South Carolina State Standards for Science:

SC.K-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

K-1.1. Identify observed objects or events by using the senses. 24
Suggested Titles for South Carolina Science State Standard K-1.1.

K-1.2. Use tools (including magnifiers and eyedroppers) safely, accurately, and appropriately when gathering specific data. 2
Suggested Titles for South Carolina Science State Standard K-1.2.

K-1.3. Predict and explain information or events based on observation or previous experience. 14
Suggested Titles for South Carolina Science State Standard K-1.3.

K-1.4. Compare objects by using nonstandard units of measurement. 33
Suggested Titles for South Carolina Science State Standard K-1.4.

K-1.5. Use appropriate safety procedures when conducting investigations. 14
Suggested Titles for South Carolina Science State Standard K-1.5.

SC.K-2. Characteristics of Organisms: The student will demonstrate an understanding of the characteristics of organisms. (Life Science)

K-2.1. Recognize what organisms need to stay alive (including air, water, food, and shelter). 10
Suggested Titles for South Carolina Science State Standard K-2.1.

K-2.2. Identify examples of organisms and nonliving things. 10
Suggested Titles for South Carolina Science State Standard K-2.2.

K-2.3. Match parents with their offspring to show that plants and animals closely resemble their parents. 60
Suggested Titles for South Carolina Science State Standard K-2.3.

K-2.4. Compare individual examples of a particular type of plant or animal to determine that there are differences among individuals. 7
Suggested Titles for South Carolina Science State Standard K-2.4.

K-2.5. Recognize that all organisms go through stages of growth and change called life cycles. 59
Suggested Titles for South Carolina Science State Standard K-2.5.

SC.K-3. My Body: The student will demonstrate an understanding of the distinct structures of human body and the different functions they serve. (Life Science)

K-3.1. Identify the distinct structures in the human body that are for walking, holding, touching, seeing, smelling, hearing, talking, and tasting. 25
Suggested Titles for South Carolina Science State Standard K-3.1.

K-3.2. Identify the functions of the sensory organs (including the eyes, nose, ears, tongue, and skin). 24
Suggested Titles for South Carolina Science State Standard K-3.2.

SC.K-4. Seasonal Changes: The student will demonstrate an understanding of seasonal weather changes. (Earth Science)

K-4.1. Identify weather changes that occur from day to day. 6
Suggested Titles for South Carolina Science State Standard K-4.1.

K-4.2. Compare the weather patterns that occur from season to season. 8
Suggested Titles for South Carolina Science State Standard K-4.2.

K-4.3. Summarize ways that the seasons affect plants and animals. 11
Suggested Titles for South Carolina Science State Standard K-4.3.

SC.K-5. Exploring Matter: The student will demonstrate the understanding that objects can be described by their observable properties. (Physical Science)

K-5.1. Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water). 13
Suggested Titles for South Carolina Science State Standard K-5.1.

K-5.2. Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which objects are made. 7
Suggested Titles for South Carolina Science State Standard K-5.2.

SC.1-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

1-1.1. Compare, classify, and sequence objects by number, shape, texture, size, color, and motion, using standard English units of measurement where appropriate. 14
Suggested Titles for South Carolina Science State Standard 1-1.1.

1-1.2. Use tools (including rulers) safely, accurately, and appropriately when gathering specific data. 1
Suggested Titles for South Carolina Science State Standard 1-1.2.

1-1.3. Carry out simple scientific investigations when given clear directions. 14
Suggested Titles for South Carolina Science State Standard 1-1.3.

1-1.4. Use appropriate safety procedures when conducting investigations. 14
Suggested Titles for South Carolina Science State Standard 1-1.4.

SC.1-2. Plants: The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments. (Life Science)

1-2.1. Recall the basic needs of plants (including air, water, nutrients, space, and light) for energy and growth. 15
Suggested Titles for South Carolina Science State Standard 1-2.1.

1-2.2. Illustrate the major structures of plants (including stems, roots, leaves, flowers, fruits, and seeds). 7
Suggested Titles for South Carolina Science State Standard 1-2.2.

1-2.3. Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have). 3
Suggested Titles for South Carolina Science State Standard 1-2.3.

1-2.4. Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds). 15
Suggested Titles for South Carolina Science State Standard 1-2.4.

1-2.5. Explain how distinct environments throughout the world support the life of different types of plants. 2
Suggested Titles for South Carolina Science State Standard 1-2.5.

1-2.6. Identify characteristics of plants (including types of stems, roots, leaves, flowers, and seeds) that help them survive in their own distinct environments. 2
Suggested Titles for South Carolina Science State Standard 1-2.6.

SC.1-3. Sun and Moon: The student will demonstrate an understanding of the features of the sky and the patterns of the Sun and the Moon. (Earth Science)

1-3.1. Compare the features of the day and night sky. 8
Suggested Titles for South Carolina Science State Standard 1-3.1.

1-3.2. Recall that the Sun is a source of heat and light for Earth. 9
Suggested Titles for South Carolina Science State Standard 1-3.2.

1-3.3. Recognize that the Sun and the Moon appear to rise and set. 17
Suggested Titles for South Carolina Science State Standard 1-3.3.

1-3.4. Illustrate changes in the Moon's appearance (including patterns over time). 9
Suggested Titles for South Carolina Science State Standard 1-3.4.

SC.1-4. Earth Materials: The student will demonstrate an understanding of the properties of Earth materials. (Earth Science)

1-4.1. Recognize the composition of Earth (including rocks, sand, soil, and water). 8
Suggested Titles for South Carolina Science State Standard 1-4.1.

1-4.2. Classify rocks and sand by their physical appearance. 3
Suggested Titles for South Carolina Science State Standard 1-4.2.

1-4.3. Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants). 6
Suggested Titles for South Carolina Science State Standard 1-4.3.

1-4.4. Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and feels wet).

1-4.5. Illustrate the locations of water on Earth by using drawings, maps, or models.

1-4.6. Exemplify Earth materials that are used for building structures or for growing plants. 6
Suggested Titles for South Carolina Science State Standard 1-4.6.

SC.1-5. Exploring Motion: The student will demonstrate an understanding of the positions and motions of objects. (Physical Science)

1-5.1. Identify the location of an object relative to another object. 3
Suggested Titles for South Carolina Science State Standard 1-5.1.

1-5.2. Explain the importance of pushing and pulling to the motion of an object. 2
Suggested Titles for South Carolina Science State Standard 1-5.2.

1-5.3. Illustrate the fact that sound is produced by vibrating objects. 6
Suggested Titles for South Carolina Science State Standard 1-5.3.

1-5.4. Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fast or slow, zigzag, and circular). 8
Suggested Titles for South Carolina Science State Standard 1-5.4.

SC.2-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

2-1.1. Carry out simple scientific investigations to answer questions about familiar objects and events. 15
Suggested Titles for South Carolina Science State Standard 2-1.1.

2-1.2. Use tools (including thermometers, rain gauges, balances, and measuring cups) safely, accurately, and appropriately when gathering specific data in US customary (English) and metric units of measurement. 1
Suggested Titles for South Carolina Science State Standard 2-1.2.

2-1.3. Represent and communicate simple data and explanations through drawings, tables, pictographs, bar graphs, and oral and written language. 15
Suggested Titles for South Carolina Science State Standard 2-1.3.

2-1.4. Infer explanations regarding scientific observations and experiences. 15
Suggested Titles for South Carolina Science State Standard 2-1.4.

2-1.5. Use appropriate safety procedures when conducting investigations. 15
Suggested Titles for South Carolina Science State Standard 2-1.5.

SC.2-2. Animals: The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments. (Life Science)

2-2.1. Recall the basic needs of animals (including air, water, food, and shelter) for energy, growth, and protection. 7
Suggested Titles for South Carolina Science State Standard 2-2.1.

2-2.2. Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristics. 73
Suggested Titles for South Carolina Science State Standard 2-2.2.

2-2.3. Explain how distinct environments throughout the world support the life of different types of animals. 46
Suggested Titles for South Carolina Science State Standard 2-2.3.

2-2.4. Summarize the interdependence between animals and plants as sources of food and shelter. 18
Suggested Titles for South Carolina Science State Standard 2-2.4.

2-2.5. Illustrate the various life cycles of animals (including birth and the stages of development). 122
Suggested Titles for South Carolina Science State Standard 2-2.5.

SC.2-3. Weather: The student will demonstrate an understanding of daily and seasonal weather conditions. (Earth Science)

2-3.1. Explain the effects of moving air as it interacts with objects. 7
Suggested Titles for South Carolina Science State Standard 2-3.1.

2-3.2. Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet, and hail). 3
Suggested Titles for South Carolina Science State Standard 2-3.2.

2-3.3. Illustrate the weather conditions of different seasons. 3
Suggested Titles for South Carolina Science State Standard 2-3.3.

2-3.4. Carry out procedures to measure and record daily weather conditions (including temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a windsock or wind vane). 7
Suggested Titles for South Carolina Science State Standard 2-3.4.

2-3.5. Use pictorial weather symbols to record observable sky conditions. 3
Suggested Titles for South Carolina Science State Standard 2-3.5.

2-3.6. Identify safety precautions that one should take during severe weather conditions. 11
Suggested Titles for South Carolina Science State Standard 2-3.6.

SC.2-4. Properties and Changes in Matter: The student will demonstrate an understanding of the properties of matter and the changes that matter undergoes. (Physical Science)

2-4.1. Recall the properties of solids and liquids. 8
Suggested Titles for South Carolina Science State Standard 2-4.1.

2-4.2. Exemplify matter that changes from a solid to a liquid and from a liquid to a solid. 8
Suggested Titles for South Carolina Science State Standard 2-4.2.

2-4.3. Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching. 15
Suggested Titles for South Carolina Science State Standard 2-4.3.

2-4.4. Recognize that different materials can be mixed together and then separated again. 3
Suggested Titles for South Carolina Science State Standard 2-4.4.

SC.2-5. Magnetism: The student will demonstrate an understanding of force and motion by applying the properties of magnetism. (Physical Science)

2-5.1. Use magnets to make an object move without being touched. 7
Suggested Titles for South Carolina Science State Standard 2-5.1.

2-5.2. Explain how the poles of magnets affect each other (that is, they attract and repel one another). 7
Suggested Titles for South Carolina Science State Standard 2-5.2.

2-5.3. Compare the effect of magnets on various materials. 7
Suggested Titles for South Carolina Science State Standard 2-5.3.

2-5.4. Identify everyday uses of magnets. 7
Suggested Titles for South Carolina Science State Standard 2-5.4.

SC.3-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

3-1.1. Classify objects by two of their properties (attributes). 5
Suggested Titles for South Carolina Science State Standard 3-1.1.

3-1.2. Classify objects or events in sequential order. 19
Suggested Titles for South Carolina Science State Standard 3-1.2.

3-1.3. Generate questions such as 'what if?' or 'how?' about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation. 23
Suggested Titles for South Carolina Science State Standard 3-1.3.

3-1.4. Predict the outcome of a simple investigation and compare the result with the prediction. 23
Suggested Titles for South Carolina Science State Standard 3-1.4.

3-1.5. Use tools (including beakers, meter tapes and sticks, forceps/tweezers, tuning forks, graduated cylinders, and graduated syringes) safely, accurately, and appropriately when gathering specific data.

3-1.6. Infer meaning from data communicated in graphs, tables, and diagrams. 5
Suggested Titles for South Carolina Science State Standard 3-1.6.

3-1.7. Explain why similar investigations might produce different results. 23
Suggested Titles for South Carolina Science State Standard 3-1.7.

3-1.8. Use appropriate safety procedures when conducting investigations. 23
Suggested Titles for South Carolina Science State Standard 3-1.8.

SC.3-2. Habitats and Adaptations: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)

3-2.1. Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats. 120
Suggested Titles for South Carolina Science State Standard 3-2.1.

3-2.2. Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants). 42
Suggested Titles for South Carolina Science State Standard 3-2.2.

3-2.3. Recall the characteristics of an organism's habitat that allow the organism to survive there. 54
Suggested Titles for South Carolina Science State Standard 3-2.3.

3-2.4. Explain how changes in the habitats of plants and animals affect their survival. 18
Suggested Titles for South Carolina Science State Standard 3-2.4.

3-2.5. Summarize the organization of simple food chains (including the roles of producers, consumers, and decomposers). 15
Suggested Titles for South Carolina Science State Standard 3-2.5.

SC.3-3. Earth's Materials and Changes: The student will demonstrate an understanding of Earth's composition and the changes that occur to the features of Earth's surface. (Earth Science)

3-3.1. Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on the basis of their properties. 6
Suggested Titles for South Carolina Science State Standard 3-3.1.

3-3.2. Identify common minerals on the basis of their properties by using a minerals identification key. 9
Suggested Titles for South Carolina Science State Standard 3-3.2.

3-3.3. Recognize types of fossils (including molds, casts, and preserved parts of plants and animals). 31
Suggested Titles for South Carolina Science State Standard 3-3.3.

3-3.4. Infer ideas about Earth's early environments from fossils of plants and animals that lived long ago. 5
Suggested Titles for South Carolina Science State Standard 3-3.4.

3-3.5. Illustrate Earth's saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers). 20
Suggested Titles for South Carolina Science State Standard 3-3.5.

3-3.6. Illustrate Earth's land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps. 26
Suggested Titles for South Carolina Science State Standard 3-3.6.

3-3.7. Exemplify Earth materials that are used as fuel, as a resource for building materials, and as a medium for growing plants. 8
Suggested Titles for South Carolina Science State Standard 3-3.7.

3-3.8. Illustrate changes in Earth's surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes). 6
Suggested Titles for South Carolina Science State Standard 3-3.8.

SC.3-4. Heat and Changes in Matter: The student will demonstrate an understanding of the changes in matter that are caused by heat.

3-4.1. Classify different forms of matter (including solids, liquids, and gases) according to their observable and measurable properties. 6
Suggested Titles for South Carolina Science State Standard 3-4.1.

3-4.2. Explain how water and other substances change from one state to another (including melting, freezing, condensing, boiling, and evaporating). 1
Suggested Titles for South Carolina Science State Standard 3-4.2.

3-4.3. Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and not so easily through other materials (called insulators). 3
Suggested Titles for South Carolina Science State Standard 3-4.3.

3-4.4. Identify sources of heat and exemplify ways that heat can be produced (including rubbing, burning, and using electricity). 3
Suggested Titles for South Carolina Science State Standard 3-4.4.

SC.3-5. Motion and Sound: The student will demonstrate an understanding of how motion and sound are affected by a push or pull on an object and the vibration of an object. (Physical Science)

3-5.1. Identify the position of an object relative to a reference point by using position terms such as 'above,' 'below,' 'inside of,' 'underneath,' or 'on top of' and a distance scale or measurement. 2
Suggested Titles for South Carolina Science State Standard 3-5.1.

3-5.2. Compare the motion of common objects in terms of speed and direction. 6
Suggested Titles for South Carolina Science State Standard 3-5.2.

3-5.3. Explain how the motion of an object is affected by the strength of a push or pull and the mass of the object. 12
Suggested Titles for South Carolina Science State Standard 3-5.3.

3-5.4. Explain the relationship between the motion of an object and the pull of gravity. 17
Suggested Titles for South Carolina Science State Standard 3-5.4.

3-5.5. Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another. 8
Suggested Titles for South Carolina Science State Standard 3-5.5.

3-5.6. Compare the pitch and volume of different sounds. 8
Suggested Titles for South Carolina Science State Standard 3-5.6.

3-5.7. Recognize ways to change the volume of sounds. 8
Suggested Titles for South Carolina Science State Standard 3-5.7.

3-5.8. Explain how the vibration of an object affects pitch. 8
Suggested Titles for South Carolina Science State Standard 3-5.8.

SC.4-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

4-1.1. Classify observations as either quantitative or qualitative. 14
Suggested Titles for South Carolina Science State Standard 4-1.1.

4-1.2. Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. 11
Suggested Titles for South Carolina Science State Standard 4-1.2.

4-1.3. Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). 10
Suggested Titles for South Carolina Science State Standard 4-1.3.

4-1.4. Distinguish among observations, predictions, and inferences. 11
Suggested Titles for South Carolina Science State Standard 4-1.4.

4-1.5. Recognize the correct placement of variables on a line graph. 14
Suggested Titles for South Carolina Science State Standard 4-1.5.

4-1.6. Construct and interpret diagrams, tables, and graphs made from recorded measurements and observations. 4
Suggested Titles for South Carolina Science State Standard 4-1.6.

4-1.7. Use appropriate safety procedures when conducting investigations. 11
Suggested Titles for South Carolina Science State Standard 4-1.7.

SC.4-2. Organisms and Their Environments: The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science)

4-2.1. Classify organisms into major groups (including plants or animals, flowering or nonflowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics. 43
Suggested Titles for South Carolina Science State Standard 4-2.1.

4-2.2. Explain how the characteristics of distinct environments (including swamps, rivers and streams, tropical rain forests, deserts, and the polar regions) influence the variety of organisms in each. 8
Suggested Titles for South Carolina Science State Standard 4-2.2.

4-2.3. Explain how humans and other animals use their senses and sensory organs to detect signals from the environment and how their behaviors are influenced by these signals. 22
Suggested Titles for South Carolina Science State Standard 4-2.3.

4-2.4. Distinguish between the characteristics of an organism that are inherited and those that are acquired over time. 3
Suggested Titles for South Carolina Science State Standard 4-2.4.

4-2.5. Explain how an organism's patterns of behavior are related to its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment). 16
Suggested Titles for South Carolina Science State Standard 4-2.5.

4-2.6. Explain how organisms cause changes in their environment. 38
Suggested Titles for South Carolina Science State Standard 4-2.6.

SC.4-3. Astronomy: The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science)

4-3.1. Recall that Earth is one of many planets in the solar system that orbit the Sun. 32
Suggested Titles for South Carolina Science State Standard 4-3.1.

4-3.2. Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. 17
Suggested Titles for South Carolina Science State Standard 4-3.2.

4-3.3. Explain how the Sun affects Earth. 10
Suggested Titles for South Carolina Science State Standard 4-3.3.

4-3.4. Explain how the tilt of Earth's axis and the revolution around the Sun results in the seasons of the year. 2
Suggested Titles for South Carolina Science State Standard 4-3.4.

4-3.5. Explain how the rotation of Earth results in day and night. 4
Suggested Titles for South Carolina Science State Standard 4-3.5.

4-3.6. Illustrate the phases of the Moon and the Moon's effect on ocean tides. 6
Suggested Titles for South Carolina Science State Standard 4-3.6.

4-3.7. Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. 2
Suggested Titles for South Carolina Science State Standard 4-3.7.

4-3.8. Recognize the purpose of telescopes. 2
Suggested Titles for South Carolina Science State Standard 4-3.8.

SC.4-4. Weather: The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)

4-4.1. Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). 11
Suggested Titles for South Carolina Science State Standard 4-4.1.

4-4.2. Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. 1
Suggested Titles for South Carolina Science State Standard 4-4.2.

4-4.3. Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 6
Suggested Titles for South Carolina Science State Standard 4-4.3.

4-4.4. Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns. 9
Suggested Titles for South Carolina Science State Standard 4-4.4.

4-4.5. Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. 9
Suggested Titles for South Carolina Science State Standard 4-4.5.

4-4.6. Predict weather from data collected through observation and measurements. 13
Suggested Titles for South Carolina Science State Standard 4-4.6.

SC.4-5. Properties of Light and Electricity: The student will demonstrate an understanding of the properties of light and electricity. (Physical Science)

4-5.1. Summarize the basic properties of light (including brightness and colors). 4
Suggested Titles for South Carolina Science State Standard 4-5.1.

4-5.2. Illustrate the fact that light, as a form of energy, is made up of many different colors. 2
Suggested Titles for South Carolina Science State Standard 4-5.2.

4-5.3. Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption). 4
Suggested Titles for South Carolina Science State Standard 4-5.3.

4-5.4. Compare how light behaves when it strikes transparent, translucent, and opaque materials. 2
Suggested Titles for South Carolina Science State Standard 4-5.4.

4-5.5. Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound). 2
Suggested Titles for South Carolina Science State Standard 4-5.5.

4-5.6. Summarize the functions of the components of complete circuits (including wire, switch, battery, and light bulb). 3
Suggested Titles for South Carolina Science State Standard 4-5.6.

4-5.7. Illustrate the path of electric current in series and parallel circuits. 3
Suggested Titles for South Carolina Science State Standard 4-5.7.

4-5.8. Classify materials as either conductors or insulators of electricity. 5
Suggested Titles for South Carolina Science State Standard 4-5.8.

4-5.9. Summarize the properties of magnets and electromagnets (including polarity, attraction/repulsion, and strength). 3
Suggested Titles for South Carolina Science State Standard 4-5.9.

4-5.10. Summarize the factors that affect the strength of an electromagnet.

SC.5-1. Scientific Inquiry: The student will demonstrate an understanding of scientific inquiry, including the foundations of technological design and the processes, skills, and mathematical thinking necessary to conduct a controlled scientific investigation.

5-1.1. Identify questions suitable for generating a hypothesis. 4
Suggested Titles for South Carolina Science State Standard 5-1.1.

5-1.2. Identify independent (manipulated), dependent (responding), and controlled variables in an experiment. 13
Suggested Titles for South Carolina Science State Standard 5-1.2.

5-1.3. Plan and conduct controlled scientific investigations, manipulating one variable at a time. 14
Suggested Titles for South Carolina Science State Standard 5-1.3.

5-1.4. Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 5-1.4.

5-1.5. Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. 12
Suggested Titles for South Carolina Science State Standard 5-1.5.

5-1.6. Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form. 5
Suggested Titles for South Carolina Science State Standard 5-1.6.

5-1.7. Use a simple technological design process to develop a solution or a product, communicating the design by using descriptions, models, and drawings. 1
Suggested Titles for South Carolina Science State Standard 5-1.7.

5-1.8. Use appropriate safety procedures when conducting investigations. 12
Suggested Titles for South Carolina Science State Standard 5-1.8.

SC.5-2. Ecosystems: Terrestrial and Aquatic: The student will demonstrate an understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science)

5-2.1. Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, and vacuole). 15
Suggested Titles for South Carolina Science State Standard 5-2.1.

5-2.2. Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors. 3
Suggested Titles for South Carolina Science State Standard 5-2.2.

5-2.3. Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands). 6
Suggested Titles for South Carolina Science State Standard 5-2.3.

5-2.4. Identify the roles of organisms as they interact and depend on one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts. 10
Suggested Titles for South Carolina Science State Standard 5-2.4.

5-2.5. Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems. 10
Suggested Titles for South Carolina Science State Standard 5-2.5.

SC.5-3. Landforms and Oceans: The student will demonstrate an understanding of features, processes, and changes in Earth's land and oceans. (Earth Science)

5-3.1. Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, and floods) affect Earth's oceans and land in constructive and destructive ways. 2
Suggested Titles for South Carolina Science State Standard 5-3.1.

5-3.2. Illustrate the geologic landforms of the ocean floor (including the continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean basin).

5-3.3. Compare continental and oceanic landforms. 21
Suggested Titles for South Carolina Science State Standard 5-3.3.

5-3.4. Explain how waves, currents, tides, and storms affect the geologic features of the ocean shore zone (including beaches, barrier islands, estuaries, and inlets). 3
Suggested Titles for South Carolina Science State Standard 5-3.4.

5-3.5. Compare the movement of water by waves, currents, and tides. 1
Suggested Titles for South Carolina Science State Standard 5-3.5.

5-3.6. Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth. 31
Suggested Titles for South Carolina Science State Standard 5-3.6.

SC.5-4. Properties of Matter: The student will demonstrate an understanding of properties of matter. (Physical Science)

5-4.1. Recall that matter is made up of particles too small to be seen. 6
Suggested Titles for South Carolina Science State Standard 5-4.1.

5-4.2. Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles). 4
Suggested Titles for South Carolina Science State Standard 5-4.2.

5-4.3. Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture. 3
Suggested Titles for South Carolina Science State Standard 5-4.3.

5-4.4. Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures. 3
Suggested Titles for South Carolina Science State Standard 5-4.4.

5-4.5. Explain how the solute and the solvent in a solution determine the concentration. 2
Suggested Titles for South Carolina Science State Standard 5-4.5.

5-4.6. Explain how temperature change, particle size, and stirring affect the rate of dissolving. 2
Suggested Titles for South Carolina Science State Standard 5-4.6.

5-4.7. Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated. 3
Suggested Titles for South Carolina Science State Standard 5-4.7.

5-4.8. Explain how the mixing and dissolving of foreign substances is related to the pollution of the water, air, and soil. 6
Suggested Titles for South Carolina Science State Standard 5-4.8.

SC.5-5. Forces and Motion: The student will demonstrate an understanding of the nature of force and motion. (Physical Science)

5-5.1. Illustrate the affects of force (including magnetism, gravity, and friction) on motion. 6
Suggested Titles for South Carolina Science State Standard 5-5.1.

5-5.2. Summarize the motion of an object in terms of position, direction, and speed. 3
Suggested Titles for South Carolina Science State Standard 5-5.2.

5-5.3. Explain how unbalanced forces affect the rate and direction of motion in objects. 3
Suggested Titles for South Carolina Science State Standard 5-5.3.

5-5.4. Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication). 1
Suggested Titles for South Carolina Science State Standard 5-5.4.

5-5.5. Use a graph to illustrate the motion of an object. 11
Suggested Titles for South Carolina Science State Standard 5-5.5.

5-5.6. Explain how a change of force or a change in mass affects the motion of an object. 3
Suggested Titles for South Carolina Science State Standard 5-5.6.

SC.6-1. Scientific Inquiry: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

6-1.1. Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation. 25
Suggested Titles for South Carolina Science State Standard 6-1.1.

6-1.2. Differentiate between observation and inference during the analysis and interpretation of data. 7
Suggested Titles for South Carolina Science State Standard 6-1.2.

6-1.3. Classify organisms, objects, and materials according to their physical characteristics by using a dichotomous key. 44
Suggested Titles for South Carolina Science State Standard 6-1.3.

6-1.4. Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product). 2
Suggested Titles for South Carolina Science State Standard 6-1.4.

6-1.5. Use appropriate safety procedures when conducting investigations. 8
Suggested Titles for South Carolina Science State Standard 6-1.5.

SC.6-2. Structures, Processes, and Responses of Plants: The student will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and reproduce. (Life Science)

6-2.1. Summarize the characteristics that all organisms share (including the obtainment and use of resources for energy, the response to stimuli, the ability to reproduce, and process of physical growth and development). 3
Suggested Titles for South Carolina Science State Standard 6-2.1.

6-2.2. Recognize the hierarchical structure of the classification (taxonomy) of organisms (including the seven major levels or categories of living things - namely, kingdom, phylum, class, order, family, genus, and species). 18
Suggested Titles for South Carolina Science State Standard 6-2.2.

6-2.3. Compare the characteristic structures of various groups of plants (including vascular or nonvascular, seed or spore-producing, flowering or cone-bearing, and monocot or dicot). 4
Suggested Titles for South Carolina Science State Standard 6-2.3.

6-2.4. Summarize the basic functions of the structures of a flowering plant for defense, survival, and reproduction. 2
Suggested Titles for South Carolina Science State Standard 6-2.4.

6-2.5. Summarize each process in the life cycle of flowering plants (including germination, plant development, fertilization, and seed production). 8
Suggested Titles for South Carolina Science State Standard 6-2.5.

6-2.6. Differentiate between the processes of sexual and asexual reproduction of flowering plants. 8
Suggested Titles for South Carolina Science State Standard 6-2.6.

6-2.7. Summarize the processes required for plant survival (including photosynthesis, respiration, and transpiration). 5
Suggested Titles for South Carolina Science State Standard 6-2.7.

6-2.8. Explain how plants respond to external stimuli (including dormancy and the forms of tropism known as phototropism, gravitropism, hydrotropism, and thigmotropism). 5
Suggested Titles for South Carolina Science State Standard 6-2.8.

6-2.9. Explain how disease-causing fungi can affect plants. 2
Suggested Titles for South Carolina Science State Standard 6-2.9.

SC.6-3. Structures, Processes, and Responses of Animals: The student will demonstrate an understanding of structures, processes, and responses of animals that allow them to survive and reproduce. (Life Science)

6-3.1. Compare the characteristic structures of invertebrate animals (including sponges, segmented worms, echinoderms, mollusks, and arthropods) and vertebrate animals (fish, amphibians, reptiles, birds, and mammals).

6-3.2. Summarize the basic functions of the structures of animals that allow them to defend themselves, to move, and to obtain resources. 3
Suggested Titles for South Carolina Science State Standard 6-3.2.

6-3.3. Compare the response that a warm-blooded (endothermic) animal makes to a fluctuation in environmental temperature with the response that a cold-blooded (ectothermic) animal makes to such a fluctuation. 2
Suggested Titles for South Carolina Science State Standard 6-3.3.

6-3.4. Explain how environmental stimuli cause physical responses in animals (including shedding, blinking, shivering, sweating, panting, and food gathering). 1
Suggested Titles for South Carolina Science State Standard 6-3.4.

6-3.5. Illustrate animal behavioral responses (including hibernation, migration, defense, and courtship) to environmental stimuli. 8
Suggested Titles for South Carolina Science State Standard 6-3.5.

6-3.6. Summarize how the internal stimuli (including hunger, thirst, and sleep) of animals ensure their survival. 2
Suggested Titles for South Carolina Science State Standard 6-3.6.

6-3.7. Compare learned to inherited behaviors in animals. 33
Suggested Titles for South Carolina Science State Standard 6-3.7.

SC.6-4. Earth's Atmosphere and Weather: The student will demonstrate an understanding of the relationship between Earth's atmospheric properties and processes and its weather and climate. (Earth Science)

6-4.1. Compare the composition and structure of Earth's atmospheric layers (including the gases and differences in temperature and pressure within the layers). 4
Suggested Titles for South Carolina Science State Standard 6-4.1.

6-4.2. Summarize the interrelationships among the dynamic processes of the water cycle (including precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow). 13
Suggested Titles for South Carolina Science State Standard 6-4.2.

6-4.3. Classify shapes and types of clouds according to elevation and their associated weather conditions and patterns. 1
Suggested Titles for South Carolina Science State Standard 6-4.3.

6-4.4. Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions. 24
Suggested Titles for South Carolina Science State Standard 6-4.4.

6-4.5. Use appropriate instruments and tools to collect weather data (including wind speed and direction, air temperature, humidity, and air pressure). 3
Suggested Titles for South Carolina Science State Standard 6-4.5.

6-4.6. Predict weather conditions and patterns based on weather data collected from direct observations and measurements, weather maps, satellites, and radar. 8
Suggested Titles for South Carolina Science State Standard 6-4.6.

6-4.7. Explain how solar energy affects Earth's atmosphere and surface (land and water). 5
Suggested Titles for South Carolina Science State Standard 6-4.7.

6-4.8. Explain how convection affects weather patterns and climate. 7
Suggested Titles for South Carolina Science State Standard 6-4.8.

6-4.9. Explain the influence of global winds and the jet stream on weather and climatic conditions. 5
Suggested Titles for South Carolina Science State Standard 6-4.9.

SC.6-5. Conservation of Energy: The student will demonstrate an understanding of the law of conservation of energy and the properties of energy and work. (Physical Science)

6-5.1. Identify the sources and properties of heat, solar, chemical, mechanical, and electrical energy. 20
Suggested Titles for South Carolina Science State Standard 6-5.1.

6-5.2. Explain how energy can be transformed from one form to another (including the two types of mechanical energy, potential and kinetic, as well as chemical and electrical energy) in accordance with the law of conservation of energy. 3
Suggested Titles for South Carolina Science State Standard 6-5.2.

6-5.3. Explain how magnetism and electricity are interrelated by using descriptions, models, and diagrams of electromagnets, generators, and simple electrical motors. 3
Suggested Titles for South Carolina Science State Standard 6-5.3.

6-5.4. Illustrate energy transformations (including the production of light, sound, heat, and mechanical motion) in electrical circuits. 3
Suggested Titles for South Carolina Science State Standard 6-5.4.

6-5.5. Illustrate the directional transfer of heat energy through convection, radiation, and conduction. 5
Suggested Titles for South Carolina Science State Standard 6-5.5.

6-5.6. Recognize that energy is the ability to do work (force exerted over a distance). 6
Suggested Titles for South Carolina Science State Standard 6-5.6.

