Diana L.

Griffiths ` GIPSE, 2003

ANTACID LESSON PLAN

Problem to be studied: Using titration methods to study properties of Antacids
(strength, effectiveness, effect on digestion, effect on pH, affects
of supplements taken at the same time etc.)

Grade level & lesson schedule: suggested grade level – 11th grade
This lesson would be appropriate to complete in the fourth quarter at the end of an acid-
base unit after students have had experience with a simple acid-base titration to determine
concentration. Students should be familiar with acid-base neutralization reactions, pH,
indicators, endpoints, moles and molarity. In my class we study acids and bases after
units on organic chemistry and food chemistry.

Content standard: 3.4.10 & 12 A Explain and apply concepts about the structure and
properties of matter.
• Complete an acid-base back-titration using
phenolphthalein as an indicator.
• Write chemical equations for the reaction of the main
ingredients found in antacids with stomach acid.
• Quantify results of acid-base titration and experimental
data using by applying the laws of conservation of
matter.

Process standard: 3.2.10C Apply the elements of scientific inquiry to solve problems.
• Design, carry out, collect data for, interpret and evaluate
an experiment that analyzes some aspect or effect of
antacids.

Assessment Strategies:
Formative Evaluation:
• Evaluation of Preliminary Activity for accuracy of
calculations and analysis.
• One-on-one discussions with students during the
lab process.

Summative Evaluation: Students will hand in a formal lab report of their

Antacids Inquiry Lab experiment (see attached rubric)

Procedures:
Engage: A few ideas… • Quick demonstration - drop an antacid tablet such
as Alka-Seltzer into a cup of weak acid that
contains phenolphthalein and stir.
• Place the phase “Antacids: Bases that Fight
Cannibalism” on the board and start a short
classroom discussion on what the students think
this means.
• Play one or two antacid commercials that have
been videotaped off of the T.V.
The class should fill out a class KWL chart (what I think I know!…etc.)
on antacids.

Explore: Student groups will complete the “Back-titration of Antacids Preliminary

Activity” to complete a titration, write a chemical reaction for what has
occurred, and calculate the moles of HCl that have been neutralized. (See
Diana L. Griffiths ` GIPSE, 2003

attached sheet). Ss will all test the same antacid and place their final
results on classroom blackboard, overhead, or computer for comparison.

Explain: Engage class in discussion to briefly compare results. Assist students

who may be having difficulty with acid-base chemistry, identifying
active ingredients, mole calculations or errors.

Extend: Using the KWL chart as a resource, stimulate a class discussion centered
around the four question strategy as it relates to the study of antacids.
Tell the students that they will be supplied with a variety of materials
including (but not necessarily limited to): different foods and beverages,
numerous antacids (regular, extra strength, medicated, colored, white,
liquid etc.), vitamin C, aspirin, pH meters, gas collection tubes, dilute
HCl, dilute NaOH, materials from Vitamin C lab, FeCl3. Using Think-
Pair-Share generate a class list of potential questions that students might
investigate. Below is a list of questions that may come up:

• How do specific foods or beverages affect how well antacids work?

• Do antacids neutralize organic acids such as vitamin C (ascorbic acid) and
aspirin (salicylic acid) and thus render them useless if taken at the same
time?
• How does pH change with time as an antacid is added to HCl?
• Which antacid (active ingredient) neutralizes the most acid or acts the
fastest?
• Which antacid is the most cost effective?
• How long will a “long-lasting” antacid work?
• How effective is an antacid in a buffered acid environment?
• How much better is the extra-strength version of an antacid?
• Which is more effective – to chew an antacid or to swallow it whole?
• How much gas is produced by an antacid such as Alka-Seltzer?
• Do colored or flavored antacids work as well as plain antacids?

Student pairs will choose a question to study from the class list. They will
design, hypothesize, carry out, collect data for, interpret and evaluate an
experiment to answer their question. Each student will write up his or her
own formal lab report for evaluation.

Evaluate: The evaluation of this lesson will be ongoing throughout the activities. See
Assessment. Students will also self-assess their own formal inquiry lab
report.

Materials List: Standardized .50 M NaOH, .50 M HCl, burets, analytical balance,
mortar & pestle, 250 mL Erlenmeyer flasks, phenolphthalein,
different foods and beverages, numerous antacids (regular, extra
strength, medicated, colored, white, liquid etc.), vitamin C tablets,
aspirin, pH meters, gas collection tubes, side arm flasks, beakers,
tubing,, stoppers, iodine solution from Vitamin C lab, starch
solution, dilute FeCl3.