Science Task Screener
Task Title: The Cosmic Collector: Capturing Waves at Arecibo
Grade: High School
Date: April 17, 2026
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/scoring guidance.
- Using the Task Screener: Use this tool to evaluate tasks designed for three-dimensional standards. For each criterion, record your evidence for the presence or absence of the associated indicators. After you have decided to what degree the indicators are present within the task, revisit the purpose of your task and decide whether the evidence supports using it.
Criterion A. Tasks are driven by high-quality scenarios that are grounded in phenomena or problems.
i. Making sense of a phenomenon or addressing a problem is necessary to accomplish the task.
- Is a phenomenon and/or problem present?
Yes. The phenomenon is the use of a massive parabolic dish to capture weak radio signals from space.
- Is information from the scenario necessary to respond successfully to the task?
Yes. Students must analyze the “Show Rays” visualization and “Signal Strength” meter to understand how wave reflection works in this device.
ii. The task scenario is engaging, relevant, and accessible to a wide range of students.
| Features of scenarios | Yes | Somewhat | No | Rationale |
|---|---|---|---|---|
| Scenario presents real-world observations | [x] | [ ] | [ ] | Based on the actual Arecibo Observatory. |
| Scenarios are based around at least one specific instance, not a topic or generally observed occurrence | [x] | [ ] | [ ] | Specific instance: The Arecibo 305m dish. |
| Scenarios are presented as puzzling/intriguing | [x] | [ ] | [ ] | Questions how a simple bowl-shaped surface can find messages in space. |
| Scenarios create a “need to know” | [x] | [ ] | [ ] | Students need to optimize the signal strength to “hear” the cosmic data. |
| Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs | [x] | [ ] | [ ] | Aligned to HS-PS4. |
| Scenarios effectively use at least 2 modalities | [x] | [ ] | [ ] | Textual intro + ray-tracing simulation. |
| Evidence of quality for Criterion A: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
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.
Students must reason about the geometric focus of a parabola to determine the correct position for the receptor.
ii. The task requires students to demonstrate grade-appropriate dimensions:
Evidence of SEPs (Obtaining/Communicating Information): The task culminates in a request for students to “Communicate the Tech” by writing a brochure section.
Evidence of CCCs (Structure and Function): The task focuses on how the structure (curvature, position) enables the function (signal capture).
Evidence of DCIs (PS4.C: Information Tech): The task explains how devices (radio telescopes) interact with waves to capture information.
iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.
Students use the DCI of information technology to fulfill the SEP of communicating technical information.
iv. The task requires students to make their thinking visible.
The brochure writing task in Part 4 forces students to synthesize their findings into a coherent technical explanation.
| Evidence of quality for Criterion B: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Criterion C. Tasks are fair and equitable.
i. The task provides ways for students to make connections of local, global, or universal relevance.
Highlights the search for extraterrestrial intelligence (SETI) and global scientific collaboration.
ii. The task includes multiple modes for students to respond to the task.
Exploration, data observation, and technical writing.
Criterion D. Tasks support their intended targets and purpose.
Before you begin:
-
Describe what is being assessed: HS-PS4-5 Performance Expectation.
-
What is the purpose of the assessment?
- Summative
- Determining whether students learned what they just experienced
| Evidence of quality for Criterion D: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Overall Summary
This task provides an excellent real-world context for wave behavior. It moves beyond simple diagrams to require students to interact with a dynamic model and then communicate the physics of that model professionally.
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