Int Esws at 7f Unit TTPP

7F
Acids and alkalis
Acids and alkalis
This unit looks at acids and alkalis and how they to find out about STEM and the skills associated
are described using a pH number. It looks at with being a chemist in industry (with a focus on
neutralisation reactions and some of their uses, innovation and generating data).
and also introduces standard hazard symbols.
Topic 7Fe introduces the term ‘base’ and explains
some practical uses of neutralisation reactions.
Recommended teaching time for unit: 8–10 hours
Topic 7Fa contains additional work on scientific

Curriculum coverage
skills (hazards and controlling risks when doing This unit covers the following:
experiments). Topic 7Fd provides an opportunity
• chemical reactions as the rearrangement of
to look at how material in this unit is used by
atoms
chemists in industry, with a focus on STEM skills
• representing chemical reactions using formulae
(innovation and generating data). You may wish to
and using equations
spend additional time on these units should you feel
• defining acids and alkalis in terms of
that your students would benefit from these skills-
neutralisation reactions
development opportunities.
• the pH scale for measuring acidity/alkalinity;
and indicators (including litmus, methyl orange,
From primary most students will be able to:
phenolphthalein and universal indicator)
• recall some examples of reversible and • reactions of acids with alkalis to produce a salt
irreversible changes plus water.
• recall what happens when acids are mixed with
This unit also has a focus on the following aspects
bicarbonate of soda.
of Working Scientifically/Scientific Enquiry:
If these units have been studied previously, most
• evaluate hazards and describe how to control
students will be able to:
their risks.
• describe how a solution is formed from a solute
and a solvent (7E) STEM skills
• describe how to obtain soluble solids from a
This unit explores these STEM skills and how they
solution (7E).
are used:
Topic 7Fa starts by looking at some of the reasons
• innovation and invention (how innovators identify
why dangerous chemicals are kept in the home.
questions/market needs and then set about
The main part of the topic looks at some of the
developing answers, first by thinking about
hazards of acids and alkalis, and how the hazard
whether they can modify something that is
can be reduced by dilution. The meanings of some
already available)
standard hazard symbols are introduced. There
• generation and analysis of data (what makes data
is also a Working Scientifically page that looks at
reliable/repeatable).
ways of recognising hazards and reducing risks in
laboratory work.
Cross-disciplinary opportunities
Topic 7Fb looks at the use of indicators to
determine whether a liquid is an acid, an alkali 7Fd – Biology 9B – farming and liming fields
or neutral. There is a Working Scientifically 7Fe – Biology 8A – acid in the stomach
investigation which evaluates different indicators.
Topic 7Fc introduces the pH scale as a way of Cross-curricular opportunities
describing how acid or alkaline a substance is and 7Fd – Geography (liming fields)
the use of universal indicator to measure pH.
Maths skills
Topic 7Fd introduces the idea of neutralisation
and shows how word equations can be used to • reading and plotting line graphs
model chemical reactions. There is an opportunity • drawing bar charts.
162 © Pearson
Acids and alkalis
7F Background information neutral litmus solution is a result of a mixture of

equal concentrations of the red (acidic) and blue 7
7Fa Chemistry in the home/Hazards/
Controlling risk
(alkaline) forms. Litmus changes colour at about
pH 7 and is therefore particularly well suited to F
elementary work.
Many acids and alkalis are classified as either
irritant or corrosive depending on the concentration. Alkalis are substances that dissociate in solution
This means that appropriate care must be taken to produce hydroxide ions (OH−). As for acids, it is
when handling them. This is usually done by best to avoid using ‘strong’ or ‘weak’ when referring
consulting and, if necessary, adapting model to the concentration of an alkali, but talk about
standard risk assessments provided by employers. dilution making the solution ‘less alkaline’.
In most instances this will be information provided
by a leading safety organisation for practical 7Fc Acidity and alkalinity
science teaching. The acidity or alkalinity of solutions is linked to
Principles of risk management include: the concentration of hydrogen ions in solution.
Although the origin of the phrase is Danish
• consideration of whether a safer alternative (‘potenz’, meaning power in Danish and German)
substance or procedure may be substituted the use of ‘power of hydrogen’ to explain the
• reducing the amount of hazardous substance meaning of pH is logical and accurate at this stage,
used, for example by reducing the scale of an with ‘power’ having the dual meaning of ‘powerful’
experiment or using a less concentrated solution as well as its mathematical sense as in ‘power
• taking appropriate precautions, e.g. use of fume of 10’.
cupboards, eye protection.
The precise definition of pH is −log [H+], where [H+]
A common error by students and others is to is the hydrogen ion concentration in moles per litre.
assume that because acids are dangerous, The product of the hydrogen ion and hydroxide
alkalis are safe. In fact, for solutions of equal ion concentrations is about 10–14 at 25 °C. At the
concentration, alkalis are usually more dangerous neutral point the hydrogen and hydroxide ion
than acids. concentrations are equal at 10–7 (hence pH 7 is
A new set of standardised international hazard neutral). While even the highest-attaining students
signs is being introduced, with symbols on a white will not need anything like this depth of treatment,
background enclosed in a red diamond, and it is the main implications for the teaching at this stage
these symbols that are used in this course. are that:
The acidity of an acid can be reduced by diluting • The choice of the numbers 1 to 14 is not
it, and so dilution can be used to make a corrosive random – some more enquiring students may be
substance into an irritant (that is, less hazardous). satisfied with the explanation that it is linked in
Avoid using the terms ‘stronger’ or ‘weaker’, as some way to the ‘amount of hydrogen’.
these terms have specific meanings when used • Changing the dilution of an acid or alkali by a
with acids and alkalis. It is better to refer to dilution factor of 10 will alter the pH by one unit (this is
making an acid ‘less acidic’. the effect of choosing a logarithmic scale).
• Addition of a small amount of acid or alkali near
An acid is a substance that dissolves in water to the neutral point can have quite a large effect on
give a solution containing hydrogen ions (H+). A the pH, whereas adding the same amount to a
strong acid, such as hydrochloric acid, dissociates strong acid or alkaline solution will have very little
into ions almost completely, whereas weak acids effect.
such as citric acid only partially dissociate. So
for an equal number of acid molecules put into There is not one substance called ‘universal
solution, a strong acid will produce a solution with a indicator’. Universal (or full range) indicators are
much greater number of hydrogen ions. a class of mixtures that are made from blends of
individual indicators. The type used in schools
7Fb Indicators has the majority of its colour changes in the
Indicators are themselves weak acids or bases, pH range 4–11: it is therefore well suited to
which can gain or lose hydrogen ions depending on classifying substances on a five-point descriptive
the pH of the solution. This change in structure also scale (very acidic/not very acidic/neutral/not
causes a change in colour. The precise pH at which very alkaline/very alkaline). For more specialised
this colour change occurs varies from indicator to purposes (such as soil testing) a narrow range
indicator. Most indicators have two main colours, indicator may be appropriate, for example with
and an intermediate colour, which is the result of five or six distinct colours within the range pH 5.0
colour mixing. For example, the purple colour of to 8.0.
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Acids and alkalis
7 7Fd Neutralisation/The chemical industry

A neutralisation reaction is one in which an acid is
7Fe Neutralisation in daily life/Danger at
home
F ‘cancelled out’ by reacting with an alkali or base. In

this unit, bases are not introduced until Topic 7Fe.
Bases neutralise acids. An alkali is a soluble
base. Most bases are metal oxides, hydroxides or
carbonates.
164 © Pearson
7Fa Acids and alkalis
Hazards
Objectives STARTERS
Developing:
1: Quick Quiz
1. Recall examples of everyday substances that
are acids and alkalis. BA
2. Recall the purpose of hazard symbols and Use the 7F Quick Quiz for baseline assessment
recognise the hazard symbols for: dangerous for this unit. Students can use the 7F Quick Quiz
to the environment, corrosive, toxic, explosive, Answer Sheet to record their answers. Either use
flammable, caution. the whole Quick Quiz (which can be revisited at
3. Recognise common hazards when in the lab the end of the unit) or use only the Quick Quiz
and suggest ways of ensuring they do not questions for this topic (which can be revisited at
cause harm. the end of this topic or at the end of the unit).
Securing:
Course resources
4. Describe the difference between substances
ASP: 7F Quick Quiz; 7F Quick Quiz Answer Sheet.
that are corrosive or irritants.
5. Describe how to reduce the risk from acids by
dilution.
6. Use the terms hazard and risk correctly. 2: Alphabet quiz
BA
Exceeding:
Ask groups of students to write out the alphabet
Exceeding objectives are designed to broaden vertically on a piece of scrap paper, and then to
students’ skills and knowledge beyond what write down a substance or situation that can be
is required, often introducing a higher level of dangerous/harmful against each letter (e.g. acid,
challenge. burning). Give them a few minutes to do this, then
7. Describe the use of agreed ways to control ask for suggestions for each letter.
risks (e.g. the Hazchem code). 3: Sulfuric acid demonstration
Focused Working Scientifically/Scientific FA WS
Enquiry objective This is a spectacular demonstration of the effect
of a corrosive substance on everyday materials.
1. Evaluate hazards and describe how to control Fill a 100 cm3 beaker (or jam jar – it is likely to be
their risks. unusable after this demonstration) about one-
third to one-half full with granulated sugar. Pour
Student materials concentrated sulfuric acid over it so that it just
Topic notes covers the sugar. The sugar will darken immediately.
• Some of the activities in this topic involve Stir the mixture carefully and leave it to stand – the
investigating the effects of acids at different reaction will become more vigorous after about a
dilutions. Try to avoid using the terms ‘strong’ minute. Black carbon is formed, and the reaction
or ‘weak’ to describe more or less concentrated is sufficiently exothermic to turn the water that is
acids, as the terms strong acid and weak formed into steam, which pushes the sugar up out
acid are normally used to describe the level of of the beaker in a black, sausage-shaped foam,
dissociation of ions, with strong acids/alkalis which then hardens.
dissociating more readily than weak acids/alkalis. Paper towels placed in a beaker of concentrated
See the Background information for this topic. sulfuric acid will blacken very quickly – the beaker
• It is important that teachers review all materials will get warm. You could also demonstrate the
that they intend to use with students before use, action of acid on cotton.
to ensure suitability.
• It is envisaged that in the course of studying the Ask students what they think is happening in these
chemistry component of this topic, students will reactions, and prompt them to suggest what the black
use one Starter idea, Explaining 1, one further colour shows. Ask them what might happen if the acid
Exploring or Explaining idea, and one of the touched their clothes or skin. Show students the label
plenaries. Additional activities can be added as on the bottle of acid, and ask them to suggest what
time allows. the label means and why it is necessary.
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Acids and alkalis
7 Eye protection or a face shield must

2: Acids: hazardous or safe?
WS
F be worn. Nitrile gloves must be worn.

