Bubble-ology

Lesson Title: What do we know about bubbles? Lesson Number: 1

Standard Statement(s): 3.4.4,7,10,12 A.

Assessment Strategies: Student participation in discussion; student review at the end of the unit Key Ideas: 1) We already know some things about bubbles. 2) There are many more things we would like to know about them. Procedures: Introduction: In this lesson, students think about what they know about bubbles and what they would like to learn. As the discussion develops, students will be surprised at how much they already know about bubbles, its behavior and its uses. By the end of the lesson, they will have a better sense of what they would like to know about bubbles and its behavior. Teacher Preparation: 1) Teacher should read the Background material. 2) Have a large sheet of paper(newsprint) to write on and a marker.

Student Procedure: 1) Tell the students that during this lesson they will have a chance to share what they know about bubbles and what they would like to learn. Tell them that you are going to begin the unit with a brainstorming exercise. Let them know that all contributions will be accepted and no one is to criticize the ideas of others. 2) Ask your students: What do you know about bubbles?. Record their responses on the sheet of paper (newsprint).When a duplicate response is given, put a check beside it to indicate that someone else has already thought of it. Keep a record of student responses to be used as part of the assessment of the lesson and unit. During

this brainstorming, ask leading questions regarding the composition of bubbles. 3) After about 10 minutes(dont be afraid of periodic times of silence) of brainstorming, , bring the sessions to a close by saying that you want to move on to another question. 4) Next, ask your student these questions: Now that we have talked about what you know about bubbles, lets think about a different idea. What questions do you have about bubbles? What would you like to know? Keep a record of student responses on a second sheet of newsprint. 5) After you have completed your discussion about bubbles, tell the students that there is another area you would like to address-working together. Tell them that from time to time we will talk about how we can work together well. Indicate that it is a challenge to learn to work with people-- the ones you like and the ones you dont like, and that at times, well work in pairs, in groups of four, and sometimes as a class, as well as alone.

Extension/Reinforcement/Closure: Point out to the students that throughout the unit, they will continue to keep the Bubbles Journal. In it they will be writing and drawing their observations and questions, as well as completing the many explorations. Congratulate them on the good work of sharing what they already know and what they would like to learn. Remind them to keep looking at the posted sheets to see if we can add anymore pieces of knowledge or any more questions to the sheets. Related Web Sites:
http://www.exploratorium.edu/ronh/bubbles/bubbles.html

This lesson was adapted from Electric Circuits, pp.7-9, Science and Technology for Children, National Science Resources Center, Washington, DC, 1991.

Bubble-ology
Lesson Title: Why does a water drop take the shape it does? Lesson Number: 2
Standard Statement(s): 3.1.4,12 A. ; 3.1.7,10.C; 3.1.4,7,10,12.E 3.2.4,7B ; 3.4.4,7,10,12 A.; 3.7.4 A Assessment Strategies: Evaluation of the Student Exploration #1 Student participation in the Closure Discussion Evaluation of Student Bubbles Journal Key Ideas: a) Water particles are attracted to other water particles. b) Water forms spheres. c) The reason water drops form spheres is that the water particles want to get as close together as possible. d) Different materials will attract water particles to different amounts. e) If water particles are piled too high, the force of gravity becomes larger than the force of attraction and it flattens out. f) In space, water drops will be perfect spheres because of the lack of gravity. g) Teamwork helps complete a project quicker and more efficiently. Procedures: Introduction: Many of a materials properties or characteristics can be determined by making observations of the material and its behavior. The students will make various observations of water and its behavior and then, prepare a model of what they think a water drop is like inside. Students need to work in teams during this unit. Once the responsibilities are in place, the teacher will be able to spend more time being a teacher, observing and listening to the teams as they work. The responsibilities are: Starter- This person makes sure that everyone gets a turn and that everyone has an opportunity to contribute ideas to the exploration.

Reporter- This person is the one who makes sure that everyone has recorded the information on their student sheets. They are also the one who reports group data to the class, or records it on the board for class analysis. Equipment Manager#1- This person is responsible for getting the materials at the start of the exploration. If there is material needed during the class, this person gets it for the team. Equipment Manager#2- This person is responsible for returning the materials at the end of the exploration. The rest of the team helps clean up the table. (Adjust these responsibilities if fewer than 4 students in a team.) Materials: For each team of 2-4 students: 2 eyedroppers A 6 by 6 sheet of: Plastic wrap Waxed paper Paper towel Construction paper A beaker(clear glass) of water A beaker(clear glass) of vegetable oil A sheet of paper 2 pennies

Teacher Preparation: 1) Cut the materials into 6 by 6 sheets and have them in a labeled pile for the students. 2) Put 100 ml of water into a beaker or a clear glass. Put 100 ml of oil into a beaker or a clear glass. Keep in front of room until the students are ready for these. 3) Run off and punch holes into the Student Exploration Sheet #1. Anticipatory Set: a) Review with the students some of the things they shared regarding their knowledge of bubbles, particularly regarding the fact that bubbles are made from water and soap. Tell them today that they will be practicing one of the most important skills in being a scientistobservation. They will be using one of the components of bubbleswateron which they will make their observations. Relate to them that many

colleges and businesses point out that they need to have their students to have excellent observational skills. b) Hand out the Student Exploration Sheet #1 and put their names on them. c) Discuss with students the importance of teamwork and everyone doing their job. Have the student teams divide up responsibilities by assigning each other the following jobs: Starter, Reporter, Equipment Manager #1 and Equipment Manager #2. Share with them the responsibilities of each position. Inform them that they will be rotating responsibilities at least once during this unit. Student Procedure: Remind the students to record their observations and thoughts on the Student Exploration Sheet #1. d) EM #1 gets equipment for the team including a beaker of water.. --------

