High School Science SOL Standards

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include:

The student will investigate and understand that populations change through time. Key ideas include:

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include:

The student will demonstrate an understanding of scientific and engineering practices by:

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include:

water chemistry has an influence on life processes;

macromolecules have roles in maintaining life processes;

enzymes have a role in biochemical processes;

protein synthesis is the process of forming proteins which influences inheritance and evolution; and

the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

The student will investigate and understand that cells have structure and function. Key ideas include:

the cell theory is supported by evidence;

structures in unicellular and multicellular organisms work interdependently to carry out life processes;

cell structures and processes are involved in cell growth and division;

the structure and function of the cell membrane support cell transport; and

specialization leads to the development of different types of cells.

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include:

viruses depend on a host for metabolic processes;

the modes of reproduction/replication can be compared;

the structures and functions can be compared;

bacteria and viruses have a role in other organisms and the environment; and

the germ theory of infectious disease is supported by evidence.

DNA has structure and is the foundation for protein synthesis;

the structural model of DNA has developed over time;

the variety of traits in an organism are the result of the expression of various combinations of alleles;

meiosis has a role in genetic variation between generations; and

synthetic biology has biological and ethical implications.

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include:

organisms have structural and biochemical similarities and differences;

fossil record interpretation can be used to classify organisms;

developmental stages in different organisms can be used to classify organisms;

Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

systems of classification are adaptable to new scientific discoveries.

evidence is found in fossil records and through DNA analysis;

genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

biological evolution has scientific evidence and explanations.

interactions within and among populations include carrying capacities, limiting factors, and growth curves;

nutrients cycle with energy flow through ecosystems;

ecosystems have succession patterns; and

natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

The student will demonstrate an understanding of scientific skills and processes by:

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms or from examining models and theories, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal impacts

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data, including scatterplots and line plots and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counter arguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that dead organic matter is crucial to the internal cycling of nutrients in an ecosystem. Key concepts include:

climate impacts the type of decomposers in an ecosystem

rate of decomposition varies by organism and climate

The student will investigate and understand the effect of human influence on an ecosystem. Key concepts include:

Humans influence the pattern of natural changes such as primary/secondary succession and desertification

The student will analyze how biotic and abiotic factors interact to affect the distribution of species and the diversity of life on Earth. Key concepts include:

the biotic and abiotic components that define various biomes and aquatic life zones

global climate patterns and biogeography impact diversity

different factors lead to the species richness of an ecosystem and the importance of biodiversity

natural selection has a role in organismal adaptations that are specific to their habitats

Students will assess the impact of human activities on the natural world, and research how ecological theory can address current issues facing our society, both locally and globally. Key issues include:

major primary and secondary pollutants

sustainable and unsustainable use of resources, including soil, timber, fish and wild game, mineral resources, and nonrenewable energy;

natural and anthropogenic climate change

habitat fragmentation and habitat loss on biodiversity in relation to island biogeography, and apply island biogeography theory to the design of parks and nature preserves; and

the ecological impact of agriculture (historical and modern) in the environment and its implications for feeding the world’s population.

The student will investigate and understand that Life History Theory allows for the prediction of an organism's development and behaviors. Key concepts include:

Explain how the Life History Theory predicts an organism's potential development and interactions

Describe the characteristics that make up an organism's life history

Investigate differences in development among different groups of organisms

Compare and contrast K-selection and R-selection

Predict how an organism would grow, develop, and reproduce based on its life history

Investigate differences in animal behavior (such as taxis v. kinesis)

The student will understand that the individual is the basic unit of ecology. Key ideas include:

classification is based on molecular phylogenetics, structural, and biochemical characteristics

organisms can be classified based on how they use energy

systemics, the science of grouping and categorizing organisms, is adaptable to new scientific discoveries

The student will investigate and understand that plants have evolved a variety of adaptations to survive, grow, and reproduce in the wide range of environmental conditions on Earth. Key environmental conditions include:

quantities of reactants for photosynthesis

temperature

nutrient availability

predators

natural selection

adaptations

environmental relationships

The student will investigate and understand that animals have evolved a variety of adaptations to survive, grow, and reproduce in the diversity of environments existing on earth. Adaptions include:

body size

acquiring and digesting food

oxygen absorption

maintaining temperature and water balance

variations to light and temperature

The student will investigate and understand that different factors influence population density, dispersion, and demographics and use models as predictors of population growth. Key concepts include:

basic structure of ecological populations includes population distribution and population abundance;

factors that regulate population growth include intraspecific competition in population growth and population density;

limits to population growth include limiting factors, population density, and carrying capacity;

population growth can be described as geometric or exponential;

models are used to predict population growth

the impact of rapid growth of human population is a source of environmental problems.

