Module IA: What’s in the Water?
Session 3: pH (Acids and Bases)
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793.
Any opinions, findings, and
conclusions or recommendations expressed in this material are those of the
author(s) and do not necessarily reflect the views of the National Science
Foundation.
Permission is granted to copy these materials for educational, non-commercial
purposes provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IA: What’s in the Water?
Session 3: pH (Acids and Bases)
Science Content
 Water molecule (H20)
 Ions
 Acids and bases
Science Tools and Technology
 Thermometer
 pH test kit or pH test strips
 pH scale
 Molecule and ion models
 Hand-held recorders
 Computer and ejournaling
software
Meadowlands Content
 pH of brackish water
 Impact of varying pH on fish in
Meadowlands marsh
Documentation
 Weather journal page
 pH journal page
 Verbal recording of data
 ejournal
Instructional Objectives:
The participants will learn that:
 Water contains two gases: hydrogen and oxygen.
 2 hydrogen atoms and 1 oxygen atom form H20.
 An ion is an electrically charged atom or group of atoms formed
by the loss or gain of one or more electrons.
 Water also contains ions: H (hydrogen) and OH (hydroxyl).
 pH is a measurement of H and OH ions.
 Acids have more H ions; bases have more OH ions.
 The pH of water; the pH of other common liquids can be
measured using pH strips or a pH kit
 Acids and bases have certain characteristics.
 The pH scale ranges from 0 to 14; pH between 4 and 10 best
supports aquatic life.
The participants will learn how to:
 Measure air temperature using a thermometer.
 Measure pH using test strips and/or a pH kit.
Activities:
Make weather observations and record on weather journal page.
Present pH content via Power Point interspersed with activities:
- Define the terms atoms and molecule
- Present information about water molecule; use
Styrofoam/craft-stick model to review conceptual configuration
of H20
- Explain that water also has ions, define ion
- If appropriate for audience include a review of chemical
equations and discussion of buffers. Display and go over
equation depending on audience.
- Explain that the number and type of ions in a liquid cause it to
have certain characteristics; introduce characteristics of acids,
bases, and neutral.
- Explain that pH is measured with a specific scale. Hand out pH
scales for participants to examine at their tables. Explain the
range (0-14) and show where acid, neutral and base are located
on the scale.
- Lead a discussion about the characteristics of common liquids,
using samples to prompt comments, i.e. Windex, orange juice,
cola, shampoo, baking soda dissolved in water, brackish water,
etc. and match this list to journal page
- Ask participants to predict if the samples are acid, base or
neutral
- Introduce pH strips, demonstrate how to use them
- Participants test the liquids and record results on their journal
page
Concluding discussion – review results, and compare actual readings
with predictions. Through guided discussion prompt participants to
consider what pH the brackish water of the marsh should be, and what
that means for the aquatic animals in the marsh; discuss impact of
very acidic or basic water, how that may happen and, as appropriate,
share the history of acid rain in NY State. Explain that New Jersey is
not sensitive to acid rain.
[Acid rain is a by-product of our industrialized society. Air pollution
combines with water in the atmosphere and falls to the earth as acidic
rain or snow…Pollutants can be deposited from the atmosphere in rain
or snow (wet deposition) or without precipitation (dry deposition).
While many areas of New York State are not sensitive to acidity
because of limestone deposits or soils which neutralize the acid, the
Adirondacks, Catskills, Hudson Highlands, Rensselaer Plateau and
parts of Long Island are particularly sensitive to acid deposition. The
soil and bedrock in these areas are not able to counteract the acid in
the rain and snow. (http://www.dec.ny.gov)]
Universal Instructional Design (UID)- PowerPoint color contrast, font
and size meet accessibility standards; white space, no more than 6
lines of text, no more than 6 words per line, images have alternate
text tags. Copy of PowerPoint available in color (1 or 2 slides per page)
in a 3-ring binder. Use of sound field system; assistive listening
devices for those with hearing impairments or attention difficulties.
Educator reads and describes images on slides. Participants manually
record in journal, use pre-printed labels, or verbally record data using
hand-held recorder. Journals with Verdana font and 18 pt. size, with
visual and text descriptors, peel off response labels, large print,
uncluttered design with white space
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies
found effective, and currently in use or being tested for use by specific
disability groups in this program module.
Cognitive Disabilities
Content – Simplified program content. Focus on characteristics of acids
and bases, how used at home and work/school; contrast and compare
with water. Present impact of pH in terms of pH conditions that fish
prefer.
Learning Environment – Minimize distractions in classroom; more time
to move from activity to activity; shortened program.
Materials – Simplified journals with images and single word
descriptors; large size peel off picture and/or text labels for recording
information on pH journal page
Equipment/Assistive Technologies – Talking compass and compasses
on lanyards; talking thermometer for weather observations
Teaching Strategies – Use simple vocabulary; frequently repeat
concepts; speak slowly; ask multiple choice questions (only giving
them two options); use specially designed communication boards and
flip books for non-verbal responses; physically demonstrate how to
use various tools; allow additional time to execute activities. Break
down information into small chunks. Instruct participants on purpose
and use of equipment (for example, thermometer to take water
temperature) before introducing the equipment in the STEM content
activity. When necessary, demonstrate, hand-over-hand, how to do an
activity. Have participants work with a partner. Group subdivided into
smaller groups (4 at a table or in a fieldwork group, one educator per
group). If possible, train partner staff first on all modules which
enables them to better assist their participants.
