2 Chemistry

Chemis try Scope Document
THERMAL PHYSICS
UNIT-1
Learning outcomes - Core
ACIDS, BASES AND SALTS

At the end of this unit, students should be able to
v
Explain, how solids, liquids and gases expand.
v
Understand the importance and significance of thermal expansion in different
practical situations.
v
Define specific heat capacity and specific latent heat.
v
Solve numericals based on specific heat capacity and specific latent heat.
v
Understand, how heat gets transferred through solids, liquids and gases.
v
Differentiate between conduction, convection and radiation.
v
Learn about different methods of heat transfer in different situations in nature
and man made devices.
1
SCIENCE UNIT-1 chemistry
CHEMISTRY SCIENCE UNIT-1
Chemis try
Syllabus Coverage
Core Extension
S
2
Characteristic chemical and 2
Calculation of pH of a given
Y
physical properties of acids and solution.
L bases.
2
Properties of ammonia, and
L 2
Strong and weak acids and oxygen gases.
bases.
A 2
Identification of the composition
2
Acids and bases in our daily of some salts.
B
routine.
U
2
Nature of oxides.
S 2
Preparation of salts and their
nature.
2
Properties of carbon dioxide,
hydrogen and chlorine gases.
SCOPE DOCUMENT
Learning outcomes - Core
At the end of this unit, students should be able to -
2
Define acids and bases in terms of H+ and OH-
2
List and explain characteristic properties of acids and bases.
2
Name several common acids and bases.
2
Distinguish between acids and bases and demonstrate how to test for them
2
Identify and describe strong and weak acids and bases.
69
2
Define acidity and alkalinity in terms of pH
2
Understand the concept of acids and bases in our daily routine.
2
Describe the role of antacids and understand neutralization using real life
problems.
2
Identify acidic, basic and neutral oxides.
2
Explain the preparation of salts and their nature.
2
Identify carbon dioxide, hydrogen and oxygen gases.
2
See how acids and bases combine to produce salts
Learning outcomes - Extension
At the end of this unit, students should be able to-
2
Understand the pH scale as it corresponds to acidic and basic solutions
2
Calculate the pH of a given solution using log.
2
Identify NH3 and Cl2 gases.
2
Identify the composition of salts by performing qualitative anion and cation
analysis.
Cross curricular links
2
Biology/Life Sciences - Cell Biology
2
Students know enzymes are proteins that catalyze biochemical reactions
without altering the reaction equilibrium and the activities of enzymes depend
on the temperature, ionic conditions, and the pH of the surrounding, pH of the
mouth, tooth decay, acidity in stomach, cure of bee and wasp sting.
2
Mathematics - Calculation of pH of a given solution(extension)
2
Environment - pH of the soil, acid rains due to environmental pollution,
2
Music- A rap song on pH and another on properties of acids and bases
2
Home Science- The salts in the kitchen and usage of the salts for various house-
hold activities.
70
chemistry SCIENCE UNIT-1
Lesson Template
Steps to be Teacher's Activity Student's Activity

followed
Warming up Teacher may start by asking few

Activity brain storming questions related
to daily life experiences.
W e h a v e s t u d i e d a b o u t Students try to think and
nutrition in animals, recall answer by recalling the
what is secreted by the inner concepts learnt in biology.
lining of the stomach to help in
the process of digestion?
Have you ever suffered from
a c i d i t y i n s t o m a c h / Students try to think and
indigestion? answer from their
experiences.
How do we cure it? Do you
remember any advertisement
or an occasion at home where
acidity in stomach and its cure
were discussed?
Have you ever used baking
soda in the kitchen?
Have you eaten salads with
vinegar dressings?
Pre Content Teacher asks the students as to Students have an idea about
Acids and Bases what they understand by the these terms from their lower
terms acids and bases? classes, they discuss in class
and also give some examples
that they know.
71
Concept The teacher lists the properties of The students will be able
Development acids and bases as told by the to-
Content 1 students on the board Describe acids and
Acid And Base- Teacher takes the students through bases in terms of H+
experimentation the experience of finding the acidic and OH-
and development o r b a s i c n a t u r e o f v a r i o u s Distinguish between
of concept further substances which are of daily use for acids and bases on
example- shampoo, soap, water, tea, the basis of their
fruits, etc. behaviour towards
Teacher may involve the students in litmus indicator
the pre-lesson activity of bringing C a t e g o r i s e
various samples from home to be substances as acidic
tested. or alkaline?
Activities: 1A, 1B, 1C, 1D. Worksheet:1.1
Following video may be shown to the
students so that they have fun while
learning
http://www.youtube.com/watch?v=
zTLiJE-j1-I&feature=related
Red Cabbage pH Indicator
6fc8KBz_I9s&feature=related
Content 2 ACTIVITY-2 Take any popular soft

Dissociation of Learning objectives: drink which promises to
acids and bases, The students will be able to- replenish your body's
Electrical electrolytes when you
define, dissociation, electrolyte,
conductivity non-electrolyte, pH. drink it. Use the internet
to research which
predict if a compound is an
ingredient(s) are
electrolyte or a non-electrolyte.
contained that make this
explain how an electrolytic solution
drink an electrolytic
completes the circuit in a
solution. Also research
conductivity apparatus so that the
light bulb glows. how the body uses
72
Distinguish between strong and electrolytes and why
weak acids and bases in terms of the they need to be
extent of dissociation, reaction with replenished after
water and electrical conductivity. exercise.
Worksheet-2.1
Content 3 ACTIVITY-3 Students bring various

pH of acids, bases Learning objectives: things like soap,
and salts Students Will be able to- detergent, moisturizing
lotion, spices from the
Define acidity and alkalinity in
terms of pH kitchen etc to test their
pH.
Understand role of pH in day to day
life. Worksheet-3.1
Following video links on youtube may
be shown in the class to sum up the
concept.
http://www.youtube.com/watch?v=f
Hd7wRkJNgI&feature=related
M8tTELZD5Ek&feature=related
The pH scaleVideo:
M8tTELZD5Ek&feature=related
Content 4 Activity-4 Students perform the

Reaction of acids Learning objectives: activity and follow up
with metals The students will be able to- witgh the worksheet.
Observe and study the reaction of Worksheet 4.1
acids with a metal
Compare the reactivity of different
metals with the same acid.
Compare the reactivity of different
acid with same metal.
73
Content 5 Activity-5 Students perform collect
Reaction of acids Learning objectives: dull coins and articles
with metal oxides from home and bring
The students will be able to-
back the shine using
Appreciate that metals develop an vinegar. They may be
oxide coating over a period on involved in hypothesis -
exposure to air whether acids or bases
Observe and study the reaction of should be used to clean
acids with a metal oxide. the metal surface.
Worksheet-5.1
Content 6 ACTIVITY-6 Extension activity:

Reaction of acids Learning objectives: Students design a soda
with carbonate The students will be able to- acid fire extinguisher,
and bicarbonates Observe and study the reaction of acids b a s e d o n r e a c t i o n
of metals. with a carbonate. between sulphuric acid
Preparation and Observe and study the effect of carbon and sodium hydrogen
Properties of dioxide gas on lime water. carbonate students
carbon dioxide Teacher may use the following site in Recognise the release
gas. the class to bring virtual kitchen and production of
experience or guide the students to hydrogen gas.
perform activities at home in the real
Worksheet-6.1
kitchen.
http://pbskids.org/zoom/games/kit
chenchemistry/
Content 7 ACTIVITY-7 Extension activity:

Neutralization Learning objectives: Students design a soda
reaction and The students will be able to- acid fire extinguisher,
balancing of Define neutralization based on reaction
reactions between sulphuric acid
Identify the products of a chemical
reaction between an acid and a base. and sodium hydrogen
carbonate students
Write the word equations for the
observed chemical reaction
74
Write symbols and formulae for the Recognise the release
reactants and products and production of
Balance the chemical equation for hydrogen gas.
the observed reaction. Worksheet-6.1
Content 8 Activity-8
Salts Learning Objectives:
The students will be able to:
Recall that an acid reacts with a base
to produce salt and water.
Recognise the acid and base that
would combine to give the given
salt.
Correlate the acidic, basic or neutral
nature of the salt to the strength of
the acid and base which may be
used to obtain the salt
Appreciate that all salts are not
neutral.
Conceptualise the formation and
nature of a salt.
Salts
LHRek-ROQjE
Content 9 Teacher may start with some Students strengthen the

Some important commonly used salts in the kitchen and concept by working on
hold a small discussion in the class the worksheet.
salts
showing the samples and some simple
reactions may follow. Worksheet-9.1
Activity-9
75
Content 10 ACTIVITY 10 Students will perform
Qualitative The process of identifying unknown qualitative analysis of
Analysis of Anions cations or anions in a solution is called salts to identify the
and cations Anion and Cation analysis composition of given
salt.
5. Post Content Resource: Revision worksheets-

Activity Resource: 1,2,3,4
Revision http://www.docbrown.info/ks3chem
istry/ks3chemistry.htm
Resource:
http://www.docbrown.info/page04/
Y11revQs/acidreactionequationsFH.h
tm
6. Extension Teacher initiates an investigation by S t u d e n t s f o r m u l a t e

asking a guiding question. hypothesis, decide on
Chemistry Investigation the variables and reach
conclusions to be shared
Guiding Question: "Which is the most
in groups.
effective antacid?"
Peer evaluation by
taking feedbacks from
other groups.
76
Warm up Activity
Why Study about Acids, Bases and Salts?
Teacher may ask following questions to relate the topic to their day today life so that they
realize the need to study about Acids, Bases and Salts.
2
We have studied about nutrition in animals, recall what is secreted by the inner
lining of the stomach to help in the process of digestion? Was it mucous,
hydrochloric acid and digestive juices?
2
Have we ever suffered from acidity in stomach/ indigestion?
2
How do we cure it? Do we remember any advertisement or an occasion at home
where acidity in stomach and its cure were discussed?
2
We have carried out activities of tasting food and categorising them as sour,
bitter, sweet or salty in lower classes. How are these chemically same or
different?
2
What makes the cake fluffy or the pakoras crispy?
2
Why are farmers advised to get their soil tested before selecting and putting
fertilisers?
2
Why are we coaxed to brush and rinse our mouth after eating?
2
Why people rub an iron key or baking soda as a home remedy for relief from
itching caused due to bee or red ant sting?
2
Can you think of some more examples from everyday life?
To know answers to these we'll have to study about acids, bases and salts. We come in
contact with them when cooking, cleaning and eating.
77
ACTIVITY-1
Learning objectives:
2
Distinguish between acids and bases on the basis of their behaviour towards
litmus indicator
2
Distinguish between acids and bases on the basis of their behaviour towards
home made indicators-turmeric, red cabbage etc.
2
Describe acids and bases in terms of H+ and OH-
ACID OR ALKALI? ACIDIC OR ALKALINE?
2
According to earlier views,
Acids produce solutions that:
2
taste sour.
2
react with metals to liberate hydrogen gas.
2
turn blue litmus red.
78
2
conduct electricity.
2
are corrosive. (acid rain)
2
loose the above properties when reacted with a base.
Bases produce solutions that:
2
taste bitter.
2
turn red litmus blue.
2
conduct electricity.
2
feel slippery.
2
are corrosive (basic solution in glass container)
2
lose the above properties when reacted with an acid.
Acid Household Source Base Household Source
citric acid oranges, grapefruits sodium hydroxide oven cleaner

