Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics Penang, Malaysia

PROFESSIONAL DEVELOPMENT FOR SCIENCE AND MATHEMATICS EDUCATORS OF ACEH, INDONESIA 10 February 8 May 2009

HOW CAN YOU DETERMINE THE ACIDITY OF A SUBSTANCE? Project Title

Ulfa Rahmi Leader Annisa Ammalia Kiti Samsul Bahari Sarong Attariq bin Huzaifah Yunizar Hendri Members

Ms. Ng Khar Thoe Project Adviser

Mr. Dominador Dizon Mangao Unit Coordinator (Science)

Mr. Lee Shok Mee Program Manager 1

Title Year Duration

: How can you determine the acidity of a substance? : Secondary School, year 10 (Form 4) : 60 minutes

INTRODUCTION This lesson provides an array of activities to increase students knowledge in chemistry especially about the acidity of one material/substance. It focuses on the material that we usually use in our daily life, to identify whether the food is acid, base or neutral. Students will work in different groups to perform simple experiments, to make observations and predictions about the acidity of materials. Also, hands- on exercises are provided to enhance students science process skills, manipulative skills, decision making and problem solving skills. Moreover, students can develop explanations of natural phenomena in a continuing and creative process.

EDUCATIONAL OBJECTIVES

Students are expected to achieve the following: Relate the taste of food to its chemical properties whether as acid, base or neutral. Compare their findings with their predictions. Classify chemicals into acid, base or neutral. Test various food chemicals or other chemical compounds.

SCIENTIFIC CONCEPTS Acid Base concept Food Chemistry Biochemistry Natural phenomena.

PREREQUISITE KNOWLEDGE

Litmus paper test Phenolphthalein indicator

TEACHING AND LEARNING MATERIAL 1. For the teacher Power point presentation, pictures, video clip, computer, LCD Projector

2. For the students Task sheets, Laboratory material (see attached activity sheet) STUDENTS GUIDE

Scenario One day, Hendri got stomach upset. He just ate a type of food then he drank orange juice, and suddenly his stomach was hurt. It seemed he got a problem with his spleen. Then his friend Attariq gave him antacid. Why did Hendri get a stomachache? Can you describe what happened to Hendri? Why did his friend give him an antacid?

Task 1. 1. Students view the PowerPoint presentation. 2. Students are to work in groups and predict the chemical properties of following material and write on your task sheet. Water, Vinegar, Orange juice, Apple juice, Soft drink, Salt solution, Antacid, Aspirin, Coffee, Tea, Milk 3. Students are to give examples for acid, base and neutral other than the aforementioned materials.

4. Students are to: 3

a. work in groups to perform simple tests such as pH and phenolphthalein testing on samples. b. write the results of the activity on task sheet 1. c. compare the results with the prediction on task 1. d. summarize the experimental procedures that had been carried out. e. report group findings to the class.

5. Students are to answer the following question: a. What is acid? What is base? b. What is an indicator? c. How does an indicator help us figure out what is an acid, base or neutral? d. Why do we bother to test water? e. Why should we replicate experiments? 6. Students are to choose a partner and share their answer. 7. Some volunteers share their idea to the class.

Task 2. Reflection journal is given as homework. TEACHERS GUIDE

The students are expected to have some background knowledge on the general taste of acid and base, also a bit of knowledge about Acid and Base Theory. It is expected that the students will be able to do all the acid-base hands-on activities. Suggested Teaching Strategy 1. Teacher gives an introduction using power point presentation. 2. Students do a prediction on the chemical characteristics of some samples whether they are acid/base/neutral. 3. Students to conduct simple hands-on activities about the characteristic of acidbase. 4. Each group presents the results of their hands-on activities to the class. 5. The teacher presents power point presentation to summarize the lesson. Achieving the objectives

Part of the Lesson Introduction

Objectives Students to: Develop the

This is achieved by Video presentation Power point presentation

understanding of acidity in materials that they used or consume Pre Laboratory Phase Make predictions of the Students do Task Sheet 1. samples used (whether it is acid, base or neutral) Laboratory Phase Conduct an experiment on the sample given in terms of pH Students continue to do Task Sheet 1 on Handson activity to determine the pH and of other the

characteristic

characteristics samples. Student

completes

laboratory report. Post Laboratory Phase Relate the taste of food Students reflection (Task to chemical properties as Sheet 2) on the experiment acid, base or neutral Classify according chemicals to the that had been carried out

chemical properties Compare the experiment results with students

prediction

ASSESSMENT 5

1. Students will be tasked to complete report of hands-on activities. 2. Students will be tasked to complete reflective journals about their understanding of the lesson.

Peer Assessment Rubric in Cooperative Group Work Category 3 Strongly Understand Good Time Management Good observation Cooperative 2 Partially Understand Neutral 1 Dont Understand Poor Time Management Poor observation Uncooperative Group Members 1 2 3 4 5 6

Task Time management Observation

Neutral

Team Work

Neutral

Task Sheet 1: Predicting and Observing the Properties of the Sample Substances

Introduction: A lot of materials that we consume differ in terms of acidity. Some are acid, some are base, and probably some are neutral. Sometimes they appear in the same performance, but actually they are very different from one another. In this activity, you will investigate by observing and testing on some samples that include water or materials using some reagents.

Apparatus and substances:

10 samples of substances/material, several clean dry beakers, mortar and pestle, litmus paper, phenolphthalein indicator, dropper.

What to do: 1. Put the samples separately into small beakers using dropper. Pound those that are solid using mortar and pestle. Label your samples. 2. Observe carefully the different samples given to you. 3. Make predictions whether they are acid, base or neutral. 4. Fill up the table in the Task Sheet 1. 5. Using litmus paper test all the samples. a. Test each sample by putting the litmus paper into the beakers containing the sample. b. Write down the color changes in the litmus paper after it is soaked in the sample. 6. Record the findings of the experiments in the table 1 given in the Task sheet 1. 7. Using medicine dropper, add a few drops of phenolphthalein indicator to your samples. 8. Observe the color changes. Identify the substance as acid, base or neutral.

Table: Predictions and Observations of the Different Samples

Observation of Experimental Process color of red litmus paper color of blue litmus paper

No

Sample

Prediction of Chemical Properties Acid/Base/Neutral

Type of Substance Acid/Base/Neutral

1 2 3 4 5 6 7 8 9 10 11

Water Vinegar Orange Juice Apple Juice Soft Drink Salt Solution Antacid Panadol Coffee Tea Milk

9. Answer the following question a. What is acid? . What is base?............................................................................................................ .... b. What is an indicator? ..........

c. How does an indicator help us figure out what is an acid, base or neutral? d. Why do we bother to test water? .. e. Why should we replicate experiments? ..

Task Sheet 2: Reflection Journal

Name: ______________________________________Date:________________

Topic: Acid-Base

1. After this lesson, [please choose (a) or (b)]:

a. I

still

do

not

know

how

to

classify

acid-base,

because....... ..... . . b. Now I know how to classify acid-base, because 2. After this lesson, [please choose (a) or (b)]: a. I still do not know how to predict the material whether it is acid or base, because . . b. Now I know how to predict the material whether it is acid or base, because . .

3. I think the tasks I did were [please choose (a) or (b)]: a. dangerous, because. . 10

b. safe, because I think the tasks I did were [please choose (a) or (b)]: c. easy, because . d. difficult, because.. .. .. 4. For the task in this lesson, I prefer to do it [please choose (a) or (b)]: a. alone, because.. . . b. With the group, because. ..

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