G7 Science - Chemistry's Secrets Unlocked Aug2013

Grade

7

Title

Chemistry’s Secrets Unlocked

Student

Teacher

MYP7: How do Acids and Alkalis affect different Environments?

VIS Science Department

This booklet has been developed by the Vienna International School Science Department MYP Team.

Science Department Vienna International School Strasse Der Menschenrechte 1 A-1220 VIENNA AUSTRIA Phone: +43 1 203 5595 312 Fax: +43 1 203 5595 329.

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MYP7: How do Acids and Alkalis affect different Environments?

Calendar

Week

Date (week beginning)

Activity

1

28/08/13

Introduction Investigating Iron and Sulphur

2

02/09/13

Notice any Change?

What are Acids and Alkalis?

Neutralisation

09/09/13

Activity Week

3

16/09/13

Making Indicators Neutralisation can be helpful and harmful AB assessment

4

23/09/13

Formative DEF assessment (Cress Seeds)

5

30/09/13

Summative DEF assessment – Indigestion Powders

6

07/10/13

Complete DEF assessment Practise questions Note: ISA testing on 8th – 10th

7

14/10/13

C assessment Extension activities

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The MYP Programme Model

The Area of Interaction for this Unit is; Environment The Unit Question is; How do acids and alkalis affect different environments?

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Areas of Interaction

Approaches to Learning (ATL) How do I learn best?

How do I know?

How do I communicate my understanding?

Community and Service How do we live in relation to one another?

How can I contribute to the community?

How can I help others?

Human Ingenuity Why and how do we create?

What are the consequences?

Environment Where do we live?

What resources do we have or need?

What are my responsibilities?

Health and social education How do I think and act?

How am I changing?

How can I look after myself and others?

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MYP Objectives A

One world

To understand how science and society are linked together.

To understand the consequences of science on our lives.

To understand that science can be used to solve local & global problems.

B

Communication in science

To develop communication skills in science.

To develop presentation skills of scientific information.

To develop processing skills of scientific information.

C

Knowledge and understanding of science

To understand the main ideas and concepts of science.

To apply scientific information to solve problems.

To develop critical and reflective thinking skills.

D

Scientific inquiry

To define the research question to be investigated.

To design and carry out a scientific investigation.

To analyse and evaluate the investigation.

E

Processing data

To collect and record data appropriately.

To present data using appropriate methods.

To draw reasoned conclusions.

F

Attitudes in science

To safely and skilfully carry out scientific investigations.

To work effectively as members of a team.

To show respect for themselves, others and the environment.

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Command Terms Key word

Meaning

Annotate

Add brief notes to a diagram or graph.

Apply

Use an idea, equation, principle, theory or law in a new situation.

Calculate

Find a numerical answer showing the relevant stages in the working.

Define

Give the precise meaning of a word, phrase or physical quantity

Describe

Give a detailed account.

Distinguish

Give the differences between two or more different items

Draw

Represent by means of pencil lines.

Estimate

Find an approximate value for an unknown quantity

Identify

Find an answer from a given number of possibilities

Label

Add labels to a diagram

List

Give a sequence of names or other brief answers with no explanation.

Measure

Find a value for a quantity.

Outline

Give a brief account or summary.

Analyse

Interpret data to reach conclusions

Comment

Give a judgment based on a given statement or result of a calculation.

Compare

Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout.

Construct

Represent or develop in graphical form

Deduce

Reach a conclusion from the information given.

Derive

Manipulate a mathematical relationship(s) to give a new equation or relationship

Design

Produce a plan, simulation or model

Determine

Find the only possible answer

Discuss

Give an account including a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses.

Evaluate

Assess the implications and limitations

Explain

Give a detailed account of causes, reasons or mechanisms

Predict

Give an expected result

Show

Give the steps in a calculation or derivation

Sketch

Represent by means of a graph showing a line and labelled but un-scaled axes but with important features (for example, intercept) clearly indicated.

Solve

Obtain an answer using algebraic and/or numerical methods

Suggest

Propose a hypothesis or other possible answer

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Laboratory Safety

a) Do not enter any laboratory or science office unless your teacher has asked you to do so. b) You must always follow the instructions given to you by your teacher. You must not use chemicals or apparatus for any other purpose. c) Do a ‘risk assessment’. Does the experiment you are doing have any risks (danger) for you or your neighbour? If so, take precautions. Make sure you: Wear an apron and goggles if necessary Take great care of any flames.

Keep hair and loose clothes away from flames.

Keep bags where people will not fall over them. d) The following activities are not allowed in any of the laboratories: Running Throwing things Wearing outside coats Eating, drinking or chewing gum Doing your own experiments without permission Touching any science equipment without permission e) Any accident or near- accident, or any breakage, must be reported to your teacher immediately f)

Make sure you know the emergency routines; Where is the eye wash equipment?