Mobility Disabilities
Learning Environment – Work with partner or team to conduct pH
tests and record in journal; ensure classroom floor is not cluttered and
that furniture is placed to allow for easy movement.
Materials - Larger journal page size attached to large clip board; large
print and peel off labels. Dycem to keep materials in place on table
surface.
Equipment/Assistive Technologies – Writing lap boards; portable tables
placed at outdoor field sites; talking compasses; compasses on neck
lanyards; pouring tools.
Teaching Strategies – Ask open-ended questions; ask some multiple
choice questions; allow extra time to respond either verbally or with
personal communication device; use specially designed communication
boards and flip books for non-verbal responses; allow additional time
to execute activities. Participants subdivided into small groups (4 at a
table) with one educator and an assistant. Flexible approach to all
activities (e.g. eliminating activities or re-calculating time spent on
each portion of the program; developing new methods for
accomplishing physical tasks based on trial and error, participant or
chaperone suggestion).
Blind and Low Vision
Learning Environment – Alternate indoor classroom; shorter walking
route to field sites; more time to move from site to site; lengthened
program; alternate indoor classroom.
Materials - Journal and other documents created with high-contrast
and enlarged to Verdana 20 pt.; documents converted to Braille;
PowerPoint offered in a binder, with one slide per page; PowerPoint
available in electronic, accessible formats for personal viewing
following the scheduled program.
Note: at this time dissolved oxygen readings are visual – they are
made by matching the test sample to 1 of 9 different shades of blue –
a task that is difficult to impossible for this audience. It is hoped that a
“field worthy” talking probe providing audio results will be available
shortly. (May 2009)
Equipment/Assistive Technologies - Tactile models of diamondback
terrapin, killifish, silverside. Hand lenses on neck lanyards; and large
foldable magnifiers. Talking compasses; compasses on neck lanyards.
Tape recorders to verbally record data. Braille embosser and braille
translation software for converting text documents into braille; Braille
labels for map; Indiana University software for converting PowerPoint
into accessible formats.
Teaching Strategies - Educator reads what is on each PowerPoint slide,
and verbally describes relevant pictures in detail. Hand-on-hand
assistance with identifying content features tactile models. Detailed
verbal descriptions throughout program.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to
accommodate need for lip reading and sign language presentation.
Materials/equipment – Sound field and assistive listening devices.
Written and visual step by step instructions for all procedures and
activities. Journals with peel off picture and/or text labels for recording
information. Talking compasses on neck lanyards.
Teaching Strategies – Use of interpreter(s), who has been provided
with key vocabulary ahead of time. Educator speaks slowly and clearly,
to accommodate interpreters and those who lip read; educator stands
in a central, front of room location so all participants who lip-read can
clearly see the face of the educator. Educator physically demonstrates
how to use various tools/equipment, waiting between steps for
interpreter to complete translation, and to wait for any questions.
Participants break up into small groups (4 or less) during activity, with
assistant working with each group, and interpreters moving from
group to group as needed. Educator refers to simplified and standard
text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching
strategies described above would be implemented based on the
functional ability /disability (cognition, mobility, hearing, vision) of the
participant.
Content: High level, age appropriate content, closely related to
expected life experiences of participants.
Learning Environment – Shorter walking route to field site; more time
to move from site to site. Alternate indoor classroom setting from
where many features are visible (e.g. use samples from tanks in
Animal Room and/or tactile models).
Materials - High level, high interest journals with large font, visually
organized with a great deal of white space separating text, images,
and answer boxes. Communication boards with text and images
serving as memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Handheld magnifiers; large
foldable magnifiers; sound field and assistive listening devices; tools
with different types of handles / grips. Writing lap boards; portable
tables placed at outdoor field sites; talking compasses; compasses on
neck lanyards; a variety of digital cameras with hand straps and
carrying cases.
Teaching Strategies – Slower pace of instruction (especially with those
individuals with aphasia), slower walk to the outdoor sites, allowing
extended time to ask and answer questions. Use of whiteboard to
write down key concepts during lecture/discussion phase of program.
Relating science content to life experiences. Participants break up into
small groups (4 or less) during activity to encourage interaction and
participation.
pH Materials
Classroom set up
Sound field and assistive listening headsets
Name tags
PowerPoint as organizing tool so that content and activities are
presented in proper sequence
Binder(s) with 1 Powerpoint slide per page
Journal page(s) on clipboards with rubber bands holding pencils
Stickers for journal responses
Large visual pH scale
6 Communication Boards
3 sets flip card with pictures
H2O models (painted styrofoam and craft sticks
Cola
Orange juice
Shampoo
Windex
Distilled water (neutral – pH 7)
Baking soda in water
Clear plastic cups to hold liquids for sampling
Waste container
Spoon or other stirring utensil
Large visual pH kit instructions
pH kits OR
pH strips