6-5.7. Explain how the design of simple machines (including levers, pulleys, and inclined planes) helps reduce the amount of force required to do work. 13
Suggested Titles for South Carolina Science State Standard 6-5.7.

6-5.8. Illustrate ways that simple machines exist in common tools and in complex machines. 19
Suggested Titles for South Carolina Science State Standard 6-5.8.

SC.7-1. Scientific Inquiry: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

7-1.1. Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 7-1.1.

7-1.2. Generate questions that can be answered through scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 7-1.2.

7-1.3. Explain the reasons for testing one independent variable at a time in a controlled scientific investigation.

7-1.4. Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation.

7-1.5. Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts. 4
Suggested Titles for South Carolina Science State Standard 7-1.5.

7-1.6. Critique a conclusion drawn from a scientific investigation.

7-1.7. Use appropriate safety procedures when conducting investigations.

SC.7-2. Cells and Heredity: The student will demonstrate an understanding of the structure and function of cells, cellular reproduction, and heredity. (Life Science)

7-2.1. Summarize the structures and functions of the major components of plant and animal cells (including the cell wall, the cell membrane, the nucleus, chloroplasts, mitochondria, and vacuoles). 22
Suggested Titles for South Carolina Science State Standard 7-2.1.

7-2.2. Compare the major components of plant and animal cells. 22
Suggested Titles for South Carolina Science State Standard 7-2.2.

7-2.3. Compare the body shapes of bacteria (spiral, coccus, and bacillus) and the body structures that protists (euglena, paramecium, amoeba) use for food gathering and locomotion. 4
Suggested Titles for South Carolina Science State Standard 7-2.3.

7-2.4. Explain how cellular processes (including respiration, photosynthesis in plants, mitosis, and waste elimination) are essential to the survival of the organism. 6
Suggested Titles for South Carolina Science State Standard 7-2.4.

7-2.5. Summarize how genetic information is passed from parent to offspring by using the terms genes, chromosomes, inherited traits, genotype, phenotype, dominant traits, and recessive traits. 2
Suggested Titles for South Carolina Science State Standard 7-2.5.

7-2.6. Use Punnett squares to predict inherited monohybrid traits. 3
Suggested Titles for South Carolina Science State Standard 7-2.6.

7-2.7. Distinguish between inherited traits and those acquired from environmental factors. 3
Suggested Titles for South Carolina Science State Standard 7-2.7.

SC.7-3. Human Body Systems and Disease: The student will demonstrate an understanding of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. (Life Science)

7-3.1. Summarize the levels of structural organization within the human body (including cells, tissues, organs, and systems). 19
Suggested Titles for South Carolina Science State Standard 7-3.1.

7-3.2. Recall the major organs of the human body and their function within their particular body system. 9
Suggested Titles for South Carolina Science State Standard 7-3.2.

7-3.3. Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscular, and skeletal systems). 25
Suggested Titles for South Carolina Science State Standard 7-3.3.

7-3.4. Explain the effects of disease on the major organs and body systems (including infectious diseases such as colds and flu, AIDS, and athlete's foot and noninfectious diseases such as diabetes, Parkinson's, and skin cancer). 60
Suggested Titles for South Carolina Science State Standard 7-3.4.

SC.7-4. Ecology: The Biotic and Abiotic Environment: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment. (Earth Science, Life Science)

7-4.1. Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes). 10
Suggested Titles for South Carolina Science State Standard 7-4.1.

7-4.2. Illustrate energy flow in food chains, food webs, and energy pyramids. 4
Suggested Titles for South Carolina Science State Standard 7-4.2.

7-4.3. Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter). 4
Suggested Titles for South Carolina Science State Standard 7-4.3.

7-4.4. Explain the effects of soil quality on the characteristics of an ecosystem. 12
Suggested Titles for South Carolina Science State Standard 7-4.4.

7-4.5. Summarize how the location and movement of water on Earth's surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities. 6
Suggested Titles for South Carolina Science State Standard 7-4.5.

7-4.6. Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation. 15
Suggested Titles for South Carolina Science State Standard 7-4.6.

SC.7-5. The Chemical Nature of Matter: The student will demonstrate an understanding of the classifications and properties of matter and the changes that matter undergoes. (Physical Science)

7-5.1. Recognize that matter is composed of extremely small particles called atoms. 4
Suggested Titles for South Carolina Science State Standard 7-5.1.

7-5.2. Classify matter as element, compound, or mixture on the basis of its composition. 12
Suggested Titles for South Carolina Science State Standard 7-5.2.

7-5.3. Compare the physical properties of metals and nonmetals. 1
Suggested Titles for South Carolina Science State Standard 7-5.3.

7-5.4. Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families). 6
Suggested Titles for South Carolina Science State Standard 7-5.4.

7-5.5. Translate chemical symbols and the chemical formulas of common substances to show the component parts of the substances (including NaCl [table salt], H2O [water], C6H12O6 [simple sugar], O2 [oxygen gas], CO2 [carbon dioxide], and N2 [nitrogen gas]). 8
Suggested Titles for South Carolina Science State Standard 7-5.5.

7-5.6. Distinguish between acids and bases and use indicators (including litmus paper, pH paper, and phenolphthalein) to determine their relative pH. 1
Suggested Titles for South Carolina Science State Standard 7-5.6.

7-5.7. Identify the reactants and products in chemical equations. 6
Suggested Titles for South Carolina Science State Standard 7-5.7.

7-5.8. Explain how a balanced chemical equation supports the law of conservation of matter. 9
Suggested Titles for South Carolina Science State Standard 7-5.8.

7-5.9. Compare physical properties of matter (including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (including the ability to burn or to rust). 3
Suggested Titles for South Carolina Science State Standard 7-5.9.

7-5.10. Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas). 4
Suggested Titles for South Carolina Science State Standard 7-5.10.

SC.8-1. Scientific Inquiry: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving.

8-1.1. Design a controlled scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 8-1.1.

8-1.2. Recognize the importance of a systematic process for safely and accurately conducting investigations. 2
Suggested Titles for South Carolina Science State Standard 8-1.2.

8-1.3. Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 8-1.3.

8-1.4. Generate questions for further study on the basis of prior investigations. 2
Suggested Titles for South Carolina Science State Standard 8-1.4.

8-1.5. Explain the importance of and requirements for replication of scientific investigations. 2
Suggested Titles for South Carolina Science State Standard 8-1.5.

8-1.6. Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when conducting a controlled scientific investigation. 2
Suggested Titles for South Carolina Science State Standard 8-1.6.

8-1.7. Use appropriate safety procedures when conducting investigations. 2
Suggested Titles for South Carolina Science State Standard 8-1.7.

SC.8-2. Earth's Biological History: The student will demonstrate an understanding of Earth's biological diversity over time. (Life Science, Earth Science)

8-2.1. Explain how biological adaptations of populations enhance their survival in a particular environment. 3
Suggested Titles for South Carolina Science State Standard 8-2.1.

8-2.2. Summarize how scientists study Earth's past environment and diverse life-forms by examining different types of fossils (including molds, casts, petrified fossils, preserved and carbonized remains of plants and animals, and trace fossils). 2
Suggested Titles for South Carolina Science State Standard 8-2.2.

8-2.3. Explain how Earth's history has been influenced by catastrophes (including the impact of an asteroid or comet, climatic changes, and volcanic activity) that have affected the conditions on Earth and the diversity of its life-forms. 8
Suggested Titles for South Carolina Science State Standard 8-2.3.

8-2.4. Recognize the relationship among the units - era, epoch, and period - into which the geologic time scale is divided. 5
Suggested Titles for South Carolina Science State Standard 8-2.4.

8-2.5. Illustrate the vast diversity of life that has been present on Earth over time by using the geologic time scale. 10
Suggested Titles for South Carolina Science State Standard 8-2.5.

8-2.6. Infer the relative age of rocks and fossils from index fossils and the ordering of the rock layers. 3
Suggested Titles for South Carolina Science State Standard 8-2.6.

8-2.7. Summarize the factors, both natural and man-made, that can contribute to the extinction of a species. 2
Suggested Titles for South Carolina Science State Standard 8-2.7.

SC.8-3. Earth's Structure and Processes: The student will demonstrate an understanding of materials that determine the structure of Earth and the processes that have altered this structure. (Earth Science)

8-3.1. Summarize the three layers of Earth - crust, mantle, and core - on the basis of relative position, density, and composition. 2
Suggested Titles for South Carolina Science State Standard 8-3.1.

8-3.2. Explain how scientists use seismic waves - primary, secondary, and surface waves - and Earth's magnetic fields to determine the internal structure of Earth. 2
Suggested Titles for South Carolina Science State Standard 8-3.2.

8-3.3. Infer an earthquake's epicenter from seismographic data. 5
Suggested Titles for South Carolina Science State Standard 8-3.3.

8-3.4. Explain how igneous, metamorphic, and sedimentary rocks are interrelated in the rock cycle. 2
Suggested Titles for South Carolina Science State Standard 8-3.4.

8-3.5. Summarize the importance of minerals, ores, and fossil fuels as Earth resources on the basis of their physical and chemical properties. 15
Suggested Titles for South Carolina Science State Standard 8-3.5.

8-3.6. Explain how the theory of plate tectonics accounts for the motion of the lithospheric plates, the geologic activities at the plate boundaries, and the changes in landform areas over geologic time. 1
Suggested Titles for South Carolina Science State Standard 8-3.6.

8-3.7. Illustrate the creation and changing of landforms that have occurred through geologic processes (including volcanic eruptions and mountain-building forces). 1
Suggested Titles for South Carolina Science State Standard 8-3.7.

8-3.8. Explain how earthquakes result from forces inside Earth. 4
Suggested Titles for South Carolina Science State Standard 8-3.8.

8-3.9. Identify and illustrate geologic features of South Carolina and other regions of the world through the use of imagery (including aerial photography and satellite imagery) and topographic maps. 3
Suggested Titles for South Carolina Science State Standard 8-3.9.

SC.8-4. Astronomy: Earth and Space Systems: The student will demonstrate an understanding of the characteristics, structure, and predictable motions of celestial bodies. (Earth Science)

8-4.1. Summarize the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors). 7
Suggested Titles for South Carolina Science State Standard 8-4.1.

8-4.2. Summarize the characteristics of the surface features of the Sun: photosphere, corona, sunspots, prominences, and solar flares. 7
Suggested Titles for South Carolina Science State Standard 8-4.2.

8-4.3. Explain how the surface features of the Sun may affect Earth. 46
Suggested Titles for South Carolina Science State Standard 8-4.3.

8-4.4. Explain the motions of Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses, and tides). 5
Suggested Titles for South Carolina Science State Standard 8-4.4.

8-4.5. Explain how the tilt of Earth's axis affects the length of the day and the amount of heating on Earth's surface, thus causing the seasons of the year. 5
Suggested Titles for South Carolina Science State Standard 8-4.5.

8-4.6. Explain how gravitational forces are influenced by mass and distance. 6
Suggested Titles for South Carolina Science State Standard 8-4.6.

8-4.7. Explain the effects of gravity on tides and planetary orbits. 4
Suggested Titles for South Carolina Science State Standard 8-4.7.

8-4.8. Explain the difference between mass and weight by using the concept of gravitational force. 6
Suggested Titles for South Carolina Science State Standard 8-4.8.

8-4.9. Recall the Sun's position in the universe, the shapes and composition of galaxies, and the distance measurement unit (light year) needed to identify star and galaxy locations. 14
Suggested Titles for South Carolina Science State Standard 8-4.9.

8-4.10. Compare the purposes of the tools and the technology that scientists use to study space (including various types of telescopes, satellites, space probes, and spectroscopes). 16
Suggested Titles for South Carolina Science State Standard 8-4.10.

SC.8-5. Forces and Motion: The student will demonstrate an understanding of the effects of forces on the motion of an object. (Physical Science)

8-5.1. Use measurement and time-distance graphs to represent the motion of an object in terms of its position, direction, or speed. 1
Suggested Titles for South Carolina Science State Standard 8-5.1.

8-5.2. Use the formula for average speed, v = d/t, to solve real-world problems. 3
Suggested Titles for South Carolina Science State Standard 8-5.2.

8-5.3. Analyze the effects of forces (including gravity and friction) on the speed and direction of an object. 9
Suggested Titles for South Carolina Science State Standard 8-5.3.

8-5.4. Predict how varying the amount of force or mass will affect the motion of an object. 9
Suggested Titles for South Carolina Science State Standard 8-5.4.

8-5.5. Analyze the resulting effect of balanced and unbalanced forces on an object's motion in terms of magnitude and direction. 9
Suggested Titles for South Carolina Science State Standard 8-5.5.

8-5.6. Summarize and illustrate the concept of inertia. 9
Suggested Titles for South Carolina Science State Standard 8-5.6.

SC.8-6. Waves: The student will demonstrate an understanding of the properties and behaviors of waves. (Physical Science)

8-6.1. Recall that waves transmit energy but not matter. 6
Suggested Titles for South Carolina Science State Standard 8-6.1.

8-6.2. Distinguish between mechanical and electromagnetic waves. 6
Suggested Titles for South Carolina Science State Standard 8-6.2.

8-6.3. Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 6
Suggested Titles for South Carolina Science State Standard 8-6.3.

8-6.4. Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption). 6
Suggested Titles for South Carolina Science State Standard 8-6.4.

8-6.5. Explain hearing in terms of the relationship between sound waves and the ear. 5
Suggested Titles for South Carolina Science State Standard 8-6.5.

8-6.6. Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 4
Suggested Titles for South Carolina Science State Standard 8-6.6.

8-6.7. Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 2
Suggested Titles for South Carolina Science State Standard 8-6.7.

8-6.8. Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (including visible light, infrared, and ultraviolet radiation). 6
Suggested Titles for South Carolina Science State Standard 8-6.8.

SC.PS-1. Physical Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

PS-1.1. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.

PS-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

PS-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

PS-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

PS-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

PS-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

PS-1.8. Compare the processes of scientific investigation and technological design.

PS-1.9. Use appropriate safety procedures when conducting investigations.

SC.PS-2. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of the structure and properties of atoms.

PS-2.1. Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.2. Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.

PS-2.3. Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers.

PS-2.4. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.

PS-2.5. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level.

PS-2.6. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7. Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

SC.PS-3. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of various properties and classifications of matter.

PS-3.1. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.2. Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties.

PS-3.3. Illustrate the difference between a molecule and an atom.

PS-3.4. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-3.5. Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.

PS-3.6. Compare the properties of the four states of matter - solid, liquid, gas, and plasma - in terms of the arrangement and movement of particles.

PS-3.7. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.

PS-3.8. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, or pH paper, and litmus paper).

SC.PS-4. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds.

PS-4.1. Explain the role of bonding in achieving chemical stability.

PS-4.2. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.

PS-4.3. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.

PS-4.4. Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared.

PS-4.5. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula.

PS-4.6. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7. Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat - that is, exothermic or endothermic reactions).

PS-4.8. Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred.

PS-4.9. Apply a procedure to balance equations for a simple synthesis or decomposition reaction.

PS-4.10. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

PS-4.11. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.

SC.PS-5. Physical Science: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature of forces and motion.

PS-5.1. Explain the relationship among distance, time, direction, and the velocity of an object.

PS-5.2. Use the formula v = d/t to solve problems related to average speed or velocity.

PS-5.3. Explain how changes in velocity and time affect the acceleration of an object.

PS-5.4. Use the formula a = (vf-vi)/t to determine the acceleration of an object.

PS-5.5. Explain how acceleration due to gravity affects the velocity of an object as it falls.

PS-5.6. Represent the linear motion of objects on distance-time graphs.

PS-5.7. Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces.

PS-5.8. Use the formula F = ma to solve problems related to force.

PS-5.9. Explain the relationship between mass and weight by using the formula FW = mag.

PS-5.10. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

SC.PS-6. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature, conservation, and transformation of energy.

PS-6.1. Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).

PS-6.2. Explain the factors that determine potential and kinetic energy and the transformation of one to the other.

PS-6.3. Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object.

PS-6.4. Use the formula W = Fd to solve problems related to work done on an object.

PS-6.5. Explain how objects can acquire a static electric charge through friction, induction, and conduction.

PS-6.6. Explain the relationships among voltage, resistance, and current in Ohm's law.

PS-6.7. Use the formula V = IR to solve problems related to electric circuits.

