Busted Bubbles

 

 

Teacher Name: Gemma Griffin  

Date: June 10, 2003  

Grade Level: 2-5  

Subject: Science  

Time: 45 minutes  

Concept: Scientific Investigation  

Topic:  Variables  

SOLs:  2.1, 3.1, 4.1, 5.1, 5.4

2.1 The student will conduct investigations in which

  • observations are repeated to improve accuracy;
  • two or more attributes are used to classify items;
  • pictures and bar graphs are constructed using numbered axes;
  • linear, volume, mass, and temperature measurements are made in metric (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds);
  • observation is differentiated from personal interpretation, and conclusions are drawn based on observations;
  • simple physical models are constructed;
  • conditions that influence a change are defined; and
  • unexpected or unusual quantitative data are recognized.

3.1 The student will conduct investigations in which

  • questions are developed to formulate hypotheses;
  • predictions and observations are made;
  • data are gathered, charted, and graphed;
  • objects with similar characteristics are classified into at least two sets and two subsets;
  • inferences are made and conclusions are drawn;
  • natural events are sequenced chronologically;
  • length is measured to the nearest centimeter;
  • mass is measured to the nearest gram;
  • volume is measured to the nearest milliliter and liter;
  • temperature is measured to the nearest degree Celsius; and
  • time is measured to the nearest minute.

4.1 The student will conduct investigations in which

  • distinctions are made among observations, conclusions (inferences), and predictions;
  • data are classified to create frequency distributions;
  • appropriate metric measures are used to collect, record, and report data;
  • appropriate instruments are selected to measure linear distance, volume, mass, and temperature;
  • predictions are made based on data from picture graphs, bar graphs, and basic line graphs;
  • hypotheses are formulated based on cause and effect relationships;
  • variables that must be held constant in an experimental situation are defined; and
  • numerical data that are contradictory or unusual in experimental results are recognized.

5.1 The student will conduct investigations in which

  • appropriate instruments are selected and used for making quantitative observations of length, mass, volume, and elapsed time;
  • rocks, minerals, and organisms are identified using a classification key;
  • data are collected, recorded, and reported using the appropriate graphical representation (graphs, charts, diagrams);
  • accurate measurements are made using basic tools (thermometer, meter stick, balance, graduated cylinder);
  • predictions are made using patterns, and simple graphical data are extrapolated; and
  • estimations of length, mass, and volume are made.

5.4 The student will investigate and understand that matter is anything that has mass; takes up space; and occurs as a solid, liquid, or gas. Key concepts include

 

  • atoms, molecules, elements, and compounds;
  • mixtures and solutions; and
  • effect of temperature on the states of matter.

 

 

Rationale: Science becomes more meaningful for students when the problem of inquiry is something relevant and interesting to their lives.  Making predictions observations, and conclusions are important skills for students to develop.  These skills will allow them to evaluate reported research, make informed decisions as citizens, and become actively involved in issues that require them to question and process information.  

Goal:  To help students become aware that many different variables can affect an outcome.  

Objectives:   

Cognitive:   

The student will be able to identify, both orally and in writing, after performing an experiment, at least 3 possible variables that may have influenced the outcome of the experiment. 

See worksheet rubric.  

Affective:   

The student will be able to work cooperatively in pairs, as well as make individual contributions, during an experiment, evidenced by successful completion of the experiment.

The student will be able to, both orally and in writing, compare conclusions drawn based on observations during an experiment, and distinguish them from personal interpretation.  See worksheet rubric.

Psychomotor:  

The student will be able to measure length and time, using standard English units (inches and minutes), evidenced by successful completion of an experiment.

The student will be able to participate, in groups, using scientific investigation skills to complete an experiment, evidenced by completion of the experiment.

Materials:   

3 different brands of bubble gum (each student receives one piece of each brand)

Clock with minute and second hand

1 ruler per student pair  

Advanced Organizer:  

Tell students they have all been selected to perform a very important test.  “A bubble gum company, which shall remain nameless, is being sued by another bubble gum company for claiming their gum blows the biggest and best bubbles.  We need you to perform an experiment to test which brand of bubble gum really does blow the biggest and best bubbles.”   

Procedure:  

1.   Pair students with partners. Explain that they will be working with their partner to test blowing the bubbles. Explain the importance of accuracy while timing and measuring the bubbles, because after all, someone’s company is at risk here.

2.   Give each student 1 piece of each brand of bubble gum, and a data sheet to record their findings.

3.   Make sure each pair has a ruler, and access to a clock.

4.   Explain the experiment:

a.   Pick one person in your pair to go first.  Partner #1 will place a piece of bubble gum in his or her mouth and chew, while partner #2 times partner #1 for a minute.

b.   After the minute is up, Partner #2 begins to time Partner #1 for another minute. During this minute partner #1 tries to blow bubbles with the gum.  While partner #1 is blowing bubbles, partner #2, in addition to timing, will also be measuring the length (in inches) and keeping track of the biggest bubble partner #1 blows.

c.   At the end of the minute, Partner #1, who was blowing the bubble, should record the biggest bubble he or she blew, in inches.

d.   Switching who is blowing and who is timing/measuring, repeat steps A-C.

e.   Repeat steps A-D.  Each student should blow bubbles with each of the three brands of bubble gum.

Closure:

Have students come to the board and write their name and the number of inches under the brand of bubble gum that they were able to blow the biggest and best bubble with.  

Have students identify, if applicable, which bubble gum brand blows the biggest and best bubble.  Because of VARIABLES this may not be possible, as various factors may have influenced the outcome of biggest and best bubble.

Discuss with students variables, and see if they can identify some in this experiment.

·weight of bubble gum may account for one being better than the other

·students may blow harder or softer than their classmates

·some students may just be better at blowing bubbles than others

·some students may have chewed their gum before blowing for a longer/shorter amount of time than others

·measurements taken of the bubble may not have been as accurate as they could be

Also, different students may have started with different types of gum first, doing a good job with the first and second trial of gum, but by the third gum testing were tired of chewing and blowing.  

Assessment:   

See attached rubric for worksheet.  

Click here for Bubble gum Lesson Example
                    Bubble gum Lesson