Is the representation likely to be comprehensible to students?
Partial—The representation might make the learning goal comprehensible to students. It is likely that students will understand the representation shows the part of the learning goal identified that addresses the arrangement and movement of particles. However, to comprehend the full key idea, the energy part of the learning goal needs to be addressed in a way that is comprehensible to students. The “energy box” on the left may be confusing to students. Students would need to know that the scale on the box is an indication of increasing the temperature. If the red at the top and the blue at the bottom are meant to serve as an indication of temperature scale, this may confuse students who have learned to interpret blue as hot and red as cool. Explicitly pointing out the increased or decreased temperature, using the representation of the box, may be necessary in order for students to make the leap from increased temperature meaning greater average energy of motion in each of the three stat
