A 1) Frame the policy with a specific evaluative criterion; 2) test the causal mechanism, asking whether projects would require students to use concepts to explain observations and revise models; 3) follow the chain to intended and unintended consequences, including that understanding may deepen, while coverage of many topics may slow; 4) weigh countereffects before judging whether durable comprehension matters more than rapid movement through content.
B 1) Begin with a broad value such as fairness or efficiency; 2) offer two vivid examples about project-based science; 3) mention the policy briefly; 4) end by saying the policy sounds sensible.
C 1) Summarize the history of project-based science; 2) quote a hypothetical critic; 3) add a personal preference; 4) finish with a prediction that is not tied to projects would require students to use concepts to explain observations and revise models.
D 1) Focus only on the most sympathetic stakeholder; 2) dismiss tradeoffs; 3) assert that understanding may deepen, while coverage of many topics may slow; 4) conclude without explaining how projects would require students to use concepts to explain observations and revise models.