Part A. 5)Place 5 different sized drops of water on the waxed paper. a) Observe them and draw a side view of each drop. b) Record your observations and thoughts when you compare these drawings. Why do you think the drops took the shape they did ? Part B. c) Place same sized drops on each of the 6 squares provided. d) Observe what happens and draw a side view of each drop. e) Record your observations and thoughts when you compare these drawings. Why do you think the drops took the shape they did ? Part C f) Put a drop of water on the waxed paper. Place a second drop at a distance of 2 centimeters away from the first drop. Did anything happen? g) Repeat step 11 but put the 2 drops closer and closer together each test. If you got the drops too close, what happened? At what distance were the drops when they combine? h) Why do you think they combined? Part D.

a) EM#1 gets the beaker of oil. b) The students should fill the eyedropper with water and place it in the beaker of oil. Squeeze out the water and watch what happens. Take careful note of the shape and behavior of the drop and record your observations. Why do you think the drops took the shape they did ? Part E c) Predict how many drops you will be able to place on a penny without it spilling over. Record your prediction. d) Place a drop of water on the penny. Continue this procedure, keeping count of the number of drops. e) Record the number of drops you can put on the penny before it overflows. f) Have each person on the team try it. g) Look at the drop from the side as the water piles up. What shape does it take? Part F h) If you were told to take some snow and get the snow flakes as close together as possible, what shape would you make it? i) Take the sheet of paper and get the particles that make up the paper as close together as possible. What shape did you make it? 20) Summarize your observations from the exploration in the Conclusion at the end. Try to draw a model of what the particles inside the water drop are doing so that it takes the shape it does

Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Ask why they think drops are round. Lead them through a discussion as to the water particles attracting each other and wanting to get into the smallest space possible. 3) Think of some practical illustrations: a snowball, a crowd of people getting as close as possible, etc. 4) For higher levels(grade5-12), expand using the term surface tension. Relate how insects can float on water using surface tension.

5) Float paper clips on water. Float a magnetized needle on water to make a compass. Test to see if it works. 6) Can you drag a drop around with the tip of the eyedropper?Why? 7) What shape are drops as they fall through the air? Related Web Sites:
Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com

Bubble-ology
Lesson Title: What effect does soap have on water? Lesson Number: 3
Standard Statement(s): 3.1.4,12.B., 3.2.4,7,10,12.E., 3.2.4,7B., 3.2.4,7,10.C, 3.4.4,7,10,12.A, 3.7.4.A, 3.7.4,7.B. Key Ideas: 1) Soap reduces the attraction of water particles for each other. 2) We can hypothesize about a materials structure by watching its behavior. Assessment Strategies: Evaluation of Student Exploration Sheet #2 Teacher Observation of student participation in Closure discussion Teacher Observation of Student Participation in lab work and discussion Procedures: Introduction: It is extremely difficult or impossible to blow bubbles with pure water. The particle attraction is too strong to allow the bubble to form. Something must be added to reduce that attraction. In this lesson, students will observe and analyze the effect of soap on water and then hypothesize what is happening to the water particles. Materials: For each team: 2-4 eyedroppers 4 sheets of 6 x 6 waxed paper 4 pennies 4 toothpicks a small cup or beaker of liquid soap detergent(Joy is excellent) 4 metric rulers 1 graduated cylinder a beaker of water an empty beaker

Teacher Preparation: 1) Read the Background notes regarding the effect of soap on water. 2) Cut waxed paper sheets.

Student Procedure: 1) Have EM #1 obtain equipment. Part A Place a drop of water on the waxed paper using the eyedropper. 1) Look from the side and describe its shape. Record your observations. 2) Measure the diameter of the drop in millimeters and record. Part B Dip the toothpick into the soap-filled beaker and pull out a drop of soap. Place the drop of soap on the drop of water. 3) Look from the side and describe its shape. Record your observations. 4) Measure the diameter of the new drop in millimeters and record. 5) Why do you think this happened? Part C Place the penny on the wax paper 6) Predict how many drops you will be able to place on a penny without it spilling over based on your findings from Exploration Sheet #1. Record your prediction. 7) Place a drop of water on the penny. Continue this procedure, keeping count of the number of drops. 8) Record the number of drops you can put on the penny before it overflows. 9) Have each person on the team try it. Part D Wipe the penny off. Now make a cup of soapy water by mixing 20 milliliters of water with 5 drops of soap. 10) Now predict how many drops you can put on the penny this time. Record your prediction. 11) Put the drops of the soapy water on the penny. Record the number of drops you were able to put before it poured off.

12) Why do you think there was a difference between the number of drops you found in Part C with the number of drops you found in Part D? 13) Why do you think you need to add soap to water to make bubbles?

14) Summarize your observations from the exploration in the Conclusion at the end. Try to draw a model of what the soap particles do to the water to make it change as it does. Include any observations you made in this exploration to support your conclusions.

Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Ask why they think the drops flatten. Lead them through a discussion as to soap decreasing the attraction of water particles for each other. For higher levels, you will want to discuss the terms hydrophobic and hydrophilic and what is happening at the molecular level. 3) Have students test different concentrations of soap solution and see if there is any correlation between the number of drops used to make the soapy solution and the number of drops placed on the penny before it pours off. Be sure to rinse off the penny after every test to remove any residual soap. 4) Try using salt in place of the soap. What results do you get? 5) How does soap affect surface tension? 6) Try a water drop race on a slope with and without soap in the water. What effect does slope have on the water drop speed? 7) Float a wedge shape of paper on the surface of water with a cutout in the back. Place a drop of soap in the cutout and observe. Related Web Sites:
Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/

Bubble-ology
Lesson Title: What kind of objects can be used to make bubbles? Lesson Number: 4
Standard Statement(s): 3.1.4,12.B. 3 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C.,
3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Key Ideas: 1) Different objects can be used to make bubbles.. 2) A bubble maker must be a closed shape. 3) No matter what the shape of the bubble maker, the bubble always comes out as a sphere into the air. 4) The bubble will take the shape of the maker( two dimensional) until it is maken out into the air(3 dimensional). 5) Different sized bubbles can be obtained by using different sized makers. Assessment Strategies: Evaluation of Student Exploration Sheet #2 Teacher Observation of student participation in Closure discussion Teacher Observation of Student Participation in lab work and discussion Student product of homemade bubble maker Procedures: Introduction: Students will use different objects to determine if they are usable as bubble makers. They will observe initial shape and bubble shape when made. In addition, they will make a correlation between maker size and bubble size. As part of the assessment, students will draw, design or build a unique bubble maker as homework.

Materials: 1) at least 10 different materials to use as bubble-makers, such as strainers, small tin cans, protractors, paper, jar lids, string, straws, rubber stoppers, funnels, flower pots, screening, etc. 2) at least 5 things that will not work as a bubble maker For each team of students: 1) a pan, plastic shoe box or tub to hold the bubble juice

Teacher Preparation: 1) Have newspapers to cover the tables 2) Obtain a bottle of liquid soap detergent( Joy Dish Detergent is excellent.) 3) Have a water source for cleanup. 4) Prepare one gallon of bubble solution: 240ml(1 cup) of dishwashing liquid 1 gallon of either soft or distilled waterusing tap water may cause problems. Hard water will not produce bubbles easily. It is easier to buy a gallon bottle of distilled water( not spring water) because it does not have any materials dissolved in it that will make bubble making difficult.) 5) Fill containers with about 400-500 ml(2 cups) of bubble juice you have made and set them on your equipment table or on the student tables. 6) Place all bubble makers you have been able to collect on a central table. 7) Clear two other tables or surfaces on which students will place bubble-maker materials after theyve been testeddone at the end of class during the Closureone table for those that work and one for those that do not. 8) If students will be reusing the bubble makers in your class or in later classes, use a bleach rinse or isopropyl alcohol to clean them. Anticipatory Set: 1)Ask, What did you use to make bubbles? 2) Explain that their challenge in this exploration is to discover what materials or objects can be used to make bubbles and what kinds and sizes of bubbles these things make. Point out the materials to be used.

Student Procedure: EM #1 gets tub of bubble juice and places it on the newspaper on your tables. 1) You will be testing different objects to find things that make good bubble makers and those that dont. On the central table you will find many materials and objects. Take one object at a time and bring it back to the tub. 2) Test the object to see if you can make a bubble from it. On your exploration sheet #3 you will see a chart(data table).Use a ruler to draw vertical lines to make columns. You will list the name of the object or material and then check off whether it is a bubble maker or not. Also you will record whether the object makes small bubbles or large bubbles. RETURN THE OBJECT TO THE CENTRAL TABLE FOR OTHERS TO TEST. 3) You will repeat this to find at least 7 things that are bubble makers and at least 3 objects that are not bubble makers. You may test as many more as you like and record those in your data table. 4) When you have done this, make 2 columns and label one Bubble Makers and the other Not A Bubble Maker. List the objects you have tested under the appropriate column. 5) Make another chart with 2 columns and label one column Large Bubbles and the other Small Bubbles. List the objects you have tested under the appropriate column. 6) Answer the following questions: a) What makes something a bubble maker? b) What shape does a bubble make when it is made out of the maker? c) Does the shape of the bubble maker affect what shape the bubble that is blown out makes? d) When is the bubble two-dimensional? e) When is the bubble three-dimensional? f) What determines the size of the bubble made? 7) Summarize the important ideas in your Conclusion section. Look at the questions in #6 to help you identify the key ideas. Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. Ask questions like: a) Whats the same about all working bubble-makers?

b) What objects didnt work? c) What were these objects lacking? d) What strategies would you use to make something work as a bubble-maker? 2) Students are to design, draw or build a unique type of bubble maker for homework. Explain that technology involves using science principles to make something practical. That is what they will be doing in this activity. This is what engineers dothey use what is known through exploration and then apply that knowledge to practical use. 3) Discuss the following questions in your closure: a) What would happen if you changed the shape of a wire you are using as a bubble maker? b) Does the length of a paper towel tube make a difference? c) Which paper cup worked bestpaper or Styrofoam? d) Can you think of a way to use a paper towel to make a bubble?

