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Science Projects > Chemistry Projects > Acid Base Reactions & pH Experiments  

Acid Base Reactions & pH Experiments

Experimenting with acids and bases can make for exciting chemistry projects!

Acidic solutions have a higher concentration of hydrogen ions (H+).

These are hydrogen atoms that have lost an electron and now have just a proton, giving them a positive electrical charge.

Basic solutions, on the other hand, contain hydroxide ions (OH-). One of the simplest activities to show how acids and bases react with each other (and to demonstrate their different properties) is to make a vinegar and baking soda volcano .

For another reaction experiment , put an Alka-Seltzer tablet in the bottom of a clear plastic film canister (the kind where the cap fits inside instead of closing over the outside).

Fill the canister with warm water and then quickly put the cap on and watch the acid-base reaction!

The pH scale is used to measure how acidic or basic a solution is. Acids have a pH below 7; bases have a pH above.

Neutral solutions (like distilled water) with a balanced number of H+ and OH- ions have a pH of 7. Do the following projects to explore the cool effects of pH.

Litmus is a natural acid-base indicator extracted from a type of lichen. If you have red and blue litmus paper , you can test different solutions for whether they are acids or bases.

Blue litmus paper turns red when a solution is acidic; red litmus paper turns blue in basic solutions.

Try testing window cleaner, toilet bowl cleaner, orange juice, and apple juice—pour a little of each into separate test tubes or small glasses or jars.

Use the litmus paper to determine which are acids and which are bases. Here are the pH levels of some other substances that you might test:

• Lemon juice (2)
• Vinegar (3)
• Egg whites (8)
• Baking soda (9)
• Ammonia (10)

Human blood has an ideal pH of 7.4; even slight fluctuations can seriously affect our bodies.

You can also make your own pH indicator —use a blender to mix one part chopped red cabbage with two parts boiling water and use the juice to test different solutions.

Acids will turn the pigments in the indicator to a reddish color; bases will turn the pigments bluish or yellow-green.

Mystery Pitcher

Make ordinary water turn bright pink and then back to clear! This makes a great “magic trick” to impress your friends – just be careful no one mistakes it for fruit punch and drinks any!

>> Check out our project video to see this trick in action!

What You Need:

• Phenolphthalein solution
• Sodium carbonate
• 5 glasses and a non-see-through pitcher of water

What You Do:

1. In the first glass put a little less than 1/8 teaspoon of sodium carbonate, in the second put 6 drops of phenolphthalein solution, and in the third put three droppers-full of vinegar.

2. Add a few drops of water to the first glass and stir to dissolve the sodium carbonate.

3. Fill all the glasses with water from the pitcher, then pour all of them back in the pitcher except for the glass with vinegar.

4. Refill the remaining four glasses – the water will be red!

5. Now pour all five glasses back in the pitcher. Refill the glasses one last time—the liquid will be colorless again!

What Happened:

Phenolphthalein is a pH indicator, but it only turns colors in reaction to bases. When you poured the four glasses back into the pitcher, the phenolphthalein reacted to the sodium carbonate, a base, and turned the solution to bright pink “kool-aid.” To change it back to “water,” all you had to do was add the acidic vinegar, which turned the phenolphthalein colorless again.

Rainbow Reaction Tube

Amaze your friends by mixing two solutions to make a rainbow!

Watch as purple sinks to the bottom and red floats to the top, and they mix together to form every color in between.

• 10ml graduated cylinder
• Universal indicator
• Distilled white vinegar

2. Add 3 drops of vinegar to the solution in the graduated cylinder, and it should turn red.

3. In a beaker, put two scoops of sodium carbonate and then add about 30 ml of water. Mix together with the stirring rod until the sodium carbonate dissolves. The solution should be clear.

4. To start the reaction, fill one dropper full with sodium carbonate solution. Squeeze the dropper into the graduated cylinder quickly, rather than drop by drop. The clear solution should instantly turn dark purple, and slowly sink to the bottom, swirling around to make the rainbow.

5. Let the contents of the cylinder settle, until you can see each color from bluish-purple to red. To make the rainbow disappear, pour it into an empty beaker, and it should turn yellow or yellowish green.

Universal indicator changes colors to show the pH level of a substance. In this case, when you mixed an acidic solution (vinegar) with a basic one (sodium carbonate), the indicator made a colorful spectrum — from dark blue to red. Interestingly, if you had added the solutions in the opposite order, you would not have seen a rainbow. To get the rainbow effect, another scientific principle is at work— density . The sodium carbonate solution you made is denser than the indicator solution, so it sinks to the bottom. As the sodium carbonate solution makes its way to the bottom, some of its molecules mix with vinegar molecules, making a new solution, which shows up as a color of the pH scale.

If you don’t turn the graduated cylinder upside down, the rainbow will last several days. Over time the colors will mix together through the process of diffusion. The molecules of each solution will mix throughout the graduated cylinder, rather than staying concentrated at the top or bottom. Once you mix the acid and base solutions together, the solution will be pH neutral, and look yellow or slightly green.

To make a different kind of rainbow tube, try making this rainbow density column with all household materials.

More Chemistry pH Projects:

• Green Eggs & Ham
• Fizzy Bath Bombs
• Acid & Apples
• Copper-Plated Nails

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Home Experiments With Acids and Bases

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The pH scale is the measurement of how acidic or basic a substance is. It specifically measures the amount of free hydrogen ions found in a solution. Although it sounds contradictory, substances with a low pH (below 7) have more free hydrogen ions and are considered acids. Solutions with a high pH (above 7) have little free hydrogen ions and are considered bases. If a substance has a pH of 7, it is considered neutral. So why should we care about pH?

