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This lesson plan outlines a chemistry lesson for 9th standard students about acids and alkalis. The teacher will engage students through discussion, videos, and hands-on activities to develop their factual, conceptual, and procedural knowledge of alkalis. Students will learn that alkalis are substances that turn red litmus paper blue and cause phenolphthalein to change color. Through observing chemical reactions and group work, students will identify common alkalis like baking soda, lime, and soap and understand that their bitter taste comes from being alkaline substances.
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This document provides information about synthesizing and analyzing salts in chemistry. It discusses:
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2) Qualitative analysis of salts including color, gas tests, effects of heat. Salts can be identified by the gas produced or metal oxide left behind when heated.
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This document describes the process of preparing salts through titration. It explains that titration allows the neutralization of an acid and base to be carried out exactly, producing a soluble salt. It provides the example of preparing sodium chloride through titrating hydrochloric acid with sodium hydroxide. The steps involve adding an indicator, titrating the acid with the base until the endpoint is reached, evaporating the solution to leave behind salt crystals, and filtering and drying the crystals. It asks how ammonium nitrate could be prepared using this method.
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Science
Here are the answers to the practice questions:
1. Displacement reaction
2. (g) indicates the substance is in gaseous state
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4. CO2 dissolves in water to form carbonic acid which reacts with calcium hydroxide to form calcium carbonate, making the solution milky
5. Nitrogen
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This document discusses different types of inorganic compounds including oxides, hydrides, bases/hydroxides, acids, and salts. Oxides are binary compounds formed when metals combine with oxygen or nonmetals combine with oxygen. The document then provides an activity that asks the reader to select various compounds and classify them as either metal or nonmetal oxides.
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2. Key reactions identified calcium, copper, lead, carbonate, chloride, and sulfate ions based on the color and solubility of precipitates formed when the unknown compounds were reacted with specific reagents.
3. The experiment allowed the student to gain experience using common techniques to identify inorganic cations and anions through observation and interpretation of precipitation results.
3. qualitative analysis
Qualitative analysis is used to identify the cations and anions present in an unknown chemical substance. Cations such as sodium, calcium, and ammonium can be identified using sodium hydroxide and ammonia solutions. Anions like chloride, nitrate, and sulfate can be identified through chemical tests involving silver nitrate, sodium hydroxide with aluminum foil, and barium chloride solutions respectively. These tests produce characteristic precipitates or gas emissions to reveal the ions present. Dilute nitric acid is first added to remove any interfering carbonate ions.
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Activity 6.7 Investigate the colour of the salts and their solubility in water
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(The time required for the color to change varies but generally takes from 21 hour.) QUESTIONS
1. What does the gradual change to red indicate in terms of the pH of the solution? 2. What does
the change in pH indicate about the carbon dioxide in the solution? 3. What happened to the
carbon dioxide? 4. Would you expect the pH of the water in a shallow pond with a lot of
submerged plants and algae to change over a 24 hour period? If so, how would it change? 5. Why
did we include the tube without Elodea in the experiment?.
May 7th
The document outlines an agenda for a lab on acids and bases that includes:
1) A warm-up assignment and agenda check with peers.
2) An introduction to the lab lasting 10 minutes.
3) A 1 hour lab on acids and bases.
4) 20 minutes for a final project.
The lab involves learning to identify acids and bases, their properties, how pH indicators work, and the reaction of carbon dioxide and water. Students will take notes, draw diagrams, and answer questions in groups.
lesson plan
1. The document outlines a 45 minute chemistry lesson plan for 8th standard students on the topic of reactants and products.
2. The lesson involves discussing definitions of reactants and products, demonstrating reactions through experiments with magnesium ribbons and potassium permanganate, and having students observe and identify reactants and products.
3. The goal is for students to develop knowledge of reactants and products concepts and be able to identify reactants and products in chemical equations.
lesson plan
1. The document outlines a 45 minute chemistry lesson plan for 8th standard students on the topic of reactants and products.
2. The lesson involves discussing definitions of reactants and products, demonstrating reactions through activities like burning magnesium ribbon and heating potassium permanganate, and having students write observations and answers to discussion questions.
3. The goal is for students to develop knowledge of reactants and products by recalling examples of reactions and identifying reactants and products, explaining the concepts, and showing understanding through activities, questions and writing.
Chemical Reactions 1
This document provides instructions for three chemistry experiments. It explains that when doing experiments, students should avoid directly smelling chemicals as some can be dangerous like ammonia. It advises not touching any substances and informing the teacher if any issues occur. Experiment 5 involves adding hydrogen peroxide to manganese dioxide to produce a black liquid. Experiment 6 mixes iron chloride and sodium hydroxide to produce a yellow-brown product. Experiment 1 combines zinc metal and copper nitrate solution, where the zinc starts as a solid.
analysis-of-toothpaste (1).pdf
Namrata Kashyap, a Class XII student, conducted a project to detect the presence of anions and cations in different brands of toothpaste. Tests were performed on Colgate, Pepsodent, Close-Up, Dabur Red and Babool toothpastes. The tests identified the presence of calcium carbonate, sodium monofluorophosphate, sodium lauryl sulfate, and zinc sulfate in most toothpastes. Some variations were found, such as the presence of chloride in Pepsodent and sulfate in Close-Up. The project provides a comparison of the composition of major toothpaste brands.
