Fun with Bubbles and Plop, Plop, Fizz, Fizz

ELEM 631
Dr. Linda Pickett
Winthrop University
Strive to be a
“bottoms-up”
science teacher!
Agenda
• Fun with Bubbles activity
• Discuss variables
• Plop, Plop, Fizz, Fizz activity
– Teacher-initiated inquiry
– Discuss experimental design
– Student-initiated inquiry
Literacy Connections
• Bubble Bubble by Mercer Mayer
• Use the book for a writing prompt
Engage
Explore
• Fun With
Investigation
• Explore Variables
– Something that can affect the
outcome of an investigation or
experiment.
Page 86
Which solution makes the
biggest bubble?
You will make 3 bubble solutions:
• 5 ml dish washing liquid
– Dawn, Joy, Palmolive
• 30 ml water
• 5 ml plain glycerin
You will also use a commercial bubble
solution – do not add anything to it
Which solution makes the
biggest bubble?
I usually do this in groups but you will do
it individually.
Talk about this question and write a
group hypothesis.
Please enter your hypothesis on the
class data table.
Class Data Table for Fun With Bubbles
Bubble sizes measured in centimeters
Initials
Hypothesis
Dawn
Joy
Palmolive
Miracle
Bubble
• Mix solutions and wait for directions
on how to blow and measure the
bubbles.
• You will decide how to conduct your
investigation.
• Think about the variables in this
investigation.
• Make observations about the
colors seen in the bubbles made
from different solutions.
• Practice for a few minutes before
you start measuring the bubbles.
• Use your data tables to record the
measurement of each bubble – be
sure to compute the averages for
each solution.
• Enter the averages on the class
data table –reports on your
investigations (Explain)
Why do you think that
glycerin was added to the
homemade bubble
solutions?
Elaborate
What are the variables in
this investigation?
Modifications for younger
students
• Test only one homemade solution
and a commercial brand
• Make solution in advance (1:6:1
proportions) and put into bowls
• Poke holes in straws
Reflect
• Which science process skills were
used?
• Variables
• Is this a demonstration?
• Is this an activity/investigation?
• Is this teacher-initiated inquiry?
• Is this student-initiated inquiry?
Extensions and Math
Connections
• It’s a Frame-Up and Soapy Math
Connections - Pages 90 – 92
• The Science Behind Bubbles and Math
Connections – pages 93 – 101
• Bernoulli Bubbles – p. 98
• How could student learning in this
activity be assessed?
Experimental Design
• Bubble Gum Investigation – p. 78
Plop, Plop, Fizz, Fizz
Experimental Design
Student initiated inquiry with
Alka-Seltzer®
P. 102-115
Plop, Plop, Fizz, Fizz
Where does the name come from?
• You have an upset stomach and a
headache, so you take an Alka-Seltzer
to relieve your symptoms. Opening the
little package, you drop the two tablets
into a small glass of water and drink the
mixture
• Commercial
• Did you ever stop to think about what
would happen if you put different-sized
pieces of Alka Seltzer and some water
into a closed container?
• You will investigate this question and
then design and conduct an
investigation of your own.
Plop, Plop, Fizz, Fizz
• Please pick up the materials
• Conduct the investigation as written,
make observations, and record the data
in a data table.
• You will write a statement summarizing
your results and share the statement
with the class.
– Use size and time in your statement.
Reflect on the activity
• What have we just done?
– Demonstration
– Activity/Investigation
– Teacher Initiated Inquiry
– Student Initiated Inquiry
• What gas do you think was
produced?
– Carbon dioxide
Experimental Design Review
p. 76-77
• Begin with problem statement or
question to be investigated
• Hypothesis
– Your prediction of what will happen in
the experiment and an explanation of
why you think this will happen.
Variables
• Independent or manipulated
variable:
– The variable that you, as an
experimenter, control
– The different size pieces of Alka Seltzer
• Dependent or responding variable:
– The variable that results from what
you do
– The time it takes for the lid to pop off
• Usually 3 trials are done and an
average of the 3 trials is reported
• Graph to communicate data
– Independent variable placed on the
X axis
– Dependent variable placed on the
Y axis
Remember!
DRY
• Dependent
Variable
• Responding
Variable
• Goes on Y Axis
MIX
• Manipulated
Variable
• Independent
Variable
• Goes on X Axis
• Results
– State if hypothesis was supported or
not supported, and explain what you
found out.
• Conclusion
– Include the 7 elements of a good
conclusion (p. 110)
Student-initiated Inquiry
• Come up with a question to
investigate
• Design and conduct the
investigation
– Quantify as much as possible
– Mass, temperature, height, volume
• Record data
• Present findings
Things that can be investigated
• Effects of temperature
• Different liquids compared to water
• Different amounts of water
• Different amounts of Alka Seltzer
• Effects of grinding the Alka Seltzer
into a powder
Performance Assessment
Rocket activity
Alka Seltzer Rockets
• http://www.youtube.com/watch?v
=WfiiS3dBnRs
• http://www.youtube.com/watch?v
=ypQJSb0Wjxc&feature=related
• http://www.youtube.com/watch?v
=Gtbane7BBdQ&feature=related
Coke and Mentos
• http://www.youtube.com/watch?v
=RAc12mqxM88&feature=related
• Also check Myth Busters for other
demonstrations and explanations
Inquiry Cycle
Inquire Within – p. 24-25
• State a question to be investigated
• Brainstorm possible solutions
• Select a statement to test
• Design and carry out a plan
• Collect evidence and draw
conclusions
• Share and communicate results
• Inquiry should not be used as a
single approach to teaching science.
• Demonstrations, hands-on activities,
books, projects, and presentations
should all be used in a well-rounded
science program.
• Read short article on Inquiry
• Have a great weekend!