The pH of substances plays a very important role in the chemistry of various systems all around us. In order to obtain nutrients like Phosphorus and Nitrogen, most plants need to grow in slightly acidic soils (pH of 5-7) to easily obtain these nutrients. Seawater is slightly basic (pH of 7.5-8.5) making it easy for many marine invertebrates like snails and corals to build calcium-based shells. pH plays some very important roles within our bodies. Highly acidic gastric acid (pH of 1.5-2) helps breakdown food, specifically proteins, in our stomach. Carbon dioxide buildup in deoxygenated blood makes it more acidic and when exposed back to oxygen, makes the blood more basic and facilitates gas exchange in our lungs. Many different cleaners work so efficiently, based on their pH and how they react to different stains and substances.

There are some great experiments to test out pH. Some are quick while others may take a few days to weeks. Here are some great experiments with household items!

Cabbage Experiment

Often in chemistry experiments, we want to have an indicator. Indicators allow us to see if a chemical reaction has occurred by changing a physical characteristic (color, smell, temperature, etc.). Red cabbage juice is a great indicator of changes in pH! This is a fun activity to do with children, though they should always be supervised with any chemicals. Here’s how to do the experiment:

• Chop up half a red cabbage and place it in a pot with 6-8 cups of water.
• Heat the water and cabbage on a stove until the water is just about to boil.
• Strain the cabbage from the water. You’ll notice that the water has turned purple. You’ll need this purple water for the next steps.
• Find some kitchen acids and bases. Some great and common acids that you can use are clear soda (Sprite, Sierra Mist, etc.), lemon juice, vinegar, green tea, and milk. Some great and common bases include baking soda, milk of magnesia, and dish soap. Bleach, ammonia, and lyme can also be used as bases but only with an adult and should be diluted a little before the experiment.
• Pour the different acids and bases in clear cups about half way. It is best to put them in order from most acidic to most basic. Always use gloves and eye protection when dealing with chemicals.
• Test it! Pour some cabbage juice into the cups with the different chemicals. You should see a color change within 10 seconds. Once the chemical reaction has occurred, you can use the pH scale below to see what the pH of the different chemicals was.

Acidic Ocean

What do sea snails, oysters, and corals all have in common? They are all marine invertebrates! That means that they don’t have an internal skeleton like people do. Instead they have a hard shell made up of calcium carbonate to protect them. However, if sea water (which has a pH of about 7.5-8.5) becomes more acidic, it can prevent them from building their shells. In extreme cases, it may even dissolve them! In order to see this, follow these steps:

• Find an oyster, snail, or clam shell. Pick one that is broken or you don’t like.
• Create an ocean. You will need a clear cup of water and place half a teaspoon of salt in the cup. Mix until salt has dissolved.
• Next, place your shell in the cup.
• Now, it’s time to lower the pH like an acidic ocean. Add a half cup of vinegar to the cup.
• Take a before and after picture to compare what happens to the shell. You should see the shells dissolve within a day or two.

Hydrangea Challenge.  

Spring is the perfect time to do this experiment! Hydrangeas ( Hydrangea macrophylla ) are also good indicators of pH. When you go to your local greenhouse, you may see them in a variety of colors including pink, blue, and purple. Usually when you see different colored flowers on plants, it means that they are different varieties. However, hydrangeas can change the color of their flowers based on the pH of the soil. Here’s how to do it:

• Obtain three hydrangea plants, preferably before they bloom. To control the pH of the soil, you will want to keep them in pots.
• The first pot is going to be the basic soil which creates beautiful pink flowers . In a gallon jug, add a half cup of baking soda and fill with water. Apply the water treatment to the hydrangea once every 2-3 days.
•  The second pot is going to be the acidic soil which creates rich blue flowers . Place a three inch piece of aluminum foil at the base of the plant. In a gallon jug, add a cup of lemon juice and fill with water. Apply the water treatment to the hydrangea once every 2-3 days.
• The last pot is going to be the neutral soil (a pH of 7) which creates striking purple flowers . Place a two inch piece of aluminum and water every 2-3 days.

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Simple Acids and Bases Science Experiment to Do With Kids

by Sarah | Learning , Science | 1 comment

Looking for a fun science experiment to do with kids with ingredients you have at home? Try this acids and bases experiment to test household solutions and decided if they are acidic or basic. 

I’ve always loved chemistry. I was the kid who asked for a chemistry set for Christmas and spent hours randomly mixing things in my bedroom. 

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As a parent, I still love it! And I love doing fun experiments with my kids and watching them think through their guesses and see their amazement the first time they see certain reactions. 

This is a simple chemistry experiment to do with your kids. It doesn’t require fancy ingredients- and you probably already have most of them on hand already!

Directions to Conducting an Acids and Bases Experiment with Kids

The basis of this experiment is to find out which solutions are basic and which are acidic. The amount of background information you give to your kids will depend on their ages and ability to comprehend.

It’s okay to talk in simple terms and in language and examples that they can understand. 

I will add a section to the bottom of this article giving a little more information about acids and bases and how you can help your kids understand the difference. But for now, let’s get on to the science experiment!

Step 1: Make Turmeric Paper

The first thing you need to do is make turmeric paper. This is what you will use to test your solutions on to tell you if they are acids and bases. 