Acids bases salts for class 7 cbse
The document provides answers to 11 questions about acids, bases and salts. It defines strong and weak acids, and lists differences between acids and bases. It explains that acetic acid is in vinegar, ammonia is basic. Litmus solution comes from lichens and is used as a pH indicator. Distilled water is neutral as shown by litmus. Neutralization reactions form salts and water. Antacids neutralize excess stomach acid; calamine neutralizes ant bites. Factory waste is neutralized before disposal. The last questions discuss indicator color changes with acids and bases.
Unit Test Plan
This document provides details on planning and developing a unit test for students in class 7 on the topic of "Acids, Bases and Salts". It includes the following key information:
1) The unit is divided into 3 sub-units which cover the properties of acids and bases, identification of acids and bases using indicators, and the classification and uses of salts.
2) Objectives, learning experiences, activities and evaluation methods are outlined for each sub-unit to ensure students achieve the desired learning outcomes.
3) Weightage tables are provided to determine the distribution of marks for objectives, content areas, difficulty levels and question formats.
4) A blue-print is given to map the questions
toaz.info-chemistry-investigatory-project-xii-on-toothpaste-analysis-pr_0b63e...
This document outlines a chemistry investigatory project analyzing the ions present in different toothpaste brands to determine quality. The student tested Colgate and Close-Up toothpastes for common ions like calcium, magnesium, sulfate, carbonate, and phosphate. Tests identified ions like calcium, sulfate, carbonate, and phosphate in Colgate, and calcium, sulfate, and iron in Close-Up. A conclusion compares the brands, finding Colgate contains more essential constituents and is the better quality toothpaste. The project was completed to fulfill a school requirement under a teacher's guidance.
May 10th 4th period
The document outlines the agenda and assignments for a 4th period science class on acids and bases. The agenda includes wrapping up notes on acids and bases, an assessment, and working on group projects. Students are assigned to draft portions of children's books, presentations, science experiments, or lesson plans about acids and bases, due by the end of class. They also must complete a sign-up sheet with project details and are advised the work will be graded critically. Participation points will also be awarded at the teacher's discretion.
Detecting Signs Of Chemical Change
The document describes an experiment to observe signs of chemical change. Various substances like cobalt chloride, zinc, and copper sulfate are combined with other liquids and metals. Observations are recorded about color changes, precipitates forming, gases bubbling, and changes to solids. The purpose is to determine if chemical or physical changes occurred based on these indicators. Data tables show the substances combined and observations made to identify chemical changes.
hirday gupta (poster paints).pptx
It is and class 12 chemistry project Aim
(To prepare poster paints and pigments by various chemical reactions)
Pointers for practicals
1. The document provides guidance for students taking their board practical exam, outlining 52 important points to remember and topics to study.
2. Students are instructed to show calculations for standard solutions, write balanced equations, describe procedures, record observations, and state results clearly in their exam.
3. The viva questions section lists over 40 topics that may be asked about in the oral exam, including theory, tests, reactions, and applications. Students are told to thoroughly learn the objectives, equations, and inferences related to these topics.
Yr10 acids and bases
This document provides information about acids and bases for a Year 10 chemistry class. It defines acids and bases, gives examples of common acids and bases, and describes how to test substances as acids or bases using indicators like litmus paper. It also discusses acid-base reactions, acid rain, testing gases, and factors that affect reaction rates. Experiments are described for investigating indicators, reactions with acids, evaporation, and using Benedict's solution to test for glucose.
ACIDS & BASES CO.pptx
Here are 5 examples of acids and bases used at home for neutralization:
1. Vinegar (acetic acid) and baking soda (sodium bicarbonate) - Used to clean surfaces by neutralizing.
2. Lemon juice (citric acid) and baking soda - Used in recipes for rising and as a natural cleaner.
3. Tomato juice (citric acid) and antacids (calcium carbonate) - Antacids neutralize stomach acid for indigestion relief.
4. Vinegar and washing soda (sodium carbonate) - Used for cleaning and removing hard water stains by neutralizing.
5. Milk of magnesia (magnesium hydro
Qualitative analysis.pptx
This document provides instructions for a qualitative cation analysis experiment and test. It outlines the learning objectives, which are to understand different cation types, tests to identify cations in salts, and the chemical reactions and balanced equations involved in each test. Students will analyze a given salt through experimentation and procedures, and participate in a viva examination with questions about cation identification and salt tests using pictures. The document also provides information on titration methods to determine the strength of acid or base solutions.
May 10th 5th
This document contains the agenda and notes for a 5th period chemistry class. The agenda includes announcements, a warm-up discussion on acids and bases, wrapping up the previous lesson on acids and bases, an assessment, and project work time. The notes section further explains acids and bases, how water molecules interact, how acidity is measured via pH and indicators, and the effects of increased carbon dioxide in oceans. Students are assigned a group project to create an educational material on acids and bases for a younger audience.
