CUIN 6350: Problem Solving Unit*

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CUIN 6350Problem Solving Unit

• Adapted Compiled by
• Eva Bisaillon

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Special Note

• I used the following unit last summer (2006) to
  train teachers in SBCISD integrating Science and
  Gifted. In addition, I adapted it from an article
  from the National Science Teachers Association
  (NSTA) journal for elementary level science
  activities . http//www.nsta.org/

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My personal philosophy

• I am an advocate for what I perceive to be the
  true inquiry methodology
• It is more open-ended and student directed than
  the 5E method.
• I was formally trained in 2002 at the Fort Worth
  Museum of History Sciences Texas Center for
  Inquiry. http//www.fwmuseum.org/educate/prof_dev_
  tci.html
• The team of instructors there were trained at the
  San Francisco Exploratorium Institute for Inquiry
  which was NSF funded. http//www.exploratorium.edu
  /ifi/
• I have been creating Science curriculum units
  based on this philosophy for about 5 years.

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inquiry or enquiry n1. a formal
investigation to determine the facts of a
case2. a request for information
Investigating phenomena
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Investigating phenomenaa sequential way of
thinking
OBJECTIVE

• Observe it - Describe it
• Mess with it - Explore it
• Test it - Experiment
• Sort data - Organize results / tables, graphs,
  diagrams
• Explanation - Interpret results / draw
  conclusions
• Examples of real life applications --
  Implications - where can it be directly or
  indirectly applied

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Sticky Water

• Compiled by
• Eva Bisaillon

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Teacher Prep

• Materials
• Space - reserve outside time and space for
  culminating activity. This is a great way to end
  the school day - especially on a Friday!!

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Materials

• Problem Activity
• Three canisters per group
• Pipette
• Water
• Detergent
• Ruler
• Paperclips
• Culminating Activity
• Various large bubble makers - 1 per group
• One small bubble maker per student
• Both purchased from Wal-Mart - inexpensive!!
• Bubble solution

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Determine the effects of detergent on water
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Problem

• Which canister will spill over first?
• Add 35 ml of water

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2
3
Water 10 drops
Water 20 drop
Water only
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• First trial
• Fill the canister with water. Measure and record.
• Drop paper clips into the canister measuring the
  rise of the water above the lip of the canister
  each time.
• Second trial
• Put 10 drops of detergent in the bottom of the
  canister.
• Add the same amount of water as in the first
  trial
• Drop water into the canister and measure the rise
  each time a paper clip is added.
• Third trial
• Put 20 drops of detergent in the bottom of the
  canister.
• Add the same amount of water as in the first
  trial
• Drop water into the canister and measure the rise
  each time each time a paper clip is added.

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• Gather data.
• Make class tables
• Make graphs
• Interpret graphs
• Develop NEW questions

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Culminating Activity

• Have FUN making Bubbles of all shapes and sizes !!

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Stimulating More Questions!

• When you come back on Monday activate prior
  knowledge by recounting the fun everyone had.
  Have the students write done some of their
  observations and new questions. This is worth
  researching for information and end products of a
  written lab report of Fridays investigation and
  a research paper on their new question. The
  reality is --- BUBBLES are BIG science!! -- as
  well as the abilities of WATER!!