Reference:
Dictionary.com (2016). Retrieved from http://www.dictionary.com/
(5) Matter and energy. The student knows that matter has physical properties and those
properties determine how it is described, classified, changed, and used. The student is expected
to:
(A) classify matter by physical properties, including shape, relative mass, relative
temperature, texture, flexibility, and whether material is a solid or liquid;
(2) Scientific investigation and reasoning. The student develops abilities necessary to do
scientific inquiry in classroom and outdoor investigations. The student is expected to:
(D) record and organize data using pictures, numbers, and words;
In my experiment, these TEKS are addressed. For the first TEK, students will discuss the
physical properties while conducting the experiment. While engaging in mixing the water and
soap with the baking soda and lemon juice students will see how the temperature changes from
warm to cool. As well as see how the texture changes while the mixture creates foam. For the
second TEK, students will record the data of what is going on in the experiment. For instance,
they will record the process of the foam being created with a worksheet.
Assessment -5 point
For the first assessment, I orally asked students about the experiment. I asked the following
questions, when the water and soap are mixed together, is it a solid, liquid or gas? What did the
water and soap mixture feel like, was it warm or extremely cold? Once students added the baking
soda and lemon juice, I asked students if the foam felt warm or cold. How does the texture of the
foam feel? Is it soft, light, bumpy? This assessment was effective; this assessment gave me the
opportunity to assess whether the student could tell me orally about the physical properties
throughout the experiment. This assessment happened while students were conducting the
experiment. When I asked these questions, students were very vocal about what they felt as in
texture, temperature or if the mixture was a liquid, solid or gas when they did the experiment.
The second assessment is a worksheet that has students document the process of the experiment,
from the beginning stages to the end product. This assessment was also effective. This
assessment gave me the opportunity to check if students were able to record and analyze the
results from the experiment. At the end of the experiment, students worksheets were very
detailed on what happened throughout the experiment including drawings and side notes.
Changes -4 points
One thing that I would change is adding a variety of citrus juices and not just using lemon juice. I
would use other citrus juices like orange juice from an orange, and or lime juice from a lime. I
would want to see if it would make a difference when added to the baking soda and if the
mixture would create more or less foam. This would make my experiment better by giving
students the opportunity to explore what citrus juice creates more or less foam, and as a class we
can compare the experiment results. The second thing that I would change is changing the
temperatures of the water. I would add various temperatures of water and see if that can make a
difference. I would use ice water, cold water, warm water, and hot water and see if this would
create more or less foam. This would make my experiment better by showing students that
changing different variables can change the outcome of the experiment.