Properties of Matter
The performance expectations in the topic Structure and Properties of Matter help students formulate an answer to the question, “How can one explain the structure and properties of matter?”. Two sub-ideas from the NRC Framework are addressed in these performance expectations: the structure and properties of matter, and nuclear processes. Students are expected to develop understanding of the substructure of atoms and provide more mechanistic explanations of the properties of substances … The crosscutting concepts of patterns, energy and matter, and structure and function are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, and communicating scientific and technical information; and to use these practices to demonstrate understanding of the core ideas (NGSS Lead States 2013f).
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1101.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions:
- How can we describe and measure the bulk properties of matter?
- What causes different materials to have different bulk properties?
- How can we infer the structure of matter at the atomic scale from properties of matter observed at the bulk scale?
Performance Expectations Students who demonstrate understanding can do the following:
- HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipole-dipole) Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite) Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.] (Introduced here but not assessed in IS3)
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1103.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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