This demonstration should be carried
The AL interactive Acids: hazardous or safe? asks
students to sort acids into those that are corrosive,
a out in a fume cupboard because of
the exothermic nature of the reaction
irritants or low hazards.
and the toxicity of the gases produced

(carbon monoxide and sulfur dioxide). Course resources
Concentrated sulfuric acid is also AL: Interactive Acids: hazardous or safe?
corrosive. Refer to Hazcard 98A for more
information. 3: Hazards under control
Worksheet 7Fa-5 asks students to design safety
labels to go on a bottle of drain cleaner. Students
can work in groups to design the label, and should
Equipment include the correct hazard symbols.
Eye protection, jam jar or 100 cm3 beaker,
granulated sugar, concentrated sulfuric acid, Course resources
glass rod, fume cupboard. Optional: paper AP: Worksheet 7Fa-5.
towels, piece of cotton material.
Equipment
Paper, coloured pencils.
EXPLORING TASKS
4: The Hazchem code
1: Comparing acids Worksheet 7Fa-6 introduces students to the
WS Hazchem code used to label vehicles carrying
hazardous substances. This is a group activity
Students compare the hazardous nature of different
where students exchange ideas to answer the
acids by reference to simple observations linked to
questions and gain an understanding of the
chemical reactivity.
Hazchem code. You may need to explain points of
Developing: Students follow the instructions on the code.
Worksheet 7Fa-2.
Securing: Students follow the instructions on Course resources
Worksheet 7Fa-3. It may be helpful to discuss the AP: Worksheet 7Fa-6.
questions under ‘Considering your results’ with
students, or ask them to work on these questions in
groups. 5: Research tasks
FA
Exceeding: Students should be able to follow the
instructions on Worksheet 7Fa-3 unaided. Ask students to carry out research linked to acids,
and to present their findings as posters, reports
or a short presentation. Possible research topics
include:
Eye protection must be worn. 1 mol dm–3 • the Hazchem labels used on tankers that
hydrochloric acid is corrosive. transport substances, and what they mean
• any incidents of acid spills (or spills of other
hazardous substances) that have been reported
in the media.
Course resources Agree criteria for the presentation or poster before
AP: Worksheets 7Fa-2; 7Fa-3. students start. These might include, for example,
Equipment (per group) keeping to timing, contribution from everyone in the
Individual eye protection, test-tube rack, three group, scientific accuracy, range of sources with
test tubes, three marble chips (small enough references, interesting methods of communication.
to fit comfortably into the test tube), dilute Once the reports are completed, they can be peer
hydrochloric acid at concentrations 1 mol dm–3, reviewed in small groups against the criteria. Each
0.1 mol dm–3 and 0.01 mol dm–3 labelled (at group should be asked to present their chosen
random) X, Y and Z. ‘winner’ report to the class, explaining why it was
rated highly.
166 © Pearson
Acids and alkalis
Equipment
Internet/library access. The experiment is for teacher/technician 7
demonstration only, and it is recommended
to trial it before use in the classroom. F
EXPLAINING TASKS
Wear eye protection or a face shield, use a
working, ducted fume cupboard and wear a
chemical-resistant gloves. For disposal,
1: 7Fa Chemistry in the home (Student Book) plunge the beaker and carbon into an
BA excess of water when cool. The carbon
This page looks at why we keep hazardous can then be placed in the normal waste.
chemical substances in the home, and some ways
of staying safe while using them.
Equipment
2: 7Fa Hazards (Student Book) Sugar, concentrated sulfuric acid, 100 cm3
FA beaker, eye protection/face shield, chemical-
This spread introduces the idea of a hazard, and resistant gloves.
looks at some hazards associated with acids and
alkalis, and at standard hazard signs.
5: Laboratory hazards
If students have done Starter 2, ask them to look
WS
at their list of dangerous substances/situations and
ask them why they think their suggestions can be The AL interactive Laboratory hazards helps
dangerous, and what can be done to remove the students to find out about possible hazards and
danger. risks in a laboratory and what safety precautions
should be taken.
Worksheet 7Fa-1 is the Access Sheet.
Question 8 can be used for formative assessment. Course resources
See the ASP Introduction for ideas on structuring AL: Interactive Laboratory hazards.
this using the Assessment, Feedback, Action
model.
PLENARIES
Course resources
AP: Worksheet 7Fa-1. Most plenaries can be used for formative
assessment. Suggested assessment, feedback and
action strands of formative assessment can all be
modified. See the ASP for further information and
3: 7Fa Controlling risk (Student Book) ideas on formative assessment.
FA WS
This spread looks at the difference between hazards 1: Quick Check
and risks, and at some of the precautions that can FA
be taken to reduce common risks in the laboratory. Assessment: The 7Fa Quick Check sheet provides a
card sort activity. Students can work alone or in pairs
Question 1 can be used for formative assessment. to match the hazard symbols to their meanings.
See the ASP Introduction for ideas on structuring
this using the Assessment, Feedback, Action model. Feedback: Ask students to volunteer answers, and
ask the rest of the class to say whether or not the
Details of the practical demonstration suggested answers are correct.
are given in Explaining 4.
Action: Identify any symbols that students are
4: Concentrated sulfuric acid and sugar having difficulty remembering. Challenge students
WS to think of a way of remembering, such as
The Student Book spread 7Fa Controlling risk associating the symbol with a word describing
includes instructions for demonstrating the effect the hazard. Get students to trial their suggested
of concentrated sulfuric acid on sugar. Place 50 g methods, and repeat a quick test the following
of sugar in a 100 cm3 beaker on a white tile in a lesson. Discuss which methods proved most
fume cupboard, and add just enough concentrated effective for learning this type of information.
sulfuric acid to saturate the sugar. Beware that
sulfur dioxide and carbon monoxide are given off. Course resources
Allow the beaker to cool for at least 20 minutes in ASP: 7Fa Quick Check.
the fume cupboard before disposal.
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Acids and alkalis
7 2: Quick Check WS
FA
students to justify their choice of ranking and argue
their case until they agree a single ranking in a small
F Assessment: The 7Fa Quick Check WS sheet

provides a drawing of a school lab. Students are
group. Get students to make a list of reasons why
ranking hazards is not straightforward.
a asked to identify hazards, describe how the risk is

being increased and suggest a rule or precaution Course resources
that would reduce the risk of harm from each AP: Worksheet 7Fa-4.
hazard. Give students 5 minutes to work on their AL: Interactive Hazard symbols.
suggestions in small groups, then ask for one
Equipment
suggestion from each group.
Glue, scissors.
Feedback: Ask the rest of the class if they can
improve on each safety suggestion, or explain why
it is not necessary (if appropriate).
Action: Compile a class list of the five most HOMEWORK TASKS
important safety rules on the board. This could
be made into a poster for the wall. More than five 1: Acids and hazards
suggestions may be incorporated using suitable Worksheet 7Fa-7 provides simple questions on the
wording (for example, many safety precautions content of this topic.
come under the umbrella of ‘sensible behaviour’).
Course resources
AP: Worksheet 7Fa-7.
Course resources
ASP: 7Fa Quick Check WS.
2: Nitric acid hazards

3: Hazard symbols Worksheet 7Fa-8 provides questions on the content
FA of this topic.
Worksheet 7Fa-4 provides cards showing hazard
symbols, their meanings and an example of each Course resources
hazard. Extend this activity by asking students AP: Worksheet 7Fa-8.
to rank the symbols in order from least to most
harmful. There is no one correct answer to this
ranking exercise, as the dangers of a particular 3: Hazchem in action
chemical substance depend on its circumstances – Worksheet 7Fa-9 provides more challenging
for instance, something that is poisonous may be questions on Hazchem signs. This homework
completely harmless in the context of a spill, and can be attempted even if students have not done
some flammable substances can be consumed Exploring 4.
(such as vegetable oils).
Alternatively, the AL interactive Hazard symbols Course resources
can be used instead. Students match the correct AP: Worksheet 7Fa-9.
hazard symbols to different substances. Ask
168 © Pearson
7Fb Acids and alkalis
Indicators
Objectives at the bottom of the beaker). When the alkaline

