(Elizabeth Martin/Educ 202/4-23-14)

I. Topic
Introduction to acids and bases.
Terms:
Lewis acid - electron pair acceptor
Lewis base - electron pair donor
Indicator - a substance that undergoes a distinct observable change when solution
conditions change.
Neutralization - a reaction between an acid and a base that results in a pH of 7.
Salt - an ionic compound resulting from a reaction between an acid and a base
Titration - a technique where a solution of known concentration is used to determine the
concentration of an unknown solution.
Amphoteric substances that sometimes act as a base, sometimes as an acid
II. Objective
After the titration demonstration, lecture, and completion of the Lewis structure worksheet,
TSWBAT identify the acidity or basicity of molecules based on the Lewis definition of acids and
bases and complete and balance acid-base neutralization reactions to 80% accuracy on the
homework.
(Standard 3.2.12.A4)
III. Teaching Procedures
1. Anticipatory Set (3 minutes)
a) Before class, on one side of the room set up a burette stand with a burette and a
container of 1 molar NaOH and a container of 1 molar HCl.
b) When students come in, fill the burette with 30mL of NaOH, and fill a 150-mL
Erlenmeyer flask with 20mL of HCl.
c) Take the dropper and place 3-5 drops phenolphthalein into the Erlenmeyer flask with
the HCl.
d) Set the burette to drip very slowly (1 drop per 5-6 seconds). Set to the side and
proceed with lesson.
e) Narrate what is going on while you are doing it so that Thomas can follow along
without being able to see.
2. Development and Guided Practice (37 minutes)
a) Review with class how an oxidation-reduction (redox) reaction is a chemical reaction
that involves a transfer of electrons between two species.
Explain how acid-base reactions follow the oxidation-reduction reaction
mechanism.
Give the Lewis definition of acids and bases
b) Transition from oxidation-reduction reactions to example of NaOH + HCl reaction.
Identify the Lewis acid and the Lewis base.
c) Work through examples on the board, calling on students frequently.

d) Give Thomas a board with the Velcro pieces with the elements from the example
problems on them so that he can move them around and practice the problems
from the board.
e) Give the Bronstead-Lowry definition of acids and bases
Show how it complements the Lewis definition
Point to previous examples and show how they demonstrate the B-L definition
Independent Practice: Hand out in-class written worksheet and assign groups of 2
o Allow 7 minutes for completion of the worksheet
o Worksheet not assigned a grade
o Pull Thomas aside to have him complete the worksheet orally.
Give him 5 questions instead of 7.
f) While the students work draw out the reactions:
HCl + H2O() H3O+(aq) + Cl(aq)
H2O() + NH2(aq) OH(aq) + NH3(aq)
H2O + H2O H3O+ + OH
Arrange these reactions on Thomass Velcro board so he can follow along.

Regain group focus, refer to the first reaction and ask the students is water an
acid or a base?

After consensus is reached, refer to the second reaction and ask the students
again, is water an acid or a base?

Discuss the amphoteric properties of water with the third reaction.

o
Explain how amphoteric means self-ionizing
g) Discuss pH and how it measures how basic or acidic a species is
Draw a number line from 1 to 14 on the board and show how 1 is very acidic
and 14 is very basic
Describe the number line out loud for Thomas.
Water falls right in the middle, what does its pH tell you about its nature?
Discuss neutrality, how equal amounts of equal concentration acids and bases
neutralize each other, producing a pH of 7.
Ask the class, If we are working with different molar concentrations of
substances, how can we measure how much of a base it will take to neutralize
an acid?
Introduce the concept of titrations (leading up to the topic for the next class
and the quiz)
o Discuss indicators, primarily phenolphthalein and litmus paper
h) Assign and hand out homework
Mention how Lewis was responsible for dot-structures (review) as well the
definition of acids and bases
3. Closure (4 minutes)

a. After 40 minutes, the titration set up at the beginning of class will be close to
neutralization. Draw the students focus to the titration and ask them what they
see.
b. Describe every step out loud.
c. Pause the dripping and point out the faint pink hue of the solution in the
Erlenmeyer flask.
d. Complete the titration and explain how the magenta color of the end solution
indicates a complete reaction.
e. Ask for a volunteer. Give him or her strips of red and blue litmus paper and have
him or her test the solution in the Erlenmeyer flask for acidity/basicity.
IV. Materials
Burette stand, 50-mL burette, disposable dropper, at least 20mL NaOH, at least 30mL HCl,
50mL graduated cylinder, 150mL beaker, 150mL Erlenmeyer flask, phenolphthalein, red and
blue litmus paper, glass stirring rod, worksheets and homework, shortened worksheet for
Thomas, Velcro board with the Velcro pieces cut out already with the reactants and
products for each reaction available,
V. Adaptations
Students with hearing impairment will be provided an interpreter, the class notes ahead of time,
and will be placed in a group with a classmate who is understanding and patient. Modifications
for Thomas are throughout lesson plan in bold.
VI. Evaluation
1. Formative Assessment: Calling on the students and having them work through problems
on the board, looking over everyones ungraded acid-base worksheet, and hearing the
students in their partner discussions.
2. Summative Assessment: Graded homework worth 5 points preparing the students for
their laboratory experiment this week, and getting the students ready for the test at the
end of this unit.
VII. Reflection
1. Student
a. Were the objectives met? What can be used to catch up students who did not meet
the objectives?
b. Did the students understand the nature of acid-base reactions based on their prior
knowledge of redox reactions?
c. Was Thomas able to follow along and participate during the lesson?
2. Teacher
a. Were the students actively involved in understanding the lesson?
b. Did many different students volunteer to answer questions in class?
c. Did the teacher call on the students equally?
d. What changes should be made in this lesson if taught again?

Name:______________________

Date:_______

In-Class Worksheet
Work with your partner(s) to answer the following questions. Focus more on your discussion
than writing your answer down. Simply summarize your conclusions in the space provided.
1. Describe in your own words what happens to the acid and base in a neutralization reaction?

2. How can you tell if a neutralization reaction has occurred?

3. After an acid-base reaction has taken place, is the resulting salt an acid, base, or neither?

Name:______________________

Date:_______
Acid-Base Homework

1. For the following molecules, circle the bases and underline the acids:

2. Complete the following reactions by filling in the blanks:

a) HCl + NaOH NaCl + _______
b) H2SO4 + 2 NH4OH __ HOH + (NH4)2SO4
c) __ NaOH + H2CO3 N2CO3 + 2NaOH
d) Ca(OH)2 + H2CO3 _______ + 2 HOH
3. Compare the Lewis definition of an acid with the Bronstead-Lowry definition.

4. You are performing an acid-base neutralization titration with phenolphthalein. After the
solution turns bright pink, what would you expect to happen when you test the solution with blue
litmus paper?

5. Is water an acid or a base? Explain your answer.