Note: The numerical scores indicated in the scoring rubrics were for
research purposes. Higher scores indicate higher quality argumentation.
We encourage you to use a scoring scheme that matches your present
goals for students.
Part A
Content
Level Description
2
Student provides a mechanism of how the
gas fills the container in terms of the
motion of molecules or particles OR
collisions (does not have to say
“particles” or “molecules”).
The answer has to get at how the gases
move.
Examples
gas molecules are always moving around in random
directions.
the gas particles have a tendency to occupy new
areas and spread out evenly and randomly
throughout the container.
the gases collide with each other and bounce back in
different directions.
the molecules aren't dense enough to stay in one
place; they float around in random motions.
1
Student provides an explanation in terms
of the property of gases filling containers
they occupy. The answer does convey
movement.
AND/OR
the gas moves in all directions.
They assume the form of their container. They fill
up the whole container.
gas molecules are relatively unaffected by gravity.
Because they can exert a certain pressure to spread
out in the container.
Student provides partially correct
Gases
Page 1 of 10
molecular-level explanation.
0
Explanation in terms of the gas float or its
density or other incorrect explanation
Kinetic theory
the gas molecules are free to move around the
container as they like. also, gas molecules are very
excited so they are floating around trying to get out
it floats up
of its low density, it tends to float all around instead
of just all falling to the bottom.
gases tend to rise and push out towards the walls of
its container (good for a level level 0…. There’s
nothing about gases filling a container)
the lid of the container is closed so the gas wants to
escape.
Part B
Gases
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Content
Level Description
1
Student selects A
0
Student selects B, C, or D
Examples
A
B
C
D
Part C
Content
Level
2
Description
Student provides a complete explanation
in terms of the colliding, bouncing,
AND spreading out
and/or talks about random movement
(or moving around in all directions or all
over the place).
Example
They start from wherever they were placed to
everywhere in the container, from corner to corner.
They don't have a specific path as to where they go
that they follow. They just move around freely without
a care in the word.
bounce around in the container and spread out evenly,
not in bunches.
are constantly moving in a random direction.
floated upwards since gases molecules move in
random directions.
1
Student provides a partially correct
explanation in terms of the particles.
The particles has no shape or volume and gas moves
around freely
move around and space each other out evenly
spread out and occupy the volume they are given
expand in the space for which they are given
Gases
Page 3 of 10
0
Student provides an incorrect, off-topic,
explanation
I am assuming there is a gas which imposes buoyancy
upon the other gas.
Part D
Argumentation Level 1b: Identifying a piece of reasoning
Level
1
Description
Student correctly identifies
reasoning OR the student explains
the argument.
Example
Sally gives the reason that because gas particles don't attract each
other they would be spread out throughout the entire container.
that "gas particles don't attract each other"
Gasses don't attract each other, spreading out inside the container
Gases
Page 4 of 10
0
Student does not correctly identify
Sally’s reasoning.
the ideal gas law.
The gas molecules are repelling each other.
that, in kinetic theory, gas molecules are neither attracted nor
unattracted to each other
gases do not attract, then by definition, they must repel.
Gases
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Part E
Argumentation Level 1a: Constructing reasoning
Gases
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Level
2
Description
NOTE: Scorer needs to reference
whether the student selected Johnny or
Sally AND the evidence the student
selected.
Student provides complete and logical
reasoning explaining how the evidence
supports the claim (it explains the
connection between the claim and the
evidence).
1
The student has to reference the
evidence (moving rapidly) and the
particles spreading out, being in all
parts of the container, or that it is not
just at the top of the container (the
opposite).
Student restates the claim and/or
evidence
Example
Note: unless otherwise noted, the examples involved
students selecting Sally and the evidence of particle
movement
If the particles moved around in all directions, they
would not be confined to just the top of the container
and would be able to move around the entire container,
filling it up equally.
Since the particles move around rapidly in all
directions, they would be in all parts of the container.
Selects Johnny
Evidence: Gases are less dense than liquids and solids.
Reasoning: if it is less dense it will stay on the top of
the container.
She says the gas particles are in all parts of the
container and the evidence says that the particles move
around rapidly in all directions.
Or student provides partial reasoning.
it goes well with sally's
0
Gases
Student does not provide reasoning and
does not restate the claim or evidence or
provides a nonsensical response.
the molecules in the picture are spread out throughout
the container (this isn’t a 2 because it doesn’t explain
how the evidence supports the claim)
gas doesn't tend to attract each other (unrelated)
Sally bribe me.
Page 7 of 10
Gases
Page 8 of 10
Part F: “I think [student’s] idea is better because…”
Part F
Argumentation Level 2b: Constructing a one-sided comparative argument
Level
2
Description
Student’s justification
includes evidence (which
may be a restatement)
AND reasoning.
Example
Note: Unless otherwise noted, student selected Sally.
I think Sally's idea is better because since gas particles move in all
directions then they are more likely to be spread out on the
container than clustered on the top.
gases are not bonded together like liquids and solids thereforre
they can move around freely. so they would spread as widely as
they can
1
Student’s justification
includes evidence OR
accurate reasoning.
Student may refute the
other argument.
Gas particles move all around the container, meaning they are in
all parts of the container.
gas particles move in all directions
it states a clear fact that when a gas it put into a container, it fills
the entire thing.
it supports the evidence
Because Johnny is wrong. (Unless there is something other than
the discussed gas in the container.)
Chooses Johnny:
I agree that gases would be rising up.
0
Student’s justification does
not include evidence or
reasoning.
This may include restating
the claim verbatim.
Gases
Choose Johnny:
when water is steam it rises to the top of any container
Finished
l think sally is right cause gas wanted to get out
gas particles are in all parts of the container
Page 9 of 10
Part G: “I agree less with [Student] because…”
Part G
Argumentation Level 2a: Providing a counter-critique
Level
2
1
Description
Note: Reference who the student did
NOT select for Gases_E1.
Example
gasses move in all direction thus cannot stay in one
corner.
Student identifies a flaw that is
consistent with what is provided in
the gases item AND explains why it
is a flaw.
Gas molecules spread out to fill their container they
don't just dwell in one area.
Student identifies a flaw that is
consistent with what is provided in
the gases item.
The student provides a counterargument (evidence or reasoning
supporting the student they agree
with).
0
Student does not identify a flaw.
if gas particles have random, rapid, movements - up,
down, and sideways, then why would it say just in place.
evidence number 3 contradicts Johnny's idea.
scientifically, that's not how gas particles move in space.
gases dont just stay in place
the gas spreads out throughout the container
He is unreasonable.
disagrees with Johnny - he makes it sound as if it were a
liquid or solid. (not logically consistent)
he believes that a gas particle will stay in one part of the
container. (restates the claim)
Gases
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