Which Solution Makes the Best Bubbles?

Which Solution Makes the Best Bubbles? In this investigation, we will use what we have observed and learned about bubbles to define criteria for the perfect bubble. You will then test 3 different solutions to determine which one best fits the criteria you have established. You will conduct your tests, record the data collected, and then explain and justify how you came to your decision. 1 of 11

Suggested Grade Span 3 5 Task In this investigation, we will use what we have observed and learned about bubbles to define criteria for the perfect bubble. You will then test 3 different solutions to determine which one best fits the criteria you have established. You will conduct your tests, record the data collected, and then explain and justify how you came to your decision. Big Ideas and Unifying Concepts Cause and effect Design Physical Science Concept Properties of matter Design Technology Concept Design constraints and advantages Mathematics Concepts Data collection, organization and analysis Graphs, tables and representation Measurement Time Required for the Task Approximately three 45-minute sessions. Context I always begin the year with a unit on bubbles. This unit is an engaging way to teach students to use inquiry science process skills and involve them in the scientific method using hands-on activities. This unit also helps build a foundation for all subsequent science units during the year. This particular activity occurs after students have spent time observing bubbles; investigating the shape, size and quality of bubbles; and testing various bubble blowers. This 2 of 11

activity precedes and is a prerequisite for the culminating activity where students design and test perfect bubble blowers. (See "Design a Tool to Make a Perfect Bubble") This activity also helps students learn how to define criteria, conduct multiple trials (testing more than one material while controlling variables), and make decisions and use data to draw conclusions. Finally, students communicate to the rest of the class what they have learned through their investigations. What the Task Accomplishes This task enables the teacher to assess a variety of science process skills, such as observing physical characteristics and reactions, making predictions, designing and carrying out a test, recording data, and drawing knowledgeable conclusions within the context of answering a specific question. The communication piece demonstrates how students investigated this question and reflects their thinking about the science concepts present in this activity. How the Student Will Investigate Students will use their prior knowledge about the characteristics of bubbles to design and carry out a test to determine what solution makes the perfect bubble. Students first decide (as a group) the criteria for the perfect bubble: what they define as important bubble behavior and quality. Next, students decide how to test for these criteria: the instruments and tools they will use to measure the bubbles (such as rulers and clocks) and how they will observe and describe the appearance of the bubbles. Students then conduct their tests and record their results. Finally, students use their data to make a decision about which solution worked best, and they communicate their conclusions to the group. The steps for investigation should include the following: Define criteria for the perfect bubble. These may vary based on students experiences. Some examples: biggest in size, most colorful, lasts the longest, number of bubbles blown in one breath, distance a bubble travels, etc. Students should select at least three criteria to test for. Decide how to test for the specified criteria. What tools will they use to measure and observe, and how will they organize data? Make an informed prediction about results, based on prior knowledge. Test three different solutions and record the results. Use data and observations to make a knowledgeable decision about which solution performed best. Communicate your results and justify your decision to the whole group. Interdisciplinary Links and Extensions Science/Design Technology Students can attempt to replicate one another's investigations to see if they get similar data and results. The process listed above for the investigation can be used as a guide for other design challenges. Each new investigation reinforces design technology concepts, encouraging 3 of 11

students to look at design constraints and advantages and at the physical characteristics of materials while practicing the scientific method. Social Studies Students can investigate who blew the first bubble, who invented bubble gum, or how bubbles, large and small (in various containers, flotation devices, air bags, etc.), have been integral to many important inventions through time. Language Arts Write a story or poem about the biggest bubble ever, where it travels and what it sees. Write a bubble observation poem describing the characteristics of bubbles. There are also several children s books, such as Tubtime, Bubbles, Bubblemania and How Does Soap Make Bubbles? that can be shared with students. Students can plan and perform a bubble commercial, advertising the solution they chose. Students can include a demonstration and evidence about why their solution works best. It is a great idea to videotape these! Mathematics For a problem-solving activity, ask students how they could measure a bubble (for size, length of flight, durability, etc.) and then have them try out their ideas. Have contests to see whose bubble goes the farthest and graph the results. Geometric ideas are a natural extension. What shapes can be observed in a pile of bubbles? Can students make a square bubble? (It is possible!) Students may also test to determine whether a bubble is always a sphere or if different-shaped blowers make different-shaped bubbles. Teaching Tips Because bubbles can be messy, make sure the areas you are working in are protected by newspaper (this is easiest to clean up) or dropcloths. Students and teachers should wear old clothes or put on long-sleeved, old shirts over clothing. Keep towels and containers of clean water handy for cleaning up spills. When selecting solutions, I have found these dishwashing liquids to work best: Joy, Dawn and Palmolive. Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe the physical properties and characteristics of matter, and the characteristics and behavior of bubbles. Students observe the properties of different solutions and use those properties to make predictions and comparisons and to classify materials. Design Technology Constraints and Advantages: Students observe that some materials are better than others, depending on the task and characteristics of the materials. 4 of 11

