1. Emily Chittenden
3/28/14
Introduction
Oh no! It looks as though I (your teacher) have come down with the flu! Unfortunately, your school
administration could only scavenge a substitute who has only had one chemistry class – 35 years ago!
You know that your teacher was going to review part 1 of past unit on acids and bases. The sub doesn’t
even know the difference between the two!
It is obvious that you have to teach the class today. The sub has no idea what is going on, and the other
students need the review for next week’s exam. From definitions of acids/bases to pH and buffers, what
how do you help reinforce what you and your classmates have learned this week?
Task
First, you will have to review the basic definitions of acids and bases. Secondly, you will recall what the
strengths of acids indicate and how to find how strong an acid is. Most importantly, you will relate acids
and bases and be able to calculate numerical indicators of one based on information from another. You
will also explore common household/everyday substances and their acidity/basicity.
Lastly, you will combine all these concepts and do a virtual titration and analyze the process.
Process
First, you need to review what acids and bases actually are. Go to Wikipedia and search for acids. Read
about the characteristics and properties of acids and do the following:
1. Define acids. Include both Arrhenius and Bronsted-Lowry definitions. If you found any other
definitions that helped you better understand acids, include these as well.
2. List 3 properties of acids.
3. List 3 applications of acids.
Reviewing bases is next, but Wikipedia is less specific for bases. Go to Google and do a search on bases
(you may have to search something like “characteristics of bases” or “about bases chemistry”). Do the
following:
1. Define bases. Include both Arrhenius and Bronsted-Lowry definitions. If you found any other
definitions that helped you better understand bases, include these as well.
2. List 3 properties of bases.
3. List 3 applications of bases.
Now, recall that acids and bases have different strengths. Read what this acid and base info has to say
about strengths of acids and bases. Do the following:
1. Define a strong acid. Define a weak acid.

2. Emily Chittenden
3/28/14
2. Define a strong base. Define a weak base.
Acids and bases aren’t just separate entities that have nothing to do with one another. Remember that
you can make an acid out of a base and vice versa. Go to this conjugate acid/base pairs website and
answer the following:
1. What does the word conjugate mean, in your own words?
2. How does a conjugate base compare with its pair acid?
3. What is the conjugate base of hydrochloric acid?
4. The sulfate ion is the conjugate base of what acid?
Acid and base constants relate to one another in combination with the water ionization constant. Read
about acid, base, and water constants before you do the following:
1. Calculate the equilibrium base constant for the dissociation of .1 M of acetic acid.
2. Calculate the equilibrium acid constant of a base with a dissociation constant of 1.8x10-5
.
3. Explain the relationship among acid, base, and water constants, in your own words.
We can liken the relationships among constants to the relationships between pH and pOH. From the
previous website and your prior knowledge, do the following:
1. Calculate the pH if the [OH-] is 5.0x10-5
M.
2. A solution is created by adding water to a 2.3x10-4
moles of NaOH and 4.5x10-6
moles of HBo
until the final volume is 1L. Calculate the pH of this solution?
Sure, it is easy to understand pH of chemicals we see every day in chemistry. But what about substances
we see or use every day? Go to this site and view the common substances it lists. Do a google search
about each substance and its chemical compound. Then search for its pH (you may want to do several
searches to ensure you have a correct value for pH).
1. Explain, in your own words, what specific chemical elements make each substance acidic or
basic.
2. Play the game and rank the substances in order by pH.
Acids and bases, as you should recall, can be analyzed through titrations. Go do a virtual titration and
do/answer the following:
1. What is the initial pH of the solution in the flask?
2. What does the pH tell you about the solution we are beginning with?

