TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI

KHOA HÓA HỌC

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LESSON PLAN
TOPIC: CHEMICAL EQUILIBRIUM
Lesson: Equilibrium in aqueous solution
(2 periods)
Chemistry, Grade 11

Full name: Phạm Khánh Linh

Student’s code: 705211020
Class: K70K
Teacher: Assoc.Prof.Doc. Nguyen Mau Duc

HÀ NỘI, 2023

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 LESSON: EQUILIBRIUM IN AQUEOUS SOLUTION
Subject: Chemistry ; Grade: 11
Duration: 2 periods
I. OBJECTIVES
2. Capacity:
* General capacity:
- Ability to be autonomous and self-study:Skills to find information in
textbooks, observe images of electrolyte solutions, non-electrolytes, Experiment
on the electrical conductivity of salt water and sugar water solutions.Concept,
formula for calculating pH and meaning of pH in practice; Expression for
calculating pH, indicator; Principle of determining acid and base concentration
by titration method.
- Communication and cooperation capacity:Working in groups to learn about
electrolytes and non-electrolytes, Brønsted - Lowry theory) on acids-bases ;
Concept, formula for calculating pH and meaning of pH in practice; Expression
for calculating pH, indicator; Principle of determining acid and base
concentration by titration method. Perform titration experiment.
- Problem solving and creativity capabilities: Explain why solutions conduct
electricity and solutions do not conduct electricity; Explain how excess or lack
of acid in the stomach affects health; Why apply lime when the soil is acidic?
* Chemical capacity:
a. Chemical awareness: Students achieve the following requirements:
Can state the concepts of electrolysis, electrolyte, and non-electrolyte.
- The process of separating substances when dissolved in water into ions is
called electrolysis.
- An electrolyte is a substance that when dissolved in water dissociates into
ions.
- A non-electrolyte is a substance that when dissolved in water does not
dissociate into ions.
- Concept and meaning of pH in practice (relating pH values in parts of the
body to human health, pH of soil and water to the development of plants and
animals,...).
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 - Principles for determining the concentration of strong acids and bases by
titration method
Can be rewritten:
- Electrolysis equations of substances
- Expression for calculating pH (pH = -lg[H+] or [H+] = 10–pH)
Presentable:
- Brønsted - Lowry theory of acid-base: Acids are substances that donate H
protons+ ; Bases are H+ proton acceptors.
- How to use indicators to determine pH (acid, basic, neutral environment)
with common indicators such as color indicator paper, litmus,
phenolphthalein,...
Perform acid-base titration experiment: Titrate a strong base solution (sodium
hydroxide) with strong acid (hydrochloric acid).
b. Learn about nature from a chemical perspective is carried out through the
following activities: Discussion, observation of experiments to determine
conductors and non-conductors, distinguish between acids and bases according
to Brønsted - Lowry theory. Collect and process data to calculate the
concentration of NaOH solution. Make an indicator from purple cabbage juice.
c. Apply knowledge and skills learned to explain Why can iron and aluminum
alum (or alum) be used to clarify water and mordants in the dyeing industry?
Use iron alum to remove suspended substances in water. Sodium carbonate is
used in the chemical production industry. wash . The meaning of pH in practice
(relating pH values in parts of the body to human health, pH of soil and water to
the growth of plants and animals,...). Determine the solution environment based
on the indicator.
3. Qualities:
- Diligent, self-search for information in textbooks about electrolytes,
electrolytes, non-electrolytes, distinguish between acids and bases according to
Brønsted - Lowry theory.
- Students are responsible for group activities and completing assigned
content.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS

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 - Video of experiment for electrical conductivity of salt water solutions,
sucrose solution and distilled water:
https://youtu.be/61XfmgsOOHg?si=IoyMqIQfozNNX6hU
- Indicators: purple litmus, pH paper, purple cabbage juice.
- Solutions:H2O, C12H22O11, NaCl, NaOH, HCl.
- Acid – base titration experiments set.
- Worksheet numbers 1, 2, 3, 4, 5
- Powerpoint lectures.
III. TEACHING PROCESS:
Previous Lesson Review: None
1. Activity 1: Warm-up (5 minutes)
a) Objective: Generate interest in the new lesson for students.
b) Content:
State the problem and lead into the lesson content.
c) Products:
Brief content of the lesson.
d) Implementation organization:
Teacher raises problems and transfers tasks: Acid and base compounds
play a very important role in human life. What are acids and bases? How can we
determine the concentration of acid and base?
The electrolysis plays a huge role in the field of chemistry, making an
important contribution to many chemical processes and production technology.
Electrolytes such as acids, bases and salts can be used in various industries such
as medicine manufacturing, cosmetics, electronics, and many more. Mastering
knowledge about electrolysis is an opportunity to develop yourself in the field of
chemistry.
- Students receive tasks according to the teacher's request.
* Perform mission:The teacher guides students to perform tasks and answer
questions posed by the teacher.
* Report:Teacher calls 1-2 students to answer, other students comment.
2. Activity 2: Building new knowledge (70 minutes)
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 Activity 1: Concept of electrolysis, electrolytes and non-electrolytes (15 minutes)
Target:Through observing and answering questions, students will understand the
difference between electrolyte solutions and non-electrolyte solutions.

