Bubble Technology, Part 2: How Are Bubble Blowers Different?

Transcription

1 Bubble Technology, Part 2: How Are Bubble Blowers Different? In this investigation, you will show what you have been learning about bubbles. You have already made observations and predictions - trying different objects to make different-sized bubbles. Now, you will use your observations to design a new bubble-blowing tool. You will be given some materials to use for making your bubble blower Your tools, a picture of the bubble blower you designed, and the kind of bubbles you made will be listed on your recording sheet. 1 of 11

2 Bubble Technology, Part 2: How Are Bubble Blowers Different? Suggested Grade Span K-2 Task In this investigation, you will show what you have been learning about bubbles. You have already made observations and predictions - trying different objects to make different-sized bubbles. Now, you will use your observations to design a new bubble-blowing tool. You will be given some materials to use for making your bubble blower Your tools, a picture of the bubble blower you designed, and the kind of bubbles you made will be listed on your recording sheet. Big Ideas and Unifying Concepts Cause and effect Design Form and function Physical Science Concept Properties of matter Design Technology Concepts Design constraints and advantages Invention Use of tools Mathematics Concepts Compare and contrast Data collection, organization and analysis Diagrams Number properties, numeration and number sense Patterns Time Required for the Task Approximately 45 to 60 minutes. 2 of 11

3 Context This investigation was a final performance assessment of bubble explorations that took place during the four weeks of September. Students began with a week of free exploration, followed by body-bubble activities, shape explorations, bubble measurements and, finally, bubble technology. (See Part 1 of this inquiry task for more details.) What the Task Accomplishes Technology involves the use of science to create something practical. Bubble technology explorations enable children to build on their prior knowledge, to apply the science skills of observation, experimentation, communication, and to extend their thinking to a design task. Teachers of young children are encouraged to make observations and question students as they work to assess the degree to which they use their prior knowledge and experience. How the Student Will Investigate The fourth week of this unit of study consisted of the bubble technology task for performance assessment purposes. This was a very engaging task that asked the students to discover what objects would make the best large bubbles, the best little bubbles, or no bubbles at all. They were also asked to invent a new bubble blower from straws and pipe cleaners, shortening and/or lengthening them any way they chose. Children tested, demonstrated and discussed the effectiveness of their bubble blowers. Up to this point, a lot of our recording was done during whole-group share on chart paper. For this task, I asked each child to use the available materials to design a bubble blower. I limited materials to pipe cleaners, plastic straws, and scissors to cut them to various lengths. Tools used were counted and written on individual recording sheets along with a drawing of the bubble tool and the size of the bubbles produced. Note: If I were to do this task again, I might have the children do this activity as a pretest for the bubble technology unit and then repeat it at the end. Comparisons between the pretest and post-test bubble blowers would clearly show evidence of increased conceptual understanding and improved use of process skills. I would also add a prediction space to the recording sheet, so the students could predict before they tested bubble blowers. Interdisciplinary Links and Extensions Science/Design Technology Have the children use bubble gum to observe and discuss techniques in blowing bubbles. Investigate the durability of bubble wrap around a raw egg. Connect surface-tension activities with eyedroppers and different surfaces of objects that have edges or don t have edges. Experiment with water vs. water-and-bubble solutions, adding different things (oil, food coloring, etc.) to them and recording observations. (This is a good introduction to controlling variables adding the same item in equal amounts to each solution.) 3 of 11

4 Social Studies Have there been any records set in bubble blowing? Research to find out. Ask partners or cooperative groups to investigate when bubble wrap is used. Art/Movement Use guided imagery and visualization to experience the movement of bubbles and different size experiences. Then explore bubble movement with students having them move their bodies, through dialogue, or by using appropriate music selections. Perhaps begin with individuals being bubbles and extend to connecting shapes with connecting groups of children. Make bubble paint and observe the characteristics of bubbles. (To do this, mix 1/2 cup Ivory Soap flakes, 1/2 cup water and tempera paint.) Mathematics Introduce time activities to track how high you can count to before a bubble pops; or measure how long bubbles stay in the air. Graph bubble gum by the quality of producing large bubbles, and correlate these to the brands of gum. Graph the number of bubbles each cooperative group is able to produce in a given amount of time. Measure the diameters of circular/round tools and then compare them to the size of bubbles produced. Teaching Tips and Guiding Questions Some questions that could be asked at different stages of this bubble investigation are: Which bubble blowers made better bubbles? Why? What can you tell me about the size of the bubbles and the size of the bubble blowers? What size bubbles do you want to make? My secret to blowing a great bubble is... Something that surprised me about my bubble blower was... What is the same about all the tools that make bubbles? How do you know? What happens when you blow too lightly? too hard? Can you tell when a bubble is going to pop? What have you observed? What is one new thing you have learned about bubble blowers? 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 and describe the effect of air on the bubble solution. Students observe surface tension and adhesion attributes. Students observe and describe the effects of (air) blowing or waving on the size and quality of bubbles, and observe the size differences of small, large and no bubbles from the different tools investigated (cause and effect). Design Technology Use of Tools: Students recognize and describe how the shape of different junk tools produce different sizes and shapes of bubbles (form and function). 4 of 11

