GEMS project

Û111.16. Mathematics, 4.11 (A) student estimates and uses measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; 4.15(A) explain and record observations using objects, words, pictures, numbers, and technology.

Û112.6. Science, 2 (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

2(B) collect information by observing and measuring; 2(D) communicate valid conclusions; and

CONCEPT STATEMENT: Students will become more familiar with the organization of materials for conducting a scientific experiment and learning how to work together and make equal contributions. The connections between math and science should become more visible to them. They should develop a greater understanding of the importance of literacy in order to communicate and record their results, in addition to learning more precise ways to generate scientific questioning.

http://en.wikipedia.org/wiki/Soap_bubble

www.exploratorium.edu/ronh/bubbles/buble_colors.html

www.exploratorium.edu.ronh/bubbles/sticky_water.html

PERFORMANCE OBJECTIVES: SWBAT- measure, record, and figure out the averages of the diameters of the bubbles generated from each solution and use the mechanics of scientific organization and thinking as they set up their learning/experiment stations.

RESOURCES:

Preparation/clean-up: 8 ounces (240 ml) of three different brands of dishwashing (liquid soap solution), including one name brand and one generic brand; Measuring cup/graduated cylinder; 3 one-gallon containers (mixing bubble solution);Water; Roll of Masking Tape; Marker; 2 cups of vinegar (clean table/work surface); Paper Towels; Glycerin; Eyedropper; Squeegee (optional).

Each Pair of Students: Meter/yard stick, Tape measure, String; 2 Plastic Drinking Straws; 1 one-pint container (cottage cheese/yogurt); Pencil/marker; 1 copy of ñBubble Solutionsî data sheet (pg, 16); 30î diameter work surface/table; Calculator (optional).

SAFETY CONSIDERATIONS:

*Make sure students remember to remove mouth from straw when they inhale and to blow gently.

*To prevent a potential mess and prevent solution from running on to the floor, inform students

the work surface just needs to be covered lightly with the soap solution and that spills are to be

wiped up promptly.

*Use vinegar and paper towels to clean work surface, not water.

*Remind students to keep hands away from their eyes and mouth when handling soap solution and

vinegar (vinegar is an acid and can sting).

SUPLEMENTARY MATERIALS, HANDOUTS: ñBubble Solutionsî data sheet, page 16 in Bubbleology GEMS guide.

Engagement		Time: 5-10 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Continue w/conversation we began the previous day about our upcoming experiment. Tell students I used some of their suggestions and made bubble solution for our experiment and left out glycerin in the in solution ïone.'	Get predictions on which solutions will produce the biggest bubbles. Why do they feel this will happen?	Think the expensive brand will produce the largest/longest lasting bubbles.

Exploration		Time: 30-35 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
ñYou will lightly spread the solution on the top of the table in a circle and add a little more if that does not make a bubble. Don't overdo it. Try a little at a time. You will use the straw to blow the bubbles. More than one breath may be necessary. So, gently pull your mouth back and take a quick and gentle breath and then exhale back into the straw (be careful not to move the straw as you do this and don't inhale while the straw is in your mouth). Make as large a bubble as possible. When the bubble pops, measure the diameter of the bubble. Repeat this process four times for each solution.î Arrange students into groups. Help with experiment station set up. Model how to record results on their Bubble Solutions sheet and reinforce that they are to do this four times for each solution, then calculate the average sized bubble for each solution (inform them that solution one does not contain glycerin and solution two has half the amount as in solution three).	Predict, again, which solution you think will make the biggest bubble. Why do we need to make a ring of the solution on the table? What do you think the reason is for using use vinegar to wipe the work surface?	Students might not realize much more is involved in making a bubble than the composition of the bubble solution. (air flow, amount of solution used . . .) Using Water will make bubbles and a mess.

Explanation		Time: 5 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Discuss while students are still in groups.	What are you noticing? Why? Have you changed the way you are doing things from when you started the experiment? Is making more than one bubble from each solution a good idea? Why?	It takes several little breaths to blow the bubble. The first try might make a small bubble.

Elaboration		Time: 10 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Bring whole class back together. Make chart with each group's results Allow time for personal recording in their science journals	What do you think caused the different results? How could we do this experiment, again, to prove the results we got are the accurate? Would this experiment work if we did it outside? Why/Why not?	Change amount of water, amount of solution, w/w out glycerin. The wind/air might pop the bubbles sooner or make it harder to blow them.

Evaluation		Time: 5-10 min
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Assess student feedback, chart, and science journals. Have students graph their soap bubble size versus the use of glycerin. If there was an unkown, have the students place a dot on the graph where they think the unknown lies (based on the size of the bubble).