(caustic soda)
tartaric acid Grapes magnesium milk of magnesia

hydroxide
ascorbic acid Vitamin C
acetic acid Vinegar
methanoic acid stingers of some ants
butanoic acid rancid butter
oxalic acid Tomatoes
stearic acid animal fat
According to one of the modern theories of acids and bases (Arrhenius concept), An acid is a
substance which give hydrogen ions in aqueous solution for e.g. HCl (Hydrochloric acid),
H2SO4 (Sulphuric acid) etc. Substances like C2H5OH (ethyl alcohol), C6H12O6 (glucose) etc.
though contain hydrogen are not acidic as they do not produce hydrogen ion when
dissolved in water.
79
Base is a substance which give hydroxyl ions in aqueous solution For e.g. NaOH (sodium
hydroxide), NH4OH (ammonium hydroxide) etc are bases. Substances like C2H5OH (ethyl
alcohol) contains -OH group but it does not ionize in the aqueous solution to give OH- ions.
Hence, it is not a base.
NOTE- The bases which are soluble in water are called alkalies. Thus all alkalies are bases
but all bases are not alkalies.
80
TESTS TO DISTINGUISH BETWEEN ACIDS AND BASES
Indicators are chemicals that indicate whether a substance is an acid or a base We use acid-
base indicators to distinguish between acids and bases. Depending upon the property of
the indicator we have the following two types of acid base indicators:
A. Indicators showing different colours in acidic and basic medium
2
Litmus solution- Litmus solution is a purple coloured dye extracted from lichen
plant. It is the most commonly used natural indicator. Two types of litmus
solutions are used called blue litmus solution and red litmus solution. An acid
turns blue litmus solution to red colour and a base turns red litmus solution to
blue colour.
2
If the blue litmus paper turns red or the red litmus paper is unaffected then the
substance is acidic.
2
If the red litmus paper turns blue or the blue litmus paper is unaffected then the
substance is alkaline.
2
If neither red nor the blue paper changes colour, the substance is neutral.
Note- Turmeric is a natural indicator which is yellow in colour. It becomes reddish

brown when soap, which is basic in nature is scrubbed on it.
2
Synthetic Indicators- The two most commonly used synthetic acid-base
indicators are phenolphthalein and methyl orange. Their colours in acidic and
basic solutions are-
Indicators Colour in acidic solution Colour in basic solution
Phenolphthalein Colourless Pink
Methyl orange Pink Yellow
B. Indicators giving different odours in acidic and basic medium (Olfactory

indicators)-There are some substances which give one type of odour in acidic
medium and a different odour in the basic medium. Vanilla essence, clove oil and
onion odoured cloth strip are some of the olfactory indicators used.
81
Type of Activity: Warm up
Activity-1A
Aim: To test a variety of substances to see if they are acidic or alkaline using litmus paper
as an indicator.
Materials Required: Red and blue litmus paper (3 strips of each)
Access to small amounts of common everyday substances such as:
2
fizzy drinks
2
tap water
2
distilled water
2
toothpaste
2
shampoo
2
soap
2
vinegar
2
lemon juice
82
Technical notes
1. Provide small amounts of the samples on watch glasses. The watch glasses can be
placed on a white tile marked with the name of the substance - use a waterproof
marker.
2. The samples can be arranged around the room so that the students visit each in turn. If
any solid sample is used, moisten it with a little distilled water.
Procedure:
1. Tear each piece of litmus paper into 3 smaller pieces so that you can test at least 9
substances.
2. Take one small piece of red litmus paper. Dip it into one of the substances to be tested.
Repeat with a small piece of the blue litmus paper.
3. Record all observations. Then dispose of the pieces of litmus paper in the waste bin.
Observations:
Name of substance Effect on blue Effect on red Nature

litmus paper litmus paper (Acidic/Basic/
Neutral)
Fizzy drinks
Tap water
Distilled water
Toothpaste
Shampoo
Soap
Vinegar
Lemon juice
83
Extension Activities:
The juice of the red cabbage leaf is a naturally occurring acid base indicator. Use the
internet to research if there are any other naturally occurring pH indicators. If so what do
they share in common with the red cabbage? What are the differences? Then collect
samples of various cleaning solutions, cosmetic solutions, cough syrups, and beverages
that are available in your home. Based on their functions, predict whether these solutions
are acidic, basic, or neutral. Then design an experiment to verify your predictions. Be sure
to include which indicator you plan to use and why you picked it.
Activity-1B
Turmeric as indicator
Indian curries contain turmeric (haldi). The curcuma present in turmeric reacts with base
to form a red coloured substance whereas it does not change colour in acidic or neutral
solution. Now can you tell without tasting the nature of soap and lemon juice respectively?
Yes your guess is right- soap is a basic in nature whereas lemon juice is either acidic or
neutral.
Aim: To test a variety of substances to see if they are acidic or alkaline using turmeric as an
indicator.
Materials Required:
2
Beaker
2
Test tubes
2
Dropper
2
Lemon juice
2
Orange Juice
2
Vinegar
2
Curd
2
Tamarind
2
Juice
84
2
Soap solution
2
Baking soda
2
Table Salt Solution
2
Sugar Solution
2
Tap Water
Procedure:
2
Mix half a tea spoon full of turmeric in water and filter the yellow solution in a
beaker
2
Collect the following substances- lemon juice, orange juice, vinegar, curd,
tamarind juice, soap solution and baking soda
2
Fill the test tubes with one third of these solutions respectively.
2
Add few drops of turmeric solution with the help of a dropper and observe the
change in colour of turmeric solution.
Observations:
S.No. Substance Effect on Turmeric Solution
1 Lemon Juice
2 Orange Juice
3 Vinegar
4 Curd
5 Tamarind Juice
6 Soap Solution
7 Baking Soda
8 Table Salt Solution
9 Sugar Solution
10 Tap Water
85
Activity-1C
Aim: To test a variety of substances to see if they are acidic or alkaline using turmeric as an
indicator.
Materials Required:
2
China rose flowers
2
Hot water
2
Test tubes
2
Lemon juice
2
Orange Juice
2
Vinegar
2
Curd
2
Tamarind
2
Juice
2
Soap solution
2
Baking soda
2
Table Salt Solution
2
Sugar Solution
2
Tap Water
Procedure:
2
Pluck few china rose flowers, remove their petals and put these in boiling water.
2
Let them soak for in hot water for ten minutes.
2
Filter the solution. Your china rose extract is ready.
2
Note the colour of the extract.
86
2
Keep 2mL extract in one test tube as control (do not add anything to it) so as to
match and track the colour change.
2
Test the rest of the solutions collected in activity-1B with the extract and record
your observations in a table.
Observations:
S.No. Substance Effect on China Rose Extract
1 Lemon Juice
2 Orange Juice
3 Vinegar
4 Curd
5 Tamarind Juice
6 Soap Solution
7 Baking Soda
8 Table Salt Solution
9 Sugar Solution
10 Tap Water
Activity-1D
Phenolphthalein as Indicator
Phenolphthalein is a synthetic indicator. It forms a colourless solution when dissolved in

water. Colour of phenolphthalein does not change in acidic or neutral medium. When a
drop of phenolphthalein is added to a base it imparts pink colour. So phenolphthalein is a
base indicator.
Test the solutions collected in activity 1 with phenolphthalein indicator and record your
observations.
87
Testing with Red Cabbage Juice
Prepare red cabbage or black carrot juice. (In northern regions of India people prepare a
sour refreshing drink called 'kanji' using black carrot, rye seeds, water, salt to taste and
chilli powder) and test various substances at home to classify them as acidic, basic or
neutral. The red cabbage juice turns red with acid, and green to blue with base. The colours
in base change from one shade to another in a few minutes, so you should note your
observations fast
Colour: acidic solution'Dark Magenta or Red
Add Soap Solution ' Turns bluish green
Following video may be shown to the students so that they have fun while learning
http://www.youtube.com/watch?v=zTLiJE-j1-I&feature=related
WORKSHEET 1.1
1. The Invisible Ink Demonstration can be done at the end of this lesson as an evaluation
of the students' learnings during the lab activity. Students will be required to explain
the invisible ink demo and this will require that they apply their knowledge of
indicators acids and bases.
(Dip cotton swab into the vinegar & use it to write your secret message on the
paper.Allow about 1-2 min for the message to dry completely.Read the "invisible ink"
message by misting it lightly with the spray bottle filled with red cabbage juiceor any
indicator)
2. Are most house cleaning substances acids or bases? Are most food product acids or
bases?
3. Disappearing "blood" squirt guns and disappearing ink pens are available in toy
stores. Both use indicators and acid/base chemistry. What indicators and acidic or
basic solutions would give you such effects?
4. In basic medium colour of phenolphthalein is:
(a) Yellow (b) Orange
(c) Pink (d) Colourless
88
5. The acid present in sour milk is :
(a) Citric acid (b) Lactic acid
(c) Oxalic acid (d) Tartaric acid
6. Name the acid present in lemon juice and sting of bees.
ACTIVITY-2
2
define dissociation, electrolyte, non-electrolyte, pH, neutralization.
2
predict if a compound is an electrolyte or a non-electrolyte.
2
explain how an electrolytic solution completes the circuit in a conductivity
apparatus so that the light bulb glows.
2
Distinguish between strong and weak acids and bases in terms of the extent of
dissociation, reaction with water and electrical conductivity.
Dissociation and Electrolyte
It is observed that in water, acid molecules break up or dissociate into ions.
HCl(aq) H+ (aq) + Cl- (aq)
Hydrochloric acid, thus, contains H+ ions.
Solutions of all acids in water contain H+ ions.
This is proved by the following experiment:
Take sodium chloride in a dry test tube and add some sulphuric acid into the test tube.The
following reaction takes place-
NaCl + H2SO4 NaHSO4 + HCl

Sodium chloride Sulphuric acid Sodium bisulphate Hydrochloric acid
Bring a dry blue litmus paper on the mouth of the test tube. It is observed that the litmus
paper does not turn red. Now, bring a wet blue litmus paper on the mouth of the test tube. It
89
is observed that it turns red. The result clearly show that HCI acts as an acid only in the
presence of water as moist litmus paper has water in which HCl gas is dissolved. It is only
after coming in contact with water that HCl dissociates into ions, i.e., hydrogen ions (H+)
and chloride ions (Cl-)
HCl (g) + Water H+(aq) + Cl- (aq)
Bases generate hydroxide (OH-) ions when dissolved in water. Bases which are soluble in
water are called alkalis.
KOH(aq) K+(aq) + OH-(aq)
Compounds that dissolve in water and dissociate into ions can conduct electricity and are
called electrolytes. Electrically neutral particles that are soluble in water, such as sugar, do
not split up into ions and therefore, they do not conduct electricity ; hence are referred to as
non-electrolytes. (This theory was originally proposed by Svante Arrhenius in 1887.)
Solutions of acids or bases contain ions and are therefore electrolytes. A strong acid/base is
an acid/base that is almost completely dissociated into ions in its aqueous solution. Such
an acid/ base shows high conductivity
A weak acid/base is an acid/base that is weakly dissociated ie. partially dissociated in its
aqueous solution. Such an acid/ base shows low conductivity
Strong acids Weak acids
Hydrochloric acid : HCl Acetic acid : CH3COOH
Nitric acid : HNO3 Phosphoric acid : H3PO4
Sulphuric acid : H2SO4 Boric acid : H3BO3
Hydrobromic acid : HBr Carbonic acid :H2CO3
Strong bases Weak bases
Sodium hydroxide : NaOH Magnesium hydroxide :Mg(OH)2
Potassium hydroxide :KOH Ammonium hydroxide :NH4OH
90
NOTE: Although water is not a strong conductor, tap water contains many charged
particles, (eg: magnesium and calcium ions) hence it is dangerous to use electrical
appliances in wet areas.
Using a conductivity apparatus, ask students to explain how they might complete the
circuit so that the light bulb will glow. Are there any materials that they can think of that
can conduct electricity? (metals, water )
Type of activity: Content based

Aim:
Materials Required:
2
Two nails
2
Cork
2
Beakers
2
Source of electricity (6 Volt battery)
2
appropriate volumes of the following solutions:
1.0 M HCl
1.0 M NaOH
distilled water
solution of sugar and water
vinegar
Procedure:
1. Fix two nails on a cork and placethe cork in a beaker.
2. Connect the nails to the two terminals of 6 volt battery through a bulb and switch.
3. Pour some HCl in the beaker and switch on the current
4. Observe what happens. Does the bulb glow.
5. Repeat the experiment separately with NaOH, distilled water, sugar solution and
vinegar.
91
6. Record observations.
Observations:
Solution Intensity of light bulb Conducts Electricity?