Where is the fire blanket?

Where is the nearest fire escape?

Where is the fire extinguisher? Where is the nearest first aid kit? (you would not normally have to use these last two yourselves)

g) Most laboratory rules are just common sense. If you think you should not be doing something – then do not do it!

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AB Assessment – Acid Rain You will have one assessment of criteria A and B. This assessment is entitled Acid Rain

Scenario In this topic one of your tasks will be to write a newspaper article as a scientific correspondent detailing a case of acid pollution and its consequences and how to deal with it.

ACID POLLUTION OR ACID DEPOSITION includes different ways acidic compounds precipitate from the atmosphere. Acids that precipitate dissolved in water are wet deposition. This includes all forms of acid precipitation such as rain, snow, hail, fog. Usually acid rain refers to all these different forms of precipitation.

Acidic particles or gases can also be deposited on Earth in a dry form. This is called dry deposition.

You will investigate one case of wet deposition or acid rain. Acid rain affects many ecosystems on Earth such as lakes, rivers, streams and forests. Rapid corrosion and degradation of metals, paints, and stones (buildings, statues, monuments) are also caused by acid deposition.

You can choose any example e.g.

•

Around one third of the forest in the Czech Republic is affected by acid rain

•

Acidification studies in Finland have shown that acid rain is a serious problem for the lakes

•

Acid rain has damaged world famous structures such as the Taj Mahal in India, Colosseum in Rome, Notre Dame in Paris…

Your task is to; Firstly •

Describe and explain what causes acid rain.

•

Describe and explain the effects that acid rain can have on our environment.

Secondly •

Describe how scientists can try to deal with a particular case of acid rain.

•

Explain what the scientists do using your scientific knowledge.

Finally •

Evaluate the strengths and limitations of the scientists’ method.

•

Consider the environmental, cultural, political or economic impact of the scientists’ attempts to deal with it.

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Criterion A

Level

A: One World

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context.

•

I have stated what causes the acid rain

•

I have stated its effects

•

I have stated how effective scientists have been in solving these problems

The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.

•

I have described what causes the acid rain

The student describes the effectiveness of

•

I have described its effects

science and its application in solving the problem or issue.

•

I have described how effective scientists have been in solving these problems

The student describes the implications of the

•

I have described how the solution affects at least one of the following factors: social, economic, political, environmental, cultural or ethical.

•

I have explained what causes the acid rain

•

I have explained its effects

•

I have discussed how effective scientists have been in solving these problems

•

I have discussed how the solution affects some of the following factors: social, economic, political, environmental, cultural or ethical.

1-2

3-4

The student states the effectiveness of science and its application in solving the problem or issue.

use and application of science interacting with at least one of the following factors: moral,

social, economic, political, environmental, cultural and ethical.

The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.

5-6

The student discusses the effectiveness of science and its application in solving the problem or issue.

The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, social, economic, political, environmental, cultural and ethical.

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Criterion B

Level

B: Communication

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student uses a limited range of scientific language correctly.

•

I have presented my information using some scientific words or ideas

The student communicates scientific information with limited effectiveness.

•

I have made an effort to present my information clearly.

The student makes little attempt to document sources of information.

•

I have made an effort to include a bibliography

•

I have presented my information using some clearly described scientific terms and ideas.

•

I have made an effort to present my information clearly using both text and graphical sources, so that my audience can understand it,

•

I have included a bibliography

•

I have presented my information using a range of clearly described scientific terms and ideas.

•

I have presented my information clearly using text and graphics with impact, so that my audience can understand it.

•

I have included a detailed bibliography and I have fully referenced my sources using the MLA referencing style.

1-2

The student uses some scientific language correctly.

3-4

The student communicates scientific information with some effectiveness.

The student partially documents sources of information.

The student uses sufficient scientific language correctly.

5-6

The student communicates scientific information effectively.

The student fully documents sources of information correctly.

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Assessment C

You will have a test on this unit on _________________________________

For the end of topic assessment you will need to revise; You will need to learn and understand the following topics: •

Elements, compounds and mixtures

•

Properties of acids and alkalis

•

Examples of acids and alkalis

•

Uses of acids and alkalis

•

Neutralisation

•

pH scale

•

Acid / Alkali Indicator

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Criterion C

Level

C – Knowledge and Understanding

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student recalls some scientific ideas, concepts and/or processes.

•

I know about the main ideas in this topic (see previous page)

The student applies scientific understanding to solve simple problems.

•

I can answer simple problems on this topic.

The student describes scientific ideas, concepts and/or processes.

•

The student applies scientific understanding to solve complex problems in familiar situations.

I can describe and give examples of the main ideas in this topic (see previous page)

•

I can use information from tables and graphs.

The student analyses scientific information by identifying parts, relationships or causes.

•

I can write conclusions from the information given

The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.

