Name _________________________ Period______________ Date_______________
Lab Partners_________________________________________________ Group #_________
Bubble Gum Lab
1. Question: What brand of bubble gum blows the biggest bubble?
2. Research:
Who holds the world record for the biggest bubble gum bubble? When did this happen? What brand of gum
was used?
Your answer:_____________________________________________________________________________
Research on the internet about which bubble gum is best. How many sites did you research?______ Which
gum did the majority of websites agree was the best?_______________________________
What’s your experience with bubble gum? Which bubble gum do you like best to blow bubbles with?
_____________________________________________________________________________________________
Research on the internet: did someone else do a similar experiment? ___________ What did their results
show? ___________________________________________________________________
Any other information you found in helping you decide which gum would blow the biggest bubble?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. Hypothesis:
IF I CHEW ___________________________________________
__________________________________________________TO BLOW BUBBLES,
THEN _________________ WILL BLOW THE BIGGEST BUBBLE.
4. Procedures:
Materials:
5 different brands of gum
Timer
Chart to record data
Ruler & Pencil
Procedures:
1st – Gather all materials
2nd – Prepare Chart to record data
3rd - Prepare timer for how long each piece of gum is chewed.
4th – Prepare piece of gum for chewing
5th - Prepare ruler for measuring bubble
6th – Have Gum Chewer #1 begin chewing gum
7th – Time for _____ seconds.
8th - Blow biggest bubble possible.
9th – Measure Bubble and document in chart
10th – Do steps 6 – 9 for Gum Chewer #2 – #6 for same brand.
11th – Repeat steps 6 – 9 for next brand of gum.
12th – After all gum has been chewed, measured, and documented, clean up area
and begin analyzing your data.
5. Experiment 
Perform the experiment = test all _____ brands of bubble gum to see which
brand blows the biggest bubble.
6. Observe and Record 
Record data onto the chart. GC = Gum Chewer
Measure bubbles in centimeters only!!
Brand of Gum GC #1
1.
2.
3.
4.
GC #2
GC #3
GC #4
Average
5. Analyze Data
Each lab member chooses a brand of gum that they are going to create two graphs for. If you do not create
your graphs, then you will make it impossible for your group to complete the lab!! Record this information here:
Lab member name __________________ = _________________ (brand of gum)
Lab member name __________________ = _________________ (brand of gum)
Lab member name __________________ = _________________ (brand of gum)
Lab member name __________________ = _________________ (brand of gum)
You alone answer these questions AFTER you create the graphs, for YOUR two graphs below:
Does the Stem-and-Leaf Plot or the Box-and-Whisker Plot better display the data? ___________________________
Explain why you think so:_________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Did the groups produce similar sized bubbles for your brand of gum? How do you know?
______________________________________________________________________________________________
______________________________________________________________________________________________
Is all of the data consistent, that is, is there any group average that seems to stand out? Explain how you know and
name which graph you used to answer this question:
______________________________________________________________________________________________
______________________________________________________________________________________________
Obtain the average for YOUR brand of gum from the other groups in the class. Record that data here:
Brand of Group #1 Group #2 Group #3 Group #4 Group #5 Group #6 Group #7 Group #8
Gum
Average
Average
Average
Average
Average
Average
Average
Average
Create two graphs of the Averages Chart
Stem-and-Leaf Plot of _______________ (brand)
Box-and-Whisker Plot of ____________ (brand)
The questions below will be answered in class together, once we are back in our groups. We will be
comparing your graphs with the graphs your lab partners made.
As a group, you will cut out and paste together all of your Stem-and-Leaf Plots on poster paper.
Then, as a group, you will cut out and paste together all of your Box-and-Whisker Plots together on poster
paper.
Then you will make a bar graph together on different poster paper (make sure you create ALL characteristics
of a complete graph), but you will need to decide what data you plan to use in the bar graph. Should you bar
graph the median of each brand? The average of the averages of each brand? The maximum of each brand?