(very bright, bright, dim) (yes / no)
HCl
NaOH
Distlled Water
Sugar solution
Vinegar
Conclusion:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
92
Extension activity:
Take any popular soft drink which promises to replenish your body's electrolytes when
you drink it. Use the internet to research which ingredient(s) are contained that make this
drink an electrolytic solution. Also research how the body uses electrolytes and why they
need to be replenished after exercise.
Worksheet-2.1
1. Why does the light bulb glow more brightly when the electrodes are immersed in
solutions of HCl and NaOH then in vinegar?
2. Why is it dangerous to use electrical appliances in wet areas? ie: using a hairdryer
while sitting in the bathtub!
3. Why the light bulb glowed when the electrodes were immersed in solutions HCl,
NaOH and vinegar but not in sugar solution and distilled water.
4. Why does NaCl (aq) conduct electricity, but NaCl (s) does not?
5. List at least three household products that would be considered electrolytes.
ACTIVITY-3
Learning Objectives:
2
Define acidity and alkalinity in terms of pH
2
Understand role of pH in day to day life.
EXPRESSING ACIDITY OR ALKALINITY OF A SOLUTION IN TERMS OF pH
You can say how acidic or alkaline a solution is using a scale of numbers called the pH scale.
The pH of a solution is defined as the negative logarithm of hydrogen ion concentration in

moles per litre.
pH = -log [H+]
93
For example, if a solution has H+ ion concentration =0.1 M ie. 10-1 moles per litre, its
pH =1 and if pH of a solution is 3 then concentration of H+ ions is 10-3 mol per litre.The
values of pH normally lie between 0 and 14.
It is found that for any aqueous solution (neutral, acidic or basic), the product of H +
ion concentration and OH- ion concentration is always constant and equal to 10-14 at
25C.This is called ionic product of water(Kw)
Kw= [H+] [OH-]
= 10-14
Thus for a solution if H+ concentration is known, OH- ion concentration is fixed

(because their product is always constant).Hence we express the acidic, basic or
neutral character of any solution by expressing its H+ ion concentration in terms of pH
where p stands for potenz ie power.
For neutral solutions : [H+] = [OH-] , pH = 7
For acidic solutions : [H+] > [OH-] , pH < 7
For basic solutions : [H+] < [OH-] , pH > 7

pH |------|------|-----|-----|------|-----|-----|-----|------|------|-----|------|------|------|
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
+
[H ] |-----|------|-----|------|-----|-----|-----|-----|------|------|-----|------|------|------|
0 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 -11 -12 -13 -14
(mol/L) 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10
pH between 0 and 2 -Strongly acidic
pH between 2 and 4 -Moderately acidic
pH between 4 and 6 -Weakly acidic
pH 7 -Neutral
pH between 7and 10 -Weakly basic
pH between 10and 12 -Moderately basic
pH between 12and 14 -Strongly basic
94
pH of any solution can be found by using universal indicator. This is a mixture of dyes
and can be used as solution or paper strip. Colour change in the indicator is seen with
pH.
ROLE OF pH IN EVERYDAY LIFE
1. Human blood, tears and saliva have pH range of 7.0 to 7.8, If pH falls below 7 or rises
above 7.8 survival of living organisms becomes difficult.
2. Human skin has a slightly acidic pH. This is necessary to keep away from attack by
microorganisms.
3. Plants have a healthy growth if pH of the soil is such that it is neither alkaline nor
highly acidic.
4. Hydrochloric acid produced in the stomach helps in digestion. However if excess of

acid is produced due to spicy food, it causes indigestion and we have to take 'antacid'
like milk of magnesia (magnesium hydroxide solution) etc.
5. Acid is produced in the mouth due to degradation of sugar and left out particles It is
partially neutralized by the saliva. However, if excess acid is produced due to sweets,
it causes tooth decay.
6. Animals and plants have self defence through chemical warfare. The sting by honey
bee or yellow ant or leaves of nettle plant injects methanoic acid into our body which
causes pain.
7. The tarnished surface of a copper vessel due to copper oxide (which is basic) layer can
be cleaned by rubbing with lemon (which is acidic).
Following video links on youtube may be shown in the class to sum up the concept.
http://www.youtube.com/watch?v=fHd7wRkJNgI&feature=related
http://www.youtube.com/watch?v=M8tTELZD5Ek&feature=related
95
Work Sheet 3.1
1. Give reasons for the following:
a. Toothpastes are alkaline in nature
b. We apply solution of mild base on bee or ant sting
c. We rub lemon on tarnished copper vessels.
2. Seven solutions A, B,C, D,E, F and G have pH 1,2,7,9,11,13 and 14 respectively.
a. Identify which of them is strongly acidic.
b. Identify which of them is neutral.
c. Identify which of them is weakly basic.
d. Identify which of them is strongly basic.
e. Which of them will turn phenolphthalein pink?
f. Which of them will turn methyl orange pink?
ACTIVITY-4
2
Observe and study the reaction of acids with a metal
2
Compare the reactivity of different metals with the same acid.
2
Compare the reactivity of different acid with same metal.
REACTION OF ACIDS WITH METALS
The only metals that react with acids are those that are more reactive than hydrogen.The
metals give up their electrons to H+ ions will react with acid
The result of the reaction are metal salts of the acid and evolution of bubbles of hydrogen
gas through the solution.
96
Acid + Metal Salt + Hydrogen gas
Zn (s) + 2H2SO4(aq) Zn SO4 (aq) + H2(g)

Zinc dil Sulphuric acid acid Zinc sulphate Hydrogen
Mg (s) + 2H2SO4(aq) MgSO4 (aq) + H2(g)

Magnesium dil Sulphuric acid Magnesium sulphate Hydrogen
Al (s) + 3HCl(aq) AlCl3(aq) + H2(g)

Aluminium dil Hydrochloric acid Aluminium chloride Hydrogen
Cu (s) + 2H2SO4(aq) No reaction

Copper dil Sulphuric acid
2. Some bases like sodium hydroxide and potassium hydroxide react with active metals
like zinc and aluminium to liberate hydrogen gas along with the formation of a salt.
2NaOH + Zn Na2ZnO2 + H2
Sodium hydroxide Zinc Sodium zinczte Hydrogen
2NaOH + 2Al + 2H2O 2NaAlO2 + 3H2

Sodium hydroxide Aluminium Sodium aluminate Hydrogen
Type of Activity: Content based

Aim: To test the reactivity of metals with an acid and compare their reactivity.
Materials required:
Part -I
2
2 Boiling test tubes with cork containing a dropping funnel and delivery tube
2
Clamp stand
2
Dilute sulphuric acid
2
Dilute NaOH
2
Granulated zinc
2
Soap solution
2
A candle.
97
Part-II
2
Four boiling test tubes with cork containing a dropping funnel and delivery tube
2
Four clamp stand
2
Four empty syringes
2
Dilute sulphuric acid (1 M)
2
Zinc granules
2
Magnesium ribbon
2
Copper turnings
2
Aluminium strips
Part-III
2
Boiling test tubes with cork containing a dropping funnel and delivery tube
2
Clamp stand
2
Dilute sulphuric acid
2
Acetic acid
2
Granulated zinc
Procedure:
Part-I
1. Take one or two zinc granules in two test tube and close the test tubes with the cork
containing a dropping funnel and delivery tube.
2. Clamp it to the clamp stand.
3. Pour about 3 mL of dilute H2SO4 in one of the test tube and NaOH in the other test tube
through the thistle funnel. (Take care that end of the thistle funnel is dipped in dilute
H2SO4 solution.)
4. Observe the reactions taking place.
98
5. Pass the gas being evolved through the soap solution.
6. Observe what happens to the soap solution. Record the in the observation table.
4. Bring a lighted candle near a gas filled bubble. Record the observation.
Part-II
1. Take zinc ,magnesium , aluminium and copper in four different test tubes. close the
test tubes with the cork containing a dropping funnel and delivery tube.
3. Connect the delivery tube to the mouth of the syringe.
4. Pour about 3 mL of dilute H2SO4 in the test tube through the thistle funnel. (Take care
that end of the thistle funnel is dipped in dilute H2SO4 solution.)
5. Measure the distance travelled by the piston of syringe after 5 minutes and record
your observations.
6. Based on above observation compare the relative reactivity of metals taken.
99
Part-III
1. Take zinc granules in two different test tubes. close the test tubes with the cork
3. Connect the delivery tube to the mouth of the syringe.
4. Pour about 3 mL of dilute H2SO4 in one test tube and 3mL of acetic acid in the other test
tube through the thistle funnel. (Take care that end of the thistle funnel is dipped in
dilute H2SO4 solution.)
5. Measure the distance travelled by the piston of syringe after 5 minutes and record
your observations.
6. Based on above observation compare the relative strength of the two acids taken.
Observations:
Part-I-
Reaction of an acid with a metal
1. Effect on soap solution:
_________________________________________________________________________
_________________________________________________________________________
2. Effect on the burning candle:
_________________________________________________________________________
_________________________________________________________________________
Reaction of a base with a metal
1. Effect on soap solution:
_________________________________________________________________________
_________________________________________________________________________
100
2. Effect on the burning candle:
_________________________________________________________________________
_________________________________________________________________________
Part-II- Reaction of an acid with different metals`
Metal Rate of Reaction Gas Produced Distance of piston

(Fast / Moderate / (yes/no) from the mouth
Slow / No Reaction)
Zinc
Magnesium
Alumnium
Copper
Part-III-Reaction of zinc metal with two different acids
Acid Rate of Reaction Gas Produced Distance of piston

(Fast / Moderate / (yes/no) from the mouth
Slow / No Reaction)
Dilute H2SO4
Acetic acid
Conclusion
Part-I
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
101
Part-II
_________________________________________________________________________
_________________________________________________________________________
Part-III
_________________________________________________________________________
_________________________________________________________________________
WORKSHEET-4.1
1. Acids react with metals to form ____________ and _____________
2. Complete the following reactions:
a. Mg + HCl
b. Ca + HNO3
c. Cu + H3PO4
3. Classify the type of chemical reaction that occurred when the zinc reacted with an
acid.
4. Why did some of the reactions happen at a faster rate than others (*Hint* compare
each acid used, what is different about the acids that were involved in the faster
reactions?)
5. Explain why it is a hazard to store acids in some metal containers, and not others.
6. When sugar is placed in water, it disappears and is said to have dissolved. When
magnesium metal is placed in a solution of hydrochloric acid, it also disappears.
Explain why the magnesium did not dissolve.
7. An advertisement for a trivia game features the following question "Do pearls melt in
vinegar?" the "correct" answer given is "yes." Write a letter to the trivia company
explaining why this is not the case. Use the internet to research the chemical
composition of a pearl. Include a simplified chemical reaction demonstrating what is
really happening with the pearl and vinegar.
102
ACTIVITY-5
Learning objective
2
Appreciate that metals develop an oxide coating over a period on exposure to air
2
Observe and study the reaction of acids with a metal oxide.
Reaction of Acids with Metal oxides
Acids react with certain metals oxides to give metal salt and water.
Most of these oxides are of electropositive metals. Some of the oxides are amphoteric in
nature.
Na2O + 2HCl 2NaCl + H2O
Mgo + 2HCl MgCl2 + H2O
Al2O3 + 6HCl 2AlCl3 + 3H2O
Certain metals, like copper metal, develop a greenish coating of copper oxide, on reaction
with air. Acids, like acetic acids, react with the oxide to effectively remove the coating.
Salts serve as a catalyst, essentially speeding up the chemical reaction. If you'd like to see
what the difference would be, this is easy to do.

