSMENT
Ask students to answer the following questions.
1. Explain how rinsing the buret with water instead of the titrant before starting the
investigation will afect the calculated unknown molarity of the titrate.
Rinsing the buret with water instead of the titrant would dilute the titrant. It would take
more volume of titrant to neutralize the acid than it should, thus the calculation will show
more acid present than what actually is present.
2. Explain why there is a steep slope in a section of the titration curve and explain how it
can be used in calculations.
Tere is a steep slope in the titration curve near the neutralization point because the pH
rapidly changes from below 7 to near 7 with just a few drops of titrant added.
3. What types of data needs to be collected to perform molarity calculations of the
unknown?
Volume of base, molarity of base, number of moles of acid initially present.
4. Does the presence of weak or strong acids and weak or strong bases make a diference to
when the equivalence point occurs? Justify your answer.
A lower concentration of acid means the initial pH is higher. Te curve would start higher.
290 INVESTIGATION 14
5. Using one of your titration curves, explain how the ratio of the acid species to the
conjugate base concentration changes as the titration proceeds and draw particulate
representations to show these changes at the beginning, half equivalence point,
equivalence point, and beyond the equivalence point.
Yes, it makes a diference. Te type of weak acid or weak base determines the type of salt
formed in the resultant solution. When the salt forms in water, either the cation or anion
reacts with water to establish an equilibrium system, which determines the pH at the
equivalence point. For example, if acetic acid is being titrated with sodium hydroxide,
sodium acetate is salt produced. Te acetate ion reacts with water to form an equilibrium
system with a pH around 8.2
Initial Neutralization
Halfway Beyond the equivalence point
Figure 5. Particulate views
291 ACID-BASE TITRATION
6. Explain how to determine the K
a
of an acid and the K
b
of a base from a titration curve.
At the halfway point to equivalence the pH = pK
a
for a weak acid and for a weak base pOH = pK
b
at the
halfway point.
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
0 5
pH = pk
a1
10
Equivalence Point 1
Equivalence Point 2
15 20 25 30 35
p
H
Titration Curve for a Diprotic Acid
Volume of Base Added (mL of NaOH)
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
A B
0
Vol of
NaOH (mL)
pH of
diprotic
acid
1.0
1 1.4
2 1.6
3 1.8
4 2.0
5 2.2
6 2.3
7 2.4
8 2.7
9 3.8
10 5.8
11 6.4
12 6.5
14 6.6
15 6.8
16 7.0
17 8.0
18 11.0
19 11.4
20 11.6
21 11.8
22 11.9
23 12.0
24 12.1
25 12.2
26 12.3
27 12.3
28 12.4
29 12.4
pH = pk
a2
Figure 6. Titration curve for a diprotic acid
292 INVESTIGATION 14
For a diprotic acid, at the halfway point, the concentration of H
2
X(aq) remaining in the
solution is equal to half the initial concentration of H
2
X. Te concentration of NaHX(aq)
produced is also numerically equal to half the initial concentration of H
2
X.
H
2
X(aq) + H
2
O(l) HX

(aq) + H
3
O
+
K
a
= [H
3
O
+
][HX

]/[H
2
X]
or
[H
3
O
+
] = K
a
[H
2
X]/[HX
-
]
at the midpoint of a titration
[H
3
O
+
] = Ka[1/2H
2
X]
initial
/[1/2H
2
X]
initial
[H
3
O
+
] = Ka
From the graph we can determine the pH at this point
pH=-log
10
[H
3
O
+
], determine [H
3
O
+
] at this point. Calculate K
a
for this equilibrium system.
For a diprotic acid this is K
a1
.]
7. Your cars battery blows up, spraying sulfuric acid all over the engines hoses and yourself.
Explain how you might neutralize the acid using available household chemicals.
Car battery acid is sulfuric acid. Sulfuric acid can be neutralized by reacting it with a baking
soda, sodium hydrogen carbonate.
2NaHCO
3
(aq) +H
2
SO
4
(aq) 2CO
2
(g) + H
2
O(l)+ Na
2
SO
4
(aq)
8. Include possible equations to help explain why taking an antacid is recommended when
a person has heartburn from consuming too many acidic foods or has acid refux.
Antacid contains calcium carbonate or magnesium carbonate as the active ingredient. Te
carbonate anion reacts with acid. Te calcium cation is a spectator ion.
