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Trinity AcademyScience Mastery Curiculum

Elementary 3

the pH scale for measuring acidity/alkalinity; and indicators

Chemistry Lesson 1 – Introduction to acids and alkalisLesson Objective Lesson Outcome / Skill

The names, uses and importance of common acids Recall examples of acids and alkalis


Elementary 3

Suggested Activities 5-to-Drive ResourcesStarter

1. What, Where, When, Why? activity using stimulus image. Introduce idea that substances can be classified as acid, alkaline or neutral.

2. Big question. What is an acid and where do we find them? Introduce idea that substances can be classified as acid, alkaline or neutral.

1. 1. Stimulus image.

2. Stimulus image.

Main

1. Place information cards about common acids and alkalis at stations around the room. Students work in pairs to complete a table of common acids and alkalis and their uses. Students cannot take their table with them when they visit each station, but instead can write a maximum of two words on their whiteboard.

2. Students use iPads to research acids and alkalis found around the house. Students can work in pairs with one finding out about acids and the other finding out about alkalis.

1. Students use the information in their table to make a poster each about common acids and alkalis and their uses.

2. Students go around the room asking their peers in order to find three different acids and alkalis to the ones that they have on their list. The information cards should also be placed around the room to ensure that students have

1.1. Information

cards. Table worksheet.

2. iPads. Table worksheet.

1. Paper, pens and pencils.

2. Information cards.


Elementary 3

covered these in their list.

Plenary

1. Pairs could swap posters with another pair who peer-assess them using WWW/EBI.

2. Think, pair, share. Students have to come up with a mnemonic that will help them to remember the names of the common acids and alkalis given on the information cards.


Elementary 3the pH scale for measuring acidity/alkalinity; and indicators

Chemistry Lesson 2 – Litmus indicatorLesson Objective Lesson Outcome / Skill

Use litmus paper to classify solutions as acidic, alkaline or neutral

Use litmus paper to determine whether or not a substance is acidic, alkaline or neutral


Elementary 3


1. Big question 1. What could we call a solution that isn’t an acid or an alkali? Discuss the concept of neutral solutions.Big question 2. How can we tell if a solution is an acid or an alkali? Introduce the idea of indicators as substances that change colour in acid, alkaline and neutral solutions.

2. Make a table activity. Students are given a paragraph outlining the term indicator, neutral, and the colours of litmus in acid, alkali and neutral solutions. On a MWB, students make a table that summarises this information.

1. 1. Stimulus pictures of acids, alkalis and unknown solutions.

2. Paragraph defining the term neutral and the colours of litmus paper in acid, alkali and neutral solutions.

Main

1. Carousel activity. In pairs, students move around stations containing acidic, alkaline and neutral solutions. They make a table to record the colour of red litmus paper and blue litmus paper in each of the solutions.

2. Carousel activity. In pairs, students move around stations containing acidic, alkaline and neutral solutions labelled with letters. They record the colour of each type of litmus paper in each of the solutions and use this to identify which of the solutions are acidic, alkaline or neutral.

1.1. Practical solutions

1. Red litmus paper and blue litmus paper. Table worksheet 1.

2. Practical solutions 2. Red litmus paper, and blue litmus paper. Table worksheet 2.


Elementary 3

1. Students make a leaflet for a company that sells school equipment, advertising the three types of litmus paper and how they can be used to identify acid, alkali and neutral solutions.

2. In small groups, students write a set of instructions about how to use litmus paper to work out whether a solution is an acid, alkali or neutral. A suitable iPad app could be used to make this a set of video instructions, or a comic-strip type account of how to use litmus paper.

1. Paper, pens and pencils.

Plenary

1. Quick quiz. Students are given the colours of litmus paper in mystery solutions and have to identify whether they are acidic, alkaline or neutral.

2. Students swap their instructions with another group and peer-assess using WWW/EBI.

1. Quick quiz questions.



Chemistry Lesson 3 – pH scale and universal indicatorLesson Objective Lesson Outcome / Skill

Classify acidic, alkaline and neutral solutions in terms of pH using universal indicator

Use universal indicator to determine the pH of substances and their strength


Elementary 3


1. Big question. On a MWB, students answer the question ‘How are they similar and how are they different?’ in response to stimulus picture. Recap of different colours with litmus paper. Introduce idea of pH scale and that acids have pH<7, alkalis pH>7 and neutral pH=7.

2. On a MWB, students write down as many facts that they can think of the stimulus picture. Recap of different colours with litmus paper. Introduce idea of pH scale and that acids have pH<7, alkalis pH>7 and neutral pH=7.

2. 1. Stimulus picture of labelled bottles of sulphuric acid, water and sodium hydroxide.

2. Stimulus picture of labelled bottles of sulphuric acid, water and sodium hydroxide.

Main

1. Carousel activity. In pairs, students move around stations containing acidic, alkaline and neutral solutions labelled A, B, C, D etc. They use universal indicator paper and a colour key to work out the pH of the different solutions, recording their results in a table.

2. Carousel activity. In pairs, students move around stations containing substances of known pH. In a table, they record the colour of the indicator paper at different pH.

1. In small groups, students write a set of instructions about

1. Practical solutions 1. Universal indicator paper.pH scale colour key.pH scale stick in.

2. Practical solutions 2. Universal indicator paper. Ph worksheet. Colouring pencils.


Elementary 3

how to use universal indicator paper to work out the pH of a solution and whether it is an acid, alkali or neutral. A suitable iPad app could be used to make this a set of video instructions, or a comic-strip type account of how to use universal indicator.