Aim: To detect and study the reaction of acid with metal oxide
Materials required:
2
10 dull copper coins
2
100 mL vinegar
2
1 teaspoon salt (NaCl)
2
water
2
measuring spoons
2
paper towel
103
Procedure
1. In a beaker, marked A, take salt and 50ml vinegar.
2. Stir until the salt dissolves.
3. Dip 5 coins into the solution and hold it there for 10-20 seconds. Remove the coins and
observe for any change.
4. Pour 50ml vinegar only in another beaker, marked B.
5. Dip 5 coins into the vinegar and hold it there. Measure the time it takes for the coins to
lose the clouded appearance. Check every 60 seconds.
6. Drop the rest of the coins into beaker A. Observe the duration of cleaning action.
7. Take out the coins from the beaker with a spoon and rinse it with water.
8. Set it on a paper towel to dry.
Observation:
1. Observe the coins for regaining the shiny appearance, on the action of vinegarof the
side of the test tube on pouring acid:
_________________________________________________________________________
2. Which beaker showed the cleaning action faster beaker A or beaker B
_________________________________________________________________________
Conclusion:
_________________________________________________________________________
_________________________________________________________________________
WORKSHEET-5.1
1. Acids react with metal oxides to form ____________ and ____________ .
a. HCl + CuO
104
b. HCl + MgO
c. HNO3 + Na2O
3. Explain, with the help of a chemical equation, the role of salt in this activity.
4. Why don't we use a base or soap to clean the metal surface?
ACTIVITY-6
2
Observe and study the reaction of acids with a carbonate.
2
Observe and study the effect of carbon dioxide gas on lime water.
REACTION OF ACIDS WITH CARBONATES
1. Acids react with metal carbonates and bicarbonates to give out carbon dioxide with
effervescence and forming the corresponding salt and water.
Metal carbonates/Metal hydrogencarbonate + Acid Salt + Carbon dioxide + Water
Na2CO3(s) + 2HCl (aq) 2NaCl(aq) + H2O(l) + CO2(g)

Sodium carbonate Hydrochloric acid Sodium chloride Water Carbon dioxide
NaHCO3(s) + HCl(aq) NaCl(aq) + H2O(l) + CO2(g)

Sodium bicarbonate Hydrochloric acid Sodium chloride Water Carbon dioxide
On passing the carbon dioxide gas evolved through lime water,lime water turns
milky due to the formation of insoluble calcium carbonate.
Ca(OH)2(aq) + CO2(g) CaCO3(s) + H2O(l)

Lime water Carbon dioxide Insoluble calcium Water
carbonate
On passing excess of carbon dioxide the lime water turns transparent due to
formation of soluble calcium bicarbonate.
Ca(OH)2(aq) + CO2(g) Ca(HCO3)2(aq)

Lime water Carbon dioxide Soluble calcium bicarbonate
105
Aim: To test the reactivity of acids with a carbonate.
Materials required:
2
Boiling test tubes with cork containing a dropping funnel and delivery tube
2
Clamp stand
2
Dilute hydrochloric acid
2
Solid sodium carbonate
2
Lime water
Procedure:
1. Take solid sodium carbonate in the test tube and close the test tube with the cork
3. Pour about 3 mL of dilute HCl in the test tube through the thistle funnel. (Take care
that end of the thistle funnel is dipped in dilute HCl solution.)
4. Observe the reaction taking place. Record the observation.
5. Pass the gas evolved through the lime water taken in a test tube.
6. Observe what happens to the lime water. Record the observation.
7. Pass the gas evolved in the lime water for longer time and observe what happens?
Record the observation.
106
Observation:
1. Observations of the side of the test tube on pouring acid:
_________________________________________________________________________
2. Observations in lime water after passing the evolved gas:
(a) immediately after passing gas: __________________________________________
(b) after one minute: ______________________________________________________
Conclusion:
_________________________________________________________________________
_________________________________________________________________________
NOTE: The above experiment can be repeated by taking 1-2 g of sodium hydrogen
carbonate in place of sodium carbonate.
Extension activity:
Based on reaction between sulphuric acid and sodium hydrogen carbonate students may
be asked to design a soda acid fire extinguisher.
WORKSHEET-6.1
5. Acids react with carbonates to form ____________, ____________ and _____________
a. HCl + Na2CO3
b. HCl + KHCO3
c. HNO3 + NaHCO3
7. Explain with the help of chemical equation for the reaction occurring in fire
extinguisher.
107
ACTIVITY-7
2
Identify the products of a chemical reaction between an acid and a base.
2
Write the word equations for the observed chemical reaction
2
Write symbols and formulae for the reactants and products
2
Balance the chemical equation for the observed reaction.
2
Derive a general equation for neutralization reactions.
2
Understand and appreciate the function of an indicator to indicate completion of
a neutralization reaction.
Neutralisation
Acids release H+ into solution and bases release OH-. If we were to mix an acid and base
together, the H+ ion would combine with the OH- ion to make the molecule H2O, or plain
water:
H+(aq) + OH-(aq) H2O
108
This reaction called neutralization reaction of an acid with a base will always produce
water and a salt, as shown below:
Acid Base Water Salt
HCl + NaOH H2O + NaCl
HBr + KOH H2O + KBr

Aim: To observe the reaction of acid with base using different strengths/concentrations of
base
Materials required:
2
Test tubes
2
Dilute NaOH solution
2
Dilute HCl solution
2
Phenophthalein solution
Procedure:
Part-I
1. Take about 2 mL of dilute NaOH solution in a test tube and add two drops of
phenophthalein solution.
2. Observe the colour of the solution.
3. Add dilute HCl solution to the above solution drop by drop until the pink colour of
reaction mixture is discharged.
4. Now add a few drops of NaOH to the above mixture.
5. Observe the change in colour of the reaction mixture.
6. Why do you think this has happened?
109
Part-II
The above activity may be performed in the form of a demonstration with the following
suggested variations. Students may be involved in the demonstration.
1. The teacher may also bring about the concept of concentration of an acid by carrying
out the activity in four test tubes marked A,B,C and D containing varying strengths/
concentrations of base ( NaOH).
2. The pH of all the four NaOH solutions should be found with the help of universal
indicator and recorded by the students. In the table provided.
3. The concentration of the acid used for neutralization is to be kept constant (HCl). The
pH of acid may be found and recorded.
4. The teacher may again reiterate the choice, use and need of indicator in this activity.
5. Let the students count the number of drops of acid required to change the colour of
the solution and neutralize the base.
Observations:
Part-I
_________________________________________________________________________
_________________________________________________________________________
Part-II
Test pH of the base Colour shown by Number of drops of acid

tube no. phenolphthalein required for complete
indicator neutralization
pH of acid=
110
Conclusion:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Suggestive remediation:
2
The above activity if performed with patience involving the students will prove
an excellent tool for removing misconceptions about strength and concentration
of an acid and base. The same activity may then be performed by choosing a
weak base sodium bicarbonate and strong acid HCl or a weak acid oxalic acid
and strong base NaOH.
2
Some students may find it difficult to write the chemical reaction involved and a
generalized chemical equation. Such students may be encouraged to memorise
the symbols and valencies from Table 3.6 on page 37 of Class IX, NCERT science
textbook and revise writing and balancing of chemical equations.
2
Some students may find it difficult to differentiate between the terms - a strong
acid/ base and a concentrated acid/ base. They may use the two terms inter
changeably, through this activity teacher may clarify this doubt.
2
Extra caution may be taken in explaining precautions to the students.
2
Attention of the students should be drawn towards how to add the acid slowly
with the help of a dropper without spilling any acid.
2
Development of observation skills in learners is an important expectation from
teaching/ learning of science. Special focus and attention may be given to this
aspect.
2
As this activity involves working with acid and base, the concentration of the
acids should not be more than 0.01M or even more dilute.
2
Approximately diluting 1mL of commercially available concentrated acid to 1L
aqueous solution. Note: For dilution, add acid to a large volume of water and not
the other way round
111
2
0.4g of NaOH pellets may be dissolved in water to make a solution of 1L to get a
0.01M NaOH solution. Same NaOH solution may be diluted further in presence
of students to get solutions of varying concentrations.
Worksheet-7.1
Answer the following questions one by one as the chemical reaction demonstrated in
the class is taken forward:
Q1. Write the names of the reactants taking part in the chemical reaction during the
demonstration
Q2. List the observation (s) which justify that a chemical reaction has taken place.
Q3. Write a word equation and a balanced chemical equation for the complete chemical
reaction that has taken place.
Q4. Write a generalized equation for a neutralization reaction.
Q5. Which of the four test tubes contains higher concentration of the base?
Q6. Does pH of a solution change with dilution? .
Worksheet-7.2
Q Write balanced chemical equations for the following word equations:
a) Reaction of acid with metal
Calcium + Hydrochloric acid Calcium chloride + Water
General equation:__________________________________________________________
Balanced equation:_________________________________________________________
b) Reaction of base with metal
Zinc + sodium hydroxide sodium zincate + Water
112
c) Reaction of acid with metal carbonate
Calcium carbonate + Hydrochloric acid Calcium chloride + carbon dioxide +Water
d) Reaction of acid with metal hydrogen carbonate
Sodium hydrogen carbonate + hydrochloric acid sodium chloride + carbon dioxide +Water
e) Reaction of acid with metallic oxides
Magnesium oxide + Hydrochloric acid magnesium chloride + Water
Suggestive Remediation
2
Students must be encouraged to recall and memorise the valency and symbol
table 3.6, given in class IX, NCERT science textbook on page 37 so that they may
be able to write the formulae of any given inorganic compound by just crisscross
of valencies and do not take to rote memorization of each formula.
2
Initially some students may find it difficult to generalize the reactions,
encourage them by writing more reactions of similar reactants on the board.
2
While carrying out the above worksheet, the teacher may also draw the attention
of the students towards categorizing the reactions into different types studied in
the previous unit of 'Chemical Equations and Reactions'.
2
An extension to the above worksheet may be designed by the teacher by asking
students to formulate their own reactions by taking reactants of their choice.
2
Another extension to the same may be done in the form of a game where
students of one team write reactants on the board and the members of the other
team suggest the products. All this will surely take the students away from rote
memorization of the reactions and will lead to appreciation of the chemical
reactions.
113
Activity-8
Learning Objectives:
The students will be able to:
2
Recall that an acid reacts with a base to produce salt and water.
2
Recognise the acid and base that would combine to give the given salt.
2
Correlate the acidic, basic or neutral nature of the salt to the strength of the acid
and base which may be used to obtain the salt
2
Appreciate that all salts are not neutral.
2
Conceptualise the formation and nature of a salt.
SALTS
A salt is a compound formed by replacement of either all or a part of the ionisable hydrogen
atoms of an acid by some other cation
Acid + Base Salt + Water
TYPES OF SALTS
1. Normal salts-.Salts formed by complete replacement of all the ionisable

hydrogen atoms of an acid by metallic or ammonium ions. For eg.NaCl, KNO3 ,
Na2CO3 , Na2SO4 etc.
2. Acid salts-Salts formed by partial replacement of ionisable hydrogen atoms of

an acid by metallic or ammonium ions. For eg. NaHCO3 , NaHSO4 , KH2PO4 ,
K2HPO4etc.
3. Basic salts-Salt formed by partial replacement of hydroxyl groups of a base by

some other anion. For eg. Basic lead chloride Pb(OH)Cl , basic magnesium
bromide Mg(OH)Br etc.