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/

This lesson is adapted from Bubble-ology, GEMS(Great Explorations in Math and Science), Lawrence Hall of Science, University of California at Berkley, 1986.

Bubble-ology
Lesson Title: What kinds of patterns do groups of bubbles form? Lesson Number: 5
Standard Statement(s): 3.1.4,12.B. 3.1.7,10.C, 3.1..4,7,10,12.E, 3.2.4,7,10.A.,
3.2.4,7.B., 3.2.4,7,10.C., 3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: Evaluation of Student Exploration Sheet #4 Teacher Observation of student participation in Closure discussion Teacher Observation of Student Participation in lab work and discussion Procedures: Introduction and Anticipatory Set: This activity begins to work on the creative side of soap bubbles. We will be looking at bubbles put beside each other, in lines, in clustersin any two-dimensional way possible. The students will look for any patterns of connection. You may have the students also look at three-dimensional bubbles by blowing bubbles in between 2 bubbles. Bubble clusters are groups of bubbles blown that are about the same size and attach together. We will be looking at the angle of attachment. Key Ideas: 1) Soap film only meets at 180 degrees(flat wall) or at 120 degrees(3 joined together). 2) By making observations, one can see patterns. 3) A protractor measures angles. Materials: For each team: 1 straw per person bubble juice in a pan or tub a cookie sheet or cafeteria tray plastic wrap

masking tape 2-4 protractors Teacher Preparation: 1) Make bubble juice 2) Get cafeteria trays Demo Part F- practice it first. Pour a thin layer of bubble juice in a cookie tray or cafeteria tray. Lay a piece of plastic wrap in the bubble juice. Then stretch it tightly over the tray(cookie sheet), wet side down and tape in place. Leave some space at one end or both ends so that straws can be inserted. The students will blow a single bubble between the layers and make observations. 3) You may need to review how to read a protractor with your students.

Student Procedure: EM#1 gets equipment and trays. Part A. Dip your straw into the soap solution and blow a bubble on the table. Wet the table first. The bubble will pop otherwise. 1) What shape does this bubble take? Part B Blow a second bubble so that it attached to the first bubble. 1) Draw this on the Exploration sheet. 2) What angle do the two bubble form when they attach ? Part C You will now blow three bubbles so that they are all connected to each other. 1) Make a drawing of how they attach. 2) Measure the angle made between each of the bubbles and record it. Now blow 3 bubbles so that they are attached differently. (Hint: They need only touch one other bubble.) Draw your new 3 bubble cluster. Part D You will repeat the procedure for Part C but this time you will blow a four bubble cluster. Do as many different clusters as you can. Draw each cluster

on your Exploration sheet. Remember to count, they only have to touch one other bubblebut may touch more.

Part E You will repeat the procedure for Part C but this time you will blow a five bubble cluster. Do as many different clusters as you can. Draw each cluster on your Exploration sheet. Remember to count, they only have to touch one other bubblebut may touch more. Part F Pour a thin layer of bubble juice in a cookie tray or cafeteria tray. Lay a piece of plastic wrap in the bubble juice. Then stretch it tightly over the tray(cookie sheet), wet side down and tape in place. Leave some space at one end or both ends so that straws can be inserted. Now follow these steps and answer the questions as you complete the procedure. 1) Blow a single bubble between the layers(tray and plastic wrap). a) What shape do you think it makes? b) Why doesnt it make a sphere or hemisphere ? 2) See if you can make a square, a pentagon and/or a hexagon. a) Were you able to make any of these shapes? 3) Blow a 4-bubble cluster. Use a protractor to measure the angles at which the soap film joins. a) What do they measure? Part G Answer the questions below: 1) What kinds of patterns do groups of bubbles form?(According to class findings, summarize the number of different patterns for a specific number of bubbles.) 2) Can you build upon a previous pattern when you explored a new pattern? How do you think scientists do the same thing? 3) Was anyone able to make a 4 bubble cluster that connected at 90 degree angle? 4) What is the only angles that bubbles attach together? 5) What is the purpose of a protractor? Summarize your observations by answering the title question and identifying any patterns you saw in this exploration.

Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. Ask questions like: a) What angles did you see when you connected 3, 4 and 5 bubbles? b) How many different patterns did you get for each? c) What unit are angles measured in? What instrument do we use to take those measurements? d) What shape did the bubble take if it had a top surface to stop it? 2) Challenge the students to try more clusters at home and to make a bubble fit inside a 3 bubble cluster without touching the table. Related Web Sites:
Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/ This lesson is adapted from AIMS, Soap Films and Bubbles, AIMS Education Foundation, 1990.

Bubble-ology
Lesson Title: How large of a bubble hemisphere can you make? Lesson Number: 6
Standard Statement(s):
3.1.4,12.B. 3.1.7,10.C, 3.1..4,7,10,12.E, 3.2.4,7.B., 3.2.4,7,10.C., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: Evaluation of Student Exploration Sheet #5 Teacher Observation of student participation in Closure discussion Teacher Observation of Student Participation in lab work and discussion Key Ideas: 1) Bubbles make hemispheres on flat surfaces. 2) Some surfaces are bubble friendly. (bubbles dont pop quickly on them) 2) Metric rulers or meter sticks can be used to measure distances. 3) The larger the diameter, the larger the volume of the hemisphere. 4) Concentric means to put inside of. Procedures: Introduction: Student enjoy competition and this lesson will provide it for them. By blowing bubble hemispheres on their tables, they will be able to then measure the diameter. In addition, they will attempt to blow concentric(bubble inside of a bubble) hemispheres and make observations.

