Informal Education | Daily Do
How does soap make dishes clean?
Chemistry Is Lesson Plan NGSS Phenomena Physical Science Science and Engineering Practices Informal Education
Sensemaking Checklist




Introduction
In today's Daily Do, How does soap clean our dishes?, families participate in a Dinner Table Discussion (see below) about the phenomenon of "cutting grease" with soap. This sensemaking discussion has four parts:
- Families raise the question How does soap clean our dishes? by introducing the phenomenon of "cutting grease" with soap. Students and their families can make first- hand observations and/or talk about how kitchen surfaces (counters and stovetops), dishes, pots and/or pans feel when they are greasy. Why do some things still feel greasy even after you wash them?
- Families ask students to explain what they currently understand about what it means to wash things clean with soap.
- Families prompt students to generate questions about what they observe when something is washed with water only verses washing with water and soap. Students can also be prompted to make observations of washing greasy dishes using different kinds of soap. For example, does hand soap from the bathroom work the same as kitchen dish soap?
- Families watch a video and/or do an activity together to find some answers to their questions about how soap works to get greasy objects clean.
How does soap make our dishes clean?
Have you ever gotten a dish out of the cupboard and it still felt greasy/slippery, like maybe is wasn't cleaned all the way? Have you ever wondered why some foods seem harder to get off dishes when you wash them ? Many of you have probably tried to wipe up something greasy just to find the spot you cleaned still feels slippery. In today's Daily Do, we will figure out some things about soap and why it works so well on our greasy dishes!
Introducing the Phenomenon & Raising the Question
Many students are familiar with washing dishes after a meal. Whether washing dishes by hand or in a dishwasher, soap is always part of the process. But why is soap so important - what does it do? Ask students if they have ever gotten a "clean" dish or pan out that still felt greasy. Can they think of a bowl or lid that just always seems greasy, like maybe one used to make popcorn? Have them think about what they did next - did they use the dish or not? Did they wash it again before they used it? Why?
If students are unfamiliar with what a greasy dish feels like, consider investigating by smearing a drop of oil on a plastic dish and asking students to try washing it off using water only. What they notice? Then, have students use both soap and water to wash the dish. What differences do they notice between using water only and using both water and soap?
Next, put some water is dish (a clear dish is best) and then pour some oil on top of the water, like the picture at right. Sprinkling cocoa powder or black pepper on top of the oil will create a more dramatic affect. Have students make some observations about what they see in the dish. Next, let one drop of dish soap fall into the center of the dish and ask students to make observations. Ask students to share what they noticed and ask them to think about any questions they have about what they saw.
If a hands on activity is not possible, consider using the video below of dish soap dropped into a dish of oil and water (black substance on top is cocoa powder).
Making Observations and Developing Initial Explanations
Have students make an initial model to explain what they observed in the investigation(s). Tell each student to divide their paper into three columns and label them Before, During, and After. Have students draw a model to explain what they think is going on in each of the three stages:
- What did the oil and water (and cocoa powder) in the container look like before the dish soap was added?
- What happened when the soap was added? (What moved? What changed?)
- What did the oil and water in the container look like after things stopped moving?
Next, ask students to share their model with another student, a small group, or someone else in the home. Have student notice similarities and differences between their models. Prompt students to explain their models by asking them about specific interactions such as:
- Do you think anything would happen to the oil and water if we just let is sit there?
- What do you think happens to the oil when the soap is added?
- What do you think happens to the water when the soap is added?
- What does this tell you about how soap works to get dishes clean?
Next, have a discussion about what was common in the models. Commonalities between students' models could include:
- the oil and water were in layers with the oil on the top
- the cocoa powder/pepper was floating on top of the oil but some of the chunks also sunk to the bottom
- the soap made the oil move to the sides of the dish
Guidance: If you are working with younger children, you might want them to draw their model and then explain what they think is going on through discussion.
Tell us what you know...
Encourage your students to explain what they know (or think they know) about why soap seemed to move the oil and how that helps them figure out how soap works to get things clean. Ask them to explain the science of why soap seems to move the oil. Students will attempt many varieties of explanations, but our goal here is not to distinguish between right and wrong answers or ideas. Rather, we want to foster discussion about how or why these things happen.
Accessing Prior Knowledge
Students may call on knowledge from previous grade levels during this part of the discussion.
