Lessonplanfinal Taylormurie
Lessonplanfinal Taylormurie
Lessonplanfinal Taylormurie
Lesson Plan
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 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)
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)
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking;
Communication; Application - all are applicable to this lesson.
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).
Bold ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
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
Groups of 2 for the experiment, but groups of 4-5 for the discussion afterwards.
Use the side lab benches for the experiment.
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
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:
Chemical Reaction:
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.
Example:
-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.
Exit Slip