Acids and Bases Booklet

2014

a) Acids and bases content in eight Mexican textbooks of Junior High School. The main features of these books are: •Treatment is focused on the sub-microscopic and symbolic aspects of acids and bases. •Encyclopaedic definitions without explaining or relating them to the properties of the substances. •Definitions are presented without clarifying the context. •Assessments encourage memorization of the concepts. •Most laboratory activities are recipes, without promoting reflection and analysis.

Lew, Kristi. Acids and bases / Kristi Lew. p. cm. - (Essential chemistry) Includes bibliographical references and index. ISBN 978-0-7910-9783-0 (hardcover) 1. Acids. 2. Bases (Chemistry) I. Title. II. Series.

2015

For many experiments in chemistry, students will be required to have a complete written pre-lab activity before they are allowed to work on the experiment. In order to truly understand the laboratory activities and to be able to draw appropriate conclusions, a student must first carefully consider the procedures,concepts and reasons for doing the laboratory practices. Research has shown that students who have a written preparation for laboratory are safer, more efficient and have a better understanding of how the lab practices are connected to the regular chemistry classroom. In this laboratory manual, students are provided with analytical chemistry experiments including short introduction, purpose of each experiment, materials and apparatus required, procedures to carry on the experiments and data tables for recording the results. Sample lab reports and marking guide are also included in the manual since marking guides make explicit to the student the criteria against which their work will be assessed and they can be a comprehensive and efficient feedback tool.

Chemistry Teacher International

Chemistry teaching and learning bears some subject-specific challenges. For example, explanations and considerations of chemical phenomena drawing on the macroscopic, the sub-microscopic and the representational level. In this paper, we focus on the topic ‘acids and bases’ where the confusion of these levels leads to numerous misconceptions among learners. One possible source of these problems are textbooks, which can have an important impact on the quality of teaching and learning. To identify scientific and didactical appropriate textbooks for lower secondary classes, we draw on the work of Roseman, J. E., Stern, L. & Koppal, M. (2010), who developed an instrument to analyse textbooks using a conceptual coherence map. To develop our topic-specific instrument, big ideas of the topic were formulated, arranged in a conceptual coherence map, and set in relation with each other. Then we development a coding manual that describes precisely how to apply the different categories while ana...

International Journal of Science Education, 2010

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Chemistry is not an easy subject to learn. Many people regard chemistry as being too hard, too abstract, too mathematical, and only for very bright students. As a result, a negative attitude has developed about chemistry with students claiming chemistry is boring. Besides, most of the chemical concepts articulated by macroscopic, microscopic, and symbolic. This led to conflict and confusion in learning chemistry. Thus, the purpose of this project is to develop a web based learning material on Chemistry Form 4 based on Integrated Curriculum for Secondary Schools (KBSM) syllabuses. This website enables users to learn on their own about the topic of Acids and Bases. Constructivism theory and inquiry based learning approach were integrated in the development of this website. The main subtopics contain in the website are “Concept and Chemical Properties of Acids and Bases”, “Role of Water to Show the Properties of Acids and Alkalis” and “Strength of Acids and Alkalis”. This website was developed using Macromedia Dreamweaver 8 as the main platform whereas Macromedia Flash 8, Adobe Photoshop CS2 as well as Sound Forge 7 were used as supportive software. Finally, it is hoped that this website will become as a reference for students to learn this subtopic and to overcome their misconception about Acids and Bases. Other than that, this website is also useful for teachers and other people to get information more about Acids and Bases.

NARST-2013 Proceedings, 2013

The central purpose of documenting the knowledge, skills, beliefs, etc., of ten Mexican teachers, with experience in teaching Acidity and Basicity in high school, was to know how they design, prepare and organize their classes, in order to enable and facilitate an action-research to design, develop and evaluate a teaching-learning sequence (TLS) of acidity and basicity, for high school, within the constructivist framework. Two tools presented by Loughran et al. (2004) Content Representation (CoRe) and Pedagogical and Professional experience Repertoire (PaP-eRs), were selected as instruments to capture the PCK of those ten teachers. The main objective was to select the consensus “central concepts” the teachers often mentioned for the topic. Also it was important to document conceptual (historical aspects, importance of learning, relationship with the daily environment, difficulties in the teaching-learning process, procedures and resources to motivate students and evaluation), procedural and attitudinal contents. They wrote in their CoRes not only the concepts they considered central to the subject; but for each one of them the teaching objectives; knowledge of alternative conceptions of students and their learning difficulties; the appropriate sequencing of topics; the correct use of analogies and examples; ways to address the central ideas, experiments, projects and problems that the teacher used during class; ingenious ways of evaluating student progress and understanding. The PaP-eR was developed by transcribing the recording of eight sessions of class with one of the teachers surveyed with the CoRe and a second teacher in training, and writing a large summary of what was developed during these sessions. An important conclusion reached after attending these sessions, was that it was necessary to strengthen the teaching and learning of acidity and basicity at the macroscopic level, as a result of a poor knowledge about this subject that was perceived among students. Finally, with respect to the teaching and professional profile of teachers, we can say that six teachers were centered on students and in their learning difficulties, with diversified teaching activities; the other four, were centered on the teacher and disciplinary content, with a transmissive approach to teaching. PCK information obtained from Mexican teachers was "triangled" with alternative conceptions and learning difficulties of a sample of 388 Mexican students of the high school level; with the content on acids and bases chapter of eight textbooks frequently used in secondary chemistry schools in Mexico; with the curriculum of middle and high school chemistry in which the subject acidity and basicity is taught; with the alternative conceptions and learning difficulties reported in the literature on teaching and learning the subject; and with university and school level chemistry textbooks in their acid-base chapters.

To find out type of alkalinity and estimate alkalinity present in the given water sample.