- Early elementary students (grades K-2) may mention they know they need to use soap to make things clean, like when they wash their hands. They may also know that different soaps are used to wash their bodies, hair, clothes, floors, etc. Student may also bring up some soaps make bubbles and others do not.
- Upper elementary students (grades 3-5) may mention that not all soap is the same - they may share soap comes in different forms - liquid, foam, bar, powder - and that different soap is used for different things. They may also bring up ideas from things they have seen on TV commercials such as dish soap cuts grease and some soaps can be used to clean oil off of animals.
- Middle or high school students may talk about the different properties of the substances used in the investigation(s). For example, they may say oil floats on water because it is less dense than water or that oil and water separate in things like salad dressing and have to be shaken up to get them to mix. They may also mention that the mixed oil and water will eventually separate again. Students at this age may also bring up the idea of chemical reactions and suggest that the soap causes some kind of chemical change in the oil.
All of these connections to ideas and learning opportunities at previous grade levels should be encouraged by asking follow up questions such as:
“Can you tell me more about that?”
“How do you know that?”
What questions do you have?
Tell students to think about their investigations (and/or video) and the initial models they developed. Ask them to share any questions they have about what they observed when the soap was added to the water and oil mixture. Common questions may include:
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Did the soap change the oil?
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Why did the oil layer move to the sides of the dish?
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Did the soap do something to the sides of the dish to make it attract the oil?
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Why did the powder move too?
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Why didn't the soap move the water?
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Will the oil eventually move back?
Pursuing Common Questions
Explain that not all soap is the same but all soap works in a similar way. For example, the soap used in this investigation(s) is a liquid dish soap that makes bubbles when you use it but soap used in a dishwasher is usually a powder and does not make bubbles. However, both of these soaps are used for cleaning dishes. Tell students there are also special soaps that are used for cleaning different things. Ask students about the different kinds of soap they are familiar with or might have seen; these soaps could include:
- laundry
- hand
- body/face
- shampoo
- 'cleaning' soap - like for floors
Acknowledge that their are many different kinds of soap and ask them if they think all these soaps would make the oil move like the dish soap did.
Extension Opportunity: If time permits, consider having students work in small groups to investigate different kinds of soap to see if they all make the oil move in the same way as the dish soap did.
Developing Explanations
Explain to students that oil and water don't mix because they are made up of very different molecules (or particles if working with younger students). Water molecules act like magnets (or share that water molecules are polar if working with older students) and are attracted to each other. Oil molecules are not attracted to water so oil molecules stay next to other oil molecules. However, when soap is added to the oil and water, it breaks the oil into very small drops so it can mix with the water.
Depending on the age of your students this may be enough of an explanation. However, for high school-age students you can introduce the idea of polar molecules or have them use polar property of water molecules to explain the phenomenon if they are already familiar with the idea. Students may offer a more complex explanation if they've already had chemistry.
Next, have students watch the video and read the article "Dear Science: How does soap make things clean?" from the Washington Post to help them develop an explanation for how soap works.
Note: You may need to copy and paste the link below into Chrome (browser) to access the video and article.
After students read the article and watch the video, revisit their initial questions:
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Did the soap change the oil?
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Why did the oil layer move to the sides of the dish?
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Did the soap do something to the sides of the dish to make it attract the oil?
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Why did the powder move too?
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Why didn't the soap move the water?
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Will the oil eventually move back?
Have a discussion about what questions they can answer now based on the information they gathered from the article and video. Students will have figured out:
Next, have students revisit their initial model to make revisions based on what they now know about how soap makes dishes clean. When students have make their revisions have a discussion about the new information they added to their models and how they can use their models to explain how soap works to make dishes - and many other things- clean.
Additional Guidance: Having students revisit and revise their model reinforces the idea that it is okay to change your thinking base on new information. Explain to students this is how science works; sometimes scientists change their minds when they gain new information or gather more data from additional investigations. Revisions also allows students to see the value of perseverance and that it is okay to document ideas before have all the information they need.
How does soap make our dishes clean?
Now that we understand more about how soap works to make our dishes clean, it makes us wonder about other things that happen in the kitchen. If you and your students would like to pursue another activity connected to this Dinner Table Discussion, check out Why does some corn pop? Daily Do.