Materials: For each team: Tub with bubble juice 4 straws 2-4 meter sticks or metric rulers

Teacher Preparation: 1) Prepare bubble juice and put in student tubs 2) If needed, review with the students how to measure distances in centimeters and millimeters. 3) If needed, review how to use the formula: V = 4/3 II r3 Anticipatory Set: Explain that this session deals with making bubble hemispheres. Ask what a hemisphere is and then discuss how to measure the diameter of the hemisphere. Then discuss what the word concentric is and show them on the board what concentric circles look like. Student Procedure: EM#1 gets the tub of bubble juice and equipment. Part A First wet the table. Dip the straw into the bubble juice and blow a bubble onto the table top. Now with one full exhale, blow up the bubble. This indicates your vital capacity(size) of your lungs. 1) Measure the diameter of the hemisphere. Record the data. 2) Repeat two more times and find the average diameter. 3) Find the average radius. 4) Using your average volume diameter, use the formula for finding the volume of a sphere to find the volume of the hemisphere(1/2 of as much). Volume of a sphere = 4/3 pi x radius x radius x radius Record the data. 5) Divide the answer to #4 by 2 to find the volume of the hemisphere you made. This is your vital capacity. 6) Record the vital capacities of each of your team members. 7) Each team member should measure their height in centimeters and record 8) Make a graph of your dataheight vs. vital capacity. Do you see a pattern? Part B 1) Blow the largest hemisphere that you can. 2) Now insert a wet straw into the bubble and blow a second bubble inside as large as you can without touching the walls of the outside bubble. 3) Continue making more concentric bubbles. Record the number that you made without it popping. 4) Record the number that each team member made.

Part C You have been blowing these bubbles on the tablea bubble friendly surface. The bubbles dont pop immediately when you put them on it. See if you can find some surfaces that are bubble unfriendly --- ones where the bubble pops immediately or very quickly. List them on your Exploration sheet. Part D Answer these questions: 1) When you are blowing the bubble up, what is happening to the water and soap particles in the bubble? 2) Why do your think the bubble pops/? 3) If bubbles get too close together, they combine. Why? 4) Name some bubble friendly and some bubble unfriendly surfaces in your house. Summarize your findings in the Conclusion by answering the title question and supporting it with any data or observations you made during the exploration. Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Have a class data chart on the board. Have the students look for any patterns they may see in vital capacities. 3) As an extension, have the students measure their stem heights, the distance for their waists to their heads. Plot this height with the vital capacity and see if there is any correlation.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/ This lesson is adapted from Bubble-ology, GEMS(Great Explorations in Math and Science), Lawrence Hall of Science, University of California at Berkley, 1986.

Bubble-ology
Lesson Title: Do different brands of dishwashing liquid affect bubble making efficiency? Lesson Number: 7
Standard Statement(s):
3.1.4,12.B. 3.1.7,10.C, 3.1..4,7,10,12.E, 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C., 3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: 1) Evaluation of Student Exploration Sheet # 6 2) Teacher Observation of student participation in Closure discussion 3) Teacher Observation of Student Participation in lab work and discussion

Procedures: Introduction: In this lesson the students will determine which brand of dishwashing liquid will make the biggest bubble. This activity will present your students with a way to quantify how well a soap solution forms bubbles. It also introduces the scientific concept of a fair test. Key Ideas: 1)A controlled experiment (a fair test) changes only one variable at a time. 2) The durability or life of a bubble depends on the type of solution used to make the bubble. 3) A variable is a condition that we change in an experiment to see if it affects the results.

Materials: 1) 8 oz.(240ml) of 3 different brand of dishwashing liquid(including a cheap one and an expensive one) 2) distilled water

3) 4) 5) 6) 7) 8)

graduated cylinder or measuring cup 1 eyedropper 3 one gallon containers for mixing bubble solutions 1 roll of masking tape paper towels 2 cups of vinegar

For each team: 1 meter stick 2-4 plastic straws a small container a table or counter at least 30 in diameter Teacher Preparation: 1) Label one of the large and a third of the small containers with the name of each dishwashing liquid 2) Prepare 3 different bubble solutions(one bubble solution from each brand of liquid) in the 3 large containers. 1 cup(240mll) of dishwashing liquid 1 gallon of distilled water Notice: This is the same ratio for all 3 solutions.(controlled) 3) Pour about one up of the appropriate solution into each of the small, labeled containers. 4) For each pair of students, set up one test station on a flat surface, Place a small container of one type of solution and a meter stick at each station. Anticipatory Set: 1) Explain that the object of this session is to compare brands of dishwashing liquid to find out which solution makes the biggest bubbles. Ask the students for their ideas on how they might design an experiment to make this comparison. 2) After several ideas for experiments have been shared, explain, if it has not already become clear, that in order to compare dishwashing liquids as to bubble size, a standard method to measure the bubbles is needed. Demonstrate the following procedure for measuring bubbles: a) Pour some soap solution on the surface of the table and use your hand to wet ant area about 18 (45cm) b) Dip a straw into the solution in the container.

