Science Task Screener

Task Title: High Altitude Balloons and the Gas Laws

Grade: High School

Date: 2024-03-20

Instructions

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.

What was in the task, where was it, and why is this evidence?

  1. Is a phenomenon and/or problem present?

Yes — the phenomenon of pressure increase in a fixed-volume gas when temperature rises, observable as weather balloons expanding and bursting at altitude.

  1. Is information from the scenario necessary to respond successfully to the task?

Yes — students need the simulation’s temperature and pressure values and the altitude/context to connect particle motion to real-world balloon behavior and causal claims.

ii. The task scenario is engaging, relevant, and accessible to a wide range of students.

Features of engaging, relevant, and accessible tasks:

Features of scenarios Yes Somewhat No Rationale
Scenario presents real-world observations [x] [ ] [ ] Weather balloons are real-world tools that expand at high altitudes.
Scenarios are based around at least one specific instance, not a topic or generally observed occurrence [x] [ ] [ ] The task focuses specifically on high altitude weather balloons popping.
Scenarios are presented as puzzling/intriguing [x] [ ] [ ] It presents a puzzle: why does a balloon expand when the temperature gets colder?
Scenarios create a “need to know” [x] [ ] [ ] Students need to understand the relationship between variables to solve the puzzle.
Scenarios are explainable using grade-appropriate SEPs, CCCs, DCIs [x] [ ] [ ] The scenario aligns with HS-PS3-2, Cause/Effect, and Modeling.
Scenarios effectively use at least 2 modalities (e.g., images, diagrams, video, simulations, textual descriptions) [x] [ ] [ ] Uses textual description and an interactive particle simulation.
If data are used, scenarios present real/well-crafted data [x] [ ] [ ] The simulation generates physically accurate pressure and temperature data.
The local, global, or universal relevance of the scenario is made clear to students [x] [ ] [ ] The scenario connects to meteorology and weather data gathering.
Scenarios are comprehensible to a wide range of students at grade-level [x] [ ] [ ] The language is straightforward and accessible.
Scenarios use as many words as needed, no more [x] [ ] [ ] The background is brief and leads right into the task.
Scenarios are sufficiently rich to drive the task [x] [ ] [ ] It gives enough context to question the relationship between pressure, volume, and temperature.
Evidence of quality for Criterion A: [ ] No [ ] Inadequate [x] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion A:

Consider adding a short video link of a weather balloon expanding and bursting to hook students.

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.

Consider in what ways the task requires students to use reasoning to engage in sense-making and/or problem solving.

Cause and Effect: Students determine how changing temperature affects pressure and particle collisions.

ii. The task requires students to demonstrate grade-appropriate dimensions:

Evidence of SEPs (which element[s], and how does the task require students to demonstrate this element in use?)

Developing and Using Models — students manipulate the simulation to model particle behavior and the relationship between temperature, kinetic energy, and pressure.

Evidence of CCCs (which element[s], and how does the task require students to demonstrate this element in use?)

Cause and Effect — students use cause-and-effect reasoning to connect increased temperature to more forceful particle collisions and higher pressure.

Evidence of DCIs (which element[s], and how does the task require students to demonstrate this element in use?)

PS3.A: Definitions of Energy — students connect macroscopic pressure to kinetic/thermal energy and calculate constant k using the particle model.

iii. The task requires students to integrate multiple dimensions in service of sense-making and/or problem-solving.

Consider in what ways the task requires students to use multiple dimensions together.

Students integrate multiple dimensions by using modeling (SEP) to build particle-scale models of the gas, applying cause-and-effect reasoning (CCC) to link temperature changes to particle kinetic energy, and using energy at the particle scale (DCI) to make sense of the balloon phenomenon.

iv. The task requires students to make their thinking visible.

Consider in what ways the task explicitly prompts students to make their thinking visible (surfaces current understanding, abilities, gaps, problematic ideas).

Students respond through mathematical calculation, conceptual written explanation, and interaction with the digital simulation.

Evidence of quality for Criterion B: [ ] No [ ] Inadequate [x] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion B:

Could ask students to draw their own particle diagrams for the balloon at launch versus high altitude.

Criterion C. Tasks are fair and equitable.

i. The task provides ways for students to make connections of local, global, or universal relevance.

Consider specific features of the task that enable students to make local, global, or universal connections to the phenomenon/problem and task at hand. Note: This criterion emphasizes ways for students to find meaning in the task; this does not mean “interest.” Consider whether the task is a meaningful, valuable endeavor that has real-world relevance–that some stakeholder group locally, globally, or universally would be invested in.

The task explicitly connects gas law measurements to meteorology and global weather-forecasting systems. These systems are critical for stakeholders like meteorologists predicting local storm warnings, as well as policymakers monitoring long-term global climate trends, demonstrating universal relevance.

ii. The task includes multiple modes for students to respond to the task.

Describe what modes (written, oral, video, simulation, direct observation, peer discussion, etc.) are expected/possible.

The expected response modes include written explanations, mathematical calculations (showing work for the constant k), and interactive manipulation of the simulation controls. Optional modes could include peer discussion when comparing calculated constants.

iii. The task is accessible, appropriate, and cognitively demanding for all learners (including English learners or students working below/above grade level).

