E1.1A  Generate new questions that can be investigated in the laboratory or field.

E1.1B  Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

E1.1C  Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).

E1.1D  Identify patterns in data and relate them to theoretical models.

E1.1E  Describe a reason for a given conclusion using evidence from an investigation.

E1.2A  Critique whether or not specific questions can be answered through scientific investigations.

E1.2B  Identify and critique arguments about personal or societal issues based on scientific evidence.

E1.2C  Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

E1.2D  Evaluate scientific explanations in a peer review process or discussion format.

E1.2E  Evaluate the future career and occupational prospects of science fields.

E2.1A  Explain why the Earth is essentially a closed system in terms of matter.

E2.1B  Analyze the interactions between the major systems (geosphere, atmosphere, hydrosphere, biosphere) that make up the Earth.

E2.1C  Explain, using specific examples, how a change in one system affects other Earth systems.

E2.2A  Describe the Earth's principal sources of internal and external energy (e.g., radioactive decay, gravity, solar energy).

E2.2B  Identify differences in the origin and use of renewable (e.g., solar, wind, water, biomass) and nonrenewable (e.g., fossil fuels, nuclear [U-235]) sources of energy.

E2.2C  Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.

E2.2D  Identify the main sources of energy to the climate system.

E2.3A  Explain how carbon exists in different forms such as limestone (rock), carbon dioxide (gas), carbonic acid (water), and animals (life) within Earth systems and how those forms can be beneficial or harmful to humans.

E2.4A  Describe renewable and nonrenewable sources of energy for human consumption (electricity, fuels), compare their effects on the environment, and include overall costs and benefits.

E2.4B  Explain how the impact of human activities on the environment (e.g., deforestation, air pollution, coral reef destruction) can be understood through the analysis of interactions between the four Earth systems.

E3.1A  Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another.

E3.1B  Explain the relationship between the rock cycle and plate tectonics theory in regard to the origins of igneous, sedimentary, and metamorphic rocks.

E3.2A  Describe the interior of the Earth (in terms of crust, mantle, and inner and outer cores) and where the magnetic field of the Earth is generated.

E3.2B  Explain how scientists infer that the Earth has interior layers with discernable properties using patterns of primary (P) and secondary (S) seismic wave arrivals.

E3.2C  Describe the differences between oceanic and continental crust (including density, age, composition).

E3.3A  Explain how plate tectonics accounts for the features and processes (sea floor spreading, mid-ocean ridges, subduction zones, earthquakes and volcanoes, mountain ranges) that occur on or near the Earth's surface.

E3.3B  Explain why tectonic plates move using the concept of heat flowing through mantle convection, coupled with the cooling and sinking of aging ocean plates that result from their increased density.

E3.3C  Describe the motion history of geologic features (e.g., plates, Hawaii) using equations relating rate, time, and distance.

E3.4A  Use the distribution of earthquakes and volcanoes to locate and determine the types of plate boundaries.

E3.4B  Describe how the sizes of earthquakes and volcanoes are measured or characterized.

E3.4C  Describe the effects of earthquakes and volcanic eruptions on humans.

E4.1A  Compare and contrast surface water systems (lakes, rivers, streams, wetlands) and groundwater in regard to their relative sizes as Earth's freshwater reservoirs and the dynamics of water movement (inputs and outputs, residence times, sustainability).

E4.1B  Explain the features and processes of groundwater systems and how the sustainability of North American aquifers has changed in recent history (e.g., the past 100 years) qualitatively using the concepts of recharge, residence time, inputs, and outputs.

E4.1C  Explain how water quality in both groundwater and surface systems is impacted by land use decisions.

E4.2A  Describe the major causes for the ocean's surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the earth, changes in water temperature and salinity in high latitudes, and basin shape.

E4.2B  Explain how interactions between the oceans and the atmosphere influence global and regional climate. Include the major concepts of heat transfer by ocean currents, thermohaline circulation, boundary currents, evaporation, precipitation, climatic zones, and the ocean as a major CO₂ reservoir.

E4.3A  Describe the various conditions of formation associated with severe weather (thunderstorms, tornadoes, hurricanes, floods, waves, and drought).

E4.3B  Describe the damage resulting from, and the social impact of thunderstorms, tornadoes, hurricanes, and floods.

E4.3C  Describe severe weather and flood safety and mitigation.

E4.3D  Describe the seasonal variations in severe weather.

E4.3E  Describe conditions associated with frontal boundaries that result in severe weather (thunderstorms, tornadoes, and hurricanes).

E4.3F  Describe how mountains, frontal wedging (including dry lines), convection, and convergence form clouds and precipitation.

E5.1A  Describe the position and motion of our solar system in our galaxy and the overall scale, structure, and age of the universe.

