Learning chemistry involves understanding phenomena with representations, and one of the reasons that students have difficulties in understanding the chemical phenomena is related to those representational systems (Johnstone, 1993). There are three representational systems that have been used with several terms in the chemical education literature. In this acid and base context, the macroscopic level is described as visible, tangible phenomena in the everyday life of learners’ experiences. These phenomena include color changes, pH of a solution and so on; for example, acid tastes sour, and acid turns to red with blue litmus paper. The microscopic level is described as atoms, molecules and ions; for example, acids donate hydrogen ions or bases are proton acceptors. The symbolic level is described as chemical symbols, equations, stoichiometry and mathematical operation; for example, H2SO4, NaOH or a pH graph. Since conceptual understanding is closely related to macroscopic, microscopic and symbolic levels, it is important to help students see the connections among the three levels (Gabel, 1999). Simulation plays an important role in an attempt to bring abstract chemistry topics into a concrete and understandable form through 3E learning cycle, which are engage, empower and enhance.