Features Yes Somewhat No Rationale
Task includes appropriate scaffolds [x] [ ] [ ] The task scaffolds learning by introducing the specific law in a fixed volume before moving to flexible balloons.
Tasks are coherent from a student perspective [x] [ ] [ ] The progression from simulation to real-world application is logical.
Tasks respect and advantage students’ cultural and linguistic backgrounds [x] [ ] [ ] The task is scientifically neutral and highly accessible.
Tasks provide both low- and high-achieving students with an opportunity to show what they know [x] [ ] [ ] The final question allows high-achieving students to analyze competing variables deeply.
Tasks use accessible language [x] [ ] [ ] The language is direct and avoids complex jargon beyond targeted terms.

iv. The task cultivates students’ interest in and confidence with science and engineering.

Consider how the task cultivates students interest in and confidence with science and engineering, including opportunities for students to reflect their own ideas as a meaningful part of the task; make decisions about how to approach a task; engage in peer/self-reflection; and engage with tasks that matter to students.

The task builds interest by presenting a puzzle-like contradiction (weather balloons expanding in cold air) that students must resolve. By manipulating the simulation themselves, students gain autonomy, allowing for self-reflection and decision-making as they connect their simulated findings to real-world meteorological practices.

v. The task focuses on performances for which students’ learning experiences have prepared them (opportunity to learn considerations).

Consider the ways in which provided information about students’ prior learning (e.g., instructional materials, storylines, assumed instructional experiences) enables or prevents students’ engagement with the task and educator interpretation of student responses.

Yes, interacting with the model is required to gather the evidence for calculations and reasoning.

vi. The task presents information that is scientifically accurate.

Describe evidence of scientific inaccuracies explicitly or implicitly promoted by the task.

The task accurately represents Gay-Lussac’s Law and the kinetic molecular theory, correctly defining the relationship between temperature, particle kinetic energy, and pressure, and the use of the constant k is scientifically valid.

Evidence of quality for Criterion C: [ ] No [ ] Inadequate [x] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion C:

None at this time.

Criterion D. Tasks support their intended targets and purpose.

Before you begin:

  1. Describe what is being assessed. Include any targets provided, such as dimensions, elements, or PEs:

The target is understanding the relationship between macroscopic variables (pressure, temperature, volume) and microscopic energy (particle motion).

  1. What is the purpose of the assessment? (check all that apply)

i. The task assesses what it is intended to assess and supports the purpose for which it is intended.

Consider the following:

  1. Is the assessment target necessary to successfully complete the task?

Evaluating student explanations of the balloon phenomenon reveals their understanding of gas laws.

  1. Are any ideas, practices, or experiences not targeted by the assessment necessary to respond to the task? Consider the impact this has on students’ ability to complete the task and interpretation of student responses.

Written responses requiring evidence from the particle simulation serve as artifacts of their thinking.

  1. Do the student responses elicited support the purpose of the task (e.g., if a task is intended to help teachers determine if students understand the distinction between cause and correlation, does the task support this inference)?

A rubric could evaluate the correct calculation of k and the integration of particle kinetic energy into their written explanation.

ii. The task elicits artifacts from students as direct, observable evidence of how well students can use the targeted dimensions together to make sense of phenomena and design solutions to problems.

Consider what student artifacts are produced and how these provide students the opportunity to make visible their 1) sense-making processes, 2) thinking across all three dimensions, and 3) ability to use multiple dimensions together [note: these artifacts should connect back to the evidence described for Criterion B].

Teachers can identify misconceptions if students solely blame temperature for the balloon pop.

iii. Supporting materials include clear answer keys, rubrics, and/or scoring guidelines that are connected to the three-dimensional target. They provide the necessary and sufficient guidance for interpreting student responses relative to the purpose of the assessment, all targeted dimensions, and the three-dimensional target.

Consider how well the materials support teachers and students in making sense of student responses and planning for follow up (grading, instructional moves), consistent with the purpose of and targets for the assessment. Consider in what ways rubrics include:

  1. Guidance for interpreting student thinking using an integrated approach, considering all three dimensions together as well as calling out specific supports for individual dimensions, if appropriate:

This task serves as a strong foundation before exploring the Combined Gas Law or Ideal Gas Law.

  1. Support for interpreting a range of student responses, including those that might reflect partial scientific understanding or mask/misrepresent students’ actual science understanding:

Teachers can identify partial understanding if students solely attribute the volume change to temperature (incorrect) or if they attribute it to external pressure without connecting it to internal kinetic energy (partial).

iv. The task’s prompts and directions provide sufficient guidance for the teacher to administer it effectively and for the students to complete it successfully while maintaining high levels of students’ analytical thinking as appropriate.

Consider any confusing prompts or directions, and evidence for too much or too little scaffolding/supports for students (relative to the target of the assessment—e.g., a task is intended to elicit student understanding of a DCI, but their response is so heavily scripted that it prevents students from actually showing their ability to apply the DCI).

The step-by-step nature of the task correctly guides students through observation and synthesis to formulate a final argument.

Evidence of quality for Criterion D: [ ] No [ ] Inadequate [x] Adequate [ ] Extensive

Suggestions for improvement of the task for Criterion D:

Include an explicit rubric for the final synthesis question.

Overall Summary

Consider the task purpose and the evidence you gathered for each criterion. Carefully consider the purpose and intended use of the task, your evidence, reasoning, and ratings to make a summary recommendation about using this task. While general guidance is provided below, it is important to remember that the intended use of the task plays a big role in determining whether the task is worth students’ and teachers’ time.

This task is a well-structured application of Gay-Lussac’s Law and kinetic molecular theory. It effectively uses an interactive model to build a foundation before challenging students to solve a real-world scientific puzzle involving weather balloons. The dimensions are well integrated, and the scaffolding ensures accessibility.

Final recommendation (choose one):