Participatory show in which we will reason the movements and structures that the soap builds inside hoops, cages, strings and polyhedres.
- from 1st of Primary Education to the 2nd of ESO
- Groups of 25 or 30 students at most according to the level.
- Duration: 1 h 30 min
What are we going to do in the workshop?
What is the shape of soap bubbles? always...? What if we built a soap bubble in a cube? And inside a pyramid? And, above all: why?
We will discover how soap bubbles work, the concept of minimal area, we will review concept of basic geometry, such as angles and polygons, and we will connect soap with modern architecture, with optimization and gastronomy of Ferran Adrià.
More information about the activity
Needs of spaces and materials
Bubbles when they burst leave ensabonada water, we recommend putting a plastic or cloth on the floor and removing everything that can be damaged.
At the same time prepare towels and utensils to dry the floor and avoid slipping.
The room should not have air currents.
A screen or wall is required to project and two waterproof tables.
All other material including the projector will be carried by the MMACA educator.
Learning objectives
- Recognition of geometric shapes and geometric language.
- Mathematically modeling situations.
- Problem solving in context.
- Learn how to build, confirm and check hypotheses.
- Re-evaluating the aesthetic dimension of mathematics.
- Recognize mathematics around us, in nature and day by day.
Contents
What shape does a soap bubble have? why? Could it have another way? Other angles? We will try to predict the geometries of bubbles and soap films within different constructions of flat geometry and in volume. We will test the surface tension of the soap, test its strength and solve mathematical problems with it, experimentally. We will marvel at the beauty and complexity of this phenomenon of our daily lives. Finally, we will experiment with the most playful and aesthetic aspects of soap.
Evaluation criteria
- Analyse the shapes and angles of soap constructions.
- Mathematically model their behaviour.
- Understand the mathematical concepts that will appear, such as the minimum area and its importance.
- Design hypotheses to predict phenomena.
Basic competences
Communication
- Linguistic and audiovisual communicative competence
Specific to living together and inhabiting the world
- Linguistic and audiovisual communicative competence
- Social and citizen competence
Methodological
- Mathematical competence
- Competence to learn to learn
Personal
- Competence of autonomy and personal initiative