c) With the straw just touching the soapy surface of the table, gently blow through the straw to form a bubble dome, and continue blowing until it pops. Take more than one breath, if necessary. d) With a meter stick, show the students how to measure the inside diameter of the ring of soap suds left by the bubble dome. Tell your students that using this method provides one standard way to measure the size of a bubble. Student Procedure: EM#1 gets equipment. 1) Work in pairs to measure the bubbles from all three solutions. Alternate blowing the bubbles so that you do not hyperventilate. 2) You will start with solution #1 and blow 4 bubbles. Record the diameters for each of these bubbles. 3) Find the average diameter of bubble blown by solution #1. 4) Repeat procedure #2 and 3 for each of the other bubble solutions. (Remember that you use the same procedure in blowing each of the bubbles for all three solutions. Otherwise, one solution would have an unfair advantage.) 5) Make a bar graph of the average bubble diameter with the dishwashing brand on the X axis and the average diameter on the Y axis. 6) Have the Recorder put their average results on the board under the correct brand. 7) Have the students determine the Class Average. Answer these questions. 1) Which dishwashing solution was the best for making the biggest bubbles? How do you know? 2) Was this a :fair test? Why? 3) A variable is a condition that we change in an experiment to see if it affects the results. What was the variable that we changed in this experiment. 4) What are some other variables in this experiment? 5) What are some variables that we did not change? 6) How many variables did we change at one time in this exploration? Summarize your findings in your conclusion. Answer the title question and include some statements about what makes a fair test and what variables are.

Extension/Reinforcement/Closure: a) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. b) Review what variables are in an experiment and what a fair test is. c) Have the students use their average diameters and determine the volumes of the domes. d) Discuss what other qualities they think might affect the life span of a bubble. They will be doing this later as another exploration.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/ This lesson is adapted from Bubble-ology, GEMS(Great Explorations in Math and Science), Lawrence Hall of Science, University of California at Berkley, 1986.

Bubble-ology
Lesson Title: Can we make bigger bubbles by adding glycerin to the bubble solution? Lesson Number: 9
Standard Statement(s):
3.1..4,7,10,12.E, 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C.,., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: 1) Evaluation of Student Exploration Sheet # 8 2) Teacher Observation of student participation in Closure discussion 3) Teacher Observation of Student Participation in lab work and discussion Key Ideas: 1) The chemical composition of the bubble juice affects how big bubbles can be blown. 2) When glycerin is added to the bubble juice, the lifetime and size of bubbles increase. 3) Evaporation of the water causes the bubble wall to break, thus the bubble is popped. 4) A control is the part of the experiment upon which we will compare all of our other tests. Procedures: Introduction: We have seen how soap allows us to make bubbles by reducing the surface tension of the water. We want to see if there is any way to increase the size of bubbles we can blow.

Materials: Bubble juice (240 ml put into 1 gallon of distilled water) Glycerin Eyedroppers

For each team: A meter stick 2-4 drinking straws a small container or beaker for the bubble juice 2 eyedroppers Graduated cylinder A small container of glycerin Teacher Preparation: 1) Make the bubble juice. 2) Put equipment out in team pans. Anticipatory Set: Today we want to look at how we can make bigger bubbles. Any ideas? (list them on the board.) (If adding something to the bubble juice is not one of the ideas, introduce it now.) We want to see what happens when you add something called glycerin to the bubble juice. How do you think we can find the best amount to make the biggest bubble?(Have class give ideas.) Does anyone know why a bubble pops? (Take responses.) It can be due to the breaking of surface tension , connection of the soap film(dry finger going through it) or by the evaporation of the water that makes up the bubble. This last problem is one that scientists can try to fix. They have found that glycerin is hygroscopic, which refers to a strong water-holding property. It forms a weak chemical bond with the water that slows evaporation of the water into the air. We will slowly increase the amount of glycerin that we have in our bubble juice solution and measure the size of the biggest bubble we can blow. Student Procedure: EM#1 gets equipment. 1) We want to make this a fair test so we only want to change one variable at a time. What do you think our test variable will be? 2) What variables do you think we will keep constant or the same throughout the exploration? 3) Pour 50 ml of bubble juice into the beaker(or small container). 4) Wet the table. Dip the straw into the bubble juice and blow the largest hemisphere you can on the table. Record the diameter.

5) Repeat this two more times and find the average. This will be our control. A control is the part of the experiment upon which we will compare all of our other tests. 6) Now add 10 drops of glycerin and stir with the straw. 7) Dip the straw into this solution and blow your biggest bubble hemisphere on the table. Record the diameter. 8) Repeat this two more times and find the average. 9) Now add 10 more drops (total of 20)of glycerin and stir. 10) Repeat procedure steps 7 and 8. 11) Now add 10 more drops (total of 30)of glycerin and stir. 12) Repeat procedure steps 7 and 8. 13) Now add 10 more drops (total of 40)of glycerin and stir. 14) Repeat procedure steps 7 and 8. 15) Now add 10 more drops (total of 50)of glycerin and stir. 16) Repeat procedure steps 7 and 8. 17) Make a line graph with number of drops on the X-axis and the average diameter of the bubble on the Y- axis. 18) Answer the questions: 1) What do you think is the best number of drops of glycerin to use to make the largest bubbles ? 2) What do you think the glycerin does to make bigger bubbles? 3) If we keep adding more and more glycerin, do you think we would keep getting larger and larger bubbles? Why or why not? 4) How does the 20 drop average compare to our control of 0 drops? Summarize your learning in this exploration in the Conclusion by answering the title question and any other information or relationships you saw in this testing. Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Sugar is also hygroscopic. You may want students to test it in varying concentrations. Then compare it with glycerin. 3) Discuss other things that we could test as our test variable.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/ This lesson is adapted from Bubble-ology, GEMS(Great Explorations in Math and Science), Lawrence Hall of Science, University of California at Berkley, 1986.