PS-6.8. Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source.

PS-6.9. Compare the functioning of simple series and parallel electrical circuits.

PS-6.10. Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow.

PS-6.11. Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators.

SC.PS-7. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves.

PS-7.1. Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2. Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3. Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

PS-7.4. Use the formulas v = f and v = d/t to solve problems related to the velocity of waves.

PS-7.5. Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium).

PS-7.6. Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

PS-7.7. Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

SC.B-1. Biology: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1.1. Generate hypotheses based on credible, accurate, and relevant sources of scientific information.

B-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

B-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

B-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

B-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

B-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

B-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

B-1.8. Compare the processes of scientific investigation and technological design.

B-1.9. Use appropriate safety procedures when conducting investigations.

SC.B-2. Biology: The student will demonstrate an understanding of the structure and function of cells and their organelles.

B-2.1. Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).

B-2.2. Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3. Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.4. Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).

B-2.5. Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.

B-2.6. Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-2.7. Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.

B-2.8. Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).

SC.B-3. Biology: The student will demonstrate an understanding of the flow of energy within and between living systems.

B-3.1. Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.

B-3.2. Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.

B-3.3. Recognize the overall structure of adenosine triphosphate (ATP) - namely, adenine, the sugar ribose, and three phosphate groups - and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-3.4. Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values.

B-3.5. Summarize the functions of proteins, carbohydrates, and fats in the human body.

B-3.6. Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).

SC.B-4. Biology: The student will demonstrate an understanding of the molecular basis of heredity.

B-4.1. Compare DNA and RNA in terms of structure, nucleotides, and base pairs.

B-4.2. Summarize the relationship among DNA, genes, and chromosomes.

B-4.3. Explain how DNA functions as the code of life and the blueprint for proteins.

B-4.4. Summarize the basic processes involved in protein synthesis (including transcription and translation).

B-4.5. Summarize the characteristics of the phases of meiosis I and II.

B-4.6. Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance).

B-4.7. Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel's principles of genetics.

B-4.8. Compare the consequences of mutations in body cells with those in gametes.

B-4.9. Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.

SC.B-5. Biology: The student will demonstrate an understanding of biological evolution and the diversity of life.

B-5.1. Summarize the process of natural selection.

B-5.2. Explain how genetic processes result in the continuity of life-forms over time.

B-5.3. Explain how diversity within a species increases the chances of its survival.

B-5.4. Explain how genetic variability and environmental factors lead to biological evolution.

B-5.5. Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-5.6 . Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

B-5.7. Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.

SC.B-6. Biology: The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.

B-6.1. Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2. Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

B-6.3. Illustrate the processes of succession in ecosystems.

B-6.4. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water).

B-6.5. Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients).

B-6.6. Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth.

SC.C-1. Chemistry: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1.1. Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement.

C-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

C-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

C-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

C-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

C-1.6. Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are.

C-1.7. Evaluate a technological design or product on the basis of designated criteria.

C-1.8. Use appropriate safety procedures when conducting investigations.

SC.C-2. Chemistry: Students will demonstrate an understanding of atomic structure and nuclear processes.

C-2.1. Illustrate electron configurations by using orbital notation for representative elements.

C-2.2. Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size).

C-2.3. Summarize the periodic table's property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity).

C-2.4. Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released).

C-2.5. Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-2.6. Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal.

C-2.7. Apply the predictable rate of nuclear decay (half-life) to determine the age of materials.

C-2.8. Analyze a decay series chart to determine the products of successive nuclear reactions and write nuclear equations for disintegration of specified nuclides.

C-2.9. Use the equation E = mc2 to determine the amount of energy released during nuclear reactions.

SC.C-3. Chemistry: The student will demonstrate an understanding of the structures and classifications of chemical compounds.

C-3.1. Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers.

C-3.2. Interpret the names and formulas for ionic and covalent compounds.

C-3.3. Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape).

C-3.4. Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures.

C-3.5. Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings).

C-3.6. Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches).

C-3.7. Classify organic compounds in terms of their functional group.

C-3.8. Explain the effect of electronegativity and ionization energy on the type of bonding in a molecule.

C-3.9. Classify polymerization reactions as addition or condensation.

C-3.10. Classify organic reactions as addition, elimination, or condensation.

SC.C-4. Chemistry: The student will demonstrate an understanding of the types, the causes, and the effects of chemical reactions.

C-4.1. Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions.

C-4.2. Predict the products of acid-base neutralization and combustion reactions.

C-4.3. Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-4.4. Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships.

C-4.5. Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions.

C-4.6. Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates.

C-4.7. Summarize the oxidation and reduction processes (including oxidizing and reducing agents).

C-4.8. Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis).

C-4.9. Summarize the concept of chemical equilibrium and Le Chatelier's principle.

C-4.10. Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates.

SC.C-5. Chemistry: The student will demonstrate an understanding of the structure and behavior of the different phases of matter.

C-5.1. Explain the effects of the intermolecular forces on the different phases of matter.

C-5.2. Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model.

C-5.3. Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles's law, Boyle's law, and the combined gas law).

C-5.4. Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure).

C-5.5. Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas for temperature change and phase change to solve calorimetry problems).

C-5.6. Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction.

C-5.7. Apply the ideal gas law (pV = nRT) to solve problems.

C-5.8. Analyze a product for purity by following the appropriate assay procedures.

C-5.9. Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures.

SC.C-6. Chemistry: The student will demonstrate an understanding of the nature and properties of various types of chemical solutions.

C-6.1. Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility.

C-6.2. Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances).

C-6.3. Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses).

C-6.4. Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass).

C-6.5. Summarize the properties of salts, acids, and bases.

C-6.6. Distinguish between strong and weak common acids and bases.

C-6.7. Represent common acids and bases by their names and formulas.

C-6.8. Use the hydronium or hydroxide ion concentration to determine the pH and pOH of aqueous solutions.

C-6.9. Explain how the use of a titration can determine the concentration of acid and base solutions.

C-6.10. Interpret solubility curves to determine saturation at different temperatures.

C-6.11. Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

C-6.12. Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution.

C-6.13. Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution.

C-6.14. Represent neutralization reactions and reactions between common acids and metals by using chemical equations.

C-6.15. Analyze the composition of a chemical sample by using gas chromatography.

SC.P-1. Physics: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

P-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

P-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

P-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

P-1.5. Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

P-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

P-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

P-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

P-1.9. Communicate and defend a scientific argument or conclusion.

P-1.10. Use appropriate safety procedures when conducting investigations.

SC.P-2. Physics: The student will demonstrate an understanding of the principles of force and motion and relationships between them.

P-2.1. Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.2. Apply formulas for velocity or speed and acceleration to one and two-dimensional problems.

P-2.3. Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs.

P-2.4. Interpret the resulting motion of objects by applying Newton's three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces.

P-2.5. Explain the factors that influence the dynamics of falling objects and projectiles.

P-2.6. Apply formulas for velocity and acceleration to solve problems related to projectile motion.

P-2.7. Use a free-body diagram to determine the net force and component forces acting upon an object.

P-2.8. Distinguish between static and kinetic friction and the factors that affect the motion of objects.

P-2.9. Explain how torque is affected by the magnitude, direction, and point of application of force.

P-2.10. Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

SC.P-3. Physics: The student will demonstrate an understanding of the conservation, transfer, and transformation of mechanical energy.

P-3.1. Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other.

P-3.2. Apply the law of conservation of energy to the transfer of mechanical energy through work.

P-3.3. Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency).

P-3.4. Explain, both conceptually and quantitatively, the factors that influence periodic motion.

P-3.5. Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems).

P-3.6. Compare elastic and inelastic collisions in terms of conservation laws.

SC.P-4. Physics: The student will demonstrate an understanding of the properties of electricity and magnetism and the relationships between them.

P-4.1. Recognize the characteristics of static charge and explain how a static charge is generated.

P-4.2. Use diagrams to illustrate an electric field (including point charges and electric field lines).

P-4.3. Summarize current, potential difference, and resistance in terms of electrons.

P-4.4. Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement.

P-4.5. Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm's law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit.

P-4.6. Differentiate between alternating current (AC) and direct current (DC) in electrical circuits.

P-4.7. Carry out calculations for electric power and electric energy for circuits.

P-4.8. Summarize the function of electrical safety components (including fuses, surge protectors, and breakers).

P-4.9. Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges.

P-4.10. Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each.

P-4.11. Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit.

SC.P-5. Physics: The student will demonstrate an understanding of the properties and behaviors of mechanical and electromagnetic waves.

P-5.1. Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

P-5.2. Compare the properties of electromagnetic and mechanical waves.

P-5.3. Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-5.4. Distinguish the different properties of waves across the range of the electromagnetic spectrum.

P-5.5. Illustrate the interaction of light waves with optical lenses and mirrors by using Snell's law and ray diagrams.

P-5.6. Summarize the operation of lasers and compare them to incandescent light.

SC.P-6. Physics: The student will demonstrate an understanding of the properties and behaviors of sound.

P-6.1. Summarize the production of sound and its speed and transmission through various media.

P-6.2. Explain how frequency and intensity affect the parts of the sonic spectrum.

P-6.3. Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard.

P-6.4. Compare intensity and loudness.

P-6.5. Apply formulas to determine the relative intensity of sound.

P-6.6. Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes.

P-6.7. Explain the relationship among frequency, fundamental tones, and harmonics in producing music.

P-6.8. Explain how musical instruments produce resonance and standing waves.

P-6.9. Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string.

SC.P-7. Physics: The student will demonstrate an understanding of the properties and behaviors of light and optics.

P-7.1. Explain the particulate nature of light as evidenced in the photoelectric effect.

P-7.2. Use the inverse square law to determine the change in intensity of light with distance.

P-7.3. Illustrate the polarization of light.

P-7.4. Summarize the operation of fiber optics in terms of total internal reflection.

P-7.5. Summarize image formation in microscopes and telescopes (including reflecting and refracting).

P-7.6. Summarize the production of continuous, emission, or absorption spectra.

P-7.7. Compare color by transmission to color by reflection.

P-7.8. Compare color mixing in pigments to color mixing in light.

P-7.9. Illustrate the diffraction and interference of light.

P-7.10. Identify the parts of the eye and explain their function in image formation.

SC.P-8. Physics: The student will demonstrate an understanding of nuclear physics and modern physics.

P-8.1. Compare the strong and weak nuclear forces in terms of their roles in radioactivity.

P-8.2. Compare the nuclear binding energy to the energy released during a nuclear reaction, given the atomic masses of the constituent particles.

P-8.3. Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4. Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-8.5. Interpret a representative nuclear decay series.

P-8.6. Explain the relationship between mass and energy that is represented in the equation E = mc2 according to Einstein's special theory of relativity.

P-8.7. Compare the value of time, length, and momentum in the reference frame of an object moving at relativistic velocity to those values measured in the reference frame of an observer by applying Einstein's special theory of relativity.

SC.P-9. Physics: The student will demonstrate an understanding of the principles of fluid mechanics.

P-9.1. Predict the behavior of fluids (including changing forces) in pneumatic and hydraulic systems.

P-9.2. Apply appropriate procedures to solve problems involving pressure, force, volume, and area.

P-9.3. Explain the factors that affect buoyancy.

P-9.4. Explain how the rate of flow of a fluid is affected by the size of the pipe, friction, and the viscosity of the fluid.

P-9.5. Explain how depth and fluid density affect pressure.

P-9.6. Apply fluid formulas to solve problems involving work and power.

P-9.7. Exemplify the relationship between velocity and pressure by using Bernoulli's principle.

SC.P-10. Physics: The student will demonstrate an understanding of the principles of thermodynamics.

P-10.1. Summarize the first and second laws of thermodynamics.

P-10.2. Explain the relationship among internal energy, heat, and work.

P-10.3. Exemplify the concept of entropy.

P-10.4. Explain thermal expansion in solids, liquids, and gases in terms of kinetic theory and the unique behavior of water.

P-10.5. Differentiate heat and temperature in terms of molecular motion.

P-10.6. Summarize the concepts involved in phase change.

P-10.7. Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

P-10.8. Summarize the functioning of heat transfer mechanisms (including engines and refrigeration systems).

SC.ES-1. Earth Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

ES-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

ES-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

ES-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

ES-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

ES-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

ES-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

ES-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

ES-1.9. Communicate and defend a scientific argument or conclusion.

ES-1.10. Use appropriate safety procedures when conducting investigations.

SC.ES-2. Earth Science: Astronomy: Students will demonstrate an understanding of the structure and properties of the universe.

ES-2.1. Summarize the properties of the solar system that support the theory of its formation along with the planets.

ES-2.2. Identify properties and features of the Moon that make it unique among other moons in the solar system.

ES-2.3. Summarize the evidence that supports the big bang theory and the expansion of the universe (including the red shift of light from distant galaxies and the cosmic background radiation).

ES-2.4. Explain the formation of elements that results from nuclear fusion occurring within stars or supernova explosions.

ES-2.5. Classify stars by using the Hertzsprung-Russell diagram.

ES-2.6. Compare the information obtained through the use of x-ray, radio, and visual (reflecting and refracting) telescopes.

ES-2.7. Summarize the life cycles of stars.

ES-2.8. Explain how gravity and motion affect the formation and shapes of galaxies (including the Milky Way).

ES-2.9. Explain how technology and computer modeling have increased our understanding of the universe.

SC.ES-3. Earth Science: Solid Earth; Students will demonstrate an understanding of the internal and external dynamics of solid Earth.

ES-3.1. Summarize theories and evidence of the origin and formation of Earth's systems by using the concepts of gravitational force and heat production.

ES-3.2. Explain the differentiation of the structure of Earth's layers into a core, mantle, and crust based on the production of internal heat from the decay of isotopes and the role of gravitational energy.

ES-3.3. Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.4. Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity, volcanic eruptions, and mountain building.

ES-3.5. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6. Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-3.7. Classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.

ES-3.8. Summarize the formation of ores and fossil fuels and the impact on the environment that the use of these fuels has had.

SC.ES-4. Earth Science: Earth's Atmosphere: The student will demonstrate an understanding of the dynamics of Earth's atmosphere.

ES-4.1. Summarize the thermal structures, the gaseous composition, and the location of the layers of Earth's atmosphere.

ES-4.2. Summarize the changes in Earth's atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).

ES-4.3. Summarize the cause and effects of convection within Earth's atmosphere.

ES-4.4. Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).

ES-4.5. Explain the relationship between the rotation of Earth and the pattern of wind belts.

ES-4.6. Summarize possible causes of and evidence for past and present global climate changes.

ES-4.7. Summarize the evidence for the likely impact of human activities on the atmosphere (including ozone holes, greenhouse gases, acid rain, and photochemical smog).

ES-4.8. Predict weather conditions and storms (including thunderstorms, hurricanes, and tornados) on the basis of the relationship among the movement of air masses, high and low pressure systems, and frontal boundaries.

SC.ES-5. Earth Science: Earth's Hydrosphere: The student will demonstrate an understanding of Earth's freshwater and ocean systems.

ES-5.1. Summarize the location, movement, and energy transfers involved in the movement of water on Earth's surface (including lakes, surface-water drainage basins [watersheds], freshwater wetlands, and groundwater zones).

ES-5.2. Illustrate the characteristics of the succession of river systems.

ES-5.3. Explain how karst topography develops as a result of groundwater processes.

ES-5.4. Compare the physical and chemical properties of seawater and freshwater.

ES-5.5. Explain the results of the interaction of the shore with waves and currents.

ES-5.6. Summarize the advantages and disadvantages of devices used to control and prevent coastal erosion and flooding.

ES-5.7. Explain the effects of the transfer of solar energy and geothermal energy on the oceans of Earth (including the circulation of ocean currents and chemosynthesis).

ES-5.8. Analyze environments to determine possible sources of water pollution (including industrial waste, agriculture, domestic waste, and transportation devices).

SC.ES-6. Earth Science: The Paleobiosphere: Students will demonstrate an understanding of the dynamic relationship between Earth's conditions over geologic time and the diversity of its organisms.

ES-6.1. Summarize the conditions of Earth that enable the planet to support life.

ES-6.2. Recall the divisions of the geologic time scale and illustrate the changes (in complexity and/or diversity) of organisms that have existed across these time units.

ES-6.3. Summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.

ES-6.4. Match dating methods (including index fossils, ordering of rock layers, and radiometric dating) with the most appropriate application for estimating geologic time.

ES-6.5. Infer explanations concerning the age of the universe and the age of Earth on the basis of scientific evidence.

