Science Task Prescreen
Task Title: “The Bends”: Henry’s Law & Deep-Sea Gas Solubility
Grade: High School
Date: 2023-10-27
SEP: Constructing Explanations and Designing Solutions
DCI: PS1.B: Chemical Reactions
CCC: Patterns
Task Purpose: To investigate how pressure and temperature affect the rate and amount of gas that can dissolve in a liquid, modeling the biological phenomenon of decompression sickness.
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):
- Warrants further review.
- Should not be used.
Summary
Summarize your evidence and reasoning:
The task uses an anchoring phenomenon (“the bends” and warm soda going flat) and a simulation to explore Henry’s law and collision theory. It requires students to manipulate variables, observe data, and construct an evidence-based explanation. Therefore, it is strongly three-dimensional, requiring reasoning, DCI understanding (chemical reactions/kinetic energy), and an SEP (constructing explanations) in a coherent way without relying on rote memorization.