An activity that allows you to introduce the concept of acids and bases through inquiry. This activity can be a lot of fun. Also to introduce the concept of neutralization.
This unit consists of a three part 1500 slide PowerPoint roadmap from sciencepowerpoint.com/ complete with a 14 page bundled homework package, modified version, 9 pages of unit notes, built-in hands-on activities with instructions and visuals, 25 video links, built-in quizzes, review games, answer keys, rubrics, worksheets that follow slideshow for classwork, complete student version of the unit, and much more.
Areas of Focus: -Locations of Water on the Planet, Importance of Water, Groundwater, Groundwater Pollution, The Water Molecule, Properties of Water, Polarity, Cohesion, Adhesion, Capillary Action, High Specific Heat, Water has a Neutral pH, lower density of ice, lake turnover, water cycle, three stares of matter, Water is the Universal Solvent, Mixtures, and much more.
I also sell all 20 Middle-Level Science Units as a curriculum package. This includes all 20 units (50,000 slides), in Life, Earth, and Physical Science for students in grades 5-10, This also includes 275 pages of bundled homework / assessment that chronologically follows each unit, 175 pages of modified assessments, 325 pages of answer keys, 260 pages of unit notes, 37 PowerPoint review games (5000+ slides), 315 videos, hundreds of pages of handouts, First Day PowerPoint, Guidebook, and Four Year Curriculum Guide and classroom license.
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
http://sciencepowerpoint.com/
This unit consists of a three part 1500 slide PowerPoint roadmap from sciencepowerpoint.com/ complete with a 14 page bundled homework package, modified version, 9 pages of unit notes, built-in hands-on activities with instructions and visuals, 25 video links, built-in quizzes, review games, answer keys, rubrics, worksheets that follow slideshow for classwork, complete student version of the unit, and much more.
Areas of Focus: -Locations of Water on the Planet, Importance of Water, Groundwater, Groundwater Pollution, The Water Molecule, Properties of Water, Polarity, Cohesion, Adhesion, Capillary Action, High Specific Heat, Water has a Neutral pH, lower density of ice, lake turnover, water cycle, three stares of matter, Water is the Universal Solvent, Mixtures, and much more.
I also sell all 20 Middle-Level Science Units as a curriculum package. This includes all 20 units (50,000 slides), in Life, Earth, and Physical Science for students in grades 5-10, This also includes 275 pages of bundled homework / assessment that chronologically follows each unit, 175 pages of modified assessments, 325 pages of answer keys, 260 pages of unit notes, 37 PowerPoint review games (5000+ slides), 315 videos, hundreds of pages of handouts, First Day PowerPoint, Guidebook, and Four Year Curriculum Guide and classroom license.
Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks
Sincerely,
Ryan Murphy M.Ed
http://sciencepowerpoint.com/
Chapter - 5, Acids, Bases and Salts, Science, Class 7Shivam Parmar
I have expertise in making educational and other PPTs. Email me for more PPTs at a very reasonable price that perfectly fits in your budget.
Email: parmarshivam105@gmail.com
Chapter - 5, Acids, Bases and Salts, Science, Class 7
ACIDS
EXAMPLES OF ACIDS
ACIDS - FOUND IN
BASE (ALKALINE)
EXAMPLES OF BASE
BASE - FOUND IN
NEUTRAL SUBSTANCE
INDICATORS
EXAMPLES OF INDICATOR
NATURAL INDICATOR (LITMUS)
TURMERIC (NATURAL INDICATOR)
CHINA ROSE
PHENOLPHTHALEIN INDICATOR
NEUTRALISATION
NEUTRALIZATION IN EVERYDAY LIFE
INDIGESTION
ANT BITE
SOIL TREATMENT
FACTORY WASTES
Every topic of this chapter is well written concisely and visuals will help you in understanding and imagining the practicality of all the topics.
By Shivam Parmar (Entrepreneur)
Chapter - 5, Acids, Bases and Salts, Science, Class 7Shivam Parmar
I have expertise in making educational and other PPTs. Email me for more PPTs at a very reasonable price that perfectly fits in your budget.
Email: parmarshivam105@gmail.com
Chapter - 5, Acids, Bases and Salts, Science, Class 7
ACIDS
EXAMPLES OF ACIDS
ACIDS - FOUND IN
BASE (ALKALINE)
EXAMPLES OF BASE
BASE - FOUND IN
NEUTRAL SUBSTANCE
INDICATORS
EXAMPLES OF INDICATOR
NATURAL INDICATOR (LITMUS)
TURMERIC (NATURAL INDICATOR)
CHINA ROSE
PHENOLPHTHALEIN INDICATOR
NEUTRALISATION
NEUTRALIZATION IN EVERYDAY LIFE
INDIGESTION
ANT BITE
SOIL TREATMENT
FACTORY WASTES
Every topic of this chapter is well written concisely and visuals will help you in understanding and imagining the practicality of all the topics.
By Shivam Parmar (Entrepreneur)
Learning objectives
Introduction
Types of solvents
Acidimetry in non aqueous medium
Alkalimetry in non aqueous medium
Estimation of Sodium benzoate and Ephedrine HCl
Applications of non aqueous titrations in pharmacy
Conclusion
Reference
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Acids and bases in the real
world.