Bubble-ology
Lesson Title: How can we set up a reseach problem dealing with bubbles? Lesson Number: 10
Standard Statement(s):
3.1.4,12.B. 3.1.7,10.C, 3.1..4,7,10,12.E, 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C., 3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: 1) Evaluation of Student Exploration Sheet # 9 2) Teacher Observation of student participation in Closure discussion 3) Teacher Observation of Student Participation in lab work and discussion Key Ideas: 1)To set up a research problem or experiment, the Four Question Model can be used: a) What materials are readily available for conducting experiments on bubbles? b) How do bubbles act? c) How can I change the set bubble materials to affect the action? d) How can I measure the response of bubbles to the change? 2) To then set up the procedure so that it is a fair test also called a controlled experiment, you must identify the one variable you decide to change (called the independent variable) and keep all other variables the same (or controlled) throughout the problem. 3) In identifying the variable that will be changed throughout the problem(independent variable), the variable that you measure to see if there is any change is called the dependent variable.

Procedures: Introduction: It is important for students to understand how to set up a controlled experiment. Many students change more than one variable at a time and thus, they can not determine if it was Variable A or Variable B that caused the change in the time or distance or whatever you are measuring. In this exploration we will be walking the students through the steps of first, identifying a research problem and then, setting up the procedure so that we have a controlled experiment, which is also called a fair test. We will be using bubbles as our topic, but you may choose any other area you like. Materials: Exploration Sheet #9 Teacher Preparation: 1)Review the Four Question Method of identifying researchable problems. 2) Write the Four Questions on an overlay or board. Anticipatory Set: In this exploration we will be taking you through the steps of first, identifying a research problem and then, setting up the procedure so that we have a controlled experiment, which is also called a fair test. We will be using bubbles as our topic, but you may choose any other area you like. Student Procedure: We want to determine a research question we could test in class. We will be using the Four Question method to help us. As we answer the questions you will fill out your Exploration Sheet with all our thoughts. Look at the first question: What materials are readily available for conducting experiments on bubbles? On your sheet fill in as many things as you can think of. Next, the second questionHow do bubbles act? On your sheet fill in as many things as you can think of. Now the third question. How can I change the set of bubble materials to affect the action? On your sheet fill in as many things as you can think of. The fourth questionHow can I measure the response of bubbles to the change?

1)

2)

3) 4)

5)

6) Now go back to the third question and select one of the quantities you identified as something you could change. This will be your independent variable. Record it. 7) Now look at the fourth question and identify how you will measure thee change. This is what you will be measuring so it is the dependent variable. Record it. 8) To have a fair test of the variable you are changing, you must keep all other conditions or variables the same throughout the test. This makes your experiment a controlled experiment. List some of the other variables that you will be keeping the same(controlled). 9) Now write a title for your exploration using the following format: The Effect of (independent variable) on the (dependent variable). Replace the phrase independent variable with what you chose as the independent variable back in procedure step #6. Replace the phrase dependent variable with what you chose as the dependent variable back in procedure step #7. 10) A hypothesis is a guess at what you think will happen based on previous knowledge(either by research or experience). Write your hypothesis using the following format: If I (increase/decrease) the (independent variable), then the (dependent variable) will (increase/decrease/stay the same). Once again replace the variables with the ones you chose. Choose increase or decrease or stays the same to fit your thinking. 11) Now we need to set up the step by step procedure we need to follow to complete the experiment. Think through what you need to do first, second, third, etc. Write the steps down on your Exploration Sheet. 12) In taking data, the more trials(tests) you do, the sure you can be of your answers. It is suggested that at least 3 trials are done for one change of the independent variable and then an average value is determined. You will see a data table set up for you. Write the independent variable at the top of the first column. Write the dependent variable above columns 2,3 and 4. We have listed 1,2 and 3 to identify the three trials you will measuring the dependent variable. Put average above the 5th column. 13) If you were to do this experiment, you would now set up the materials and change the independent variable. As you change it, you will test the change and record the dependent variable. You will do it 3 times for this experiment, if you were going to do it. 14) Answer the questions and summarize your learning the conclusion. 1) How is the independent variable different from the dependent variable?

