Science Task Screener

Task Title: Gas Laws: Ideal Gas Law Phenomenon

Grade: High School

Date: March 2024

SEP: Developing and Using Models

DCI: PS3.A: Definitions of Energy

CCC: Cause and Effect

Task Purpose: Determining whether students can apply what they have learned to a similar but new context

Criterion A. Tasks are driven by high-quality scenarios that are grounded in phenomena or problems.

i. The task is driven by a scenario that is grounded in a phenomenon or problem.

Consider whether the scenario provides a phenomenon/problem that students must use to respond to the task or whether the scenario is just a “hook”.

The scenario is the interactive simulation itself, where manipulating variables (V, T, n) causes real-time changes in pressure and particle behavior. Students cannot complete the analysis without actively using this phenomenon.

ii. The scenario is carefully crafted to provide sufficient and necessary information to support all students in three-dimensional sense-making.

Suggestions for improvement of the task for Criterion A:

Provide explicit real-world examples (like a hot air balloon or car tires) in the introduction to strengthen local/global relevance.

Criterion B. Tasks require sense-making using the three dimensions.

i. Completing the task requires students to use reasoning to sense-make about phenomena or problems.

Consider in what ways the task requires students to use reasoning to engage in sense-making and/or problem solving.

Students must reason about why the pressure changes when volume or temperature are altered, using the microscopic particle model to explain macroscopic graphical data.

ii. The task requires students to demonstrate grade-appropriate dimensions:

Evidence of SEPs (which element[s], and how does the task require students to demonstrate this element in use?)

Developing and Using Models: Students use an interactive computational model to explore relationships and generate data.

Evidence of CCCs (which element[s], and how does the task require students to demonstrate this element in use?)

Cause and Effect: Students identify cause-and-effect relationships between variables (e.g., increasing temperature causes increased pressure).

Evidence of DCIs (which element[s], and how does the task require students to demonstrate this element in use?)

PS3.A: Definitions of Energy: Students connect macroscopic energy (temperature) to microscopic particle motion and subsequent pressure changes.

iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.

Consider in what ways the task requires students to use multiple dimensions together.

Students use the model (SEP) to identify cause and effect relationships (CCC) regarding how particle motion (DCI) influences pressure.

iv. The task requires students to make their thinking visible.

Consider in what ways the task explicitly prompts students to make their thinking visible (surfaces current understanding, abilities, gaps, problematic ideas).

Students must provide written explanations connecting the macroscopic graphs to microscopic behavior, making their mental models visible.

Suggestions for improvement of the task for Criterion B:

Require students to sketch their own microscopic model alongside their written explanation to further surface their thinking.

Criterion C. Tasks are fair and equitable.

i. The task provides ways for students to make connections of local, global, or universal relevance.

Consider specific features of the task that enable students to make local, global, or universal connections to the phenomenon/problem and task at hand. Note: This criterion emphasizes ways for students to find meaning in the task; this does not mean “interest.” Consider whether the task is a meaningful, valuable endeavor that has real-world relevance–that some stakeholder group locally, globally, or universally would be invested in.

Understanding gas laws is essential for various engineering and scientific applications, providing universal relevance.

ii. The task includes multiple modes for students to respond to the task.

Describe what modes (written, oral, video, simulation, direct observation, peer discussion, etc.) are expected/possible.

Expected modes are written responses and interaction with the simulation.

iii. The task is accessible, appropriate, and cognitively demanding for all learners (including English learners or students working below/above grade level).

iv. The task cultivates students’ interest in and confidence with science and engineering.

Consider how the task cultivates students interest in and confidence with science and engineering, including opportunities for students to reflect their own ideas as a meaningful part of the task; make decisions about how to approach a task; engage in peer/self-reflection; and engage with tasks that matter to students.

The immediate visual feedback and dynamic graphs build confidence by allowing students to quickly test hypotheses.

v. The task focuses on performances for which students’ learning experiences have prepared them (opportunity to learn considerations).

Consider the ways in which provided information about students’ prior learning (e.g., instructional materials, storylines, assumed instructional experiences) enables or prevents students’ engagement with the task and educator interpretation of student responses.

The task assumes some prior introduction to the concepts of pressure, volume, and temperature, which is standard for HS physical science.

vi. The task presents information that is scientifically accurate.

Describe evidence of scientific inaccuracies explicitly or implicitly promoted by the task.