SC.PS-1. Physical Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

PS-1.1. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.

PS-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

PS-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

PS-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

PS-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

PS-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

PS-1.8. Compare the processes of scientific investigation and technological design.

PS-1.9. Use appropriate safety procedures when conducting investigations.

SC.PS-2. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of the structure and properties of atoms.

PS-2.1. Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.2. Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.

PS-2.3. Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers.

PS-2.4. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.

PS-2.5. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level.

PS-2.6. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7. Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

SC.PS-3. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of various properties and classifications of matter.

PS-3.1. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.2. Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties.

PS-3.3. Illustrate the difference between a molecule and an atom.

PS-3.4. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-3.5. Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.

PS-3.6. Compare the properties of the four states of matter - solid, liquid, gas, and plasma - in terms of the arrangement and movement of particles.

PS-3.7. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.

PS-3.8. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, or pH paper, and litmus paper).

SC.PS-4. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds.

PS-4.1. Explain the role of bonding in achieving chemical stability.

PS-4.2. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.

PS-4.3. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.

PS-4.4. Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared.

PS-4.5. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula.

PS-4.6. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7. Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat - that is, exothermic or endothermic reactions).

PS-4.8. Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred.

PS-4.9. Apply a procedure to balance equations for a simple synthesis or decomposition reaction.

PS-4.10. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

PS-4.11. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.

SC.PS-5. Physical Science: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature of forces and motion.

PS-5.1. Explain the relationship among distance, time, direction, and the velocity of an object.

PS-5.2. Use the formula v = d/t to solve problems related to average speed or velocity.

PS-5.3. Explain how changes in velocity and time affect the acceleration of an object.

PS-5.4. Use the formula a = (vf-vi)/t to determine the acceleration of an object.

PS-5.5. Explain how acceleration due to gravity affects the velocity of an object as it falls.

PS-5.6. Represent the linear motion of objects on distance-time graphs.

PS-5.7. Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces.

PS-5.8. Use the formula F = ma to solve problems related to force.

PS-5.9. Explain the relationship between mass and weight by using the formula FW = mag.

PS-5.10. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

SC.PS-6. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature, conservation, and transformation of energy.

PS-6.1. Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).

PS-6.2. Explain the factors that determine potential and kinetic energy and the transformation of one to the other.

PS-6.3. Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object.

PS-6.4. Use the formula W = Fd to solve problems related to work done on an object.

PS-6.5. Explain how objects can acquire a static electric charge through friction, induction, and conduction.

PS-6.6. Explain the relationships among voltage, resistance, and current in Ohm's law.

PS-6.7. Use the formula V = IR to solve problems related to electric circuits.

PS-6.8. Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source.

PS-6.9. Compare the functioning of simple series and parallel electrical circuits.

PS-6.10. Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow.

PS-6.11. Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators.

SC.PS-7. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves.

PS-7.1. Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2. Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3. Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

PS-7.4. Use the formulas v = f and v = d/t to solve problems related to the velocity of waves.

PS-7.5. Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium).

PS-7.6. Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

PS-7.7. Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

SC.B-1. Biology: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1.1. Generate hypotheses based on credible, accurate, and relevant sources of scientific information.

B-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

B-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

B-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

B-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

B-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

B-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

B-1.8. Compare the processes of scientific investigation and technological design.

B-1.9. Use appropriate safety procedures when conducting investigations.

SC.B-2. Biology: The student will demonstrate an understanding of the structure and function of cells and their organelles.

B-2.1. Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).

B-2.2. Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3. Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.4. Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).

B-2.5. Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.

B-2.6. Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-2.7. Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.

B-2.8. Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).

SC.B-3. Biology: The student will demonstrate an understanding of the flow of energy within and between living systems.

B-3.1. Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.

B-3.2. Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.

B-3.3. Recognize the overall structure of adenosine triphosphate (ATP) - namely, adenine, the sugar ribose, and three phosphate groups - and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-3.4. Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values.

B-3.5. Summarize the functions of proteins, carbohydrates, and fats in the human body.

B-3.6. Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).

SC.B-4. Biology: The student will demonstrate an understanding of the molecular basis of heredity.

B-4.1. Compare DNA and RNA in terms of structure, nucleotides, and base pairs.

B-4.2. Summarize the relationship among DNA, genes, and chromosomes.

B-4.3. Explain how DNA functions as the code of life and the blueprint for proteins.

B-4.4. Summarize the basic processes involved in protein synthesis (including transcription and translation).

B-4.5. Summarize the characteristics of the phases of meiosis I and II.

B-4.6. Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance).

B-4.7. Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel's principles of genetics.

B-4.8. Compare the consequences of mutations in body cells with those in gametes.

B-4.9. Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.

SC.B-5. Biology: The student will demonstrate an understanding of biological evolution and the diversity of life.

B-5.1. Summarize the process of natural selection.

B-5.2. Explain how genetic processes result in the continuity of life-forms over time.

B-5.3. Explain how diversity within a species increases the chances of its survival.

B-5.4. Explain how genetic variability and environmental factors lead to biological evolution.

B-5.5. Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-5.6 . Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

B-5.7. Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.

SC.B-6. Biology: The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.

B-6.1. Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2. Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

B-6.3. Illustrate the processes of succession in ecosystems.

B-6.4. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water).

B-6.5. Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients).

B-6.6. Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth.

SC.C-1. Chemistry: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1.1. Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement.

C-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

C-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

C-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

C-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

C-1.6. Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are.

C-1.7. Evaluate a technological design or product on the basis of designated criteria.

C-1.8. Use appropriate safety procedures when conducting investigations.

SC.C-2. Chemistry: Students will demonstrate an understanding of atomic structure and nuclear processes.

C-2.1. Illustrate electron configurations by using orbital notation for representative elements.

C-2.2. Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size).

C-2.3. Summarize the periodic table's property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity).

C-2.4. Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released).

C-2.5. Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-2.6. Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal.

C-2.7. Apply the predictable rate of nuclear decay (half-life) to determine the age of materials.

C-2.8. Analyze a decay series chart to determine the products of successive nuclear reactions and write nuclear equations for disintegration of specified nuclides.

C-2.9. Use the equation E = mc2 to determine the amount of energy released during nuclear reactions.

SC.C-3. Chemistry: The student will demonstrate an understanding of the structures and classifications of chemical compounds.

C-3.1. Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers.

C-3.2. Interpret the names and formulas for ionic and covalent compounds.

C-3.3. Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape).

C-3.4. Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures.

C-3.5. Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings).

C-3.6. Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches).

C-3.7. Classify organic compounds in terms of their functional group.

C-3.8. Explain the effect of electronegativity and ionization energy on the type of bonding in a molecule.

C-3.9. Classify polymerization reactions as addition or condensation.

C-3.10. Classify organic reactions as addition, elimination, or condensation.

SC.C-4. Chemistry: The student will demonstrate an understanding of the types, the causes, and the effects of chemical reactions.

C-4.1. Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions.

C-4.2. Predict the products of acid-base neutralization and combustion reactions.

C-4.3. Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-4.4. Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships.

C-4.5. Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions.

C-4.6. Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates.

C-4.7. Summarize the oxidation and reduction processes (including oxidizing and reducing agents).

C-4.8. Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis).

C-4.9. Summarize the concept of chemical equilibrium and Le Chatelier's principle.

C-4.10. Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates.

SC.C-5. Chemistry: The student will demonstrate an understanding of the structure and behavior of the different phases of matter.

C-5.1. Explain the effects of the intermolecular forces on the different phases of matter.

C-5.2. Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model.

C-5.3. Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles's law, Boyle's law, and the combined gas law).

C-5.4. Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure).

C-5.5. Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas for temperature change and phase change to solve calorimetry problems).

C-5.6. Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction.

C-5.7. Apply the ideal gas law (pV = nRT) to solve problems.

C-5.8. Analyze a product for purity by following the appropriate assay procedures.

C-5.9. Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures.

SC.C-6. Chemistry: The student will demonstrate an understanding of the nature and properties of various types of chemical solutions.

C-6.1. Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility.

C-6.2. Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances).

C-6.3. Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses).

C-6.4. Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass).

C-6.5. Summarize the properties of salts, acids, and bases.

C-6.6. Distinguish between strong and weak common acids and bases.

C-6.7. Represent common acids and bases by their names and formulas.

C-6.8. Use the hydronium or hydroxide ion concentration to determine the pH and pOH of aqueous solutions.

C-6.9. Explain how the use of a titration can determine the concentration of acid and base solutions.

C-6.10. Interpret solubility curves to determine saturation at different temperatures.

C-6.11. Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

C-6.12. Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution.

C-6.13. Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution.

C-6.14. Represent neutralization reactions and reactions between common acids and metals by using chemical equations.

C-6.15. Analyze the composition of a chemical sample by using gas chromatography.

SC.P-1. Physics: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

P-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

P-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

P-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

P-1.5. Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

P-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

P-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

P-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

P-1.9. Communicate and defend a scientific argument or conclusion.

P-1.10. Use appropriate safety procedures when conducting investigations.

SC.P-2. Physics: The student will demonstrate an understanding of the principles of force and motion and relationships between them.

P-2.1. Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.2. Apply formulas for velocity or speed and acceleration to one and two-dimensional problems.

P-2.3. Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs.

P-2.4. Interpret the resulting motion of objects by applying Newton's three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces.

P-2.5. Explain the factors that influence the dynamics of falling objects and projectiles.

P-2.6. Apply formulas for velocity and acceleration to solve problems related to projectile motion.

P-2.7. Use a free-body diagram to determine the net force and component forces acting upon an object.

P-2.8. Distinguish between static and kinetic friction and the factors that affect the motion of objects.

P-2.9. Explain how torque is affected by the magnitude, direction, and point of application of force.

P-2.10. Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

SC.P-3. Physics: The student will demonstrate an understanding of the conservation, transfer, and transformation of mechanical energy.

P-3.1. Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other.

P-3.2. Apply the law of conservation of energy to the transfer of mechanical energy through work.

P-3.3. Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency).

P-3.4. Explain, both conceptually and quantitatively, the factors that influence periodic motion.

P-3.5. Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems).

P-3.6. Compare elastic and inelastic collisions in terms of conservation laws.

SC.P-4. Physics: The student will demonstrate an understanding of the properties of electricity and magnetism and the relationships between them.

P-4.1. Recognize the characteristics of static charge and explain how a static charge is generated.

P-4.2. Use diagrams to illustrate an electric field (including point charges and electric field lines).

P-4.3. Summarize current, potential difference, and resistance in terms of electrons.

P-4.4. Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement.

P-4.5. Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm's law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit.

P-4.6. Differentiate between alternating current (AC) and direct current (DC) in electrical circuits.

P-4.7. Carry out calculations for electric power and electric energy for circuits.

P-4.8. Summarize the function of electrical safety components (including fuses, surge protectors, and breakers).

P-4.9. Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges.

P-4.10. Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each.

P-4.11. Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit.

SC.P-5. Physics: The student will demonstrate an understanding of the properties and behaviors of mechanical and electromagnetic waves.

P-5.1. Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

P-5.2. Compare the properties of electromagnetic and mechanical waves.

P-5.3. Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-5.4. Distinguish the different properties of waves across the range of the electromagnetic spectrum.

P-5.5. Illustrate the interaction of light waves with optical lenses and mirrors by using Snell's law and ray diagrams.

P-5.6. Summarize the operation of lasers and compare them to incandescent light.

SC.P-6. Physics: The student will demonstrate an understanding of the properties and behaviors of sound.

P-6.1. Summarize the production of sound and its speed and transmission through various media.

P-6.2. Explain how frequency and intensity affect the parts of the sonic spectrum.

P-6.3. Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard.

P-6.4. Compare intensity and loudness.

P-6.5. Apply formulas to determine the relative intensity of sound.

P-6.6. Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes.

P-6.7. Explain the relationship among frequency, fundamental tones, and harmonics in producing music.

P-6.8. Explain how musical instruments produce resonance and standing waves.

P-6.9. Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string.

SC.P-7. Physics: The student will demonstrate an understanding of the properties and behaviors of light and optics.

P-7.1. Explain the particulate nature of light as evidenced in the photoelectric effect.

P-7.2. Use the inverse square law to determine the change in intensity of light with distance.

P-7.3. Illustrate the polarization of light.

P-7.4. Summarize the operation of fiber optics in terms of total internal reflection.

P-7.5. Summarize image formation in microscopes and telescopes (including reflecting and refracting).

P-7.6. Summarize the production of continuous, emission, or absorption spectra.

P-7.7. Compare color by transmission to color by reflection.

P-7.8. Compare color mixing in pigments to color mixing in light.

P-7.9. Illustrate the diffraction and interference of light.

P-7.10. Identify the parts of the eye and explain their function in image formation.

SC.P-8. Physics: The student will demonstrate an understanding of nuclear physics and modern physics.

P-8.1. Compare the strong and weak nuclear forces in terms of their roles in radioactivity.

P-8.2. Compare the nuclear binding energy to the energy released during a nuclear reaction, given the atomic masses of the constituent particles.

P-8.3. Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4. Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-8.5. Interpret a representative nuclear decay series.

P-8.6. Explain the relationship between mass and energy that is represented in the equation E = mc2 according to Einstein's special theory of relativity.

P-8.7. Compare the value of time, length, and momentum in the reference frame of an object moving at relativistic velocity to those values measured in the reference frame of an observer by applying Einstein's special theory of relativity.

SC.P-9. Physics: The student will demonstrate an understanding of the principles of fluid mechanics.

P-9.1. Predict the behavior of fluids (including changing forces) in pneumatic and hydraulic systems.

P-9.2. Apply appropriate procedures to solve problems involving pressure, force, volume, and area.

P-9.3. Explain the factors that affect buoyancy.

P-9.4. Explain how the rate of flow of a fluid is affected by the size of the pipe, friction, and the viscosity of the fluid.

P-9.5. Explain how depth and fluid density affect pressure.

P-9.6. Apply fluid formulas to solve problems involving work and power.

P-9.7. Exemplify the relationship between velocity and pressure by using Bernoulli's principle.

SC.P-10. Physics: The student will demonstrate an understanding of the principles of thermodynamics.

P-10.1. Summarize the first and second laws of thermodynamics.

P-10.2. Explain the relationship among internal energy, heat, and work.

P-10.3. Exemplify the concept of entropy.

P-10.4. Explain thermal expansion in solids, liquids, and gases in terms of kinetic theory and the unique behavior of water.

P-10.5. Differentiate heat and temperature in terms of molecular motion.

P-10.6. Summarize the concepts involved in phase change.

P-10.7. Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

P-10.8. Summarize the functioning of heat transfer mechanisms (including engines and refrigeration systems).

SC.ES-1. Earth Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

ES-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

ES-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

ES-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

ES-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

ES-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

ES-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

ES-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

ES-1.9. Communicate and defend a scientific argument or conclusion.

ES-1.10. Use appropriate safety procedures when conducting investigations.

SC.ES-2. Earth Science: Astronomy: Students will demonstrate an understanding of the structure and properties of the universe.

ES-2.1. Summarize the properties of the solar system that support the theory of its formation along with the planets.

ES-2.2. Identify properties and features of the Moon that make it unique among other moons in the solar system.

ES-2.3. Summarize the evidence that supports the big bang theory and the expansion of the universe (including the red shift of light from distant galaxies and the cosmic background radiation).

ES-2.4. Explain the formation of elements that results from nuclear fusion occurring within stars or supernova explosions.

ES-2.5. Classify stars by using the Hertzsprung-Russell diagram.

ES-2.6. Compare the information obtained through the use of x-ray, radio, and visual (reflecting and refracting) telescopes.

ES-2.7. Summarize the life cycles of stars.

ES-2.8. Explain how gravity and motion affect the formation and shapes of galaxies (including the Milky Way).

ES-2.9. Explain how technology and computer modeling have increased our understanding of the universe.

SC.ES-3. Earth Science: Solid Earth; Students will demonstrate an understanding of the internal and external dynamics of solid Earth.

ES-3.1. Summarize theories and evidence of the origin and formation of Earth's systems by using the concepts of gravitational force and heat production.

ES-3.2. Explain the differentiation of the structure of Earth's layers into a core, mantle, and crust based on the production of internal heat from the decay of isotopes and the role of gravitational energy.

ES-3.3. Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.4. Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity, volcanic eruptions, and mountain building.

ES-3.5. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6. Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-3.7. Classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.

