Monday, April 18
  • Warm Up/Admin

  • Bridge Project Winners
  • Bridge Homework
  • Web site/Newsgroup
  • Reading for this week
    • review pages 398-400

    • acids, bases & salts p. 401-406

  • Vocabulary
  • Acids, acidity, bases, basicity, pH, indicators, corrosive, ions, salts, hydroxide

  • Baseball Questions
  • use any of this week's reading
  • LAB Safety Rules


  • Introduction to Acids & Bases

    • Myth Busters - Menudo
    • Properties
    • Uses
  • Today's Framework/Standard

5.a. Students know reactant atoms and molecules interact to form products with different chemical properties.
 All students should be able to learn the more important chemical reactions and the elements involved in them, especially if common compounds such as vinegar (acetic acid), baking soda (sodium bicarbonate), table salt (sodium chloride), carbonated water, and nutritional minerals and foods are used in activities or demonstrations. An example might involve adding calcium chloride and baking soda to water. Such reactions demonstrate clearly the differences in properties between reactants (solids and liquid) and products (solid, liquid, and gas).
  • Properties of Acids

  • Sour taste
  • Corrosive
  • React with some metals to produce H2
  • Solutions Conduct Electricity
  • Can Change the Color of a Substance
  • Uses of Acids

    • Industry - Chemical processing - paint, fertilizers, rubber/plastics
    • Manufacturing - metal processing etching/plating, cleaning
    • Natural Acids used for Digestion
    • Cleaning/Decontaminating Water
    • Foods
    • Weak/Strong Acids
  • Properties of Bases



    Solutions Conduct Electricity

    Can Change the color of certain substances

  • Uses of Bases

  • Industry - Soap, Paper productions
  • Household cleaners
  • Drain Openers
  • Fertilizers
  • Medicines
  • pH Scale

  • 7 is pH of pure water
  • > 7 greater basicity
  • <7 greater acidity
  • II. Research Questions

1. acids taste like? (p. 401)

  • sour, think of lemons (citric acid)

2. bases taste like?

  • bitter

3. all acids have

4. al bases have?

5. acid/base indicators?




  • CA 8th Grade SET 5. Reactions

5. Chemical reactions are processes in which atoms are rearranged into different combinations of molecules. As a basis for understanding this concept:

5.a. Students know reactant atoms and molecules interact to form products with different chemical properties.

5.b. Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays t8-5.he same no matter how they are arranged, so their total mass stays the same.

5.c. Students know chemical reactions usually liberate heat or absorb heat.

5.d. Students know physical processes include freezing and boiling, in which a material changes form with no chemical reaction.

5.e. Students know how to determine whether a solution is acidic, basic, or neutral.


When substances react, the atoms involved in the reactants are rearranged, forming other products. Students have learned that the physical and chemical properties of the newly formed substances (products) are different from the physical and chemical properties of the original substances (reactants).

Students in grade eight will learn that it is the underlying arrangement of the atoms in the reactants and products and the energy needed or released during the rearrangement process that explain chemical reactions. Understanding chemical reactions is essential because they constitute, directly or indirectly, a large portion of the discipline of chemistry.

Students need to be able to distinguish a chemical change from a physical change. In a physical change one or more physical properties of the material are altered, but the chemical composition (i.e., the arrangement of the atoms in molecules) remains the same. In a chemical change the atoms are rearranged to form new substances with different chemical and physical properties. Students must be familiar with the periodic table and the names and symbols of the chemical elements.

In grade one students are prepared for the idea of chemical reactions when they learn that the properties of substances can change when they are mixed, cooled, or heated. In grade three they learn that when two or more substances are combined, a new substance may be formed with properties that are different from those of the original materials. In grade five they learn that during chemical reactions, the atoms in the reactants rearrange to form products with different properties.

The study on reactions begun in grade eight will support future studies about conservation of matter and stoichiometry as well as work on acids, bases, and solutions. Students will go beyond studying reactions and their reactant/product relationships to work with the rates of reaction and chemical equilibrium. Students should be able to envision a chemical equation at the atomic and molecular levels. They should “see” the number of reactant atoms and molecules in the equation coming together and by some process rearranging into the correct number of atoms and molecules that form the products. This important conceptual skill helps students to keep track of all the atoms.

This standard focuses on changes that occur when atoms and molecules as reactants form product compounds with different chemical properties. Teachers may have students perform simple reactions or demonstrate the reactions for students.


5.b     The conservation of matter is a classical concept, reinforcing the idea that atoms are the fundamental building blocks of matter. Atoms do not appear or disappear in traditional chemical reactions in which the constituent atoms and/or polyatomic ions are simply rearranged into new and different compounds. Conservation of atoms is fundamental to the idea of balancing chemical equations. The total number of atoms of each element in the reactants must equal the total number of atoms of each element in the products. The total number of atoms, hence the total mass, stays the same before and after the reaction.

There are several ways to teach and assess students’ understanding of the concept of conservation of mass in chemical reactions. Weighing reactants before and products after a reaction shows that mass is neither gained nor lost. However, experimental errors are possible; the most common one is not sufficiently drying the products before weighing. One simple demonstration of the concept that atoms (or matter) are conserved in chemical reactions in which mass might appear to be lost is to determine the combined mass of a small, sealed container filled one-third with water, the screw-on cap, and one-quarter of an effervescent tablet. After the piece of tablet is dropped in the water, the container is immediately sealed. When the fizzing has stopped, the combined mass of the sealed container and the tablet should remain the same. After the seal is broken, much of the carbon dioxide gas formed by the reaction escapes, and the mass of the container and its contents decrease.

Students should also be taught to balance simple chemical equations. This step reinforces the idea that atoms do not appear or disappear in chemical reactions and, therefore, that matter is conserved.


Copyright © 2005 -  S. B. EglI