AG-BAS-02.471-18.4 Acids, Bases & Salts

Course: 02.
471 Basic Agricultural Science and Technology

Unit 18: Applying Principles of Chemistry
Lesson 4: Acids, Bases and Salts
Georgia er!or"ance Standards: AG-BAS-18-g
Acade"ic Standards: SPS6. (a ! "# SC$. (!#
#$%ecti&e: %&plain aci"s !ases an" salts.
Teaching Ti"e: '( min)tes
Grades: '(12
)ssential *uestion: *hat are !asic aci"s !ases an" salts
an" ho+ "o yo) meas)re their strengths,
+nit +nderstandings, The"es, and Conce,ts:
St)"ents +ill learn +hat aci"s !ases an" salts are. -hey +ill .no+ ho+ to
meas)re the strength of aci"s !ases an" salts. -hey +ill get a !etter
)n"erstan"ing of +hat p/ is.
Course: 02.471 Basic Agricultural Science and Technology Unit 18, esson 4
!e"ised #une 200$ 1
ri"ary Learning Goals:
St)"ents +ill !e a!le to e&plain aci"s !ases an" salts. -he st)"ents +ill also !e a!le to
meas)re the strength of aci"s !ases an" salts. -hey +ill !e a!le to "efine an" )n"erstan"
+hat p/ is.
Students -ith disa$ilities: 0or st)"ents +ith "isa!ilities the instr)ctor
sho)l" refer to the in"i1i")al st)"ent2s 3%P to ins)re that the accommo"ations specifie" in the
3%P are !eing pro1i"e" +ithin the classroom setting. 3nstr)ctors sho)l" familiari4e themsel1es
+ith the pro1isions of Beha1ior 3nter1ention Plans that may !e part of a st)"ent2s 3%P.
0re5)ent cons)ltation +ith a st)"ent2s special e")cation instr)ctor +ill !e !eneficial in
pro1i"ing appropriate "ifferentiation +ithin any gi1en instr)ctional acti1ity or re5)irement.
Assess"ent .ethod/Ty,e:
0000 Constr)cte" 6esponse 0000 Peer Assessment
0100 Com!ine" 7etho"s 0000 Selecte" 6esponse
0000 3nformal Chec.s 0000 Self Assessment
2e!erences:
8ee 9asper an" :iana 8. -)rner. Agriscience. 3nterstate P)!lishers 3nc.
:an1ille 38 1;;$. 3SB< (-1'-11$=16-6
.aterials and )3ui,"ent:
>1erhea" pro?ector -ransparency
%raser !oar" /an"o)t
8C: Pro?ector Comp)ter
!e"ised #une 200$ 2
Georgia er!or"ance Standards: AG-BAS-18-g
AG-BAS-18: -he st)"ent cites principles of chemistry an" their rele1ance
to agriscience.
g. %&plains aci"s !ases an" salts.
Acade"ic Standards: SPS6. (a ! "# SC$. (!#
!e"ised #une 200$ 3
T)AC456G 2#C)7+2)
5ntroduction and .ental Set
Bring lemon ?)ice 1inegar Al.a-Selt4er 7aalo&
an" +ater to class. /a1e st)"ents ta.e litm)s
paper an" chec. the aci"ity an" al.alinity of the
sol)tions. As. the st)"ents to e&plain +hy.
7iscussion
1. 8hat are acids, $ases, and salts9
A. S)!stances that form compo)n"s an"
sol)tions +ith electrical charges
B. Aci"s !ases an" salts are
"angero)s !)t also are 1al)a!le in
foo" preparation.
C. 7ay ca)se se1ere !)rns.
2. 4o- do you "easure the strength o!
acids, $ases, and salts9
A. Use a n)meric scale .no+n as p/.
:. 8hat is ,49
A. A n)meric meas)rement that
represents the n)m!er of hy"rogens
in a sol)tion.
B. -he p/ scale ranges from 4ero to1@.
$ ( to 6.; is aci"
-the lo+er the n)m!er the more
aci"ic the s)!stance
$ $.1 to 1@ is !asic
-the higher the n)m!er the more
!asic the s)!stance
$ $.( is ne)tral
!e"ised #une 200$ 4
C. /o+ are aci"ic soils ma"e less aci"ic
an" 1ice 1ersa,
A. A strongly aci"ic p/ can !e ma"e
less aci"ic !y a""ing !ase
materials
B. A strongly !asic p/ can !e ma"e
less !asic !y a""ing !ase
materials
C. 7ost plants an" ann)als ha1e a
preferre" p/ range in or"er to gro+
an" maintain health.
4. 8hat are acids9
A. Compo)n"s that gi1e )p protons to
+ater molec)les to form hy"roni)m
