Fall 2001 Student Reports
Montwood High School
El Paso, Texas, USA
As elevation increases and air pressure decreases, the boiling point decreases. The graph of elevation displayed a -1 correlation and a linear relationship. There was no correlation on the other three graphs of volume, room temperature, and type of heating vessel. Our hypothesis is accepted.
Harpeth Hall School
Nashville, Tennessee, USA
Harpeth Hall students concluded that elevation had the most effect on boiling point because the correlation between elevation and boiling point is the greatest. The explanation of this is that the higher the elevation the lower the air pressure. If air pressure is low it cannot squash the bubbles made in the water, which means the water will turn to gas sooner, and the boiling point will be lower.
Markham Place School
Little Silver, New Jersey, USA
Period 8-4 Class
We here in Little Silver, New Jersey would like to extend our thanks to everyone who contributed their time and effort for this very worthwhile scientific learning experience. After thoroughly studying the results turned in by other students throughout the world, we searched for a correlation between differing boiling points and numerous variables.
Divided into four-person groups, we made hypotheses, graphed results, and did our parts in returning boiling-point information to the rest of you. One group in our class discovered a negative correlation between the boiling-points and the altitude at which the experiment was conducted. After plugging in the worldwide results into a computer graphing program, the groups discovered the aforementioned result; as altitude increased, the boiling point lowered. We feel that low atmospheric pressure contributed to the low boiling point recorded in the mountain regions. By using critical thinking, our class was able to uncover hidden information, and therefore understand why there were differing results.
Once again, we'd like to extend our gratitude to our fellow students throughout the world and the teachers who helped make this global experiment a reality. We hope there will be many more international scientific collaborations to come.
Markham Place Science Class Period 8-4
Period 8-7 Class
We have enjoyed participating in the worldwide Boil, Boil, Toil, and Trouble experiment. We hypothesized that the heating device would affect the boiling point. We were wrong. But we did discover that the elevation is the only variable that does affect it because as the elevation is higher there are less air molecules. Therefore, the boiling point is lower at higher elevations.
After reviewing our data analysis, we came to the conclusion that, of the variables investigated, elevation plays the most crucial role in the boiling point of water. To determine this, we made a graph, a scatter plot, and found that it showed negative correlation. Because the air has less pressure at high elevation, the water molecules can move around more easily and it takes less heat energy for them to change into gas. This is opposite for water at lower elevations. This supports our original hypothesis that elevation, does indeed, have a correlation to water's boiling point.
Bialik High School
Montreal, Quebec, Canada
Our analysis leads us to conclude that elevation is the factor that most affects the boiling point of water. Atmospheric pressure is lower at higher elevation and therefore, it is actually the atmospheric pressure that affects the temperature at which water boils. At lower pressure, the vapor trapped in the bubbles can escape more easily.
Our conclusion was consistent the hypothesis that most of us made prior to the experiment.
St. Raphael School
Bay Village, Ohio, USA
As a conclusion of our project, with trials from our three different seventh grade classes, we discovered that the greater the elevation, the lower the boiling point. In a future experiment we would like to determine if the boiling point would continue to increase below sea level. Comparing our data with other schools from around the world has been a good, fun experience for us.
Escuela Nicolas Sevilla
Toa Alta, Puerto Rico
We found the variable with the stronger relation to the boiling point of water is the elevation. We we observe the graph of the boiling point and the elevation, we can trace a line and notice that the boiling point in places with higher elevation has a minor boiling point. We learn that the molecules at graters altitudes move faster with the results of a lower boiling point. If we have to do this experiment again, we like to try the relative humidity as a variable. In the future we will like to work with you all together.
Hasta la próxima!
Group 11-4, Chemistry
Toa Alta,Puerto Rico
Lindsay Place High School
Point Claire, Quebec, Canada
Our original hypothesis was "If a different heating device is used, then the boiling point of water will be at different temperatures". Our hypothesis was rejected. We discovered that the most important variable affecting the boiling point of water is elevation. We now know that air pressure will change with elevation, and this in turn will affect the boiling point of water. The higher the elevation, the lower the air pressure and the lower the boiling point of water. Results from students in Columbia (S.A.) and Colorado confirmed this quite dramatically.
We enjoyed doing this experiment and learning more about the scientific method in action. Many thanks to Mrs. Rita Reed at LPHS who helped us with the experiential set- up and made sure we followed the guidelines!!!
Thanks also to all the schools around the world who participated, and to the International Boiling Point Project co-ordinators who put this all together for us and made it all work!!!
Readington Middle School
Readington, New Jersey, USA
Our 8th grade science classes learned that as elevation increases, the air pressure becomes less. Therefore, the boiling point is lower. As elevation decreases, boiling point increases due to the increase in air pressure. Based on our data, we could not find a difference in boiling point based on room temperature, amount of water used, or heating devise used. By doing this experiment, we learned how to gather and interpret data. We also learned how to use Exelerator 2000, considering it was our first time using probes and the computer to take temperatures over a period of time. We enjoyed doing this experiment and being able to learn that boiling point is not constant over the world.
Tigerton Middle School
Tigerton, Wisconsin, USA
This is the final report for Tigerton Middle School. We were very surprised with our results. Most of us thought boiling point would be effected by room temperature or amount of water. When we made our graphs, though, the only one that showed a relationship was elevation. We found out from looking at our graphs that as elevation increases the boiling point decreases.