To make turmeric paper you will need:

• 1/4 tsp powdered turmeric
• 1/4 cup rubbing alcohol
• coffee filters

Mix the alcohol and the turmeric is a bowl. Make sure it’s well mixed. 

Dip the coffee filters in the mixture until they are completely saturated and very yellow in color. 

Set the filters aside to dry- either hang them up or just set them on a cookie sheet or tray.

Step 2: Gather Your Supplies

While the filters are drying, gather the rest of your supplies. Here’s what you’ll need:

• a variety of solutions* (see below for ideas)
• test tubes or small jars to hold your solutions
• droppers/pipettes
• a tray (or pan) to contain mess
• Paper or white board to record observations

Not sure what kind of solutions to try? Here are a few ideas:

• lemon juice
• fruit juices
• urine (if you’re really adventurous!)
• borax water
• baking soda water
• sugar water
• all purpose cleaner

You get the idea. Basically anything liquid or that can be mixed with liquid to create a solution. Raid the fridge, cabinet, and bathroom for ideas!

Let your kids have fun with choosing solutions to test. That’s part of the fun of doing science experiments with kids!

*Note: You might be surprised at how many things are acidic. Make sure you have at least a couple basic solutions so you have red strips to test for acids. Baking soda water is a good base. 

Step 3: Make Your Guesses (Hypothesis)

Making the hypothesis is an important part of every science experiment- even if you are doing an experiment with very young kids. 

Give a little background information on what acids and bases are- I’ll get to that at the bottom of this article.

Then explain what you are going to be doing- deciding which solutions are acids and which are bases.

And finally, have your kids make guess as to what will happen and what the outcomes will be. 

Write all of this down and then you can see how right you are!

Step 4: Test Acids and Bases

Now that you have all of your supplies, let’s get this experiment started!

Start by cutting your coffee filters into strips. They don’t have to be very big to conduct this experiment…just 2-3 inches long and an inch or less wide. Just make sure you have enough to test all of your solutions! 

The basic experiment runs like this:

• Choose a solution
• Place a test strip on your tray
• Use a pipette to drip a drop or 2 of the solution on the test strip
• Watch for a change in color

If the color of the test strip changes from yellow to red, your solution is a base! Write that observation down somewhere so you can keep track of which solutions are basic and which are acidic. 

If you don’t see a color change- make a note of it and we’ll come back around and do more tests to see if we have an acid or a neutral solution. 

Coffee didn’t turn the yellow strip red, but it did turn a red one back to yellow. It’s an acid!

Once you have done all of your solutions one time, it’s time to circle back around to all the solutions that are not basic and didn’t produce a color change. 

For this part of the experiment, you want to test your remaining solutions on the strips that are ALREADY RED- meaning the ones you tested basic solutions on. 

If your strip STAYS red, your solution is neutral. 

If your strip turns back to YELLOW, your solution is an acid. 

Write down your observations and create a list of neutral, basic, and acidic solutions. 

At this point your kids may want to keep going. I know mine went back to the kitchen and bathroom to grab more solutions to test!

*Note: Be aware of cross contamination. Be sure to keep your strips apart from each other and your rinse your pipettes before using in new solutions. We had to wash our trays a couple of times as we kept testing solutions to keep everything separate!

Top: Base turned the strip red; Bottom: Acid turned the strip back to yellow

Step 5: Results

Don’t just do a science experiment and leave without really looking at the information you learned!

By now you should have a paper or white board covered in both you hypothesis (guesses) and your actual results. 

Where you correct? 

Were you surprised by any of the results?

Can you research your results and see if the experiment went wrong at any point and provided inaccurate results?

More on Acids and Bases:

As I mentioned, the amount of background information will depend on the ages of your kids. But here’s a little more about acids and bases and how you can help your kids understand what they are.

Let’s start with the definitions:

• Acids (Acidic Solution): A substance that can donate a hydrogen ion or proton and has a pH of less than 7. 
• Bases (Basic Solution): A substance that can accept a hydrogen ion and has the pH of more than 7. 
• Neutral: A substance that is neither acid or basic and has a pH of 7.
• pH Scale: The scale that measures how acidic or basic a solution is. It runs from 0-14, with 0 being the most acidic and 14 being the most basic. 

It can be helpful to talk about acids and bases in terms you kids might already know. 

Talk about things like stomach acid, acid rain, acid like they might see in cartoons that “burns”.

You can also talk about some of the characteristics of acids and bases. Such as:

• Sour tasting
• Can feel tingly on the skin
• Can corrode metal
• Bitter tasting
• Slippery or soapy feeling on the skin

You can also note that acids and bases help to neutralize each other. 

And on a final note, be sure to note that there are varying degrees of acids and bases and that you should always exercise caution when dealing with them since both strong acids and bases can cause skin irritation. 

More Science Experiments You Might Like:

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great work thank you for sharing I will try with my kids

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Lemon chemistry: an acid base experiment.

Kari Wilcher runs a great blog. She was looking to teach her pre-school children about the Scientific Method while trying out some kitchen chemistry at the same time. Her plan was to show a dramatic acid-base reaction using lemons, baking soda, and a little dish soap. She writes:

“I firmly believe that children are never too young to be exposed to the scientific method and should follow it. I have found that the scientific method is very easy for them to understand, and follow, when presented to them in a simple way. I like to use a rebus (picture) to help my non-readers understand the directions. I also use these “big” words: data, hypothesis, prediction, and observation. We, including Momma, wear goggles (from the dollar store) and a lab coat (a.k.a. dad’s white button up shirt) because we are real scientists doing real science experiments…and it just makes us cool.”