The student will investigate and understand that intraspecific interactions and natural selection have an impact on a population. Key ideas include:

there is intraspecific and interspecific competition

organisms have symbiotic relationships

The student will explore and analyze community structures and interactions. Key concepts include:

species interactions (e.g. predation, parasitism, mutualism, commensalism, and competition) and adaptations have evolved in response to interspecific selective pressures;

ecological niches and resource partitioning impact interactions

dominant, keystone, foundation, and endangered species have roles in ecosystems and communities, locally and globally;

ecological succession changes communities over time and may have an impact of disturbance on community composition

species diversity relates to the stability of ecosystems and communities

The student will understand the energy flow through an ecosystem. Key concepts include:

food chains, webs, and pyramids model energy flow in ecosystems

primary productivity is important in ecosystems

efficiency of energy use is important

thermodynamic principles apply in an ecological system

the stability of an ecosystem is related to the biodiversity

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students’ own investigations, models, theories, simulations, peer review

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with interacting components, criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems

solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis

analyze data using tools, technologies, and/or models (e.g., computational, mathematical) to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

differentiate between accuracy and precision of measurements

consider limitations of data analysis when analyzing and interpreting data

analyze data to optimize a design

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes

average atomic mass, isotopes, mass number, and atomic number;

nuclear decay;

trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy

electron configurations, valence electrons, excited electrons, and ions; and

historical and quantum models

The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include

chemical formulas are models used to represent the number of each type of atom in a substance;

substances are named based on the number of atoms and the type of interactions between atoms;

balanced chemical equations model rearrangement of atoms in chemical reactions;

atoms bond based on electron interactions;

molecular geometry is predictive of physical and chemical properties; and

reaction types can be predicted and classified.

The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include

Avogadro’s principle is the basis for molar relationships; and

stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include

molar relationships determine solution concentration

changes in temperature can affect solubility;

extent of dissociation defines types of electrolytes;

pH and pOH quantify acid and base dissociation; and

colligative properties depend on the extent of dissociation

The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include

pressure and temperature define the phase of a substance;

properties of ideal gases are described by gas laws; and

intermolecular forces affect physical properties.

The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include

heat energy affects matter and interactions of matter;

heating curves provide information about a substance;

reactions are endothermic or exothermic;

energy changes in reactions occur as bonds are broken and formed;

collision theory predicts the rate of reactions;

rates of reactions depend on catalysts and activation energy; and

enthalpy and entropy determine the extent of a reaction.

The student will demonstrate an understanding of scientific and engineering practices by

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations.

chemical, biological, and physical changes affect the oceans

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth’s weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms;

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth’s weather and climate are the result of the interaction of the sun’s energy with the atmosphere, oceans, and the land.

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students’ own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe.

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system.

Earth supports life because of its relative proximity to the sun and other factors

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex.

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth’s internal and external geologic processes.

convection currents in Earth’s interior lead to the movement of plates and influence the distribution of materials in Earth’s layers, and may impact the magnetic field

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia’s geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity.

water influences geologic processes including soil development and karst topography

the nature of materials in the subsurface affect the water table and future availability of fresh water

weather and human usage affect freshwater resources, including water locations, quality, and supply

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils.

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

Scientific Skills and Processes

Students will identify and investigate problems scientifically and will communicate information clearly in writing, discussions, and debates.

The student will demonstrate an understanding of the nature of science and scientific reasoning and logic as it applies to environmental science.

The student will demonstrate an understanding of the use of mathematical reasoning and processes in environmental science.

The student will analyze current environmental issues and apply the process of engineering design in order to propose feasible solutions.

The Physical World

The student will investigate and understand the fundamentals of matter and its interactions.

The student will investigate and understand how matter flows in the fundamental processes of Earth systems.

The students will investigate and understand the major processes and systems that form Earth, including how water, living things, and rock act together to shape landforms.

The Living World

The student will investigate and understand that the Earth is one interconnected system to include the hierarchy and the flow of energy within an ecosystem.

Student will describe stability and change as it relates to both populations and ecosystems.

