A CIESE Collaborative Project

Fall 2008 Student Reports

Red Bank Regional High School - Little Silver, New Jersey, USA

Final Report from Red Bank Regional High School

We conclude, after drawing three different graphs that, as the elevation increases, the boiling point decreases. The graphs that we drew were: a bar graph showing volume versus boiling point, a line graph showing room temperature versus boiling point, and last, a line graph, showing elevation versus boiling point. If you live in high mountains, the boiling point of water would be lower than at sea level. We also conclude that volume does not affect the boiling point because in our school each class used a different volume of water. Our teacher demonstrated heating water with a Bunsen burner, while both classes used hotplates. We saw that the heating device did not affect the boiling point.

We enjoyed this project because we used different tools; for example, Bunsen burner, hot plate, and thermometers. We had fun and discovered that the boiling point of water does change. Thank you for letting us participate in the International Boiling Point Project.

Omar, Francisco, Nelly, Alex, Jaime, Gilberto, Luis, Brenda, Arturo, Jaime, Sendy

Faith Lutheran School - Tanunda, South Australia, Australia

Final Report from Faith Secondary School

Hello fellow water boilers,

At the beginning of the Boiling Point project the class was fairly evenly divided as to the factor influencing the Boiling Point of water.
After learning how to plot graphs and place trendlines on these graphs using Excel, we all drew the appropriate graphs and looked at the results; to our amazement (not to all of course!!!), the major factor affecting the Boiling Point of water was seen to be the elevation above sea level.
It was even much clearer when the various outliers were removed from the data.

Worth County R-III - Grant City, MO, USA

Final Report from Worth County High School

The Boiling Point project at Worth County was a real eye-opener for the students. The science was not hard. However, analyzing the data appeared to be the undoing. The students really struggled with the analysis portion of the project. We learned that we really need to work on graphing in Excel. After stressing over the graphs for two days, most students reached the conclusion that elevation affected boiling point the most. Those who did not reach that conclusion had graphing "issues". This was a great project as it gave the students a real world opportunity to analyze data in a hands-on, minds-on setting. This project is something we would like to participate in again.

Carl H. Kumpf Middle School - Clark, NJ, USA

Boiling Point Project Final Report

Our hypothesis was not correct. Period 6 & 7 both had the same idea about what we thought would impact the boiling temperature; air temperature. After graphing the data (air temp. vs. boiling temp, elevation vs. boiling temp and volume vs. boiling temp), we noticed by our trend lines that elevation seemed to have the greatest impact. We noticed that areas at low elevation, like in Clark, NJ, the water boiled at about 100 degress Celsius. We noticed that as the elevation increased, the boiling temperature was much lower. Our hypothesis was wrong. We had a lot of fun with this project, even though it took us longer to get everything done. Go Kumpf 6th Graders!

Rukmini Devi Public School - Delhi, Delhi, India

Final Report from Rukmini Devi Public School

Greetings to all!

We are grade 8 students from Rukmini Devi Public School, located in the capital city-Delhi of India (Latitude: 28.38 N and Longitude: 77.12 E) and doing this project as part of our subject Collaborative Projects in our school.

Firstly, we measured the room temperature using thermometer and then our teacher explained us how to determine the boiling point of water using the apparatus in chemistry laboratory. The elevation of chemistry lab from ground was noted to be 8 meters.

We were divided into groups of five to measure the boiling point of water and then we took average of all the groups.

Our hypothesis was that the factor we think will make the difference in boiling point of water is the elevation i.e. boiling point of water is indirectly proportional to altitude. And on comparing and analyzing our data we found that our hypothesis is proved correct.

We plotted following line graphs to show a trend of how the boiling point changed with each: Volume Vs boiling point, Room temp. Vs boiling point , Elevation Vs boiling point and Heating Device vs boiling point. From the graphs we could see that elevation was the factor that had the most influence on the boiling point as higher the elevation the lower is the boiling point.

After a group discussion, we came to the conclusion that the reason for this was due to a change in air pressure at different heights. The atmospheric pressure decreases as we move higher, which helps the water to boil fast. The graph of Elevation Vs boiling point was inconsistent at one or two points may be because of difference in volume of water taken and heating device used.

We learned to read the scales on the thermometer, sort data in a table, make a line graph, and put our mathematical skills to work by analyzing real world data. The collaboration with students all over the world made this a very special project.

If we were to do this project again, we think everyone should use the same volume of distilled water all the time and maybe the heating source should also be standardized across all the participating schools.

We certainly look forward to work on it in future.

Here is the link to our photographs:


The International Boiling Point Collaborative Project Group
Rukmini Devi Public School
Delhi, India

Bucyrus Middle (Norton bldg.) - Bucyrus, Ohio, United States

Bucyrus Honors Final Report

Dear Fellow Boilers,

Now that the boiling project is over we can analyze and communicate our results. There are many different reasons for doing this project. The main reason is to see what variables affected the boiling point of water.

This is exactly what we did in our experiment. First we made sure our thermometers were calibrated correctly. Then, we poured 250 ml of distllied water into a beaker. The water was at room temperature. We used a hot plate to heat the water. We recorded the water every thirty seconds until it boiled. The independent variable of our experiment was the elevation, and the dependent variable was the boiling point. The variables that we controlled were the amount of water, and the same heating device.

Our hypothesis for this project was the higher the elevation, the lower the boiling point. Our hypothesis wasn't true because there are a couple of owns or schools that had a low elevation and a low boiling point. Our town, in my opinion was true becasue we had a high elevation and a low boiling point, but other towns or schools weren't . Our average boiling point was 97.44 degrees Celsius and our average room temperature was 20.5 degrees Celsius.