The minimum of each brand? State your group’s choice, and then explain why your group thinks your choice is
the best way to analyze the bubble gum data (you are allowed to have the same answer as other members of
your group, or a different answer, but every person must have an answer written on their own paper):
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
7. Conclusion (every person needs to answer these questions on their own paper)
According to your bar graph, state if your hypothesis was proven correct or not and explain why or why not.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Give possible ideas as to how you could change or improve your experiment.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
What other questions did you come up with as you were doing the experiment?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
BUBBLE GUM LAB REPORT RUBRIC
4 Excellent
2 Fair
1 Poor
0 Missing
Title is appropriate.
Correct heading and
adequate problem is
present.
Student lacks appropriate
title, heading, and/or
problem.
Student lacks title,
heading, and/or
problem.
Missing, or
the work
shown is
unintelligible.
Research and prior
knowledge are relevant.
Observations go beyond
the obvious in detail.
Research and/or prior
knowledge is limited.
Observations of problem
are obvious.
No research or
prior knowledge
is given. Student
lacks
understanding of
scientific
observations.
Missing, or
the work
shown is
unintelligible.
Hypothesis is stated in an
“If, then” statement clearly
identifying the dependent
and independent variables.
Hypothesis predicts
answer to problem, is
one complete sentence,
and has the problem
embedded in the
statement.
Hypothesis predicts
answer to problem and is
written in one complete
sentence.
Hypothesis does
not predict answer
to problem.
Missing, or
the work
shown is
unintelligible.
Student uses tools and
materials appropriately and
Experiment responsibly. Student
(Procedure/ correctly follows every
Materials aspect of the procedure and
and Tools) supplements procedure
with effective and
inventive additions.
Student usually uses
tools and materials
appropriately and
responsibly. Student
follows critical aspects
or procedure, but has
difficulty responding
effectively to problems.
Student does not use all
tools and materials
appropriately or
responsibly. Student
correctly follows some
aspects of procedure, but
makes crucial mistakes or
skips some important
steps.
Student does not
use materials and
tools
appropriately or
responsibly.
Student does not
correctly follow
many aspects of
the procedure.
Missing, or
the work
shown is
unintelligible.
Data
Data is complete and
correct with all relevant
units and labels included.
Student provides a level of
detail and organization that
goes above and beyond
requirements.
Data is complete and
there are very few errors.
Units and labels are
included, relevant and
mostly correct.
Data is incomplete or
does not include sufficient
details. Relevant units or
labels may be missing.
Data is incorrect
or missing
entirely. Relevant
units or labels are
missing.
Missing, or
the work
shown is
unintelligible.
Analysis/
Conclusion
Analysis and conclusion
are complete and supported
by student’s data. Student
provides a level of detail
and depth that goes above
and beyond requirements.
Analysis and conclusion
are complete and
supported by student’s
data. Relevant data and
observations are
referenced where
appropriate.
Analysis and conclusion
are incomplete/not
supported by sufficient
details. Relevant data and
observations are not
referenced.
Analysis or
conclusion are
missing, or do not
make sense given
student’s data and
observations.
Missing, or
the work
shown is
unintelligible.
Teamwork
Student works
cooperatively with lab
partners to complete the
activity, emerging as
someone who supports the
ideas and suggestions of
his/her peers.
Student is able to work
cooperatively with lab
partners to complete the
activity, but may not be
receptive to partners’
ideas.
Student simply follows
directions of
partner/partners and
makes little effort to
actively contribute.
Student is unable
to work
cooperatively with
lab partners.
Requires
intervention by
teacher.
Missing, or
the work
shown is
unintelligible.
Problem,
Title,
Heading
Student has correct
heading, title makes a
statement, and problem is
in the form of a testable
question.
Research is thorough and
appropriate; student
Background reflects upon prior
/Collect
knowledge and records
Information both qualitative and
quantitative observations.
Hypothesis
3 Good
Total Rubric Score_________ 28 x 100 =_______percent
2 = ________ total pts earned