GEO-PLANES
Subject: Math and Science
Learner Outcomes: The students will discover the unique patterns formed inside the polyhedrons made of toothpicks and clay. They will also discover relationships of sides of the figure to the new shapes formed.
Duration of Lesson: One fifty minute class session.
Materials: Clay, toothpicks, large container (2 liter), liquid soap, thread, glycerin, milliliter measures and water.
Technology Tools/Courseware:
The students will be using the computer
to gain access to the internet- therefore prior knowledge of the use of
computers/lab is recommended. Some basic skills needed would be word
processing and internet searches etc.
Purpose/Introduction:
The student will
discover unique "bubble" patterns formed inside polyhedrons.
Patterns
which would be expected to form around the sides meet near the
center, sometimes forming
another geometric. This illustrates the principles of surface
tension. The elastic,
rubbery skin formed by the attraction of the molecules to one
another is pulling itself
into the smallest area possible. Less area is used when the soap
film comes to the center
than by covering the faces around a geometric shape.
A second discovery can be
made regarding the relationship of vertices, edges, and faces
for 3-D shapes. Euler's
Theorem states that: VERTICES+FACES=EDGES+2.
This is true for all convex
polyhedrons.
Procedures:
1. Shapes will be made individually by groups of three to four students.
2. Caution students to dip carefully so the mixture's surface stays
as bubble free
as possible.
3. Students should use more complex designs; they may need help drawing
additional
shapes.
4. Use paper to protect desks while rolling clay. Each group
should have a supply of
clay, toothpicks and thread.
5. Each group will measure out 15 ML of liquid soap and 15 ML of
glycerin
to be added to 1 liter of water in each container. Stir gently.
6. Students will dip 2-D shapes attached to a long piece of string
into the mixture and
predict what will happen on lab sheets.
7. On lab sheets the students will fill in the results of what happened.
8 Students will complete the procedure again with the 3-D shapes.
9. Students will dip each shape several times and record their observations.
10. Make a graph showing the class results.
11. Students will then answer the following questions:
1. Is the geoplane pattern the same each time?
2. How could you change the geo-pattern?
3. What helps the bubbles last longer?
4. Which shapes made the polyhedron with the most sides, when dipped
into the water?
Modifications: Some
modifications to this class session may need to be made. For those
student not permitted to use the internet books, other resources will be
available for those students to complete their assignments. Peer
helper/buddies will be assigned to those special needs students.
University interns,
participants, and tutors will be
made available to assist in the computer labs.
State
and National Standards:
WVIGO's - Grade 6- (6.31, 6.32, 6.41, 6.19, 6.72)
Grade 7- (7.34, 7.39, 7.5, 7.15)
Grade 8- (8.35, 8.16, 8.19)
National
Standards
Job/Career Clusters:
Building and construction, graphic design, and architecture.
References:
http://www.edgov/pubs/parents/Science/bubbles.html
http://www.exploratorium.edu
http;//www.lhs.berkely.edu
Power Point Presentation on Bubbles
Lesson One: Identifying Polygons
Lesson Two: Geoboard Activities
Lesson
Four: Applying Equations: Area Formulas
Authors:
Linda Burns
Bridgeport Middle School
lburns@access.k12.wv.us
Tracy Gould
Bridgeport Middle School
tgould@access.k12.wv.us
Rita Robbins
Bridgeport Middle School
rerobb@aol.com
http://www.sciceu.com/geometry/classroom/build
|
|
|
|
|
|