Please answer, in detail, the following questions about your
technology-supported lesson. If you prefer to answer electronically, look for
our form in the Master Teacher section of our web page at http://edtech.boisestate.edu/bridges
This form is also found on your ZIP disk.
Your Name: Michael Wiedenfeld
Lesson Number: 2
Title: Determining the Relationship Between pH and Hydrogen Ions with Microcomputer Based Lab (MBL) and/or Calculator Based Lab (CBL) Equipment
Content Area/Grade Level: Chemistry or Physical Science 9-12
Content Area Objectives Addressed:
Technology Objectives Addressed:
What was the process that your students went through to complete this lesson?
This activity was an inquiry based lab, with no direct instruction on pH before the activity. Students did have preexisting knowledge that pH was associated with Hydrogen and water. Initial directions for how to perform the lab were given.
How did you monitor student progress?
Observation of their performance during the data collection and analysis portions of the lab.
Was there a template or an example that students were expected to follow?
Not specifically. Students were asked to find the relationship between the variables based on experimental data. This process has been a theme throughout the chemistry course as students have been asked to determine unknown solutions, masses, relationships between volume and temp for gases, etc.
How much time did you dedicate to this project?
Total : 1 hr.
Daily : 1 period
How was the final product presented?
Students printed their graph and wrote their mathematical formula. Since my students are familiar with linear, and power functions most groups found a power function of
x-1/10 best fit the data. I used the neg power to reinforce the inverse relationship and the 1/10th power to focus on the power of 10 relationship between the variables.
Who was the audience for the final product?
NA – or Instructor
What prior knowledge was required on the part of the students in order for them to be successful in this project? (include curriculum and technology knowledge)
Students had preexisting knowledge about the fact that pH was somehow connected to the amount of hydrogen dissolved in water. They had also used the probeware previously in temperature and pressure of gases studies. This allowed them to quickly set up the hardware and software. The software for the computer is very user friendly and tales very little time to explain its use to students. The CBL software is not as user friendly and takes students a little more time to get comfortable using.
What was the student to computer ratio?
3 students per computer.
3 sutdents per CBL
How did you schedule your students’ computer time?
Discribed above.
What was the location of the computers and other technology equipment used by students?
Computers and CBLs are located in the classroom.
How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.) In general, grab any technology you can get! Even older computers can be used for a lot of activities. Manage computer access for students like an elementary teacher would use a “station”. For probeware information visit Vernier Software at http://www.vernier.com
Rate the level of access for students to use computers/other technologies as they needed --high, medium, low
Medium
Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low
Computer – low , CBL – medium Lab activity - high
What hardware was required for your project?
Computer
Win95 or higher machines
LoggerPro Software (Vernier)
LabPro Interface Box (Vernier)
pH system
CBL
TI-83+ Calculator
CBL (NEW INTERFACE IS CALLED LABPRO AND IT CONNECTS TO A CALCULATOR OR A COMPUTER) CBL ONLY CONNECTS TO CALCULATOR
ChemBio calculator software (Vernier)
pH system
Graphical Analysis Software (Vernier)
What kind of assessment did you use for this project? (Include a copy if you can.)
Laboratory activity graded
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
Content only.
How does the product that you submitted compare with other students’ products for this same project?
Student submitted document is very similar to most.
What did you like best about this project?
It’s important for students to understand that scientific laws come from collecting data. They should have the opportunity to find the laws themselves rather than simply by writing them on the board or reading about them from a book.
What did the students like best about this project?
The ability for the computer to help with the analysis of the data. Graphing it themselves by hand is tedious and not very accurate, especially for non-linear relationships.
Rank the level of student involvement in this project –high, medium, low
HIGH
Rank the level of student interest in this project –high, medium, low
HIGH
Would you teach this lesson again?
YES