Developing: solution touches the indicator, there is a change from
colourless to pink/purple. Ask students to speculate
1. Recall examples of everyday substances that
how the effect is achieved. Tell them that they will be
are acids and alkalis.
able to produce similar colour transformations by the
2. Recall the colour changes associated with
end of the topic.
some common indicators (e.g. litmus, methyl
orange and phenolphthalein indicators).
3. Describe how indicators are used to distinguish Eye protection must be worn.
between acidic, alkaline and neutral solutions.
Securing:
4. Use solutions of known acidity/alkalinity in
order to deduce a colour chart for an indicator. Equipment
Eye protection, beaker/glass; dilute
Exceeding: sodium hydroxide solution (0.1 mol dm–3);
Exceeding objectives are designed to broaden phenolphthalein indicator (highly flammable).
students’ skills and knowledge beyond what
is required, often introducing a higher level of
challenge. 2: Acids and alkalis brainstorm
5. Evaluate the effectiveness of different Ask students what they already know about acids,
indicators. whether they have heard the word ‘alkali’ before,
and how you can tell the difference between acids
Student materials and alkalis.
Topic notes 3: Hazard label revision

• The internationally agreed (IUPAC) way of FA
spelling sulfuric acid is with an ‘f’. The same Show students only the hazard symbols from
is true therefore for sulfur, sulfate, sulfide etc. Worksheet 7Fa-4, and ask them to jot down the
However, some courses and curricula still use meaning of each one and some precautions that
the ‘ph’ spelling. should be taken.
• It is important that teachers review all materials See the ASP Introduction for ideas on structuring
that they intend to use with students before use, this using the Assessment, Feedback, Action model.
• It is envisaged that in the course of studying the
chemistry component of this topic, students will Course resources
use one Starter idea, Explaining 1, one further AP: Worksheet 7Fa-4.
Exploring or Explaining idea, and one of the
plenaries. Additional activities can be added as
time allows.
EXPLORING TASKS
Be prepared
Red cabbage and other vegetables are needed 1: Using red cabbage as an indicator
for Exploring 1 and 2. WS
This practical is in two parts: students first extract
the colour from red cabbage leaves by crushing,
dissolving and filtering. The solution obtained
STARTERS from this process is then used to test a variety of
household chemical substances, allowing students
1: Water colour change demonstration to classify these as acids or alkalis. Worksheet
WS 7Fb-2 gives all the practical instructions. The results
Pour a beaker of ‘water’ (in fact dilute sodium table can be continued on the back of the sheet. If
hydroxide solution) into an apparently empty beaker students are going to be doing Exploring 2 it is worth
(which has a few drops of phenolphthalein indicator saving some of the indicator they have made.
© Pearson 169
Acids and alkalis
7 Eye protection must be worn. Care should

Exceeding: Students could compare some of their
vegetable indicators with standard lab indicators
F be taken when using kettles or to ensure

hot water is not scalding. Do not use
such as litmus, methyl orange or phenolphthalein.
It is best not to use universal indicator as this is
b cleaners which are labelled ‘corrosive’. not introduced until the next topic. Worksheet
7Fb-4 provides instructions and questions to help
students to write their conclusions.
Course resources
AP: Worksheet 7Fb-2. Eye protection must be worn. Methyl
Equipment (per group) orange is toxic. Phenolphthalein indicator
Part 1: individual eye protection, mortar and is a suspected carcinogen. Care should
pestle, boiling tube or conical flask, filter paper be taken when using kettles and to ensure
and filter funnel, red cabbage leaves, hot water. hot water is not scalding. No tasting of
Part 2: red cabbage juice (from part 1 or prepared any chemical substances, including plant
previously), spotting tile, dropping pipettes. material, should be allowed.
Suggestions for substances to test: fizzy drinks,
lemon juice, milk, yogurt, liquid soap, cleaners
(do not use any substances labelled corrosive), Course resources
baking soda (not baking powder), vinegar, AP: Worksheets 7Fb-2; 7Fb-3; 7Fb-4.
toothpaste (bicarbonate of soda brands best), ASP: 7F WS Investigations.
0.1 mol dm–3 sulfuric acid, 0.1 mol dm–3 sodium
hydroxide solution. Equipment
Individual eye protection, mortar and pestle,
boiling tube or conical flask, filter paper and
filter funnel, selection of vegetable materials to
2: Other vegetable indicators test (see suggestions), hot water, spotting tile,
WS dropping pipettes, 0.1 mol dm–3 sulfuric acid,
This practical is best carried out after students have 0.1 mol dm–3 sodium hydroxide solution.
done Exploring 1. Students use a similar method Suggestions for plant material: beetroot,
to make up coloured solutions from other fruit or blackcurrants, onion skins, roses, tea. Many
vegetables and assess them for their usefulness as materials work, the exceptions are yellow and
indicators. This practical can be used to carry out white flowers.
a Working Scientifically investigation. A set of level Optional: litmus, methyl orange and
descriptions is provided in the ASP. phenolphthalein indicators.
Developing: Worksheet 7Fb-2 gives instructions on
preparing an indicator and testing it. Ask students
to repeat the instructions on the sheet to prepare 3: Indicator colours
indicators from two or more fruits/vegetables (or FA
they could be given ready-prepared indicators to Worksheet 7Fb-5 asks students to colour in test
test, which will cut down on the time needed quite tubes according to the colour that litmus solution
substantially). They may need additional copies of will go in different substances.
the table from Worksheet 7Fb-2. Ask students to
use their tables to write a short sentence choosing Follow up by asking students to write a summary
one of the indicators as ‘the best’ and explaining of what they know about indicators. They should
the reasons for their choice. decide what the ‘key ideas’ are, and make either a
concept map or another visual representation of the
Securing: Students are told that they are to test main points of their choice. Students should then
different indicators to identify the best one. They be given an opportunity to compare their ‘key ideas’
need to write plans, get them checked for safety, in small groups, and amend their notes.
carry out their investigations and then write a few
sentences choosing the best one. Worksheet Ask students to make amendments in a different
7Fb-3 provides some hints for planning. Students colour, so they can clearly see what improvements
should plan how to make their indicators using their they chose to make.
knowledge from Exploring 1, or they could be given
ready-prepared indicators to test. Alternatively, Course resources
each group could make enough of one type of AP: Worksheet 7Fb-5.
indicator to share with other groups.
170 © Pearson
Acids and alkalis
4: Robert Boyle’s indicators

Worksheet 7Fb-8 describes Robert Boyle’s work
EXPLAINING TASKS
7
on acids, and provides comprehension questions.
Students can use the sheet alone or in groups.
1: 7Fb Indicators (Student Book)
FA F
This sheet can also be used as a stimulus for
research or discussion. Research or discussion
This spread introduces the idea of using indicators
to determine whether a substance is an acid or an
b
topics could include: alkali.
• How were substances identified as acids or Worksheet 7Fb-1 is the Access Sheet. Question 7
alkalis before indicators were developed? on the Student Book spread 7Fb Indicators can
• When were indicators first used to identify and be used for formative assessment. See the ASP
classify acids and alkalis? Introduction for ideas on structuring this using the
• What ideas (hypotheses, theories) were there to Assessment, Feedback, Action model.
explain the properties of acids and alkalis?
Discuss with students the most effective ways of Course resources
reporting back on their findings. AP: Worksheet 7Fb-1.
Course resources 2: Laboratory indicators

AP: Worksheet 7Fb-8. WS
Use this demonstration to introduce students to
Equipment the idea that there are several laboratory indicators.
Coloured pencils. Set up a row of test tubes in pairs, with a different
Optional: Internet access. indicator in each pair.
Developing/securing: Pour a little acid with a low pH
(such as dilute HCl) into one of each pair and note
5: Colourful hazards the colour change; repeat with an alkali with a high
Worksheet 7Fb-6 provides an opportunity for pH (NaOH).
students to work together to plan and carry out
tasks using knowledge and understanding gained Exceeding: Show the colour in acid and ask
in the practical exercises. Students will need data students to predict the alkaline colour given their
on the colours of various indicators in acidic, understanding of colour mixing (for example, methyl
alkaline and neutral solutions (perhaps obtained in orange is red in acid, so students may be able to
Exploring 2). predict that the alkaline colour has to be yellow to
give the orange colour overall).
Students should decide on the indicator they are
going to use for their chart and design packaging
and posters to illustrate its use in identifying which Eye protection must be worn. Methyl
substances are acidic, alkaline or neutral. Judge the orange is toxic. Phenolphthalein indicator
clarity and accuracy of the information provided. is a suspected carcinogen.
If Exploring 2 has not been carried out, some
students may wish to use the Internet to identify a
suitable indicator to be used. Equipment
You could follow this up by asking students to work Eye protection, rack with boiling tubes; 0.1 mol
in pairs to list situations in which being able to test dm–3 hydrochloric acid; 0.1 mol dm–3 sodium
whether a solution is acid or alkali is useful, e.g. hydroxide; samples of indicators, e.g. methyl
testing for acid rain, soil conditions for plants, food orange, thymol blue, phenolphthalein, litmus.
and drink safety.
Course resources 3: Drinks ingredients

AP: Worksheet 7Fb-6. The AL presentation Drinks ingredients shows
labels from two different drinks and asks students
Equipment to identify the ingredients used for different
Coloured pencils, poster paper. purposes.
Optional: access to a computer with desktop
publishing software and printer. Internet/library
access. Course resources
AL: Presentation Drinks ingredients.
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Acids and alkalis
7 4: Experiments with litmus

