Page 1 of 24

Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Cover

What is it about the soil that makes the flowers different

colors?

Fig. 1 These are the same type of plant, growing in slightly different
soil. Some flowers are blue, some are pink, and some are violet.

What is it about the soil that makes the flowers

different colors?
Certain plants such as hydrangeas have flowers whose color
depends on the type of soil they are growing in. Hydrangea
flowers range in color from pink through white to blue. It is
possible for gardeners to change the color of these flowers
by adding different chemicals to the soil.
Suggest some differences in soils
Different minerals present; soil can be fine or coarse in
structure; can contain sand, chalk, clay, loam, etc.; can be
acidic or alkaline; and so on.
In this unit we will investigate acidity and alkalinity, and
how these properties are related to color

Page 2 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Key terms

Al Tamayoz School

Key terms
Term

Definition

acids turn blue litmus paper red; we

say these substances are acidic
bases turn red litmus paper blue; we
Base, Basic
say these substances are basic
a process in which substances change
Chemical
chemically
Reaction
if a solid is heavier than the liquid, you
Decant
can separate the two by pouring out the
liquid slowly; this leaves the solid
behind
a solid is dissolved in a liquid when
Dissolve
none of the solid remains as a solid
an indicator shows whether a
Indicator
substance is an acid or a base; litmus
paper is an indicator
discomfort caused when stomach acid
Indigestion
rises from the stomach into the
oesophagus
neither acidic nor basic; distilled water
Neutral
is neutral
Neutralization a reaction between an acid and a base
that leaves a neutral product
a numerical scale for describing how
Ph Scale
acidic or basic a substance is
a single point in an image
Pixel
a solid substance that has been
Precipitate
separated from a liquid
neutralization always produces a salt;
Salt
sodium chloride and sodium sulfate are
both examples of salts
the salt that we eat, and can taste in the
Sodium
sea; it is important for living things
Chloride
the mixture that is made when a solid
Solution
has dissolved in a liquid
a taste that you will know from
Sour
lemons; it sometimes makes you narrow
your eyes when you taste something
sour!
damage to a tooth caused by acid in
Tooth Decay
the mouth
something that is true everywhere and
Universal
at all
Acid, Acidic

acids turn blue litmus paper red; we

say these substances are acidic
bases turn red litmus paper blue; we
say these substances are basic
a process in which substances change
chemically
if a solid is heavier than the liquid, you
can separate the two by pouring out the
liquid slowly; this leaves the solid
behind
a solid is dissolved in a liquid when
none of the solid remains as a solid
an indicator shows whether a
substance is an acid or a base; litmus
paper is an indicator
discomfort caused when stomach acid
rises from the stomach into the
oesophagus
neither acidic nor basic; distilled water
is neutral
a reaction between an acid and a base
that leaves a neutral product
a numerical scale for describing how
acidic or basic a substance is
a single point in an image
a solid substance that has been
separated from a liquid
neutralization always produces a salt;
sodium chloride and sodium sulfate are
both examples of salts
the salt that we eat, and can taste in the
sea; it is important for living things
the mixture that is made when a solid
has dissolved in a liquid
a taste that you will know from
lemons; it sometimes makes you narrow
your eyes when you taste something
sour!
damage to a tooth caused by acid in
the mouth
something that is true everywhere and
at all

Page 3 of 24

Acid, Acidic
Base, Basic
Chemical
Reaction
Decant

Dissolve
Indicator

Indigestion

Neutral
Neutralization
Ph Scale
Pixel
Precipitate
Salt

Sodium
Chloride
Solution
Sour

Tooth Decay
Universal

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Getting Started

Definitions
Chemical reaction: A process where substances change
chemically.
Precipitate: A solid substance that has been separated from
a liquid.
You learned about chemical reactions in Grade 7
Put a tick next to the things that are evidence of a
chemical reaction:
1. Fizzing [ ]
2. A gas forms [ ]
3. Color change [ ]
4. A precipitate forms [ ]
5. Temperature increase [ ]
6. Temperature decrease [ ]
7. You dont see anything happen []
8. The book tells you there is a reaction [ ]

Fig. 2 Fireworks are chemical reactions where a lot of heat and light
is given off.

Page 4 of 24


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Activity 1.1

Definitions
Dissolve: If a solid dissolves, it mixes with a liquid and
becomes part of it.
Solution: The mixture that is made when a solid has
dissolved in a liquid.
Equipment: Vinegar, baking soda, small beaker, spatula,
glass rod, warm water?

