Unit 1 Plan: Acids and Bases

Introduction
Acids and bases are chemicals with which we have much common experience. This unit
introduces properties of acids and bases, the chemical explanations for their behavior, important
laboratory techniques used to identify and work with acids and bases, and applications to other
scientific fields.

Clarifying Goals for the Unit

A. Big Ideas
Acids and bases are compounds with noteworthy and important properties. We encounter
acids and bases in our everyday lives, from the foods that we eat, to the chemicals we use to
clean, to important biological, industrial, and ecological processes. Despite the familiarity with
acids and bases, what makes them such is often not explored. This unit discusses explores the
chemical properties of acids and bases, using numerical and formula-based ideas to connect with
observable properties. These connections exist through indicators to measure pH, to the
relationship between pH and ions in solution, to neutralizing an acid and base to form a salt and
water. The effects of acids and bases can also be applied in informed citizen issues, particularly
acid rain.
This unit straddles the border between middle school and high school content
expectations in terms of NGSS standards, with the expectation that the high school standards will
be addressed in later units. The most relevant middle school standard is MS-PS1-2: Analyze
and interpret data on the properties of substances before and after the substances interact to
determine if a chemical reaction has occurred. The assessment boundary, however, covers
properties such as density and melting point, for example, whereas this unit explores
concentration changes. Truly molecular explanations are not included in this unit, although
portions of the HS-PS1-2: Construct and revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron states of atoms, trends in the periodic table,
and knowledge of the patterns of chemical properties, apply (the chemical properties portion.)
For exploring acid rain, HS-ESS2-5 also is relevant: Plan and conduct an investigation of the
properties of water and its effects on Earth materials and surface processes.
B. Student Practices
1. Naming key practices
Several student practices are involved in this unit, some of which are a continuation from
middle school objectives, but others that start to work towards high school objectives. At the
middle school level, students learn about data analysis, and the correlation between evidence and
explanations. This unit further strengthens these objectives, so analyze and interpret data to
determine similarities and differences in findings, and recognizing that science knowledge is
based upon logical and conceptual connections between evidence and explanations (both related
to MS-PS1-2) apply. When going more in-depth with explanations, students are moving from
recognition to application based on evidence. Therefore, an eventual goal is for students to be
able to Construct and revise an explanation based on valid and reliable evidence obtained from
a variety of sources (including students own investigations, models, theories, simulations, peer

review) and the assumption that theories and laws that describe the natural world operate today
as they did in the past and will continue to do so in the future (related to HS-PS1-2).
Cross-cutting concepts include application of macroscopic and microscopic scales,
although the latter is only covered indirectly. An eventual goal would be recognizing that
different patterns may be observed at each of the scales at which a system is studied and can
provide evidence for causality in explanations of phenomena (related to HS-PS1-2).
Additionally, the acid rain investigation (an earth science topic) makes use of chemistry
knowledge when relating design concepts for lessening the effects of acid rain (using limestone,
for example.) This relates to the functions and properties of natural and designed objects and
systems can be inferred from their overall structure, the way their components are shaped and
used, and the molecular substructures of its various materials (related to HS-ESS2-5).
Much of the unit is not specifically related to NGSS student practices. However,
connecting to previous knowledge is heavily emphasized here, particularly when relating acids
and bases to common household objects.
C. Performance Expectations for Student Learning
In this section, I will list the NGSS performance expectation(s) and their associated
practices. These can then be summarized by class-specific learning goals, developed as the result
of several years of chemistry concepts teaching at Grand Ledge High School.
Inquiry: Developing Scientific
Knowledge
1. Asking questions (for
science) and defining
problems (for engineering)
2a. Developing models
3. Planning and carrying out
investigations
4. Analyzing and interpreting
data
7. Engaging in argument from
evidence

Application: Using
Scientific Knowledge
2b. Using models
6. Constructing
explanations (for
science) and designing
solutions (for
engineering)

General Practices Associated with the Three Arrows

5. Using mathematics and computational thinking
8. Obtaining, evaluating, and communicating information

Figure 1: Connecting scientific practices with scientific knowledge (taken from TE 408 Spring
2014 syllabus)
Performance Expectation

Associated
NGSS Practice

NGSS Performance Expectation(s)

1. Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred . (MS-PS1-2).

Asking questions
(1), planning and
carrying out
investigations (3),
analyzing and
interpreting data (4)

2. Construct and revise an explanation for the outcome of a simple chemical reaction
based on the outermost electron states of atoms, trends in the periodic table, and knowledge
of the patterns of chemical properties (HS-PS1-2).

3. Plan and conduct an investigation of the properties of water and its effects on Earth
materials and surface processes (HS-ESS2-5).

Asking questions
(1), planning and
carrying out
investigations (3),
analyzing and
interpreting data (4),
using mathematics
and computational
thinking (5)
Engaging in
argument from
evidence (7),
obtaining,
evaluating, and
communicating
information (8)

Unit Learning Goals

Listed below are the learning goals developed for this unit for use at Grand Ledge High
School for Unit 1 in Chemistry Concepts A.

Students can distinguish between acids and bases when given a chemical formula.
[1]

Students can distinguish between inorganic acids and oxy-acids when given a
formula. [2]

Students can define the terms acids and base and describe each substances
characteristics. [3]

Students can describe the way to use different acid/base indicators in lab. [4]

Students can explain the purpose of different indicator solutions/papers. [5]

Students can identify a substance as an acid or a base and determine its relative
strength given a pH value. [6]

Students can explain how hydronium and hydroxide ion concentrations are related.
[7]

Students can explain how to calculate pH and hydroxide ion concentration when
given hydronium ion concentration and vice versa. [8]

Students can predict the products of an acid-base neutralization reaction and identify
each reactant or product as an acid, base, water, or salt. [9]

Students can explain how acid rain is produced and why limestone rock can reduce
the effect of acid rain on an ecosystem. [10]

Daily Schedule of Learning Goals

Day 1: [3], [6]
Day 2: [1], [2], [5]
Day 3: [4]

Day 4: [7], [8], [9]

Day 5: [10]
Day 6: Laboratory activity
Day 7: Review
Day 8: Assessment