ions (/
A
#.
B. %&amples of aci"s.
$ /y"rochloric aci" (/C3# also
.no+n as m)riatic aci"
$ Citric aci" (lemon ?)ice#
$ Binegar (Acetic Aci"#
;. 8hat are $ases9
A. Compo)n"s that pro")ce hy"ro&i"
ions (>/-# in +ater.
B. %&amples of !ases
$ ho)sehol" ammonia (</
@
>/#
$ lye
$ sla.e" lime CCa (>/#
=
D
<. 8hat are salts9
A. 0orme" +hen strong aci"s an" !ases
are com!ine".
B. %&ample:
$ *hen so"i)m hy"ro&i"e (!ase#-
!e"ised #une 200$ 5
lye an" hy"rochloric aci" (aci"#
are com!ine" so"i)m chlorine is
forme".
$ -he strength or +ea.ness of the
!ase compo)n" "irectly affects
the "egree to +hich the salt
!ecomes less aci"ic.
C. Batteries ("ry cells# +or. on this
principle !y allo+ing the ammoni)m
chlorine to come into contact +ith
the other compo)n" th)s pro")cing
electrical circ)it.
7. La$oratory
Allo+ the st)"ents to mi& specific
meas)res of an aci" to a !ase sol)tion in
1arying amo)nts. -est for p/ an" report
on the relationship !et+een the compo)n"
an" the p/ rea"ing.
!e"ised #une 200$ 6
%eorgia Agriculture &ducation Curriculu'
S+..A2=
-hree s)!stances +ith electrical charges are: aci"s !ases an"
salts.
Aci"s ha1e a p/ !elo+ $.( +hile !ases ha1e a p/ a!o1e $.(.
Salts ha1e a p/ close to ne)tral.
)&aluation
*ritten %&am
8a!oratory %&ercise
!e"ised #une 200$
5ndi&idual Learning Acti&ity
Lesson: Acids, Bases and Salts
Assign"ent: Choose one o! the to,ics $elo- and research
it. 8rite a re,ort on your !indings that
ans-ers the 3uestion or e>,lains the conce,t
and sho-s -hy it is rele&ant to your li!e.
1. %&plain aci"s !ases an" salts.
=. :escri!e ho+ to meas)re the strength of aci"s
!ases an" salts.
'. :escri!e +hat p/ is.
.ini"u" 2e3uire"ents:
1. a,er "ust $e ty,ed in 12 ,oint !ont and at least one ,age
in length. The ,a,er "ay $e dou$le(s,aced.
2. At least t-o credi$le re!erences "ust $e ,ro,erly cited.
:. All -or? "ust $e original. 6o ,lagiaris"@ Any use o!
anotherAs ideas -ithout gi&ing credit -ill result in a Bero.
4. a,ers -ill $e graded on content Ca"ount o! good
in!or"ation, accuracy, etc.D and "echanics Cgra""ar, s,elling,
and ,unctuation.D
7ue 7ate:
oints/Grade A&aila$le:
!e"ised #une 200$
5ndi&idual Learning Acti&ity 2u$ric
Content ( offers c)rrent
information on the topic chosen
thoro)ghly co1ers each aspect of
the 5)estion an" "emonstrates
)n"erstan"ing an" mastery of the
lesson. -he paper sho)l" incl)"e
information an" iss)es of state
an" local importance.
'E pts.
Critical Analysis ( logical process
of analy4ing an" reporting
information that e&amines an"
e&plains the topic selecte". -he
paper sho)l" go !eyon" simply
listing facts an" m)st incl)"e +hy
the concept is rele1ant to the
st)"entFs life.
=E pts.
#rganiBation( -he paper sho)l"
ha1e an or"erly str)ct)re that
"emonstrates a logical flo+ of
i"eas.
1E pts.
.echanics( spelling grammar
p)nct)ation font si4e "o)!le
spacing citation etc. %ssentially
the paper sho)l" meet all
specifications an" !e e&ec)te"
follo+ing r)les of proper +ritten
%nglish.
1E pts.
!e"ised #une 200$
Grou, Learning Acti&ity
Assign"ent: Choose one o! the to,ics $elo- and research
it. 8ith your grou,, ,re,are a ,resentation to teach the class
your conce,t.
!ases an" salts.
=our ,resentation should include the !ollo-ing:
1. A lesson ,lan outlining e>actly -hat your grou, -ill teach
and ho- the in!or"ation -ill $e taught
2. A o-er oint o! at least t-el&e slides
:. 6otes containing the in!or"ation the class -ill $e
