Science Task Prescreen
Task Title: Puerto Rico Trench Gravity Anomaly
Grade: High School
Date: 2024-05-18
SEP: Developing and Using Models
DCI: ESS2.A, ESS2.B
CCC: Stability and Change
Task Purpose: Investigate the Puerto Rico Trench gravity anomaly and reproduce it by modeling crustal densities and subduction parameters.
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.
- Prescreen: Answer the following high-level questions to identify any major red flags (🚩) in your task. If you find one or more red flags, consider the purpose of the task and the evidence gathered to determine whether the task warrants a deeper dive.
Prescreen Questionnaire
| Question | Yes | No |
|---|---|---|
| 1. Is there a phenomenon or problem driving the task? | [x] | [ ] 🚩 |
| 2. Can the majority of the task be answered without using information provided by the task scenario? | [ ] 🚩 | [x] |
| 3. Can significant portions of the task be answered successfully by using rote knowledge (e.g., definitions, prescriptive or memorized procedure)? | [ ] 🚩 | [x] |
| 4. Does the majority of the task require students to use reasoning to successfully complete the task? | [x] | [ ] 🚩 |
| 5. Does the task require students to use some understanding of disciplinary core ideas to successfully complete the task? | [x] | [ ] 🚩 |
| 6. Do students have to use at least one science and engineering practice to successfully complete the task? | [x] | [ ] 🚩 |
| 7. Are the dimensions assessed separately in the majority of the task? | [ ] 🚩 | [x] |
| 8. Is the task coherent and comprehensible from the student perspective? | [x] | [ ] 🚩 |
Recommendation
Based on your assessment needs and the task purpose recorded above, make a recommendation about this task moving forward (choose one):
- [x] Warrants further review.
- [ ] Should not be used.
Summary
Summarize your evidence and reasoning:
The task leverages an authentic, real-world phenomenon (the -380 mGal anomaly) to drive the learning of internal and surface processes outlined in HS-ESS2-1. Students must interact with the provided simulation, utilizing scientific practices (modeling) and core ideas to reproduce the observed mass deficit, precluding rote memorization or successful completion without engagement.