E5.2A  Identify patterns in solar activities (sunspot cycle, solar flares, solar wind).

E5.2B  Relate events on the Sun to phenomena such as auroras, disruption of radio and satellite communications, and power grid disturbances.

E5.2C  Describe how nuclear fusion produces energy in the Sun.

E5.2D  Describe how nuclear fusion and other processes in stars have led to the formation of all the other chemical elements.

E5.3A  Explain how the solar system formed from a nebula of dust and gas in a spiral arm of the Milky Way Galaxy about 4.6 Ga (billion years ago).

E5.3B  Describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them.

E5.3C  Relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age.

E5.3D  Describe how index fossils can be used to determine time sequence.

E5.4A  Explain the natural mechanism of the greenhouse effect, including comparisons of the major greenhouse gases (water vapor, carbon dioxide, methane, nitrous oxide, and ozone).

E5.4B  Describe natural mechanisms that could result in significant changes in climate (e.g., major volcanic eruptions, changes in sunlight received by the earth, and meteorite impacts).

E5.4C  Analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature over the past 150 years.

E5.4D  Based on evidence of observable changes in recent history and climate change models, explain the consequences of warmer oceans (including the results of increased evaporation, shoreline and estuarine impacts, oceanic algae growth, and coral bleaching) and changing climatic zones (including the adaptive capacity of the biosphere).

B1.1A  Generate new questions that can be investigated in the laboratory or field.

B1.1B  Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

B1.1C  Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).

B1.1D  Identify patterns in data and relate them to theoretical models.

B1.1E  Describe a reason for a given conclusion using evidence from an investigation.

B1.2A  Critique whether or not specific questions can be answered through scientific investigations.

B1.2B  Identify and critique arguments about personal or societal issues based on scientific evidence.

B1.2C  Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

B1.2D  Evaluate scientific explanations in a peer review process or discussion format.

B1.2E  Evaluate the future career and occupational prospects of science fields.

B2.1A  Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis.

B2.1B  Compare and contrast the transformation of matter and energy during photosynthesis and respiration.

B2.1C  Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products.

B2.2A  Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules.

B2.2B  Recognize the six most common elements in organic molecules (C, H, N, O, P, S).

B2.2C  Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).

B2.2D  Explain the general structure and primary functions of the major complex organic molecules that compose living organisms.

B2.2E  Describe how dehydration and hydrolysis relate to organic molecules.

B2.3A  Describe how cells function in a narrow range of physical conditions, such as temperature and pH (acidity), to perform life functions.

B2.3B  Describe how the maintenance of a relatively stable internal environment is required for the continuation of life.

B2.3C  Explain how stability is challenged by changing physical, chemical, and environmental conditions as well as the presence of disease agents.

B2.4A  Explain that living things can be classified based on structural, embryological, and molecular (relatedness of DNA sequence) evidence.

B2.4B  Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration).

B2.4C  Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes).

B2.5A  Recognize and explain that macromolecules such as lipids contain high energy bonds.

B2.5B  Explain how major systems and processes work together in animals and plants, including relationships between organelles, cells, tissues, organs, organ systems, and organisms. Relate these to molecular functions.

B2.5C  Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis.

B2.5D  Describe how individual cells break down energy-rich molecules to provide energy for cell functions.

B3.1A  Describe how organisms acquire energy directly or indirectly from sunlight.

B3.1B  Illustrate and describe the energy conversions that occur during photosynthesis and respiration.

B3.1C  Recognize the equations for photosynthesis and respiration and identify the reactants and products for both.

B3.1D  Explain how living organisms gain and use mass through the processes of photosynthesis and respiration.

B3.2A  Identify how energy is stored in an ecosystem.

B3.2B  Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat.

B3.2C  Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed.

B3.3A  Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels.

B3.4A  Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages of succession that eventually result in a system similar to the original one.

B3.4B  Recognize and describe that a great diversity of species increases the chance that at least some living organisms will survive in the face of cataclysmic changes in the environment.

B3.4C  Examine the negative impact of human activities.

B3.5A  Graph changes in population growth, given a data table.

B3.5B  Explain the influences that affect population growth.

B3.5C  Predict the consequences of an invading organism on the survival of other organisms.

B4.1A  Draw and label a homologous chromosome pair with heterozygous alleles highlighting a particular gene location.

B4.1B  Explain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules. These genes contain the information for the production of proteins.

B4.2A  Show that when mutations occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (noninherited mutations).

B4.2B  Recognize that every species has its own characteristic DNA sequence.

B4.2C  Describe the structure and function of DNA.

B4.2D  Predict the consequences that changes in the DNA composition of particular genes may have on an organism (e.g., sickle cell anemia, other).

B4.2E  Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals.