You will need:

• Fresh Lemons
• A small measuring cup & measuring spoon
• Baking Soda
• Liquid dish soap
• A clear cup for the reaction

What to do:

• Roll the lemons on the counter like dough. This releases the juice inside the lemon.
• Cut the lemon in half (adults only, please) and carefully squeeze out the juice into a small measuring cup. Note how much juice was created from each lemon and put the juice aside.
• Into the empty glass place 1 Tablespoon of baking soda.
• Add 1 teaspoon of liquid dish soap to the baking soda. Stir these up a bit.
• Pour the lemon juice into the cup and stir. Now watch the lemon suds erupt!

How does it work? This is a classic example of an acid-base reaction. This is often done with vinegar and baking soda, but we liked Kari’s “lemon twist.” The baking soda (a base) and the lemon juice (an acid) combine to release Carbon Dioxide gas. The liquid soap turns the bubbles into a foam that often erupts right out of the glass.

Try it out and let us know how it goes!

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SCIENCE EXPERIMENTS FOR KIDS

Learning about acids & bases.

In this experiment kids will learn that Acids and Bases isn't the name of a metal band

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Download a PDF of this experiment

In this experiment kids will learn that Acids and Bases isn’t the name of a metal band

Most kids are familiar with the sour or tangy taste of lemon juice, and have seen a cake being made with baking soda. What they probably don’t know is that they’ve already had their first chemistry lesson in acids and bases!

In this activity, students will gain an understanding of acids and bases in the presence of a chemical called anthocyanin. Cabbage juice will be the indicator solution full of anthocyanins. When you’re done, continue the experiment by eating some of the delicious cabbage, and noticing how the acids in your stomach help digest food.

GATHER THIS:

• Red cabbage (one head)
• Grater or knife with cutting board
• Eye dropper or squirt bottle
• Clear cup(s)
• Antacid (crushed and dissolved in water)
• Vitamin C (crushed and dissolved in water)
• Baking soda (dissolved in water)
• Lemon juice
• Other liquids in your kitchen

*Take care when mixing chemicals

THEN DO THIS:

• Grate or cut the cabbage into small shreds to fill half the bowl.
• Add enough hot water to the bowl to cover the cabbage plus an inch or so. Allow to sit 30 min.
• Strain the mixture. Retain the purple indicator solution.
• Pour 5 tablespoons of the purple indicator solution into a cup.
• With an eye dropper, add one drop at a time of one household test liquid to the purple indicator solution. Notice any changes.
• If you don’t notice any changes after you add a few tablespoons of the test liquid, dilute the purple indicator solution in another cup and start again. You can also increase the concentration of your test liquid if you dissolved it in water. Repeat as necessary.
• Try other test liquids in your kitchen. **Do not mix some liquids together**
• Dispose of all of the liquids in an environmentally responsible manner.
• Does adding just one test liquid change the purple indicator solution to just one color, or many?
• How many different colors can you make using the test liquids in your household?
• After the color changes, can you add anything to the change the liquid color back to purple?
• How would you explain what happened if you turn the liquid back to purple?
• Watch through the side of the cup as you drop the test liquids to observe changes.
• Which test liquid do you think is most acidic/basic? Why?
• Does swirling the liquid change the color?
• Does tap water change the color of the purple indicator solution?

WHAT IS HAPPENING?

The test liquids are acids or bases. An acid is a chemical that gives up hydrogen ions in solution and a base is a chemical that accepts hydrogen ions in solution.

Acidic foods like lemons taste sour and bases like detergents and soaps can feel slippery. Cabbage juice is rich in natural indicator chemicals called anthocyanins. These occur in a wide variety of foods including, but certainly not limited to, strawberries, blackberries, eggplant, oranges and wine. There are a wide variety of anthocyanins, but most turn more blue and green in the presence of bases, and red or pink in the presence of acids.

Adding an acid to the purple cabbage juice will make our indicator solution turn pink while adding a base will make it turn blue or green. If you add both in the right amounts based on their concentration, they neutralize one another and the solution returns to purple.

WHAT THIS TEACHES:

Skills: Scientific process, mixing, observations skills, titration

Theme: Chemistry

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Chemical Reactions: Acids and Bases

Exploring chemical reactions with acids and bases is one of those science experiments that never seems to get old for kids. They love the wonder and mystery behind this simple experiment.

Once they gain an understanding of how and why it works they are fascinated to see how it is used in daily life. These common ingredients can be used each day.

Acids and bases are one of the easiest chemical reactions to produce safely with kids. Simple baking soda with an acid like lemon juice or vinegar and you have a crazy bubbling mess that always tickles kids funny bones. Let them do the pouring and you end up with some time on your hands. While, I cleaned up the yard while they played at the picnic table with some baking soda and vinegar. These beakers and this project were part of the August Mother Goose Time box. We were just so excited about this box we busted it open the day it arrived.

We loved the plastic beaker set Mother Goose Time sent for the kids to explore science in August. Since we did this one before it was planned in the program the next time we did this we used lemon juice and compared the two. To the kids surprise the reactions where the same.

The real adventure was discovering how this chemical reaction helps us every day. Than we went around and let the kids see how I use them around the helping relly give an understanding of this daily chemical reaction.