res,onsi$le !or Cthese can $e ,rinted and gi&en to the
class, -ritten on the $oard, or ,art o! the o-er ointD.
A co,y o! the notes -ill $e turned in to the instructor.
4. So"e ty,e o! interacti&e acti&ity !or the class Cga"e,
,ro$le" sol&ing acti&ity, interacti&e "odel, etc.D
;. =our grou, "ust also ,re,are an assess"ent !or the
class. This assess"ent can $e -ritten or oral, $ut
should sho- the instructor that the class understands
and has retained the "aterial $eing taught.
7ue 7ate:
All -or? "ust $e original. 6o ,lagiaris"@ Any use o!
anotherAs ideas -ithout gi&ing credit -ill result in a Bero.
!e"ised #une 200$
Grou, Learning Acti&ity 2u$ric
Lesson lan E -he gro)p s)!mits a thoro)gh
"etaile" lesson plan highlighting the content an"
organi4ation of their lesson.
1( pts.
o-eroint E -he gro)p presents a Po+er Point of
at least t+el1e sli"es that contains information an"
pict)res 1ital to the lesson +ith a""itional
information or e&amples for enhancement.
=( pts.
5nteracti&e Acti&ity E Some type of interacti1e
acti1ity is )se" to help teach the lesson. -he
acti1ity sho)l" contri!)te to the mastery of
content an" in1ol1e the entire class in some +ay.
1E pts.
Assess"ent E A fair thoro)gh assessment is
prepare" an" a"ministere" !ase" on the
information presente" to the class. Poor gra"es on
the assessment !y a fe+ mem!ers of the class are
e&c)sa!le !)t if the entire class has "iffic)lty
the points a+ar"e" in this category may !e lo+ere"
at the "iscretion of the instr)ctor.
1E pts.
Content E -he gro)p sho)l" co1er the concept
(+ithin reason# in entirety. -he gro)p may st)"y
act)al lesson plans to help "eci"e +hat sho)l" !e
emphasi4e".
=E pts.
#&erall )!!ect E -he gro)p is prepare"
enth)siastic an" interesting an" the lesson flo+s
smoothly.
1E pts.
!e"ised #une 200$
resentation Learning Acti&ity
Assign"ent: Choose one o! the to,ics $elo-, research it,
and ,re,are a ,resentation that ans-ers the
3uestion or e>,lains the conce,t and sho-s
-hy it is rele&ant to your li!e.
!ases an" salts.
.ini"u" 2e3uire"ents:
#ral 2e,ort #,tion
1. 8rite a ,a,er on one o! the to,ics and orally ,resent
your -or? to the class.
2. a,er "ay $e dou$le(s,aced and should $e at least one
,age in length, resulting in a t-o to !i&e "inute
,resentation.
:. At least t-o re!erences "ust $e ,ro,erly cited.
4. The ,resentation o! the re,ort -ill $e graded secondary
to the content o! the ,a,er.
o-eroint #,tion
1. resentation should $e at least ten slides in length
2. resentation should include at least !our ,hotos.
:. resentation should $e t-o to !i&e "inutes in length.
4. Gra""ar and s,elling -ill $e graded $y the sa"e
standards as any other -ritten assign"ent.
;. At least t-o re!erences "ust $e ,ro,erly cited.
!e"ised #une 200$
oster #,tion:
1. re,are a ,oster that ans-ers/e>,lains one o! the
to,ics. =ou -ill ,resent your ,oster to the class.
2. =our ,oster should include $oth te>t and gra,hics that
hel, co""unicate your research.
:. At least t-o sources o! in!or"ation should $e ,ro,erly
cited on the $ac? o! the ,oster.
4. 6eatness and a,,earance o! the ,oster -ill $e graded.
;. oster ,resentation should last t-o to !i&e "inutes.
7ue 7ate:
For all ,resentations: All -or? "ust $e original. 6o ,lagiaris"@
Any use o! anotherAs -or? or ideas -ithout gi&ing ,ro,er
credit -ill result in a Bero.
!e"ised #une 200$
resentation Learning Acti&ity
2u$ric