Using the AL interactive Experiments with litmus,
remove dirt more efficiently; Minus – they would be
more damaging to the skin and eyes; Interesting –
F students look at the colour of litmus in different

solutions and deduce whether the substances in
how do soaps react with your skin? Many liquid
‘soaps’, including washing-up liquid, are actually
b the beakers are acid, alkali or neutral. a different type of chemical substance altogether,
called a detergent.)
Course resources Plus, Minus, Interesting: Only dilute alkalis should
AL: Interactive Experiments with litmus. be allowed. (Possible answers: Plus – the hazards
of concentrated alkalis would be removed; Minus –
it would be much more expensive to transport
alkalis; Interesting – are some alkalis dangerous
PLENARIES for reasons other than being alkalis? Alkalis can be
used to dispose of dead bodies, in a process that
Most plenaries can be used for formative is said to be more environmentally friendly than
assessment. Suggested assessment, feedback and cremation (this is called ‘resomation’ if students are
action strands of formative assessment can all be interested in discussing it further).)
ideas on formative assessment. The AL presentation 7Fb Thinking skills can be
used in this task.
1: Quick Check
FA Feedback: Ask students to write down their best
Assessment: The 7Fb Quick Check sheet provides answers and consider why they think they are the
a set of statements for students to classify as true best. Carry out the same process for their weakest
or false, and to correct the false statements. answers, with students writing down how they need
to improve. These reflections could benefit from
Feedback: Ask for a show of hands to indicate categorising the areas of strength or weakness,
whether each statement in turn is true or false. e.g. ‘did not understand the science ideas’; ‘did
Students could also hold up a number between 1 not read the question properly’; ‘did not make
and 5 written on a piece of paper for a Certainty enough separate points’. Ask a spokesperson from
of Response Index (see Introduction) score to a number of groups to read out their best answers
say how confident they are when responding to and why they think they are good.
each statement. Identify the questions that most
students were unsure of. Action: Identify any ideas that are missing and
share them with the class. Share weaknesses in
Action: Identify any areas of misunderstanding and groups’ answers in a similar way. List the most
discuss any misconceptions. common areas needing improvement for the
class and make these a focus in future activity. If
Course resources understanding is poor then revise the concepts as a
ASP: 7Fb Quick Check. class activity.
Course resources
2: Thinking skills AL: Presentation 7Fb Thinking skills.
FA
Assessment:
Odd One Out: water, vinegar, orange juice. 3: Acid or alkali?
(Possible answers: water is the only neutral FA
substance or not an acid.)
The AL interactive Acid, alkali or neutral? gives
Odd One Out: butter, milk, soap. (Possible students the opportunity to decide whether
answers: soap is the only one that can be made substances are acids, alkalis or neutral solutions.
from fats and ashes; milk is the only liquid.) It provides a list of common solutions and asks
students to sort them into acid, alkali or neutral.
Odd One Out: stomach acid, skin, blood. (Possible
Students should be asked to give a reason for their
answers: skin is not a liquid; blood is slightly
choice. Students could also be asked to state what
alkaline.)
colour litmus or red cabbage indicator would go if
Odd One Out: red, orange, blue. (Possible answers: added to the solution.
blue is the only colour that represents an alkali.)
Get students to watch the presentation once, and
Plus, Minus, Interesting: Soaps should be more write questions to be answered by another group
alkaline. (Possible answers: Plus – they might on a second viewing. Groups swap questions then
172 © Pearson
Acids and alkalis
check each others’ answers, discussing the areas

they found difficult.
2: Indicators at home
Worksheet 7Fb-9 provides instructions for students 7
Course resources
to carry out a simple practical activity at home to
test various substances for their possibilities as F
AL: Interactive Acid, alkali or neutral?
indicators. Students should check that parents
agree to them doing the experiment. b
Course resources
HOMEWORK TASKS AP: Worksheet 7Fb-9.
1: Sort the labels

Worksheet 7Fb-7 provides simple questions on the 3: Comparing indicators
content of this topic. Worksheet 7Fb-10 asks more challenging questions
about acids, alkalis and indicators.
Course resources Course resources

AP: Worksheet 7Fb-7. AP: Worksheet 7Fb-10.
© Pearson 173
7Fc
Acids and alkalis
Acidity and alkalinity
Objectives 2: How strong?

Developing: WS
1. Describe how universal indicator is used to Have some hydrochloric acid at two different
distinguish between acidic, alkaline and neutral dilutions in bottles, not labelled with the
solutions. concentrations. Pour a little of each into two test
2. Describe the main features of the pH scale tubes and add a few drops of litmus. Elicit the
(numbered scale that shows how acidic or information that this shows that both are acidic.
alkaline a solution is, with solutions below pH 7 Then put some of each acid onto small marble
being acidic, those above pH 7 being alkaline chips and ask students to state what the difference
and those at pH 7 being neutral). is between the two liquids. Ask how useful the
litmus was at telling them what was in the tube.
Securing: Introduce the idea of a numerical scale to indicate
3. Describe the use of universal indicator how acidic or alkaline a substance is.
and pH meters to determine the pH of a The AL presentation How strong? may be helpful
solution. for use with this task.
4. Describe solutions as being more or less acidic/
alkaline by comparing their pHs.
Exceeding: Eye protection must be worn. 2 mol dm–3
Exceeding objectives are designed to broaden hydrochloric acid is corrosive.
challenge.
5. Use information about indicator colour changes Course resources
to design different indicators for different AL: Presentation How strong?
purposes.
Equipment
Eye protection, hydrochloric acid (2 mol dm–3
Student materials and 0.1 mol dm–3), four test tubes, test-tube
rack, litmus indicator, marble chips.
Topic notes
• It is important that teachers review all materials
that they intend to use with students before use,
• It is envisaged that in the course of studying the 3: Five facts
chemistry component of this topic, students will FA
use one Starter idea, Explaining 1, one further Assessment: Ask students to work in pairs to write
Exploring or Explaining idea, and one of the down the five most important facts they have learnt
plenaries. Additional activities can be added as in the previous two topics. Each pair then combines
time allows. with another pair to agree a common list.
Feedback: Ask for input from each group and
compile a class list on the board. This list can
STARTERS be longer than five items if students can explain
why the additional facts are important. Then ask
1: Mixing indicators students to hold up a number between 1 and
Ask students to name three indicators that they 5 written on a piece of paper for each fact as a
used or saw demonstrated in Topic 7Fb (e.g. Certainty of Response Index (see Introduction), to
red cabbage, litmus, methyl orange, show their level of confidence.
phenolphthalein, tea, blackcurrant juice) and
what colours they turned in different substances. Action: Uncertain items can be revisited during
Students could then discuss what they might the lesson, or students can be asked to suggest
expect to happen if you mixed two of the different ways in which they can address any areas of
indicators together. weakness.
174 © Pearson
Acids and alkalis
EXPLORING TASKS could be investigated or demonstrated, and

students could critique or refine their predictions. 7
1: Testing the pH of substances
FA WS
Students could also be asked if the acid would
become more or less corrosive. Alternatively, set
F
Ask students to test substances using universal
indicator solution or paper. Make sure that the
this exercise as a challenge – show students that
the acid is pH 1, and ask them to find out how
c
colour chart the students work from matches the much water they would need to add to make it
type of indicator being used – paper and solution pH 2. In theory, the general rule is that a ten-fold
are significantly different in the range of colours and dilution causes a shift in pH by one unit, but the
pH values. Note that the most acidic substance will key learning objective here should be careful
probably have a pH of 0–2 and the most alkaline a planning and accurate measurement rather than the
pH of 13–14. discovery of this rule.
Developing: Students follow the instructions on
Worksheet 7Fc-2 and record their results on it.
Eye protection must be worn.
Securing: Students follow the instructions on
Worksheet 7Fc-3. Students are asked to check the
values obtained with universal indicator solution
against a pH meter. There are a number of small,
solid-state meters on the market that do not require Equipment (per group)
extensive and time-consuming calibration, and give Individual eye protection, hydrochloric acid
a direct read-out of pH to within 0.1. (0.1 mol dm–3), universal indicator solution, pH
meter (if available), test tubes, measuring cylinders.
Ask students to write a short paragraph about why
a numerical scale is preferable based on subjective
decisions about colours. 3: Designing a pH indicator
The AL interactive Match the pH asks students to FA WS
match the correct substances to their pH values. Students are asked to design their own indicator
to test solutions across a range of pHs. Worksheet
7Fc-4 outlines the task and provides some hints
Eye protection must be worn. No tasting to help students to work in groups to design their
of any chemical substances including indicator and test it.
foods allowed.
Students should reflect on their design, and be
evaluated for their ability to analyse what was good
Course resources and what needed to be improved.
AP: Worksheets 7Fc-2; 7Fc-3.
AL: Interactive Match the pH.
Equipment Phenolphthalein indicator is a suspected
Individual eye protection, spotting tile, dropping carcinogen. Methyl orange is toxic.
pipettes, universal indicator solution, pH colour
chart, pH meter, three test tubes, test-tube rack,
pH 7 buffer solution. Substances to test, e.g. Course resources
vinegar, lemon juice, fizzy drink, yogurt, milk, AP: Worksheet 7Fc-4.
soap, cleaning fluid, detergent, baking soda Equipment (per group)
(not baking powder), toothpaste, salt solution, Individual eye protection, dropping pipettes,
sugar solution, 0.1 mol dm–3 hydrochloric acid, spotting tile and/or test tubes and test-tube
0.1 mol dm–3 sodium hydroxide. Do not use rack, universal indicator paper or solution and/
drain cleaners marked corrosive. or pH meter, test solutions, coloured pencils.
Indicator solutions, e.g. methyl orange, litmus,
phenolphthalein and any others available
2: The dilution challenge including plant dyes such as red cabbage,
WS colour chart for each indicator.
Ask students to predict what effect making an Test solutions covering a wide range of pH, e.g.
acid more dilute would have on pH. Use an 0.1 mol dm–3 hydrochloric acid, pH 4 buffer,
argumentation framework, where students have to pH 7 buffer, pH 9 buffer, 0.1 mol dm–3 sodium
justify their prediction, saying what evidence would hydroxide solution.
support or refute this prediction. The predictions
© Pearson 175
Acids and alkalis
7 4: Using pH
L5
Worksheet 7Fc-1 is the Access Sheet.
Question 2 on the Student Book spread 7Fc
F Worksheet 7Fc-5 provides a cut and stick exercise
to consolidate students’ knowledge about the
Acidity and alkalinity can be used for formative
assessment. See the ASP Introduction for ideas on
c colour of universal indicator at different pHs. structuring this using the Assessment, Feedback,
Action model.
Course resources
AP: Worksheet 7Fc-5. Course resources
AP: Worksheet 7Fc-1.
Equipment
Coloured pencils, scissors, glue, paper.
2: pH probe and universal indicator
5: pH applications WS
FA WS Have prepared a set of test tubes with solutions
Worksheet 7Fc-6 provides information about of different pHs. Add indicator to each and stand
various applications of the pH scale. Students write a white card behind the rack so students can see
titles for the extracts and design a poster about pH. the colours easily. Ask them to refer to pH charts to
work out the pH of the contents of each tube, and
Before they start, discuss with students what then use a pH probe and datalogger to measure
makes a good title (or heading). Establish that titles the pH. Discuss any differences in student opinions
should: about the pH of the solutions, and discuss when
• contain key words (for example, those that can it might be more suitable to use indicator solution
be searched for in an Internet search) or paper (for example, to get a rough idea of pH
• clearly tell a reader what something is about in the field) or a pH probe (when an accurate
• be short (without needing to be a full sentence). measurement of pH is required).
If there is time, agree some criteria with students