5 Design Technology Constraint, Advantages and Invention: Students recognize that some junk materials are better than others, depending on the size of the bubbles that are desired. Students are beginning to identify several steps that are involved in inventing tools that are useful to people. Mathematics: Students use diagrams and identify trends and patterns. Students apply the concepts of compare and contrast and collect, organize and analyze data appropriately. Students demonstrate number sense and use numeration and number properties. 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 and Using Data) Scientific Method: Observing, predicting/hypothesizing, collecting and recording data, applying reasoning strategies, controlling variables, manipulating tools, drawing conclusions, communicating findings 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. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Students observe and describe changes in states of matter. (A bubble is a ball of air or gas surrounded by a very thin layer of liquid or other covering. Bubbles float, adhere and pop.) Design and Technology: Students recognize that tools extend the ability of people to make things and that manufacturing takes a series of steps, depending on the task, and a careful choice of materials. Mathematical Understanding: Students use geometric and measurement concepts to examine, compare, and analyze real objects by one-, two- and three-dimensional features. Students identify patterns and trends in data. Suggested Materials Tubs of bubble solution were placed around the room for cooperative groups to use. Because this is a very messy unit, it is helpful to use a large tarp on the floor or to cover desks with dark plastic garbage bags that can be cut up to extend over the edge. (Put a little water under the plastic so it will stick to the desk.) Have plenty of paper towels ready for messy hands and spills. 5 of 11

6 I limited materials to the following: Ample numbers of pipe cleaners Medium-weight plastic straws Scissors (to cut the the pipe cleaners and straws to various lengths) Recording sheets (to document materials and results) Students were reminded to count the number of pipe cleaners and straws used when they were recording results. Only one child had difficulty joining the pipe cleaners (by twisting the ends). At the beginning of the lesson, I modeled how to use straws to make a closed design. You can purchase large jugs of bubble solution (often on sale at the end of the summer) from toy stores, or make your own solution. In a plastic garbage container mix: four gallons of water, four cups of Joy or Dawn dish-washing liquid, and 1/2 cup of glycerin. Stir the solution gently with a yardstick, being careful not to produce foam. This solution can easily be stored in reusable gallon milk jugs. Also, for easier clean up provide plastic trays for groups to put their wet objects in after they have tested them in the bubble solution. Possible Solutions The bubble technology investigations provided opportunities for the children to use their research skills and their knowledge from the previous three weeks to design and test a successful bubble blower. Each child had to count and record the materials used, draw the design tested, and observe and record the size of the bubble produced. Drawings at this age don t always demonstrate a clear representation of the physical models designed (which were done quite well). Photographs would show better the successful models and designs. Task-Specific Assessment Notes Novice This student attempts to construct a bubble blower but needs help to complete the task. Data are recorded with assistance from an adult. Apprentice This student completes the activity independently and records data. According to the recording sheet, only one straw and one pipe cleaner are used. The drawing attempts to match the shape of the bubble blower created, although very little detail is shown. Although it was possible to blow a big bubble with a small design, the results are somewhat questionable. There is some evidence that the student is beginning to show reasoning skills using scientific and design concepts. Practitioner This student s solution is completed independently, and the recording sheet is complete with all data. The drawing is detailed enough to show where pipe cleaners are joined. The student demonstrates clear evidence of using prior knowledge and using scientific reasoning. 6 of 11

7 Expert This student s solution is complete two bubble blowers are successfully constructed and tested. The drawing is detailed enough to show size comparisons for the two blowers and the bubbles each produced. Some evidence of a higher level of accuracy in recording is shown by noting which bubbles were produced by which blower. 7 of 11

8 Novice 8 of 11

9 Apprentice 9 of 11

10 Practitioner 10 of 11

11 Expert 11 of 11