Was acid and base chemical reactions help us every day

Discover what is an acid.

You will need to help with this one. Give your child a tray of baking soda and an eye dropper . Challenge your child to try different liquids around the home. Discuss each one. Did it bubble? Do you think this is an acid.

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• Experiments On Properties Of Acids And Bases

Experiments on Properties of Acids and Base

Table of contents.

• Reaction of Acid and Base
• Reaction of Base with a Metal

Experiment 2A – Reaction of Acid and Base

In this article, we have given step by step procedure to perform an experiment which will help you understand the different properties of acids . Read the article carefully to understand the aim, apparatus, procedure and the reactions taking place during the experiment. You can conduct the experiment and try to match the result with this.

To study the properties of acids (dilute HCl) and bases (dilute NaOH) by their reactions with the following:

• Litmus solution (red/blue)
• Solid sodium carbonate

Materials required:

• Test tube stand
• Test tube holder
• Boiling tube
• Flat bottom flask
• Thistle funnel
• Litmus paper/solution
• Fresh lime water
• Dilute NaOH
• Zinc granules

What is acid?

Chemical species which donate protons or release H + ions when dissolved in water are called acid. They turn blue litmus solution to red colour.

Hydrochloric acid reacts with zinc metal to produce zinc chloride and hydrogen gas. The reaction is given below:

Zn(s) + 2HCl(aq) → ZnCl 2 (aq) + H 2 (g)

Hydrochloric acid reacts with Na 2 CO 3 to produce carbon dioxide and turns the lime water milky as it forms calcium carbonate. The milkiness formed disappears when more than necessary carbon dioxide is passed through the solution. The reaction is as follows:

Na 2 CO 3 (s/aq) + 2HCl(aq) → 2NaCl(aq) + H 2 O(l) + CO 2 (g)

Ca(OH) 2 (aq) + CO 2 (g) → CaCO 3 (s) + H 2 O(l)

CaCO 3 (s) + H 2 O(l) + CO 2 (g) → Ca(HCO 3 ) 2 (aq)

Experimental Setup for Litmus Test Procedure:

• Take a test tube stand and place two test tubes in it.
• Label the test tube as test tube 1 and test tube 2.
• Add 5 ml of blue litmus solution to test tube 1.
• Add 5 ml of red litmus solution to test tube 2.
• Use a dropper and add equal drops of hydrochloric acid in the both test tubes.
• Wait and observe the colour change.

Experimental Setup for Reaction with Zinc metal:

• Take a clean and dry test tube.
• Add zinc granules to it.
• Submerge the zinc granules in the test tube by adding hydrochloric acid to it.
• Close the mouth of the test tube with cork which has a glass delivery.
• A robust explosion takes place between 2-3 minutes liberating colourless and odourless gas.
• When a burning match stick is got near the glass tube mouth the gas burns with a pale blue flame with a pop sound.

2HCl(aq) + Zn(s) → ZnCl 2 (aq) + H 2 ↑

Experimental Setup for Reaction with solid sodium carbonate:

• Take a flat bottom flask with 1 gm of solid sodium carbonate and some distilled water.
• Take a clean and dry double bore cork and thistle funnel which has a delivery tube fitted to it.
• Close the mouth of the flat flask with the double bore cork.
• Add 2 mL of dilute hydrochloric acid.
• Colourless and odourless gas is liberated which is passed through the lime water using the delivery tube.
• The colour of the lime water changes to milky.

Na 2 CO 3 (s/aq) + 2HCl(aq) –→ 2NaCl(aq) + CO 2 ↑+ H 2 O(l)

Ca(OH) 2 (aq) + CO 2 ↑ –→ CaCO 3 (s) + H 2 O(l)

CaCO 3 (s) + H 2 O(l) + CO 2 (g) –→ Ca(HCO 3 ) 2 (aq)

Observation:

Result and Conclusion:

• In the litmus test experiment the blue litmus solution turns red when hydrochloric is added. Therefore, acids such as HCl show acidic character.
• Hydrochloric acid reacts with active metals such as zinc to form zinc chloride and liberate hydrogen gas.
• HCl reacts with sodium carbonate to liberate carbon dioxide gas.

Therefore, from the above three points we can conclude that HCl (Hydrochloric acid) is acidic in nature.

Precautions to be taken during the experiment:

• Conduct the experiment in clean test tubes.
• HCl is corrosive in nature and should be handled with great care.
• Take a small amount of chemicals to perform the experiments.
• While shaking the solution and reaction mixture do not spill.
• Whenever you conduct a test for hydrogen, conduct it with the least amount of gas.
• To get quick results for lime water test, pass carbon dioxide gas through the solution and shake the test tube by placing your thumb on its mouth.

Recommended Videos

Acids and bases.

Neutralization Of Acids And Bases

• When bases dissolve in water which ion do they release?Ans: OH – ions.
• Can you name a metal that reacts with base as well as acid and liberates H 2 gas?. Ans: Zinc metal.
• X releases OH – ions when it dissolves in water. Then X is?Ans: Base.
• Can you write the chemical formula for Zinc chloride?Ans: ZnCl 2 .
• What is the colour of zinc granules when it reacts with HCl?Ans: Black.

Experiment 2B – Reaction of Base with a Metal

What is base.

Chemical species which release OH – ions when dissolved in water are called bases. Sodium hydroxide is a powerful base and has a pH value greater than 7. Therefore, it turns the red litmus solution into the blue.

