School of Education

Comprehensive Lesson Plan

Title Chemistry Unit 2 Acids and Bases Duration of lesson 100 Class Size 20
Topic and Focus Acid & Base Revision Year Level 11
Learning Intention:
Students will revise acid & base reactions and the properties of acids and bases.
Success Criteria:
Students will be able to identify acids and bases using indicators.
Stage of lesson Student Action /Tasks Time Differentiated Learning Teacher Action

Introduction Do Now 5 mins Teacher is setting up projector to show question.

(11:10) Doing the roll.
Do Now:
What power of 10 is 5.67 between? How would that help use estimate
the pH?)
Finally, we talk about strengths of acids and bases, what determines their
strength? (level of ionisation) What this ionisation and thus hydrolysis
means is that the concentration [H3O+] is effectively equal to the
concentration of our acid or [OH-] is equal to concentration of our base.
So for [HCl] = 0.005M we have [H3O+]=0.005M. Calculation is the same.
Knowing this now, would we expect the pH of 0.1M weak acid and 0.1M
strong acid to be the same?
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Body of lesson Revision of pH calculations 15 mins Looking at diprotic acids and bases calculating pH from molarity.
(11:20) As strong acids and bases are said to essentially ionise completely, what
does that same about the concentration of H30+ or OH- compared to the
molarity of a solution? one to one, [H30+ concentration is the same or
equal to molarity of a strong acid/base]
Example of calculations using molarity
I have a 0.5M HCl solution, calculate the pH of this solution (What is the
concentration of Cl- ions in the solution?)
I have a 0.15M NaOH soluton, calculate the pH of this solution.
I have a 0.0025M HN03 solution, calculate the pH of this solution.
Now what if we had an acid that could donate two or more protons?
What if we had a base that could accept two or more protons?
What would you expect the concentration of H30+ compared to the
molarity to be? (greater than)
Looking at week acids, we know they ionise less strongly compared to
strong acids, how does that affect the concentration of H30+ ions?

Worksheet 35 complete 30 mins Circulating as students complete worksheet

worksheet, looking at how the table (11:50)
for how to calculate pH.

Students following demonstration of 25 mins We know about pH and how to calculate late it. Now lets look at a physical
pH indicators making conjectures (12:15) or macroscopic way of seeing this theory. Demonstrating pH indicators
based on their own understanding of
acids, bases, pH and indicators.

Finishing chapter questions for 25 mins Discussion of pH Going over pH & Kw calculations. Then looking at
chapter 13. (12:40) strength of acid and ionisation correlating to pH. (Weak acid and strong
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acid, what makes the difference?) (Kw can be thought of as a ratio, that is,
a relationship between H3O+ ions and OH- ions.

What are we measuring when we calculate pH? (concentration of H+).

So if we have lower pH for one but same molarity, what does that say?

Segway into strength of acid/base - diprotism

Circulating whilst students are doing the worksheet

Conclusion Leave Pass 5 mins Checkpoints 64
(12:45)
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pH Indicator Demonstration

Apparatus:
Hydrochloric Acid 0.01M
Ethanoic/Acetic Acid
Sodium Bicarbonate
Sodium Hydroxide
Distilled Water
Red Cabbage Indicator - Anthocyanin

Method:
1. Pour indicator into 5 different beakers.
2. Prepare 5 other beakers with the solutions to be tested
3. Pour half of each solution into a different beaker of indicator.
4. Get students to arrange the solutions in order of highest to lowest ph.
5. Put universal indicator into the remaining solutions.
6. Mix solutions to try and get a neutral solution. (mix hydrochloric and sodium hydroxide)