Activities of teachers and students Expected product

Assign learning tasks: I. ELECTROLYSIS, ELECTROLYTICS,
NON-ELECTRICS
The teacher divides the class into 4
groups and completes the study sheet
number 1:
The light is Explain
STUDY SHEET NO. 1 on or not

Distilled The lamp

water does not
work
Sucrose The lamp
solution does not
work
Sodium Light Table salt dissolves
chloride in water to create
Observe the experiment video and
solution ions, so the solution
complete the data in the following
conducts electricity.
table:

1.
The light Explain HCl: Completely dissociates in water.
is on or
not CH3COOH: Does not completely dissociate in
Distilled water.
water
Sucrose 2.
solution Electrolysis is: The process of separating
Sodium
chloride substances when dissolved in water into ions.
solution An electrolyte is a substance that when dissolved
Question 1: From the equation:
(1)HCl → H+ + Cl– in water dissociates into ions.
(2)CH3COOH H++ CH3COO– A non-electrolyte is a substance that when
Comment the degree of dissociation
of HCl and CH3COOH in water. dissolved in water does not dissociate into ions.

Question 2: Electrolysis is
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 ………………………
The electrolyte is
……………………….
A non-electrolyte is
………………

Transfer to tasks:
- Divide the class into four groups
- The teacher shows the video of
experiment and asks students to
observe, discuss and answer
questions in study sheet number 1.
- Students observe the video, discuss
in groups and answer the questions in
study sheet number 1
Report and discussion:The teacher
invites the group to report the results
of study sheet number 1.
Conclusion and comments:
- The process of dissociating
substances in water to form ions is
called electrolysis.
- A strong electrolyte is a substance
that when dissolved in water, the
dissolved molecules dissociate into
ions.
- Weak electrolytes are substances
that when dissolved in water, only a
few dissolved molecules dissociate
into ions, the rest remain as
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molecules in solution.
- Non-electrolytes are substances that
when dissolved in water, the
molecules do not dissociate into ions.

Activity 2: Brønsted – Lowry theory of acid-base – Hydrolysis of ions (10 minutes)

Target:
- State the concept of Brønsted – Lowry Theory on acid-base.
- Explain the environment of some salt solutions.

1.
STUDY SHEET NO. 2
- In the equilibrium in Figure 2.4, the H+ acceptor
should act as a base.
1. Observe Figure 2.4 and Figure
- In the balance in Figure 2.5, water donates H+ so
2.5 to see which substance accepts
it acts as an acid.
H+ and which substance donates H+.
2.
H 2O has both the ability to donate H +¿¿ and receive
+¿¿
H , so H 2O is said to be an amphoteric substance
Explain:
HCl + H2O H3O+ + Cl
H+
H2O + NH3 NH4+ + OH-
H+
2. Using the Brønsted – Lowry
H2O+ CO32- HCO3-+OH-
theory, explain the above
H+
phenomenon.
Water molecules have the ability to both donate
Explain why H 2O is said to be
protons and accept protons, so water is an
amphoteric.
amphipathic substance

Transfer of tasks: The teacher asks

students to discuss in groups and
answer the questions in study sheet
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number 2.
Perform mission: Students complete
the worksheet in 4 groups.
Report and discussion: The
representative of the student group
presents the results of the group's
discussion. Other groups provide
comments, additions, and criticisms.
Conclusion and comments:
- Bronsted – Lowry theory: Acids
are proton donors (H+), bases are
proton acceptors.
- Attention:
+ Acids and bases can be molecules
or ions.
+ Substances that can both donate
protons (H+) and accept protons are
called amphipathic substances.

Activity 3: Learn about pH acid-base indicator (15 minutes)

Target :
- State the concept of pH and the practical meaning of pH. (relating the pH value of
parts of the body to human health, the pH of soil and water to the growth of plants
and animals,...).
- Can write the pH expression (pH = –lg[H +] or [H+] = 10–pH) and know how to use
indicators to determine pH (acid, base, neutral) using substances such as paper color
indicator, litmus, phenolphthalein,...

