Science Task Screener
Task Title: Gas Laws: Real Gas vs. Ideal Gas Sandbox Task Grade: High School Date: 2024-03-20 SEP: Using Mathematics and Computational Thinking, Developing and Using Models, Constructing Explanations DCI: PS1.A: Structure and Properties of Matter CCC: Systems and System Models, Cause and Effect Task Purpose: Formative assessment to evaluate students’ understanding of the kinetic molecular theory, ideal vs. real gas behavior, and the factors causing deviations from ideal behavior.
Instructions
- Before you begin: Complete the task as a student would. Then, consider any support materials provided to teachers or students, such as contextual information about the task and answer keys/rubrics.
- Screener: Answer the following questions to determine if the task meets the criteria for a high-quality NGSS assessment. Select “Adequate”, “Inadequate”, or “Not Applicable” for each criterion. Provide evidence to support your rating and suggest improvements if necessary.
Criterion 1. Phenomenon-Driven
The task is driven by a high-quality phenomenon or problem.
- Adequate
- Inadequate
- Not Applicable
Evidence: The task is driven by the real-world phenomenon of gas deviations in high-pressure cylinders.
Suggestions for Improvement: None.
Criterion 2. Three-Dimensional
The task requires students to use the three dimensions together to make sense of the phenomenon or solve the problem.
- Adequate
- Inadequate
- Not Applicable
Evidence: Students use the SEP (Using Computational Models) to gather data about gas pressure and volume. They then use the DCI (Structure and Properties of Matter) to explain the CCC (Cause and Effect) of how intermolecular forces and particle volume cause the observed deviations.
Suggestions for Improvement: None.
Criterion 3. Equity and Fairness
The task provides a fair and equitable opportunity for all students to demonstrate what they know and can do.
- Adequate
- Inadequate
- Not Applicable
Evidence: The task uses a universally accessible simulation that provides immediate visual and quantitative feedback. The “Mystery Gas” challenge offers a low-floor, high-ceiling entry point for diverse learners to design their own investigation.
Suggestions for Improvement: None.
Criterion 4. Coherence and Comprehensibility
The task is coherent and comprehensible from the student perspective.
- Adequate
- Inadequate
- Not Applicable
Evidence: The task progresses logically from exploring ideal behavior to investigating individual variables (intermolecular forces and particle volume) before culminating in a synthesis task with the “Mystery Gas.”
Suggestions for Improvement: None.
Criterion 5. Scaffolded Appropriately
The task is scaffolded to support students in making sense of the phenomenon or solving the problem.
- Adequate
- Inadequate
- Not Applicable
Evidence: The initial parts guide students step-by-step through manipulating specific variables and recording data. The final part is less scaffolded, allowing students to apply what they’ve learned independently.
Suggestions for Improvement: None.