STEAM-ing Prints! Materials: *Quantities depend on the amount of students per activity.

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1 STEAM-ing Prints! Objective: Students will make predictions, hypothesize and test their hypothesis on the properties of water and its reactions to the addition of various elements and components to the water and a colloid such as: liquid water color paint pigments, chalk, methylcellulose (Elmer s Art Paste), salt, and/or corn starch, in the creation of a finished visual arts product (marbling effects on paper). They will document their findings of their experiments. Materials: *Quantities depend on the amount of students per activity. Chalk Painting: Table salt fine Colored chalk or inexpensive Chalk Pastels (*chalk pastels preferred for color concentration). For a class of 25 you will need at least 4 boxes. Cornstarch Methylcellulose Large tongue depressors (one per student) Measuring cups Paper cups for dispensing salt, methylcellulose (optional), cornstarch Shaving Cream Marbling: Shaving Cream (Usually one can will support a class lesson for 25 and can be purchased at the dollar store) Plastic forks Paint brushes (water color) Dr. Martin s concentrated watercolors (diluted) or pre-mixed liquid watercolors (primary colors of red, yellow, blue for use with elementary students), (red, yellow, blue, and secondary colors of green, purple, orange - for use with middle and high school students). Eyedroppers Items Needed for Both Activities: Pre-cut water color paper or heavy bond paper or card stock (white) into approximately 4 X 4 size. The size of the paper can vary as long as it fits comfortably within the cookie tray with at least 1 inch spacing between the edges of the paper (and the inside edges of the tray) around all four sides of the cut paper. (*Cut 4-8 pieces of paper for each student). Plastic tablecloths to cover tables Cookie trays Water enough to fill each cookie tray ½ inch in depth Plastic rulers (one per student) Plastic garbage bags (to dispose of excess shaving cream) Rubber gloves Paper with high rag contact or heavy card stock (cut smaller than the size of the cookie sheets) and/or swatches of muslin fabric (muslin is optional) One large wash bin to collect disposed water when finished, unless you have a sink in your room or easy access to a bathroom to dispose of liquid when completed. Paper towels Disposable hand wipes Student aprons or old shirts Pencils and writing paper

2 PROCEDURE: Step 1 - Steps in the process of creating (Turkish) marbling prints (experiment 1): *Pre-prep area for creating marble prints by covering tables with plastic tablecloths or paper to protect area with easy cleanup afterwards. Set up area for each student to include o One cookie tray per student o Eyedropper o 1 paintbrush per student o 1 tongue depressor per student o Pair of disposable rubber gloves o Stack of pre-cut 4-8 pieces of paper per student o One plastic fork with tines (not a spork) o Colored chalk or Chalk Pastels Limit colors to 3 per student o Dixie cups each containing: salt, cornstarch (enough cups for at least 2-4 students to share) o Student aprons or old shirts o One measuring cup per two students o Dixie cups filled with primary color liquid watercolors, secondary colors or both. Make sure that you have at least five sets of each color ready. Five students can each share one cup of each of the primary and secondary colors. Step 2 Write both science and art vocabulary words on chalk board or dry erase board. Encourage students to rely on this vocabulary when discussing the following: Now, have students discuss and share what they know about H2O and its properties, surface tension, adhesion, mass, volume, covalent bonding, and anything they may know about salt, chalk, or cornstarch. They can also discuss what they know about marbling, and primary and secondary colors. *Have students create a hypothesis Questions that can be asked in the creation of a hypothesis for this activity might include but are not limited to: 1. Question: If certain minerals are introduced to H2O, will they sink or remain buoyant? 2. Question: How do introduced components affect water tension, volume and mass? 3. Question: Do liquid pigments when introduced to a colloid (shaving cream) remain buoyant or do they sink? Will they adhere to other components? 4. Question: How do elements, or, do elements, added to H2O change the volume or density of the water? 5. Question: Will covalent bonding be apparent in H2O chalk prints and colloid printmaking? 6. Have students make predictions and write them down prior to their experiments and marbling activity. Step 3 Process (The art of the chalk print) 1. Have students write their names on each paper. 2. Using a plastic ruler and the measuring cup filled with water, each student will place the ruler on the inside of the cookie tray and pour in water to the tray to fill to the ½ line mark on the ruler. (Now remove ruler) 3. Put on rubber gloves and using only three colors only, have students hold chalk/or pastel in one hand and using the tongue depressor in the other, gently scrape back and forth along the length of the chalk/or pastel depositing the flakes in the water. They will work rapidly (less than one minute to scrape all three colors onto the water).

