KS3 Quizzes or task sheets based on this 7E summary: four word-fill worksheets * multiple choice quiz * X-word

ALL KS3 SCIENCE QUIZZES * KS3 Chemistry Quizzes  and full list of GCSE Revision Notes on Chemistry, Earth Science and Radioactivity * EMAIL query?comment

More advanced GCSE work based on 7E: GCSE m/c tests * acids, bases, pH and salts notes * extra aqueous chemistry notes

    QCA 7E "Acids and alkalis" Multiple Choice Questions for Science SATs revision on common acids/alkalis - pH scale, indicators, neutralisation reaction, uses etc.

7Ewf1-4 four handy linked word-fill worksheets * 7Ewf2 * 7Ewf3 * 7Ewf4 *

The BIG hard on-line crossword puzzle (with letter hints), printout of the BIG version  

OR the smaller EASIER (with letter hints), printout of the smaller EASIER version

matching pair quiz on pH (drag & drop version or printout)

and on hazard symbols (drag & drop version or printout)

The 7E crossword and word-fill

In the unit you should learn how to ...

• classify acids and alkalis as chemicals with distinct properties and uses.
• use indicators to classify solutions as acidic, alkaline or neutral.
• use the pH scale to compare the acidity and alkalinity of different solutions.
• begin to explore neutralisation i.e. the reaction between an acid and an alkali.
• interpret observations, making comparisons and seeing simple patterns.
• investigate fairly the effectiveness of different antacids i.e. compare their ability to neutralise acids 
• recognise and deal with risks and hazards relating to acids and alkalis.
• name some common acids and alkalis.
• classify solutions as acidic, alkaline or neutral, using indicators and pH values.
• describe what happens to the pH of a solution when it is neutralised
• describe some everyday uses of acids, alkalis and neutralisation

Its handy if you ...

• know that soluble solids dissolve and form solutions, substances that don't dissolve are insoluble
• have had experience of mixing materials and seeing that new materials are formed as a result of a reaction between them
• understand the difference between a reversible and irreversible change (physical or chemical)

• names of laboratory acids and alkalis, eg hydrochloric acid, sodium hydroxide
• names of classes of chemical, eg acid, alkali, salts
• words with different meanings in scientific and everyday contexts, eg indicator, solution, neutral, react, equation, weakly, strongly
• words with similar but distinct meanings, eg harmful, corrosive, caustic, sour, irritant
• words and phrases relating to scientific enquiry, eg hazard, risk, pH range, evaluate, strength of evidence, alkaline, acidic, neutral, indicator, universal indicator, colour change, dilute, ?

What are acids and alkalis like and where do we use them?

• many household materials are acids and are not hazardous eg lemon juice or vinegar
• identify some everyday uses of acids, eg fruit juices or vinegar in foods, medicines like aspirin, using acids to clean materials like metal plates, oven cleaners can be strongly alkaline
• recognise and interpret common hazard signs for harmful, irritant and corrosive substances
• how to deal with acids or alkalis if they are spilt/splashed on the skin eg dilute/wash with lots of water
• adding water to an acid or alkali solution dilutes it and makes it less hazardous
• describe how to work safely with acids and alkalis and what to do if a spill occurs, e.g. wear safety goggles, dilute split acids/alkalis
• acids are distinguished from alkalis using indicators such as litmus or universal indicator
  • (both turn red in acid (pH <3)  or blue in alkali (pH > 9), but universal has lots of colours to get a more accurate estimate of the pH including green for neutral pH7 and how strongly acid from pH 6 to 1 and how strongly alkaline from 8 to 1 etc.4)
• common names, eg caustic soda (sodium hydroxide), bicarbonate of soda (sodium hydrogencarbonate), may be used where appropriate.
• Adding water to concentrated sulphuric acid is hazardous because the reaction is highly exothermic, so concentrated sulphuric acid should be diluted by adding a small amount of the concentrated acid to a lot of water.
• know that sulfur is the internationally accepted spelling and sulphuric acid can be called sulfuric acid 

How can acids and alkalis be identified and distinguished from each other?

• how to extract the dyes from plant materials and that acids and alkalis can change the colours of some of these natural dyes and that this can be used to classify them eg from red cabbage, raw beetroot, blackcurrant, litmus,
• to test and classify solutions as acidic, neutral or alkaline, using indicators
• compare the results with different dyes and establish that there are two classes of solution and that the dyes can indicate which is which
• recognise that solutions of dyes which show one 'indicator' colour in acids and another in alkalis are called indicators
• recall the names of some common laboratory acids eg hydrochloric acid, sulphuric acid, sodium hydroxide, and alkalis e.g. sodium hydroxide, calcium hydroxide

Is there a range of acidity and alkalinity?

• universal indicator gives a range of colours in acidic and alkaline solutions (typically from pH 0-14)
• that pH numbers indicate how acidic or alkaline a solution is
• that neutral solutions are pH 7, acidic solutions are below pH 7 and alkaline solutions are above pH 7
• the pH of a solution can be got from an appropriate colour chart eg when using universal indicator
• classify the solution as strongly/weakly, acidic/alkaline, or neutral
• relate their classification to the use of the acid or alkali and associated hazards
• At this stage, pH can be used to describe strongly or weakly acidic or alkaline solutions.
• predict the effect on pH of making an acid more dilute or more concentrated and how this would affect its corrosiveness. When diluted, acids still give a pH <7, but when diluted the pH will rise since the solution would be less strongly acidic.