•

The student applies scientific understanding to solve complex problems including those in unfamiliar situations.

I can explain and give examples of the main ideas in this topic (see previous page)

•

I can use information from tables and graphs in problems that are new to me.

•

I can write conclusions and evaluations from the information given

1-2

3-4

5-6

The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.

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DE Assessment – Indigestion!

Indigestion can sometimes be caused by too much stomach acid. To help the indigestion we can take indigestion powders which are alkalis that neutralise the extra acid.

You are going to test three indigestion powders A, B and C, to see which one is the best at neutralising stomach acid.

Your task is to; •

Plan and carry out an investigation according to the instructions on pages 15-19

•

Obtain repeated and reliable results.

•

Record your results in a suitable table.

•

Produce graphs as appropriate.

•

Analyse your results.

•

Write a conclusion and explain your results.

•

Evaluate your experiment.

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Criterion D

Level

D – Scientific Inquiry

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student attempts to state a focused problem or research question.

1-2

3-4

The method suggested is incomplete.

I have attempted to write an aim

The student attempts to evaluate the method and respond to the focused problem or research question.

•

I have written a simple method

•

I have attempted to evaluate the method

The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning.

•

I have written an aim

•

I have written a simple hypothesis

•

I have listed independent, dependent and controlled variables

•

I have written a method including apparatus.

•

I have described the difficulties in my method

•

I have attempted to give improvements to my method

•

I have mentioned my hypothesis in my conclusion

•

I have written a detailed aim

•

I have explained the hypothesis

•

I have described the independent, dependent and controlled variables appropriately for a fair test

•

I have written a detailed method including apparatus.

•

I have evaluated the method in detail. (weaknesses and reasons)

•

I have given detailed improvements to my method

•

I have described other factors that could be investigated

•

I have compared my conclusion to my hypothesis

The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them.

The student partially evaluates the method.

The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant.

The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.

5-6

•

The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed.

The student evaluates the method, commenting on its reliability and validity.

The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

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Criterion E

Level

E – Processing Data

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student collects some data and attempts to record it in a suitable format.

The student organizes and presents data using 1-2

The student attempts to identify a trend, pattern or relationship in the data. The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.

The student organizes, transforms and presents data in numerical and/or visual forms, with few errors or omissions.

•

I have written my results in a simple table

•

I have written a simple conclusion

•

I have obtained a range of results from my experiment

•

I have written my results in a table

•

The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data.

I have processed my results and have presented them in an appropriate way

•

I have written a conclusion based on my results

The student collects sufficient relevant data and records it in a suitable format.

•

I have obtained an appropriate range of results from my experiment

•

I have written my results in a table, with labels and units

•

I have processed my results and have presented them in an appropriate way

•

I have written a scientific conclusion for my results, identifying any trends in my results and calculating any values as appropriate.

The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly.

5-6

I have obtained some results in an experiment

simple numerical or visual forms.

The student collects sufficient relevant data and records it in a suitable format.

3-4

•

The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.

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Criterion F

Level

F – Attitudes in Science

Student Description

0

The student does not reach a standard described by any of the descriptors given below.

The student does not reach a standard described by any of the descriptors given below.

The student requires some guidance to work safely and some assistance when using

•

I attempted the experiment but often needed help.

•

I had to be reminded about working safely

•

I found that working with other students was difficult and had to be reminded about cooperation several times

•

I carried out the experiment with only occasional help.

The student works responsibly with regards to the living and non-living environment.

•

I had due regard for the safety of myself, others and the environment.

When working as part of a group the student cooperates with others on most occasions.

•

I found that working with other students was straightforward.

•

I carried out the experiment without any help.

The student works responsibly with regards to the living and non-living environment.

•

I had due regard for the safety of myself, others and the environment

When working as part of a group, the student cooperates with others.

•

I found that working with other students enhanced the experiment

material and equipment.

1-2

The student requires some guidance to work responsibly with regards to the living and nonliving environment.

When working as a part of a group, the student needs frequent reminders to cooperate with others.

The student requires little guidance to work safely and little assistance when using material and equipment.

3-4

The student requires no guidance to work safely and uses material and equipment competently.

5-6

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Tips for Planning Aim What are you going to investigate?

How are you going to do it?

Hypothesis •

What will be the effect of changing the independent variable?

•

Explain using scientific knowledge why you think this will happen

•

Have you any trial preliminary data to help you identify the significance of possible variables?

Variables Make a list of your variables in the following way; •

Independent variable – the factor that you change.

•

Dependent variable – the factor that you will measure.

•

Controlled variables – factors that you will keep the same to make it a fair test.

Apparatus •

Write a list of apparatus you will need in order to do your experiment.

•

Draw a labelled diagram of your apparatus for each design that you make.

Method Describe what it is you are trying to do in this investigation. It is good to make a plan that is a step by step guide, so that somebody else could follow it.

•

Describe how you will make your experiment a fair test.

•

Describe how you will make your experiment safe.

•

Explain how you will make your measurements reliable

•

Explain how you will make your measurements valid

•

State the number of repeats and range of values for your independent variable.

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Tips for Concluding & Evaluating Data Collection Make sure that all tables have; •

A heading (title)

•

Labels and units

Data Processing •

Calculations (e.g. average, range, calculation …)

•

An appropriate graph

Make sure that all graphs have; •

A title

•

Labels and units where appropriate

•

An smooth line or curve of best fit through the data

Conclusion •

Describe what your results tell you – look for trends and patterns in your data

•

Explain the results using scientific knowledge

•

Compare your results to your hypothesis. Do your results support your hypothesis?

•

Describe how you could extend or modify the investigation to look at a related area.

•

Evaluate the strengths and weaknesses of your experiment.

•

Complete a table as shown below.

Problem

MYP7 - Chemistry's Secrets Unlocked Aug2013

Why it is a problem

19

Possible Improvements

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Traffic Lights

â˜ş

No.

Question / Statement

1

I know the difference between an element, a mixture and a compound

2

I know the properties of acids

3

I know examples of acids

4

I know the properties of alkalis

5

I know examples of alkalis

6

I know what neutralization is

7

I know some uses of acids

8

I know some uses of alkalis

9

I know what an indicator is

10

I know examples of indicators

11

I can use the pH scale

12

I understand about the causes and effects of acid rain

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Chemistry’s Secrets Unlocked

In this topic you will learn about; •

Elements, mixtures and compounds

•

Simple chemical equations

•

Acids and alkalis

•

Neutralisation

•

Making indicators

•

Making a salt

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Element, Compound, Mixture

Card sort You have been provided with a sheet of words and definitions. Cut them out and sort out the correct definition for the word. Now stick them in your note books.

Activity: Separating elements, mixtures and compounds You have been provided with a variety of different substances. In the table below separate the substances into the correct group:

Element

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Mixture

22

Compound

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Investigating Iron and Sulphur

You have looked at many elements, but now you are going to concentrate on just two of them – iron and sulphur.

Investigation •

Put two small spatula measures of iron filings and two spatula measures of sulphur on two separate pieces of paper. Describe in the results table what they look like.

•

Wrap a piece of paper around a magnet to keep it clean. Then test each element separately to see if it’s attracted to the magnet. Add your findings to the results table.

Making a mixture of iron and sulphur •

Add the iron to the sulphur and mix them up on one of the pieces of paper.

•

Try to separate the iron from the sulphur. Use the information you know about them to help you.

Making a compound of iron and sulphur •

Mix together two spatula measures of iron with one measure of sulphur in a small test tube and insert a mineral wool plug.

•

Wearing eye protection, carefully heat the mixture over a low Bunsen flame.

•

Put the test tube in a rack to cool and observe the contents.

•

Carefully empty the contents of the test tube onto the heat-proof mat.

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Investigating Iron and Sulphur

Record your results in the table below Substance

Appearance?

Attracted to a magnet?

Easily separated?

Reaction with hydrochloric acid?

Iron

Sulphur

Iron and sulphur mixture Iron and sulphur compound

Conclusions: Using the results from above describe and explain the difference between an element, mixture and compound ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Notice any Change?

Read pages 112-113 in Spotlight Science 8. In this experiment you mix substances together.

Record your results in this table.

Substances mixed together

1

3cm3 sulphuric acid + ½ spatula copper carbonate

2

3cm3 vinegar + ½ spatula baking soda

3

3cm3 water + ½ spatula copper oxide

4

3cm3 lead nitrate solution + 3cm3 potassium iodide solution

5

3cm3 sulphuric acid and ½ spatula magnesium filings

6

3cm3 copper sulphate solution and ½ spatula zinc pieces

7

Magnesium ribbon burning

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Is a new substance made?

Observations

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Notice any Change?

Look at the results for all the tests.

How do you know if a new substance has been made? Give examples from your results table to support any ideas that you have. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Acids and Alkalis

Some pupils were talking about acids and alkalis.

The things they said are written in the table below.

Discuss what they said. Tick just one box for each statement.

Strongly agree

Agree

Neither agree nor disagree

Disagree

Strongly disagree

‘I would never eat anything with acid in. It would make a hole in my stomach.’

‘I think you can get weak acids and strong acids’

‘There are some acids in car batteries’ ‘Alkalis are a special sort of acid. They are very strong acids.’

‘Alkalis are opposites of acids.’

‘Acids are always very dangerous.’

“there is acid in your stomach.’

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0

2

pH 2 or 3:

Strong Acid

1

MYP7 - Chemistry's Secrets Unlocked Aug2013

Acid, Neutral or Alkali?