B4.3A  Compare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate to production of new cells and to passing on genetic information between generations.

B4.3B  Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring.

B4.3C  Explain how it might be possible to identify genetic defects from just a karyotype of a few cells.

B5.1A  Summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions).

B5.1B  Describe how natural selection provides a mechanism for evolution.

B5.3A  Explain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population.

B5.3B  Describe the role of geographic isolation in speciation.

B4.3C  Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms.

P1.1A  Generate new questions that can be investigated in the laboratory or field.

P1.1B  Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

P1.1C  Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).

P1.1D  Identify patterns in data and relate them to theoretical models.

P1.1E  Describe a reason for a given conclusion using evidence from an investigation.

P1.2A  Critique whether or not specific questions can be answered through scientific investigations.

P1.2B  Identify and critique arguments about personal or societal issues based on scientific evidence.

P1.2C  Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

P1.2D  Evaluate scientific explanations in a peer review process or discussion format.

P1.2E  Evaluate the future career and occupational prospects of science fields.

P2.1A  Calculate the average speed of an object using the change of position and elapsed time.

P2.1B  Represent the velocities for linear and circular motion using motion diagrams (arrows on strobe pictures).

P2.1C  Create line graphs using measured values of position and elapsed time.

P2.1D  Describe and analyze the motion that a position-time graph represents, given the graph.

P2.1E  Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic.

P2.1F  Distinguish between rotation and revolution and describe and contrast the two speeds of an object like the Earth.

P2.2A  Distinguish between the variables of distance, displacement, speed, velocity, and acceleration.

P2.2B  Use the change of speed and elapsed time to calculate the average acceleration for linear motion.

P2.2C  Describe and analyze the motion that a velocity-time graph represents, given the graph.

P2.2D  State that uniform circular motion involves acceleration without a change in speed.

P3.1A  Identify the force(s) acting between objects in "direct contact" or at a distance.

P3.2A  Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes and pulls, weight).

P3.2B  Compare work done in different situations.

P3.2C  Calculate the net force acting on an object.

P3.3A  Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door).

P3.4A  Predict the change in motion of an object acted on by several forces.

P3.4B  Identify forces acting on objects moving with constant velocity (e.g., cars on a highway).

P3.4C  Solve problems involving force, mass, and acceleration in linear motion (Newton's second law).

P3.4D  Identify the force(s) acting on objects moving with uniform circular motion (e.g., a car on a circular track, satellites in orbit).

P3.6A  Explain earth-moon interactions (orbital motion) in terms of forces.

P3.6B  Predict how the gravitational force between objects changes when the distance between them changes.

P3.6C  Explain how your weight on Earth could be different from your weight on another planet.

P3.7A  Predict how the electric force between charged objects varies when the distance between them and/or the magnitude of charges change.

P3.7B  Explain why acquiring a large excess static charge (e.g., pulling off a wool cap, touching a Van de Graaff generator, combing) affects your hair.

P4.1A  Account for and represent energy into and out of systems using energy transfer diagrams.

P4.1B  Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball).

P4.2A  Account for and represent energy transfer and transformation in complex processes (interactions).

P4.2B  Name devices that transform specific types of energy into other types (e.g., a device that transforms electricity into motion).

P4.2C  Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).

P4.2D  Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle

P4.3A  Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).

P4.3B  Describe the transformation between potential and kinetic energy in simple mechanical systems (e.g., pendulums, roller coasters, ski lifts).

P4.3C  Explain why all mechanical systems require an external energy source to maintain their motion.

P4.4A  Describe specific mechanical waves (e.g., on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed.

P4.4B  Identify everyday examples of transverse and compression (longitudinal) waves.

P4.4C  Compare and contrast transverse and compression (longitudinal) waves in terms of wavelength, amplitude, and frequency.

P4.5A  Identify everyday examples of energy transfer by waves and their sources.

P4.5B  Explain why an object (e.g., fishing bobber) does not move forward as a wave passes under it.

P4.5C  Provide evidence to support the claim that sound is energy transferred by a wave, not energy transferred by particles.

P4.5D  Explain how waves propagate from vibrating sources and why the intensity decreases with the square of the distance from a point source.

P4.5E  Explain why everyone in a classroom can hear one person speaking, but why an amplification system is often used in the rear of a large concert auditorium.

P4.6A  Identify the different regions on the electromagnetic spectrum and compare them in terms of wavelength, frequency, and energy.

P4.6B  Explain why radio waves can travel through space, but sound waves cannot.

P4.6C  Explain why there is a delay between the time we send a radio message to astronauts on the moon and when they receive it.

P4.6D  Explain why we see a distant event before we hear it (e.g., lightning before thunder, exploding fireworks before the boom).