Even though we didn't see strong evidence in support of our hypothesis we know that there is a relationship between elevation and boiling point, and we see no data that supports the idea that volume of water or room temperature has an effect on the boiling point.

I think one student summed up our feelings very well. "After this experiment, I would like to try another experiment like this becasue it gave us the opportunity to compare our final data with schools around the world.

Thank you for the opportunity!

Bucyrus, Ohio second period eighth grade science class

Cresskill Middle School - Cresskill, New Jersey, USA

Final Letter from Cresskill Middle School, Cresskill, NJ

November 14, 2008

Hello again from Cresskill, NJ,

Our classes examined the checked data from both this year and previous years and we have come to some conclusions:
1. Most of our classmates in all classes think that the altitude has the major effect on the temperature at which water boils.
2. Some of us still think that the temperature of the room may have an effect.
3. After looking at data from two schools that differed greatly from ours, we also thought that maybe the heating element made a difference. One school at the same altitude as ours had several degrees difference. They used a chafing dish heating unit. We were curious about that.
4. Another school used a camping stove and their data was very different, so we concluded that it might be a factor.

Our original hypotheses were varied as stated in our original letter, but we did think that pressure had something to do with the temperature at which water boils. We would love to try this again in the cold winter to see if there is a difference since our winter is dry and there are more molecules of air than in the warmer weather.

Our classes had some discrepancies and even though we calibrated our thermometers, they are classroom thermometers and some of the alcohol separated which made it difficult to read them. We concluded that that might have made our data different. If we could change anything about our experiment, it would be to buy new thermometers.

Our five classes very much enjoyed the project. It was exciting to really analyze and determine the factors involved in boiling as well as sharing it with schools all over the world. We so much enjoyed their letters and looked at many of their websites. It made us realize that children all over the world have much in common with us. Thank you for making this possible.

Mrs. Marie Papaleo and the 6th grade.

Winters Mill High School - Westminster, MD, USA

Final Report from Winters Mill HS

We did a project to see whether the volume of water, the average room temperature, the heating device, and the elevation, to see which one had the greatest impact one the freezing/boiling point. The factor that showed the correlation to boiling point is the elevation. We know this, because when we look at the graph, the only one that has any trend in it is the one about elevation. It showed us, that the lower the boiling point is, the higher the elevation is. Our original hypothesis was that the volume of water would have the greatest effect on the freezing/boiling point. We said this, because the more, or less, water you have, the longer it will take to boil/freeze.We were surprised at the outcome, because the elevation just didnt seem like the most logical factor to choose. If we had a chance to redo this project, we would have taken more time to do a more accurate job. If we had to test some other factor, it would be the type of cup used to hold the water, because some cups could be made from different materials; therefore heating faster, allowing the water to heat faster. Over all, we found that from this project we learned a lot about different ways, and factors that may affect the boiling/freezing point.

Lincoln R-2 High School - Lincoln, Missouri, U.S.A.

Final Report for Lincoln, Missouri 8th Graders

The 8th grade students of Lincoln R-2 learned that elevation has something to do with boiling point of water. We also learned that tap water isnt pure water! As a class, we thought elevation had something to do with boiling point and our hypothesis was supported by the data collected. We also learned that students far away are doing the same type of things we are doing! We would like to continue with this line of testing by using different densities of salt water or repeat the test on different type weather days. We are wondering if cold, dense air will make a difference.

Wyoming Seminary Lower School - Forty Fort, Pa, USA

Final Report from Wyoming Seminary Lower School

Four eighth grade classes from Wyoming Seminary Lower School participated in this project. Originally, our hypothesis was that the volume of water would have the greatest effect on the temperature at which water boils. Each class section tested a different volume of water. The volumes of distilled water tested were 250mL, 400mL, 500mL and 750mL. The data was then collected and analyzed. Students calculated the range, mean, median and mode for the boiling point temperatures at various elevations, volumes and room temperatures. The students also compared the mean boiling point temperature of water vs. the different heating equipment used. This data was then graphed using Excel. After reviewing the graphs, it was clear that elevation has the greatest influence on the boiling point of water. During class discussion, we concluded that the reduced air pressure at the higher elevations allowed the vapor to escape at lower temperatures. Less energy is required for water to vaporize, therefore, the boiling point temperature was lower at the higher elevations. Wow, we were surprised that water doesnt boil at exactly 100C like it says in all the text books!
Possible sources of error in all the data collected from the various schools include improper thermometer calibration, human error in reading the thermometer or contaminates in the water.
The students of Wyoming Seminary Lower School would like to thank CIESE for giving us this opportunity to collaborate and share ideas with other schools . We enjoyed boiling with schools from around the world.
In addition, we are very excited about video conferencing with other students to discuss this project.

Academy I - Jersey City, NJ, USA

Results from Jersey City, NJ

Our classes at Academy 1 worked diligently and had a lot of fun on the International Boiling Point Project. We had our Science teacher to thank, Mr. Osenenko, for this great opportunity doing this project with many schools around the world. At first our class had thought that the average room temperature would have the greatest effect upon the boiling point.
After doing many graphs on Excel, using X and Y scatter plots only; we quickly found out that we were disproven. While making our trend lines we realized that the correlation between the average boiling point and elevation (measured in meters) had the greatest effect. During the project though we learned how to quickly learn and adapt to Microsoft Excel 2003 and 2007, and for those who have Macintosh computers, Microsoft 2004 and 2008. Our Math teacher, Mr. Franks was very kind and helped us all learn how to make these graphs and makes a trend line (plus the correlation and equation).
The project itself was a blast. We did it three times, messing up about once, since some of the hot plates were unplugged, so we wasted a period not noticing anything. We realized how to find out the point at what water boils. We also learned that the boiling point has nothing to do at the time steams starts to show.

Thank you, Gr. 7, Room 207, Academy 1