Colour

pH

pH 0 or 1:

3

28

4

pH 4 to 6:

6

Neutral

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pH 7:

Weak Acid

5

9

Weak Alkali

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8

pH 8 to 10:

10

13

Strong Alkali

12

pH 11 to 14:

11

14

Colour in the universal indicator chart here. Use a chart from your teacher to help you get the colours right and give some examples of solutions with different pH values.

Testing for Acids and Alkalis

MYP7: How do Acids and Alkalis affect different Environments?

MYP7: How do Acids and Alkalis affect different Environments?

Testing for Acids and Alkalis

Instructions •

Add a few drops of universal indicator to the first solution.

•

Shake the test tube gently and look to see if there is any colour change.

•

Make a note of any change in the table below.

•

Repeat for the next solution.

Name of Solution

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Colour change in Universal Indicator

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pH number

Acid, Neutral or Alkali?

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MYP7: How do Acids and Alkalis affect different Environments?

Properties of Acids and Alkalis

Acids Acids have a sour taste.

They turn universal indicator …………………………………………

They have pH numbers……………………………………than 7 They usually react with metals to produce hydrogen gas and a salt.

They usually react with alkalis to produce salt and water.

Alkalis Alkalis feel soapy to the touch.

They turn universal indicator ……………………………………

They have pH numbers……………………………………than 7 They usually react with acids to produce a salt and water (neutralisation).

Properties of indicators Acid/alkali indicators change colour according to the pH. They can be made up of many different chemicals.

Also plant pigments can be used as indicators.

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A Balancing Act

Look back to the pH chart.

Find the number which is neither acidic nor alkaline. What colour is the universal indicator in this solution? ……………………………………………………….

Solutions which are neither acids nor alkalis are neutral. You can make neutral solutions by mixing acids and alkalis together.

The acid and alkali can balance each other out.

ACID + ALKALI

SALT +WATER

If the salt dissolves in the water, a salt solution is formed. If exactly the right amount of alkali is used to neutralise the acid, then the salt solution will also be pH neutral.

This is an example of a CHEMICAL REACTION. The chemicals being mixed together are called REACTANTS. A new substance has been made which we call the PRODUCT(S).

Questions What are the reactants in the equation above? ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

What are the products? ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Investigating Neutralisation

Investigation 1 Measure out 30 drops of acid into a test tube.

Add 2 drops of universal indicator.

Now count how many drops of alkali are needed to neutralise the acid.

Number of drops of alkali ……………………………………………………

Investigation 2 You will now dilute the acid. Add 15 drops of water to 15 drops of acid – this will make the acid half as concentrated.

Add 2 drops of universal indicator.

Now count how many drops of alkali are needed to neutralise the acid.

Number of drops of alkali ……………………………………………………

Conclusions What have you found out from your two investigations? ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

Is there a pattern between the two experiments? ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

Can you predict the number of drops of alkali that would be needed to neutralise; •

An acid that was one quarter of the concentration of the original acid?

•

Twice as strong as the concentration of the original acid?

………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Indicators!

Plant pigments can be used as indicators.

Compare the colour of universal indicator and red cabbage indicator. The first three substances are given in the table.

Your teacher will provide other substances for you to test.

The last column has been left blank – your teacher may provide a third indicator for you to test.

Substance

Colour of universal indicator

Colour of red cabbage

Hydrochloric acid (HCl)

Sodium hydroxide (NaOH)

Water

Lemonade

Oven Cleaner

Vinegar

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Indicators!

Evaluation.

Which indicator was the most useful?

Was this indicator always the best one to use, or was it the best one for certain substances? ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………..…

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MYP7: How do Acids and Alkalis affect different Environments? pH Rainbows

When universal indicator is used, it is possible to get the whole range of the colours of the rainbow.

In this next activity you will try to create some different solutions. You will try to make one solution of each colour on the pH scale.

Your teacher will give you some different solutions, and some universal indicator.

Conclusion Which colours were easy to make?

Which colours were the hardest to make? ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Salts

When you use an acid to neutralise an alkali, a salt is made. Remember that the equation is;

How can you find out that you have just enough acid to neutralise the alkali?

Complete the method below. In this experiment the acid is hydrochloric acid and the alkali is sodium hydroxide.

Method: •

Measure out 10 cm3 sodium hydroxide. Pour into a small beaker.

•

Add ………………………………………………………………………………………………………………………………….

•

Add ………………………………………………………………………………………………………………………………….

•

To remove the colour add one spatula of charcoal powder.

•

Filter the solution using a funnel and a filter paper.

•

Pour the clear solution into an e...................................................... b………………………………..

•

Warm gently to e……………………………………..…………..……………. off the w………………..……………

TAKE CARE!! SWITCH OFF THE BUNSEN BURNER WHEN THERE IS STILL A SMALL VOLUME OF WATER LEFT

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Salts

In this experiment you have made table salt (sodium chloride)!