Scientific Method: Students identify trends and patterns appropriately and describe relationships, with some justification, using data and prior knowledge. Students observe and explain reactions when variables are controlled (cause and effect). Mathematics: Students use appropriate data representation and data analysis, use tables and graphs to show how values of one variable are related (increase, decrease, etc.) to values of another; and use numerical data and measurements in describing events, answering questions, providing evidence for scientific explanations and challenging misconceptions. Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing, predicting/hypothesizing, collecting and recording data, designing and conducting an investigation, manipulating scientific and mathematical tools, drawing conclusions, communicating findings, challenging misconceptions and raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Students use evidence and reliable information obtained from scientific exploration to construct an explanation. Physical Science Properties of Matter: Students observe and describe physical properties and characteristics. The Designed World: Students observe that manufacturing requires a series of steps and, depending on the task, careful choice of materials (based on their characteristics). Mathematics: Students use measurements, data representation and data analysis in describing events, answering questions, providing evidence for scientific explanations, and challenging misconceptions. Suggested Materials For this investigation, students need straws and other items for blowing bubbles, rulers, magnifying glasses, a clock with a second hand, pie tins or plastic plates for solutions three different bubble solutions, and a recording sheet. 5 of 11

Possible Solutions While there is no one right answer, students answers should reflect their results. Some criteria for testing solutions are more appropriate than others, and you may need to help students select these. It is important to have several criteria so that the students decisions are based on a number of factors. For this investigation, I like to use a basic format to guide students. As students become more confident with this process, they will begin to develop their own strategies. Here is the format: What is the question you are investigating? What do you predict will happen? How will you test this? (Remember to test only one variable at a time.) Collect data and record your results. (I give them a blank grid to use.) Analyze data and explain your results. What happened? What are your conclusions (decisions) based on your results? Did anything surprise you? Task-Specific Assessment Notes Novice This student s solution is lacking a number of important parts. The original question is restated incorrectly. The data the student recorded are missing appropriate notations and units of measure that clarify what is being measured. While it is fairly clear how the student investigates, the write-up is confusing and difficult to follow. There is no relevant or knowledgeable conclusion included. The student s choice of the green solution is due to inaccurate testing measures evident while observing this student work. Apprentice This student s solution, while missing some pieces, attempts to use scientific procedures and tools consistently. All data are collected. The communication of data is fairly clear, with only some measurement notations missing. There is also some evidence that the student testes accurately and makes a knowledgeable decision based on what was observed. The conclusion, however, is incomplete and makes no connections to the concepts being learned or reference to the results gathered. It is difficult to tell how the data are analyzed. Practitioner This student s solution is complete. The testing is performed and recorded accurately, using appropriate and consistent notations. The student clearly explains how the testing is done and what tools are used to ensure successful completion of the task. A clear explanation is presented by the use of circling specific results and then stating that the decision is based on how the solution performs (it does the best). The results and scientific decision making demonstrate clear understanding of the relevant and important concepts about bubble characteristics and behavior in relation to different solutions. 6 of 11

Expert This student s solution is complete and detailed. The results are recorded accurately using appropriate and consistent measurement notations. The display of results is organized and easily read. The response indicates the student applies the scientific method accurately and provides a clear explanation that demonstrates sound understanding of the concepts being learned. Conclusions are supported by data. This explanation also includes an interpretation and observation about why the yellow solution performs the best (because of thickness). This conclusion shows the depth of this student s thinking as s/he begins to make some connections and extend thinking. 7 of 11

Novice 8 of 11

Apprentice 9 of 11

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