LESSON 5: CATCH THE BUBBLE, WATCH IT GROW Rosemary Probert OUTCOMES: Old Board of Studies syllabus: PPS1.

4 Identifies and describes different ways some forms of energy are used in the community. - Experiments with a range of materials to grow bubbles - Proposes ways of how bubbles are formed e.g. our breath, gas Learning processes: INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations New NSW syllabus for the Australian Curriculum: ST1-4WS Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know - Comparing observations with those of others to identify similarities and differences in the findings of their investigations - Using a range of methods to gather data and/or information, including using their senses to make observations safely and carefully, using simple tools and equipment - Identifying the purpose of the investigation LINKS TO OTHER KLAs: Mathematics: MS1.3 Estimates, measures, compares and records volumes and capacities using informal units. RESOURCES: PRIOR SCIENCE KNOWLEDGE: Previous mindnode mindmap The class have made their own bubbles 3 tbsp bicarbonate of soda mix and blowing apparatus and found 3 tbsp vinegar the best way to blow bubbles. They Half a soft drink bottle, using the bottle have also learnt about the role that gas half of the bottle has in forming bubbles. Scissors Distilled water Dishwashing soap Glycerin Gloves Bubble wand SMARTboard Mindnode KSK The bottom of the bottle had a chemical reaction between the bicarbonate of soda and the vinegar (a base and an acid), forming carbon dioxide. As the bubble sank to the bottom of the bottle, it grew as it got closer to the layer of carbon dioxide. Carbon dioxide is soluble and can seep through the bubble as it is mostly made of water. Air (oxygen and nitrogen) is not soluble in water, therefore, the carbon dioxide grows in the bubble, making it bigger and heavier (Meerman, 2004).

LESSON: 1. Recap on the previous lesson and discuss how gas has a vital role in the growth and durability of a bubble. Show the mindnode mindmap onto the SMARTboard 2. Remake the bubble mixture, however, this time make it as a whole class so that they can move onto the role of gases in the bubbles. Make enough for the class to use. 3. Split the class into pairs, giving the children half a bottle that has been cut previously to each pair. Ask each group, one at a time, to come to the front of the classroom to fill their bottles with bicarbonate of soda and take a cup of three tablespoons of vinegar back to their table. Help children with measurements as they are still using informal units. 4. After each group has bicarbonate of soda in their bottle, ask them to pour in their vinegar and see the reaction that occurs. Discuss why they think that might have happened and discuss the mindmap you did in lesson one. Is there anything they would like to add? 5. Give each group some bubble mixture and ask them to use their bubble wands they made in the previous lesson. Explain that one child will blow a bubble and the other will try and catch it in the bottle. 6. Once a bubble has been caught, ask them to watch what happens. The bubble should grow, as it gets closer to the bicarbonate of soda and vinegar mixture. This is because carbon dioxide is stronger outside of the bubble, as it enters the bubbles, it becomes heavier and bigger and sinks. 7. Record on the piece of cardboard from lesson one if the bubbles grew in the bottle and discuss why this might have happened e.g. maybe there wasnt enough carbon dioxide from the acid/base reaction, maybe there wasnt enough ingredients. 8. Ask the children, one group at a time to bring their equipment to the front of the classroom to finish the lesson. SIMPLIFICATION: EXTENSION: This lesson can be done as a whole The class can make their own bubble class or in larger groups. mixture again. Meerman, R. (2004). Fizzy bubbly science. Retrieved October 15, 2013 from http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan04.pdf