Taylor Murie EDUC 4490 YJ

Lesson Plan

Lesson Title: Acid-Base Titration Grade: 12 College Prep Date: TBD

Subject: Chemistry Strand: F: Chemistry and the Environment Location: TBD Time: 75 mins

Lesson Plan Description (one/two paragraphs with general details about what you will do and how you will do it)

This lesson uses an Acid-Base titration in order to determine how much acid is present in various
sodas. An introduction will begin the class to assess prior knowledge and get the students
interested in the material. After the introduction, the class will be split into groups of 2. They will
use the procedure given, and will titrate their pop against a premade solution of 0.05M NaOH. The
students will need to complete as many trials as possible within the allotted time (hoping for a
minimum of three good trials), and will then use their results to calculate the concentration of
acid in the solution and average the trials. Class discussion and connections to the real world will
happen in the discussion following the lab.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

F.2 Investigate chemical reactions, using appropriate techniques of quantitative analysis.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have
expectations that match assessment

F.2.1 Use appropriate terminology related to chemical analysis and chemistry in the environment, including,
but not limited to: ozone, hard water, titration, pH, ppm, and ppb [Communicating].

F.2.3 Conduct an acidbase titration to determine the concentration of an acid or a base (e.g., the
concentration of acetic acid in vinegar) [Planning & Recording, Analyzing & Interpreting].

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand)

Today I will learn

How to perform a titration.
What a titration can be used for (connect to practical applications).
The concentration of acid present in various liquids.
What an equivalence point is.

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
 thinking, in language that students can readily understand)

I can: Perform a titration with reasonable accuracy.

I can: Brainstorm real-life scenarios where titrations could be useful.
I can: Determine the concentration of acid in pop using titrations.

Assessment how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application - all are applicable to this lesson.

Assessment For, As, Of Learning (Complete the chart below)

Assessment Assessment Strategy Assessment Tool

Mode: Specific task for students Instrument used to
Written, Oral, e.g., turn and talk, brainstorming, mind record data
map, debate, etc. i.e., rubric, checklist, observation
Performance
sheet, etc.
(Write, Say,
Do)

Assessment For Performance Ask students if they Observations

Learning understand a specific
concept before they
complete the lab and
indicate that response by
putting either a thumbs up
or thumbs down (Thumbs
up Thumbs down).

Assessment As Oral Ask students to brainstorm Listening

Learning the answers to the
questions in the consolidate
and connection section.

Assessment Of Written Have students complete the Checklist of expectations

Learning worksheet and hand it in
along with their exit ticket.
Used for teacher formative
assessment only.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will

Know lab safety and how to apply it.

Know the names of different pieces of glassware and apparatuses in the lab.
Understand what an acid and base are.
Understand what a chemical reaction is and what it means for it to be balanced.
Understand what pH is.
Understand neutralization reactions and what their products are.
Have previously done stoichiometric calculations based on chemical equations and concentrations/molar masses
(in a recent class).
Understand that a learning task will not be marked and is for teacher formative assessment only. They will get
feedback on this assignment and then move towards an Assessment Task on a similar topic for evaluation.
 Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

The instructions for the task are given both orally and written on the sheet in addition to the
demonstration done by the teacher in class. This incorporates auditory, visual and kinesthetic
learners.
Learners of all levels can participate in the lab as there is something for everyone. One member in
the group can measure out the volume of liquid needed. Most learners can also understand the
concept that they are to stop pouring more liquid into the flask as the colour changes from colourless
to purple.
All students can participate in the brainstorming questions at the beginning and the end.
Those who require accommodations could have those provided based on their IEP (i.e. coloured
paper, more time given, etc.)
A student with modifications could participate in the experiment but potentially not do the calculations
(based on their IEP and their expected learning goals).