Task: Individual Worksheet
114
Procedure:
The students may be given the following worksheet of completing the table after the
teaching-learning of reaction between acid and base to form salt to strengthen the concept.
This worksheet may be used to introduce concept of 'salts' in the class.
Assessment Parameters:
Each of the following questions may be assessed giving equal weightage of 2 marks to each
salt. Marks may be converted to grades on a 10 point grade system.
Student Worksheet: Time: 30 minutes
Q Complete the following table:
Salt Acid used Strong Base used Strong/ Predicted nature

/weak (S/W) weak (S/W) of the
salt- acidic,
basic or neutral
Sodium chloride
Potassium nitrate
Zinc sulphate
Sodium acetate
Potassium carbonate
Copper chloride
Aluminium chloride
Sodium hydrogen carbonate
Ammonium chloride
Potassium sulphate
115
Suggestive Remediation
2
Students must be encouraged to recall and memorise the valancy and symbol
table 3.6, given in class IX, NCERT science textbook on page 37 so that they may
be able to write the formulae of any given inorganic compound by just crisscross
of valencies and do not take to rote memorization of each formula.
2
Initially some students may find it difficult to identify the acid and base used to
make the salt, encourage them by telling them to write reactions of formation of
salts.
2
Students may be told that a salt of a-
strong acid + strong base = neutral
weak acid + strong base = basic
strong acid + weak base = acidic
weak acid + weak base = may be neutral, acidic or basic
2
While carrying out the above worksheet, the teacher may also draw the attention
of the students towards acid, base indicators.
2
The predictions made by the students may be checked with the help of litmus
paper or solution so as to strengthen their understanding.
2
An extension to the above worksheet may be designed by the teacher by asking
students to formulate their own salts by taking acids and bases of their choice.
2
A list of acids and bases with categories as strong and weak may be given to the
students a day in advance before administering this worksheet. A list is given
below to help.
116
Acids Strong/ weak
Hydrochloric acid Strong
Sulphuric acid Strong
Nitric acid Strong
Phosphoric acid Weak
Acetic acid Weak
Oxalic acid Weak
Carbonic acid
Bases Strong/ weak
Sodium hydroxide Strong
Potassium hydroxide Strong
Ammonium hydroxide Weak
Aluminium hydroxide Weak
Copper hydroxide Weak
Zinc hydroxide Weak
2
Another extension to the same may be done in the form of a game where
students of one team write name of a salt on the board and the members of the
other team write its formula and suggest the acid, base that may be used to form
that salt and predict the nature of the salt. All this will surely take the students
away from rote memorization of the concept.
117
ACTIVITY-9
Some commonly used salts and their uses
COMMON SALT- NaCl- SODIUM CHLORIDE
1. Occurrence and extraction of common salt -The important sources of common

salt are-
Sea water- It is one of the main source of common salt. The sea water is allowed to
evaporate in shallow tanks under the influence of sun and wind. The salt
obtained contains impurities which are removed by suitable methods.
Rock salt- It is also found in the form of solid deposits in several parts of the
world. Due to presence of impurities it is often brown in colour and is called rock
salt. Rock salt is mined just like any other mineral.
Inland lakes- Large quantities of salts are obtained by the natural evaporation of
the water of inland lakes eg. Sambhar lake in Rajasthan(India) , Great salt lake
(USA) etc.
2. Uses-
2
It is an essential constituent of our diet.
2
It is used as a preservative for a number of food materials eg. In packed
meat and fish.
2
It is used for melting of ice on icy roads.
2
Mixed with ice it is used as freezing mixture eg. In making of icecreams.
2
It is an important starting material for the production of number of other
chemicals such as sodium, chlorine , hydrochloric acid , sodium hydroxide,
caustic soda(NaOH) , washing soda , baking soda etc.
CAUSTIC SODA-NaOH-SODIUM HYDROXIDE
1. Manufacture / Preparation- It is prepared by passing electricity through an

aqueous solution of sodium chloride (called brine) in a specially designed cell.
As a result of electrolysis chlorine gas is given off at anode and hydrogen gas at
the cathode. Sodium hydroxide solution is formed near cathode.This method is
called Chloro-alkali process because the products are chlorine and an alkali.
118
electricity
2NaCl(g) + 2H2O(l) 2NaOH(aq) + Cl2(g) + H2(g)
At anode :
2 Cl- Cl2 + 2e-
At cathode :
2 H+ + 2e- H2
3. Uses of Hydrogen-
2
In the manufacture of ammonia which is further used for the production of
various fertilizers.
2
In the hydrogenation of vegetable oils to form solid fats
2
In metallurgy to reduce heavy metal oxides to metals.
2
Liquid hydrogen is used as a rocket fuel.
2
Uses of Chlorine-
2
As a germicide and disinfectant for sterilization of water in the swimming
pools.
2
In the manufacture of bleaching powder, chloroform, hydrochloric acid,
etc.
2
In the manufacture of chlorofluorocarbon compounds used as refrigerants.
2
In the bleaching of wood pulp and cotton fabrics.
2
In the manufacture of PVC (poly vinyl chloride)
2
In the manufacture of pesticides.
4. Uses of Hydrochloric acid-
2
As a reagent in the laboratory.
2
In making aqua regia for dissolving gold and platinum.
2
For cleaning steel.
119
2
In textile industry.
2
In the manufacture of medicines and cosmetics.
5. Uses of Caustic Soda-
2
In the manufacture of soaps and detergents.
2
For degreasing metals.
2
In the paper industry.
2
In making of artificial fibres like rayon etc.
2
In the manufacture of dyes.
2
In petroleum refining.
2
For mercerizing cotton, i.e. making cotton unshrinkable.
2
As a laboratory reagent.
BLEACHING POWDER-CaOCl2-CALCIUM OXYCHLORIDE
1. Manufacture / Preparation- It is prepared on industrial scale by passing

chlorine gas through dry slaked lime. The plant generally used for the
manufacture of bleaching powder is known as 'Hasenclever plant
Ca(OH)2 + Cl2 CaOCl2 + H2O

Slaked lime Chlorine Bleaching powder Water
2. Properties-
2
Bleaching powder is a yellowish white powder which gives strong smell of
chlorine.
2
It is soluble in water leaving behind a small residue of lime.
2
When bleaching powder is exposed to air, it reacts with atmospheric
carbon dioxide, giving off chlorine. To avoid decomposition it is packed in
air tight containers.
CaOCl2 + CO2 CaCO3 + Cl2
120
2
When bleaching powder is treated with excess dilute acid, chlorine gas is
produced.
CaOCl2 + H2SO4 CaSO4 + H2O + Cl2
Chlorine gas produced in this way is known as 'available chlorine'. It is this

available chlorine which is responsible for the bleaching action of the
bleaching powder.
3. Uses-
2
Bleaching powder is chiefly used for bleaching cotton and linen textiles,
wood and paper pulp.
2
It is strong disinfectant and is therefore, used for sterilization of water.
2
It is employed for making wool unshrinkable.
2
It is also used as an oxidizing agent in the manufacture of many chemicals.
BAKING SODA-NaHCO3-SODIUM HYDROGENCARBONATE
1. Manufacture / Preparation- Baking soda is obtained as primary product in

Solvay's process for the manufacture of sodium carbonate. In this process carbon
dioxide gas is bubbled through saturated ammonical brine solution which
results in the formation of baking soda.
NaCl + H2O + NH3 + CO2 NH4Cl + NaHCO3

Ammonium Chloride Sodium bicarbonate
Sodium hydrogencarbonate is sparingly soluble in water whereas ammonium

chloride is highly soluble. Hence, sodium hydrogencarbonate separates out as
solid.
On small scale, it can be prepared in the laboratory by passing carbon dioxide gas
through aqueous sodium carbonate solution.
Na2CO3 + H2O + CO2 NaHCO3

Sodium bicarbonate
121
2. Properties-
2
It is white crystalline solid.
2
It is sparingly soluble in water. The solution is alkaline in nature due to salt
hydrolysis.
NaHCO3 + H2O NaOH + H2CO3

Baking soda Sodium hydroxide Carbonic acid
(Strong base) (Weak acid)
2
Baking soda on heating decomposes to give carbon dioxide.
Heat
2NaHCO3 Na2CO3 + H2O + CO2
2
It reacts with acids to liberate carbon dioxide gas with brisk effervescence.
2NaHCO3 + H2SO4 Na2SO4 + 2H2O + 2CO2
3. Uses-
2
It is used as an ingredient in antacids. Being alkaline it neutralizes excess
acid in the stomach.
2
It is It is used as a component of baking powder (sodium
hydrogencarbonate + mild edible acid such as tartaric acid,citric acids
etc.)When mixed with water and heated, baking soda decomposes
producing carbon dioxide which causes bread or cake to swell and become
light. Tartaric acid present in baking powder neutralizes bitter taste of
sodium carbonate.
2
It is used in soda-acid fire extinguishers. Soda acid fire extinguishers
contain a solution of hydrogen carbonate and sulphuric acid. These two
chemicals are brought in contact by pressing a knob or by inverting the
extinguisher. Carbon dioxide is produced which forces a stream of
effervescing liquid on the fire. CO2 surrounds the combustible substance
and cuts off the supply of air. Thus the fire get extinguished.
122
WASHING SODA-Na2CO3.10H2O-SODIUM CARBONATE DECAHYDRATE
1. Manufacture / Preparation- Washing soda is prepared by Solvay's process. In this

process carbon dioxide gas is bubbled through saturated ammonical brine
solution which results in the formation of sodium hydrogencarbonate.
NaCl + H2O + NH3 + CO2 NH4Cl + NaHCO3

Ammonium Chloride Sodium bicarbonate
The sodium hydrogen carbonate is filtered off and then ignited to get sodium
carbonate.
Heat
2NaHCO3 Na2CO3 + H2O + CO2

Anhydrous Sodium
Carbonate (soda ash)
The anhydrous sodium carbonate is dissolved in water and then subjected to

recrystallisation to obtain crystals of washing soda .
Na2CO3 + 10H2O Na2CO310 H2O

Washing soda (Hydrous salt)
2. Properties-
2
It is transparent crystalline solid.
2
It is readily soluble in water and its aqueous solution is alkaline in nature
due to hydrolysis.
Na2CO3 + 2H2O 2NaOH + H2CO3

Sodium Carbonate Sodium hydroxide Carbonic acid
(Strong base) (Weak acid)
2
When kept open in the air, the crystals of washing soda lose nine molecules
of water of crystallization to form a monohydrate which is white powder.
Na2CO310 H2O(s) Na2CO3.H2O(s) + 9H2O(g)