CaCO
3
(s) + 2 HCl(aq) CaCl
2
(aq) + CO
2
(g) + H
2
O(l)
9. Challenge question: Amino acids are essential to carbon-based sentient life forms.
Isoleucine is an -amino acid with the chemical formula HO
2
CCH(NH
2
)CH(CH
3
)
CH
2
CH
3
. Since carbon-based life forms cannot synthesize isoleucine, this amino acid
must be obtained through eating various foods. Te IUPAC name for isoleucine is
2-amino-3-methylpentanoic acid. Draw the structure for isoleucine. Given the following
acid-base titration curve, for the titration of isoleucine, determine the pK
a
values for
isoleucine.
293 ACID-BASE TITRATION
50 60 70 80
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
0 10 20 30 40
p
H
Volume of Base Added (mL of NaOH)
Titration Curve for an Amino Acid
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
A B
0
Vol of
NaOH (mL)
1.0
5 1.8
10 2.2
15 2.6
20 2.8
25 3.0
30 3.2
35 3.6
39 5.0
40 8.0
42 8.4
45 8.6
50 8.7
55 8.8
60 8.9
65
70
75
9.2
9.8
14.0
pH of
amino
acid
Figure 7. Amino acid titration curves and pK
a
values
pK
a1
= 2.4; pK
a2
= 9.7
H
3
C
CH
3
O
OH
NH
2
Figure 8. Amino acid structure of isoleucine
CONNECTING THE LAB TO THE CLASSROOM AND BEYOND
Acid-base titrations can be done at several points in the curriculum. Tis lab is
directly related to investigating diferent types of acid-base reactions, indicators
to use in acid-base titrations, acid-base equilibria, hydrolysis of salts in acid-
base reactions, and bufering solutions. Te optimal time would be with acid-
base equilibria to lead directly into hydrolysis of salts in acid-base reactions
and bufering solutions. Understanding the titration process will also lead into
oxidationreduction titrations.
294 INVESTIGATION 14
Tis lab can facilitate mastery of acid-base reaction equation writing. Have the
students practice writing fully balanced molecular, ionic, and net equations for each
reaction they did in the lab. Students can also master identifying acid-base pairs in the
reactions they performed.
Extension Activity
One extension activity is to have the students redo the experiment in microscale.
Equipment needed would be pipettes and well plates. In 5.0 mL well plates using 1.0
mL of the titrate, the titrant would be added by drops. Te total volume used should
be less than 5.0 mL. Volume added is determined by number of drops. Te drops
can be calibrated (let the students work out how), by measuring the volume of 10,
50, or 100 drops. Te students should compare their resulting data and graphs and
determine the advantages and disadvantages of each method.
Follow-up Experiment
Experiments using household chemicals bring relevancy to the classroom. Easy
inquiry experiments to do include:
a. Plop. Plop. Fizz. Fizz oh what a relief it is is the beginning of a common
commercial for Alka-Seltzer, which can be watched at http://www.youtube.com/
watch?v=bxjb2UJZ-5I. Design an investigation to determine the amount of acid
actually neutralized by an Alka-Seltzer tablet.
b. Determine which type of antacid is the best at neutralizing acid per dollar amount
and is thus the best to buy.
c. Other investigations could look at diferent acids and bases in the home such as
tannic acid in tea, citric acid in orange juice, comparing their pHs and K
a
s.
SUPPLEMENTAL RESOURCES
Links
Acid-Base Interactions. Oklahoma State University Chemistry Department.
Accessed July 31, 2012.
http://genchem1.chem.okstate.edu/ccli/CCLIDefault.html
Acid-Base Solutions. University of Colorado at Boulder, PhET Interactive
Simulations. Accessed July 31, 2012.
http://phet.colorado.edu/en/simulation/acid-base-solutions
Acid-Base Titrations. About Chemistry. Accessed July 31, 2012.
http://chemistry.about.com/od/chemistryquickreview/a/titrationcalc.htm
Titration. 101 Science. Accessed July 31, 2012.
http://www.101science.com/Chemistry.htm#TITRATION
295 ACID-BASE TITRATION
References
Barnum, Dennis. W. Predicting Acid-Base Titration Curves without Calculations.
Journal of Chemical Education 76, no. 7 (1999): 938.
Glaister, Paul. A Unifed Titration Formula. Journal of Chemical Education 76, no.
1 (1999): 132.
Wildman, Randall. J., and Coleman, William. F. Acid-Base Equilibria in Aqueous
Solutions. Journal of Chemical Education 79, no. 12 (2002): 1486.