What's the Matter?
The document provides information for an introductory chemistry unit titled "Matter and Measurement". It includes:
1) Learning objectives around systems being organised and developing methods for classification, measurement, and hypothesis testing.
2) Details of assessment tasks involving a unit test, science communication activities, and laboratory experiments.
3) An orientation to lab safety rules and equipment.
4) An assignment for students to create a science demonstration on water changes of state for younger students.
5) Guidance on the scientific method and variables to consider in experimentation.
X chemistry full notes chapter 2
The document discusses acids, bases and salts. It defines these substances and classifies them based on various properties such as origin, strength and concentration. Acids are classified as organic or mineral, strong or weak, and dilute or concentrated. Bases are called alkalies and are also classified as strong or weak, and dilute or concentrated. Indicators are substances that change color in acidic vs basic solutions and help identify their nature. The document also discusses the reactions of acids and bases with water, metals, metal carbonates, bicarbonates, and each other. It describes pH and the pH scale for measuring acidity and alkalinity. Living organisms are sensitive to pH and maintaining the proper pH is important.
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- 1. CREATIVE LESSON PLAN Name of the Teacher : Aswathy R Standard : IX Name of the School : Strength : Subject : Chemistry Duration : 40 Mins Unit : Acids and Alkalis Date : Topic : Alkali Stage :14+ CURRICULAR STATEMENT: Pupils develops factual knowledge, conceptual knowledge and procedural knowledge on the concept of alkali and its role in our life through observation, discussion and experimentation by questioning , participation in practical work and group discussion. CONENT ANALYSIS: Terms : Alkali Facts : 1. Baking soda is bitter in taste.
- 2. 2. Soap has bitter taste 3. NaOH turn red litmus to blue. 4. Phenolphthalein shows thin color in alkali. 5. Lime is an alkali used for reducing acidity of soil. CONCEPTS: Minor Concepts: 1) Alkalis are bitter in taste. 2) Alkali changes red litmus to blue. 3) It does not react with metals. 4) It has soapy touch. 5) Phenolphthalein shows pink color in alkali. Major Concepts: 1) The substance which gives OH(-) ions in solution is called Alkali. 2) The common factor in alkali is OH(-) ion.
- 3. LEARNING OUTCOMES: Enable the pupil to develop, 1) Factual knowledge on alkali by a) Recalling various examples of alkali. b) Base is alkaline in nature c) Recognize alkali in different substances. 2) Conceptual knowledge on alkali by a) Explaining the properties of alkali. b) Illustrating various properties of alkali. c) Uses the concept of alkali in new or unfamiliar situations. 3) Procedural Knowledge on alkali by a) Doing activities by dipping litmus paper in alkali. b) Raising questions on various alkali 4) Metacognitive knowledge on alkali and its role in our life by a) Focusing the idea the most of washing material contain base. b) Generating suggestions for the contamination of alkali outcomes from factories to water bodies.
- 4. c) Judging the quality of food items containing bases in our daily life. 5) Different process skills like observing , making operational definition , inferring, communicating etc. 6) Attitude towards science. PREREQUISITES: Students are aware about alkalis commonly used and its uses. TEACHING LEARNING RESOURCES Materials for experiment a) Red litmus paper b) NaOH c) Test tube d) Phenolphthalein Group discussion, demonstration, observation, experimentation etc
- 5. Classroom Interaction Procedure Pupil Response INTRODUCTION • Have you all taken bath today? • Did you use soap for that ? • What do you feel when we touch wet soap? • Have you ever tasted soap? • What does its taste? • Do you know why it tastes bitter ? Now, we are going to study the reason for the bitter taste of soap.
- 6. Thus teacher enters into the lesson. ORIENTATION Teacher divides the students into different groups. PRESENTATION Activity 1 Teacher shows a video of action of alkali on the red litmus paper and ask them to write their observation in science dairy. Click on Video to watch
- 7. Discussion Clues 1) Is there any change occur? 2) What is the change occurred ? 3) Do you know the reason for change? 4) If the color of the litmus is blue, what will happen ? Concepts to be consolidated: 1) Alkalis are substances which turn red litmus to blue 2) If the litmus paper is blue no change occurs. Activity 2 Teacher shows a video of adding phenolphthalein into alkali and ask them to write their observation on their science dairy
- 8. NaOH reaction with Phenolphthalein Discussion Clues: 1) Is there any change occur? 2) What do you observe? 3) What is the color change? 4) Why does it turned pink in color? Concepts to be consolidated 1) Phenolphthalein shows pink color in alkaline solution.
- 9. APPLICATION LEVEL EXPERIENCE Find out alkalis present in the following. 1) Baking soda 2) Lime 3) Soap 4) Antacids REVIEW 1) What is alkali? 2) Give example for alkali? 3) What are the properties for alkali? 4) Does metals react with alkalis? 5) What is the color change occur when react with phenolphthalein? FOLLOW UP ACTIVITY Find out more examples of alkali from your daily life