What to do:
1. Baking soda is a base. Use a spatula to put a little baking
soda into a beaker. Pour in a little warm water. Stir with the
glass rod until the baking soda dissolves
2. Add a couple of drops of water to your baking soda
solution. Do you observe anything?
3. Now pour in a few drops of vinegar, which is an acid.
What do you observe? Write down what happens when you
add vinegar to the baking soda solution.
In Activity 1.1:
Notice that the baking soda solution fizzes when vinegar is
added. What does the presence of fizzing tell us? This is
evidence that a chemical reaction has taken place.
You observed a reaction between an acid and a base.
Vinegar is an acid, and the baking soda solution is a base.
In this unit
We will look at what acids and bases are and how they react
with each other.
We will think about how understanding acids and bases is
useful to us.

Page 5 of 24

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Worksheet 1.2a - Acids can be dangerous!

Acids can be dangerous!

You might have seen this symbol on tankers or on containers of
chemicals

Questions:
1 What do you think this symbol means?

2 Look at the meanings of these words:

Toxic:

poisonous

Flammable: catches fire easily

Corrosive:

eats away

Which of these words best describes the chemical in the

warning sign above?

3 If you had to work with chemicals that carried this

warning sign, what precautions would you take to keep
yourself safe?

4 Car batteries use a strong acid called sulfuric acid. Older

batteries could be opened so that any water lost could be
replaced. Why do you think modern car batteries are sealed?

5 Many species of ant spray a chemical called formic acid

when they bite a predator. What effect do you think this has?

Page 6 of 24

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Worksheet 1.2b - Acids can be dangerous!

Acids can be dangerous!

You might have seen this symbol on tankers or on containers
of chemicals:

Questions:
1 This symbol means the chemical can:
a- damage skin

b- set on fire

c- stain clothing

2 Look at the meanings of these words:

Toxic

poisonous

Flammable catches fire easily

Corrosive

eats away

The word that best describes the chemical in the warning

sign above is:
a- toxic

b- flammable

c- corrosive

3 If you had to work with chemicals that carried this

warning sign, which precautions would you take to keep
yourself safe?
a- wear safety
glasses

b- wear gloves

c- wear a helmet

4 Car batteries use a strong acid called sulfuric acid.

Older batteries could be opened so that any water lost
could be replaced. Why do you think modern car
batteries are sealed?
a- to stop water
loss

b- to make them
cheaper

c- to make them
safer

5 Many species of ant spray a chemical called formic acid

when they bite a predator. What effect do you think this
has?
a- it kills the ant

b- it dissolves the
predator

c- it stops the
predator attacking

Page 7 of 24


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Indicators - Activity 2.1a

Definitions
Sour: A taste which you will know from lemons. It
sometimes makes you narrow your eyes when you taste
something sour!
Equipment: Litmus paper, strips (red and blue), the
substances below to test.

Sour

Not Sour

Not Sour

Substance

Sour

What to do:
You have probably tasted most of these substances.
Remember the last time you tasted each one. Which ones
taste sour?

Substance

1. Lemon juice

Lemon juice .1

2. Tomato juice

Tomato juice .2
Soap* .3

3. Soap*
4. Vinegar
5. Toothpaste
6. Milk

Vinegar

.4

Toothpaste

.5

Milk

.6

Baking soda solution .7

7. Baking soda solution

Plain yogurt .8

8. Plain yogurt
Fig. 3:
Lemons taste sour.
In this unit
We will look at what acids and bases are and how they react
with each other.
We will think about how understanding acids and bases is
useful to us.

Page 8 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Indicators - Activity 2.1B

Al Tamayoz School

Definitions
Acid, acidic: Acids turn blue litmus paper red. We say these
substances are acidic
Base, basic: Bases turn red litmus paper blue. We say these
substances are basic.
Equipment: same.

What to do:
1. Touch each substance with a strip of blue litmus paper
and then a strip of red litmus paper.
2. What happens to each strip of litmus paper?
Observation
For each box in Table 1, write stays blue, turns red,
stays red or turns blue.
Substance

Blue
litmus

Red
litmus

Red
litmus

Lemon juice
Tomato juice
Soap*
Vinegar
Toothpaste
Milk
Baking soda solution
Plain yogurt
What is the connection between your answers about taste
and the results with the litmus paper?