on how to judge titles or the posters as a whole,
and then get students to peer review one another’s
titles/posters.
Course resources
Equipment
Equipment Eye protection, 5–10 test tubes, each
Coloured pencils, poster paper. containing a solution at a different pH, universal
Optional: Internet access. indicator solution, pH probe and datalogger,
test-tube racks, white card.
6: Inventing indicators
Worksheet 7Fc-7 tells the story of the invention of
universal indicator, and asks questions designed to 3: Litmus and universal indicator
consolidate students’ knowledge of the pH scale. WS
There is an optional research question about pH
The AL presentation How strong? demonstrates
meters.
that litmus indicator cannot show how acidic or
alkaline a solution is. This can be used here if it
Course resources has not already been used in Starter 2. Get pairs of
AP: Worksheet 7Fc-7. students to design a quick test about indicators for
Equipment another pair of students.
Coloured pencils. The AL presentation Indicator colours asks
students to answer questions on the pH scale
and universal indicators, which could be shown
EXPLAINING TASKS afterwards to consolidate their learning.
1: 7Fc Acidity and alkalinity (Student Book) Course resources

FA AL: Presentations How strong?; Indicator
These pages introduce the pH scale and some of colours.
its uses.
176 © Pearson
Acids and alkalis
PLENARIES correct’, ‘uncertain about this’ and ‘sure this is

incorrect’. Go over any misconceptions. 7
Most plenaries can be used for formative
assessment. Suggested assessment, feedback and Course resources F
AL: Presentation 7Fc Thinking skills.
c
ideas on formative assessment.
1: Quick Check 3: Match the pH
The AL interactive Match the pH asks students to
FA
link household chemical substances to the relevant
Assessment: The 7Fc Quick Check sheet provides a parts of the pH scale.
set of answers and asks students to write questions
that would elicit those answers. Students should Students should revisit any areas of uncertainty,
be encouraged to write more than one question for for example by re-presenting information in a
each answer, if they can. different format starting with the Student Book or
7F Summary Sheets and producing a concept map,
Feedback: Ask for a show of hands from those table of categories or ‘key ideas’ list; producing
students who are confident in the questions they an annotated diagram using information from the
have written to match the answers. Ask two or three Student Book and other sources; writing out a
pairs to read out their questions, and write up a detailed explanation of an idea for a friend; making
smiley/sad face on the board to indicate how good a model that demonstrates an idea.
their question is. Allow students a few minutes to
refine their work before asking for feedback again.
Course resources
Action: Students should highlight any corrections they ASP: 7F Summary Sheets.
made after feedback and add one to three ticks to AL: Interactive Match the pH.
show how confident they now are of these responses.
Course resources
ASP: 7Fc Quick Check. HOMEWORK TASKS
1: The pH test
Worksheet 7Fc-8 provides questions on pH and
2: Thinking skills drawing conclusions from evidence.
Assessment:
Consider All Possibilities: A bottle labelled
Course resources
‘universal indicator’ has a red liquid inside.
(Possible answers: an acid has been added to it;
the label has been put on the wrong bottle; it is a
new type of universal indicator.) 2: A day of pH
Consider All Possibilities: What might I need to Worksheet 7Fc-9 asks students to write a diary for
consider when making a new shampoo? (Possible the day, listing the pHs of the different substances
answers: the pH; its hazards; its smell; its cleaning they encounter. Students can be issued with
power.) universal indicator colour charts or rely on their
memory of the colours.
Odd One Out: 1, 8, 14. (Possible answers: 1
is the only pH number that is an acid; 8 is the
Course resources
only number that represents a less hazardous/
dangerous/powerful substance.)
The AL presentation 7Fc Thinking skills can be
used with this task. 3: pH colour changes
Worksheet 7Fc-10 provides more challenging
Feedback: Ask students to volunteer answers, and questions on pH and indicators.
ask the class to identify any factual errors evident in
the answers.
Course resources
Action: Students should categorise their responses AP: Worksheet 7Fc-10.
to questions and ideas into ‘confident this is
© Pearson 177
7Fd
Acids and alkalis
Neutralisation
Objectives has a very low pH it may be hazardous, and so it

Developing: would be useful to be able to ‘cancel’ the acidity.
Demonstrate this by adding sodium hydroxide
1. Recall that acids react with alkalis and this is
solution. Demonstrate that any remaining liquid is
called neutralisation.
now neutral.
2. Interpret and complete word equations,
and identify the products and reactants in a
chemical reaction.
3. Recall some applications of neutralisation (e.g. Eye protection must be worn.
changing the pH of soils).
Securing:
4. Model simple reactions using word equations.
5. Describe the reactions of acids with alkalis Equipment
(including the general equation and the salts Eye protection, 0.1 mol dm–3 hydrochloric acid,
produced by hydrochloric, sulfuric and nitric 0.1 mol dm–3 sodium hydroxide solution, universal
acids). indicator liquid or paper, wide shallow tray.
6. Explain how everyday examples of neutralisation
are useful (e.g. changing the pH of soils).
Exceeding: 2: Hazards: word associations
Exceeding objectives are designed to broaden BA
students’ skills and knowledge beyond what Write three words and phrases up for students:
is required, often introducing a higher level of hazard symbols, indicators, pH scale, and ask
challenge. students to get into small groups. In their groups,
students should list as many words as they can
7. Apply ideas about the pH scale to explain the associated with each of these three words or
changes that take place on neutralisation and phrases. Associated words might include: risks,
dilution. acids, toxic, irritant, corrosive (hazard symbols);
8. Plot and interpret graphs of pH against volume colour change, acids, alkalis, neutral, litmus, blue,
of acid or alkali added in a neutralisation red, universal indicator (indicators); acidic, alkaline,
reaction. 0–14, 7 (pH scale). Students should be prepared to
outline the association of their words to the original
Student materials word or phrase.
Topic notes 3: What do you know?
• It is important that teachers review all materials FA
that they intend to use with students before use,
Ask each student to write down five things that they
think the person sitting next to them should have
• It is envisaged that in the course of studying the
learnt in Unit 7F so far and when they would have
chemistry component of this topic, students will
learnt them. Then ask students to ask each other in
use one Starter idea, Explaining 1, one further
pairs whether they agree on the things they should
Exploring or Explaining idea, and one of the
have learnt. Ask them to agree a final list of the five
plenaries. Additional activities can be added as
most important points.
time allows.
EXPLORING TASKS
STARTERS
1: Neutralisation
1: Making the spill safe
FA WS
WS
Students use dilute hydrochloric acid to neutralise
‘Spill’ some acid into a wide shallow container. Use
sodium hydroxide solution.
indicator (liquid or paper) to show that the liquid is
acidic. Ask students to suggest ways of clearing Developing: Worksheet 7Fd-2 provides instructions
up the spill safely. Elicit the idea that if the acid for a simple neutralisation reaction. If students are
178 © Pearson
Acids and alkalis
likely to have difficulty measuring and pouring small

