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Phenomena are an essential part of implementing and assessing the NGSS. But what are phenomena, and how are they used on CMAS? This section explores the use of scientific phenomena and contexts in simulation sets and item development.
Phenomena Overview
Each item cluster is designed around a scientific phenomenon or a design problem.
The use of phenomena in item and cluster development provides:
- a context in which to demonstrate transfer of knowledge and skills,
- a focus for combining knowledge and abilities from multiple dimensions,
- an element of interest and motivation for the student, and
- variety in the assessment pool.
The NGSS website defines scientific phenomena as:
"Observable events that students can use the three dimensions (SEP, DCI, CCC) to explain or make sense of."
More simply, a phenomenon can be defined as an observation that needs an explanation.
Here are some examples of phenomena:
- Iron changes color when left outside.
- Water droplets appear on the outside of a cold glass of water.
- Ice core samples show repeating patterns for many gases.
- Rivers change their course over time.
- Venus spins backwards compared to most of the other planets.
- Squeezing the peel of an orange onto the surface of a balloon causes the balloon to pop.