Educational researchers have long advocated for the integration of computer simulations (sims) in science courses, citing the positive effects these tools have on students' science conceptual comprehension (Develaki 2017; Hannafin, West, and Shepard 2009; Lamb et al. 2011). In fact, Liao (2007) investigated the learning differences between students taught with computer simulations and those taught with traditional instructional methods, and found that computer-simulated instruction had a greater positive impact on student learning than did traditional instruction. Conceptual computer simulations offer the following advantages: (1) Extend students' understandings of a concept by allowing them to modify variables and see immediate feedback (Hannel and Cuevas 2018); (2) Offer students practical experience in which they can apply their scientific knowledge outside of a laboratory setting (de Jong 2006); (3) Are interactive, allowing students to become immersed in an investigation resulting in greater learning gains (Kim 2006); and (4) Allow students to visualize and interact with invisible and/or abstract concepts such as molecular and atomic models, atomic bonding, etc. This article discusses a pH scale simulation created by PhET (Physics Educational Technology) Interactive Simulations at the University of Colorado Boulder (UCB) (Adams et al. 2008) as a means to extend students' pH/acid/base conceptual understandings.