University of Florida Chemistry Outreach Program

Introduction to Acids, Bases, and the pH Scale

Estimated Time: 50 mins. + 10 mins. clean-up

Topics: Acid/base characteristics, pH scale, Household acids/bases, SC.H.1.3

Introduction: Acids and bases play an essential and unavoidable role in our everyday lives. Besides helping
scientists understand and account for the particulars of countless chemical reactions, the knowledge
of acid/base chemistry provides for an empirical and objective means of classifying household
substances and everyday items. The pH scale is a logarithmic measure of the Hydrogen ion [H+]
concentration in a solution. The scale extends from 0-14; pH ranges between 0-6 denote acidic
solutions, 8-14 are basic, and a pH of 7 is considered neutral. Through organic dye indicators, as
well as with specially coated pH indicator strips (which will be used in this lab), even those without
access to expensive electronic equipment can easily determine the pH of any solutions of their
choosing.

Objective: This lab will introduce and reinforce the basic principles of acids, bases, and the pH scale. Emphasis
will be placed on the chemistry of pH rather than its mathematical origins. Most middle school
textbooks will define acids and bases in very elementary terms, usually exclusively with regard to
the “taste,” “feel,” or “smell” of acidic and basic solutions. Acids are said to “taste” sour, “feel”
corrosive, and “smell” sharp, while bases are bitter, slippery, and have an undetermined smell.
Clearly such definitions are lacking and may also imply poor and unsafe lab practices (by
suggestions of tasting, touching, and smelling unknown chemicals in the lab). This activity will
attempt to provide a more formal and useful method of classifying and understanding acids/base
chemistry while staying well within the capacities of middle-school students.

Materials: -Vinegar -Soda (Coke, Pepsi, etc)

-Tap water -DI water
-Orange juice -Laundry detergent/soap dissolved in DI water
-Salt water -Sugar water
-Baking soda added to DI water -Cups, Serving trays
-pH indicator strips -Toothpicks
-Paper napkins/Old newspapers (covering desks)
-pH indicator strip color guide OR Florida Sunshine State Standards textbook (which contains
approximate color guide for pH indicator strips)

Safety: -Remind students there is NO eating or drinking during lab.

-Mild acid/base solutions that require responsible handling and prudent caution.
-All spills should be reported and cleaned up immediately.
-If substance gets in eyes or on clothes flush sufficiently with water.
-Do NOT let students combine baking soda and vinegar because will cause violent reaction.

Procedure:
1. This lab is best done in groups, due to material supply limitations. Groups of 2-3 students should be
provided with a tray containing labeled cups of vinegar, soda, tap water, DI water, orange juice,
laundry detergent dissolved in DI water, salt water, sugar water, and baking soda added to DI water.
The tray should also contain a set of toothpicks and pH indicator strips.
2. Prior to the start of the lab, the UF volunteer team should briefly review principles of acid/base
chemistry, explain the pH scale, and question students about their existing knowledge of acids and
bases. Volunteers should demonstrate the proper way to use pH indicator strips: rather than dipping
Procedure (cont.):
the strip directly into the desired solution, a small droplet should be obtained using a toothpick and
then dabbed onto the strip until it changes color. Volunteers should show students how to analyze
their pH indicator strip color change using the chart provided in their textbook or on the original pH
indicator strip containers.
3. Students should be instructed to test the pH of each household item they have in front of them, using
a different toothpick for each item.
4. On a piece of loose leaf paper, students should make a note of the item’s name, its pH indicator strip
color, the numerical value that this color translates to, and whether that number suggests the
substance is an acid or a base. UF Volunteers should go around the room assisting the students with
any questions/concerns students might have.
5. When all students have finished, a UF Volunteer should conclude by making a chart on the
chalkboard listing each substance’s name, as well as the results obtained by each group. This
information can be gathered by going around the room sequentially and requesting that one member
from each group shares their results. This chart can then be explained to the students and the lab can
be concluded.

Procedural Note: DI water frequently tests as a mild acid (pH approximately 6). As such, some students may
express confusion over why a “neutral” solution such as water could be acidic. Furthermore, other
neutral solutions that were created with the DI water (such as sugar water and salt water) may also
read mildly acidic as a result, and UF volunteers should ensure that they attribute this acidity to the
nature of the water itself, and not the sugar or salt content.

Discussion:
1. What gives orange juice its acidic qualities?
2. Why are the acidic/basic properties of a solution important to chemists?
3. What kind of solution is formed when mixing a strong acid with a strong base?

Acids and bases are of enormous importance in general chemistry, since they provide an effective
way of understanding the properties of solutions and the chemical activity that lies within. Acid/base
chemistry is central to oxidation/reduction reactions, numerous bodily functions that help maintain
homeostasis, and they play a crucial role in the environment. Acids and bases come in different
strengths, depending on the Hydronium ion concentration/Hydrogen ion activity in the solution.
Citric acid gives orange juice its acidic qualities. Coca-cola contains (supposedly) small amounts of
phosphoric acid (used to kill bacteria and prevent contamination during transport) which can, over
time, dissolve the hydroxide (OH) components of enamel. A strong acid mixed with a strong base, of
course, will yield a solution of neutral pH: water.

Source: This lab is a modified version of a similar activity from a GEMS manual.