Nicole Meyer

ELD 376
Mr. Messersmith

Subject- Science
Title- Bernoulli`s Bubbles
Materials- Newspaper
Dishwashing Liquid
Water
Index Card
Tube
Container

Objective- By the end oI this lesson, students will be understand and recall Bernoulli`s
Principle as well as understand what causes an airplane to liIt. They will comprehend the
idea oI aerodynamics and how it is applied to a bubble.

Engage: To engage the students I will start by blowing a bubble based oII oI the
experiment`s directions and let it Iloat through the air until it pops. I will blow
another bubble but this time I will wave my hand over the top oI the bubble to
make it Iloat. AIter perIorming the demonstration I will ask the students what
they think caused the bubble to Iloat the second time and why.

Explore: I will explain that we will be perIorming an experiment based oII
Bernoulli`s Principle, which helps explain aerodynamics. I will set up an
experiment with soap water and tubes. The students will take the tube, place one
end in the soap water and blow a bubble. AIter disconnecting the bubble Irom the
tube, they will wave their hand over the bubble to keep it aIloat. I will
demonstrate how to detach the bubble Irom the tube iI needed. AIter the students
have perIormed this part oI the experiment, I will advise them to think oI diIIerent
ways to keep the bubble aIloat. AIter the students have tried several ways to keep
the bubble aIloat, we will come together and make a list oI methods that worked
and methods that didn`t work.

3 Explain: I will explain to the students that Bernoulli`s Principle states that the
Iaster air Ilows, the less pressure it exerts. This was observed when the students
waved their hands over the bubble to make it Iloat. I will show the students a
diagram oI an airplane and how Bernoulli`s Principle applies to aerodynamics. I
will show them a picture oI an airplane and explain to them that as air hit the
wings, it goes above and under the wings; and that regardless oI whether the air
goes under or over, it arrives at the other side oI the wing at the same time. This
applies to the wind that goes over and under the plane. I will ask the students the
Iollowing questions:
a. Which air has to travel faster to make it to the other side, the air that goes
over the wing or under the wing? [The air that goes over the wing has to
travel further in the same period of time].
b. What does Bernoullis Principle say about fast moving air? [It exerts less
pressure].
c. If there is greater pressure pushing up from under the airplane, what will
happen? [The airplane will go up].
AIter the students answer the question, I will tell them that the answer to the last
question is caused by dynamic liIt, which is the pressure pushing upward. I will
reIer to the beginning oI the lesson where I waved my hand over the bubble. I
will explain that waving your hand over the bubble causes the air to move Iaster;
Iaster moving air exerts less pressure. The Iaster you wave, the higher the bubble
goes.

Elaboration: I will set up a mini obstacle course and have the student guide their
bubbles through the course. AIter they have tried maneuvering their bubbles
through the course I will lead the students in a discussion asking questions like:
a. What was the most difficult situation?
b. What refinements did they develop to increase the amount of distance the
bubbles were able to travel through the course?

Evaluation: I will show the students three types oI planes, a biplane, a 747 and a
helicopter. I will then ask the students to explain how Bernoulli`s Principle is
incorporated into the design oI each plane.