Assign learning tasks: The teacher 1.

divides the class into 4 groups, asking - Calculation formula:
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the groups to complete study sheet pH=-log[H+] or [H+] = 10-pH
number 3. - Acidic environment with pH <7
STUDY SHEET No.3 Basic environment has pH > 7
1.Water has a neutral environment, Neutral environment has pH = 7
so what is the molar concentration - The pH scale usually has values from 1 to 14
of H+ ions in a neutral nvironment,
an acidic environment, and a basic
environment?
2. Observe Figure 2.7 below 2.
andIndicates the lowest and highest In the human body, blood and gastric fluids, bile,
pH range in organs in the human etc. all have pH values within a certain range. The
digestive system.

Transfer of tasks: The teacher asks

students to discuss in groups and
answer the questions in study sheet
number 3.
Perform mission: Students complete
the recognition experiment.
Report and discussion: The
pH index is related to health status. If the pH
representative of the student group
suddenly increases or decreases, not within the
presents the results of the group's
allowable limit, it is a sign of disease.
discussion. Other groups provide
- Some plants or aquatic animals can only grow
comments, additions, and criticisms.
and develop well in certain pH levels. Knowing
Conclusion and comments:
this pH range can increase crop and animal
The teacher commented and
productivity
concluded:
- Some items such as soap, cosmetics, skin
- pH is an index that evaluates the
acidity or basicity of a solution. cream,... need to have a pH value within a certain
- The commonly used pH scale has range to ensure human safety.
values from 1 to 14.

Activity 4: Determine pH (15 minutes)

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Target :
- Students can state the color change range of some common indicators such as red litmus,
phenolphthalein, and pH paper
- Students can use some natural indicators such as purple cabbage and butterfly pea
flowers to identify some environments.
Assign learning tasks: Divide the
class into 3 stations as the following  For pH paper:
diagram: + Solution with pH < 7: pH paper turns yellow,
orange, or red (different shades depending on pH,
with darker colors indicating lower pH).
+ Solution with pH > 7: pH paper turns green
(different shades depending on pH, with darker
colors indicating higher pH).
 For litmus paper:
+ Solution with pH < 4.5: litmus paper turns red.
- There will be 3 rounds of + Solution with pH > 8.3: litmus paper turns
discussion: each round has a blue.
discussion time of 3 minutes.  For purple cabbage juice:
· Turn 1: Station 1: Eperiments with + Acid: Red
pH paper ; Station 2: Eperiments with + Base: Yellow, blue
litmus ; Station 3: Eperiments with + Neutral: Purple
purple cabbage water
· Turn 2: person sits still : Station 1:
Eperiments with litmus ; Station 2:
Eperiments with purple cabbage
water
, Station 3: Eperiments with pH paper
Same for turn 3
How it works by station
 All members perform
experiments at each station,
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 discuss and take notes on their
notebooks.
 After 2 minutes, the teacher
asks to "switch stations", the
stations move in the direction
of the arrow.
 After finishing 3 rounds,
completes study sheet number.
STUDY SHEET NO. 4
1. Presenting the color change of
acid-base indicators in solutions
with different pH levels.
+ pH paper
+ Litmus
+ Purple cabbage water

Transfer of tasks: The teacher asks

students to discuss in groups and
answer the questions in study sheet
number 4.
Perform mission: Students complete
the worksheet in 3 groups.
Report and discussion:
The representative of the student
group presents the results of the
group's discussion. Other groups
provide comments, additions, and
criticisms.
Conclusion and comments:
The teacher commented and
concluded:
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- An acid-base indicator is a
substance whose color changes
according to the pH value of the
solution.
Activity 5: Learn about Acid-base titration. (15 minutes)
Target :
- State the principles of determining the concentration of strong acids and bases by
titration method.
- Perform acid–base titration experiment: Titrate a strong base solution (sodium
hydroxide) with strong acid (hydrochloric acid).
Assign learning tasks:The teacher Products:
divides the class into 4 groups and
Task 1:
completes study sheet number 5
- Principles for determining the concentration of
strong acids and bases by titration:
Titration is a method of determining the
STUDY SHEET No.5
concentration of a substance using a standard
The teacher divides the class into 4
solution of known concentration.
groups and asks each group to
- Perform the experiments
perform the following tasks.
Task 2:
Task 1:
- It is necessary to gently shake the solution in the
- State the principles of determining
Erlenmeyer flask while performing the titration
the concentration of strong acids
operation so that the reaction occurs at every point
and bases by titration.
in the solution.
- Perform the titration experiment
- Chemical equation:
according to the instructions in the
NaOH + HCl → NaCl + H2O
textbook.
Or OH- + H+ → H2O.
- At the end of the titration, the solution in the
flask appeared a pale pink color that persisted for
about 30 seconds.
- Concentration of initial NaOH solution:
CHCl.VHCl = CNaOH. VNaOH