2. Students make a key of the different colours of universal indicator at different pH, and whether this makes it an acid, an alkali or neutral. Students then have to make a rhyme/mnemonic to help remember the colours of universal indicator at acid, alkaline and neutral pH. (ROYGBIV etc)

2. pH worksheet. Colouring pencils.

Plenary

1. Students swap their instructions with another group and peer assess against the success criteria using WWW/EBI.

2. A v B. Students are provided with an info board listing the name and pH of some common laboratory acids and alkalis. The teacher reads out the colour of universal indicator of a mystery solution. Using the info sheet, students write down the name of the mystery solution on a MWB.

1. Success criteria

2. Info board.


Elementary 3


Chemistry Lesson 4 – Hazard symbols: corrosive and irritantLesson Objective Lesson Outcome / Skill

Use hazard symbols to classify acidic and alkaline solutions as corrosive or irritant.



Elementary 3


1. Big question. Students answer the questions ‘What do these mean?’ and ‘Where have you seen them?’ to MWB in response to stimulus pictures. Teacher discusses need to use these labels on some chemicals, especially acids and alkalis.

2. Big question. Students answer the questions ‘How has this happened? and ‘What could they have done to prevent it?’

1. 1. Stimulus pictures of corrosive and irritant hazard labels.

2. Stimulus pictures of different chemical burns (eg. eyes, builders knees, blisters on skin etc).

Main

1. Jigsaw. Students work in groups of 4. One student collects information about what corrosive means in terms of pH and potential harm. One student collects information about what irritant means in terms of pH and potential harm. One student collects information about how to handle corrosive solutions. One student collects information about how to handle irritant solutions. Information collected using scribble board activity.

2. Students work in groups of 4. They are given a risk assessment for four solutions – a corrosive acid, a corrosive alkali, an irritant acid and an irritant alkali. They list step-by-step what they would do to measure the pH of each using universal indicator.

1. Students are given a risk assessment proforma with the

1.1. Information cards

for each station

2. Risk assessments

1. Risk assessment


Elementary 3

name and pH of some common acids and alkalis. They use the information they have learnt in the jigsaw activity to complete the table under the headings of ‘corrosive/irritant’, ‘how harm can be caused’ and ‘how to reduce harm’.

2. Groups swap instructions and peer mark them with WWW/EBI. They then swap back and follow their instructions to measure the pH of each solution using universal indicator. Students then add corrosive and irritant labels to their key from Lesson 4.

proforma

Plenary

1. Students swap their risk assessments and peer mark with WWW/EBI. Teacher discusses that the further away from neutral, the more corrosive the acid with concept of pH<2 or pH>12 is corrosive, pH<4 or pH>10 is irritant.

2. Teacher discusses that the further away from neutral, the more corrosive the acid with concept of pH<2 or pH>12 is corrosive, pH<4 or pH>10 is irritant. Students add corrosive and irritant hazard labels to their work from Lessons 1 and 2.

1. pH scale prompt.



Chemistry Lesson 5 – Strong and weak acids and alkalisLesson Objective Lesson Outcome / Skill

Use pH probes to classify acidic and alkaline solutions as strong or weak



Elementary 3


1. Make the link. Students given the following words: strong, weak, neutral, corrosive, irritant, pH 1, pH 7, pH 14, pH 3 and pH 12. After input, teacher discusses concept of strong and weak acids and alkalis. Strong as pH<4 and pH>11.

2. Big question. On MWB, students answer the question ‘Which is the strongest?’ in response to stimulus picture.

2. 1. Words displayed on IWB.


Main

1. Teacher demonstrates how to calibrate and use a pH probe. Students then work in pairs to write step-by-step instructions. This could be achieved using a suitable iPad app to produce video or freeze-frame instructions.

2. Jigsaw. Students work in pairs. One student finds out about how to calibrate a pH probe, the other finds out about how to take measurements using the pH probe. Together they bullet point instructions for how to set-up and use a pH probe.

1. Carousel activity. Students work in pairs to use pH probes to measure the pH of different solutions, recording

3.


Elementary 3

their observations in a table. Students also use the terms ‘strong’ and ‘weak’ when describing the different solutions as acids and alkalis. Students then recommend a hazard label for each solution.

2. Carousel activity. Students use a pH probe to measure the pH of different solutions, each with a description (ie. strong, weak) and a hazard label assigned. Students have to say whether they agree with the description and hazard label, and what they should be if they disagree.

Plenary

1.


Elementary 3


Chemistry Lesson 6 – Consolidation 1Lesson Objective Lesson Outcome / Skill

Consolidate understanding of acids, alkalis, pH scale and indicators.

Recall examples of acids and alkalis Use universal indicator to determine the pH of substances and

their strength Use litmus paper to determine whether or not a solution is

acidic, alkaline or neutral


Elementary 3


3. 3. Words displayed on IWB.


Main

1. Question race. Students work in groups of 3/4. A selection of key words are displayed on the IWB. Students are provided with a grid on which to write answers. Students are given a ‘buzz word’. They write this buzz word on the first row of boxes. Students must then write all of the words from the IWB that relate to the buzz word until they have filled the row, before they can be given the next buzz word. Once complete, students cut out their cards and place them in an envelope.

2. Question carousel. Students work in groups of 3/4 and have to write 4 questions based on the Chemistry section of E3.

1. Students then use these cards to play snap. Students may call snap if there are any two cards that match. eg. strong

4.1. IWB displaying

the following words:


Elementary 3

acid with pH1, weak alkali with ammonia, neutral with UI green etc.

2. Question carousel. StudentsPlenary

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