volumes of solution it would be useful to have 5 cm3
2: Changing pH
WS 7
of the hydrochloric acid already put into the test
tubes and 10 cm3 of the sodium hydroxide solution
Students investigate how pH changes when an
acid is diluted and when it is neutralised. Worksheet
F
in the measuring cylinder. Students can pour the
solution from the measuring cylinder into the test
7Fd-4 provides instructions. The experiment can
be done with just universal indicator if there are not
d
tube in 1 cm3 portions or use a dropping pipette sufficient pH meters. Note that students may have
to make the transfer. If there is time to spare, the already investigated the effect of dilution on pH in
experiment can be repeated to check the end-point 7Fc Exploring 2.
or with a different indicator.
Securing: Worksheet 7Fd-3 provides instructions
for a very simple titration to find the quantity of Eye protection must be worn.
sodium hydroxide needed to neutralise the acid,
and then asks students to repeat without the
indicator and evaporate the resulting solution to
obtain a salt. The dropping pipette can be used
to transfer the alkali from the measuring cylinder
Course resources
to the acid if students are not confident that they
AP: Worksheet 7Fd-4.
can pour accurately. Make sure that the indicator
is not added in part 2. Part 1 can be repeated to Equipment (per group)
check the end-point or using a different indicator. Individual eye protection, 100 cm3 beaker, 20 or
Students may already have evaporated solutions 25 cm3 measuring cylinders, dropping pipette,
to dryness in Topic 7Ec. Remind them of the pH meter and probe, 0.1 mol dm–3 hydrochloric
hazards before they start. acid, 0.1 mol dm–3 sodium hydroxide solution,
universal indicator solution.
Exceeding: Students could produce a simple
visual flowchart of instructions for carrying out
a neutralisation titration. They could annotate
this with techniques that they found particularly 3: Using neutralisation
challenging, or that needed special care. Worksheet 7Fd-6 provides some questions to help
consolidate students’ knowledge of neutralisation.
Students can tackle this alone or in pairs. The final
Eye protection must be worn. question asks students to find out and describe
Hydrochloric acid and sodium hydroxide some other uses of neutralisation. This can be done
are corrosive at 0.5 mol dm–3. Heatproof via textbooks or the Internet.
tongs should be used if moving the
evaporating basin while it is hot.
Phenolphthalein indicator is a suspected Course resources
carcinogen. Methyl orange is toxic. AP: Worksheet 7Fd-6.
Equipment
Optional: access to other chemistry textbooks,
Internet access.
Course resources
AP: Worksheets 7Fd-2; 7Fd-3.
Equipment (per group)
Developing: Individual eye protection, test 4: Neutralisation equations
tube, 10 cm3 measuring cylinder, dropping Worksheet 7Fd-5 provides a cut and stick exercise
pipette (optional), 0.1 mol dm–3 hydrochloric to give students practice in naming the products
acid, 0.1 mol dm–3 sodium hydroxide solution, of neutralisation reactions and writing word
indicator solution, e.g. litmus, methyl orange or equations.
phenolphthalein.
Securing: As above, plus: 0.5 mol dm–3
Course resources
hydrochloric acid, 0.5 mol dm–3 sodium
hydroxide solution, 25 cm3 measuring cylinder,
evaporating dish, tripod and gauze, heat- Equipment
resistant mat, Bunsen burner, heatproof tongs. Scissors, glue, paper.
© Pearson 179
Acids and alkalis
7 5: pH changes
Worksheet 7Fd-9 provides questions on changing
the use of a standard or a set of standards of
known bleach amounts and the volume of sulfuric
F pH via dilution and neutralisation. acid needed to neutralise them (a calibration

curve). Comparing the amount of sulfuric acid
d Course resources
needed to neutralise the samples with the
standards would give more absolute amounts of
bleach.
6: Testing bleach
At the end of the STEM pages, there is a practical Eye protection must be worn.
activity in which plan an investigation to find the
amount of alkali in different samples of ‘bleach’. The reaction between chlorate bleaches
and acid produces chlorine gas. The
Before students start, show them three or four amount of gas produced from these
‘bleach samples’, on which they are going to suggested quantities is small, and is safe
conduct their tests. in a well-ventilated room. Note, however,
It is expected that students will plan their own that students should not be allowed smell
investigations. You could then collect some of the or breathe in the gases from the analysis.
planned methods and demonstrate them to the
class, inviting comments from students (both good
points and points that could be improved).
Equipment
An alternative is to discuss students’ plans with Four samples of bleach made by diluting
them, highlighting good points and areas that could commercial chlorate bleaches to 1/20th
be improved before giving them a method to follow concentration, dilute sulfuric acid solution
(e.g. written up on the board): (0.025 mol dm–3), 100 cm3 beaker, 250 cm3
beaker (for the sulfuric acid), 50 cm3 measuring
1. Use a measuring cylinder to measure out
cylinder, 20 cm3 syringe, bottle of universal
50 cm3 of one bleach sample and place in a
indicator with dropper, eye protection.
100 cm3 beaker.
2. Add several drops of universal indicator to the
bleach to obtain an obvious colour.
3. Fill a clean 20 cm3 syringe with dilute sulfuric
EXPLAINING TASKS
acid solution.
4. Add the acid to the bleach slowly until the
1: 7Fd Neutralisation (Student Book)
universal indicator just changes to a clear lime
green colour (neutral). FA
5. Note the volume of sulfuric acid added. This page introduces neutralisation reactions and
6. Rinse out the measuring cylinder and beaker. word equations.
Then repeat Steps 1 to 4 using the same Worksheet 7Fd-1 is the Access Sheet.
dilute hydrochloric acid with the other bleach
samples. Questions 8 and 9 on the Student Book spread
7Fd Neutralisation can be used for formative
The bleach that requires the largest volume of acid assessment. See the ASP Introduction for ideas on
for neutralisation contains the greatest amount of structuring this using the Assessment, Feedback,
alkali. Action model.
Note: The indicator colour change which occurs
in this procedure is not always clearly defined. In Course resources
addition, the indicator itself is affected by contact AP: Worksheet 7Fd-1.
with chlorate bleaches. This means that the analysis
needs to be carried out as quickly as possible.
The students should be encouraged to discuss the 2: 7Fd The chemical industry (Student Book)
difficulties in estimating an end-point of the reaction This spread in the Student Book looks at some
as one source of error in the analysis. They should of the roles performed by research chemists and
be able to suggest ways of improving the reliability quality control technicians in industry. There is a
of the results obtained. particular focus on innovation (identifying a need
Exceeding: It is expected that most students will and planning ways to design or adapt products to
only be able to put the bleaches in relative order fulfil those needs) and the generation and analysis
of amount of bleach. Some students may suggest of data in quality control.
180 © Pearson
Acids and alkalis
3: Following neutralisation
FA WS
reciprocates by teaching the neutralisation reaction
process (see Explaining 4) after watching the 7
Use a pH probe and a datalogger to demonstrate
how the pH changes as an alkali is added to an
animation provided.
Students should ‘evaluate’ their own teaching by
F
acid drop by drop. Ask students to predict what will
happen if more acid or alkali is added, and to check
questioning the other group on the content once
they have finished the teaching.
d
their predictions. Students could also be given
prepared graphs and challenged to state what must
Course resources
have happened to cause any changes in pH shown.
Students could be asked to write questions that AL: Presentation Word equations.
can be answered using the graphs – and to include
one or two ‘distracter’ questions which cannot be
answered using the graph. Pairs of students could
swap their questions for use by other pairs. Get the PLENARIES
pairs to feed back to each other about the quality of
the questions. Most plenaries can be used for formative
assessment. Suggested assessment, feedback and
Eye protection must be worn. modified. See the ASP for further information and
ideas on formative assessment.
1: Quick Check
FA
Equipment Assessment: The 7Fd Quick Check sheet provides
Individual eye protection, 0.1 mol dm–3 a set of word equations for students to complete.
hydrochloric acid, 0.1 mol dm–3 sodium
hydroxide solution, measuring cylinders, burette, Feedback: Use the ‘pose–pause–pounce–bounce’
pH probe and datalogger. method to obtain feedback for each of the word
equations. Give students a few minutes to think of
their answers, then pounce randomly on a student
4: Neutralisation reactions for an answer, before bouncing that answer to
FA another student, asking ‘What did you think of the
answer?’
The AL animation Neutralisation can be used to
reinforce knowledge from the Student Book. The Action: Plenary 3 provides further practice in writing
animation explains how to find the precise volume word equations.
of sodium hydroxide solution required to neutralise This task could also be used for the ‘evaluation’
a hydrochloric acid solution, and how to separate of group teaching suggested in Explaining 4 and
out the soluble salt formed or to show students Explaining 5 above. It would be interesting to see
laboratory techniques. which groups get the higher marks – those who
Ask students to write a numbered set of ‘taught’ or those who received teaching on word
instructions for neutralisation using the information equations. Discuss this as a class.
provided in the animation. Get them to add safety
precautions and relevant hazard symbols.
Course resources
ASP: 7Fd Quick Check.
Course resources
AL: Animation Neutralisation.
2: Thinking skills
5: Word equations Assessment: Ask students to work in pairs to write
FA responses.
The AL presentation Word equations can be used What Was The Question: Salt. (Possible questions:
to introduce Exploring 4 or as a follow-up activity. Name one product in a neutralisation reaction. What
Worksheet 7Fd-8 can be used to help students to type of substance is sodium chloride?)
understand word equations.
What Was The Question: Hydrochloric acid.
Get one group of four students to watch the (Possible questions: What could you use to
presentation on word equations and teach this neutralise sodium hydroxide? Which acid do you
content to a second group. The second group need to use if you want to make sodium chloride?
© Pearson 181
Acids and alkalis
7 Name a substance with a pH less than 7. Name a

substance that will make litmus/universal indicator
until they agree before submitting. If they are both
unsure which response is correct, they should note
F turn red.)
Consider All Possibilities: The pH of a solution
the particular case that they are struggling with so
this can be revisited.
d decreases. (Possible answers: it is an alkaline

solution that has been diluted; it is an alkaline/
Alternatively, groups from the teaching and learning
groups suggested above (see Explaining 4 and 5)
neutral solution to which some acid has been could be mixed – so two ‘teachers’ and two
added; it is an acidic solution to which a more ‘learners’ carry out this interactive together. Students
acidic substance has been added.) should be asked to reflect on what they learned as a
result of discussing answers in their groups.
Feedback: Ask students to volunteer their answers
for each of the questions. Use a smiley face on the
board to indicate good answers (that show correct Course resources
understanding of the science) or a sad face for AL: Interactive Word equations.
answers that indicate misconceptions. Ask students
why they found certain questions more difficult.
They can categorise their issues using the ideas
from the analysis of their responses used earlier HOMEWORK TASKS
in this unit, e.g. ‘did not understand the science
ideas’; ‘did not read the question properly’; ‘did not 1: Changing soil pH
make enough separate points’. Worksheet 7Fd-7 provides questions about
neutralisation to consolidate the work in this topic.
Action: Use Student Book spread 7Fd
Neutralisation for students to improve their Course resources
response to the question they found most difficult, AP: Worksheet 7Fd-7.
producing a ‘model answer’. Then challenge
students to design a thinking skills question and a
model answer on the same topic as the question 2: Sorting word equations
they found most difficult. The AL presentation 7Fd Worksheet 7Fd-8 provides questions on
Thinking skills can be used for this task. neutralisation and word equations.

