Science Task Screener
Task Title: The Energy Cost of Chemical Change
Grade: High School (9-12)
Date: 2026-04-18
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 task asks why burning methane releases energy while splitting water requires it.
- Is information from the scenario (simulation) necessary to respond successfully to the task?
Yes. Students cannot determine the specific bond energies or the net ΔH for these specific reactions without using the interactive table and animation in the simulator.
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] | [ ] | [ ] | Methane (stoves) and hydrogen fuel are real-world energy sources. |
| Scenarios are based around at least one specific instance | [x] | [ ] | [ ] | Focuses on specific chemical reactions: Methane combustion and Water splitting. |
| Scenarios are presented as puzzling/intriguing | [x] | [ ] | [ ] | The contrast between energy release and energy absorption is framed as a puzzle. |
| Scenarios create a “need to know” | [x] | [ ] | [ ] | Students need to know how bonds relate to net energy to explain the difference. |
| Scenarios effectively use at least 2 modalities | [x] | [ ] | [ ] | Uses simulation, interactive data tables, and graphs. |
| The local, global, or universal relevance is made clear | [x] | [ ] | [ ] | Connects to energy production and climate-friendly fuels (hydrogen). |
| 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 that the balance of energy absorbed and released is what defines the net energy of the whole system.
ii. The task requires students to demonstrate grade-appropriate dimensions:
Evidence of SEPs: Students use the Developing and Using Models practice by manipulating the simulation to illustrate the relationship between components (atoms, bonds, energy).
Evidence of CCCs: Students account for Energy and Matter flows by tracking kJ absorbed and released.
Evidence of DCIs: Students demonstrate understanding of Chemical Reactions (PS1.B) and how energy depends on bond changes.
| 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.
The task connects to global energy strategies (Hydrogen economy) and local household observations (cooking with gas).
iii. The task is accessible, appropriate, and cognitively demanding for all learners.
| Features | Yes | Somewhat | No | Rationale |
|---|---|---|---|---|
| Task includes appropriate scaffolds | [x] | [ ] | [ ] | 5E structure guides students from observation to theory. |
| Tasks are coherent from a student perspective | [x] | [ ] | [ ] | The flow from “why does it get hot?” to molecular analysis is logical. |
| Tasks use accessible language | [x] | [ ] | [ ] | Scientific terms are introduced in context. |
| Evidence of quality for Criterion C: [ ] No | [ ] Inadequate | [x] Adequate | [ ] Extensive |
Criterion D. Tasks support their intended targets and purpose.
Assessment Purpose:
- [x] Formative
- [x] Summative
- [x] Determining whether students can apply what they have learned to a similar but new context (Haber Process in Part 4).
| Evidence of quality for Criterion D: [ ] No | [ ] Inadequate | [ ] Adequate | [x] Extensive |
Overall Summary
The task is a robust, three-dimensional assessment that leverages the simulation’s unique ability to step through bond breaking and forming. It successfully pivots from a simple observation to a complex application of thermochemical principles.
Final recommendation:
- [x] Use this task