Science Task Screener

Task Title: Ideal Gas Law Derivation: From Boyle and Charles to PV=nRT

Grade: High School

Date: 2024-06-01

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.

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

1. Is a phenomenon and/or problem present?

Students explore the phenomenon of a sealed syringe: when you pull the plunger back (increase volume), the gas cools; when you push it in (decrease volume), it warms up. They must derive the mathematical relationships that explain this behavior.

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

Yes, students must extract pressure, volume, and temperature data from the gas simulation to discover the P-V and V-T relationships, then synthesize them into PV=nRT.

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

The syringe and balloon phenomena are familiar, everyday experiences that students can relate to. The simulation provides visual and interactive access for diverse learners.

Criterion B. Tasks require students to use scientific practices to demonstrate understanding.

i. The task requires use of one or more science and engineering practices.

Students analyze and interpret data (collecting P, V, T measurements), use mathematics and computational thinking (deriving equations), and construct explanations (connecting macroscopic observations to particle behavior).

Criterion C. Tasks require students to use Disciplinary Core Ideas to demonstrate understanding.

i. The task requires use of disciplinary core ideas.

Students apply PS3.A (Definitions of Energy) to understand that the energy of the gas system is a combination of particle kinetic energy (motion) and potential energy (relative positions), and that macroscopic properties (P, V, T) emerge from these particle-level interactions.

Criterion D. Tasks require students to use Crosscutting Concepts to demonstrate understanding.

i. The task requires use of crosscutting concepts.

Students identify patterns in the P-V and V-T data, recognize proportional relationships, and see how these patterns connect across Boyle’s Law, Charles’ Law, and the Ideal Gas Law.

Overall Recommendation

Based on the evidence above, this task:

• [x] Warrants use with minimal revision
• [ ] Warrants revision before use
• [ ] Should not be used

Summary: This task effectively engages students in discovering the gas laws through data analysis and mathematical synthesis.