2) Why do all variables need to be controlled? 3) Why do we call this a fair test? 4) Why do you want to do more than 1 trial ? 15) Summarize your thoughts in your Conclusion. Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Have the students try a different independent variable to test, using bubbles or some other material/objects, i.e., plants, tennis balls, etc.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/

Bubble-ology
Lesson Title: Can three dimensional bubbles be made that are not spheres? Lesson Number: 11
Standard Statement(s):
3.1.4,12.B. 3.1.7,10.C, 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C., 3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: Evaluation of Student Exploration Sheet # 9 Teacher Observation of student participation in Closure discussion Teacher Observation of Student Participation in lab work and discussion Key Ideas: 1) Various 3 dimensional bubbles can be made if a frame is made that takes that shape. 2) Geometric shapes have vertices(corners), edges(2 sides come together) and faces(flat sides). 3) Two dimensional shapes are flat, having only length and width. Three dimensional shapes have length, width and height. Procedures: Introduction: We have seen that bubbles always take a spherical shape if it is allowed to float freely. This is due to the fact that the particles in the soap solution are attracking one another and want to get into the smallest possible volume, thus the sphere. However, if we were able to put boundaries on the soap film we could hold it in other three dimensional shapes. Euhler discovered a relationship between vertices, edges and faces of 3 dimensional shapes. It can expressed as: Vertices + Faces 2 = Edges

Materials: Clay (or hardened mini-marshmallows) Round toothpicks Soap solution Thread Container large enough for shapes to fit into the soap solution in it Teacher Preparation: 1) Make soap solution ( 8 oz. To 1 gallon of distilled water) Anticipatory Set: We have seen that bubbles are always spherical in shape when they are made. When they are 2 dimensional, they are flat. Lets see if we can make some 3 dimensional, non-spherical bubbles. We call these shapespolyhedronmany sided. Student Procedure: EM#1 gets equipment. 1) Cut a piece of thread about 40 cm. long. 2) Take small balls of clay or mini-marshmallows and some toothpicks. Make a square using 4 toothpicks and 4 balls of clay. Is the square two or three dimensional? 3) Now take more toothpicks and small clay balls to make a cube as shown here:

4) Tie the tread on one of the toothpicks. Now dip it slowly into the soap solution. Now pull it out slowly. Describe what you see. 5) How many vertices, edges and faces do you have on a cube? 6) Now build a tetrahedron like the one below.

7) Tie the tread on one of the toothpicks. Now dip it slowly into the soap solution. Now pull it out slowly. Describe what you see. 7) How many vertices, edges and faces do you have on a cube? 8) Now build a pyramid like the one below.

9) Tie the tread on one of the toothpicks. Now dip it slowly into the soap solution. Now pull it out slowly. Describe what you see. 10) How many vertices, edges and faces do you have on a cube? 11) Now build a triangular prism like the one below.

12) Tie the tread on one of the toothpicks. Now dip it slowly into the soap solution. Now pull it out slowly. Describe what you see. 13) How many vertices, edges and faces do you have on a cube? 14) See if Euhlers formula works with the cube: Vertices + Faces 2 = Edges 15) If time, try some other shapes. Summarize your findings in this exploration in the Conclusion by answering the title question and any other information you learned or observations you made. Extension/Reinforcement/Closure: 1) After collecting the Exploration sheets, discuss with the students their findings. Try to have them identify key ideas as stated above. 2) Have the students pop a pane(face) and see what happens. 3) Make wire frames of these and others for permanent models.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/ This lesson is adapted AIMS, Soap Films and Bubbles, AIMS Education Foundation, 1990.

Bubble-ology
Lesson Title: What have learned about bubbles? Lesson Number: 14
Standard Statement(s):
3.1.4,12.B. 3.1.7,10.C, 3.1..4,7,10,12.E, 3.2.4,7,10.A., 3.2.4,7.B., 3.2.4,7,10.C., 3.2.4,7,D., 3.4.4,7,10,12.A, 3.7.4.A., 3.7.4,7.B.

Assessment Strategies: Teacher Observation of student participation in Closure discussion A Formative Assessment Key Ideas: These will be student given. Procedures: Introduction: Closure on a unit is critical in helping students see how they 1) began with some base knowledge, 2) explored new areas to build their knowledge further, 3) reflected on what they had explored and its meaning and 4) applied this new knowledge to new and real life situations. This discussion supports this model of learning. Materials: The sheets completed in Lesson 1 dealing with their present knowledge and the questions they had. Teacher Preparation: Review the 2 sheets and think through the new learning they have accomplished since that point. Anticipatory Set: Today, we are going to summarize our unit on Bubbles by looking at where we started and where we have finished up.

Student Procedure: 1) Have students look at what they knew about bubbles at the beginning of the unit. Read through them together. 2) Read the questions they had at the beginning. 3) Go back to the knowledge sheet and fill in New Knowledge(what they have learned) in a different colored marker. 4) Look at the questions. How many of them did we answer? What could we do if we did not answer them? 5) Review how we go about setting up or designing a research problem using the Four Question Method. Summative Assessment For the summative assessment, have the students write a letter to someone who has never blown a bubble before. In the letter they should share: What makes a good bubble blower How they make the bubble solution How to make the best bubble solution and Anything else that about the properties of bubbles. You will need to design your own rubric to fit what you consider to be a 43,2 and a 1 learner.

Related Web Sites:

Exploratorium, http://www.exploratorium.edu/ronh/bubbles/bubbles.html Science Museum of Minnesota, http://www.sci.mus.mn.us/sln/tf/b/bubblegeometry/bubblegeometry.html Bubble-mania, http://www.bubblemania.com Soap and Detergent Association(SDA)- http://www.sdahq.org/sdakids/bubbles/