Resources

The student will investigate and understand conservation of Earth’s resources.

The student will investigate and understand Earth’s resources.

Human impact, global climate change, and civic responsibility

The student will investigate and understand the human impact on our environment.

The student will investigate and understand pollution and waste management.

The student will investigate and understand global climate change.

The student will investigate and understand civic responsibility and environmental policies.

The student will

compare the structures, functions, and interactions between application software, system software, and hardware; and

explore the relationship between hardware and software using the Internet of Things.

The student will create interactive data visualizations using software tools to help others better understand real-world phenomena.

The student will use data analysis tools and techniques to identify patterns in data representing complex systems.

The student will develop a program working individually and in teams using a text-based language.

The student will identify the expected output of a program given a problem and some input.

The student will design and iteratively develop programs for practical intent or personal expression, incorporating feedback from users.

The student will design and implement algorithms using

sequencing of instructions;

conditional execution; and

iteration.

The student will implement a program that accepts input values, stores them in appropriately named variables, and produces output.

The student will trace the execution of an algorithm, illustrating output and changes in values of named variables.

The student will apply the basic operations used with numeric and non-numeric data types in developing programs.

The student will use predefined functions to simplify the solution of a complex problem.

The student will model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet, and reassembled at the destination.

The student will apply simple algorithms to a collection of data.

The student will create programs

demonstrating an understanding that program development is an ongoing process that requires adjusting and debugging along the way; and

using version control to create and refine programs.

The student will use tools and methods for collaboration on a project to increase connectivity of people in different cultures and career fields.

The student will evaluate the ways computing impacts personal, ethical, social, economic, and cultural practices.

The student will explain the beneficial and harmful effects that intellectual property laws can have on innovation, including the impact of open source software.

The student will explain the privacy concerns related to the collection and generation of data through automated processes that are not always evident to users.

The student will explain the role of protocols in transmitting data across networks and the Internet.

The student will evaluate the scalability and reliability of networks, by describing the relationship between routers, switches, servers, topology and addressing.

The student will identify and explain ways that sensitive data (assets) can be threatened by malware and other computer attacks, using appropriate terminology.

The student will give examples of ways to protect sensitive data (assets) from malware and other computer attacks and evaluate them according to multiple criteria.

The student will explain typical tradeoffs between usability and security and recommend security measures in a given scenario based on these (or other) tradeoffs.

The student will write or adapt a program to validate its input and to avoid certain kinds of vulnerabilities.

The student will evaluate the tradeoffs in how data elements are organized and where data is stored.

Cybersecurity

Data and Analysis

Computing Systems

Algorithms and Programming

Networks and the Internet

Impacts of Computing

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

select and use appropriate tools and technology to collect and record data

determine appropriate sample size and techniques

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

use data to build and revise models, to support an explanation for phenomena, or test a solution to problems

apply mathematical concepts and processes

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including models, theories, simulations, peer review, and students’ own investigations

make quantitative and/or qualitative claims based on data

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

make and support a claim using empirical evidence and scientific reasoning

evaluate a claim by applying scientific reasoning, theory, and/or models to link evidence to assess the extent to which the reasoning and data support the explanation or conclusion.

differentiate among a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships, to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

Make, support, and evaluate a claim about how Earth is a system composed of interacting components.

Explain the importance of the properties and characteristics of water in supporting life processes and Earth systems.

Develop and use a model to explain how biogeochemical processes support life and demonstrate the conservation of matter and energy.

Develop and use a model of Earth’s energy budget to predict how fluctuations and changes in the budget might affect Earth’s ability to sustain life.

The student will investigate and understand that matter and energy move within and among Earth’s systems. Demonstration of the essential knowledge and practices includes:

The student will investigate and understand that processes and systems lead to changes on Earth’s surface. Demonstration of the essential knowledge and practices includes:

Plan and conduct an investigation on the effect of processes on Earth’s surface.

Develop and use a model to explain how processes of the rock cycle change Earth’s surface.

Make, support, and evaluate a claim about how natural processes and human activities have changed Earth’s surface.

The student will investigate and understand that ecosystems are in a state of dynamic equilibrium that is affected by complex biotic and abiotic interactions. Demonstration of the essential knowledge and practices includes:

Compare biotic and abiotic factors in terrestrial and aquatic ecosystems.

Describe the ecological role that an organism plays in supporting the overall sustainability of the ecosystem.

Predict the effect caused by the introduction of a non-native species on the equilibrium of an ecosystem.