The simulation accurately models the Ideal Gas Law (PV=nRT) and qualitative particle kinematics.

Suggestions for improvement of the task for Criterion C:

Provide explicit options for peer discussion during the analysis phase.

Criterion D. Tasks support their intended targets and purpose.

Before you begin:

1. Describe what is being assessed. Include any targets provided, such as dimensions, elements, or PEs:

Assessing student ability to use a computational model to understand the relationship between macroscopic gas properties (P, V, T) and microscopic particle behavior (PS3.A, Cause and Effect).

1. What is the purpose of the assessment? (check all that apply)
   • Formative (including peer and self-reflection)
   • Summative
   • Determining whether students learned what they just experienced
   • Determining whether students can apply what they have learned to a similar but new context
   • Determining whether students can generalize their learning to a different context
   • Other (please specify):

i. The task assesses what it is intended to assess and supports the purpose for which it is intended.

Consider the following:

1. Is the assessment target necessary to successfully complete the task?

Yes, students must use the provided model to answer the analysis questions.

1. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task? Consider the impact this has on students’ ability to complete the task and interpretation of student responses.

No extraneous knowledge is strictly required; the simulation provides the necessary data.

1. Do the student responses elicited support the purpose of the task (e.g., if a task is intended to help teachers determine if students understand the distinction between cause and correlation, does the task support this inference)?

Yes, the written explanations will demonstrate if students can connect macroscopic effects to microscopic causes.

ii. The task elicits artifacts from students as direct, observable evidence of how well students can use the targeted dimensions together to make sense of phenomena and design solutions to problems.

Consider what student artifacts are produced and how these provide students the opportunity to make visible their 1) sense-making processes, 2) thinking across all three dimensions, and 3) ability to use multiple dimensions together [note: these artifacts should connect back to the evidence described for Criterion B].

The required written analysis of the graphical data and particle behavior serves as direct evidence of 3D integration.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines that are connected to the three-dimensional target. They provide the necessary and sufficient guidance for interpreting student responses relative to the purpose of the assessment, all targeted dimensions, and the three-dimensional target.

Consider how well the materials support teachers and students in making sense of student responses and planning for follow up (grading, instructional moves), consistent with the purpose of and targets for the assessment. Consider in what ways rubrics include:

1. Guidance for interpreting student thinking using an integrated approach, considering all three dimensions together as well as calling out specific supports for individual dimensions, if appropriate:

Teachers should evaluate if students successfully use the model’s data (SEP) to show cause/effect (CCC) related to particle energy (DCI).

1. Support for interpreting a range of student responses, including those that might reflect partial scientific understanding or mask/misrepresent students’ actual science understanding (e.g., because of language barriers, lack of prompting or disconnect between the intent and student interpretation of the task, variety in communication approaches):

Partial understanding might be shown if a student can describe the graphs but cannot explain why based on particle collisions.

1. Ways to connect student responses to prior experiences and future planned instruction by teachers and participation by students:

Responses can guide future instruction on non-ideal gases or real-world applications (like engine cycles).

iv. The task’s prompts and directions provide sufficient guidance for the teacher to administer it effectively and for the students to complete it successfully while maintaining high levels of students’ analytical thinking as appropriate.

Consider any confusing prompts or directions, and evidence for too much or too little scaffolding/supports for students (relative to the target of the assessment—e.g., a task is intended to elicit student understanding of a DCI, but their response is so heavily scripted that it prevents students from actually showing their ability to apply the DCI).

The step-by-step data collection provides scaffolding, while the open-ended analysis questions maintain cognitive demand.

Suggestions for improvement of the task for Criterion D:

Include a formal scoring rubric aligned to the three dimensions.

Overall Summary

Consider the task purpose and the evidence you gathered for each criterion. Carefully consider the purpose and intended use of the task, your evidence, reasoning, and ratings to make a summary recommendation about using this task. While general guidance is provided below, it is important to remember that the intended use of the task plays a big role in determining whether the task is worth students’ and teachers’ time.

The Gas Laws task effectively leverages an interactive simulation to engage students in three-dimensional learning. By manipulating variables and observing real-time graphical and microscopic changes, students use models to understand cause-and-effect relationships related to energy and particle motion. The task is accessible and directly supports its intended summative purpose.

Final recommendation (choose one):

• Use this task (all criteria had at least an “adequate” rating)
• Modify and use this task
• Do not use this task