P4.8A  Draw ray diagrams to indicate how light reflects off objects or refracts into transparent media.

P4.8B  Predict the path of reflected light from flat, curved, or rough surfaces (e.g., flat and curved mirrors, painted walls, paper).

P4.9A  Identify the principle involved when you see a transparent object (e.g., straw, piece of glass) in a clear liquid.

P4.9B  Explain how various materials reflect, absorb, or transmit light in different ways.

P4.9C  Explain why the image of the Sun appears reddish at sunrise and sunset.

P4.10A  Describe the energy transformations when electrical energy is produced and transferred to homes and businesses.

P4.10B  Identify common household devices that transform electrical energy to other forms of energy, and describe the type of energy transformation.

P4.10C  Given diagrams of many different possible connections of electric circuit elements, identify complete circuits, open circuits, and short circuits and explain the reasons for the classification.

P4.10D  Discriminate between voltage, resistance, and current as they apply to an electric circuit.

P4.12A  Describe peaceful technological applications of nuclear fission and radioactive decay.

P4.12B  Describe possible problems caused by exposure to prolonged radioactive decay.

P4.12C  Explain how stars, including our Sun, produce huge amounts of energy (e.g., visible, infrared, ultraviolet light).

C1.1A  Generate new questions that can be investigated in the laboratory or field.

C1.1B  Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of experimental design, and/or the dependence on underlying assumptions.

C1.1C  Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity-length, volume, weight, time interval, temperature-with the appropriate level of precision).

C1.1D  Identify patterns in data and relate them to theoretical models.

C1.1E  Describe a reason for a given conclusion using evidence from an investigation.

C1.2A  Critique whether or not specific questions can be answered through scientific investigations.

C1.2B  Identify and critique arguments about personal or societal issues based on scientific evidence.

C1.2C  Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information.

C1.2D  Evaluate scientific explanations in a peer review process or discussion format.

C1.2E  Evaluate the future career and occupational prospects of science fields.

C2.2A  Describe conduction in terms of molecules bumping into each other to transfer energy. Explain why there is better conduction in solids and liquids than gases.

C2.2B  Describe the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance.

C3.3A  Describe how heat is conducted in a solid.

C3.3B  Describe melting on a molecular level.

C3.4A  Use the terms endothermic and exothermic correctly to describe chemical reactions in the laboratory.

C3.4B  Explain why chemical reactions will either release or absorb energy.

C4.2A  Name simple binary compounds using their formulae.

C4.2B  Given the name, write the formula of simple binary compounds.

C4.3A  Recognize that substances that are solid at room temperature have stronger attractive forces than liquids at room temperature, which have stronger attractive forces than gases at room temperature.

C4.3B  Recognize that solids have a more ordered, regular arrangement of their particles than liquids and that liquids are more ordered than gases.

C4.8A  Identify the location, relative mass, and charge for electrons, protons, and neutrons.

C4.8B  Describe the atom as mostly empty space with an extremely small, dense nucleus consisting of the protons and neutrons and an electron cloud surrounding the nucleus.

C4.8C  Recognize that protons repel each other and that a strong force needs to be present to keep the nucleus intact.

C4.8D  Give the number of electrons and protons present if the fluoride ion has a -1 charge.

C4.9A  Identify elements with similar chemical and physical properties using the periodic table.

C4.10A  List the number of protons, neutrons, and electrons for any given ion or isotope.

C4.10B  Recognize that an element always contains the same number of protons.

C5.2A  Balance simple chemical equations applying the conservation of matter.

C5.2B  Distinguish between chemical and physical changes in terms of the properties of the reactants and products.

C5.2C  Draw pictures to distinguish the relationships between atoms in physical and chemical changes.

C5.4A  Compare the energy required to raise the temperature of one gram of aluminum and one gram of water the same number of degrees.

C5.4B  Measure, plot, and interpret the graph of the temperature versus time of an ice-water mixture, under slow heating, through melting and boiling.

C5.5A  Predict if the bonding between two atoms of different elements will be primarily ionic or covalent.

C5.4B  Predict the formula for binary compounds of main group elements.

C5.7A  Recognize formulas for common inorganic acids, carboxylic acids, and bases formed from families I and II.

C5.7B  Predict products of an acid-base neutralization.

C5.7C  Describe tests that can be used to distinguish an acid from a base.

C5.7D  Classify various solutions as acidic or basic, given their pH.

C5.7E  Explain why lakes with limestone or calcium carbonate experience less adverse effects from acid rain than lakes with granite beds.

C5.8A  Draw structural formulas for up to ten carbon chains of simple hydrocarbons.

C5.8B  Draw isomers for simple hydrocarbons.

C5.8C  Recognize that proteins, starches, and other large biological molecules are polymers.