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Hiren Patel Chemistry Inquiry

Title: Baking soda and vinegar Inquiry


Science Time: 70 minutes
Strand: Chemical reactions

Subject/Course: Grade 10 Academic


Grades: 10

Lesson Description
In this lesson, students will complete a collaborative inquiry where they will measure the pH
of common substances found around their homes (e.g., vinegar). After the laboratory is
complete, the students will work in groups to develop applications for the importance of pH.
Stage 1: Desired Results
Fundamental Concepts/Skills
1. Demonstrate an ability to conduct an inquiry investigation in a timely and safe
manner.
2. Demonstrate an ability to measure the pH of various solutions and determine
applications of pH.
Ontario Curricular Overall Expectation
A1) demonstrate scientific investigation skills (related to both inquiry and research) in the
four areas of skills (initiating and planning, performing and recording, analysing and
interpreting, and communicating)
C1) analyse a variety of safety and environmental issues associated with chemical reactions,
including the ways in which chemical reactions can be applied to address environmental
challenges;
C2) Investigate, through inquiry, the characteristics of chemical reactions.
C3) Demonstrate an understanding of the general principles of chemical reactions, and
various ways to represent them.
Ontario Curricular Specific Expectation
A1.2) select appropriate instruments (e.g., a microscope, laboratory glassware, an optical
bench) and materials (e.g., prepared slides, an aquarium, lenses, pH paper) for particular
inquiries
A1.6) gather data from laboratory and other sources, and organize and record the data using
appropriate formats, including tables, flow charts, graphs, and/or diagrams
A1.8) analyse and interpret qualitative and/or quantitative data to determine whether the
evidence supports or refutes the initial prediction or hypothesis, identifying possible sources
of error, bias, or uncertainty
C1.2) analyse how an understanding of the properties of chemical substances and their
reactions can be applied to solve environmental challenges
C2.6) plan and conduct an inquiry to classify some common substances as acidic, basic, or
neutral (e.g., use acidbase indicators or pH test strips to classify common household
substances)
C3.3) describe the types of evidence that indicate chemical change (e.g., changes in colour,
the production of a gas, the formation of a precipitate, the production or absorption of heat,
the production of light)
C3.4) write word equations and balanced chemical equations for simple chemical reactions
(e.g., 2H2 + O2 2H2O)
C3.5) describe, on the basis of observation, the reactants in and products of a variety of
chemical reactions, including synthesis, decomposition, and displacement reactions (e.g.,
reactions occurring when magnesium burns or in the production of oxygen from hydrogen

peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels
burn)
C3.7) describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g.,
a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)
Lesson Goals
At the conclusion of the lesson, the students will:
1. Demonstrate an ability to conduct an inquiry investigation in a timely and safe
manner.
2. Measure pH of common household items and determine the practical applications of
pH.
Key skills to be learned/applied:
Background Knowledge:
Time management skills.
Students will need to know how to
distinguish an acid and base
Communication skills.
They will also need to use their previous
Team work skills.
knowledge on how to conduct an inquiry in
a safe and timely manner.
Stage 2: Planning learning experience and instruction
Student Groupings
Instructional Strategies
Working n pairs
Pair work
Work in groups of 3-4
Group work (groups of 3-4)
Materials

Student handout in appendix A


School laptops
Beakers, distilled water, cola, orange juice, dish soap, coffee, baking soda, pH paper,
pH colour chart, rubber gloves, lab coats, safety goggles.
Accommodations, special considerations
Instructional accommodations: students will be provided a handout in appendix A where
they can follow the instructions while the teacher reads it to them. While reading the
instructions, the teacher will ensure to talk slowly and continually ask the class if anyone
has questions. Material will also be repeated and re-worded if students do not
understand. The results table has been scaffolded as students are provided with a guide
to record their answers.
Environmental accommodations: Students will sit in the classroom which benefits them
the most (e.g., proximity to teacher).
Assessment accommodations: Students will be allowed to use their personal devices to
record their responses.
Stage 3: Learning experience and instruction
Open (5 minutes)
The teacher will have the outline for class 1 written on the chalk board.
The teacher will instruct the class that they will be completing a lab where they will measure
the pH of various compounds found in their home. The teacher will distribute Appendix A and
go over it with the class. Throughout this process, the teacher will ask any students if they
have questions about what they will be doing (5 minutes).
Body (60 minutes)
Students will complete their activity sheet in appendix A. After completion, students
will volunteer their answers to the class (30 minutes).

Working in groups of 3-4, students will investigate (using the schools laptops) the
importance of pH (e.g., for monitoring soil acidity). The teacher will circulate and
ensure all students are on task and provide feedback. Once all groups are finished,
they will return their laptops and present their findings in a Google doc which will be
presented to the entire class (25 minutes).
Close (5 minutes)
Distribute exit cards in appendix B. Have students complete them and hand in before
leaving class (5 minutes).
Assessment
Assessment for learning: The teacher will provide feedback on their pH measurements
during the lab and the group work examining the importance of pH. Students will also
complete exit cards and reflect on their learning
Extension activity
If students are finished their work early, they may start viewing the video on
tomorrows lesson (flipped classroom).
Reflective notes (post-delivery)
How could this lesson be improved? And how was time managed?

Were all of the learning goals for this lesson accomplished?

Appendix A
Instructions: In this laboratory, you will be measuring the pH of various solutions
using the protocol that you practised on the online Gizmo yesterday. You will
record your observations in the table below. Good luck
Materials: Beakers, distilled water, cola, orange juice, dish soap, coffee, baking
soda, pH paper, pH colour chart, rubber gloves, lab coats, safety goggles.
Safety: Before beginning, ensure your workspace is clean and you are wearing all
safety equipment!
Results
Solution
Name

pH

Acid or

How you know its an acid or

Common uses of

Base?

base?

solution

Appendix B

1. What did I learn in todays class?

2. What do I still want to learn?

3. What are my strengths?

4. What are my weaknesses?

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