In Arabic, we use the same word for acid as the word we use
every day for sour food, .
Some yogurts may not change the color of the blue litmus
paper. Did you think yogurt had a sour taste? Some yogurts
taste sourer than others.
Some acids are more acidic than others. Some bases are
more basic than others.
Page 9 of 24

Blue
litmus

Substance

Lemon juice
Tomato juice
Soap*
Vinegar
Toothpaste
Milk
Baking soda solution
Plain yogurt


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Indicators - Activity 2.2

Definitions
Indicator: An indicator shows whether a substance is an
acid or a base. Litmus paper is an indicator.
Decant: If a solid is heavier than the liquid, you can separate
the two by pouring out the liquid slowly. This leaves the
solid behind.
Equipment: 250 g chopped red cabbage, large beaker,
conical flask, funnel, filter paper, kettle and water.
You are going to make your own indicator solution.
You can use it to test whether something is an acid or a base.

What to do:
1. Boil 1 liter of water in the kettle. Put the
chopped cabbage into the beaker. Add enough
hot water to cover the cabbage. Leave the
beaker for at least 20 minutes.
2. Now decant the liquid contents of the
beaker through a filter paper and funnel into
the conical flask. This is your indicator
solution. The filter will keep any smaller
particles out of the indicator solution. Throw
away the cabbage
3. Write down the color of your solution. Is it
the same as the color of the cabbage?

Your indicator will last for a few days in the fridge.

Page 10 of 24


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Indicators - Activity 2.2

Definitions
Universal: Something that is true everywhere and at all times.
pH scale: A numerical scale for describing how acidic or basic a
substance is.
Equipment: Homemade indicator, 8 test tubes, test tube rack, a
pipette, a piece of white card, Liquid substances to test: vinegar
lemon juice baking soda solution indigestion tablets (calcium
carbonate) liquid soap distilled water sparkling mineral water
In this activity you will be using the indicator which you have
made.
What to do:
1. Pour some indicator into each test tube. Each test tube should
have about a 2 cm depth of indicator in it.
2. Now add a few drops of vinegar to the first test tube. In Table 2
(opposite) write down what you observe.
Substance added

Color of indicator

Color of indicator

vinegar
lemon juice
baking soda solution
indigestion tablets
(calcium carbonate)
liquid soap
distilled water
mineral water

Substance added
vinegar
lemon juice
baking soda solution
indigestion tablets
(calcium carbonate)
liquid soap
distilled water
mineral water

Observation
1. Add a few drops of each test liquid to a test tube. In Table 2
write down what you observe.
2. Hold up the test tube containing liquid against a white
background. This lets you see the color clearly. This will also
make it easier to compare colors.
Universal indicator and pH
Your indicator worked when showing which substances were acids
and which bases. You looked at some stronger and weaker acids
and bases, and saw slightly different colors.
Universal indicator shows known colors for acids and bases.
By comparing the color to a chart, you can see how acidic or
basic a substance is.

Universal indicator shows known colors for acids and bases.

By comparing the color to a chart, you can see how acidic or basic
a substance is.
The numbers printed on this universal indicator chart are called the
pH scale. Using the pH scale, we can accurately discuss how
acidic or basic a substance is.
Page 11 of 24


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Indicators - Activity 2.4

Definitions
Neutral: Neither acidic nor basic. Distilled water is neutral..
Equipment: 7 strips of universal indicator paper, 7 test tubes, test
tube rack, a pencil, spatula, glue, Substances to test: vinegar
lemon juice baking soda solution ground-up, indigestion
tablets (calcium carbonate) liquid soap distilled water
sparkling mineral water
In this activity You will find out the pH of various substances.
What to do:
1. Draw a table with four columns, and eight rows. Your table
should take up a piece of A4 paper. Make sure there is plenty of
space in the fourth column. Your table should be a little like this:
Substance

Acid, base or neutral

2. Your first three column headings should be Substance, Acid,

base or neutral, and pH.
3. Use a pencil to label each strip of indicator paper from 1
to 7.
4. Put some of each substance in a test tube.
5. Touch each substance with a strip of universal indicator paper.
Use the chart supplied with the paper to find the pH of each
substance. In the table, write down whether each substance is acid,
basic or neutral, and what its pH is.
6. Let the indicator strips dry. Then stick each one in the fourth
column of the table in the appropriate row.