ES-3.8. Summarize the formation of ores and fossil fuels and the impact on the environment that the use of these fuels has had.

SC.ES-4. Earth Science: Earth's Atmosphere: The student will demonstrate an understanding of the dynamics of Earth's atmosphere.

ES-4.1. Summarize the thermal structures, the gaseous composition, and the location of the layers of Earth's atmosphere.

ES-4.2. Summarize the changes in Earth's atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).

ES-4.3. Summarize the cause and effects of convection within Earth's atmosphere.

ES-4.4. Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).

ES-4.5. Explain the relationship between the rotation of Earth and the pattern of wind belts.

ES-4.6. Summarize possible causes of and evidence for past and present global climate changes.

ES-4.7. Summarize the evidence for the likely impact of human activities on the atmosphere (including ozone holes, greenhouse gases, acid rain, and photochemical smog).

ES-4.8. Predict weather conditions and storms (including thunderstorms, hurricanes, and tornados) on the basis of the relationship among the movement of air masses, high and low pressure systems, and frontal boundaries.

SC.ES-5. Earth Science: Earth's Hydrosphere: The student will demonstrate an understanding of Earth's freshwater and ocean systems.

ES-5.1. Summarize the location, movement, and energy transfers involved in the movement of water on Earth's surface (including lakes, surface-water drainage basins [watersheds], freshwater wetlands, and groundwater zones).

ES-5.2. Illustrate the characteristics of the succession of river systems.

ES-5.3. Explain how karst topography develops as a result of groundwater processes.

ES-5.4. Compare the physical and chemical properties of seawater and freshwater.

ES-5.5. Explain the results of the interaction of the shore with waves and currents.

ES-5.6. Summarize the advantages and disadvantages of devices used to control and prevent coastal erosion and flooding.

ES-5.7. Explain the effects of the transfer of solar energy and geothermal energy on the oceans of Earth (including the circulation of ocean currents and chemosynthesis).

ES-5.8. Analyze environments to determine possible sources of water pollution (including industrial waste, agriculture, domestic waste, and transportation devices).

SC.ES-6. Earth Science: The Paleobiosphere: Students will demonstrate an understanding of the dynamic relationship between Earth's conditions over geologic time and the diversity of its organisms.

ES-6.1. Summarize the conditions of Earth that enable the planet to support life.

ES-6.2. Recall the divisions of the geologic time scale and illustrate the changes (in complexity and/or diversity) of organisms that have existed across these time units.

ES-6.3. Summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.

ES-6.4. Match dating methods (including index fossils, ordering of rock layers, and radiometric dating) with the most appropriate application for estimating geologic time.

ES-6.5. Infer explanations concerning the age of the universe and the age of Earth on the basis of scientific evidence.

SC.PS-1. Physical Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

PS-1.1. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.

PS-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

PS-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

PS-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

PS-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

PS-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

PS-1.8. Compare the processes of scientific investigation and technological design.

PS-1.9. Use appropriate safety procedures when conducting investigations.

SC.PS-2. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of the structure and properties of atoms.

PS-2.1. Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.2. Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.

PS-2.3. Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers.

PS-2.4. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.

PS-2.5. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level.

PS-2.6. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7. Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

SC.PS-3. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of various properties and classifications of matter.

PS-3.1. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.2. Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties.

PS-3.3. Illustrate the difference between a molecule and an atom.

PS-3.4. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-3.5. Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.

PS-3.6. Compare the properties of the four states of matter - solid, liquid, gas, and plasma - in terms of the arrangement and movement of particles.

PS-3.7. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.

PS-3.8. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, or pH paper, and litmus paper).

SC.PS-4. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds.

PS-4.1. Explain the role of bonding in achieving chemical stability.

PS-4.2. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.

PS-4.3. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.

PS-4.4. Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared.

PS-4.5. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula.

PS-4.6. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7. Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat - that is, exothermic or endothermic reactions).

PS-4.8. Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred.

PS-4.9. Apply a procedure to balance equations for a simple synthesis or decomposition reaction.

PS-4.10. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

PS-4.11. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.

SC.PS-5. Physical Science: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature of forces and motion.

PS-5.1. Explain the relationship among distance, time, direction, and the velocity of an object.

PS-5.2. Use the formula v = d/t to solve problems related to average speed or velocity.

PS-5.3. Explain how changes in velocity and time affect the acceleration of an object.

PS-5.4. Use the formula a = (vf-vi)/t to determine the acceleration of an object.

PS-5.5. Explain how acceleration due to gravity affects the velocity of an object as it falls.

PS-5.6. Represent the linear motion of objects on distance-time graphs.

PS-5.7. Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces.

PS-5.8. Use the formula F = ma to solve problems related to force.

PS-5.9. Explain the relationship between mass and weight by using the formula FW = mag.

PS-5.10. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

SC.PS-6. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature, conservation, and transformation of energy.

PS-6.1. Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).

PS-6.2. Explain the factors that determine potential and kinetic energy and the transformation of one to the other.

PS-6.3. Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object.

PS-6.4. Use the formula W = Fd to solve problems related to work done on an object.

PS-6.5. Explain how objects can acquire a static electric charge through friction, induction, and conduction.

PS-6.6. Explain the relationships among voltage, resistance, and current in Ohm's law.

PS-6.7. Use the formula V = IR to solve problems related to electric circuits.

PS-6.8. Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source.

PS-6.9. Compare the functioning of simple series and parallel electrical circuits.

PS-6.10. Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow.

PS-6.11. Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators.

SC.PS-7. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves.

PS-7.1. Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2. Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3. Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

PS-7.4. Use the formulas v = f and v = d/t to solve problems related to the velocity of waves.

PS-7.5. Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium).

PS-7.6. Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

PS-7.7. Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

SC.B-1. Biology: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1.1. Generate hypotheses based on credible, accurate, and relevant sources of scientific information.

B-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

B-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

B-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

B-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

B-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

B-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

B-1.8. Compare the processes of scientific investigation and technological design.

B-1.9. Use appropriate safety procedures when conducting investigations.

SC.B-2. Biology: The student will demonstrate an understanding of the structure and function of cells and their organelles.

B-2.1. Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).

B-2.2. Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3. Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.4. Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).

B-2.5. Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.

B-2.6. Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-2.7. Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.

B-2.8. Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).

SC.B-3. Biology: The student will demonstrate an understanding of the flow of energy within and between living systems.

B-3.1. Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.

B-3.2. Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.

B-3.3. Recognize the overall structure of adenosine triphosphate (ATP) - namely, adenine, the sugar ribose, and three phosphate groups - and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-3.4. Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values.

B-3.5. Summarize the functions of proteins, carbohydrates, and fats in the human body.

B-3.6. Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).

SC.B-4. Biology: The student will demonstrate an understanding of the molecular basis of heredity.

B-4.1. Compare DNA and RNA in terms of structure, nucleotides, and base pairs.

B-4.2. Summarize the relationship among DNA, genes, and chromosomes.

B-4.3. Explain how DNA functions as the code of life and the blueprint for proteins.

B-4.4. Summarize the basic processes involved in protein synthesis (including transcription and translation).

B-4.5. Summarize the characteristics of the phases of meiosis I and II.

B-4.6. Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance).

B-4.7. Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel's principles of genetics.

B-4.8. Compare the consequences of mutations in body cells with those in gametes.

B-4.9. Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.

SC.B-5. Biology: The student will demonstrate an understanding of biological evolution and the diversity of life.

B-5.1. Summarize the process of natural selection.

B-5.2. Explain how genetic processes result in the continuity of life-forms over time.

B-5.3. Explain how diversity within a species increases the chances of its survival.

B-5.4. Explain how genetic variability and environmental factors lead to biological evolution.

B-5.5. Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-5.6 . Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

B-5.7. Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.

SC.B-6. Biology: The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.

B-6.1. Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2. Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

B-6.3. Illustrate the processes of succession in ecosystems.

B-6.4. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water).

B-6.5. Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients).

B-6.6. Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth.

SC.C-1. Chemistry: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1.1. Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement.

C-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

C-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

C-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

C-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

C-1.6. Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are.

C-1.7. Evaluate a technological design or product on the basis of designated criteria.

C-1.8. Use appropriate safety procedures when conducting investigations.

SC.C-2. Chemistry: Students will demonstrate an understanding of atomic structure and nuclear processes.

C-2.1. Illustrate electron configurations by using orbital notation for representative elements.

C-2.2. Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size).

C-2.3. Summarize the periodic table's property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity).

C-2.4. Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released).

C-2.5. Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-2.6. Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal.

C-2.7. Apply the predictable rate of nuclear decay (half-life) to determine the age of materials.

C-2.8. Analyze a decay series chart to determine the products of successive nuclear reactions and write nuclear equations for disintegration of specified nuclides.

C-2.9. Use the equation E = mc2 to determine the amount of energy released during nuclear reactions.

SC.C-3. Chemistry: The student will demonstrate an understanding of the structures and classifications of chemical compounds.

C-3.1. Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers.

C-3.2. Interpret the names and formulas for ionic and covalent compounds.

C-3.3. Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape).

C-3.4. Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures.

C-3.5. Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings).

C-3.6. Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches).

C-3.7. Classify organic compounds in terms of their functional group.

C-3.8. Explain the effect of electronegativity and ionization energy on the type of bonding in a molecule.

C-3.9. Classify polymerization reactions as addition or condensation.

C-3.10. Classify organic reactions as addition, elimination, or condensation.

SC.C-4. Chemistry: The student will demonstrate an understanding of the types, the causes, and the effects of chemical reactions.

C-4.1. Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions.

C-4.2. Predict the products of acid-base neutralization and combustion reactions.

C-4.3. Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-4.4. Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships.

C-4.5. Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions.

C-4.6. Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates.

C-4.7. Summarize the oxidation and reduction processes (including oxidizing and reducing agents).

C-4.8. Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis).

C-4.9. Summarize the concept of chemical equilibrium and Le Chatelier's principle.

C-4.10. Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates.

SC.C-5. Chemistry: The student will demonstrate an understanding of the structure and behavior of the different phases of matter.

C-5.1. Explain the effects of the intermolecular forces on the different phases of matter.

C-5.2. Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model.

C-5.3. Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles's law, Boyle's law, and the combined gas law).

C-5.4. Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure).

C-5.5. Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas for temperature change and phase change to solve calorimetry problems).

C-5.6. Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction.

C-5.7. Apply the ideal gas law (pV = nRT) to solve problems.

C-5.8. Analyze a product for purity by following the appropriate assay procedures.

C-5.9. Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures.

SC.C-6. Chemistry: The student will demonstrate an understanding of the nature and properties of various types of chemical solutions.

C-6.1. Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility.

C-6.2. Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances).

C-6.3. Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses).

C-6.4. Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass).

C-6.5. Summarize the properties of salts, acids, and bases.

C-6.6. Distinguish between strong and weak common acids and bases.

C-6.7. Represent common acids and bases by their names and formulas.

C-6.8. Use the hydronium or hydroxide ion concentration to determine the pH and pOH of aqueous solutions.

C-6.9. Explain how the use of a titration can determine the concentration of acid and base solutions.

C-6.10. Interpret solubility curves to determine saturation at different temperatures.

C-6.11. Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

C-6.12. Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution.

C-6.13. Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution.

C-6.14. Represent neutralization reactions and reactions between common acids and metals by using chemical equations.

C-6.15. Analyze the composition of a chemical sample by using gas chromatography.

SC.P-1. Physics: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

P-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

P-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

P-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

P-1.5. Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

P-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

P-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

P-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

P-1.9. Communicate and defend a scientific argument or conclusion.

P-1.10. Use appropriate safety procedures when conducting investigations.

SC.P-2. Physics: The student will demonstrate an understanding of the principles of force and motion and relationships between them.

P-2.1. Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.2. Apply formulas for velocity or speed and acceleration to one and two-dimensional problems.

P-2.3. Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs.

P-2.4. Interpret the resulting motion of objects by applying Newton's three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces.

P-2.5. Explain the factors that influence the dynamics of falling objects and projectiles.

P-2.6. Apply formulas for velocity and acceleration to solve problems related to projectile motion.

P-2.7. Use a free-body diagram to determine the net force and component forces acting upon an object.

P-2.8. Distinguish between static and kinetic friction and the factors that affect the motion of objects.

P-2.9. Explain how torque is affected by the magnitude, direction, and point of application of force.

P-2.10. Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

SC.P-3. Physics: The student will demonstrate an understanding of the conservation, transfer, and transformation of mechanical energy.

P-3.1. Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other.

P-3.2. Apply the law of conservation of energy to the transfer of mechanical energy through work.

P-3.3. Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency).

P-3.4. Explain, both conceptually and quantitatively, the factors that influence periodic motion.

P-3.5. Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems).

P-3.6. Compare elastic and inelastic collisions in terms of conservation laws.

SC.P-4. Physics: The student will demonstrate an understanding of the properties of electricity and magnetism and the relationships between them.

P-4.1. Recognize the characteristics of static charge and explain how a static charge is generated.

P-4.2. Use diagrams to illustrate an electric field (including point charges and electric field lines).

P-4.3. Summarize current, potential difference, and resistance in terms of electrons.

P-4.4. Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement.

P-4.5. Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm's law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit.

P-4.6. Differentiate between alternating current (AC) and direct current (DC) in electrical circuits.

P-4.7. Carry out calculations for electric power and electric energy for circuits.

P-4.8. Summarize the function of electrical safety components (including fuses, surge protectors, and breakers).

P-4.9. Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges.

P-4.10. Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each.

P-4.11. Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit.

SC.P-5. Physics: The student will demonstrate an understanding of the properties and behaviors of mechanical and electromagnetic waves.

P-5.1. Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

P-5.2. Compare the properties of electromagnetic and mechanical waves.

P-5.3. Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-5.4. Distinguish the different properties of waves across the range of the electromagnetic spectrum.

P-5.5. Illustrate the interaction of light waves with optical lenses and mirrors by using Snell's law and ray diagrams.

P-5.6. Summarize the operation of lasers and compare them to incandescent light.

SC.P-6. Physics: The student will demonstrate an understanding of the properties and behaviors of sound.

P-6.1. Summarize the production of sound and its speed and transmission through various media.

P-6.2. Explain how frequency and intensity affect the parts of the sonic spectrum.

P-6.3. Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard.

P-6.4. Compare intensity and loudness.

P-6.5. Apply formulas to determine the relative intensity of sound.

P-6.6. Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes.

P-6.7. Explain the relationship among frequency, fundamental tones, and harmonics in producing music.

P-6.8. Explain how musical instruments produce resonance and standing waves.

P-6.9. Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string.

SC.P-7. Physics: The student will demonstrate an understanding of the properties and behaviors of light and optics.

P-7.1. Explain the particulate nature of light as evidenced in the photoelectric effect.

P-7.2. Use the inverse square law to determine the change in intensity of light with distance.

P-7.3. Illustrate the polarization of light.

P-7.4. Summarize the operation of fiber optics in terms of total internal reflection.

P-7.5. Summarize image formation in microscopes and telescopes (including reflecting and refracting).

P-7.6. Summarize the production of continuous, emission, or absorption spectra.

P-7.7. Compare color by transmission to color by reflection.

P-7.8. Compare color mixing in pigments to color mixing in light.

P-7.9. Illustrate the diffraction and interference of light.

P-7.10. Identify the parts of the eye and explain their function in image formation.

SC.P-8. Physics: The student will demonstrate an understanding of nuclear physics and modern physics.

P-8.1. Compare the strong and weak nuclear forces in terms of their roles in radioactivity.

P-8.2. Compare the nuclear binding energy to the energy released during a nuclear reaction, given the atomic masses of the constituent particles.

P-8.3. Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4. Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-8.5. Interpret a representative nuclear decay series.

P-8.6. Explain the relationship between mass and energy that is represented in the equation E = mc2 according to Einstein's special theory of relativity.

P-8.7. Compare the value of time, length, and momentum in the reference frame of an object moving at relativistic velocity to those values measured in the reference frame of an observer by applying Einstein's special theory of relativity.

SC.P-9. Physics: The student will demonstrate an understanding of the principles of fluid mechanics.

P-9.1. Predict the behavior of fluids (including changing forces) in pneumatic and hydraulic systems.

P-9.2. Apply appropriate procedures to solve problems involving pressure, force, volume, and area.

P-9.3. Explain the factors that affect buoyancy.

P-9.4. Explain how the rate of flow of a fluid is affected by the size of the pipe, friction, and the viscosity of the fluid.