Transparent crystals White powder
The loss of water by a crystalline solid to the atmosphere on exposure to air

is called efflorescence.
123
2
On heating washing soda loses all the molecules of water of crystallization
and becomes anhydrous.
Heat
Na2CO310 H2O(s) Na2CO3 (s) + 10H2O(g)

Washing soda Anhydrous Sodium
Carbonate (soda ash)
2
It reacts with acid to give out CO2 gas with brisk effervescence.
Na2CO3 + H2SO4 Na2SO4 + H2O + CO2

Sodium sulphate
2
Washing soda reacts with soluble salts of calcium and magnesium present
in hard water to form insoluble salts of calcium and magnesium which can
be filtered off, Hence water becomes soft.
Na2CO3 + CaCl2 CaCO3 + 2NaCl

Calcium chloride Calcium carbonate
Present in hard water Precipitate
3. Uses-
2
It is used in the laundry for cleaning clothes.
2
It is used in the manufacture of glass, borax, soap and caustic soda.
2
It is used in paper , paints and textile industries.
2
It is used for softening of hard water. It removes temporary as well as
permanent hardness.
2
It is used as an important laboratory reagent both in quantitative and
qualitative analysis.
NOTE-Water of crystallization is definite number of water molecules which are

present in loose chemical combination with one formula unit of the ionic solid in
crystalline form for eg. CuSO4.5H2O has 5 molecules of water of crystallization.
124
PLASTER OF PARIS-CaSO4.1/2 H2O-CALCIUM SULPHATE HEMIHYDRATE
1. Manufacture / Preparation- It is prepared by heating gypsum to 393 K

393K
CaSO4..2 H2O CaSO4.1/2 H2O + 11/2 H2O

Gypsum Plaster of paris
The temperature should not be allowed to rise above 393K because above this
temperature, the whole water of crystallization is lost resuling into formation of
anhydrous calcium sulphate (dead burnt plaster).
Above 393K
CaSO4..2 H2O CaSO4. + 2 H2O

Gypsum Dead burnt plaster
2. Properties-
2
It is a white powder.
2
When mixed with water and left for half an hour, it sets to hard mass . This
is due to rehydration of Plaster of paris to Gypsum
CaSO4.1/2 H2O + 11/2 H2O CaSO4.2 H2O

Plaster of paris Gypsum
3. Uses-
2
It is used for setting fractured bones in the right position and in making
casts in dentistry.
2
In making toys, casts for statues, decorative materials, jewellery and
cosmetics.
2
In making the surface smooth, e.g. that of walls, ceiling etc, before paint.
2
In making chalks for writing on the black board.
2
In laboratory, for making the apparatus air tight by sealing the gaps at the
stopper etc.
2
In making fire proof materials
125
PREPARATION OF ZINC SULPHATE
Zinc sulphate can be made by reacting dilute sulphuric acid with zinc granules.
Zn(s) + H2SO4(aq) ZnSO4(aq) + H2(g)

Zinc Sulphuric Acid Zinc sulphate Hydrogen
The steps involved are:
a) Add excess zinc granules to the acid in a beaker, when zinc starts to dissolve and
hydrogen bubbles off. Wait till effervescence is over which indicates that all the
acid is used up.
b) Remove excess zinc by filtration.
c) Transfer the clear aqueous solution of zinc sulphate in an china dish. Heat the
solution to evaporate some water. Allow to cool, when colorless crystals of zinc
sulphate begin to appear.
Zinc sulphate
solution
Dilute
sulphuric
acid
Zinc (a) (b) (c)

(a) Dissolving zinc in dilute sulphuric acid
(b) Filtration of zinc sulphate solution
(c) Evaporation of the zinc sulphate solution
This method Is good for preparation of salts of Al, Fe, Mg. However, Cu, Ag, Au do not
react at all. On the other hand, Na, K react very violently with acids.
PREPARATION OF Copper sulphate
In order to make salts of Cu, start with an insoluble base like CuO and react with acid.
CuO (s) + H2SO4 (aq) CuoSO4 (aq) + H2O (I)
Copper oxide Sulphuric acid Copper sulphate Water
126
Steps followed are:
a) Take CuO in a beaker and add dil. Sulphuric acid. Warm the mixture when the
metal oxide dissolves and the solution turns blue.Add more CuO till no more
dissolves.
b) Remove excess solid by filtration
c) Transfer the blue solution of copper sulphate in an china dish. Heat the solution
to evaporate some water. Allow to cool, when blue crystals of copper sulphate
begin to appear
PREPARATION OF SALTS OF Na
Na is too reactive for a reaction with acid . Instead we can use NaOH to make sodium salts.
Sodium sulphate can be prepared by treating sodium hydroxide solution with dilute
sulphuric acid.
2NaOHl(aq) + H2 SO3(aq) Na2 SO4(aq) + 2H2O(I)
Sodium Sulphuric Sodium Water
hydroxide acid sulphate
As both the reactants and products are aqueous, we have to make sure that all the reactants
are used up. This can be done as follows
(i) Take dilute sulphuric acid in a burette.

(ii) Take 20 ml of sodium hydroxide solution in a conical flask.
(iii) Add a drop of phenolphthalein to the sodium hydroxide solution to turn the
solution deep pink in color.
(iv) Keep the conical flask beneath the nozzle of the burette, and open its tap to let the
acid come down drop by drop into the conical flask.Keep stirring the conical
flask.
(v) At a point of addition of the acid, the pink color in the conical flask suddenly
turns colorless. This shows that all the alkali has been used up. Close the tap.
(vi) Transfer the solution into an evaporating dish and carefully evaporate to
dryness.
(vii) Colorless crystals of sodium sulphate appear.
127
PREPARATION OF INSOLUBLE SALTS
Salts that are soluble have been prepared by evaporation. Not all salts are soluble.
Soluble Salts Insoluble salts
All sodium, potassium and ammonium salts
All nitrates
Most Chlorides silver and lead chloride
Some sulphates Barium, calcium and lead sulphate
Sodium, potassium, ammonium Carbonates All carbonates
Insoluble salts are prepared by precipitation
Calcium Carbonate
(i) Take calcium chloride in a beaker and dissolve it in water.
(ii) In another beaker dissolve sodium carbonate in water.
(iii) Add the sodium carbonate solution into calcium chloride solution and stir well.
Reaction occurs and a white precipitate is formed.
CaCl2 (aq) + Na2 CO3(aq) 2NaCl(aq) + CaCO3(s)

Calcium Sodium Sodium Calcium
chloride carbonate chloride carbonate
128
(iv) The white precipitate formed is of calcium carbonate. Filter the precipitate and
dry it. The white powder when dried on the filter paper is calcium carbonate salt
Barium Sulphate
Mixing solutions of Barium chloride and sodium sulphate gives barium sulphate.
BaCl2 (aq) + Na2SO4(aq) BaSO4(s) + 2 NaCl(aq)
Steps used are:
a) Make a solution of BaSO4 as well as a solution of Na2SO4.
b) Mix the two solutions by slowly transferring one into the other and with
constant stirring. A white precipitate of barium sulphate will form at once.
c) Filter the precipitate and dry in oven.
Work Sheet-9.1
1. A white substance having a strong smell of chlorine is used to clean water storage
tanks. Identify the substance. Give its chemical name and write the chemical equation
for its preparation.
2. When the concentrated aqueous solution of substance X is electrolysed, then NaOH,

Cl2 and H2 are produced. Name the substance X. What is the name of this process.
3. Write the Chemical formula of washing soda. What happens when the crystals of
washing soda are left exposed to air?
4. What colour change would you observe on adding red litmus solution to an aqueous
solution of washing soda?
5. Write an equation to show the reaction between Plaster of Paris and water.
6. What will happen if a solution of sodium hydrogen carbonate is heated?
7. A compound X is obtained by heating compound Y at 373 K. When compound X is

mixed with water, crystals of Y are produced. Identify compound X and Y and give
two uses of X.
129
8. A blue salt becomes white on heating. With the help of a reaction explain the change in
colour.
9. A blue salt becomes white on heating. With the help of a reaction explain the change in
colour.
10. What happens when electric current is passed through brine.
11. A compound of sodium forms a white powder. It is a constituent of baking powder

and is used in some antacid preparations. When heated, X gives out a gas and steam.
The gas forms a white precipate with lime water. Write the chemical formula and
name of X and the chemical equation for its decomposition on heating.
12. What is bleaching powder? How is it prepared? Write chemical equation involved in
the preparation of bleaching powder. Write two uses of bleaching powder.
13. Name four salts you could make by precipitation
14. Name four salts you could make by evaporation
15. Name the acid and metal used to make:
a) Potassium chloride
b) Magnesium nitrate
16. Give the possible starting compounds to make the following salts
a) Lead chloride
b) Calcium sulphate
c) Magnesium carbonate
d) Lead carbonate
ACTIVITY 10
Qualitative Analysis of Anions and cations
The process of identifying unknown cations or anions in a solution is called Anion and
Cation analysis
130
Test for ANIONS
CARBONATE
Only the alkali metal and ammonium carbonates are water soluble.
Dilute hydrochloric acid gives vigorous effervescence with carbonates, evolving carbon
dioxide that turns lime water milky:
CO32- (aq or s) + 2H+(aq) H2O(l) + CO2(g)
CO2 (g) + Ca(OH)2 CaCO3(aq) +H2O(l)
CHLORIDE:
AgCl, PbCl2, Hg2Cl2 and CuCl are insoluble in water.
Silver nitrate solution added to a solution of a chloride that has been acidified (test with
blue litmus paper) with dilute nitric acid gives a white precipitate of silver chloride. The
precipitate is readily soluble in dilute ammonia .
Ag+(aq) + Cl-(aq) AgCl(s)
AgCl(s) + 2NH3(aq) [Ag(NH3)2]+(aq) + Cl-(aq)
IODIDE:
Silver nitrate solution added to a solution of an iodide that has been acidified (test with blue
litmus paper) with dilute nitric acid gives a yellow precipitate of silver iodide. The
precipitate is insoluble even in concentrated ammonia:
Ag+(aq) + I-(aq) AgI(s)
SULPHATE
BaSO4, SrSO4 and PbSO4 are insoluble; Ca SO4 is sparingly soluble.
Barium nitrate solution added to the test solution acidified with dilute hydrochloric acid
gives a white precipitate of barium sulphate:
Ba2+(aq) + SO42-(aq) BaSO4(s)
131
NITRATE
Nitrate ions are reduced to ammonia by boiling with aluminium in sodium hydroxide
solution. Warm the test solution with NaOH and test the vapour for ammonia- the gas that
turns moist red litmus paper blue indicating nitrate in the original solution:
3NO3-(aq) + 8Al(s) + 18H2O(l) + 21 OH-(aq) 8[Al(OH)6]3-(aq) + 3NH3(g)
CATIONS
Aluminium, Al 3+
Sodium hydroxide solution precipitates white gelatinous aluminium hydroxide. This

reacts with excess NaOH to give a colourless solution of sodium aluminate:
Al 3+(aq) + 3OH-(aq) Al(OH)3(s)
Al(OH)3(s) + 3OH-(aq) [Al(OH)6]3-(aq)
Ammonia solution precipitates white aluminium hydroxide, as with NaOH; however it

does not react further with excess ammonia.
NH4+
Alkalis (sodium hydroxide, calcium hydroxide) liberate ammonia from ammonium salts
on warming with the solution, or even from a mixture of the solids.
NH4+(aq) + OH-(aq) NH3(g) + H2O(l)
The test solution is warmed with sodium hydroxide solution and the vapours tested with
moist red litmus paper. It is important to test the vapours immediately heating begins,
since the ammonia is lost very quickly and by the time the solution boils it may well have all
gone.
Calcium,Ca2+
Sodium hydroxide solution gives white ppt that remains insoluble.
Ca2+(aq) + OH-(aq) Ca(OH)2(s)
With ammonia , little or no reaction occurs.
132
Copper(II)
Sodium hydroxide solution gives a pale blue precipitate usually described as copper(II)
hydroxide:
Cu2+(aq) + 2OH-(aq) Cu(OH)2(s)
Ammonia solution initially gives a blue precipitate as for sodium hydroxide. Further
addition of ammonia gives deep blue solution.
Fe(II)
Sodium hydroxide solution precipitates dirty green iron(II) hydroxide.; on standing the
surface of the precipitate turns foxy-red owing to air oxidation to iron(III) hydroxide:
Fe2+(aq) + 2OH-(aq) Fe(OH)2(s)
Ammonia solution behaves similar to sodium hydroxide.