Learning Skills/Work Habits

Bold ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-
regulation

Bold ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Equivalence point
Acid (basic definition)
Base (basic definition)
Titration

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include
any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the
use of Information Technology (ICT) in your lesson plan where appropriate.
Worksheet
Burette
Clamp
Stand
Funnel
Phenolphthalein
0.05M NaOH solution
Various sodas
Goggles
Erlenmeyer flasks
Graduated cylinders

Learning Environment (grouping; transitions; physical set up)

Groups of 2 for the experiment, but groups of 4-5 for the discussion afterwards.
Use the side lab benches for the experiment.

Cross Curricular Links

Mathematics (measuring the volume of base delivered, calculations)
Language/Literacy (forming new definitions)

Lesson Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson
without a personal discussion.

What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson

Time: 5-10 minutes (Indicate time breakdown of instructional

elements)

Ask questions popcorn-style

Answer the questions asked, be engaged.
Ask students to raise their hand if they consume
Recall a neutralization reaction and what the
any kind of soda/pop on a regular basis.
product is.
Introduce multiple cans of soda (coca-cola, sprite,
Recall the term pH and what a neutral pH is.
fresca, fanta, fruitopia, etc) and ask students if they Listen to the teacher on the procedure for the
know whether pop is acidic or basic. (Acidic) lab.
Ask students if they know what kind of acid is in Respond to the formative assessment thumbs
pop (Phosphoric Acid) up thumbs down to demonstrate knowledge of
Ask the students to recall what reaction happens
the procedure.
when an acid is mixed with a base and what the Put on goggles for lab portion.
products are (neutralization).
Recall the term pH and what a neutral pH is and
what it means in terms of whether or not the liquid
is acidic or basic (neutral, H2O).
Introduce the idea of a titration and explain how
titrations can be used to determine how much base
is needed to neutralize an acid. (Have the
apparatus already set up so the students have a
visual).
Explain the need for an indicator (phenolphthalein).
Explain what a good trial is and demonstrate.
Provide the students with a worksheet to fill in
(worksheet attached) and orally explain the
instructions on the sheet. Emphasize that this is
not a race, and that we are looking for quality trials
rather than quantity of trials. Also explain that this
is a Learning Task (they know they will not be
evaluated on this worksheet, but they will get
feedback).
Ask for a thumbs up thumbs down assessment to
see how well students understand the procedure
and what they are doing in the lab.
Remind students of the safety rules and give each
student goggles to wear.
 Action: During /working on it (time given for each component, suggested 15-40 min)

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Time: 35-40 minutes (Indicate time breakdown of instructional

elements)

Put on goggles (and keep on) and set up

The lab portion is 45 minutes long
apparatus.
Instruct the students to set up their apparatus so
Complete many titration trials and aim for 3
that it is the same as the one at the front of the
good trials for their specific liquid.
room. Complete the worksheet given as they are
Hand out the pop and tell the students to complete
completing the trials.
work on the lab for 45 minutes. Let them know they Calculate the concentration of acid (in M) in
should be aiming for a minimum of three good their particular liquid sample and take the
trials. average of the trials (take home).
Walk around the room to answer any questions
and ensure that proper safety procedures are
being followed.
Once complete, instruct students to clean up their
work area and then have a seat with their pair.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Time: 15-25 minutes (Indicate time breakdown of instructional

elements)

Compare the liquids and determine which one

This portion should take 5 minutes.
required the greatest volume and/or has the
Ask one student from each pair to write on the
highest concentration of acid.
board the average volume (based on the 3 good
Split into groups and brainstorm answers to the
trials) of NaOH that was required to see the
questions.
change in colour. If students are able to also record Share their responses with the class.
the concentrations of acid at this point, they can Brainstorm a definition of equivalence point
put those on the board as well. with the prompt of the teacher.
Compare the volumes and/or concentrations of the Complete the exit slip and hand in the
liquids on the board. Are there any that are worksheet.
surprising?