P-9.5. Explain how depth and fluid density affect pressure.

P-9.6. Apply fluid formulas to solve problems involving work and power.

P-9.7. Exemplify the relationship between velocity and pressure by using Bernoulli's principle.

SC.P-10. Physics: The student will demonstrate an understanding of the principles of thermodynamics.

P-10.1. Summarize the first and second laws of thermodynamics.

P-10.2. Explain the relationship among internal energy, heat, and work.

P-10.3. Exemplify the concept of entropy.

P-10.4. Explain thermal expansion in solids, liquids, and gases in terms of kinetic theory and the unique behavior of water.

P-10.5. Differentiate heat and temperature in terms of molecular motion.

P-10.6. Summarize the concepts involved in phase change.

P-10.7. Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

P-10.8. Summarize the functioning of heat transfer mechanisms (including engines and refrigeration systems).

SC.ES-1. Earth Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

ES-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

ES-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

ES-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

ES-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

ES-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

ES-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

ES-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

ES-1.9. Communicate and defend a scientific argument or conclusion.

ES-1.10. Use appropriate safety procedures when conducting investigations.

SC.ES-2. Earth Science: Astronomy: Students will demonstrate an understanding of the structure and properties of the universe.

ES-2.1. Summarize the properties of the solar system that support the theory of its formation along with the planets.

ES-2.2. Identify properties and features of the Moon that make it unique among other moons in the solar system.

ES-2.3. Summarize the evidence that supports the big bang theory and the expansion of the universe (including the red shift of light from distant galaxies and the cosmic background radiation).

ES-2.4. Explain the formation of elements that results from nuclear fusion occurring within stars or supernova explosions.

ES-2.5. Classify stars by using the Hertzsprung-Russell diagram.

ES-2.6. Compare the information obtained through the use of x-ray, radio, and visual (reflecting and refracting) telescopes.

ES-2.7. Summarize the life cycles of stars.

ES-2.8. Explain how gravity and motion affect the formation and shapes of galaxies (including the Milky Way).

ES-2.9. Explain how technology and computer modeling have increased our understanding of the universe.

SC.ES-3. Earth Science: Solid Earth; Students will demonstrate an understanding of the internal and external dynamics of solid Earth.

ES-3.1. Summarize theories and evidence of the origin and formation of Earth's systems by using the concepts of gravitational force and heat production.

ES-3.2. Explain the differentiation of the structure of Earth's layers into a core, mantle, and crust based on the production of internal heat from the decay of isotopes and the role of gravitational energy.

ES-3.3. Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.4. Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity, volcanic eruptions, and mountain building.

ES-3.5. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6. Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-3.7. Classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.

ES-3.8. Summarize the formation of ores and fossil fuels and the impact on the environment that the use of these fuels has had.

SC.ES-4. Earth Science: Earth's Atmosphere: The student will demonstrate an understanding of the dynamics of Earth's atmosphere.

ES-4.1. Summarize the thermal structures, the gaseous composition, and the location of the layers of Earth's atmosphere.

ES-4.2. Summarize the changes in Earth's atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).

ES-4.3. Summarize the cause and effects of convection within Earth's atmosphere.

ES-4.4. Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).

ES-4.5. Explain the relationship between the rotation of Earth and the pattern of wind belts.

ES-4.6. Summarize possible causes of and evidence for past and present global climate changes.

ES-4.7. Summarize the evidence for the likely impact of human activities on the atmosphere (including ozone holes, greenhouse gases, acid rain, and photochemical smog).

ES-4.8. Predict weather conditions and storms (including thunderstorms, hurricanes, and tornados) on the basis of the relationship among the movement of air masses, high and low pressure systems, and frontal boundaries.

SC.ES-5. Earth Science: Earth's Hydrosphere: The student will demonstrate an understanding of Earth's freshwater and ocean systems.

ES-5.1. Summarize the location, movement, and energy transfers involved in the movement of water on Earth's surface (including lakes, surface-water drainage basins [watersheds], freshwater wetlands, and groundwater zones).

ES-5.2. Illustrate the characteristics of the succession of river systems.

ES-5.3. Explain how karst topography develops as a result of groundwater processes.

ES-5.4. Compare the physical and chemical properties of seawater and freshwater.

ES-5.5. Explain the results of the interaction of the shore with waves and currents.

ES-5.6. Summarize the advantages and disadvantages of devices used to control and prevent coastal erosion and flooding.

ES-5.7. Explain the effects of the transfer of solar energy and geothermal energy on the oceans of Earth (including the circulation of ocean currents and chemosynthesis).

ES-5.8. Analyze environments to determine possible sources of water pollution (including industrial waste, agriculture, domestic waste, and transportation devices).

SC.ES-6. Earth Science: The Paleobiosphere: Students will demonstrate an understanding of the dynamic relationship between Earth's conditions over geologic time and the diversity of its organisms.

ES-6.1. Summarize the conditions of Earth that enable the planet to support life.

ES-6.2. Recall the divisions of the geologic time scale and illustrate the changes (in complexity and/or diversity) of organisms that have existed across these time units.

ES-6.3. Summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.

ES-6.4. Match dating methods (including index fossils, ordering of rock layers, and radiometric dating) with the most appropriate application for estimating geologic time.

ES-6.5. Infer explanations concerning the age of the universe and the age of Earth on the basis of scientific evidence.

SC.PS-1. Physical Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

PS-1.1. Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.

PS-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

PS-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

PS-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

PS-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and dimensional analysis), graphs, models, and/or technology.

PS-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

PS-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

PS-1.8. Compare the processes of scientific investigation and technological design.

PS-1.9. Use appropriate safety procedures when conducting investigations.

SC.PS-2. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of the structure and properties of atoms.

PS-2.1. Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).

PS-2.2. Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.

PS-2.3. Explain the trends of the periodic table based on the elements' valence electrons and atomic numbers.

PS-2.4. Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.

PS-2.5. Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy level.

PS-2.6. Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy).

PS-2.7. Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have.

SC.PS-3. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of various properties and classifications of matter.

PS-3.1. Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).

PS-3.2. Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties.

PS-3.3. Illustrate the difference between a molecule and an atom.

PS-3.4. Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or heterogeneous) on the basis of its structure and/or composition.

PS-3.5. Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.

PS-3.6. Compare the properties of the four states of matter - solid, liquid, gas, and plasma - in terms of the arrangement and movement of particles.

PS-3.7. Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.

PS-3.8. Classify various solutions as acids or bases according to their physical properties, chemical properties (including neutralization and reaction with metals), generalized formulas, and pH (using pH meters, or pH paper, and litmus paper).

SC.PS-4. Physical Science: Chemistry: Structure and Properties of Matter: The student will demonstrate an understanding of chemical reactions and the classifications, structures, and properties of chemical compounds.

PS-4.1. Explain the role of bonding in achieving chemical stability.

PS-4.2. Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.

PS-4.3. Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.

PS-4.4. Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether their outer electrons are transferred or shared.

PS-4.5. Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio in a chemical formula.

PS-4.6. Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes (including changes in size, shape, color, and/or phase).

PS-4.7. Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the form of heat - that is, exothermic or endothermic reactions).

PS-4.8. Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color, and/or odor) that a chemical reaction has occurred.

PS-4.9. Apply a procedure to balance equations for a simple synthesis or decomposition reaction.

PS-4.10. Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not balanced.

PS-4.11. Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.

SC.PS-5. Physical Science: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature of forces and motion.

PS-5.1. Explain the relationship among distance, time, direction, and the velocity of an object.

PS-5.2. Use the formula v = d/t to solve problems related to average speed or velocity.

PS-5.3. Explain how changes in velocity and time affect the acceleration of an object.

PS-5.4. Use the formula a = (vf-vi)/t to determine the acceleration of an object.

PS-5.5. Explain how acceleration due to gravity affects the velocity of an object as it falls.

PS-5.6. Represent the linear motion of objects on distance-time graphs.

PS-5.7. Explain the motion of objects on the basis of Newton's three laws of motion: inertia; the relationship among force, mass, and acceleration; and action and reaction forces.

PS-5.8. Use the formula F = ma to solve problems related to force.

PS-5.9. Explain the relationship between mass and weight by using the formula FW = mag.

PS-5.10. Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them.

SC.PS-6. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature, conservation, and transformation of energy.

PS-6.1. Explain how the law of conservation of energy applies to the transformation of various forms of energy (including mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).

PS-6.2. Explain the factors that determine potential and kinetic energy and the transformation of one to the other.

PS-6.3. Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the energy transferred to the object.

PS-6.4. Use the formula W = Fd to solve problems related to work done on an object.

PS-6.5. Explain how objects can acquire a static electric charge through friction, induction, and conduction.

PS-6.6. Explain the relationships among voltage, resistance, and current in Ohm's law.

PS-6.7. Use the formula V = IR to solve problems related to electric circuits.

PS-6.8. Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source.

PS-6.9. Compare the functioning of simple series and parallel electrical circuits.

PS-6.10. Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of current flow.

PS-6.11. Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators.

SC.PS-7. Physical Science: Physics: The Interactions of Matter and Energy: The student will demonstrate an understanding of the nature and properties of mechanical and electromagnetic waves.

PS-7.1. Illustrate ways that the energy of waves is transferred by interaction with matter (including transverse and longitudinal/compressional waves).

PS-7.2. Compare the nature and properties of transverse and longitudinal/compressional mechanical waves.

PS-7.3. Summarize characteristics of waves (including displacement, frequency, period, amplitude, wavelength, and velocity as well as the relationships among these characteristics).

PS-7.4. Use the formulas v = f and v = d/t to solve problems related to the velocity of waves.

PS-7.5. Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths, frequency, energy, and propagation without a medium).

PS-7.6. Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves.

PS-7.7. Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound.

SC.B-1. Biology: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

B-1.1. Generate hypotheses based on credible, accurate, and relevant sources of scientific information.

B-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

B-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

B-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

B-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.

B-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

B-1.7. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

B-1.8. Compare the processes of scientific investigation and technological design.

B-1.9. Use appropriate safety procedures when conducting investigations.

SC.B-2. Biology: The student will demonstrate an understanding of the structure and function of cells and their organelles.

B-2.1. Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the basic units of structure and function in living things; and all presently existing cells arose from previously existing cells).

B-2.2. Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus, mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum [ER], Golgi apparatus, cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).

B-2.3. Compare the structures and organelles of prokaryotic and eukaryotic cells.

B-2.4. Explain the process of cell differentiation as the basis for the hierarchical organization of organisms (including cells, tissues, organs, and organ systems).

B-2.5. Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.

B-2.6. Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.

B-2.7. Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment, and recognize the consequences of uncontrolled cell division.

B-2.8. Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of enzymes as catalysts).

SC.B-3. Biology: The student will demonstrate an understanding of the flow of energy within and between living systems.

B-3.1. Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.

B-3.2. Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.

B-3.3. Recognize the overall structure of adenosine triphosphate (ATP) - namely, adenine, the sugar ribose, and three phosphate groups - and summarize its function (including the ATP-ADP [adenosine diphosphate] cycle).

B-3.4. Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are related to their relative caloric values.

B-3.5. Summarize the functions of proteins, carbohydrates, and fats in the human body.

B-3.6. Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids, number pyramids, and biomass pyramids).

SC.B-4. Biology: The student will demonstrate an understanding of the molecular basis of heredity.

B-4.1. Compare DNA and RNA in terms of structure, nucleotides, and base pairs.

B-4.2. Summarize the relationship among DNA, genes, and chromosomes.

B-4.3. Explain how DNA functions as the code of life and the blueprint for proteins.

B-4.4. Summarize the basic processes involved in protein synthesis (including transcription and translation).

B-4.5. Summarize the characteristics of the phases of meiosis I and II.

B-4.6. Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent assortment, and dominance).

B-4.7. Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel's principles of genetics.

B-4.8. Compare the consequences of mutations in body cells with those in gametes.

B-4.9. Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.

SC.B-5. Biology: The student will demonstrate an understanding of biological evolution and the diversity of life.

B-5.1. Summarize the process of natural selection.

B-5.2. Explain how genetic processes result in the continuity of life-forms over time.

B-5.3. Explain how diversity within a species increases the chances of its survival.

B-5.4. Explain how genetic variability and environmental factors lead to biological evolution.

B-5.5. Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

B-5.6 . Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

B-5.7. Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.

SC.B-6. Biology: The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.

B-6.1. Explain how the interrelationships among organisms (including predation, competition, parasitism, mutualism, and commensalism) generate stability within ecosystems.

B-6.2. Explain how populations are affected by limiting factors (including density-dependent, density-independent, abiotic, and biotic factors).

B-6.3. Illustrate the processes of succession in ecosystems.

B-6.4. Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and water).

B-6.5. Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and recycling nutrients).

B-6.6. Explain how human activities (including population growth, technology, and consumption of resources) affect the physical and chemical cycles and processes of Earth.

SC.C-1. Chemistry: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

C-1.1. Apply established rules for significant digits, both in reading a scientific instrument and in calculating a derived quantity from measurement.

C-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

C-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

C-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

C-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas, scientific notation, and dimensional analysis), graphs, models, and/or technology.

C-1.6. Evaluate the results of a scientific investigation in terms of whether they verify or refute the hypothesis and what the possible sources of error are.

C-1.7. Evaluate a technological design or product on the basis of designated criteria.

C-1.8. Use appropriate safety procedures when conducting investigations.

SC.C-2. Chemistry: Students will demonstrate an understanding of atomic structure and nuclear processes.

C-2.1. Illustrate electron configurations by using orbital notation for representative elements.

C-2.2. Summarize atomic properties (including electron configuration, ionization energy, electron affinity, atomic size, and ionic size).

C-2.3. Summarize the periodic table's property trends (including electron configuration, ionization energy, electron affinity, atomic size, ionic size, and reactivity).

C-2.4. Compare the nuclear reactions of fission and fusion to chemical reactions (including the parts of the atom involved and the relative amounts of energy released).

C-2.5. Compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and the release of these particles from the nucleus.

C-2.6. Explain the concept of half-life, its use in determining the age of materials, and its significance to nuclear waste disposal.

C-2.7. Apply the predictable rate of nuclear decay (half-life) to determine the age of materials.

C-2.8. Analyze a decay series chart to determine the products of successive nuclear reactions and write nuclear equations for disintegration of specified nuclides.

C-2.9. Use the equation E = mc2 to determine the amount of energy released during nuclear reactions.

SC.C-3. Chemistry: The student will demonstrate an understanding of the structures and classifications of chemical compounds.

C-3.1. Predict the type of bonding (ionic or covalent) and the shape of simple compounds by using Lewis dot structures and oxidation numbers.

C-3.2. Interpret the names and formulas for ionic and covalent compounds.

C-3.3. Explain how the types of intermolecular forces present in a compound affect the physical properties of compounds (including polarity and molecular shape).

C-3.4. Explain the unique bonding characteristics of carbon that have resulted in the formation of a large variety of organic structures.

C-3.5. Illustrate the structural formulas and names of simple hydrocarbons (including alkanes and their isomers and benzene rings).

C-3.6. Identify the basic structure of common polymers (including proteins, nucleic acids, plastics, and starches).

C-3.7. Classify organic compounds in terms of their functional group.

C-3.8. Explain the effect of electronegativity and ionization energy on the type of bonding in a molecule.

C-3.9. Classify polymerization reactions as addition or condensation.

C-3.10. Classify organic reactions as addition, elimination, or condensation.

SC.C-4. Chemistry: The student will demonstrate an understanding of the types, the causes, and the effects of chemical reactions.

C-4.1. Analyze and balance equations for simple synthesis, decomposition, single replacement, double replacement, and combustion reactions.

C-4.2. Predict the products of acid-base neutralization and combustion reactions.

C-4.3. Analyze the energy changes (endothermic or exothermic) associated with chemical reactions.

C-4.4. Apply the concept of moles to determine the number of particles of a substance in a chemical reaction, the percent composition of a representative compound, the mass proportions, and the mole-mass relationships.

C-4.5. Predict the percent yield, the mass of excess, and the limiting reagent in chemical reactions.

C-4.6. Explain the role of activation energy and the effects of temperature, particle size, stirring, concentration, and catalysts in reaction rates.

C-4.7. Summarize the oxidation and reduction processes (including oxidizing and reducing agents).

C-4.8. Illustrate the uses of electrochemistry (including electrolytic cells, voltaic cells, and the production of metals from ore by electrolysis).

