Brief Description

Participating in collaborative online projects gives students the opportunity to share information with people in other parts of the world. This changes the traditional classroom from a place where learning often takes place in isolation to one where students are part of a learning community.

In the Boil, Boil, Toil and Trouble project, sponsored by the Center for Improved Engineering and Science Education (CIESE), students collect, share, and analyze data that can be used to determine what factors, if any, impact the boiling point of water. Participating schools submit their data online where it becomes part of a database that students must use to draw their conclusions. This project allows students to actively participate in the process of scientific inquiry. While the project shows how data can be used to answer questions, it also demonstrates that real data is not always perfect or tidy and that large quantities of seemingly disorganized data can be organized in ways that make it meaningful. Finally, participation in this project allows students to see the value in using data that comes from a variety of locations.

Standards and Frameworks

Technology Standards

• 1T-P1. Use the appropriate technology device to complete a task
• 3T-P1. Communicate to a variety of audiences using professional level technology tools
• 3T-P2. Use a variety of technology tools for data collection and analysis to support a decision
• 4T-P1. Routinely and efficiently use online information resources to meet needs for collaboration and communications
• 4T-P2. Manage and communicate personal and professional information utilizing technology tools and resources
• 6T-P2. Routinely and ethically use productivity tools, communication tools and research skills to solve a problem

• 1SC-P1. Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations
• 1SC-P3. Analyze and evaluate reports of scientific studies
• 1SC-P6. Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings
• 5SC-P1. Predict chemical and physical properties of substances (e.g., color, solubility, chemical reactivity, melting point, boiling point)

Academic

Students will make predictions, conduct an experiment, collect data, then synthesize, analyze, and evaluate information gained from participating in the Boil, Boil, Toil and Trouble collaborative online project. This will be evidenced in a final written assessment where students receive at least a level 3 on a 4-point rubric.

Technological

As a result of participating in the Boil, Boil, Toil and Trouble collaborative online project, students will describe at least 3 reasons for using technology tools to collaborate with others to solve a problem. This will be evidenced in a final written assessment where students receive at least a level 3 on a 4-point rubric.

Pre-Requisite Technology Skills

• Students who input the letter of introduction, data, and final report will find basic word processing skills helpful. (Since only one letter of introduction, one averaged set of data, and one final report are submitted per class, the teacher may decide to input this information or choose students to complete these tasks.)
• If graphs are going to be computer generated, familiarity with a spreadsheet program is helpful.
• If students are going to communicate with other participating schools, ability to use email and email etiquette skills are necessary.

• A list of laboratory materials needed to conduct the experiment can be found at http://www.k12science.org/curriculum/boilproj/experiment.html.
• Safety glasses or goggles to be worn by students during the boiling part of the project.
• Printable student directions and data collection charts can be found at http://www.k12science.org/curriculum/boilproj/studenthandouts.html.
• At least one classroom computer with Internet access.
• Graph paper and rulers if data is graphed by hand, computer lab access if graphs are computer generated.
• Directions and rubric for the Boiling Project Final Assessment.
• World map

• Mark the locations of participating schools on a world map to create a visual of where the data is being collected. Label each site with its elevation.
• Provide verbal step-by-step individualized instructions to students as needed.
• Ask students targeted questions about the printed lab directions to check their level of comprehension and/or ask students to explain the directions in their own words.
• Strategically plan student groups so that students with varying skills levels work together.
• Assign student assistants to work with specific groups and/or monitor the use of equipment.
• Reduce the quantity of data to be analyzed by students.
• Shorten the final assessment by having students focus on selected portions.
• Have students complete the final assessment with a partner.
• After completing this experiment, have students plan and conduct an extension experiment. Example- Students could boil water that starts out at different temperatures. Is the boiling point of ice water the same as the boiling point of room temperature water?
• Have students initiate communication with other participating schools to share information about the data collection and analysis process. What worked well? What problems were encountered? How were those problems handled?
• Have students take pictures of the experimental process with a digital camera. With parent permission, these pictures can be posted to the collaborative site along with the final report.
• Before beginning the experiment, provide students with a copy of the directions they will be using. Have them draw illustrations to show what should happen in each step of the experiment as a way to increase student comprehension of the printed directions.

1. During this project, there are opportunities for at least some students to email other students, publish their work online, and/or publish pictures. Because of this, make sure that students and parents have signed the district’s Electronic User Agreement (http://www.amphi.com/~technology/aupstu.html) ahead of time.
2. Because this project is conducted over a period of time, it is very important to thoroughly review the Boil, Boil, Toil and Trouble website (http://www.k12science.org/curriculum/boilproj/index.html) and links to become familiar with the project requirements, procedure, and time involved in participation. The Project Instructions (http://www.k12science.org/curriculum/boilproj/instructions.html) provide a brief list of the activities involved from beginning to end and is helpful in planning project participation. The Experiment Instructions site (http://www.k12science.org/curriculum/boilproj/experiment.html) includes directions for boiling the water and collecting class data. From this site there are links to sites that answer a variety of questions like how to go about finding the elevation of the school, how to calibrate thermometers, how to convert degrees Fahrenheit to Celsius, and pictures of what the equipment should look like when set up.
3. Because the Boil, Boil, Toil and Trouble project is run one time in the fall semester and one time in the spring semester it is important to check dates in advance (http://www.k12science.org/curriculum/boilproj/futureruns.html). Each semester the project runs for approximately four weeks.
4. Once you have decided to participate, make sure to register your class for the project. (http://www.k12science.org/curriculum/boilproj/read.html).
5. Decide in advance how information will be submitted to the Boil, Boil, Toil and Trouble project. Individual students or pairs of students can be chosen to submit the information. Alternatively, the teacher can decide to submit the required information.
6. The Boil, Boil, Toil and Trouble Teacher Guide (http://www.k12science.org/curriculum/boilproj/teacherguide.html) provides objectives, day by day directions, and all the links needed to complete each day’s activities and submit online information successfully. While the project is spread over 7 class periods, these class periods do not need to be consecutive. Days 3, 4, and 5 do need to be done as a group. On day 2, while explaining the purpose of the project, emphasize the importance of keeping daily observations, data, and graphs organized and dated. Pass out the Boiling Project Final Assessment directions and rubric and discuss these with students in advance. On the days when water is being boiled, caution students about the importance of handling lab materials carefully. Students should be provided with safety glasses or goggles to wear when the water is being boiled. At the end of each day, students should be asked to individually describe and reflect on the activities in writing. Ideas for prompts include: What was the purpose of the day’s activity in relation to the overall project? What is the role of energy in the boiling of water? Once water boils, why does the temperature stop increasing? At the end of day 2, what prediction was made? Why was it necessary to calibrate the thermometers? Were there variations in the data collected from day to day? Were there variations in the data collected by different groups? What might be some explanations for this? These writings, in addition to data collection charts and graphs will assist in the completion of the final assessment.
7. At the end of the project, once students have hopefully determined that the boiling point of water drops as elevation increases, a discussion should be conducted to make sure students understand why this happens (see the Background Information for Teacher site at http://www.k12science.org/curriculum/boilproj/background.html).
8. To assess individual student learning, review the directions and rubric for the Boiling Project Final Assessment with students. Remind students to use their daily notes and reflections, data charts, and graphs to assist them in crafting their written responses.

Directions and rubric for the Boiling Project Final Assessment