Judith I. Vandel, McCormick Junior High, Cheyenne, WY
THE BIG BANG THEORY
Appropriate for grades 8-9.
OVERVIEW: The Big Bang Theory of the possible origin of the
universe is very difficult for students to understand. This
particular activity was designed to show students that taking a
given mass of material and applying a force to it can produce a
pattern that replicates the material patterns noted when applying
the Big Bang Theory.
OBJECTIVES: Students will be able to:
1. Explain how the Big Bang Theory can be used to explain the
origin of the universe.
2. Demonstrate, using graphical analysis, how different masses
react to the same force.
3. Describe the patterns observed when the force is applied.
4. Identify what material types could represent bodies of the
universe.
5. Equate material colors or the visible spectrum as it relates
to the elements found in celestial bodies. (Expansion
exercise)
ACTIVITIES:
1. Using masking tape, divide the room or the center of the room
into four to six equal parts. Class and room size will help
determine this.
2. Take a balloon and insert punch out pieces of construction
paper that have the colors of the visible spectrum and white.
Use 30 pieces of each color.
3. Have one student stand in the center and blow up the balloon.
The expansion of the balloon should be the same for each
class so that comparisons can be made between classes.
Obviously, the expansion of the balloon corresponds to the
energy with which the pieces will spread across the room.
4. Pop the expanded balloon with a pin.
5. Using groups of students, have each group the different
colored pieces in a particular sectioned off area.
6. Graph the results, noting the number of each color
represented in each area.
7. Analyze the results according to distribution of the colored
pieces and how this distribution relates to the Big Bang
Theory.
8. Make distribution comparisons for all classes.
RESOURCES: Teacher Materials = balloons, colored paper punch
outs, masking tape, pin,
laboratory sheets with graph
paper.
Student Materials = pencil, straight edge, colored
pencils.
TYING IT ALL TOGETHER: It is almost impossible to believe that
the variation in the weight of the different colors of
construction paper can produce the patterns that continually show
up in the different classes if the balloon is blown up to the same
diameter in each class. The white pieces very often appear in the
outermost areas, while the blue and read are nearer the point of
origin. It becomes very evident to the students that the
distribution of celestial bodies could be explained by the Big
Bang Theory as demonstrated in this activity. It is also possible
to expand this activity by using the knowledge of color and its
relationship to the presence of different elements to help
students determine what elements are represented in each separate
area. This is an excellent way for students to become involved in
accurate observation, graphing, and analysis of results.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org