MASTER TEACHER  Cerise Weeks

Grades: 3-5

OVERVIEW
These lessons introduce the concept of bubble technology, the conditions necessary for creating bubbles, and the formation of various types of bubbles.  During the lesson students will compare bubble solutions, and explore geometry through bubbles beginning with what objects  will create bubbles.  The students will then progress through  hands-on/minds-on activities providing them with opportunities to observe, explore, examine, experiment, compare and create various types of bubbles through science, math and literature.

ETV SERIES
3-2-1 Classroom Contact  #123 Bubble-ology

LEARNING OBJECTIVES
Students will be able to:
* list characteristics about a soap film
* make observations about bubbles 
* understand surface tension
* create 2-dimensional and 3-dimensional geometrical shapes using soap film 
* compare, measure and record data 
* experiment with various soap mixtures and shapes 
* graph data
* make inferences and draw conclusions 

MATERIALS 
(per class)
newspaper to cover tables
8oz. (240ml) dishwashing liquid (Dawn)
8oz  (240ml) dish-washing liquid (joy)
8oz. (240ml) White Karo syrup
1oz. (40ml) glycerin
2 gallons tap water
1 gallon distilled water
measuring cup or graduated cylinder 
eyedropper
1 one-gallon container for mixing bubble solution glycerin
at least ten different materials to use for bubble-makers, such as: strainer, small tin cans, protractors, paper, mason jar 
lids, string, drinking straws, flower pots, funnels, paper cups, styrofoam cups, screen, various sized washers, rubber bands, toilet-tissue and paper-towel rolls, wire of different gauges, pipe cleaners, scissors, tubes
25 sheets graph paper
(each group of 3-4 students)
1 wide-mouthed, flat-bottomed pan (such as a metal pie pan, dish pan) 

VOCABULARY
This list may be posted around the room.
soap film-solution made of soap that clings to objects
surface tension-a force that makes the soap stick to itself and pull itself together
bubblologist-person who studies and works with bubbles
chemist-scientist

PRE-VIEWING ACTIVITY
Prepare one gallon of bubble solution:
8 oz. (240 ml) dishwashing liquid
1 oz. (40 ml) glycerin
128 oz. (3.8 liters) water 
Set up a table with items that might or might not make bubbles.  Each group of 3 or 4 students will have 1 wide-mouthed, flatbottomed pan, pencils and paper.  Teacher will fill containers with about 2 cups of bubble solution and then present the challenge of discovering which of the materials will make bubbles.  The students will predict which items will make bubbles.  Then each group will receive 2-3 items.  These they will test, record if they created bubbles or not, and return them to the table.  They will continue in this manner until every group has tested all items.  As the students experiment, the teacher should circulate among them suggesting questions to investigate, such as: What would happen if you changed the shape of the wire?  Does the length of the tube make a difference?  Which kind of cup works better--paper or styrofoam?  Return the students to a whole group and discuss their findings.  They should now be prepared to explore what makes bubbles work.

FOCUS FOR VIEWING
To give students a specific responsibility while viewing tell students that they are going to watch a video on bubbles to gather more information on bubbles.  Ask students to listen for the definition of surface tension.  They are also to identify characteristics that would help describe soap films.

VIEWING ACTIVITIES
Start the video 3-2-1 Classroom Contact: Bubble-ology at the beginning of the tape.  Pause the video where Stephanie says, “...and like it makes bubbles” and is holding up a sheet of soap film.  Ask the students, “What characteristics did you hear that would describe a soap film?” Accept all answers and write on chalkboard.  (Answer: wet, stretches, clinging, clear, thin, smooth sheet).  Ask students to watch in the next section for some of the things the bubblologist did with the bubbles.  Resume video. Stop the video when bubblologist says, “On that note I’m going to stop.” The screen should show the audience clapping.  Have students name some tricks the bubblologists performed.  (Answer: created bubbles inside bubbles, bubbles traveling down string-“cable cars,” bubbles jumping through hoops, children standing inside bubbles, double bubble). Ask the students, “Why did the bubbles fall to the ground so quickly inside the auditorium?”  (Answer: No breeze).  Fast forward video to where the screen shows Hopi and Todd standing in a room and you hear Hopi say, “We wanted to know more about how bubbles work so we went to see David Katz.”  Ask students to listen for why you need to add other materials to the soap and water mixture.  Resume video.  Pause video after the screen shows David Katz and he says, “...and the bubble lasts longer.”  Discuss why materials need to be added to soap mixture.  (Answer: water molecules are thinner than soap molecules and therefore drain out from between the soap molecules and soap molecules cannot support the weight of the rest of the bubble and so it pops).  Ask students to listen for, “Why bubbles are always round.”  Resume video.  Stop video when the screen shows Stephanie and she says, “I mean a bubble that’s square or triangular or a rhomboid.”  Ask students, “Why are bubbles always round?”  (Answer: surface tension of liquid pulls itself together to form smallest area that can be formed).

