Unit 6 - Intermolecular Forces Summative Performance Final

Using drawings and a text, explain how it is possible to boil water with heat AND ice. Be sure to use
the CER format in your explanation (you need to use data from the various activities, lecture, labs, etc.
that we did in class to support your claim of how it was possible for me to boil water with ice, as well as
heat).

I believe that it is possible to boil water with heat and ice because of the movements of the molecules
within the liquid. When water is heated up to boil, the molecules in the water start to move around
very quickly, and when water is cold, the molecules come closer together and move a lot slower
because of the lack of heat energy. When water is boiling, the water evaporates and becomes vapor,
the gaseous form of water. When this vapor is kept in a closed system, the vapor pressure rises the
longer the water boils. Boiling water has more energy than that of cold water because of the
molecules getting attracted to each other, resulting in a stronger force. An example that I can use to
support my claim is the Intermolecular Forces Water Molecules in Motion lab where we put drops of
food coloring into cups of hot and cold water. When we dropped the food coloring in, the two cups
had different reactions with the food coloring. In the hot water, the food coloring spread out
throughout the cup, meaning that the molecules were more attracted to the food coloring, making it
spread because of the attraction of energy. In the cold cup, the food coloring did not spread out and
mostly stayed in place, meaning that the water did not have much energy to attract the food coloring
enough to disperse. The reaction of the food coloring was called Van Der Waals forces which is the
attractive or repulsive forces between molecules. Knowing this, it can be proven that ice can indeed
boil water because you know that heat makes water become vapor, so if you have a container filled
with hot water, you can lower the pressure of the vapor with the ice, making the water boil again
because of how the ice cools it enough to condense the vapor back to a liquid.
Rubric rating submitted on: 4/3/2017, 1:37:40 PM by jposhaughnessy@cps.edu
4 3 2 1 0

PS1-3.1 Correctly Correctly Generally Incorrectly DNA

Describes the describes the describes the describes the describes the
relationship relationship relationship relationship relationship
between the between the between the between the between the
measurable property and the property and the property and the property and the
properties of a strength of strength of strength of strength of
substance and electrical forces electrical forces. forces. electrical forces.
the strength of and uses
the electrical examples.
forces between
the particles of
the substance.
Your score: 2

PS1-3.2 Correctly Correctly Generally Incorrectly DNA

Describes why explains explains explains explains
the strength of why/how the why/how the why/how the why/how the
the electrical electrical forces electrical forces forces cause the electrical forces
forces between cause the cause the property. cause the
the particles of property and property. property.
the chosen uses examples.
substances cause
the observable
phenomenon.
Your score: 2
 Evidence Evidence is Student meets Evidence is Evidence is DNA
sufficient to most but not all present but is not absent OR not
LA.9-10.WHST.9- support claim. requirements for sufficient relevant to claim
10.1.b sufficient
Your score: 2 Evidence is evidence. Evidence is Evidence is
specific/detailed. sometimes absent OR not
Evidence is vague. relevant
specific/detailed.

Reasoning Student clearly Student meets One part, One or zero DNA
explains why and one of the two sometimes parts, often
LA.9-10.WHST.9- how the scientific parts for a 4 unclear, unclear,
10.1.c event occurred contradictory, or contradictory, or
Your score: 1 using BOTH of or inconsistent. inconsistent.
the following:
Student ties Student Partially
unobservable meets both parts
scientific for a 4
phenomena to
evidence

Student creates a
logical line of
reasoning based
on established
logical reasoning
chains

Comments:

Rubric rating submitted on: 4/4/2017, 10:38:36 AM by jposhaughnessy@cps.edu

4 3 2 1 0

PS1-3.1 Correctly Correctly Generally Incorrectly DNA

Describes the describes the describes the describes the describes the
relationship relationship relationship relationship relationship
between the between the between the between the between the
measurable property and the property and the property and the property and the
properties of a strength of strength of strength of strength of
substance and electrical forces electrical forces. forces. electrical forces.
the strength of and uses
the electrical examples.
forces between
the particles of
the substance.
 Your score: 2

PS1-3.2 Correctly Correctly Generally Incorrectly DNA

Describes why explains explains explains explains
the strength of why/how the why/how the why/how the why/how the
the electrical electrical forces electrical forces forces cause the electrical forces
forces between cause the cause the property. cause the
the particles of property and property. property.
the chosen uses examples.
substances cause
the observable
phenomenon.
Your score: 2

Evidence Evidence is Student meets Evidence is Evidence is DNA

sufficient to most but not all present but is not absent OR not
LA.9-10.WHST.9- support claim. requirements for sufficient relevant to claim
10.1.b sufficient
Your score: 2 Evidence is evidence. Evidence is Evidence is
specific/detailed. sometimes absent OR not
Evidence is vague. relevant
specific/detailed.

Reasoning Student clearly Student meets One part, One or zero DNA
explains why and one of the two sometimes parts, often
LA.9-10.WHST.9- how the scientific parts for a 4 unclear, unclear,
10.1.c event occurred contradictory, or contradictory, or
Your score: 2 using BOTH of or inconsistent. inconsistent.
the following:
Student ties Student Partially
unobservable meets both parts
scientific for a 4
phenomena to
evidence

Student creates a
logical line of
reasoning based
on established
logical reasoning
chains

Comments: