How Things Work - Doha Academy of Tertiary Studies

140 QUaLItatIVe ReSeaRCH
BOX 8.1. the Bubble Gum experiment
On the last Friday in May, Miss Grogan announced that for the mathematics
lesson, they would do research on bubble gum. She had been
counting out pieces earlier, and several children had stretched to see
what she was doing. After they returned from computer class, she quieted
them.
1:07: “Clear your desks, except for your notebook.” It becomes
quiet, each at his/her own place. Grogan points to five stations around
the room, each with a poster identifying a bubble gum brand name and
a small supply of gum.
“Okay. Just after lunch I told you we would do some research on
bubble gum and drawing some graphs. What rules for the research did I
mention?” (Silence, but happy anticipation that something good is going
to happen.) “We are going to make graphs of bubble size and elasticity.”
“There are different kinds of bubble gum, and we don’t know if they
are equally good at making bubbles. Each of you will make a bubble with
each of five brands and, using plastic dividers, a teammate will measure
the diameter.” (She has placed meter sticks and calipers at each station.)
“Each of you should record the measurements in your journals and on
the posted sheet. Then you will take the gum, pull it into a string, and see
how far you can stretch it, measuring the length with a meter stick.
“As soon as you have made both measurements, wrap that piece
of gum in its wrapper and put it in the paper cup. Do not put gum anywhere
except in the cup at the station. If you get it on the floor, you must
clean it up. We don’t want bubble gum on the floor or under the chairs.”
(Carlos claims there is gum stuck under her desk.) She repeats, “Put the
used gum in the cups.”
“Listen up. Another rule is: When chewing, it’s only one stick. I
trust you not to take any extra. The experiment will only work if you
chew one piece. If you wad up your mouth with gum, the experiment
won’t work. [pause] We might have a problem if someone has a big
mouth. Some people may be able to blow better than others.” [laughter]
“Let’s be serious about this. We don’t want Mrs. Bravo coming in
and think we are goofing off. But she will understand that an experiment
is important.”
1:25: “We need five teams, three or four, possibly five, persons to a
team. Each team is in charge of the record for one brand of gum. Is it time
to break into groups? [pause] Now, divide yourselves into groups.”
(cont.)