Sodium chloride reacts with zinc metal to produce sodium zincate and hydrogen gas. The reaction is given below:

Zn(s) + 2NaOH(aq) → Na 2 ZnO 2 (aq) + H 2 (g)

Sodium hydroxide does not react with solid sodium carbonate as both are basic in characteristic.

Na 2 CO 3 (s) + NaOH(aq) → no reaction

Sodium hydroxide neutralizes hydrochloric acid to produce salt (sodium chloride)

NaOH(aq) + HCl(aq) → NaCl(aq) + H 2 O(l)

Experimental Setup for NaOH in Litmus Test:

• Add 3 mL of blue litmus solution to test tube 1.
• Add 3 mL of red litmus solution to test tube 2.
• Use a dropper and add equal drops of sodium hydroxide in both the test tubes.

Experimental Setup for NaOH with Zinc metal:

• Submerge the zinc granules in the test tube by adding sodium hydroxide to it.
• Close the test tube with cork which has a glass delivery tube.
• A robust explosion takes place between 2-3 minutes liberating odourless and colourless gas.
• When a burning match stick is in brought near the glass tube mouth the gas burns with a pale blue flame with a pop sound.

2NaOH(aq) + Zn(s) → Na 2 ZnO 2 (aq) + H 2 ↑

• Take 1 gm of solid sodium carbonate in a test tube.
• With the help of a dropper, put a few drops of NaOH in the test tube.
• No reactions are observed.

• In the litmus test experiment the red litmus solution turns into blue when sodium hydroxide is added. Therefore, bases such as NaOH show basic character.
• Sodium hydroxide reacts with active metals such as zinc to form sodium zincate and liberate hydrogen gas.
• NaOH does not react with sodium carbonate.

Therefore, from the above three points we can conclude that NaOH (sodium hydroxide) is basic in nature.

• NaOH is corrosive in nature and do not heat the mixture of zinc and NaOH to boiling point.
• Take a small amount of chemicals to perform the experiments to get the best results.
• Wash the droppers and test tubes with distilled water before and after using them in the experiment.
• Wash your hands thoroughly after the experiment.
• What happens NaOH comes in contact with red litmus solution?Ans: The red litmus solution turns into blue.
• Which metal other than aluminium reacts with NaOH to produce hydrogen gas?Ans: Zinc metal.
• When CO 2 is passed through the lime water it turns it milky. Why?Ans: The insoluble calcium carbonate makes the solution appear milky..
• Can you write the chemical formula for sodium zincate?Ans: Na 2 ZnO 2 .
• Give examples of strong bases.Ans: KOH. NaOH, etc.

Put your understanding of this concept to test by answering a few MCQs. Click ‘Start Quiz’ to begin!

Select the correct answer and click on the “Finish” button Check your score and answers at the end of the quiz

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it really helped me a lot to undestand the concept

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Practical videos | 14–16 years

• 1 Access free videos to support your teaching
• 2 Paper chromatography
• 3 Rates of reaction
• 4 Simple distillation
• 5 Enthalpy change of combustion
• 6 Conservation of mass
• 7 Electrolysis of aqueous solutions
• 8 Halogen displacement reactions
• 9 Identifying ions
• 10 Preparing a soluble salt
• 11 Reactivity series of metals
• 12 Simple titration
• 13 Temperature change (neutralisation)
• 14 Potable water

Simple titration

2020-07-07T11:42:00+01:00

• Five out of five
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Simple acid-base titration can be used to find out the concentration of a solution

Running a titration experiment

This video by the Royal Society of Chemistry explains the steps involved in running a titration experiment. Fran demonstrates how to rinse and prepare the burette to ensure accurate results. The acid-base titration uses a standard solution of Na 2 CO 3 to find the exact concentration of HCl by identifying the end-point of the neutralisation reaction. The video includes both a rough titration and recording data from a subsequent accurate titration. Calculations of the concentration of HCl are not included, so students could follow up with data analysis to assess their understanding of the content. 

Results analysis

Students can be given typical results such as these (taken from the AQA AS and A Level  Required Practical Handbook ), and asked to manipulate and analyse them. Students do not need to be provided with a complete table as they could be expected to calculate the titre from the final and initial readings. They should also be able to identify concordant results and discard anomalous results before continuing with their analysis.

AQA required practical specification

Mrs Peers-Dent from Malmesbury Education carries out the titration in this video, following the AQA required practical specification. It demonstrates how the titration procedure can be used to find the concentration of H 2 SO 4 using a known concentration of NaOH. Mrs Peers-Dent measures the acid to the nearest 0.1cm 3 , whereas in the Royal Society of Chemistry video above Fran measures to the nearest 0.05cm 3 . The titration screen experiment below also measures to the nearest 0.05cm 3 . You may decide which is the most appropriate based on the ability of the group you are working with or you could use this as an opportunity to discuss key terminology such as precision, accuracy and reliability .

Learners can practise their skills using Royal Society of Chemistry’s  titration screen experiment . We recommend that 14–16 students complete Level 1 of the screen experiment, while older students can progress to Levels 2, 3 and 4. The screen experiments frame the titration procedure with a real-world scenario to foster an interest in chemistry careers and contextualise their learning.

 Also check out

• Online titration quiz  – further videos and access to five online quizzes.
• A microscale acid-based titration  – outline of a class practical to carry out titration on a small scale.
• Measuring the amount of vitamin C in fruit drinks  – another class practical using microscale titration.