Zinc(II)
Sodium hydroxide solution precipitates white zinc(II) hydroxide, easily soluble in excess
sodium hydroxide to give sodium zincate(II), because the hydroxide is amphoteric:
Zn2+(aq) + 2OH-(aq) " Zn(OH)2(s)
Zn(OH)2(s) + 2OH-(aq) " Zn(OH)42-(aq)
Ammonia solution initially precipitates zinc(II) hydroxide, as with sodium hydroxide.

Excess ammonia causes the precipitate to disappear.
Test for anions
anion test test result

carbonate (CO32-) add dilute acid effervescene, carbon dioxide
produced
chloride (Cl-) acidify with dilute nitric acid, then white ppt.
(in solution) add aqueous silver nitrate
iodide (1 - ) acidify with dilute nitric acid, then yellow ppt.
(in solution) add aqueous silver nitrate
nitrate (NO3-) add aqueous sodium hydroxide ammonia produced
(in solution) then aluminium foil, warm carefully
sulfate (SO42-) acidify with dilute nitric acid, then white ppt.
(in solution) aqueous barium nitrate
133
Test for aqueous cations
cation effect of aqueous sodium hydfroxide effect of aqueous ammonia

white ppt., soluble in excess white ppt., insoluble in excess
aluminium (Al3+) giving a colourless solution
ammonium (NH4+) ammonia produced on warming -
2+
calcium (Ca ) white ppt., insoluble in excess no ppt., or very slight white ppt.
2+
copper (Cu ) light blue ppt., insoluble in excess light blue ppt., soluble in excess
giving a dark blue solution
iron (II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
3+
iron (III) (Fe ) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
2+
zinc (Zn ) white ppt., insoluble in excess white ppt., soluble in excess
giving a colourless solution giving a colourless solution
Gas Test and test results
Ammonia(NH3) Turns damp red litmus paper blue
Carbon dioxide (CO2) Turns limewater milky
Chlorine(Cl2) Bleaches damp litmus paper
Hydrogen (H2) 'Pops' with a lighted splint
Oxygen(O2) Relights glowing splint
Activity
You are provided with solid E.
Carry out the following tests on E, recording all of your observations in the table.
Conclusions must not be written in the table
134
tests observations
(a) Describe the appearance of solid E. ................................................................. (1)
(b) Place half of solid E in a test-tube.

Heat the test tube gently.
..........................................................................
Test any gas given off with damp pH
indicator paper. .................................................................... (2)
(c) Add the rest of solid E to about 8 cm of

distilled water in a test-tube.
Cork the test-tube and shake the
contents until dissolved.
Divide the solution into 4 equal
portions in test-tubes and carry out the
following.
(i) Add several drops of aqueous ..........................................................................
sodium hydroxide to the first ..........................................................................
portion of the solution and
shake the test-tube. .................................................................... (3)
Now add excess sodium

hydroxide to the test-tube.
(ii) Repeat test (i) using aqueous ..........................................................................
ammonia solution instead of .................................................................... (2)
aqueous sodium hydroxide.
(iii) Test the pH of the third portion
of the solution with indicator
paper. Now add to the solution pH.............................................................. (1)
about 1 cm of dilute
hydrochloric acid followed by
about 1 cm of barium chloride .................................................................... (1)
solution.
(iv) To the fourth portion of the
solution add an equal volume of
aqueous sodium hydroxide.
Now add a small spatula ..........................................................................
measure of aluminium powder
and warm the mixture carefully. .................................................................... (2)
Test any gases given off.
135
Table of Qualitative solubility (Solubility rules)
To use table
Combine Negative ion in column A with positive ion in column B, read across table to
determine solubility.
Example: ZnSO4
Find SO4 2- : read across,

2
Zn 2+is not part of first group,

2
2
therefore part of All other positive ions
2
therefore soluble
All negative ions are_____with Alkali ions ( Li, Na, K etc) Soluble
All negative ions are ____ with Hydrogen ( H +) Soluble
All negative ions are ____ with Ammonium ion (NH4 +) Soluble
Nitrate NO3 - ions are ____ with All positive ions are Soluble
Chloride, Cl - Ag +, Pb 2+, Cu +----> Insoluble

(have low solubility)
Iodide I- All Other positive ions----> Soluble
Sulfate SO4 2- Ba 2+, Sr 2+, Pb 2+ -------> Insoluble
All Other positive ions -----> Soluble
Carbonate CO3 2- Alkali Ions, H +, NH4 + Soluble
All Other positive ions Insoluble
136
Activity
Using solubility rules
Write out the formula for each of the following ionic compounds ant then using the table of
relative solubility given above, predict the solubility of the following ionic compounds.
a) Zinc chloride
b) Ammonium carbonate
c) Zinc(II) sulfate
d) Copper (I) Iodide
e) Sodium iodide
f) Calcium sulfate
g) Magnesium nitrate
h) Potassium sulfate
i) Barium chloride
j) Iron (II) carbonate
136
Revision worksheet-1
Complete the following cross word puzzle by taking the clues given-
6 7
10
11 12
13
14
15
138
Down
1. name of process of electrolysis of aqueous sodium chloride (2 words)
2. Change in colour of litmus in basic medium (3 words)
4. chemical name of washing powder (2 words)
5. medicine for acidity and indigestion.
6. common name of sodium hydrogen carbonate (2 words)
7. Change in colour of litmus in acidic medium (3 words)
8. Gas released when an active metal reacts with an acid.
9. common name of calcium sulphate hemihydrate (3 words)
12. Acids and bases react to produce water and --
Across
1. Gas released when a metal carbonate reacts with an acid (2words)
3. This indicator gives reddish pink colour in acidic solution (2 words)
10. mixture of sodium hydrogen carbonate and tartaric acid to make cakes (2 words)
11. Common name of dilute solution of acetic acid
13. This indicator gives magenta pink colour in alkaline solution
14. Acids and bases react to give --------------- reaction
15. Plaster of Paris is obtained by heating
139
Revision Worksheet 2
Cross-Word Puzzle-2
Complete the following crossword puzzle by taking the clues given below-
1 2 3 4 5 6
7 8 9
10
11
12 13 14 15 16
16
18 19
20 21
22
23
24 25 26
27
28 29 30 31
32
33
4
35
36
Across: Down:
2 Acids on your skin! (8) 1 1st name of a well known strong acid,
(9)
5 The pH measure? (5)
2 To test for how acidic or alkaline a
7 Plants can't grow if it is too acidic. (4)
solution is. (9)
8 If the pH is over 7. (8)
3 Latin for water (3)
10 Colour of litmus in acid. (3)
4 The pH number of a strong acid. (3)
12 You can extract these coloured
5 This kind of acid dissociates
materials from plants. (7,4)
completely in water. (6)
140
14 Some treated with weak acid, some 6 Put on soil that is too acid for healthy
with weak alkali, depends on the plant growth. (4)
insect! (5)
8 If the universal indicator turns red it
17 In the list, only just acid. (4) means? (6)
18 The pH of strong acids. (3) 9 If the universal indicator turns green it

means? (7)
21 This fruit has acidic juice, good to
make a cool drink. (5) 11 A well known indicator. (9)
22 Spilt concentrated acid is one! (6) 13 This doesn't like too much acid, but
just enough for digestion! (7)
23 We can get natural acid from some. (5)
15 The colour of universal indicator in a
24 Used to neutralise stomach acid! (7)
very strong alkali. (6)
26 The pH of a strong alkali. (4)
16 The pH of a neutral solution. (5)
31 Common name for a well known
19 is its symbol. (9)
weak acid used in food preparation.
(7)
32 1st name of a well known acid (12)
33 This type of acid won't cause harm if it 20 The hazard warning sign for this is a
spills on you! (4) cross. (7)
34 "My dear Watson, this 25 It neutralises an alkali. (4)

perfectly describes the
27 It means very corrosive and 'soda' is
effect of 'prussic acid' on
an example! (7)
the victim"! (5)
28 The name of the acidity and alkalinity
35 It turns litmus blue. (6)
scale. (2)
36 a well known strong alkali (6,9)
29 This chloride is 'common salt'. (6)
30 The pH of a very weakly acid solution.

(3)
Resource: http://www.docbrown.info/ks3chemistry/ks3chemistry.htm
141
Revision worksheet-3
Some incomplete word equations are given to you. Complete these by filling in the
blanks-
1. zinc + hydrochloric acid ===> __________________________ + hydrogen
2. _______________________ + sulphuric acid ===> copper(II) sulphate + water +

carbon dioxide
3. magnesium oxide + ___________________________ ===> magnesium nitrate + water
4. zinc + sulphuric acid ===> zinc sulphate +
5. magnesium hydroxide + hydrochloric acid ===> __________________________ +

water
6. ________+ nitric acid ===> copper(II) nitrate + water + _________________
7. zinc carbonate + sulphuric acid ===> ________ + _____ + carbon dioxide
8. iron +______________ ===> iron(II) chloride + hydrogen
9. magnesium oxide + hydrochloric acid ===> __________________ +

_______________
10. _____________ + hydrochloric acid ===> calcium chloride + water +

________________
11. _________________________ + sulphuric acid ===> magnesium sulphate +
hydrogen
12. magnesium + nitric acid ===> ________________________ + hydrogen
13. zinc hydroxide + ________________________ ===> zinc chloride + water
14. _______________ + hydrochloric acid ===> magnesium chloride + water + carbon

dioxide
15. aluminium + hydrochloric acid ===> ________________________ + hydrogen
16. sodium hydroxide + hydrochloric acid ===> ___________ + ____________
142
17. sodium carbonate + ___________ ===> sodium sulphate + water + ______________
18. ____________ + nitric acid ===> calcium nitrate + water + carbon dioxide
19. _________________ + sulphuric acid ===> iron(II) sulphate + hydrogen
20. zinc oxide + __________________ ===> zinc chloride + water
21. copper(II) carbonate + sulphuric acid ===> _________ + water + carbon dioxide
22. aluminium + ___________________ ===> aluminium sulphate + hydrogen
23. calcium oxide + hydrochloric acid ===> _____________ +_______________
24. magnesium hydroxide + ___________ ===> magnesium sulphate + __________
25. ammonia + sulphuric acid ===> ____________________
26. ammonia + ________________ ===> ammonium chloride
27. zinc hydroxide + sulphuric acid ===> _____________ + ____________
28. copper(II) oxide + hydrochloric acid ===> __________________ + water
29. sodium hydroxide + sulphuric acid ===> ____________________ + water
30. sodium hydrogencarbonate + hydrochloric acid ===> _______ + _________ +

