Gas Station Explosions Investigation Activity
Physical Science • Unit 5.1 Elaborate
Gas Station Explosions!
Partner 1:
Partner 2:
Partner 3 (if needed):
There has been a record number of gas station fires lately. Law enforcement is trying to determine their causes because these fires are both dangerous and waste lots of money each year. A local news channel is saying that the fires are caused when people are on their cellphones and the electric current from the battery ignites the gasoline. What do you think?
Be sure to read all of the rubrics to see how you will be graded for each section.
This is a TEST grade
1
Peer Review BEFORE watching the video
Can using a cell phone at a gas station cause an explosion? Follow the instructions to complete the graphic organizer.
Action Required **Circle your thinking, and explain why you chose what you did.
Peer 1
• I think that cellphones do / do not cause fires at gas pumps.
• I think that this is true because:
Peer 2
• I think that cellphones do / do not cause fires at gas pumps.
• I think that this is true because:
Peer 3 (if needed)
• I think that cellphones do / do not cause fires at gas pumps.
• I think that this is true because:
6th Physical Science • Static Electricity & Gas Pump Fires Page 1 of 4
Part 2: Group Consensus & First Design Improvement 6th Physical Science 5.1 Elaborate
What is your group’s hypothesis about whether or not cell phones start fires at pumps? Remember, you will need to come up with a reason that the whole group can agree on.
• Circle your hypothesis: If cell phones are used while pumping gas, we believe that they do / do not start fires at gas pumps.
• The evidence that we have from our own experiences is that:
| Criteria | 6 | 4 | 2 | 0 |
|---|
| Answering Questions | Answers are thorough, accurate, and all sections have been answered completely. | Answers are generally accurate and supported with evidence. | Answers are substantially inaccurate and unsupported. Some prompts are unanswered. | Component is missing or irrelevant. |
**Begin by watching the Mythbusters video as a class. Afterward, you may watch it as many times as you need.
1
Drawing Conclusions
a. After watching the video, draw conclusions about the cause of fires at gas pumps, and then design three improvements to prevent the fires. Cite one piece of evidence to support each improvement.
Design Improvement #1
Evidence for why this will prevent gas pump fires.
Improvement model WITH LABELS
Our first improvement to prevent static electricity fires at gas pumps is:
The reasons that we think this will prevent fires are:
• Cause from video: In the video, fires at gas pumps are caused when:
• Prevention rationale: Our improvement will prevent this fire from happening because:
Model #1 • MUST INCLUDE LABELS! Required
Draw & Label Model
6th Physical Science • MythBusters Investigation Page 2 of 4
Part 3: Engineering Design Improvements #2 & #3 6th Physical Science 5.1 Elaborate
Design Improvement #2
Evidence for why this will prevent gas pump fires.
Improvement model WITH LABELS
Our second improvement to prevent static electricity fires at gas pumps is:
The reasons that we think this will prevent fires are:
• Cause from video: In the video, fires at gas pumps are caused when:
• Prevention rationale: Our improvement will prevent this fire from happening because:
Model #2 • MUST INCLUDE LABELS! Required
Draw & Label Model
Design Improvement #3
Evidence for why this will prevent gas pump fires.
Improvement model WITH LABELS
Our third improvement to prevent static electricity fires at gas pumps is:
The reasons that we think this will prevent fires are:
• Cause from video: In the video, fires at gas pumps are caused when:
• Prevention rationale: Our improvement will prevent this fire from happening because:
Model #3 • MUST INCLUDE LABELS! Required
Draw & Label Model
6th Physical Science • MythBusters Investigation Page 3 of 4
Part 4: Assessment Scoring Rubrics & Evaluation 6th Physical Science 5.1 Elaborate
Official Grading Rubric
Scale: 6, 4, 2, 0 • TEST Grade
| Criteria | 6 (Exemplary) | 4 (Proficient) | 2 (Developing) | 0 (Missing) |
|---|
| Completing MythBusters Student Peer Review Sheet | Answers are thorough, in the correct categories, and show at least three design improvements. | Answers are generally thorough, or in the correct categories, or have two or three design improvements; but not all three components exist. | Answers are largely incomplete with only one design improvement. | Component is missing or irrelevant. |
| Answering Questions | Answers are thorough, accurate, and well supported by the evidence from the video. | Answers are generally accurate and supported with evidence. | Answers are substantially inaccurate and unsupported. | Component is missing or irrelevant. |
| Completing MythBusters Student gas pump models | Answers are thorough, in the correct categories, and show at least three design improvements. | Answers are generally thorough, or in the correct categories, or have two or three design improvements; but not all three components exist. | Answers are largely incomplete with only one design improvement. | Component is missing or irrelevant. |
Official Score Calculation & Teacher Evaluation
Total Possible: 24 Points
Pre-Review Questions ______ / 6 pts
Peer Review Sheet ______ / 6 pts
Video Evidence & Qs ______ / 6 pts
Labeled Models (3 Total) ______ / 6 pts
Teacher Feedback & Evaluation Notes:
Final Grade: / 24
6th Physical Science • MythBusters Investigation Page 4 of 4