3 4. Taking one of their pre-cut papers in hand, they will gently place the paper on the top of the floating chalk flakes in the water with their names facing up at them (be careful NOT to submerge the paper IN the water). Observe what is happening to the paper. 5. In approximately 5-10 seconds, as the corners of the paper begin to curl upwards, pull the paper from the water and GENTLY allow the excess water to drip back into the tray. 6. Turn your paper around and discover the random marbling and speckling that has occurred on your paper. Now set it aside to dry. 7. Repeat the experiment, but this time add salt to the water, gently stir with finger and allow the salt to dissolve completely (approximately 10 seconds). 8. Now, take your three colors and repeat the scraping onto the water. This time observe the flakes (as you are scraping) and watch for buoyancy of the flakes in the water. 9. Repeat a print. As you remove your second print from the tray, make observations about the color intensity, the amount of color that has adhered to your paper, and any other visual observations. 10. Now, add cornstarch to the water (enough to lightly cloud the water and stir gently until dissolved). 11. Repeat a print and make observations. 12. When students have completed prints, have them observe and notate which were more intense in color, which mineral/component added to the water provided the most buoyancy and adherence of color to paper. *When dry, spray all with hairspray to keep the chalk from rubbing off. * When student are done with the chalk prints, have them discard any water that is left into the large plastic bin and wipe down their tray with a paper towel and dry the tray for the next experiment. Step 4 Process (The art of colloid marbling print) 1. Teacher YOU go around and place a small palm sized amount of shaving cream on each student s tray. *Only a small amount is required for this project, as it will be reused. 2. Using ONLY the four fingers of one hand (mid fingers to tips of fingers) gently spread the shaving cream on the tray in an area that is a little larger than the pre-cut paper size. Direct students to gently rub the excess shaving cream off their fingers to the side of the tray. 3. Using the eyedroppers or the paintbrush tips, the students will select a color and randomly drop 5-8 drops of the color on the shaving cream. 4. Next, they will select a second color and repeat dropping 4-6 drops of color onto the shaving cream area. 5. Finally, select their last color and drop 3-5 colors onto the shaving cream. 6. Now, using the wooden end of the paintbrush and without scraping the bottom of the tray, gently run the paintbrush end up and down in an S movement along the length o the shaving cream and then from side to side using the same gentle S movement repeating the length of the shaving cream in the opposite direction in a continuous movement until you have reached the end of the shaving cream. 7. Place your paintbrush on the table and take your paper, name facing up, and, gently place on top of the shaving cream. Without submerging the paper, gently, massage the paper for approximately 10 seconds and then, taking the paper by the corners, gently lift the paper out of the shaving cream. 8. Turn your paper around with the shaving cream side facing up and using your tongue depressor, scrape off ALL of the excess shaving cream and scraping it back into your tray. 9. You will discover the randomness of the marbling effect that you have created through the adherence of the liquid pigments to the paper.