__________
31. ammonia + _________________ ===> ammonium nitrate
32. calcium oxide + ______________ ===> calcium chloride + _____________
33. aluminium hydroxide + nitric acid ===> ___________________ + water
34. calcium carbonate + _________ ===>calcium ethanoate + _______ + _________
35. ethanoic acid + magnesium ===> ______________ + hydrogen
36. _________________ + magnesium oxide ===> magnesium ethanoate + _________
37. sodium hydroxide + _________ ===> ___ ethanoate + _________
Resource:
http://www.docbrown.info/page04/Y11revQs/acidreactionequationsFH.htm
143
Revision Work Sheet- 4
Choose the correct option for the following questions from the four choices given. Each
question has only one correct answer.
Q1. An element common to all acids is
a) Chlorine
b) Nitrogen
c) Oxygen
d) Hydrogen
Q2. Bases on ionization release
a) hydrogen ions
b) sodium ions
c) chloride ions
d) hydroxide ions
Q3. In general, salts
a) are ionic compounds
b) contain hydrogen ions
c) contain hydroxide ions
d) turn litmus red
Q4. When water solutions of an acid and base are mixed
a) no reaction occurs
b) a new acid and a new base are formed
c) a salt and water are formed
d) an acid and a salt are formed
Q5. When magnesium and hydrochloric acid react, they produce
a) Oxygen and magnesium chloride
144
b) Chlorine and magnesium oxide
c) Hydrogen and magnesium chloride
d) Hydrogen and magnesium oxide
Q6. When HCl(aq) is exactly neutralized by NaOH(aq), the hydrogen ion concentration
in the resulting mixture is
a) always less than the concentration of the hydroxide ions
b) always greater than the concentration of the hydroxide ions
c) always equal than the concentration of the hydroxide ions
d) sometimes greater and sometimes less than the concentration of the hydroxide
ions
Q7. A common substance that contains acetic acid is
a) Vinegar
b) Ammonia water
c) Salad oil
d) Soap
Q8. A base used in the manufacture of soap is
a) Calcium hydroxide
b) Sodium hydroxide
c) Ammonium hydroxide
d) Zinc hydroxide
Q9. Which of the following solution will turn phenolphthalein pink?
a) HCl(aq)
b) CO2(aq)
c) KOH(aq)
d) CH3OH(aq)
145
Q10. Fruit juices, such as orange juice, contain:
a) Boric Acid
b) Citric Acid
c) Sulphuric Acid
d) Nitric Acid
Q11. When dissolved in water, salts
a) Are non-electrolytes
b) Have a bitter taste
c) Are electrolytes
d) Release hydrogen ions
Q12. A base can be prepared by the reaction between
a) An active non-metal and water
b) A gas and water
c) A sulphide and water
d) An active metal and water
Q13. Of the following, the property that most closely relates to acids is
a) A bitter taste
b) Contains the hydroxide ion
c) Sour taste
d) Salty taste
Q14 A solution turns red litmus to blue. It's pH is likely to be:
a) 2
b) 5
c) 7
d) 10
146
Q15. Which formula represents a base?
a) KOH
b) KCl
c) CH3OH
d) CH3COOH
Extension Activity
Chemistry Investigation (Content: Acids and bases)
"Which is the most effective antacid?"
Objective:
Scientific progress is made by asking meaningful questions and conducting careful

investigations. As a basis for understanding a concept students should develop their own
questions and perform investigations. As inquiry based approach is not dealt with the
grade so far, the inquiry question will be provided to the learners.
Learning outcome:
The learner will be able to
Conceptual understanding:
[The conceptual understanding targeted is limited and extension may vary from section to
section as per the need of the class.]
The targeted conceptual understanding:
1. Understanding of the terms acid, base, salt and neutralization
2. Familiarity with various examples associated with the above four terms
3. Correlation of the above four terms in daily life context

Experimentation and investigation (EI):
1. support hypothesis logically
2. design an experiment in logical sequence to test the hypothesis
147
3. identify resources required for the experiment and use the same appropriately and
judiciously
4. conduct multiple trials to test a prediction and draw conclusions about the
relationships between predictions and results.
5. record data by using appropriate graphic representations (including charts, graphs,

and labelled diagrams) and make inferences based on those data.
6. write instructions others can follow to carry out the procedure
7. validate the result and conclusion using existing literature
8. write a report of the investigation that includes conducting tests, collecting data,
comparing with existing literatures and drawing conclusions.
9. include feedback to modify the investigation.

Inquiry question: Which antacid can neutralize the stomach acid satisfactorily?
Transaction:
Plan 1: Brainstorming session
EQ: Why do people say that they are suffering from acidity? What does that mean? What
do they do to avoid acidity?
Proceedings: (S) need to put their understanding (can be in the form of web) in the
notebook individually and then (T) needs to ask (S) to share. The same will be put down on
the blackboard. (T) will not share her understanding with the class.
Plan 2: Investigation
Proceedings: Various reading materials will be provided to (S) for them to have discussion
in groups on the previous class questions. [Reading material: books n few authentic
readings from net]
Plan 3: Presentation
Proceedings: Each group to present what they have understood from the previous
readings and discussions. Once a group finishes they are required to present their
understanding, the other groups can ask questions or add input to enrich the
understanding for the class as a whole.
Plan 4: Brainstorming session
148
EQ: Which antacid can neutralize the stomach acid satisfactorily?
Proceedings: (S) will discuss what an antacid is and what is the meaning of neutralization?
(S) will brainstorm on how to proceed to find the method to reach to the answer. (S) need to
bring antacids from the market (one tablet each) and would proceed in the next class to
practically find the answer of the EQ.
Plan 5 + 6: Writing steps
Proceedings: (S) will write their plan in steps for the experiment in the respective groups.
(T) will observe each group and depending upon the status will support.
Guidelines for (T) during guidance:
1. check weather the groups have written EI 1-3.
2. brainstorm in groups regarding the resources; (cost factor, easy accessibility, proper
storage after and during use, safe ways of discarding)
3. check EI 5. Discuss various ways of doing the same.
4. Discuss EI 4. (What should be done to make our results accurate and authentic?
(T) will encourage (S) to keep more than good no. of experimental set ups.)
Plan 7 + 8: Performing the experiment (no. of periods will depend upon the design by each
group)
Proceedings: (T) will inform the expectation to all groups before they start with the
experiment. (give photocopies)
Expectation: All (S) need to submit a report of their investigation that must include
a. hypothesis with reason
b. resources used
c. procedure (must also includes multiple trials also)
d. regular observation (table, diagram etc. ) + representation of observation (any

graphic organizer/graph)
e. result
f. research of existing literature (details need to be shared later)
149
g. comparison of result and literature to write conclusion.
h. moments of joy and sorrow during the investigation
(S) will perform the designed experiment.

Plan 9 + 10 : Compilation of the experiment
Proceedings: (S) will compile all work as mentioned above (a-e). (T) will assist by
reminding (S) about the pointers.
Plan 11+ 12: Reading literature
Proceedings: (S) will be provided with various reading materials in the class. Each group
will be provided with same set. (S) need to read, identify the earlier findings and compare it
with their results. (S) need to identify if there is any mismatch of literature with their results
and brainstorm the reasons for so. (S) will work on point (g).
Assignment: h. Write moments of joy and sorrow during the investigation.
Extension: If possible (S) can be allowed to find out more on given sites in their computer
period. (optional)
Plan 13+ 14 + 15: Feedback to other groups
Proceedings: (S) will be asked to share previous day's assignment with the class. Work of
(S) need to be displayed group-wise. Each group will move to the other group's work and
will look at the same and will complete the feedback form for that group. 15 mins will be
given to go through per group's work.
Plan 16 + 17: Working on Feedback
Proceedings: Each group will read their group's feedback form and will try to incorporate
the required changes in their work.
150
Rubrics of Assessment for Learning
Parameter Beginning Approaching Meeting Exceeding

Learner is able to (1) (2) (3) (4)
Define acids and

bases in terms of H+
and OH-
List and explain

characteristic
properties of acids
and bases.
Define acidity and

alkalinity in terms of
pH
Identify and describe

strong and weak
acids and bases.
Understand the
concept of acids and
bases in our daily
routine
151
Parameter Beginning Approaching Meeting Exceeding
Learner is able to (1) (2) (3) (4)
Describe the role of

antacids and
understand
neutralization using
real life problems.
Identify acidic, basic

and neutral oxides.
Explain the
preparation of salts
and their nature.
Identify carbon
dioxide, hydrogen
gases.
152

2 Chemistry

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2 Chemistry

Uploaded by

Copyright:

Available Formats

Chemis try Scope Document

ACIDS, BASES AND SALTS

At the end of this unit, students should be able to -

Learning outcomes - Extension

At the end of this unit, students should be able to-

Cross curricular links

Steps to be Teacher's Activity Student's Activity

Warming up Teacher may start by asking few

Content 2 ACTIVITY-2 Take any popular soft

Content 3 ACTIVITY-3 Students bring various

Content 4 Activity-4 Students perform the

Content 6 ACTIVITY-6 Extension activity:

Content 7 ACTIVITY-7 Extension activity:

Content 9 Teacher may start with some Students strengthen the

5. Post Content Resource: Revision worksheets-

6. Extension Teacher initiates an investigation by S t u d e n t s f o r m u l a t e

The students will be able to-

ACID OR ALKALI? ACIDIC OR ALKALINE?

Acids produce solutions that:

Bases produce solutions that:

Acid Household Source Base Household Source

citric acid oranges, grapefruits sodium hydroxide oven cleaner

tartaric acid Grapes magnesium milk of magnesia

ascorbic acid Vitamin C

acetic acid Vinegar

methanoic acid stingers of some ants

butanoic acid rancid butter

oxalic acid Tomatoes

stearic acid animal fat

A. Indicators showing different colours in acidic and basic medium

Note- Turmeric is a natural indicator which is yellow in colour. It becomes reddish

Indicators Colour in acidic solution Colour in basic solution

Phenolphthalein Colourless Pink

Methyl orange Pink Yellow

B. Indicators giving different odours in acidic and basic medium (Olfactory

Materials Required: Red and blue litmus paper (3 strips of each)

Access to small amounts of common everyday substances such as:

Name of substance Effect on blue Effect on red Nature

S.No. Substance Effect on Turmeric Solution

8 Table Salt Solution

Access to small amounts of common everyday substances such as:

S.No. Substance Effect on China Rose Extract

8 Table Salt Solution

Phenolphthalein is a synthetic indicator. It forms a colourless solution when dissolved in

Colour: acidic solution'Dark Magenta or Red

Add Soap Solution ' Turns bluish green

4. In basic medium colour of phenolphthalein is:

(a) Yellow (b) Orange

(c) Pink (d) Colourless

(a) Citric acid (b) Lactic acid

(c) Oxalic acid (d) Tartaric acid

6. Name the acid present in lemon juice and sting of bees.

The students will be able to-

Dissociation and Electrolyte

It is observed that in water, acid molecules break up or dissociate into ions.

HCl(aq) H+ (aq) + Cl- (aq)

Hydrochloric acid, thus, contains H+ ions.

Solutions of all acids in water contain H+ ions.

This is proved by the following experiment:

NaCl + H2SO4 NaHSO4 + HCl

HCl (g) + Water H+(aq) + Cl- (aq)

KOH(aq) K+(aq) + OH-(aq)

Strong acids Weak acids