Berkeley Preparatory School
Tampa, Florida, USA
We entered this experiment with some prior knowledge of the concept of boiling. Our hypothesis led us to believe that elevation would have the greatest effect on boiling point, since a lower atmospheric pressure allows vapor to escape more easily. The data in each of our graphs and data tables confirmed our hypothesis. The graph of room temperature vs. boiling point was clearly scattered and showed no organization of points. The same was true for the graph of volume vs. time. We noticed in both cases that any attempt to draw a line of best fit through the data points yielded a horizontal line, which, in itself shows no correlation. The graph of elevation vs. boiling point showed much better organization of points. A line of best fit showed that elevation and boiling point vary inversely. Although we confirmed our hypothesis, we came to better understand the power of graphical analysis in science. A clear correlation existed that was obvious and could be experimentally confirmed. We also learned about experimental error.
Paterson School #4
Paterson, New Jersey, USA
Hi, we are from school #4, Home of the Bulldogs. Here is our report on our Boiling Point Project. Our names are Shanijah, Rasial, Shanaya, Ashely, and Nestor. The tools we used were a hot plate, a metal pot, a thermometer, and 500ml of distilled water. We tried this experiment 3 times. The boiling point each time was 98 degrees celsius, 99 degrees celsius, and 100 degrees celsius.
The factors in this experiment that showed the strongest correlation to boiling point was the elevation. We looked at the data from other schools.
Our original hypothesis was that the water temperature would continue to rise and not stop at a certain temperature. Yes, we were surprised at our results and surprised at other classes' results. When it started boiling it stayed at a certain temperature for 5 minutes as we know.
We would change the type of water we used because the results could vary.
Cape Cod Lighthouse Charter School
Orleans, Massachusetts, USA
Elevation is what seems to be most effective when it comes to the boiling point of water. Have you ever noticed that on a recipe or cooking channel, it says you have to cook items at a different temperature or use different ingredients? Well, that is because the elevation effects the boiling point. We have figured out that the higher the elevation the lower the temperature at which water boils. The lower that you get in elevation, the higher the temperature of boiling point. The higher up you are the less air pressure there is. with less pressure to hold down the little bubbles, the faster the water will boil. Even though there were exceptions on the graph, I believe that land elevation effects the boiling point the most. The higher you get the lower the temp/boil. See in Bogotá, Columbia the elevation was 2430 meters and the boiling point was 88.48 degrees C. Compared to Orleans, Massachusetts where we are at 0 elevation and got 99.5 degrees. That is what I really think makes it change is the elevation.
Franklin Regional Middle School
Murrysville, Pennsylvania, USA
The objective of this project was to examine four different independent variables affects on the point at which water boils. The four variables were: heating device, volume of water, elevation, and room temperature.
The independent variable that had the greatest affect on the boiling point of water was elevation. We constructed graphs showing the relationships between the boiling point and elevation, volume of water used, and average room temperature. In the graphs, the room temperature and volume of water showed no direct correlation. The plotted points were just scattered randomly, and no line could closely fit the points. However, in the elevation graph, there appeared to be a negative correlation. This means that as the value of one variable increases, the value of the other decreases. So, as elevation increases, the point at which water boils decreases. We also call this an inverse relationship.
Here in Murrysville, Pa, we are exactly 276.15 meters above sea level. We have concluded that our elevation has directly caused our boiling point to drop to 97.5 degrees Celsius.
We calculated with Excel the correlation of the different combinations of variables getting the following results. The strongest correlation coefficient is the one that relates the boiling point with the elevation (r = - 0.8), which means that depending on the elevation the boiling point will change. The relationship between the two variables is inverse; at higher elevation the Boiling point will be less and vice versa. With this analysis we proof our original hypothesis. The other correlation coefficients were +0.07 for boiling point vs. room temperature and 0.17 for boiling point vs. volume of water which are far from 1 showing a very weak correlation between the two variables. The graphs also show that in these two last cases the points are very separated not showing any trend.
Jose Marti Middle School
Miami, Florida, USA
Final Report from Jose Marti Middle
We hypothesized the elevation to be the factor with the greatest influence in the boiling point of water. The reason is that the greater the elevation the lower the atmospheric pressure. It also means lower pressure over the surface of water giving the particles more freedom to move and separate from each other. The average distance between the particles is greater. However, the amount of heat required to boil water will be less resulting in a lower temperature or boiling point.
Analyzing the data was the most challenging part. First, we wanted to know about the effect of the elevation on the boiling point of water. The data was carefully selected keeping volume of water, room temperature, and heating device the same, or as similar as possible. The elevation was the manipulated variable and the boiling point was the responding variable on that part . However, the same procedure was followed to analyze the other three factors. As a result the elevation had the greatest influence in the boiling point of water. It lowered the boiling point by 8 degrees for an elevation of nearly 3000 m.
What We Have Learned
Once again this was a very exciting learning experience. Analyzing the data and making the graphs was a lot of fun. The importance of testing one variable at a time is a very relevant part of it . We have learned so much! Thank you very much!
IN ADDITION WE HAVE LEARNED:
1. HOW TO CALIBRATE A THERMOMETER.
2. DOING RESEARCH TO DETERMINE LOCATION AND ELEVATION.
3. KNOWLEDGE ABOUT PROPERTIES OF WATER.
4. UNDERSTANDING ABOUT HEAT OF VAPORIZATION AND HEAT OF FUSION.
5. EXPERIMENTAL TECHNIQUES AND SAFETY PROCEDURES.
6. ANALYSIS OF DATA
7. MAKING GRAPHS BY
Deer Park Middle Magnet School
Randallstown, Maryland, USA
Our hypothesis was correct. Our original hypothesis stated that elevation is the factor that has the greatest influence on the boiling point of water. We used the data from all participants to make graphs to compare every factor and interpret what the results meant. The trend lines showed that when the elevation increases, the boiling point decreases dramatically. We enjoyed participating in this project and learned many things about applying the scientific method to real problems. Thank you for the opportunity to share our experiences with you.