The group task should take 15 minutes

Split the class into groups of 4-5 (students may
select groups) and ask them to brainstorm answers
to the following questions:
Does is make a difference if the liquid is
carbonated or not?
Does temperature make a difference?
Does brand name pop have more or less acid than
the store brand?
Can you think of times where it would be useful to
know how much acid or base could be present?
What kind of effect can acidic pop have on our
bodies? Would more acid have more of an impact?
Have one student from each group share their
groups answers with the class and have a class
discussion.
Ask students if they know what the term
equivalent (equal) means.
Ask the students if they could think of a definition of
equivalence point based on their experience in the
lab today.
Explain scenarios where titration is used today (i.e.
in aquariums to ensure that the pH and
concentrations of chemicals are able to support
marine life, pharmacists to achieve a certain
concentrations of mixtures of drugs, used to test
whether cheese is ready to be consumed, etc.)
Have the students complete an exit slip explaining
one thing they learned today, one thing that they
found interesting and one thing that they still have
questions about.
Have the students take the papers home to work
on the calculations.
The students will have a portion of the following
period to finish up their worksheets and then hand
them in as a learning task (formative assessment).
Students who are having troubles with the
calculations can be given the extra sheet with
guidance.

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson could move into explaining the differences between weak and strong acids and bases
and their ionizing capabilities (Specific expectation F3.4).

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
To be done after the lesson
 Titration Lab Learning Task

Materials:

Safety goggles
Phenolphthalein solution
0.05M NaOH (sodium hydroxide) solution
50 mL burette
Erlenmeyer flasks (250 mL)
Pop
Stand
Clamp

Procedure:

1. Set up the apparatus as shown at the front of the room.

2. Measure out 40.0 mL of soda and place this in a 250 mL Erlenmeyer flask.
3. Add in 60.0 mL of distilled water. If the solution is too dark to see a change in colour, add
more water until it is clear.
4. Add 2-3 drops of Phenolphthalein to the solution.
5. Rinse the burette with a small amount of the NaOH solution.
6. Add the NaOH solution to the burette and record the reading of the volume on the attached
worksheet.
7. Place the Erlenmeyer flask below the burette and add a small amount of NaOH solution to
the flask. Stir the solution as you are adding the NaOH.
8. As the pink colour is become more and more evident (i.e. staying for an extended period of
time and going back to clear once stirred), slow the addition down.
9. Continue adding NaOH until the pink colour is visible and remains for more than 30 seconds.
10. Record the final volume of NaOH left in the burette after the titration. Subtract the final and
the initial values to determine the amount of NaOH added.
11. Repeat trials for the duration of the lab time (45 mins). Aim for three good trials.

Learning Task Worksheet:

Table for Readings:

Initial Volume of NaOH Final Volume of NaOH Amount of NaOH Needed to

Solution Solution Neutralize the Solution

Chemical Reaction:

Chemical Reaction for Pop: OH- + H3PO4 -> H2O + H2PO41-

Room for Calculations:

1. Calculate the average volume of NaOH needed to neutralize the acid for your three best
trials.

2. Calculate the concentration of phosphoric acid present in your pop sample using the
average volume calculated in #1.
 Question: Please formulate a definition of equivalence point based on our class discussions
and your experience performing the lab.

Additional Information for Calculations

Example:

KOH + HCl -> H2O + KCl

15.5 mL of 0.05M KOH (potassium hydroxide) solution was needed to neutralize a 40 mL

solution containing HCl (hydrochloric acid). What is the concentration of HCl in the solution?

-Find the molar masses:

KOH = 39.098 x 1 + 15.999 x 1 + 1.0079 x 1 = 56.1056 g/mol
HCl = 1.0079 x 1 + 35.453 x 1 = 36.461 g/mol

-Use the concentration of KOH to determine the moles needed.

0.05 moles/L x 0.0155 L = 0.000775 moles

-Use the mole ratios from the balanced chemical equation to determine the moles of HCl
used.

0.000775 moles KOH (1 mol HCl/1 mol KOH) = 0.000775 moles HCl used.

-Divide the moles of HCl by the volume of the solution used to determine the concentration.

0.000775 moles/0.040L = 0.019M solution of HCl

**to make this more easy to visualize, the teacher could show how to convert to grams/L.

Exit Slip

One thing I learned today was..

One thing I found interesting about todays lesson was..

One thing I still have questions about is..

Pair Arrangement for Lab Work

Group Arrangement for Discussion