# Science Task Prescreen
Task Title: Electric & Magnetic Field Energy Task — Prescreener
Grade: 9-12
Date: 2026-04-22
SEP: Developing and Using Models
DCI: PS3.C Relationship Between Energy and Forces
CCC: Cause and Effect
Task Purpose: Quick vetting to ensure the task uses the simulation appropriately and elicits the target evidence for HS-PS3-5
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.
| 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? | [ ] 🚩 | [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 the prescreen above: Warrants further review.
Summary
The task is driven by an observable phenomenon (variation in work required to separate interacting objects) and requires students to manipulate the simulation and reason about relationships among distance, force, and stored field energy. Two minor concerns: (1) the simulation displays distance in pixels and a visual energy meter rather than SI units—teachers should clarify units for students; (2) the dimensions may be assessed separately unless rubric items explicitly require integrated evidence (addressed in the full screener).