PROFESSIONAL DEVELOPMENT FOR SECONDARY SCIENCE AND MATHEMATICS TEACHERS FOR ACEH, INDONESIA

Title Topic Year Duration

: How to find the acidity of one material : Acid – Base : 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 observation and prediction of the material acidity. Also, hands on exercises are provided to enhance students’ manipulative, 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 given to the chemical properties 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 CONCEPT AND THEORY     Acid – Base concept Food Chemistry Biochemistry Natural phenomena.

PREREQUISITE KNOWLEDGE

Student should be able to do experiment a. that involve: litmus paper test

b. to show general taste of acid and base physical properties of acid and base

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 happen to Hendri? Why did his friend give him an Antacid?

Power point presentation (Introduction of the lesson).

Task 1.

Students are to: 1. work in group

2. predict the chemical properties of the following material and write on their task sheet.            Water Vinegar Orange juice Apple juice Soft drink Salt solution Antacid Aspirin Cofee Tea Milk

3. Give examples for acid, base and neutral other than the aforementioned materials.

Task 2. Students are to:

1. work in groups to perform simple test such as pH testing, and other activities to determine the nature of the samples. 2. write the results of the activity on task sheet. 3. compare the results with the prediction on task 1. 4. summarize the experimental procedures that had been carried out. 5. report group findings to the class.

Task 3. Students are to answer the following question: 1. What is acid? What is base? 2. What is an indicator? 3. How does an indicator help us figure out what is an acid, base or neutral? 4. Why do we bother to test water? 5. Why should we replicate experiments?

Students are to choose a partner and share their answer, then some volunteers share their idea to the class

Task 4. Reflection journal is given as homework

TEACHER’S 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 give an introduction using power point presentation. 2. Students do a prediction on the chemical characteristics of acid/base/neutral to the samples. 3. Students to conduct simple hands-on activities about the characteristics 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

Lesson plan and expected outcome Part of the Lesson Introduction (10 minutes)  Develop the Objectives Students to: Activities / Expected Outcome  Power point presentation

understanding of acidity in materials that they used or consumed. Pre Laboratory Phase (15 minute)  Make a prediction of the materials that they used (whether it is acid, base or neutral) Laboratory Phase (20 minutes)  Conduct an experiment on the samples given in terms of pH  Hands-on activity to

determine the pH and other characteristics of the samples

characteristic

 Student laboratory report Post Laboratory Phase (15 minutes)  Relate the taste of food Students reflection on the to chemical properties as experiment that had been acid, base or neutral  Classify according chemicals to the carried out

chemical properties  Compare the experiment results with students’

prediction

ASSESSMENT

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.

Activity: The properties of the sample materials: “Predict-Observe-Explain”

Table 1.

No

Sample

Prediction of Chemical Properties Acid/Base/Neutral

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

Discussion or elaboration on findings (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

Task Sheet 1-Activity: Experiment: Which sample is acid, base or neutral?

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 the following reagents.

Apparatus and substances:

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

What to do: From the apparatus and the samples given above, 1. Using litmus paper to test the samples. Prepare each sample using beakers Test each sample by putting the litmus paper into the beakers containing the sample Write down the color of litmus paper after it is soaked in the sample

2. Recording the observation of experiments using litmus paper - Reord the findings of the experiments in the table 1 given

Task Sheet 2-Activity: Answer this following question

1. What is acid? ……………………………….……………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… What is base?............................................................................................................ ……………………………………………………………………………………… ………………………………….…………………………………………………... 2. What is an indicator? ……………………………………………………….......... ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 3. How does an indicator help us figure out what is an acid, base or neutral? ……… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 4. Why do we bother to test water? ………………………………………………….. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 5. Why should we replicate experiments? ………………………………………….. ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

Task Sheet 3

Reflective Journal 1

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…………………………………………………………………. …………………………………………………………………………………………. (b) safety, because………………………………………………………………………… …………………………………………………………………………………………. 4. I think the tasks I did were [please choose (a) or (b)]: (a) easy, because…………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………. (b) difficult, because…………..…………………………………………………………… ………………………………………………………………………………………… ………………………………………………..……………………………………….. 5. For the task in this lesson, I prefer to do it [please choose (a) or (b)]: (a) alone, because………………………………………………..………………………… …………………………………….…………………………………………………… …………………………………………………………………………………………. (b) with group, because……………………………………………………………………. ………………………………………………………………………………………… …………………………………………………………………………………………..

Assessment

Peer Assessment Rubric In Cooperative Group Work Category 3 Strongly Understand Good Time Management Good observation Cooperative 2 Partially Understand Neutral 1 Don’t Understand Poor Time Management Poor observation Uncooperative Group Members 1 2 3 4 5 6

Task Time management Observation

Neutral

Team Work

Neutral

Group members: 1. ……………………………. 2. ……………………………. 3. ……………………………. 4. ……………………………. 5. ……………………………. 6. …………………………….

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