A CIESE Collaborative Project

Spring 2003 Student Reports

Keansburg High School

Keansburg, New Jersey, USA

After making the graphs using Excel we were able to see that boiling point depends on elevation and not the other factors. We were able to tell by getting a best fit line on the graph. We were not too surprised because we thought it might have something to do with elevation to begin with.

We thing boiling point depends on elvation because as elevation increases air pressure decreases and water is able to boil at a lower temperature.

One thing we would do differently is use better equipment. Our thermometers did not reflect the data we should have gotten. We calibrated them but it did not seem to make a differnce.

We enjoyed this project and look forward to doing more projects like this one.

Thank you,

Mr. G's pd. 3


Alice Deal Junior High School

Washington, DC, USA

When we graphed temperature change over time for three days we found out that temperature increases steadily then levels out at the boiling point. Our school's average boiling point was 105 degrees C, which is high for our elevation (120 m). This was a precise value (because many of the groups from our schools had around 105 degrees), but it probably was not accurate. Maybe the thermometers were not calibrated correctly, or maybe they were all 'off'. The average boiling point temperatures recorded from the CBL probes were around 99.5 degrees C, so they were probably more accurate.

Using Microsoft Excel we created scatterplot graphs with the IBPP data for three factors (elevation, room temperature, and volume of water) and a bar graph for one factor (heating device) in relation to average boiling point.

Elevation was negatively correlated with boiling point (as elevation increased, boiling point decreased).

Many people used the same volume of water but this did not affect boiling point because different volumes had different boiling points. Also, many classes had around the same room temperature yet had different boiling points, so room temperature was not related to boiling point.

When we graphed the heating devices against temperature of bp, at first it looked like there was a big difference between them. But when we looked more closely, we saw that the intervals on the y-axis can cause the graph to look misleading. So we graphed it again making sure the y-axis started at zero degrees instead of in the nineties.

We all conclude that elevation has the most effect on boiling point, but heating devices seemed to slightly affect it. All classes had to reject their hypotheses so we were all surprised. New ideas for research included comparing boiling points for different kinds of water, comparing heating devices at the same location, and comparing boiling points in pressurized and unpressurized environments.
Thanks a lot for the project! We had a good time!

Deal JHS 8th grade physical science (Ms. Helm's classes)


Kapunda High School

Kapunda, South Australia

Final Report of Boiling Point Project (pdf)


Orville A. Todd Middle School

Poughkeepsie, New York, USA

From the other schools' data that our class analyzed, we concluded that elevation had the most effect on the boiling point of water. Therefore, our class's hypothesis, that the heating device had the most effect, was not supported by the data we looked at. We came to this conclusion because all of the other graphs beside elevation had dots or bars randomly scattered all over the place. The graph showing elevation had a mostly sloped line of dots slanting down to the right. This showed us that elevation and the boiling point of water have an inverse relationship; as the elevation increases, the boiling point decreases.

We learned that this has to do with the air pressure, because the higher the elevation, the lower the air pressure, and the lower the boiling point. The boiling point starts when the bubbles in the water can entirely resist the outside air pressure, so the higher the outside pressure, the higher the boiling point will be because the bubbles need more energy to stand up to the outside air.

We enjoyed doing this experiment and learning about other schools. Thanks for letting us participate.

Students at OA Todd Middle School


Mme. Perreault's Chemistry student

Ontario, Canada

Hello everyone,

I hope everyone's boiling point project went as well as mine. I, as well, found that elevation influenced the boiling point the most out of them all. The higher your elevation, the lower the boiling point and vice versa. I apologize about not having any pictures, graphs or charts. My computer would not create the graphs and charts the way that it should have.

I know that I personally enjoyed this Project a lot. I was really curious to see what influences the boiling point the most. In the future, I would definitely consider doing another project like this. It was really neat to see and know that people all over the world were doing the same project I was.

I did this project as part of my Independent Study for my Grade 12 University Level Chemistry Class. Although this project is more designed for people of a little bit younger level, I am still able to do the experiment and take a more in depth analysis of all the results that I acquire from all of you who did the experiment as well and submitted your results. I would just like to thank Meg Turner for doing this project again and i would also like to thank all of you out there for making this project a fun and worthwhile learning experience.

My greatest appreciation and my best wishes go out to you all. I wish you all the best in your classes this year and every year. Good Luck.
Maybe some of you will also do more of these type of projects and well get to work together again.