4 10. Students can repeat the process first re-spreading the shaving cream again on their trays first and then re-dropping more pigment (color) onto the existing shaving cream in the tray and repeating a print this time using their forks to create a different pattern. 11. Have students observe and write what they have noticed about the color adherence, the buoyancy of the pigments and color saturation after each print. 12. Finally, have students make notes on their experiments and compare the findings in both experiments to their original hypothesis. Discuss these findings as a group. *Optional experimentation can be conducted with the use of methylcellulose and cornstarch to test water tension and adherence in these activities. Some learning extension activities include: Visual Arts: Have student create their own book using all their prints Create a class quilt project Create collages with prints Historical: Study of Turkish marbling, also called Ebru (Cloud Art) invented in Turkistan in the thirteenth century and brought to China, India, Persia and Anatolia much later. Study of the art of Suminagashi Japanese marbling also known as ink floating. Math extension: Measurement, and pattern making Art Vocabulary: Turkish Marbling Ebru Primary Colors Secondary Colors Color Theory: Color Mixing (Eg. Primary Colors of Red + Yellow = Secondary Color of Orange) Patterns Suminagashi Printmaking Watercolor Science Vocabulary: Surface tension Covalent bonding Water adhesion Buoyancy Mass Volume Density Hydrophobic Substances Hydrophilic Surfaces Polarity Negative and Positive Charges Amphipathic Substances

5 Florida State Standards Big Ideas (Science): 5 th Grade Body of Knowledge SC.5.P: Physical Science 5 th Grade Big Ideas 8 SC.5.P.8: Properties of Matter SC.5.P.8.1, SC.5.P th Grade Big Ideas 1 SC.6.N.1: The Practice of Science SC.6.N.1.3, SC.6.N th Grade Big Ideas 1.SC.7.N.1: The Practice of Science SC.7.N th Grade Big Ideas: 1 SC.8.N.1: The Practice of Science SC.8.N th Grade Big Ideas: 2 SC.8.N.2: The Characteristics of Scientific Knowledge SC.8.N Grade Standard 8 SC.912.P.8: Matter SC.912.P Grade Standard 2 SC.912.N.2: The Characteristics of Scientific Knowledge SC.912.N.2.1 Florida State Standards Big Ideas (Visual Arts): 5 th Grade Big Ideas: Skills, Techniques, and Processes 1 VA.5.S.1, 2 VA.5.S.2 5 th Grade Big Ideas: Historical and Global Connections 1 VA.5.H.1, 2 VA.5.H.2, 3 VA.5.H Grade Big Ideas: VA.68.S: Skills, Techniques, and Processes 1 VA.68.S.1, 2 VA.68.S Grade Big Ideas: Historical and Global Connections 1 VA.68.H.1, 3 VA.68.H Grade Big Ideas: Skills, Techniques, and Processes 1 VA.912.S.1, 2 VA.912.S Grade Big Ideas: Historical and Global Connections 1 VA.912.H.1, 2 VA.912.H.2

6 Supply and Materials *Quantities depend on the amount of students per activity. Chalk Painting: Table salt fine Colored chalk or inexpensive chalk pastels Corn starch Methylcellulose Tongue Depressors Shaving Cream Marbling: Shaving Cream (Usually one can will support a class lesson for 25) Plastic forks Paint brushes (water color) Liquid Water Colors or Dr. Martin s concentrated water colors (diluted) Eyedroppers Items Needed for Both Activities: Plastic table cloths to cover tables Cookie trays Water enough to fill each cookie tray ½ inch in depth Plastic garbage bags (to dispose of excess shaving cream) Rubber gloves Paper with high rag contact or heavy card stock (cut smaller than the size of the cookie sheets) and/or swatches of muslin fabric (muslin is optional) Paper towels Disposable hand wipes Student aprons or old shirts