AL: Presentation 7Fd Thinking skills. AP: Worksheet 7Fd-8.
3: Word equations 3: Balancing pH

FA Worksheet 7Fd-10 provides more challenging
The AL interactive Word equations provides questions on pH and neutralisation.
an exercise on completing word equations. Get
students to use the interactive with a partner, taking
Course resources
it in turns to select and justify each response.
Students should continue discussing the responses
182 © Pearson
7Fe Acids and alkalis
Neutralisation in daily life
Objectives have learnt. Ask them to agree a final list of the four
Developing: most important points. Compare this list to the one
produced if Starter 3 was completed in Topic 7Fd.
1. Correctly use the term: base.
2. Recall some applications of neutralisation 2: Word cards
(antacids, toothpastes, treating waste gases, FA
rust removal). Give students the Word Sheet for Topic 7Fd with
Securing: the definitions blanked out, and ask them to write
their own definitions. This will help to reinforce the
3. Describe the reactions of acids with bases learning about neutralisation before going on to
(including the general equation). consider its applications in this topic. You could
4. Explain how everyday examples of give students the Word Sheets for all of Topics 7Fa
neutralisation are useful (antacids, toothpastes, to 7Fd to revise the whole unit so far.
treating waste gases, rust removal).
Exceeding: Course resources
Exceeding objectives are designed to broaden ASP: 7F Word Sheets.
challenge. 3: Ideas about acids and alkalis
5. Describe how to produce a solution that is only FA
a salt and water using the reaction between an This will help to consolidate work so far in the unit
acid and an alkali or insoluble base. before students go on to look at more uses of
neutralisation.
Student materials Explain to students that vinegar is often added to
Topic notes certain foods, to give them a certain taste. In some
• It used to be thought that the pain of bee strings countries, vinegar is often added to chips (French
would be relieved by a mild alkali because bee fries). Write these three ideas about putting vinegar
strings were acidic. Equally, it was claimed that on food on the board:
wasp stings were alkaline and so needed to be • I never put vinegar on my food. It is an acid and
treated with an acid. The pH of bee venom is so is corrosive – it eats away your stomach and
5.0–5.5 and the pH of wasp venom is 6.8–6.9. intestines!
The pain they cause is more due to the actual • If you put vinegar on your food you need to drink
substances in the venoms, rather than their pH. a lot of water with your meal. This is because
• It is important that teachers review all materials water neutralises the acidic vinegar and so stops
that they intend to use with students before use, it harming you.
to ensure suitability. • The acid in vinegar is called ethanoic acid but it
• It is envisaged that in the course of studying the is very dilute and so won’t cause any harm.
chemistry component of this topic, students will
use one Starter idea, Explaining 1, one further Ask students to reflect on the statements individually
Exploring or Explaining idea, and one of the before sharing their ideas in small group discussions.
plenaries. Additional activities can be added as Ask for ideas from different groups and establish
time allows. that vinegar is a very dilute solution of ethanoic
acid, and is so dilute that it does not cause harm.
Make sure that students understand that water does
STARTERS not neutralise the acid (neutralisation is a chemical
reaction between an acid and a base/alkali).
1: What do you know? revisited
FA
EXPLORING TASKS
Ask each student to write down four things that they
think the person sitting next to them should have
1: Testing indigestion remedies
learnt so far in this unit and when they would have
learnt it. Then ask students to ask each other in WS
pairs whether they agree on the things they should Students compare different indigestion remedies.
© Pearson 183
Acids and alkalis
7 Developing: Students follow the instructions on

Worksheet 7Fe-2 to look at the pH change caused
2: Making crystals
WS
F by adding different indigestion remedies to acid.

Challenge students to say what they will do in Step
Worksheet 7Fe-4 provides instructions for preparing
copper(ii) sulfate solution, and then asks students
e B to ensure that this is a fair test.
Securing: Students plan their own investigations
to plan their own procedure for removing the
unreacted copper oxide and obtaining crystals from
using the questions on Worksheet 7Fe-3. The sheet the resulting solution. The AL animation Preparing
does not ask students to predict the outcome, but copper sulfate crystals may also be useful here.
you could include this aspect by giving them the Securing: Students follow the instructions on the
‘recipes’ below for the four different remedies they worksheet for making the salt. When they have
are testing and asking them to predict which they their mixture of copper sulfate solution and excess
think will be the most effective. copper oxide, remind them of the separating
techniques they used in Unit 7E, and help them to
Exceeding: Students may decide to see how much
plan the filtering and evaporation.
acid can be neutralised by a fixed mass of antacid,
or how much antacid is required to neutralise a fixed Exceeding: Students make their own plans for
volume of acid. Either method is justifiable. If using obtaining pure crystals.
the latter, students must find a method of measuring Warn students about the apparatus remaining hot.
and recording the mass of antacid added to the Check that the acid is not boiling. The copper(ii)
acid. The best antacid is the one that for a fixed oxide must be added in very small quantities to
mass neutralises the most acid or requires the least avoid waste. Make sure that the final solution
amount to neutralise a fixed volume of acid. Make is not evaporated to dryness. The best crystals
sure that students keep sample sizes small: approx. of copper sulfate will be obtained if the solution is
10 cm3 acid, 0.2 g of antacid. not evaporated too quickly. Remind students that
copper(ii) sulfate is toxic.
‘Remedies’ 2, 3 and 4 should neutralise the acid.
Samples 3 and 4 should leave the mixtures mostly
cloudy.
Check students’ plans before they start.
Eye protection should be worn. 0.5 mol
Check students’ plans before they dm–3 sulfuric acid is corrosive. Copper(ii)
start. Eye protection must be worn. oxide powder is toxic. Avoid contact with
There should be no tasting of the the reactants and products and wash hands
remedies. Make students aware of safety after the practical. Do NOT heat the salt to
information relating to any chemical dryness in the evaporating basin. Hot specks
substances used and precautions to be of salt will spit out. Stop heating when
taken (eye protection, tops on bottles, crystals are forming at the edge and let the
spillages mopped up). last of the water evaporate without heating.
Course resources
AP: Worksheets 7Fe-2; 7Fe-3. Course resources
AP: Worksheet 7Fe-4.
Equipment (per group)
AL: Animation Preparing copper sulfate crystals.
Four labelled ‘remedies’ made up as follows
(names are just suggestions, they could be Equipment (per group)
labelled A, B, C, D): Individual eye protection, 100 cm3 beaker, 25 cm3
1. Indigon: 0.05 g magnesium hydroxide + measuring cylinder, tripod, gauze, Bunsen burner,
0.15 g sugar. heat-resistant mat, spatula, stirring rod, filter
2. Antac: 0.10 g magnesium hydroxide + funnel, filter paper, evaporating dish (crystallising
0.10 g sugar. dish or watch glass optional), 0.5 mol dm–3
3. Magplus: 0.15 g magnesium hydroxide + sulfuric acid, copper(ii) oxide powder.
0.05 g sugar.
4. Superbase: 0.20 g magnesium hydroxide.
Individual eye protection, 0.5 mol dm–3
3: Healthy teeth
hydrochloric acid, four boiling tubes, test-tube
rack, 10 cm3 or 20 cm3 measuring cylinder, FA
stirring rod, spatula, pH paper. Worksheet 7Fe-6 provides questions about pH
Optional: Students may request other apparatus, and neutralisation in the context of teeth. Students
e.g. beakers, flasks, balance, thermometer, stop could produce posters of their adverts (see
clock. Question 2).
184 © Pearson
Acids and alkalis
Each group should list the scientific ideas about

