Beruflich Dokumente
Kultur Dokumente
The student will investigate and understand temperature scales, heat, and thermal energy
transfer. Key concepts include
b) phase change, freezing point, melting point, boiling point, vaporization, and
condensation;
PS.5 The student will investigate and understand changes in matter and the relationship of
these changes to the Law of Conservation of Matter and Energy. Key concepts include
a) physical changes;
PS.10 The student will investigate and understand the scientific principles of work, force, and
motion. Key concepts include:
c) work, force, mechanical advantage, efficiency, and power;
PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which:
n) current applications of physical science concepts are used.
PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations in which
j) valid conclusions are made after analyzing data;
k) research methods are used to investigate practical problems and questions
Understandings:
Essential Questions:
Students will understand that
What is boiling?
When there are two different areas of pressure, does that cause movement
Overall Summative Assessment: After all the 3 days of instruction they are to build a poster if they
would rather or an infographic about what they learned about how boiling and pressure are
connected. They are to include the experiment they did on the second day in their explanation,
as well as the information from the first day to explain boiling. Then they are to present this to
the class in a short 5 minute presentation on another day. This will be graded by the rubric
included below.
Day 1 RUBRIC
Assignment
Presented
proper boiling
point of the
element.
Places that
would boil
Basics of the
element.
Relationship to
the boiling
point of water.
Presentation
Feedback
Awesome!
Had the boiling point
correctly.
Included accurate
description of places
that are hot enough to
achieve boiling.
Includedaccurate
informationaboutthe
element.
Presentationincluded
anaccuratedescription
ofrelativeboilingof
water.
Presentationwaswell
organized
Improvement
needed
Had boiling point
included but no
correct.
Major revision
needed
No boiling point
included
Had examples of
where the element
could boil, but
werent accurate.
Hadinformation
abouttheelement,
butwasincorrect.
Presenteda
comparison,but
wasnotaccurate.
No locations for
boiling included.
NA
Instructor
assessment
/10
Nobasicinformation
oftheelementwas
included.
Nocomparisonwas
givetotheboilingof
water.
Presentationwasnot
organized.
/10
/10
/10
/10
/50
How do you think you can get the egg out of the jar?
Try.
Day 2 RUBRIC
Assignment
Presented what
they had done.
Awesome!
Accurately described
the experiment they
did.
What happened
in the
experiment.
Includedthewhy
behindtheir
experimentand
explaineditcorrectly
Hadarealworld
examplethatwas
accurate.
Real world
example.
Presentation
Feedback
Presentationwaswell
organized
Improvement
needed
Described the
experiment but
missed steps or
information.
Explained what
had happened but
missed
information or
wrong
information.
Includedthewhy,
butwasincorrect
aboutit.
Major revision
needed
Did not address what
they had done in their
presentation.
Didincludeareal
worldexample,
butonethatdid
notshowthe
principle.
NA
Norealworld
examplegiven.
Didnotincludethe
whybehindthe
experiment.
Instructor
assessment
/10
/10
/10
/10
Presentationwasnot
organized.
/10
/50
Investigation Sheet
In the demonstration done in class, what do you think happened to the can?
With what you know about kinetic particle theory (discussed in class), Draw what you think caused the
water to boil.
City
Use the graph to find the boiling point of water at each of the places listed below. The elevation of each
city is the number of meters it is ABOVE sea level.
Elevation
(m)
Pittsburg, PA
227
Charleston, WV
182
Montpelier, VT
148
Newark, NJ
17
New Britain, CT
61
Washington, DC
Pittsfield, MA
309
Providence, RI
24
Stone Mountain,
GA
400
Wilmington, DE
41
Buffalo, NY
200
Salem, VA
324
Questions:
Boiling Point(C)
100
99.75
99.5
What To Do:
99.25
99
98.75
98.5
98.25
98
97.75
97.5
50 100 150 200 250 300 350 400 450 500 550 600
Elevation (m)
1) Why is the boiling point here in Salem, VA. Not exactly 100C?
2) Which of the cities would allow you to cook potatoes the fastest in water?
3) In a place like Death Valley, CA the elevation is 15m BELOW sea level. What would
you expect from the boiling point there?
4) Explain the relationship between elevation, air pressure, and the boiling point of
water.
Overall RUBRIC
Assignment
Awesome!
Explains a
relationship
between boiling
and pressure.
Included the
experiment they
did in class.
Includes an accurate
relationship between
boiling and pressure.
Included
information on
boiling.
Includedall
informationaccurately
onboiling.
Elevation
Referencedcorrect
informationon
boiling.
Presentation
Infographic
Feedback
Included the
experiment in their
infographic and
presentation.
Presentationwaswell
organized
Infographicis
complete.
Improvement
needed
Includes a
relationship which
is incorrect.
Major revision
needed
Did not address the
relationship
Included the
experiment in
either the
presentation or the
infographic but
not both.
Includedeither
incomplete
informationor
wronginformation
aboutboiling.
Included
informationon
boiling,but
incorrector
incomplete.
NA
NA
Instructor
assessment
/30
/20
Didnotinclude
informationon
boiling.
/20
Didnotinclude
informationon
elevation.
/20
Presenationwasnot
organized.
Infographicis
incomplete.
/10
/10
/110
With what you just saw, what forces do you think were at play?
Draw below a diagram of what you think was happening when you hit the ruler
Draw a picture of what you think happened, showing the forces involved.
What factors do you think could affect this experiment and cause a different outcome?
Name something in real life that you think uses this same principle.
What forces do you think caused this to happen and why? What force tries to prevent this from
happening?
Draw a diagram below of what you think was happening in this experiment.
What do you think would happen if you put more weight in the can? Could you still make the can
jump?