The reaction is;

Write down your observations here ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Checkpoint

Write down some facts that you know about acids and alkalis.

Give examples of; •

Acids

•

Alkalis

•

Neutral solutions

•

Indicators.

………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Neutralisation can be helpful

Neutralising your stomach!

Watch Tim and Moby on the subject of acids and bases here; http://www.brainpop.com/science/matterandchemistry/acidsandbases/previe w.weml Did you know that there is acid in your stomach? Have you ever had a stomach ache? Sometimes this can be caused by your stomach making too much acid.

Indigestion tablets or stomach powders can be used to ‘settle’ your stomach.

Do you think these tablets and powders are acids, alkalis or neutral? Why? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………

Insect Stings When a bee stings, it injects an acidic liquid into the skin.

The sting is neutralised by rubbing on baking soda (sodium hydrogen carbonate) or zinc carbonate cream.

What type of substances are they? What do these substances have in common? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………

Wasp stings are alkaline.

Can you think of a household product that would ease the pain? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………

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Neutralisation can be helpful

Cleaning your teeth!

The bacteria in your mouth can change sugary food into acid.

If the acid stays in your mouth for a long time, it attacks your teeth.

This causes tooth decay.

Toothpastes often contain alkalis. Why ?

See if you can find out the name of the alkali found in toothpastes.

Soil treatment Most plants grow best when the pH of the soil is close to 7 (neutral).

Chemicals can be added to soil to change the pH. Most often soil is too acidic, so it is treated with calcium oxide (quicklime), calcium hydroxide (slaked lime) or calcium carbonate (chalk).

These are all cheap and safe to add to the soil.

Soils that are too alkali can be treated with compost.

Test the pH of the soil samples and suggest what should be added to the soil to make it neutral.

Method: Put 2 spatulas of your soil sample in a test tube.

Add 5 cm3 pure water.

Stopper the tube and shake for a minute.

Filter into a clean test tube.

Add 2 drops of universal indicator to the filtrate.

Record the pH value.

Suggest how to neutralize the soil sample.

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Neutralisation can be harmful

Acids can damage stone buildings and statues. Acids damage building materials such as marble and sandstone

Investigating the effect of acid on marble Weigh 5 g of marble chips into a small beaker Measure 10 cm3 of acid.

Pour acid on to marble chips.

Write down your observations. Can you think of a good use for this chemical reaction? ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

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Pickled Eggs

Making pickled eggs!

•

Take one bottle of vinegar and 2 eggs.

•

Boil one of the eggs for 10 minutes.

•

Cool it down

•

Put the boiled egg in one jar and put the raw egg in another jar.

•

Cover both eggs with vinegar

•

Label the jars

•

Leave for a week

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Investigating Acid Rain

The Effect of Acid Rain on Cress Germination.

Your task is to find out if an increase in the acidity of acid rain will affect the germination of cress seeds.

You will be provided with 3 samples of acid rain of different pH and cress seeds.

Cress seeds do not need soil to germinate so you will grow the seeds on cotton wool in a petri dish.

The seeds will be left 3 or 4 days.

You need to; •

Plan and carry out the experiment using the tips for planning page.

•

Use the tips for concluding and evaluating page to help you write up your report.

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Alkalis can be useful because...

Alkalis can be harmful because...

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Acids can be harmful because...

Acids can be useful because...

Summary

MYP7: How do Acids and Alkalis affect different Environments?

MYP7: How do Acids and Alkalis affect different Environments?

Extension Activity

Scenario Sulphuric acid from discarded car batteries has leaked into the Alte Donau in Wien.

Scientists are asked to solve the problem. Your task is to plan and carry out an investigation to advise the authorities how to treat the acidity in a safe and environmentally friendly way.

You will be provided with a sample of the acidic water and your task is to find out what is needed to solve the problem in the Alte Donau.

Your task is to; •

Carry out some research to find out which powder from either sodium hydroxide (a common alkali used in laboratories) or calcium carbonate (crushed marble) is the best chemical to treat the water in a safe and environmentally friendly way

•

On having chosen the best chemical to treat the Alte Donau water with design an experiment to find out how much of it is needed to neutralise it.

•

Collect reliable and repeated data in an experiment

•

Calculate how much powder is needed to clean up 500 m3 of polluted water

•

Write a conclusion for your data and explain in detail reasons for the choice of chemical that you used.

•

Include the sources from your research.

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Practise Question 1

The pH scale shown below is used to measure how acidic or alkaline a solution is. acidic

1

2

3

neutral

4

5

6

7

alkaline

8

9

10

11

12

13

14

pH scale

The graph below shows how the pH of the liquid in Barry's mouth changed as he ate a meal.