POST-VIEWING ACTIVITIES
We have learned more about bubbles, what they are made of, and items that can create them.  Ask students, “Are you ready to take Stephanie’s challenge?  Is there such a thing as a non-circular bubble? Will you be able to form bubbles of various geometric shapes?  Before we begin let us review 2- and 3-dimensional shapes.”  Perform Activity 1 and 2 with students.  After reviewing shapes return students to the question, “Is there such a thing as a non-circular bubble?  How many of you think you will be able to form bubbles of various geometric shapes?”  Take a poll of students predictions.  At the end of Activity 4 they will re-examine this information to create a graph.  Using one of the formulas in Activity 3 have students perform Activity 4.

ACTION PLAN
Arrange to have a bubblologist visit the campus.  Have this expert explain the uniqueness of their job to the students.  As a language experience activity, have students write letters to the bubblologist before the visit asking questions about his/her work. 
Have students, at home, create and compare the bubble solution using four predetermined brands  of dishwashing liquid.  Be sure to include 1 name brand and 1 generic brand.  Have students bring this information back to the class.  Compare all students findings and graph the information as a whole class. 

EXTENSIONS
Language Arts/Art
Make some shape poems.  Students write poems about various geometric shapes.  The poem is actually the outline of the shape,  Circle.
Soft
Shiny 
Transparent
Bubbles
Wet

Mathematics/Science
Have the students compare various bubble solutions (Dawn, Joy, Sugar and Water, Store bought bubble mixture).  Test each solution to uncover the best for making bubbles.  Use Scientific Method Format.  Graph results.

Social Studies
Have students research the history and origin of soap.  Where did it come from? What civilization was the first to begin using it?  Report to class.

Social Studies/Science
Arrange a “Bubble Day” field trip on campus.  Have students become bubblogists and create various bubble experiments and activities to perform for other grade levels(make sure to target various content areas, i.e. Math, Science, Language Arts).  Have the spectators become actual experimenters as they join in the activities

Internet
http://www.sci.mus.mn.us/sln/tf/books/bubbles.html
http://www.exploratorium.edu//ronh/bubbles/bubbles.html
http://www.bubbles.org

Resources
Bubble-ology: Teacher’s Guide: Grades 5-9.(1992). Great Explorations in Math and Science: GEMS: Lawrence Hall of Science,    University of California at Berkley.
Demonstrating Science With Soap Films
Lovett, David, Bristol & Philadelphia: Institute of Physics
Bubbles Zubrowski, Bernie, Beech Tree Books
 

Activity #1
Use this sheet to review 2-dimensional figures.

Name That Figure

Complete the table.

Activity #2
3-DIMENSIONAL FIGURES

Complete the chart.  How many faces? edges? vertices?

Bubble Formulas

Activity #3

This is to be used to complete Activity #4 and Math and Science extension activities.

Bubble Formula #1
 

Dawn Ultra or Joy Ultra	Water(distilled)	Glycerine or White Karo Syrup
1 part	15 parts	.25 parts

Bubble Formula #2
 

Regular Dawn or Joy	Water(distilled)	Glycerine or White Karo Syrup
1 part	15 parts	.25 parts

Activity #4

Creating 2-and 3-dimensional Geometric Shapes with Bubbles

Materials:
240 ml bubble solution
5 flat-bottomed pie pans to hold bubble solution
50 pipe cleaners

Focus:
Brainstorm various 2-dimensional geometric shapes with students (circle, triangle, square, rectangle, quadrilateral, etc.). List shapes on chalkboard.

Activity:
Divide students into groups containing 3 - 4 students.  Have each group of students create a 2-dimensional geometric shape with pipe cleaners.  Using the same soap pans and soap mixture, as in the pre-viewing activity, have each group test their 2-dimensional shape.  Record results on graph paper.  Continue until each group has tested everyone’s shape.  Record results. 

Discussion:

• Were students able to create 2-dimensional shapes with bubbles?  Why or why not?
• Did the soap film create 2-dimensional shapes?
• Would we be able to create 3-dimensional geometric shapes with bubbles?
• Would we be able to create 3-dimensional geometric shapes with the soap film?

Discussion:

•  Were students able to create 3-dimensional shapes with bubbles?  Why or why not?
•  Did the soap film create 3-dimensional shapes?