Bubble Science

This summer I was trying to do an “acrylic pour” canvas artwork, but I messed it up. While I was using a squeegee to wipe off the pooling paint, my five-year-old son said, “Hey, that looks like BUBBLES!” I decided to harness his suggestion, and added a few reflections. I brought the painting into class for students to discuss—to see what is working and what could be improved to be more “bubble-like”. Students watched a “How to Paint Realistic Bubbles Tutorial” on YouTube, and we will post their own bubble paintings tomorrow.

Hello, division 2 families!

Exploring the world as scientists is so much fun! We are learning more about the scientific method and how to collect data we perceive through our five senses. Here are some highlights from our ongoing “Bubbles Inquiry”.

We began our learning with a group brainstorm of what we already know about bubbles. Then students jotted down all of the bubble-related questions they could conjure.

Next, we explored some text about bubbles and learned new vocabulary, and then we watched a Science World video about fun bubble tricks and special moves.

We discussed the movement of the molecules in bubbles and compared soap bubbles versus air bubbles. Key words we learned were: film, surface tension, water vapour, globules, hydrophilic, hydrophobic, and hygroscopic.

Then came the time to make and test our own bubble solution*. It was one part water (approx. 1.5 tablespoons) with a 1/2 teaspoon of glycerin. Students mixed their solutions and made bubble wands of various sizes with pipe cleaners. We discussed the importance of safe practices in science class. (I did need to mention, “Please don’t eat the bubbles.”)

*A solution is a liquid mixture in which the minor component (the solute) is uniformly distributed within the major component (the solvent).

It was valuable to experiment to see how important the proper ratio of ingredients is to ensure big bouncy bubbles. Students often came back asking for more soap if they discovered they used too much water.

Students noticed that trying to blow bubbles into the wind was hopeless as they popped immediately. Yet, blowing bubbles in the direction the wind was blowing was way easier and lent lift to the bubbles— which helped them soared up several stories high.

We also marvelled at the swirling rainbows of light reflected off of the bubbles.

It was interesting to observe all the blobby shapes bubbles would contort into in the initial blowing up phase. Yet the bubbles always become spheres eventually.

We will continue exploring the science behind bubbles this week—check back on Friday night for more photos of student artwork and updates!

Answers to Oct. 5th Extra Practice Sentences:

I would love to go to Paris, France.

We live in Victoria, British Columbia.

“Joanne, can you please tell Mom I want her to pick me up at Oaklands Elementary today?”

Did you see Kathy and Marco at Hillside Mall yesterday?

Watch out for the falling rocks!

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