8 pH of the liquid in Barry's mouth 7

Barry started to eat

6

5

4

time

a) Use the graph to give the pH of the liquid in Barry's mouth before he started to eat. b) What does this pH tell you about the liquid in Barry's mouth before he started to eat?

Use the pH scale above to help you.

Tick the correct box.

It was acidic.

It was alkaline.

It was colourless.

It was neutral.

c) Look at the graph on the opposite page. What happened to the pH of the liquid in Barry's mouth as he ate the meal?

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Practise Question 2

The table gives information about four gases. It shows the volume of each gas that will dissolve in 1000 cm3 of water at two different temperatures.

Gas

Volume dissolved in 1000cm3 of water at 20 0C cm3

Volume dissolved in 1000cm3 of water at 60 0C cm3

Ammonia

680 000

200 000

Carbon dioxide

850

360

Hydrogen chloride

442 000

339 000

Oxygen

30

19

Use the information in the table to answer the following questions. a) Which one of the four gases is the most soluble at 60째C? b) Which one of the four gases is the least soluble at 20째C c) How does a rise in temperature affect how much gas will dissolve? d) Which gas dissolves in water to form; i)

An acid?

ii)

An alkali?

iii)

A neutral solution?

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MYP7: How do Acids and Alkalis affect different Environments?

Practise Question 3

Molly used a pH sensor to test different liquids.

She dipped the probe of the sensor into each liquid and recorded the pH value in a table. liquid

pH value

Alcohol

7

dilute hydrochloric acid

2

distilled water

7

Vinegar

3

Liquid A

11

acidic

neutral

alkaline

a) In the table, tick one box for each liquid to show whether it is acidic, neutral or alkaline.

One has been done for you. b) Between each test Molly dipped the probe into distilled water.

Why did she do this? c) Which other liquid in the table could Molly use between tests to have the same effect as distilled water?

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Practise Question 4

Bee Bee sting, pH 2

Wasp Wasp sting, pH 10

Bees and wasps are both insects which use a sting as part of their defence.

The pH values of their stings are shown on the diagrams. a) Complete the table to show whether the stings are acidic or alkaline and what colour they would turn universal indicator paper Colour of universal indicator paper

Acid or alkaline Bee sting (pH2) Wasp sting (pH 10)

The table below shows five household substances and the pH of each substance. name of substance

pH of substance

bicarbonate toothpaste

8

lemon juice

3

vinegar

4

washing soda

11

water

7

b) Give the name of one substance in the table which would neutralise each sting. i)

bee sting

ii)

wasp sting

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MYP7: How do Acids and Alkalis affect different Environments?

Practise Question 5

The table shows the pH of five soil samples. soil sample

pH of soil

A

6.0

B

7.5

C

7.0

D

4.5

E

8.0

Use letters from the table to answer the questions below. a) Which soil sample is neutral? b) Most types of heather grow better in acidic soil.

In which of the soil samples should heather grow well? c) Cabbage grows better in alkaline soil.

In which of the soil samples should cabbage grow well? d) Lime is an alkaline substance which is sometimes put onto acidic soils.

What type of reaction takes place between the lime and the acid?

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Practise Question 6

The chart is taken from a bottle of Johnson’s pH5.5 Facial Wash.

pH measure

10

10.0

7.3 7.3

7.3

5

5.5

5.5

Johnson's pH5.5 facial wash

healthy skin

0 normal soap

soap with moisturisers

normal facial washes

a) From the information in the chart give: i)

a substance which is almost neutral.

ii)

the substance which is most alkaline.

b) Tick one box to describe Johnson’s facial wash.

It is very alkaline.

It is slightly alkaline.

It is neutral.

It is slightly acidic. c) A bee sting is acidic.

Which one of the substances given in the chart would be best to neutralise the sting?

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Practise Question 7

A teacher mixed iron filings with sulphur on a metal tray. She heated the mixture in a fume cupboard. Sulphur is yellow. Iron filings are grey.

mixture of iron filings and sulphur

•

The mixture glowed very brightly.

•

The teacher turned off the Bunsen burner.

•

The glow spread through the mixture.

•

When the mixture cooled, a black solid called iron sulphide was left.

a) From this information, give one way you can tell that a chemical reaction took place. b) What type of substance is each of the chemicals below involved in this reaction?

Choose from: metallic element i)

Iron

ii)

Sulphur

iii)

Iron sulphide

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nonmetallic element

mixture

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compound

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Practise Question 8

Shuli investigated differences between physical and chemical changes. She put three chemicals in separate crucibles and weighed each one.

She heated each crucible as shown. She weighed each crucible again when it had cooled down.

She recorded her observations in a table as shown below.

observations

change in mass

A

Magnesium (a silvery solid)

The silvery magnesium burned brightly in air. A white powder was formed.

increase

B

potassium permanganate (purple crystals)

The purple crystals crackled and turned black. A decrease colourless gas was given off.