C-4.9. Summarize the concept of chemical equilibrium and Le Chatelier's principle.

C-4.10. Explain the role of collision frequency, the energy of collisions, and the orientation of molecules in reaction rates.

SC.C-5. Chemistry: The student will demonstrate an understanding of the structure and behavior of the different phases of matter.

C-5.1. Explain the effects of the intermolecular forces on the different phases of matter.

C-5.2. Explain the behaviors of gas; the relationship among pressure, volume, and temperature; and the significance of the Kelvin (absolute temperature) scale, using the kinetic-molecular theory as a model.

C-5.3. Apply the gas laws to problems concerning changes in pressure, volume, or temperature (including Charles's law, Boyle's law, and the combined gas law).

C-5.4. Illustrate and interpret heating and cooling curves (including how boiling and melting points can be identified and how boiling points vary with changes in pressure).

C-5.5. Analyze the energy changes involved in calorimetry by using the law of conservation of energy as it applies to temperature, heat, and phase changes (including the use of the formulas for temperature change and phase change to solve calorimetry problems).

C-5.6. Use density to determine the mass, volume, or number of particles of a gas in a chemical reaction.

C-5.7. Apply the ideal gas law (pV = nRT) to solve problems.

C-5.8. Analyze a product for purity by following the appropriate assay procedures.

C-5.9. Analyze a chemical process to account for the weight of all reagents and solvents by following the appropriate material balance procedures.

SC.C-6. Chemistry: The student will demonstrate an understanding of the nature and properties of various types of chemical solutions.

C-6.1. Summarize the process by which solutes dissolve in solvents, the dynamic equilibrium that occurs in saturated solutions, and the effects of varying pressure and temperature on solubility.

C-6.2. Compare solubility of various substances in different solvents (including polar and nonpolar solvents and organic and inorganic substances).

C-6.3. Illustrate the colligative properties of solutions (including freezing point depression and boiling point elevation and their practical uses).

C-6.4. Carry out calculations to find the concentration of solutions in terms of molarity and percent weight (mass).

C-6.5. Summarize the properties of salts, acids, and bases.

C-6.6. Distinguish between strong and weak common acids and bases.

C-6.7. Represent common acids and bases by their names and formulas.

C-6.8. Use the hydronium or hydroxide ion concentration to determine the pH and pOH of aqueous solutions.

C-6.9. Explain how the use of a titration can determine the concentration of acid and base solutions.

C-6.10. Interpret solubility curves to determine saturation at different temperatures.

C-6.11. Use a variety of procedures for separating mixtures (including distillation, crystallization filtration, paper chromatography, and centrifuge).

C-6.12. Use solubility rules to write net ionic equations for precipitation reactions in aqueous solution.

C-6.13. Use the calculated molality of a solution to calculate the freezing point depression and the boiling point elevation of a solution.

C-6.14. Represent neutralization reactions and reactions between common acids and metals by using chemical equations.

C-6.15. Analyze the composition of a chemical sample by using gas chromatography.

SC.P-1. Physics: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

P-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

P-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

P-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

P-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

P-1.5. Organize and interpret the data from a controlled scientific investigation by using (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

P-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

P-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

P-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

P-1.9. Communicate and defend a scientific argument or conclusion.

P-1.10. Use appropriate safety procedures when conducting investigations.

SC.P-2. Physics: The student will demonstrate an understanding of the principles of force and motion and relationships between them.

P-2.1. Represent vector quantities (including displacement, velocity, acceleration, and force) and use vector addition.

P-2.2. Apply formulas for velocity or speed and acceleration to one and two-dimensional problems.

P-2.3. Interpret the velocity or speed and acceleration of one and two-dimensional motion on distance-time, velocity-time or speed-time, and acceleration-time graphs.

P-2.4. Interpret the resulting motion of objects by applying Newton's three laws of motion: inertia; the relationship among net force, mass, and acceleration (using F = ma); and action and reaction forces.

P-2.5. Explain the factors that influence the dynamics of falling objects and projectiles.

P-2.6. Apply formulas for velocity and acceleration to solve problems related to projectile motion.

P-2.7. Use a free-body diagram to determine the net force and component forces acting upon an object.

P-2.8. Distinguish between static and kinetic friction and the factors that affect the motion of objects.

P-2.9. Explain how torque is affected by the magnitude, direction, and point of application of force.

P-2.10. Explain the relationships among speed, velocity, acceleration, and force in rotational systems.

SC.P-3. Physics: The student will demonstrate an understanding of the conservation, transfer, and transformation of mechanical energy.

P-3.1. Apply energy formulas to determine potential and kinetic energy and explain the transformation from one to the other.

P-3.2. Apply the law of conservation of energy to the transfer of mechanical energy through work.

P-3.3. Explain, both conceptually and quantitatively, how energy can transfer from one system to another (including work, power, and efficiency).

P-3.4. Explain, both conceptually and quantitatively, the factors that influence periodic motion.

P-3.5. Explain the factors involved in producing a change in momentum (including impulse and the law of conservation of momentum in both linear and rotary systems).

P-3.6. Compare elastic and inelastic collisions in terms of conservation laws.

SC.P-4. Physics: The student will demonstrate an understanding of the properties of electricity and magnetism and the relationships between them.

P-4.1. Recognize the characteristics of static charge and explain how a static charge is generated.

P-4.2. Use diagrams to illustrate an electric field (including point charges and electric field lines).

P-4.3. Summarize current, potential difference, and resistance in terms of electrons.

P-4.4. Compare how current, voltage, and resistance are measured in a series and in a parallel electric circuit and identify the appropriate units of measurement.

P-4.5. Analyze the relationships among voltage, resistance, and current in a complex circuit by using Ohm's law to calculate voltage, resistance, and current at each resistor, any branch, and the overall circuit.

P-4.6. Differentiate between alternating current (AC) and direct current (DC) in electrical circuits.

P-4.7. Carry out calculations for electric power and electric energy for circuits.

P-4.8. Summarize the function of electrical safety components (including fuses, surge protectors, and breakers).

P-4.9. Explain the effects of magnetic forces on the production of electrical currents and on current carrying wires and moving charges.

P-4.10. Distinguish between the function of motors and generators on the basis of the use of electricity and magnetism by each.

P-4.11. Predict the cost of operating an electrical device by determining the amount of electrical power and electrical energy in the circuit.

SC.P-5. Physics: The student will demonstrate an understanding of the properties and behaviors of mechanical and electromagnetic waves.

P-5.1. Analyze the relationships among the properties of waves (including energy, frequency, amplitude, wavelength, period, phase, and speed).

P-5.2. Compare the properties of electromagnetic and mechanical waves.

P-5.3. Analyze wave behaviors (including reflection, refraction, diffraction, and constructive and destructive interference).

P-5.4. Distinguish the different properties of waves across the range of the electromagnetic spectrum.

P-5.5. Illustrate the interaction of light waves with optical lenses and mirrors by using Snell's law and ray diagrams.

P-5.6. Summarize the operation of lasers and compare them to incandescent light.

SC.P-6. Physics: The student will demonstrate an understanding of the properties and behaviors of sound.

P-6.1. Summarize the production of sound and its speed and transmission through various media.

P-6.2. Explain how frequency and intensity affect the parts of the sonic spectrum.

P-6.3. Explain pitch, loudness, and tonal quality in terms of wave characteristics that determine what is heard.

P-6.4. Compare intensity and loudness.

P-6.5. Apply formulas to determine the relative intensity of sound.

P-6.6. Apply formulas in order to solve for resonant wavelengths in problems involving open and closed tubes.

P-6.7. Explain the relationship among frequency, fundamental tones, and harmonics in producing music.

P-6.8. Explain how musical instruments produce resonance and standing waves.

P-6.9. Explain how the variables of length, width, tension, and density affect the resonant frequency, harmonics, and pitch of a vibrating string.

SC.P-7. Physics: The student will demonstrate an understanding of the properties and behaviors of light and optics.

P-7.1. Explain the particulate nature of light as evidenced in the photoelectric effect.

P-7.2. Use the inverse square law to determine the change in intensity of light with distance.

P-7.3. Illustrate the polarization of light.

P-7.4. Summarize the operation of fiber optics in terms of total internal reflection.

P-7.5. Summarize image formation in microscopes and telescopes (including reflecting and refracting).

P-7.6. Summarize the production of continuous, emission, or absorption spectra.

P-7.7. Compare color by transmission to color by reflection.

P-7.8. Compare color mixing in pigments to color mixing in light.

P-7.9. Illustrate the diffraction and interference of light.

P-7.10. Identify the parts of the eye and explain their function in image formation.

SC.P-8. Physics: The student will demonstrate an understanding of nuclear physics and modern physics.

P-8.1. Compare the strong and weak nuclear forces in terms of their roles in radioactivity.

P-8.2. Compare the nuclear binding energy to the energy released during a nuclear reaction, given the atomic masses of the constituent particles.

P-8.3. Predict the resulting isotope of a given alpha, beta, or gamma emission.

P-8.4. Apply appropriate procedures to balance nuclear equations (including fusion, fission, alpha decay, beta decay, and electron capture).

P-8.5. Interpret a representative nuclear decay series.

P-8.6. Explain the relationship between mass and energy that is represented in the equation E = mc2 according to Einstein's special theory of relativity.

P-8.7. Compare the value of time, length, and momentum in the reference frame of an object moving at relativistic velocity to those values measured in the reference frame of an observer by applying Einstein's special theory of relativity.

SC.P-9. Physics: The student will demonstrate an understanding of the principles of fluid mechanics.

P-9.1. Predict the behavior of fluids (including changing forces) in pneumatic and hydraulic systems.

P-9.2. Apply appropriate procedures to solve problems involving pressure, force, volume, and area.

P-9.3. Explain the factors that affect buoyancy.

P-9.4. Explain how the rate of flow of a fluid is affected by the size of the pipe, friction, and the viscosity of the fluid.

P-9.5. Explain how depth and fluid density affect pressure.

P-9.6. Apply fluid formulas to solve problems involving work and power.

P-9.7. Exemplify the relationship between velocity and pressure by using Bernoulli's principle.

SC.P-10. Physics: The student will demonstrate an understanding of the principles of thermodynamics.

P-10.1. Summarize the first and second laws of thermodynamics.

P-10.2. Explain the relationship among internal energy, heat, and work.

P-10.3. Exemplify the concept of entropy.

P-10.4. Explain thermal expansion in solids, liquids, and gases in terms of kinetic theory and the unique behavior of water.

P-10.5. Differentiate heat and temperature in terms of molecular motion.

P-10.6. Summarize the concepts involved in phase change.

P-10.7. Apply the concepts of heat capacity, specific heat, and heat exchange to solve calorimetry problems.

P-10.8. Summarize the functioning of heat transfer mechanisms (including engines and refrigeration systems).

SC.ES-1. Earth Science: Scientific Inquiry: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop solutions.

ES-1.1. Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement.

ES-1.2. Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.

ES-1.3. Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy of each particular instrument.

ES-1.4. Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and dependent variables), and evaluate the designs of sample investigations.

ES-1.5. Organize and interpret the data from a controlled scientific investigation by using mathematics (including calculations in scientific notation, formulas, and dimensional analysis), graphs, tables, models, diagrams, and/or technology.

ES-1.6. Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.

ES-1.7. Evaluate conclusions based on qualitative and quantitative data (including the impact of parallax, instrument malfunction, or human error) on experimental results.

ES-1.8. Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).

ES-1.9. Communicate and defend a scientific argument or conclusion.

ES-1.10. Use appropriate safety procedures when conducting investigations.

SC.ES-2. Earth Science: Astronomy: Students will demonstrate an understanding of the structure and properties of the universe.

ES-2.1. Summarize the properties of the solar system that support the theory of its formation along with the planets.

ES-2.2. Identify properties and features of the Moon that make it unique among other moons in the solar system.

ES-2.3. Summarize the evidence that supports the big bang theory and the expansion of the universe (including the red shift of light from distant galaxies and the cosmic background radiation).

ES-2.4. Explain the formation of elements that results from nuclear fusion occurring within stars or supernova explosions.

ES-2.5. Classify stars by using the Hertzsprung-Russell diagram.

ES-2.6. Compare the information obtained through the use of x-ray, radio, and visual (reflecting and refracting) telescopes.

ES-2.7. Summarize the life cycles of stars.

ES-2.8. Explain how gravity and motion affect the formation and shapes of galaxies (including the Milky Way).

ES-2.9. Explain how technology and computer modeling have increased our understanding of the universe.

SC.ES-3. Earth Science: Solid Earth; Students will demonstrate an understanding of the internal and external dynamics of solid Earth.

ES-3.1. Summarize theories and evidence of the origin and formation of Earth's systems by using the concepts of gravitational force and heat production.

ES-3.2. Explain the differentiation of the structure of Earth's layers into a core, mantle, and crust based on the production of internal heat from the decay of isotopes and the role of gravitational energy.

ES-3.3. Summarize theory of plate tectonics (including the role of convection currents, the action at plate boundaries, and the scientific evidence for the theory).

ES-3.4. Explain how forces due to plate tectonics cause crustal changes as evidenced in earthquake activity, volcanic eruptions, and mountain building.

ES-3.5. Analyze surface features of Earth in order to identify geologic processes (including weathering, erosion, deposition, and glaciation) that are likely to have been responsible for their formation.

ES-3.6. Explain how the dynamic nature of the rock cycle accounts for the interrelationships among igneous, sedimentary, and metamorphic rocks.

ES-3.7. Classify minerals and rocks on the basis of their physical and chemical properties and the environment in which they were formed.

ES-3.8. Summarize the formation of ores and fossil fuels and the impact on the environment that the use of these fuels has had.

SC.ES-4. Earth Science: Earth's Atmosphere: The student will demonstrate an understanding of the dynamics of Earth's atmosphere.

ES-4.1. Summarize the thermal structures, the gaseous composition, and the location of the layers of Earth's atmosphere.

ES-4.2. Summarize the changes in Earth's atmosphere over geologic time (including the importance of photosynthesizing organisms to the atmosphere).

ES-4.3. Summarize the cause and effects of convection within Earth's atmosphere.

ES-4.4. Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water).

ES-4.5. Explain the relationship between the rotation of Earth and the pattern of wind belts.

ES-4.6. Summarize possible causes of and evidence for past and present global climate changes.

ES-4.7. Summarize the evidence for the likely impact of human activities on the atmosphere (including ozone holes, greenhouse gases, acid rain, and photochemical smog).

ES-4.8. Predict weather conditions and storms (including thunderstorms, hurricanes, and tornados) on the basis of the relationship among the movement of air masses, high and low pressure systems, and frontal boundaries.

SC.ES-5. Earth Science: Earth's Hydrosphere: The student will demonstrate an understanding of Earth's freshwater and ocean systems.

ES-5.1. Summarize the location, movement, and energy transfers involved in the movement of water on Earth's surface (including lakes, surface-water drainage basins [watersheds], freshwater wetlands, and groundwater zones).

ES-5.2. Illustrate the characteristics of the succession of river systems.

ES-5.3. Explain how karst topography develops as a result of groundwater processes.

ES-5.4. Compare the physical and chemical properties of seawater and freshwater.

ES-5.5. Explain the results of the interaction of the shore with waves and currents.

ES-5.6. Summarize the advantages and disadvantages of devices used to control and prevent coastal erosion and flooding.

ES-5.7. Explain the effects of the transfer of solar energy and geothermal energy on the oceans of Earth (including the circulation of ocean currents and chemosynthesis).

ES-5.8. Analyze environments to determine possible sources of water pollution (including industrial waste, agriculture, domestic waste, and transportation devices).

SC.ES-6. Earth Science: The Paleobiosphere: Students will demonstrate an understanding of the dynamic relationship between Earth's conditions over geologic time and the diversity of its organisms.

ES-6.1. Summarize the conditions of Earth that enable the planet to support life.

ES-6.2. Recall the divisions of the geologic time scale and illustrate the changes (in complexity and/or diversity) of organisms that have existed across these time units.

ES-6.3. Summarize how fossil evidence reflects the changes in environmental conditions on Earth over time.

ES-6.4. Match dating methods (including index fossils, ordering of rock layers, and radiometric dating) with the most appropriate application for estimating geologic time.

ES-6.5. Infer explanations concerning the age of the universe and the age of Earth on the basis of scientific evidence.