Additional information

We have collated these videos of key practical experiments to support remote teaching as part of our response to Covid-19. Teachers requested resources to help them deliver practical content without access to laboratories or equipment. We are developing further resources and welcome feedback to help us produce those you most need. Please email us or use the comment section below.

Access free videos to support your teaching

Paper chromatography

Rates of reaction

Simple distillation

Enthalpy change of combustion

Conservation of mass

Electrolysis of aqueous solutions

Halogen displacement reactions

Identifying ions

Preparing a soluble salt

Reactivity series of metals

Temperature change (neutralisation)

Potable water

• 14-16 years
• 16-18 years

Specification

• AT d: Use laboratory apparatus for a variety of experimental techniques including: titration, using burette and pipette, distillation and heating under reflux, including setting up glassware using retort stand and clamps, qualitative tests for ions and…
• RP 1: Make up a volumetric solution and carry out a simple acid–base titration.
• 4. use laboratory apparatus for a variety of experimental techniques, including:
• titration, using burette and pipette
• di) use of laboratory apparatus for a variety of experimental techniques including: i) titration, using burette and pipette
• 2a Determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration.
• 2b Determination of the concentration of one of the solutions in mol/dm³ and g/dm³ from the reacting volumes and the known concentration of the other solution.
• Students should be able to: describe how to carry out titrations using strong acids and strong alkalis only (sulfuric, hydrochloric and nitric acids only) to find the reacting volumes accurately
• 5.9C Carry out an accurate acid-alkali titration, using burette, pipette and a suitable indicator
• 3.16 Explain why, if soluble salts are prepared from an acid and a soluble reactant: titration must be used; the acid and the soluble reactant are then mixed in the correct proportions; the solution remaining, after reaction, is only salt and water
• 3.18 Describe how to carry out an acid-alkali titration, using burette, pipette and a suitable indicator, to prepare a pure, dry salt
• 6 Titration of a strong acid and strong alkali to find the concentration of the acid using an appropriate pH indicator
• C5.4.7 describe and explain the procedure for a titration to give precise, accurate, valid and repeatable results
• C5.3.6 describe and explain the procedure for a titration to give precise, accurate, valid and repeatable results
• C5.1b describe the technique of titration
• PAG 6 Titration of a strong acid and strong alkali to find the concentration of the acid using an appropriate pH indicator
• Use of appropriate qualitative reagents and techniques to analyse and identify unknown samples or products including gas tests, flame tests, precipitation reactions, and the determination of concentrations of strong acids and strong alkalis
• methyl orange
• Examples of primary standards include: sodium carbonate, Na₂CO₃, oxalic acid, H₂C₂O₄.2H₂O, potassium hydrogen phthalate, KH(C₈H₄O₄), silver nitrate, AgNO₃, potassium iodate, KIO₃, potassium dichromate, K₂Cr₂O₇
• Learners should also be aware that, where practicable, titrations should be repeated until concordant results are obtained.
• volumetric analysis: the volume markings on beakers provide only a rough indication of volume
• measuring cylinders generally provide sufficient accuracy for preparative work, but for analytical work, burettes, pipettes and volumetric flasks are more appropriate
• titration is used to accurately determine the volumes of solution required to reach the end-point of a chemical reaction.
• preparation of a standard solution
• Volumetric analysis involves using a solution of accurately known concentration in a quantitative reaction to determine the concentration of another substance.
• Titration is used to determine, accurately, the volumes of solution required to reach the end-point of a chemical reaction. An indicator is normally used to show when the end-point is reached. Titre volumes within 0.2 cm³ are considered concordant.
• Solutions of accurately known concentration are known as standard solutions.
• Redox titrations are based on redox reactions. In titrations using acidified permanganate, an indicator is not required, as purple permanganate solution turns colourless when reduced.
• Given a balanced equation for the reaction occurring in any titration, the: concentration of one reactant can be calculated given the concentration of the other reactant and the volumes of both solutions
• volume of one reactant can be calculated given the volume of the other reactant and the concentrations of both solutions.
• pipette with safety filler
• Titration is used to determine, accurately, the volumes of solution required to reach the end-point of a chemical reaction.
• An indicator is normally used to show when the end-point is reached.
• Titre volumes within 0.2 cm³ are considered concordant
• For solutions, the mass of solute (grams or g), the number of moles of solute (moles or mol), the volume of solution (litres or l) or the concentration of the solution (moles per litre or mol l⁻¹) can be calculated from data provided
• Titration can be used to produce a soluble salt. Once the volumes of acid and alkali have been noted, the reaction can be repeated without the indicator to produce an uncontaminated salt solution. The solution can then be evaporated to dryness.
• In an acid-base titration, the concentration of the acid or base is determined by accurately measuring the volumes used in the neutralisation reaction. An indicator can be added to show the end-point of the reaction
• Given a balanced equation for the reaction occurring in any titration: the concentration of one reactant can be calculated given the concentration of the other reactant and the volumes of both solutions
• the volume of one reactant can be calculated given the volume of the other reactant and the concentrations of both solutions
• use laboratory apparatus for a variety of experimental techniques including: titration, using burette and pipette
• use acid-base indicators in titrations of weak/strong acids with weak/strong alkalis
• (f) acid-base titrations
• PRACTICAL: Standardisation of an acid solution
• (j) titration as a method to prepare solutions of soluble salts and to determine relative and actual concentrations of solutions of acids/alkalis
• (k) the concentration of a solution in mol dm⁻³
• (l) calculations involving neutralisation reactions in solution, using a balanced chemical equation
• PRACTICAL: Titration of a strong acid against a strong base using an indicator
• 2.6.3 demonstrate knowledge and understanding that the volumes of acid and alkali solutions that react together can be measured by titration using phenolphthalein or methyl orange;
• 2.6.4 carry out acid–base titrations using an indicator and record results to one decimal place, repeating for reliability and calculating the average titre from accurate titrations (details of the practical procedure and apparatus preparation are…
• 2.6.5 collect data from primary and secondary sources for acid–base titration and use this data to calculate the concentrations of solutions in mol/dm³ and g/dm³.
• 2.6.6 calculate concentrations of solutions and solution volumes in an acid–base titration, identify unknown compounds and determine the degree of hydration;
• Prescribed Practical C8: determine the reacting volumes of solutions of acid and alkali by titration and determine the concentration of solutions of acid and alkali by titration;
• Use of: titration apparatus including at least class B bulb pipettes and burettes (volume), burette holder/clamp and white tile;
• carry out experiments with the appropriate manipulation of apparatus, taking accurate measurements and considering health and safety;
• 1.8.10 describe neutralisation as the reaction between the hydrogen ions in an acid and the hydroxide ions in an alkali to produce water and recall the ionic equation as: H⁺(aq) + OH⁻(aq) → H₂O(l)
• 1.8.12 recall that a base is a metal oxide or hydroxide which neutralises an acid to produce a salt and water and that an alkali is a soluble base;
• 1.8.9 describe neutralisation as the reaction between the hydrogen ions in an acid and the hydroxide ions in an alkali to produce water and recall the ionic equation as: H⁺(aq) + OH⁻(aq) → H₂O(l)
• 1.8.11 recall that a base is a metal oxide or hydroxide which neutralises an acid to produce a salt and water and that an alkali is a soluble base;
• 8. Investigate reactions between acids and bases; use indicators and the pH scale
• Apparatus used in volumetric analysis.
• Correct titrimetric procedure.
• Acid-base titrations.
• Solving volumetric problems from first principles, where the formula method is not applicable. (Either method may be used when both methods are applicable.)
• Mandatory experiment 4.2 - Standardisation of a hydrochloric acid solution using a standard solution of sodium carbonate.
• Mandatory eexperiment 4.2A - A hydrochloric acid/sodium hydroxide titration, and the use of this titration in making the sodium salt.