Thank you all,
Mme. Perreault's Chem student :)


Edison Middle School

West Orange, New Jersey, USA

All though we had many different opinions as to why the boiling point of water might differ, the strongest link seems to be BP and elevation. The second strongest link seems to be BP and room temperature. The results were fairly close to all of our classes' hypotheses.

We learned a lot during this project, and we had fun. We also had a great time reading all of your letters and visiting your websites. We hope you did too!

Edison Middle School
West Orange, NJ


Delphi Community School Corporation

Delphi, Indiana, USA

After analyzing the data we determined that the elevation contributed the most to the Boiling point of water. To do this we plotted three different graphs. Each of these graphs was boiling point as a function of the either volume of water, room temperature, or elevation. By looking at the graphs we saw that boiling point as a function of elevation really showed a large range of boiling points. The rest of the graphs all showed a small range of boiling points.
We really enjoyed this project. We got to learn a lot about other schools and how different experiments might be affected just because of where they are located. We thought it was really fun to compare our results with other people. We would like to thank the people that made this project possible. We would love to do another project like this again.

Click here for our scatter graph! (pdf)


Show Low Junior High School

Show Low, Arizona

Final Report (pdf)


Amphitheater High School - Wildlife Ecology - 6th and 7th periods

Tucson, Arizona, USA

After our analysis of the data, we conclude that

1. There is not a connection between room temperature and boiling point.
2. There is not a connection between volume of water and boiling point.
3. There is a connection between elevation and boiling point. As elevation increases, boiling point decreases. Although this pattern was quite evident from the data we analyzed, ideally there would have been more data from high elevation locations.


Kingswood College

Victoria, Australia

The elevation was the biggest variation in the results. We noticed a decline in the average boiling point as the elevation increased. We created scatter graphs of the results using Microsoft Excel of the average boiling point vs. the elevation, volume of water, heating device and average room temperature. We then analyzed all of the graphs and looked for any correlation. We noticed that as the elevation increased, the boiling point lowered.

About half the class initially thought that the volume of water would make the most difference to the average boiling point and only three people hypothesized that elevation would make the most difference. Yet when we compared this to our results, we discovered that many people were incorrect with their predictions and their hypothesis was disproved.
For water to boil the air pressure of the bubbles in the water needs to be higher than the air pressure outside. As the elevation increases, the air pressure gets lower and therefore the water does not have to get to the same temperature to boil as it does at sea level.


Beaver Lake Middle School

Issaquah, Washington, USA

Here at BLMS we investigated the affect of volume on the boiling point of water. Our analysis of the data showed us that as volume of water increased so did its boiling point. However, this relationship was not a strong one and could be the result of other variables confounding our data. Our analysis of the other variables involved (elevation, heating device used, and room temperature) have shown us that elevation is the variable that has the most impact on changing the boiling point of water. We've seen that as elevation increases the boiling point of water decreases (an inverse relationship).

If we were to continue investigating what affects the boiling point of water we would like to see what happens to the boiling point of water in zero gravity conditions. How low can the boiling point of water go?


New York R IV School

Caldwell County, Missouri, USA


We are members of the 8th grade class in New York R-IV School.

Our school is a very small rural school based in a farming community in Caldwell County, Missouri.
We are just a little southeast of Hamilton, MO on the corner of St. Route U & B. Our elevation is 994 ft.
Our latitude and longitude is 39o N and 93o W. Our school has approximately 48 students in
the K-8th grade. We are doing this project in our science class.

Our hypothesis is that the biggest factor in boiling point is the elevation. The rest of the factors
may change the time it takes for water to boil but we don't think they will change the boiling point itself.

After graphing the data, our class concluded as they had predicted that the boiling point was more affected by elevation than the other factors. When drawing a best fit line, the other factors were a flat line. The elevation graph showed a slight slope.

Thank you for providing this opportunity!


Newington College

Sydney, Australia

This is the final report from Newington College year 7 classes.

The hypothesis varied slightly from class to class and this final report comes from the analysis of 7C. The analysis of the results was similar from class to class and it should be. The sending in of our final report has been affected by school holidays here in Sydney and some classes did not get the time to complete the analysis. 7C's report is as follows. Our hypothesis was pointing towards room temperature having the strongest correlation to boiling point because it would affect the starting temperature of the water. However, our graphs showed that elevation had the strongest correlation to the boiling point.

In conclusion our hypothesis was wrong because although elevation plays a part in room temperature, elevation plays a stronger role in the boiling point of water.

Thank you for a most interesting project.

Islay Clark