Develop and use models to predict the effects of energy and matter transfer in ecosystems.

Make, support, and evaluate a claim about how energy and matter is conserved in ecosystems.

Make, support, and evaluate a claim about how environmental pressures may lead to shifts in ecosystem equilibrium.

Predict the effect of natural processes and human activities on Virginia’s biodiversity and ecosystem equilibrium.

The student will investigate and understand that changes in population affect biodiversity and ecosystem success. Demonstration of the essential knowledge and practices includes:

Analyze and interpret population growth curves to identify changes in population size.

Make, support, and evaluate a claim about the relationship among limiting factors, population size, and carrying capacity.

Make, support, and evaluate a claim about the importance of genetic variation (e.g., mutation, gene flow) on the biodiversity of an ecosystem.

Develop and use a model to explain how species diversity is affected by environmental pressures.

Explain how human population growth changed over time as a result of various factors (e.g., pandemics, agricultural revolution, industrial revolution, medical advances) and predict the effect of continued growth on the environment.

The student will investigate and understand that Earth’s resources are finite and should be conserved. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how sustainable and unsustainable natural resources affect organisms.

Compare geologic and chemical processes that are responsible for filtering, cycling, and storing Earth’s freshwater resources.

Debate the advantages and disadvantages of a sustainable practice in a community, in a home, and as an individual.

Compare environmental effects related to the various energy sources in Virginia.

The student will investigate and understand that pollutants have physical, chemical, and biological consequences at the local, regional, and global level. Demonstration of the essential knowledge and practices includes:

Use data to identify a land, water, or atmospheric pollutant in the local community and determine possible sources and effects on the environment.

Debate the advantages and disadvantages of solutions to safely reduce, eliminate, or remediate a land, water, or atmospheric pollutant.

Compare the benefits and limitations of remediation methods used with land, water, atmospheric pollutants.

Analyze and evaluate a clean-up plan for a designated Environmental Protection Agency Superfund site.

The student will investigate and understand that natural events and human activities affect global climate change. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how human activities affect global climate change.

Compare the effects of natural events and human activities on global climate change.

Develop and use a model to explain how changes in global temperature affects a specific ecosystem.

Make, support, and evaluate a claim about how climate change affects Virginia communities.

Research ways to mitigate greenhouse gas emissions and propose solutions to reduce emissions in the school, home, and community.

The student will investigate and understand that their actions as an environmentally literate individual play a role in environmental policies. Demonstration of the essential knowledge and practices includes:

Make, support, and evaluate a claim about how consumer choices can affect the environment.

Compare the priorities of multiple stakeholders involved in an environmental issue that affects global and/or local ecosystem health.

Debate the advantages and disadvantages of possible solutions to an environmental problem.

Research solutions that reduce effects of human activities on natural systems and propose solutions for school, home, and community to reduce these effects.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variables

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effects

determine appropriate sample size and techniques

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims regarding the relationship between dependent and independent variables

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutions

compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis and theory

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena in multiple formats

The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas include

water chemistry has an influence on life processes;

macromolecules have roles in maintaining life processes;

enzymes have a role in biochemical processes;

protein synthesis is the process of forming proteins which influences inheritance and evolution; and

the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.

The student will investigate and understand that cells have structure and function. Key ideas include

the cell theory is supported by evidence;

homeostasis is maintained through the role of structures in unicellular and multicellular organisms;

cell structures and processes are involved in cell growth and division;

the structure and function of the cell membrane support cell transport; and

specialization leads to the development of different types of cells.

The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas include

viruses depend on a host for metabolic processes;

the modes of reproduction/replication can be compared;

the structures and functions can be compared;

bacteria and viruses have a role in other organisms and the environment; and

the germ theory of infectious disease is supported by evidence.

The student will investigate and understand that there are common mechanisms for inheritance. Key ideas include

DNA has structure and is the foundation for protein synthesis;

the structural model of DNA has developed over time;

the variety of traits in an organism are the result of the expression of various combinations of alleles;

meiosis has a role in genetic variation between generations; and

synthetic biology has biological and ethical implications.

The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas include

organisms have structural and biochemical similarities and differences;

fossil record interpretation can be used to classify organisms;

developmental stages in different organisms can be used to classify organisms;

Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;

the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; and

systems of classification are adaptable to new scientific discoveries.