3. Emily Chittenden
3/28/14
3. What ions are present in the flask initially
4. Begin your titration.
5. Add 5.00 mL of NaOH.
6. Does the pH change?
7. Explain what happens in the flask.
8. Now add 15.00 mL of NaOH.
9. What is the new pH?
10. Explain what happens in the flask.
11. Add 10.00 mL more NaOH.
12. What happens in the flask?
13. What part of the titration are you now at?
14. What is the total volume of solution in the flask now?
15. At pH=7, what ions and molecules are present in the flask?
16. Is the solution in the flask acidic, basic, or neutral?
17. What is the pH at the equivalence point?
18. Add 5.00 mL more of NaOH. What happens the the pH?
19. Add 5.00 mL of NaOH again. What is the pH?
20. What is the net ionic equation for this reaction?
21. Given the molarity of the NaOH and the initial volume of the HCl, calculate the molarity of the
solution.
Now, here is a short, simple quiz for you. With all that you know and have reviewed, it should be a
breeze!
Evaluation
The following rubric will be used to evaluate your grade for this WebQuest. Please ask me if you have
any questions on the grading point scale or descriptions. I will be thorough in providing comments as to
why you lost points.
25-19 points 18-13 points 12-7 points 6-0 points

4. Emily Chittenden
3/28/14
Participation
of and
Viewing of All
Materials
Student clearly
viewed and read all
material. Student
has no answers that
contradict what was
presented in the
provided
information.
Student viewed
and read most of
the material.
Student has no
answers that
contradict what
was presented in
the provided
information.
Student left out
information that
was clearly
presented in the
material (making it
obvious that he or
she didn’t read the
material in its
entirety).
Student viewed
and read some of
the material.
Student has
answers that
contradict the
provided
information.
It is clear that
student viewed and
read little to none of
the material.
Student has
incomplete,
incorrect, or
contradictory
answers to
questions.
Critical Thinking
Student has
thorough,
elaborated
explanations for
all non-numerical
answers. Student
has used his or her
own
words/thoughts in
answers.
Student has
somewhat
thorough,
somewhat
elaborated
explanations for
all or most non-
numerical
answers. Student
has used mostly
his or her own
words/thoughts in
all or most
answers.
Student has
incomplete, brief
explanations for
all or most non-
numerical
answers. Student
rarely uses his or
her own
words/thoughts in
all or most
answers.
Student has
incomplete,
incorrect, or
unelaborated
explanations for all
non-numerical
answers. Student
does not use his or
her own
words/thoughts in
any answers.
Mathematical
Calculations
Student has
shown all his/her
own work, with
detailed steps and
proper units.
Student has
shown proper
formulas,
equations, or
starting points.
Student has
shown little work
or few steps.
Student has
incorrect or
Student has shown
no work on all or
most calculation
problems. Starting
equations or

5. Emily Chittenden
3/28/14
Student has few to
no calculation
errors.
Student has
shown most of his
or her work they
did to get to the
answer. Student
has some
calculation errors.
improper formulas
as starting points.
Student has many
calculation errors.
formulas are not
specified on all or
most problems.
Student has many
calculation errors
and/or incorrect
answers.
General
Student showed
clear collaboration
with peers,
especially inside
group. Student
asked questions to
peers and to me
when needed.
Student showed
some
collaboration with
peers. Student
asked some
questions when
needed.
Student showed
some
collaboration with
peers.
OR
Student asked
some questions
when needed.
Student neither
showed
collaboration with
peers NOR asked
questions when
needed. Student
has incomplete
work.
Conclusion
Congratulations! Now you have successfully attained all the information and activities you need to teach
the class today! You can tell the substitute that you got this. Guide your classmates and encourage
communication!

6. Emily Chittenden
3/28/14
Student has few to
no calculation
errors.
Student has
shown most of his
or her work they
did to get to the
answer. Student
has some
calculation errors.
improper formulas
as starting points.
Student has many
calculation errors.
formulas are not
specified on all or
most problems.
Student has many
calculation errors
and/or incorrect
answers.
General
Student showed
clear collaboration
with peers,
especially inside
group. Student
asked questions to
peers and to me
when needed.
Student showed
some
collaboration with
peers. Student
asked some
questions when
needed.
Student showed
some
collaboration with
peers.
OR
Student asked
some questions
when needed.
Student neither
showed
collaboration with
peers NOR asked
questions when
needed. Student
has incomplete
work.
Conclusion
Congratulations! Now you have successfully attained all the information and activities you need to teach
the class today! You can tell the substitute that you got this. Guide your classmates and encourage
communication!