The Art & Science of Paper Marbling

Paper Marbling & Surface Tension

According to Wikipedia, surface tension is a property of the surface of a liquid that allows it to resist an external force. This property is caused by the cohesion of similar molecules and is responsible for many of the behaviors of liquids. One example of this is an insect that appears to walk upon the surface of the water, rather than sink.

Paper marbling works because the particles or substances used for the color are not heavy enough to break the surface tension of the water. The chalk dust floats because it is lighter.

Science TEKS

(1)  Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures.

Grade 1 (5)  Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A)  classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture;

Grade 3(5)  Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to: (A)  measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float.

7th Grade Science TEKS

Scientific investigation and reasoning.

(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

Other Meaningful Art & Math/Science Explorations

Math: Geometric Shapes and Forms/Congruent Shapes/Tessellations

Grade 3 (8)  Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe two- and three-dimensional geometric figures by their attributes. The student compares two- dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary.(9)  Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to: (A)  identify congruent two-dimensional figures; (B)  create two-dimensional figures with lines of symmetry using concrete models and technology; and(C)  identify lines of symmetry in two-dimensional geometric figures.

Science: Metamorphosis

Grade 5 (C)  describe the differences between complete and incomplete metamorphosis of insects.

You can download this presentation atwww.slideshare.net/nwalkup/newsfeed?redirect=1

The Art of Math Animotohttp://animoto.com/playf2Fd9fzS1US158Q5alMkcw

Hidden in Plain Sighthttp://animoto.com/play/IibdkBMR5pG0bVmtDKL64g

Nancy Walkup nwalkup@netzero.net