C

zinc oxide (a white powder)

The white powder turned pale yellow on heating. It turned white again on cooling.

experiment name of chemical

no change

a) In experiment A, magnesium reacts with a gas in the air. The word equation for the reaction in experiment A is:

!" # $ ! "

!" # $

Explain the increase in mass in experiment A. Use the word equation to help you. b) Which reactions showed a chemical change?

Give reasons for your answer.

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Practise Question 9

Calcium carbonate Hydrochloric acid

Ben put a beaker weighing 50 g on a balance.

He added 50 g of dilute hydrochloric acid and 2.5 g of calcium carbonate to the beaker.

The total mass of the beaker and its contents was 102.5 g.

a) The hydrochloric acid reacted with the calcium carbonate. How could Ben tell that a chemical reaction was taking place in the beaker?

The word equation for the reaction which took place is: Hydrochloric + Calcium acid carbonate

Calcium chloride

+ Carbon dioxide

+ water

When the reaction stopped, the total mass had decreased from 102.5 g to 101.4 g. b) Some water had evaporated from the beaker.

What else caused the drop in mass?

Use the word equation to help you answer the question.

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Practise Question 10

Limestone is mainly calcium carbonate. It is weathered by acids in the air or in the soil.

Calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide + water In June 2000, a grade 7 class planned a long-term investigation into the chemical weathering of limestone by acids in soil.

They put limestone chippings of similar size in three nylon mesh bags. They labelled these Samples A, B and C and buried the bags outside in soils of different pH. a) Chemical weathering took place in sample A, and the mass of the sample decreased.

Give the reason for the decrease in mass.

Use the word equation above to help you. b) The pupils predicted that chemical weathering would not take place in samples B and C. Give the reason for their prediction. c) Some chemical weathering did take place in samples B and C. What could have changed the conditions in these soils to cause weathering to take place? d) The table shows how the mass of each sample changed between the years 2000 and 2010. mass, in g year sample A, at pH 5

sample B, at pH 7

sample C, at pH 8

2000

1000

1000

1000

2005

980

992

997

2010

960

984

995

In 2010, a grade 7 class buried another identical 1000 g sample of limestone chippings in soil of pH 6.

Use the results in the table to predict an approximate value for the mass of this sample in 2020.

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Word Search H O

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Words ACID

ACID RAIN

ELEMENT

ENVIRONMENT

PH SCALE

POLLUTION

MYP7 - Chemistry's Secrets Unlocked Aug2013

ALKALI

CALCIUM CHEMICAL CARBONATE REACTION

HYDROCHLORIC INDICATOR MIXTURE ACID SODIUM UNIVERSAL SALT HYDROXIDE INDICATOR

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COMPOUND NEUTRALISATION WATER

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Cross Word

Across

Down

2. The proper name for a type of acid that is found in your stomach

1. This colourful chart begins at 0 and ends at 14

6. These go into a chemical reaction

3. When a gas cools to become a liquid

8. These are formed in a chemical reaction 9. A very common neutral liquid. Drink it!

MYP7 - Chemistry's Secrets Unlocked Aug2013

4. A substance that changes colour when added to solutions of different pH 5. When an acid and an alkali are added to make a solution that is ph 7 7. Substances that are above pH 7 e.g. a wasp sting

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Traffic Lights

â˜ş

No.

Question / Statement

1

I know the difference between an element, a mixture and a compound

2

I know the properties of acids

3

I know examples of acids

4

I know the properties of alkalis

5

I know examples of alkalis

6

I know what neutralization is

7

I know some uses of acids

8

I know some uses of alkalis

9

I know what an indicator is

10

I know examples of indicators

11

I can use the pH scale

12

I understand about the causes and effects of acid rain

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Self Reflection

Where can you apply what you have learned in this unit to look after yourself and others in the future?

In this unit what areas of interaction were experienced?

Write an example underneath the headings that were explored.

Circle the main area of interaction interacti for this unit.

Approaches to learning (ATL)

Community and service

Human Ingenuity

Environment

Health and social education

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Self Reflection What I liked the most about this Unit

What I disliked about this Unit.

What we could change to make the Unit better.

How useful I found this Unit for my learning of Sciences

Additional Comments

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MYP7: How do Acids and Alkalis affect different Environments?

IB Learner Profile

In this Unit where did you get the opportunity to develop your skills as; I asked questions or performed research about…

Inquirer

I showed my understanding and knowledge when …

Knowledgeable

I had to think a lot about….

Thinker

I communicated best when…

Communicator

I was fair when….

Principled

I accepted different points of view when…

Open-minded

I looked after my classmates and/or the environment when…

Caring

I was nervous about….

Risk taker

I felt most positive in this unit when….

Balanced

I learned best when I …

Reflective

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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Notes

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