Batteries
Pools
Household cleaners
Milk
Sharpies
Stomach acid/blood(base)
3. What are acids and bases?
Brnsted-Lowry acids and bases
Acids donate H+ ions to another ion or
molecule, which acts as a base.
Bases accept H+ ions from acid
compounds.
4. So what does this look like in
equation form?
HCl + NaOH ---> H2O+ NaCl
Acid Base water Salt
5. pH and what it means.
A rating of 0 on the pH scale indicates a
substance that is virtually pure acid, while
a 14 rating represents a nearly pure base.
A rating of 7 indicates a neutral
substance.
pH just defines the concentrations of
Hydrogen ions(H+) and hydroxide(OH-).
6. Aqueous Solutions
An aqueous solution is a acid or base in
water. For example HCl poured into
water.
What happens to the HCl?
Does the water affect the pH?
7. Aqueous Solutions cont.
The chemical formula for
water is
H+ + OH- H2O
Does water affect any acids
or bases when mixed?
8. So lets take a look at acids
and bases.
Activity 1
Color Changes with Acids and Bases
You will be given three solutions
Sodium Hydroxide
Vinegar
Cream of Tartar
9. Cont.
You will also be given two indicators.
BBT indicator
Is naturally blue and when mixed with an acid
it will turn yellow
Phenolphthalein
Is naturally clear and when mixed with a base
it will turn pink.
10. Procedure
1. Label 4 empty clear plastic punch cups
cream of tartar, detergent, vinegar, and
control.
2. Carefully pour 2 tablespoons of
indicator solution into the control cup and
fill with water.
3. Place the four labeled cups on a white
piece of paper and fill with two spoons full
of Lake Michigan Water.
11. Procedure cont.
Students add acids and bases to the cups
Cream of tartar
Use the scoop end of the straw to scoop up a
small amount of cream of tartar.
Add the cream of tartar to the cream of tartar
cup.
Gently swirl to mix.
Sodium Hydroxide
Use a dropper and drop 3 or 4 drops of sodium
hydroxide into the cup. Add the Sodium
Hydroxide to the NaOH cup.
Gently swirl to mix.
Vinegar
Use a dropper to add 2 or 3 drops of vinegar to
the vinegar cup.
Gently swirl to mix.
12. Procedure cont.
5. Students add the phenolphthalein
indicator to each cup.
Only one cup should change color.
6. Now add the excess control indicator
to the remaining mixtures that did not
change change.
14. Can you think of a way
to return the Yellow
indicator solution from
Activity 1 back to blue?
15. Activity 2: Neutralization
what they might do to return the pink
indicator solution from Activity 1 back to
clear?
16. Neutralization
What should you add to the yellow cream
of tartar solution to change the color back
to blue like the control?
What should you add to the pink Sodium
Hydroxide solution to change the color
back to clear?
Should you add a little bit of Sodium
Hydroxide or cream of tartar, or a lot at
once?
What will you do if the color does not quite
change back to the original color after
mixing the powder into the indicator
solution?
How will you know when the solution has
been neutralized?
17. Neutralization cont.
Neutralize the cream of tartar solution and the
Sodium Hydroxide solution.
Use a clean dropper to add a small amount
of Sodium Hydroxide to the cream of tartar
and swirl. Observe the color. If needed,
continue this process until the solution returns
to blue.
Use a different clean toothpick/dropper to
add a small amount of cream of
tartar/vinegar to the Sodium Hydroxide
solution and swirl. Observe the color. If
needed, continue this process until the
solution returns to clear/pink.
18. Disscussion
Were you able to return the yellow and
pink indicator solutions back to their
original colors?
What could you have done if the yellow
indicator turned pink instead of blue?
What could you have done if the pink
indicator turned yellow instead of clear?
How would you neutralize the vinegar
solution?
Can a base neutralize an acid?
Can an acid neutralize a base?
19. Yesterday
So the day before we looked at
neutralizing acids and bases with
each other correct?
So today we are going to look at
precise amounts of acid and base
to neutralize the reaction.
20. So what I would like you to do today is to pick
either the vinegar or the Sodium hydroxide to
neutralize.
Remember which indicator you
need to use.
If you choose vinegar what
indicator do you need to use?
If you choose Sodium hydroxide
what do indicator do you need?
21. Now choose one to start with
before we continue.
Vinegar Sodium
Hydroxide
22. Colors?
What color will you start
and end with for vinegar?
What color will you start
and end with for Sodium
Hydroxide?
23. Procedure
Vinegar
Do two or three
trials ranging from 2
to 10 drops of
vinegar. Then
neutralize with
Sodium Hydroxide.
Keep track of the
drops you use.
Sodium Hydroxide
Do two or three
trials ranging from
15 to 30 drops of
sodium hydroxide.
Then neutralize with
vinegar.
Keep track of the
drops you use.
24. Discussion
What is the relationship between
the amount of acid in the solution
and the number of drops of base it
takes to return the solution back to
neutral?
25. Results
The results come out to be for
every about every three drops
of vinegar you need about 10
drops of Sodium Hydroxide.