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Activity

Turbulence visualized

Summary: 
Use pearlescent soap and colouring to visualize the swirls and movement of water.
Science content (2016 curriculum): 
Earth/Space: Weather, Seasons, Climate Change (K, 1, 4, 7)
Earth/Space: Water cycle, Water conservation (2)
Earth/Space: Sustainable practices, Interconnectedness (2, 5, 7)
Science topic (2005 curriculum connection): 
Earth and Space Science: Air, Water and Soil (grade 2)
Lessons activity is in: 
Materials: 
  • water
  • pearlescent liquid soap (containing glycol stearate or glycol distearate)
  • food colouring
  • white tray or clear sided bottle
  • optional: chopstick, ruler, other items to move water around/over in the tray
Procedure: 

This activity from the Exploratorium: https://www.exploratorium.edu/science_explorer/goflow.html

Mix 3:1 water:soap in a bottle or tray, gently to keep bubbles to a minimum. Add a couple of drops of food colouring.
Move the water around: tip the bottle back and forth or drag a finger through/blow on water in the tray.
The pearlescent particles show the movement of the water.
Watch the swirls (turbluence) in the water, and find the sometimes unexpected patterns that result from water flow.

For discussion on water flow in the ocean:
In the ocean, tides and winds push the water around. Obstacles such as land or underwater mountains create turbulence as the water hits them. All this movement of the water, much of it turbulent and moving in complex patterns, both on a large scale (e.g. along a coastline) and small scale (e.g. around a reef) churns and mixes the oceans' water.
See http://naturedocumentaries.org/839/perpetual-ocean-nasa/ “Perpetual Ocean from NASA” for excellent video of turbulence patterns in the world's oceans.
Water movement brings food to animals that can't move, and moves nutrients and heat around.
Some animals have a profound effect on ocean water mixing e.g. krill move en masse to the ocean surface to feed on algae, creating a moving current of water that brings nutrients from the bottom of the ocean to the surface. Phytoplankton (single-celled plants) at the ocean surface can then feed on these nutrients. When they die they sink to the bottom, cycling nutrients back to the deep ocean. http://www.antarctica.gov.au/magazine/2006-2010/issue-15-2008/science/kr...

For discussion of the movement of air in our atmosphere:
The turbulence patterns in the tray are the same as the turbulence patterns made by air flowing in our atmosphere (as both water and air are fluids, so behave similarly). When air flows past islands, mountain ranges or other obstacles, turbulence patterns are created. Visual of atmospheric turbulence patterns shown by clouds: http://visibleearth.nasa.gov/view.php?id=72646

Attached documents: 
Notes: 

The bottle is less messy, but you have less control over the patterns, and they are not as interesting. Tray recommended if the set up/clean up can be dealt with.

Grades tested: 
Gr K
Gr 1
Gr 2
Gr 3
Gr 4
Gr 5
Gr 6
Gr 7
Teacher: 
Alane Lublow
Becky Evermon
Brenda Koch
Daphne Gurney
Fiona Laporte
Heather Wallace
Ingrid
Nina Hooker
Scott Malin
Sharon Ghuman
Taz Ismail
Teaching site: 
Aboriginal Focus Elementary
ingridscience afterschool
Tyee Elementary
Activity originally developed and delivered: 

Aboriginal Focus School with the Scientist in Residence Program http://scientistinresidence.ca