One substance that you tested has a pH of 7. What was it?

.
If a substance has a pH of exactly 7, we say that it is neutral.
Put a tick in the box.
What word would you use for a substance with pH 5?
acidic [ ]
neutral [ ]
basic [ ]
What word would you use for a substance with pH 8?
acidic [ ]
neutral [ ]
basic [ ]
Page 12 of 24

pH


Al Tamayoz School

Science Department Grade Eight

Unit 1 Acids and bases

Neutralization - Activity 3.1

Definitions
Neutralization: A reaction between an acid and a base which leaves a
neutral product.
Equipment: Homemade indicator solution, vinegar, baking soda,
small beaker, glass rod, spatula, pipette, warm water
In this activity You will be repeating Activity 1.1. But this time, you
will add the vinegar more slowly, and use your homemade indicator to
observe what is happening..
Before you begin, discuss these questions in your group.
Will the baking soda solution be an acid, a base or neutral? What
color will the indicator show?
When you add vinegar, what color will the indicator show?
What color is the homemade indicator solution, before you start?
.
What to do:
1. Use a spatula to put a little baking soda into a beaker.
Pour in a little warm water. Stir until the baking soda
has dissolved. Add a few drops of your indicator
solution.
2. What color is the content of the beaker?
.
3. Use a pipette to add a few drops of vinegar. When the
fizzing stops, add more vinegar. Continue adding a few
drops of vinegar, and waiting for the fizzing to stop.
.
4. After the fizzing stops each time, look at the color of
the content of the beaker. What do you notice?
.
5. Continue to add the vinegar. After a while, the fizzing
will stop. Why do you think this is?
.
.
.
6. Add a few more drops of vinegar. What color are the
contents of the beaker now?
.
Activity 3.1 shows a chemical reaction between an acid and a base.
What is left is a neutral mixture. We say that neutralization has
happened.
Put a tick in the box.
When you added just a little vinegar (before the fizzing stopped), was
the mixture in the beaker acidic, neutral or basic?
acidic [ ]
neutral [ ]
basic [ ]
When you added just enough vinegar for the fizzing to stop, was the
mixture in the beaker acidic, neutral or basic?
acidic [ ]
neutral [ ]
basic [ ]
When you added a little more vinegar, was the mixture in the
beaker acidic, neutral or basic?
acidic [ ]
neutral [ ]
basic [ ]
Page 13 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Al Tamayoz School

Other examples of
neutralization

Definitions
Salt: Neutralization always produces a salt. Sodium chloride and
sodium sulfate are both examples of salts.
Sodium chloride: The salt that we eat and can taste in the sea. It
is important for living things.

Other examples of neutralization

You can also observe the neutralization
between acids and bases with some common
pairs of laboratory chemicals:
hydrochloric acid + sodium hydroxide
water + sodium chloride
HCl + NaOH H2O + NaCl
sulfuric acid + sodium hydroxide
water + sodium sulfate
H2SO4 + NaOH H2O + Na2SO4
When an acid reacts with a base it produces a
salt. When you see the word salt you might
think about the salt that we eat.
This salt is called sodium chloride and it is
important for living things. Sodium chloride is
safe to eat in small amounts. Some other salts
Fig. 6
are poisonous.
Sodium chloride is safe to
eat, although too much
can damage your body.

Page 14 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Worksheet 1.3a

Al Tamayoz School

Acids can be dangerous!

Look at these examples from the Student Book:
hydrochloric acid + sodium hydroxide water + sodium chloride
sulfuric acid + sodium hydroxide water + sodium sulfate

Both equations have the same pattern:

ACID + BASE SALT + WATER

The acid usually has acid as part of its name. The base is
often a hydroxide. Water is always water!
The salt takes the first part of its name from the base (in the
examples above, this is sodium). It takes the second part
from the acid: hydrochloric acid makes a chloride; sulfuric
acid makes a sulfate; nitric acid makes a nitrate.
Cut out these cards and rearrange them to make some
neutralization reactions. For each equation you need four
chemical names, two + signs and one arrow.
lithium chloride
hydrochloric acid
sodium fluoride

potassium hydroxide
sulfuric acid
sodium chloride
potassium nitrate
hydrofluoric acid

lithium nitrate

Water

lithium fluoride

+
+
potassium sulfate
nitric acid
sodium citrate
lithium hydroxide
potassium chloride
sodium sulfate
potassium fluoride
sodium hydroxide
sodium nitrate
lithium sulfate
What was the name of the salt you didnt need?