Content( offers c)rrent information on the topic
chosen thoro)ghly co1ers each aspect of the
5)estion an" "emonstrates )n"erstan"ing an"
mastery of the lesson. -he presentation sho)l"
incl)"e information an" iss)es of state an" local
importance.
@( pts.
Critical Analysis/#rganiBation E -he
presentation sho+s a logical process of analy4ing
an" reporting information that e&amines an"
e&plains the topic selecte". -he presentation
sho)l" go !eyon" simply listing facts an" m)st
incl)"e +hy the concept is rele1ant to the
st)"entFs life.
=( pts.
resentation E -he st)"ent ma.es a gen)ine
effort to present not ?)st rea" the material. -he
st)"ent sho)l" present +ith confi"ence )sing
techni5)es li.e eye contact an" 1oice infle&ion to
ma.e his or her point. Altho)gh content ta.es
prece"ence o1er presentation the e&perience of
s)ccessf)lly presenting in front of a class is part
of the !asis of this assignment.
=E pts.
.echanics( spelling grammar p)nct)ation font
si4e "o)!le spacing citation etc. %ssentially the
presentation sho)l" meet all g)i"elines set forth
an" sho)l" !e e&ec)te" in proper +ritten %nglish.
0or the poster this incl)"es neatness an"
appearance.
1E pts.
!e"ised #une 200$
Lesson )&aluation
2. 4o- do you "easure the strength o! acids, $ases, and salts9
:. 8hat is ,49
4. The ,4 scale ranges !ro" Bero to 0000.
;. ( to 6.; is GGGGGGGGGGGGGGGGGG. -he lo+er the
n)m!er the more or less
(circle one# aci"ic the s)!stance
<. $.1 to 1@ is GGGGGGGGGGGGGGGGGGGGGGG. -he higher
the n)m!er the more
or less (circle one# !asic the s)!stance
7. $.( is GGGGGGGGGGGGGGGGGGG.
G. 4o- are acidic soils "ade less acidic and &ice &ersa9
'. 8hat are acids9
10. 8hat are salts9
!e"ised #une 200$
Lesson )&aluation Hey
A. S)!stances that form compo)n"s an" sol)tions +ith
electrical charges
B. Aci"s !ases an" salts are "angero)s !)t also are
1al)a!le in foo" preparation.
C. 7ay ca)se se1ere !)rns.
2. 4o- do you "easure the strength o! acids, $ases, and salts9
A. Use a n)meric scale .no+n as p/.
:. 8hat is ,49
A. A n)meric meas)rement that represents the n)m!er of
hy"rogens in a sol)tion.
4. The ,4 scale ranges !ro" Bero to 0000.
1@
;. ( to 6.; is GGGAC3:GGGGGGGGG. -he lo+er the
n)m!er the "ore or less (circle one# aci"ic the
s)!stance
<. $.1 to 1@ is GGGGGBAS%GGGGGGGGGGG. -he higher
the n)m!er the "ore or less (circle one# !asic the
s)!stance
7. $.( is GGGGG<%AU-6A8GGGGGGGGGGGGGGG.
G. 4o- are acidic soils "ade less acidic and &ice &ersa9
A. A strongly aci"ic p/ can !e ma"e less aci"ic !y a""ing
!ase materials
B. A strongly !asic p/ can !e ma"e less !asic !y a""ing
!ase materials
C. 7ost plants an" ann)als ha1e a preferre" p/ range in
or"er to gro+ an" maintain health.
!e"ised #une 200$
'. 8hat are acids9
A. Compo)n"s that gi1e )p protons to +ater molec)les to
form hy"roni)m ions (/
A
#.
10. 8hat are salts9
A. 0orme" +hen strong aci"s an" !ases are com!ine".
!e"ised #une 200$
Teacher 6otes
!e"ised #une 200$
)ssential *uestion:
*hat are !asic aci"s
!ases an" salts an"
ho+ "o yo) meas)re
their strengths,
!e"ised #une 200$
Ioca$ulary
p/
aci"s
!ases
salts
!e"ised #une 200$
!e"ised #une 200$

AG-BAS-02.471-18.4 Acids, Bases & Salts

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Course: 02.

471 Basic Agricultural Science and Technology

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AG-BAS-02.471-18.4 Acids, Bases & Salts

AG-BAS-02.471-18.4 Acids, Bases & Salts