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[VIDEO] Kids and Acids and Bases | An Easy Experiment

Science is where my heart is, so when the girls get inspired to learn more or do more, yes, that! A reaction between an acid and base is a something you can easily do at home.

Fortunately, it doesn’t take a long time and they have a lot of fun! The reaction between acids and bases is such a simple and fun one. AND it’s one that kids can easily visualize as there is a big reaction.

Acids + Bases

But, my oldest wanted to improve on it. You see, in one video we watched, they use lemon juice and have to move very quickly to get the balloon on the bottle once the lemon juice is added to the baking soda. And, their balloon barely blows up.

She wanted more!

So, of course, we had to try it her way, and it was a huge success.

Acids and Bases

With a simple combination of acid (in this case vinegar) and base (baking soda), you will create a gas as your product of the reaction.

What will you need

Baking Soda

Empty bottle with a small mouth opening

Mess-free acids and bases for kids

Take an empty water or soda bottle and pour some vinegar into it.

Take an empty balloon and add baking soda to it.

Once you are ready, set up the water bottle with vinegar and place the balloon on the top, careful not to yet dump the baking soda into the vinegar.

Give an fun countdown (3….2…1) and pour the baking soda end of the balloon into the bottle, and your reaction will start happening.

Check out the video to see how we did it and what it looked like on our very first run through!

I’ll give you a hint, it’s just just about the “ingredients!”

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15 comments.

Love it! I will have to do this with M and Peanut. In other news- I was totally jamming out to the music:)

HA! I hope it wasn’t too obnoxious!

That is so cool! I may have to try this.I love science.

Yes, you should…well, have the kids do it!

So glad yall are having such a great time 😉

I’m so happy Dad was a scientist – he used to do these for us often, and this is the way he used to do it. The experiment was ready for presentation at school with no mess. Good for her for figuring it out without seeing it done first. Have ya’ll done the soft boiled egg sucked into a jar yet?!

No, we haven’t done that. I assume there is heat and ice involved?

I was hoping for “I saw the sign”. This looks like a lot of fun and a great way to get kids interested in science.

I think you have to pay money to use songs like that in a video that you share…so, you’ll have to pretend!

So glad there are moms like you for moms like me who could NEVER come up with this! 😉 P.S. I now will have “I saw the sign” stuck in my head all day!

I guess I could have had a worse one to get stuck in your head, right? No, that’s pretty bad!

Well, I have to thank my daughter too because she definitely made it better!

Very cool and love the video! You have a budding scientist!

It’s awesome you are getting your kids interested in science! In our community we’re lucky to have an organization called Science Club for Girls which is all about encouraging girls to get excited about Science – she has her 1st class tomorrow! Given your interest in Science it sounds like many more experiments will be in the future – have fun!

I am pinning this to save for a snow day. They will love it!

Ace of Base! Thanks for the funny throwback (now I’m hearing The Sign in my head!) and the great experiment! I pinned this to come back to save for some after school fun but also for my son’s Cub Scout den!