Suggest a neutralization reaction that would produce this

salt.

Page 15 of 24

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Acids can be dangerous! - Worksheet 1.2b

Acids can be dangerous!

Look at these examples from the Student Book:
hydrochloric acid + sodium hydroxide water + sodium chloride
sulfuric acid + sodium hydroxide water + sodium sulfate

Both equations have the same pattern:

ACID + BASE SALT + WATER

The acid usually has acid as part of its name. The base is
often a hydroxide. Water is always water!
The salt takes the first part of its name from the base (in the
examples above, this is sodium). It takes the second part
from the acid: hydrochloric acid makes a chloride; sulfuric
acid makes a sulfate; nitric acid makes a nitrate.
Cut out these cards and rearrange them to make some
neutralization reactions. For each equation you need four
chemical names, two + signs and one arrow.
hydrochloric acid
lithium chloride

nitric acid

sulfuric acid

sodium hydroxide

lithium hydroxide

lithium nitrate

lithium sulfate

sodium sulfate

sodium chloride

Water

sodium nitrate

Page 16 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Neutralization Applications-

Al Tamayoz School

Indigestion

Definitions
Indigestion: Pain caused when stomach acid rises from the
stomach.

1-Indigestion
Our stomachs produce acid to help digest our
food. Stomach acid can move up from the
stomach and cause indigestion.
Many indigestion tablets are made from
calcium carbonate.
Look back at your work in Activity 2.3 and
2.4. Use the words in the box below to explain
how indigestion tablets work.
acid

base

neutralize stomach

Indigestion is caused by
produced in the .
This normally helps digest food, but it can
escape from the stomach and cause discomfort
when it rises up the food pipe between the
mouth and the stomach.
Calcium carbonate is a , so it
can the acid and reduce
indigestion.

Fig. 7 Acid rising from

the stomach causes pain.

Page 17 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Al Tamayoz School

Neutralization Applications-

Tooth decay - Gardening

Definitions
Tooth decay: Damage to a tooth caused by acid in the
mouth.
2-Tooth decay
You know that it is important to clean your teeth.
But why?
The answer is that brushing removes food
particles, and food particles contain sugar.
Bacteria known as plaque live on our teeth and
feed on the sugar in our mouths. When they do
this, they produce an acid which causes tooth
decay.
Brushing your teeth removes food particles. How
does this reduce tooth decay?
...
...
...
You found in Activity 1.2 that toothpaste is basic.
This means that toothpaste reduces tooth decay.
Can you explain this?
...
...
...

Fig. 8 This is what tooth

decay looks like..

3-Gardening
Acids and bases in the soil affect how plants grow.
Sometimes, gardeners add calcium carbonate to the soil.

Fig. 9 Limestone is sometimes added to soil.

What problem do you think the gardener is trying to solve?
...
...
...
Page 18 of 24

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Garden soil 1- Worksheet 1.4a

Garden soil
Shaikhah has a rectangular plot in her garden. She wants to grow
some vegetables and fruit in the plot and has tested the soil.
Some of the soil is acidic and some alkaline (basic), as shown in
the diagram.

The table shows the preferred pH of some plants:

Celery
Cucumber Peppers
Plant Tomatoes
57
67
56
78
pH

Melon
67

Questions
1 Use the information in the table to plan Shaikhahs garden.
Choose the best place to construct a path and add to your design.
Label your diagram or make a key to show which plants are
growing where.
2 Shaikhah would like more space to grow cucumbers and
eggplants. She has seen these products in the local garden centre

Garden lime

Garden sulfur

Add to your soil to raise

Add to your soil to lower
the pH
the pH.
Choose part of the garden to grow more cucumbers and
eggplants. Which product should she add to the soil? Explain
your decision.
3 Karam buys a second plot of land (16 10 m) to grow
lavender. The soil here is too acidic. She needs to
.the pH.
4 Which product should she buy and how much does she need
for the lavender plot?

Garden lime

Garden sulfur

use 1 kg per 8 m2

use 5 kg per 30 m2.