The student will investigate and understand that populations change through time. Key ideas include

evidence is found in fossil records and through DNA analysis;

genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;

natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; and

biological evolution has scientific evidence and explanations.

The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas include

interactions within and among populations include carrying capacities, limiting factors, and growth curves;

nutrients cycle with energy flow through ecosystems;

ecosystems have succession patterns; and

natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involve the development of a process or system with interacting components, criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situations

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting explanations for phenomena, or testing solutions to problems

solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysis

analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

differentiate between accuracy and precision of measurements

consider limitations of data analysis when analyzing and interpreting data

analyze data to optimize a design

constructing and critiquing conclusions and explanations

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includes

average atomic mass, isotopes, mass number, and atomic number;

nuclear decay;

trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy;

electron configurations, valence electrons, excited electrons, and ions; and

historical and quantum models.

The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas include

chemical formulas are models used to represent the number of each type of atom in a substance;

substances are named based on the number of atoms and the type of interactions between atoms;

balanced chemical equations model rearrangement of atoms in chemical reactions;

atoms bond based on electron interactions;

molecular geometry is predictive of physical and chemical properties; and

reaction types can be predicted and classified.

The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas include

Avogadro's principle is the basis for molar relationships; and

stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.

The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas include

molar relationships determine solution concentration;

changes in temperature can affect solubility;

extent of dissociation defines types of electrolytes;

pH and pOH quantify acid and base dissociation; and

colligative properties depend on the extent of dissociation.

The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas include

pressure and temperature define the phase of a substance;

properties of ideal gases are described by gas laws; and

intermolecular forces affect physical properties.

The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas include

heat energy affects matter and interactions of matter;

heating curves provide information about a substance;

reactions are endothermic or exothermic;

energy changes in reactions occur as bonds are broken and formed;

collision theory predicts the rate of reactions;

rates of reactions depend on catalysts and activation energy; and

enthalpy and entropy determine the extent of a reaction.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory or field experience

generate hypotheses based on research and scientific principles

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

define design problems that involve the development of a process or system with multiple components and criteria

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effects

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

construct and interpret data tables showing independent and dependent variables, repeated trials, and means

construct, analyze, and interpret graphical displays of data and consider limitations of data analysis

apply mathematical concepts and processes to scientific questions

use data in building and revising models, supporting explanations of phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students' own investigations, models, theories, simulations, and peer review

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

construct arguments or counterarguments based on data and evidence

differentiate between a scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

develop, revise, and/or use models based on evidence to illustrate or predict relationships

construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profiles

read and interpret topographic and basic geologic maps and globes, including location by latitude and longitude

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas include

chemical, biological, and physical changes affect the oceans;

environmental and geologic occurrences affect ocean dynamics;

unevenly distributed heat in the oceans drives much of Earth's weather;

features of the sea floor reflect tectonic and other geological processes; and

human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.

The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas include

the composition of the atmosphere is critical to most forms of life;

biologic and geologic interactions over long and short time spans change the atmospheric composition;

natural events and human actions may stress atmospheric regulation mechanisms; and

human actions, including economic and policy decisions, affect the atmosphere.

The student will investigate and understand that Earth's weather and climate are the result of the interaction of the sun's energy with the atmosphere, oceans, and the land. Key ideas include

weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;

weather patterns can be predicted based on changes in current conditions;

extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;

models based on current conditions are used to predict weather phenomena; and

changes in the atmosphere and the oceans due to natural and human activity affect global climate.

The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe. Key ideas include

the big bang theory explains the origin of universe;

stars, star systems, and galaxies change over long periods of time;

characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; and

evidence from space exploration has increased our understanding of the structure and nature of our universe.

The student will investigate and understand that Earth is unique in our solar system. Key ideas include

Earth supports life because of its relative proximity to the sun and other factors; and

the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.

The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas include

analysis of physical and chemical properties supports mineral identification;

characteristics of minerals determine the uses of minerals; and

minerals originate and are formed in specific ways.

The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key ideas include

Earth materials are finite and are transformed over time;

the rock cycle models the transformation of rocks;

layers of Earth have rocks with specific chemical and physical properties; and

plate tectonic and surface processes transform Earth materials.

The student will investigate and understand that resource use is complex. Key ideas include

global resource use has environmental liabilities and benefits;

availability, renewal rates, and economic effects are considerations when using resources;

use of Virginia resources has an effect on the environment and the economy; and

all energy sources have environmental and economic effects.