What happens when an acid is added to an alkali?

• the uses of acids and alkalis in a range of everyday situations, eg hair and skin care, treatment of stings and bites, treatment of indigestion, food preservation, treatment of soil.
• how living things use acids, eg ants, nettles, humans in digestion.
• identify and note key points about the range of pH used and potential harmful effects,
• that a neutral solution can be obtained by adding an acid to an alkali in the right proportions
• the changes in pH when a solution of an acid is added drop by drop to a solution of an alkali
• describe that when an acid is added to an alkali, the pH of the mixture falls as it become neutralised
• describe that when an alkali is added to an acid, the pH of the mixture increases as it become neutralised
• explain how to obtain a neutral solution of about pH7 by mixing an acid and an alkali
• describe with a graph the way pH changes as more alkali is added
• investigate changes in temperature during neutralisation and be introduced to the idea that a chemical reaction is taking place
  • neutralisation is exothermic, which means heat is given out, so the temperature rises.

Where is neutralisation important?

• the alkali lime is used to treat soil that is too acid for healthy plant growth
• acid bee stings can be treated with a weak alkali like bicarbonate of soda or calomine (zinc oxide paste)
  • and alkaline wasp stings can be treated with a weak acid like vinegar
• too much stomach acid! - common antacid indigestion remedies - how are the remedies are intended to work? what sort of solution would work and be safe to take?
  • antacids are mild alkalis including bicarbonate of soda (alka-selza) and magnesium hydroxide ('milk of magnesia')
• suggest ways in which one remedy might be more effective than others
• investigating the effectiveness of antacids:
  • does one tablet of each antacid neutralise the same amount of acid?
  • do the antacids neutralise acid equally quickly?
  • how can you follow the neutralisation? e.g. by adding universal indicator and following the colour change
  • how can you measure how much acid is neutralised by a particular mass of 'antacid' powder?
  • is the reaction is fast or slow to the neutralisation point?

ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science SITE PURPOSE: EDUCATION - online learning or 'self-private-tuition' using revision notes, quizzes, practice SAT/SATs test/tests. KS3 SCIENCE Y7 (Year 7), Y8 (Year 8), Y9 (Year 9) Biology-Chemistry-Physics exams. REVISING at Doc Brown's Chemistry Clinic via HOMEPAGE in secondary school/schools, college/colleges, academy/academies or home self-study and may help with 1st year undergraduate university chemistry courses. Hopefully it will encourage interest and understanding of Chemistry and Earth Science in any country of the world, though the site is written entirely in English. The website is designed to help students/teachers revise, learn or teach the chemistry for English National QCA criteria assessment levels for KS3 SATs Science-biology/chemistry/physics (SAT revision levels 3-5 or 5-7 examinations) for secondary schools and colleges. The site does not support the content of England, Wales or Northern Ireland primary science for KS1 and KS2, nor does it support KS3 English and Mathematics (Maths). The notes should provide some background theory for a coursework assignment or project. BUT please note that my on-line revision notes and quizzes are no substitute for good classroom teaching-lecturing and thorough studying of your own notes and textbooks, practicing past papers and a copy of the syllabus which are readily downloaded from the examination board sites, but I hope here and there they will lend a tutoring hand on some topic, unit, module etc. For final revision you have to be intellectually honest about what you don't know or follow, YOU have to take the stuff to pieces, analyse what you do/do not understand and reconstruct it so it all makes sense in the end. There is no other way, there are no magic secrets on how to revise and learn, its mainly down to hard work and just good old fashioned study and employing teach-yourself strategies without the need for extra tutors and tutoring lessons. I also think there is too much hit and miss revision using past papers (which I do NOT supply) and not enough systematic revision. I also hope it will help teachers in planning lessons and developing schemes of work for science-chemistry. There are no lesson plans on the site but there are plenty of quizzes to incorporate into classroom activities whether photocopied or on electronic whiteboard projector for use as self-tuition-assessment purposes and a variety of teaching and learning styles and the images may be used in Microsoft Word documents and PowerPoint projections. The site seems to be used by a large number of home study tutors, particularly the revision notes. An individual tutor may print out the notes for science-chemistry learning teaching-tuition purposes and for background material for assignments and projects. I have no interest or time in producing WORD.doc or xxxx.pdf files of the notes at the moment. Neither have I time to write up many practical laboratory experiments ('lab'-'labs') at the moment, but the notes contain lots of background information of chemical reactions in terms of observations-balanced equations-reactants-products-theory etc. I also find it difficult to recommend specific exam websites or syllabus textbooks, it depends exactly on what you need, what you have time for, and there are so many of them to choose from and I do not supply past examination papers for classes. The sites resources include revision notes, quizzes and worksheets which provide support for home study or tuition for homework and coursework help e.g. science investigations for any of the key stage three 3 courses indicated, but I do not supply lesson plans. science  Dr W P Brown ks3 10-11-2007 ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science ks3 science * scientific investigations, educational development, scientific exhibitions, scientific adventures, science projects, fantasy science, science fiction, interesting science demonstrations, fascinating science experiments, science education conferences, scientific expeditions, scientific information and databases, revision tutoring resources for syllabuses specifications examinations, chemical physical biological forensic science, scientific applications, science-chemistry tuition courses * KS3 chemistry Key Stage 3 SATs revision * KS3 chemistry Key Stage 3 SATs revision * KS3 chemistry Key Stage 3 SATs revision * KS3 chemistry Key Stage 3 SATs revision *