Page 19 of 24

Eggplant
56

Squash
67

Lavender
78

Sweet potato
55.5

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Garden soil 2- Worksheet 1.4b

Garden soil
Khalid has a rectangular plot in her garden. He wants to grow
lavender and roses in the garden.
Lavender grows well in soil with pH 78.
Roses grow well in soil with pH 67.

Questions
1 Complete these sentences.
The pH tells us how . or alkaline the soil is.
Lavender prefers . soil and roses prefer
. soil. Khalid should plant lavender in plot
. and roses in plot .
2 Khalid would like more space to grow more roses. He has seen
these products in the local garden centre.

Garden lime

Garden sulfur

Add to your soil to raise

Add to your soil to lower
the pH
the pH.
Khalid needs to make some of plot B more acidic. He should add
. to the soil.
3 Khalid buys a second plot of land (16 10 m) to grow
lavender. The soil here is too acidic. He needs to .
the pH. He should add . to the soil.

Garden lime

Garden sulfur

use 1 kg per 8 m2

use 5 kg per 30 m2.

4 The area of the new plot is . m2. Khalid needs

. kg of the product.

Page 20 of 24

Science Department Grade Eight

Al Tamayoz School

Unit 1 Acids and bases

Presentation Task Summary

Definitions
Pixel: The smallest unit of an image.
S9: M: Construct S9: D: Construct S9: E: Construct
an appropriate
a chart to display an appropriate
and complete
data.
chart to display
chart to display
data.
data.
1- Your Team Presentation Task
Your team task is to use the results from your activities in this unit
to produce a color chart for your own indicator.
You might want to prepare test tubes of the indicator mixed with
the different acids and bases, and photograph them against a white
background.
You can use image-editing software (such as Photoshop) to
sample the color of the pixels in each photo and produce your
chart.
When you sample the pixels, you should judge by eye whether the
color you have sampled is right. If not, sample again from
somewhere else in your photo.
Compare the results with a universal indicator to work out
the pH represented by each color.
Present your chart with examples of acids and bases for each
color. How accurate do you think your chart is?
7 Science I have learned in this unit
Acidic foods taste sour (do not taste an acid unless your
teacher says it is safe).
Basic foods taste bitter (do not taste a base unless your teacher
says it is safe).
A bitter taste is a sharp taste it is different from a sour taste.
The pH scale is a numerical scale for describing how acidic or
basic a substance is. It shows the strength of an acid or base.
Acids have a pH less than 7. They turn blue litmus paper red.
Bases have a pH more than 7. They turn red litmus paper blue.
Neutral substances are neither acids nor bases. They have a pH
of 7.
Neutral substances do not change the color of red or blue
litmus paper.
Neutralization is a reaction between an acid and a base that
makes a salt.
Indigestion tablets are basic. They neutralize stomach acid.
Toothpaste is basic. It neutralizes acid that damages teeth.

Page 21 of 24

Science Department Grade Eight

Unit 1 Acids and bases

Feedback & Medals

Al Tamayoz School

1- Feedback: Medals and Missions

Self-Assessment: Shade in the level you have achieved for each
outcome in this unit.
E

Concept Learning Outcome

Concept Learning Outcome

M3 Classify the pH of various

acids and bases.
M4 Explain everyday
applications of neutralization.

M3 Classify the pH of various

acids and bases.
M4 Explain everyday
applications of neutralization.
E

Skill Learning Outcome

E
Skill Learning Outcome

S2 Predict the outcome of an

investigation with valid
scientific reasons..
S8 Construct an appropriate and
complete table to record
observations/ data.
S9 Construct an appropriate and
complete chart to display data.
S9 Draw a conclusion,
consistent with the data, and
explain it using scientific
knowledge and understanding..
Medals
What have been your greatest achievements during this unit? For
example, mastering a concept outcome, improving a skill or
feeling proud of your organizational abilities, team work or
presentation.
What did you do well?

How did you do it?

Missions
What are your targets for improvement? Select two Learning
Outcomes to focus on and set yourself a target. For example, if
you have reached developing, what do you need to do next time
to achieve mastery?
Learning Outcomes

Target

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S2 Predict the outcome of an

investigation with valid
scientific reasons..
S8 Construct an appropriate and
complete table to record
observations/ data.
S9 Construct an appropriate and
complete chart to display data.
S9 Draw a conclusion,
consistent with the data, and
explain it using scientific
knowledge and understanding..

Most Used English Words

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