neutralisation that must be included in the posters.
6: 7Fe Danger at home (Student Book)
FA 7
They should then assess other groups’ posters
against their own group’s list. They should also
There is an opportunity for a debate using the Have
Your Say box in the Student Book. Refer to Skills
F
compare lists, reflecting on any differences between
groups
Sheet RC 5 for ideas on how to run a debate.
Get students to write a brief evaluation of their own
e
performance in the debate. Provide criteria ahead of
Course resources the debate, e.g. how well did they listen to others’
AP: Worksheet 7Fe-6. ideas and build on these? How clearly did they
communicate scientific ideas? How well did they
Equipment use evidence to support their statements?
Optional: poster paper, coloured pencils,
access to a computer with drawing or desktop
publishing software. Course resources
AP: Skills Sheet RC 5.
4: Investigating indigestion
FA EXPLAINING TASKS
Worksheet 7Fe-8 provides three different plans for
investigating indigestion remedies for students to 1: 7Fe Neutralisation in daily life (Student
comment on. Students could work on this alone or Book)
in pairs. Provide the answers to this activity – and FA
ask groups to use these to list up to three areas These pages look at some uses of neutralisation
that they are strong on (good understanding) and reactions.
up to three which they need to improve on. Ask
them to suggest how they will improve their areas Worksheet 7Fe-1 is the Access Sheet.
of weakness. Question 9 on the Student Book spread 7Fe
Neutralisation in daily life can be used for formative
Course resources assessment. See the ASP Introduction for ideas on
AP: Worksheet 7Fe-8. structuring this using the Assessment, Feedback,
Action model.
5: Useful salts
Course resources
FA
AP: Worksheet 7Fe-1.
Worksheet 7Fe-5 asks students to write a report
for a chemical company on ways of manufacturing
fertilisers. 2: 7Fe Danger at home (Student Book)
Students should work on their report in groups, FA
using reference books or the Internet if necessary. This page looks at the need to understand something
about hazards to help us to use household chemical
Groups could peer review another group’s reports – substances safely. The Have Your Say box suggests
marking the reports 0–3 for each of the suggested that students debate the statement that all chemical
contents in the bulleted list in the activity sheet. substances with a pH greater than 10 should be
They should write formative feedback for the other banned for home use (see Exploring 6).
students to improve their report.
Ask students to summarise ‘for’ and ‘against’
The AL animation Preparing copper sulfate arguments in a suitable table.
crystals explains how copper sulfate crystals are
prepared using a neutralisation reaction followed by 3: Household chemical substances
separation of the salt. The AL presentation Household chemical
substances shows some of the hazards presented
by common household chemical substances, and
Course resources how these chemical substances can be handled
AP: Worksheet 7Fe-5. safely.
Equipment Course resources
Internet/library access (optional). AL: Presentation Household chemical
substances.
© Pearson 185
Acids and alkalis
7 4: Neutralisation around us
The AL presentation Neutralisation around us
Action: If there are any common areas of difficulty,
revise the relevant material. Group students
F provides scenes in real life where neutralisation is

occurring.
according to commonly identified ‘areas of least
confidence’. Pair small groups with other groups
e Course resources
that are more confident in that area. Challenge the
confident group to coach the less confident group
AL: Presentation Neutralisation around us. in the specific area. The coaching expertise of each
group should then be monitored by ‘before’ and
‘after’ measuring of confidence on a scale of 1–5.
5: Products of neutralisation
Move groups around so students have a chance to
The AL animation Preparing copper sulfate
coach and to be coached if possible.
crystals shows the steps needed to neutralise an
acid using copper oxide.
Course resources
Course resources ASP: 7Fe Quick Check.
2: Thinking skills
6: Acid, alkali or insoluble base Assessment:
Remind students that acids are solutions that have a Odd One Out: water, sodium hydroxide solution,
pH of less than 7 and react with bases. Also remind calcium oxide. (Possible answers: calcium oxide is not
them that bases are substances that react with acids a liquid; water is the only one that will not neutralise an
and some of these are soluble (they are alkalis) and acid; sodium hydroxide solution is the only one that is
can form solutions that have pHs above 7. a mixture of two different substances.)
Then read out the following list of substances and Odd One Out: rust remover, toothpaste, indigestion
ask students to vote on whether they think each tablet. (Possible answers: rust remover is the only
one is an acid, an alkali, an insoluble base or none acid; rust remover is the only one you should not
of these. You could put students’ answers up on use on your body.)
the board as a table. Consider All Possibilities: What could you use
to take away the pain of some acid spilled on
ammonia, sugar, nitric, ethanoic, vinegar, lemon you? (Possible answers: bicarbonate, toothpaste,
juice, citric, magnesium chloride, sodium dissolved indigestion tablets – do not accept
hydroxide, copper oxide, caustic soda, calcium substances with higher pH, such as oven cleaner.)
sulfate, iron oxide, potassium hydroxide, table
What Was The Question: Vinegar. (Possible
salt, pure water
questions: What could you use to ease the pain of
spilling some strong alkali on yourself? What gives
Go through the ones that were the least well a sharp taste to food? What substance could make
understood again, explaining their classification. indigestion more painful?)
The AL presentation 7Fe Thinking skills supports
this task.
PLENARIES
Feedback: Give students a few minutes to think
Most plenaries can be used for formative of answers, then ask for volunteers to give their
assessment. Suggested assessment, feedback and answers. Ask the rest of the class to add to these,
action strands of formative assessment can all be or correct any scientific mistakes.
modified. See the ASP for further information and Action: Ask a spokesperson from a number of
ideas on formative assessment. groups to read out their best answers and why
1: Quick Check they think they are good. Identify any ideas that
FA are missing and share them with the class. Share
weaknesses in groups’ answers in a similar way.
Assessment: The 7Fe Quick Check sheet asks
List the most common areas needing improvement
students to draw a concept map to show what they
for the class and make these a focus for any further
have learnt during this unit. This can be done alone
work in this topic. If understanding is poor in
or in pairs.
general then revise the concepts as a class activity.
Feedback: Ask pairs to swap their concept maps,
and discuss any links or statements that they think Course resources
are incorrect. Check maps yourself while students AL: Presentation 7Fe Thinking skills.
are doing this in pairs.
186 © Pearson
Acids and alkalis
3: Using neutralisation
FA
6: End of Unit Test
FA 7
Assessment: Ask students to work in pairs to write
down as many uses of neutralisation reactions as
Use either or both of the End of Unit Tests. A Mark
Scheme is given in the ASP. Encourage students
F
they can, and to be ready to explain why they are
useful.
to identify areas that are still weak and to formulate
plans to strengthen those areas. Summary Sheets
e
are provided to help students with revision.
Feedback: Ask one group to give an answer,
and draw a smiley face on the board to indicate
the quality of the answer. Ask for volunteers to Course resources
add to or correct the explanation as to why the ASP: 7F End of Unit Test Standard (S); 7F End
reaction mentioned is useful, until a detailed and of Unit Test Higher (H); 7F Mark Scheme; 7F
correct answer is given. Ask students to hold up Summary Sheets.
a number between 1 and 5 written on a piece of
paper as a Certainty of Response Index score (see
Introduction) to indicate how well they think they
understand the final answer, and how well they 7: Progression Check
think they will be able to recall the facts. Continue FA
until all ideas have been covered. Students should circle the stars next to each
statement on the 7F Progression Check to record
Action: Get students to make a revision plan for what they feel they know, and how certain they are
areas that they are still uncertain of. Pair students of it. Encourage students to plan how to do further
up – so students check each other’s progress in this work on the things about which they remain unsure.
plan the following week.
4: Open-ended Assessment Task Course resources

FA ASP: 7F Progression Check.
Tell students that they have been invited to a local
primary school to show some primary students what
they have been learning about acids, alkalis and
indicators. Students should design a presentation to HOMEWORK TASKS
show to primary students. Full instructions are given
on the 7F Assess Yourself! sheet. 1: Acids and bases
Worksheet 7Fe-7 provides a word puzzle to
You can assess this activity by using the 7F Open- consolidate students’ knowledge of the key words
ended Assessment Task sheet or students can from this unit.
rate their own performance by using the 7F Assess
Yourself! Sheet (see the ASP). If the task is to be
used for this purpose, you may wish students to Course resources
work alone or in pairs of similar ability. You can add AP: Worksheet 7Fe-7.
other criteria to guide students’ work and for peer
review, e.g. ‘correct use of scientific terms’ or ‘good
use of scientific diagrams’.
2: Sulfuric acid
Worksheet 7Fe-9 provides questions on acids and
Course resources neutralisation.
ASP: 7F Assess Yourself!; 7F Open-ended
Assessment Task.
Course resources
5: Quick Quiz revisited AP: Worksheet 7Fe-9.
Revisit the 7F Quick Quiz to test students’
knowledge of the content of this unit. Students could
fill in their answers on the 7F Quick Quiz Answer 3: Acids, bases and salts
Sheet. Encourage students to identify for themselves Worksheet 7Fe-10 provides more challenging
areas where their understanding is still weak and to questions on the content of this unit.
decide how they are going to remedy this.

ASP: 7F Quick Quiz; 7F Quick Quiz Answer Sheet. AP: Worksheet 7Fe-10.
© Pearson 187

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7F

Acids and alkalis

Acids and alkalis

Topic 7Fa contains additional work on scientific

7F Background information neutral litmus solution is a result of a mixture of

7 7Fd Neutralisation/The chemical industry

F ‘cancelled out’ by reacting with an alkali or base. In

7 Eye protection or a face shield must

F be worn. Nitrile gloves must be worn.

and the toxicity of the gases produced

F Assessment: The 7Fa Quick Check WS sheet

a asked to identify hazards, describe how the risk is

2: Nitric acid hazards

Objectives at the bottom of the beaker). When the alkaline

Topic notes 3: Hazard label revision

7 Eye protection must be worn. Care should

F be taken when using kettles or to ensure

4: Robert Boyle’s indicators

Course resources 2: Laboratory indicators

Course resources 3: Drinks ingredients

7 4: Experiments with litmus

F students look at the colour of litmus in different

check each others’ answers, discussing the areas

1: Sort the labels

Course resources Course resources

Acidity and alkalinity

Objectives 2: How strong?

EXPLORING TASKS could be investigated or demonstrated, and

If there is time, agree some criteria with students

1: 7Fc Acidity and alkalinity (Student Book) Course resources

PLENARIES correct’, ‘uncertain about this’ and ‘sure this is

Objectives has a very low pH it may be hazardous, and so it

likely to have difficulty measuring and pouring small

F pH via dilution and neutralisation. acid needed to neutralise them (a calibration

7 Name a substance with a pH less than 7. Name a

d decreases. (Possible answers: it is an alkaline

Course resources Course resources

3: Word equations 3: Balancing pH

Neutralisation in daily life

7 Developing: Students follow the instructions on

F by adding different indigestion remedies to acid.

Each group should list the scientific ideas about

F provides scenes in real life where neutralisation is

4: Open-ended Assessment Task Course resources

Course resources Course resources

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