7 Hydrophobic and Hydrophilic Interactions with Shaving Cream Prints Question: So-What s Happening With Marbling with Shaving Cream? Answer: Hydrophobic and Hydrophilic Interactions! What s Happening: Hydrophobic substances repel water. The name comes from the Greek stems hydros for water and phobos for fear. Hydrophilic surfaces attract water and Polarity is another way to describe this concept. A polar molecule has a separation of both positive and negative charges and nonpolar molecules have no prevalent charges. Water is a polar molecule with both positive charge areas surrounding the hydrogen molecule and negative charges surrounding the oxygen molecule. These act as magnets attracting each other. The soap molecules that are contained within shaving cream are both Hydrophilic and Hydrophobic, and this is known as being Amphipathic (containing both). Since shaving cream is composed of soap and air, the liquid water color (which is Hydrophilic) when introduced to the shaving cream (Amphipathic Colloid) the color will and can only interact with the Hydrophilic heads of the soap molecules in the shaving cream producing very limited mobility. When paper is introduced into this equation however, the water coloring moves easily because paper is primarily composed of cellulose (oxygen and hydrogen) and its molecular group structure makes it Hydrophilic. Because of this, the color spread easily across the paper to create patterns and marbling effects.

8 STEAM-ing Prints The Science Behind Floating Chalk Prints and Shaving Cream Marbling Tension, Cohesion, Water Adhesion, Buoyancy, Mass, Density, Volume Surface tension is the result of the tendency of water molecules to attract one another (called cohesion). Water s chemical name is H2O. Each water molecule consists of 2 hydrogen atoms and one oxygen atom. A process called covalent bonding joins these combined atoms; which means that they share electrons. Water has a high surface tension. Due to the shape of water, molecules stick together to cause water tension. Cellulose is a plant fiber. Methylcellulose (chemical compound derived from cellulose) is used in shampoo, toothpaste, ice cream and digestive products. Chalk is composed of soft white limestone (calcium carbonate) which is formed from the skeletal remains of sea creatures. However, most chalk used in art or classrooms is gypsum (calcium sulfate), a salt that is the product of both a base and acid reacting and both becoming neutralized. It is made up of calcium and oxygen combined with sulfur. In order for water adhesion to occur, an agent has to be introduced that will attract the hydrogen atoms, such as methylcellulose. When introduced to water, it creates a viscous solution or gel. It retains water and acting like a sponge and allows buoyancy to occur. Buoyancy is a force that causes objects to float despite water tension. Salt added to water, enables buoyancy or the increase of mass without changing the volume. When enough salt is added to H2O, the density becomes higher than the mass (in this case floating chalk shavings). Shaving cream is a colloid consisting of tiny air bubbles dispersed in liquid and gas. The air bubbles (through the gas) create the density required to keep the water-based colors afloat atop of the shave cream. Density is a synonym for mass and is characterized as the mass of atoms and their size and how they are arranged. The formula for determining density is D=M/V (density equals the mass of the substance divided by its volume).

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10 STEAM 5.0 Calibration Matrix Planning Guide Classroom Grade-level Department School-wide Standard- Driven Activity STEAM 1.0 (Science) STEAM 2.0 (Technology) STEAM 3.0 (Engineering) STEAM 4.0 (Arts) STEAM 5.0 (Mathematics) Activity Title: STEAM-ing Prints H2O Properties o Standard: Research Demonstration Experimenting Analyzing & Critiquing your own experiments Properties of H2O Water Tension Adhesion/Cohesion Covalent Bonding o Technology Infusion Smartboard Interactive Presentations Coding Research videos Interactive smartboard games o Engineering Process Infusion: Real World Need/Problem Planning Prototyping Testing Redesign/Improve Communicate Findings Constructed books using finished visual arts prints Creating class quilt with finished art prints o Standard: Creativity & Innovation Critical thinking, problem solving, and decision making Communication and collaboration Describing, analyzing, and critiquing visual and performing artworks Research and report locate, organize, and synthesize information related to visual and performing artworks Creating Colloidal & Floating Chalk Prints o Standard: Memorization Computation Word Problems Analyzing & Critiquing your own problems Measurement of water pre and post print activities Marcia STEAM 5.0 Calibration Matrix Planning Guide