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| Task Description
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| Stage of Scientific Practice
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1 | Facing the phenomenon: salt disappears after dissolving in water. Please help students identify, propose, and refine the scientific question behind this phenomenon. | Identifying, formulating, and refining scientific problems | Intelligent Tutor |
2 | Facing the phenomenon: a pupa turns into a butterfly. As a Learning Companion, how would you collaborate with students to identify, propose, and refine the scientific question in this phenomenon? | Identifying, formulating, and refining scientific problems | Learning Companion |
3 | Facing the phenomenon: chopsticks "bend" when placed diagonally in a cup of water. As a Trouble Maker, what misleading questions or incorrect guesses would you raise to challenge the students' understanding, guiding them to identify, propose, and refine the scientific question related to light refraction, ultimately boosting their confidence? | Identifying, formulating, and refining scientific problems | Trouble Maker |
4 | Facing the phenomenon presented by the student: sometimes tapping the knee causes an involuntary jump. As a Teachable Agent, how would you demonstrate your learning and guide students to identify, propose, and refine the scientific question behind this phenomenon? | Identifying, formulating, and refining scientific problems | Teachable Agent |
5 | Facing the scientific question: What are the characteristics of the current in a series and parallel circuit? Please help students formulate a research hypothesis. | Formulating research hypotheses | Intelligent Tutor |
6 | Facing the scientific question: the distribution of magnetic fields from different magnets. As a Learning Companion, how would you discuss and propose hypotheses regarding magnetic field distribution with students? | Formulating research hypotheses | Learning Companion |
7 | Facing the research hypothesis: the melting of plastic and sea foam results in a coexistence of solid and liquid phases. As a Trouble Maker, what misleading answers or challenging questions would you raise to help them reflect on and refine their hypothesis, ultimately boosting their confidence? | Formulating research hypotheses | Trouble Maker |
8 | Facing the scientific hypothesis presented by the student that hydrogen can reduce iron oxide, as a Teachable Agent, how would you demonstrate your learning to assess and guide the student in improving their research hypothesis? | Formulating research hypotheses | Teachable Agent |
9 | Given a model of plant and animal cell structures, please help students understand the function of each part and their relationships. | Developing and using models to represent ideas and explanations | Intelligent Tutor |
10 | When students are simulating the process of photosynthesis but cannot explain how organic matter is produced, how would you collaborate with them to solve these problems and help them better use the model to represent ideas and explanations? | Developing and using models to represent ideas and explanations | Learning Companion |
11 | When students are using a three-ball model to simulate the relative movements of the Earth, Moon, and Sun, as a Trouble Maker, what misleading suggestions or incorrect movements would you raise to guide them toward the correct interpretation of the relative motion between the three spheres, ultimately boosting their confidence? | Developing and using models to represent ideas and explanations | Trouble Maker |
12 | Facing the student's description: the DNA molecule is like a double helix staircase, with the "rails" made of alternating phosphate and deoxyribose, and the "steps" in the middle are two bases attached to deoxyribose on each side. As a Teachable Agent, how would you demonstrate your learning to assess and guide the student in improving their model of the DNA molecule structure? | Developing and using models to represent ideas and explanations | Teachable Agent |
13 | Please help students develop an investigation plan to explore factors affecting the catalytic activity of salivary amylase. | Designing inquiry plans | Intelligent Tutor |
14 | Students are planning an experiment on the preparation and properties of oxygen using potassium permanganate. As a Learning Companion, how would you collaborate with students to develop an investigation plan to ensure a safe and successful experiment? | Designing inquiry plans | Learning Companion |
15 | Facing the investigation plan: exposing pea seeds to red and green light at 0°C and 40°C, and observing seed germination, what misleading suggestions or incorrect plans would you raise as a Trouble Maker to help them improve the plan, ultimately boosting their confidence? | Designing inquiry plans | Trouble Maker |
16 | Facing the student's introduction of an investigation plan to determine soil pH: take a soil sample and soak it in cool boiled water, dip a piece of pH test paper into the liquid, and compare its color change with a color chart. If pH = 7, the soil is neutral; if pH < 7, it is acidic; if pH > 7, it is alkaline. As a Teachable Agent, how would you demonstrate your learning to assess and guide the student in improving their investigation plan? | Designing inquiry plans | Teachable Agent |
17 | Students will conduct dissection and observation experiments on flowers, fruits, and seeds. Please guide them on how to correctly perform the dissections and observations, and record the experimental results. | Engaging in scientific practices | Intelligent Tutor |
18 | Students are conducting an experiment to purify coarse salt. As a Learning Companion, how would you collaborate with students to ensure they conduct the scientific practice safely and correctly? | Engaging in scientific practices | Learning Companion |
19 | Students will explore the transportation function of stems. As a Trouble Maker, what misleading suggestions or solutions would you raise to challenge their ideas and help them better understand and conduct the experiment, ultimately boosting their confidence? | Engaging in scientific practices | Trouble Maker |
20 | Students are using glass rods to dip into small amounts of water, lemon juice, vinegar, soapy water, and sodium hydroxide solution, and then applying the drops to pH test paper, observing the color changes and recording the results. As a Teachable Agent, how would you demonstrate your learning to assess and guide the students in improving this scientific practice? | Engaging in scientific practices | Teachable Agent |
