Science Task Prescreen

Task Title: Harmonic Symphony: Decoding 3D Wave Interference

Grade: 12

Date: 2024-03-24

SEP: Using Mathematics and Computational Thinking

DCI: PS4.A: Wave Properties

CCC: Patterns

Task Purpose: To evaluate students’ understanding of wave superposition and interference patterns using a 3D simulation.

Instructions

Review the task materials and student-facing scenario before answering the questions below.
For each prescreen question, mark [X] in the Yes or No column. A 🚩 indicates a potential concern to note in your summary.
Use the Recommendation section to indicate whether this task should move forward for full review.
In the Summary, briefly describe the evidence that supports your answers, referencing the Task Purpose, SEP, DCI, and CCC recorded above.

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 a 3D wave simulation as a phenomenon to drive student inquiry into wave properties and interference. It requires students to manipulate variables (SEP: Mathematics and Computational Thinking) to observe and explain patterns (CCC: Patterns) in wave behavior (DCI: PS4.A), specifically focusing on constructive and destructive interference. The questions are designed to move beyond rote memorization, asking students to explain the “why” behind their observations and apply these concepts to real-world scenarios like noise-canceling headphones.