1. STEP ACTIVITY PRESENTATION ACIDS & BASES TAIK KIM

2. OBJECTIVES 1. Students will be able to identify the physical and chemical properties of acids and bases. 1. Students will be able to identify the physical and chemical properties of acids and bases. 2. Students will be able to categorize common house materials as acids or bases. 2. Students will be able to categorize common house materials as acids or bases. 3. Students will be able to relate pH to the strengths of acids and bases. 3. Students will be able to relate pH to the strengths of acids and bases. 4. Students will be able to recognize how pH levels can affect the life of fish or other animals that live in water. 4. Students will be able to recognize how pH levels can affect the life of fish or other animals that live in water.

3. ACTIVITIES Lecture: Ohio Standard Lecture: Ohio Standard Pre-Test Pre-Test Watching Video Tape: “The World of Chemistry” Watching Video Tape: “The World of Chemistry” Experiment I: Examine pH values for various household liquids Experiment I: Examine pH values for various household liquids Experiment II: Observe how goldfish react to different pH level in their environment Experiment II: Observe how goldfish react to different pH level in their environment Post-Test Post-Test

4. Warm Up Questions

5. The beautiful statue was spoiled by something. What happened to the statue? And then there is a connection between picture one and picture two. What was it?

6. Description of Activities Using the CBL System, the TI Graphing Calculator, and the pH probe, measure pH level of household products: lemon juice, white vinegar, soap, baking soda, soft drinks, ammonia, draining cleaner, and milk. Using the CBL System, the TI Graphing Calculator, and the pH probe, measure pH level of household products: lemon juice, white vinegar, soap, baking soda, soft drinks, ammonia, draining cleaner, and milk. Record data on the activity sheet. Record data on the activity sheet. Measuring pH of the fish tank: make observations on fish during 4 days, find any change of pH level, and record how goldfish respond to different pH level accordingly. Measuring pH of the fish tank: make observations on fish during 4 days, find any change of pH level, and record how goldfish respond to different pH level accordingly.

7. CBL 2 (Calculator-Based Lab)

8. Assessment Pre-Test: 14 multiple choice problems about acids and bases. Pre-Test: 14 multiple choice problems about acids and bases. Rubric for Acids and Bases activity. Rubric for Acids and Bases activity. Post-test: Post-test: 1. Exactly same test as pre-test 2. 12 multiple choice problems test for checking validation (factor analysis) Survey for the evaluation of activity Survey for the evaluation of activity

9. Results of the Assessment Survey for the activities of Acids & Basis Survey for the activities of Acids & Basis A: strongly agree, B: agree, C: disagree, D: strongly disagree 1. The activities were very helpful to understand what acids & basis are. 51.3% agree 41.6% strongly agree

10. Results of the Assessment (con’t) 2. The activities increased my interest of science. 2. The activities increased my interest of science. 50% agree 34.6% disagree 10.3 strongly agree

11. Results of the Assessment (con’t) 3. The activities were well organized. 3. The activities were well organized. 71.8% agree 23.1% strongly agree 5.1% disagree

12. Results of the Assessment (con’t) 4. The activities were important to improve students’ understanding in science classroom. 4. The activities were important to improve students’ understanding in science classroom. 57.1% agree 37.7% strongly agree 3.9% disagree

13. Overall Evaluation Most activities went pretty well as planned. Most activities went pretty well as planned. Fish tank activity needed to be modified, from 4 days observation to 3 days different tank observation. Fish tank activity needed to be modified, from 4 days observation to 3 days different tank observation. Some students did not pay much attention. Some students did not pay much attention. Exp. 1 took less time than I expected. Exp. 1 took less time than I expected. These activities were all related to real world problems, and increased students’ skills and motivations. These activities were all related to real world problems, and increased students’ skills and motivations.

14. Test Scores GenderPre-test Post- test Female4.9510.84 Male4.379.35 All average 4.589.85

15. Authentic Learning Authentic Learning: a learning activity that requires understanding similar to the understanding required in the real world. (Eggen and Kauchak, 2001, p 234) Authentic Learning: a learning activity that requires understanding similar to the understanding required in the real world. (Eggen and Kauchak, 2001, p 234) Lecture: inquiry based lesson Lecture: inquiry based lesson Video Tape: related real world problem, like acid rain and pollution. Video Tape: related real world problem, like acid rain and pollution. Exp 1: hands on activity and using technology (CBL, pH probe, and TI calculator) Exp 1: hands on activity and using technology (CBL, pH probe, and TI calculator) Exp 2: Hands on, cooperative learning, and real world situation. Exp 2: Hands on, cooperative learning, and real world situation.