21 | Students are measuring the oxygen production from Elodea under different light conditions. Please guide them on how to effectively collect, organize, and analyze the data, and draw scientific conclusions based on the results. | Collecting, organizing, and analyzing data derived from scientific practices | Intelligent Tutor |
22 | Students are conducting an acid-base neutralization experiment and need to analyze whether the reaction between dilute hydrochloric acid and sodium hydroxide solution is complete. As a Learning Companion, how would you collaborate with students to organize and analyze the experimental data and interpret the results? | Collecting, organizing, and analyzing data derived from scientific practices | Learning Companion |
23 | Facing the hypothesis: the size of the image formed by a convex lens is proportional to the distance of the object from the lens, what misleading answers or challenging questions would you raise as a Trouble Maker to guide the students in correctly collecting, organizing, and analyzing the relevant data, ultimately boosting their confidence? | Collecting, organizing, and analyzing data derived from scientific practices | Trouble Maker |
24 | Students are using a spring balance to drag objects of different masses at constant speed on the same level surface, and then dragging the same object on surfaces with different roughness, recording the readings on the spring balance. As a Teachable Agent, how would you demonstrate your learning to assess and guide students in improving the process of collecting, organizing, and analyzing the data? | Collecting, organizing, and analyzing data derived from scientific practices | Teachable Agent |
25 | After the students perform an experiment where quicklime reacts with water to cook an egg, please guide them in reasoning and arguing that energy conversion occurs when substances undergo chemical changes. | Reasoning and arguing based on evidence | Intelligent Tutor |
26 | Students are conducting an experiment to investigate the effect of resistance on the motion of a cart, and they conclude that Newton's First Law of Motion is valid. As a Learning Companion, how would you collaborate with them to reason and draw this conclusion? | Reasoning and arguing based on evidence | Learning Companion |
27 | Facing the conclusion drawn from the experiment where hydrogen peroxide solution mass differs before and after heating: the mass of substances does not conserve during chemical reactions. As a Trouble Maker, what misleading answers or challenging questions would you raise to test and improve this reasoning, ultimately boosting the students' confidence? | Reasoning and arguing based on evidence | Trouble Maker |
28 | Students are suspending objects on a spring balance and gradually submerging them into water. After recording the data, they hypothesize that the buoyant force on a fully submerged object does not depend on its depth. As a Teachable Agent, how would you demonstrate your learning to assess and guide the students in improving their hypothesis based on evidence? | Reasoning and arguing based on evidence | Teachable Agent |
29 | Students are constructing and using arguments to support the view that when the kinetic energy of an object changes, energy is transferred to or from the object. Please help them build a reasonable theory and describe the main arguments. | Constructing explanations or theories for scientific problems | Intelligent Tutor |
30 | After students study the swinging motion of a pendulum, they wish to construct an explanation and theory about the relationship between kinetic energy and gravitational potential energy. As a Learning Companion, how would you collaborate with them to complete this task? | Constructing explanations or theories for scientific problems | Learning Companion |
31 | Facing the students' theory that objects only experience interaction forces when they are in contact, as a Trouble Maker, what misleading answers or challenging questions would you raise to test and improve this theory, ultimately boosting their confidence? | Constructing explanations or theories for scientific problems | Trouble Maker |
32 | Students introduce an ecosystem bottle experiment: Flask 1 contains an aquatic plant, Flask 2 contains two live snails, and Flask 3 contains one aquatic plant and two live snails. After adding water and sealing the flasks, they record data over four weeks and construct a theory to improve ecosystem stability: An ecosystem cannot consist of only producers or only consumers. As a Teachable Agent, how would you demonstrate your learning to evaluate and guide students in improving this theory? | Constructing explanations or theories for scientific problems | Teachable Agent |
33 | After students conduct an experiment using a microscope to observe plant and animal cells, how would you guide them to reflect on and evaluate the inquiry process and results in order to cultivate the spirit of a scientist? | Reflecting on and evaluating the inquiry process and results | Intelligent Tutor |
34 | After conducting an experiment to determine the density of solids and liquids with students, as a Learning Companion, how would you evaluate your peer's performance and help you both cultivate the spirit of a scientist? | Reflecting on and evaluating the inquiry process and results | Learning Companion |
35 | As a Trouble Maker, what critical or challenging questions would you raise regarding the inquiry process and results of students exploring the factors affecting the strength of an electromagnet, to guide them in reflecting and evaluating the process, ultimately boosting their confidence? | Reflecting on and evaluating the inquiry process and results | Trouble Maker |
36 | Students roll the same steel ball down a slope from different heights and roll steel balls of different masses down a slope from the same height, recording data and concluding that kinetic energy is related to the mass and speed of the object. As a Teachable Agent, how would you demonstrate your learning to guide students in reflecting on and evaluating the inquiry process and results, ultimately helping them develop the spirit of a scientist? | Reflecting on and evaluating the inquiry process and results | Teachable Agent |
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