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 Task 2: ⇒ CNaOH=CHCl.VHCl/VNaOH=0,1.10/12,5=0,08M.
a. Explain why it is necessary to
gently shake the solution in the
flask while performing the titration
operation.
b. Write the equation of the reaction
that occurs in the titration
experiment of NaOH solution with
HCl solution.
c. Depicting the phenomenon at the
end of the titration.
d. Suppose at the end of the
titration, the volume of NaOH
solution used is 12.5 ml. Calculate
the initial concentration of NaOH
solution

Transfer of tasks: The teacher asks

students to discuss in groups and
answer the questions in study sheet
number 5.
Perform mission: Students complete
the worksheet in 4 groups.
Report and discussion:
The representative of the student
group presents the results of the
group's discussion. Other groups
provide comments, additions, and
criticisms.
Conclusion and comments:
The teacher commented and
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concluded:
- In the acid-base titration method,
people use an acid solution or a base
solution (control) of known exact
concentration as a standard solution
to determine the concentration of a
base solution or an acid solution of
unknown concentration.

3. Activity 3: Practice (15 minutes)

a) Target: Consolidate the knowledge you have learned about electrolysis,
electrolytes, and non-electrolytes; Brønsted – Lowry theory of acid-base; pH;
acid-base titration.
b) Content:
- The teacher shows the game on the slide screen. After each question, students
raise their hands to answer. Whoever has the fastest and most accurate answers
will receive a prize.
- Consolidate your knowledge and answer the questions in the game “Who is
faster?”
“Who is faster?”
Question 1. Acid, base, and salt solutions conduct electricity because their
solutions contain substances
A.oppositely charged ions. C.cation.
B.anion. D.matter.
Question 2.Which of the following is an electrolyte?
A.Cl2. B.HNO3.
C.MgO. D.C2H5OH.
Question 3.Which of the following is not an electrolyte?
A.KOH. B.H2S. C.HNO3. D.CH4.
Question 4.Which of the following substances is a strong electrolyte?
A.CH3COOH. B.C2H5OH. C.H2O. D.NaCl.
Question 5.Which of the following substances is a weak electrolyte?

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 A.NaHCO3. B.C2H5OH. C.H2O. D.NH4Cl.
Question 6.The correctly written electrolysis equation is:
A.H2SO4 → 2H+ + SO4– B.NaOH Na+ + OH–
C.HF H+ + F– D.AlCl3 → Al3+ + 3Cl–
Question 7.Which electrolyte equation below is written incorrectly?
A.HC1 → H+ + Cl–
B.CH3COOH CH3COO– + H+
C.NaOH Na+ + OH–
D.Na3PO4 → 3Na+ + PO43–
Question 8.What elements are present in nitric acid solution (ignoring the
dissociation of H2O)?
A.H+, NO3–. B.H+, NO3–, H2O.
C.H+, NO3–, HNO3. D.H+, NO3–, HNO3, H2O.
Question 9.What elements are present in acetic acid solution (ignoring the
dissociation of H2O)?
A.H+, CH3COO–. B.H+, CH3COO–, H2O.
C.CH3COOH, H+, CH3COO–, H2O. D.CH3COOH, H+, CH3COO–.
Question 10.Give the equation: NH3 + H2O NH4+ + OH–. In the forward
reaction, according to Bronsted–Lowry theory, which substance is the base?
A.NH3. B.H2O. C.NH4+. D.OH–.

c) Products:
Question 1. A
Question 2. B
Question 3. D
Question 4. D
Question 5. C
Question 6. D
Question 7. C
Question 8. D
Question 9. C
Question 10. A
d) Implementation organization: Students work individually.
4. Activity 4: Apply & Expand Investigation
a) Target:
- Apply to solve practical problems.
b) Content
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c) Products
d) Implementation organization:
*Transfer of tasks:
The teacher asks the students to go home and discuss the question given by the
teacher.
*Perform mission:
Groups follow the teacher's request to present.
* Report and discussion:
Groups report their results in the following period, other groups comment and
the teacher comments.
* Conclusion and comments:

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