Bubble-ology
Shelia Buchanan
Cynthia Daniels
Brenda Pieper
Cynthia Daniels
Shelia Buchanan
Brenda Pieper
TITLE
OF THE LESSON:
TECHNOLOGY
LESSON (circle one):
DATE
OF LESSON:
LENGTH
OF LESSON:
NAME
OF COURSE:
SOURCE
OF THE LESSON:
TEKS
ADDRESSED:
(B)
Knowledge and Skills.
6.1 Scientific processes. The student conducts
field and laboratory investigations using safe, environmentally
appropriate,
and ethical practices. The student is expected to: (A) demonstrate safe
practices during field and laboratory investigations; and (B) make wise
choices
in the use and conservation of resources and the disposal or recycling
of
materials.
6.2
Scientific processes. The student uses scientific inquiry method during
field
and laboratory investigations. The student is expected to: (A) plan and
implement investigative procedures including asking questions,
formulating
testable hypotheses, and selecting and using equipment and technology;
(C)
analyze and interpret info to construct reasonable explanations from
direct and
indirect evidence; (D) communicate valid conclusions.
6.7
Scientific Concepts.
(A)
demonstrate that new substances can be
made when two
or more substances are chemically combined and compare the properties
of the
new substances to the original substances.
CONCEPT
STATEMENT:
Bubbles are a significant process
in many
fields of science such as chemistry, geophysics, and physics. Bubbles are derived from many
properties. Bubbles exchange gas with
surrounding fluid, produce turbulence in the fluid and penetrate the
interface.
In addition, bubbles affect the fluid properties, rise due to buoyancy
and
accelerate the fluid. Finally, bubbles
burst at the surface.
The process is important to
several
industries including, chemical engineering, biology, automotive
engineering,
mining technology, biotechnology, and food processing. Therefore, the
significance of bubble investigations and the knowledge derived from
this
process is of vital importance to everyone.
Source:
Bubbleology: The Science. www.bubbleolgy.com
PERFORMANCE OBJECTIVES:
Students will be able to
blow bubbles.
Students will be able to
determine what/which objects can be
used to blow bubbles.
Students will be able to
learn what kinds of bubbles the
objects make.
RESOURCES:
Materials needed for
preparation of activity: newspapers to
cover tables, dishwashing liquid (8oz), water, measuring cup,
eyedropper, 1
one-gallon container for mixing bubble solution, glycerin (opt)
Materials needed for class
to test for bubble-makers: 10
(minimum) objects. Such as: strainer, protractor, rubber bands, paper,
mason
jar lids, funnels, eyedropper, paper cups, styrofoam cups, wire,
string,
scissors, tubes of any kind, gauges of screen, straws, etc..
Materials for each group
of 3-4 students: 1 wide-mouthed,
flat-bottomed pan (with some depth) to hold bubble solution and to be able
dip the object into.
SAFETY CONSIDERATIONS:
Students will be using
straws as one of the objects for the
process. Inform students to throw away straw after use to avoid
spreading
germs.
SUPPLEMENTARY
MATERIALS, HANDOUTS:
No supplementary
materials and or handouts for this particular activity.
|
Engagement |
|
Time:
___10min__ |
|
What the
Teacher Will Do |
Probing
Questions |
Student
Responses Potential
Misconceptions |
|
Inform that
participation will be observed and is necessary. Introduce the
investigation. Explain the challenge is to discover which objects can
be used to blow bubbles and what kinds of bubbles these materials could
possibly create. Point out the objects on one table. Inform students
that they should each test at least 10 items. Inform students that
after they test the object, they should place object on one of two
tables clearly labeled “works” or “don’t work”. Inform students that
they are allowed to remove object from the “don’t work” table to test
the object themselves and if successful place on “works” table. In
addition, instruct students that they are to list which objects made
small bubbles or large bubbles on the board where you have written
“small” or “large”. |
1. Who has
blown soap bubbles before? |
1. [Yes and
No] Misconceptions
include that all students have experience with bubbles. Misconceptions
may include that they can or cannot blow bubbles with certain objects. |
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Exploration |
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Time:
15min______ |
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What the
Teacher Will Do |
Probing
Questions |
Student
Responses Potential
Misconceptions |
|
Allow
students to test objects for possible bubble-makers. Walk around
classroom posing questions. Observe participation. |
1.Which
kind of cup works better..paper or styrofoam? 2. What would
happen if you changed the shape of the wire or object? 3. Does the
tube length make a difference? 4. Does it
matter if you blow hard or soft? |
[All answers
could vary] |
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Explanation |
|
Time:
10min______ |
|
What the
Teacher Will Do |
Probing
Questions |
Student
Responses Potential
Misconceptions |
|
Inform
students exploration is complete and to sit down. Initiate discussion
on probing questions Utilize table
with “works” and “don’t work” AND board with “large” and “small” for
discussion. |
1. What do
the working bubble-makers have in common? 2. What
objects did not work? 3. Why do you
think that these objects did not work? 4. Did you
use a strategy to make an object work? 5. Why did
this object make small bubbles? 6. Why did
this object make large bubbles? |
1. They an
opening 2. Answers
vary 3. No
opening, object leaked solution. 4. Blew
harder or softer 5. It is a
small hole. 6. It is a
large hole. |
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Elaboration |
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Time:30min_______ |
|
What the
Teacher Will Do |
Probing
Questions |
Student
Responses Potential
Misconceptions |
|
Open a
discussion on what students experience with trying/using other objects
for bubble-makers outside of this investigation. In addition, inform
students of the importance of bubble technology. |
1. What
happened? 2. What else
could we have tried to use as a bubble-maker? 3. Why would
we investigate bubbles? |
1. Answer
will vary 2. Paper
folder, horn, anything with an opening etc. 3. It is fun.
[Bubble technology is a significant part of science and many industries] |
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Evaluation |
|
Time:10min_______ |
|
What the
Teacher Will Do |
Probing
Questions |
Student
Responses Potential
Misconceptions |
|
Observation
of participation in exploration. Observation of participation in
discussion. |
1. Did
student actively participate
in exploration activity? 2. Did
student contribute to discussion? |
n/a |
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