The student will investigate and understand that plate tectonic theory explains Earth's internal and external geologic processes. Key ideas include

convection currents in Earth's interior lead to the movement of plates and influence the distribution of materials in Earth's layers, and may impact the magnetic field;

features and processes occur within plates and at plate boundaries;

interaction between tectonic plates causes the development of mountain ranges and ocean basins; and

evidence of geologic processes is found in Virginia's geologic landscape.

The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity. Key ideas include

water influences geologic processes including soil development and karst topography;

the nature of materials in the subsurface affect the water table and future availability of fresh water;

weather and human usage affect freshwater resources, including water locations, quality, and supply; and

stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.

The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key ideas include

traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;

superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;

absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; and

rocks and fossils from many different geologic periods and epochs are found in Virginia.

Earth Science

Physics

Chemistry

Biology

The student will demonstrate an understanding of scientific and engineering practices by.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involves the development of a process or system with interacting components and criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

consider limitations of data analysis when analyzing and interpreting data

evaluate the effects of new data on a working explanation and/or model of a proposed process or system

analyze data to optimize a design

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

identify and communicate components of a system orally, graphically, textually, and mathematically

develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics include

displacement, velocity, and uniform acceleration;

linear motion;

uniform circular motion; and

projectile motion.

The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws include

Newton's Laws of Motion; and

Newton's Law of Universal Gravitation.

The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas include

momentum is conserved unless an impulse acts on the system; and

mechanical energy is conserved unless work is done on, by, or within the system.

The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include

waves have specific characteristics;

wave interactions are part of everyday experiences; and

light and sound can be modeled as waves.

The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas include

the laws of reflection and refraction describe light behavior; and

ray diagrams model light as it travels through different media.

The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas include

gravitational, electric, and magnetic forces can be described using the field concept; and

field strength diminishes with increased distance from the source.

The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include

circuit components have different functions within the system;

Ohm's law relates voltage, current, and resistance;

different types of circuits have different characteristics and are used for different purposes;

electrical power is related to the elements in a circuit; and

electrical circuits have everyday applications.

The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included.

wave/particle duality;

quantum mechanics and uncertainty;

relativity;

nuclear physics;

solid state physics;

nanotechnology;

superconductivity;

the standard model; and

dark matter and dark energy.

The student will demonstrate an understanding of scientific and engineering practices by

asking questions and defining problems

ask questions and develop hypotheses to determine relationships between independent and dependent variables

offer simple solutions to design problems

planning and carrying out investigations

independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment

evaluate the accuracy of various methods for collecting data

take metric measurements using appropriate tools and technologies including the use of microscopes

interpreting, analyzing, and evaluating data

identify, interpret, and evaluate patterns in data

construct, analyze, and interpret graphical displays of data

compare and contrast data collected by different groups and discuss similarities and differences in their findings

consider limitations of data analysis and/or seek to improve precision and accuracy of data

use data to evaluate and refine design solutions

constructing and critiquing conclusions and explanations

construct explanations that include qualitative or quantitative relationships between variables

construct scientific explanations based on valid and reliable evidence obtained from sources (including the students’ own investigations)

differentiate between a scientific hypothesis and theory

developing and using models

construct and use models and simulations to illustrate, predict, and/or explain observable and unobservable phenomena, life processes, or mechanisms

evaluate limitations of models

obtaining, evaluating, and communicating information

read scientific texts, including those adapted for classroom use, to obtain scientific and/or technical information

gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication

construct, use, and/or present an argument supported by empirical evidence and scientific reasoning

The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key ideas include

DNA has a role in making proteins that determine organism traits;

the role of meiosis is to transfer traits to the next generation; and

Punnett squares are mathematical models used to predict the probability of traits in offspring.

The student will investigate and understand that populations of organisms can change over time. Key ideas include

mutation, adaptation, natural selection, and extinction change populations;

the fossil record, genetic information, and anatomical comparisons provide evidence for evolution; and

environmental factors and genetic variation, influence survivability and diversity of organisms.

The student will investigate and understand that all living things are composed of one or more cells that support life processes, as described by the cell theory. Key ideas include

the development of the cell theory demonstrates the nature of science;

cell structure and organelles support life processes;

similarities and differences between plant and animal cells determine how they support life processes;

cell division is the mechanism for growth and reproduction; and

cellular transport (osmosis and diffusion) is important for life processes.

The student will investigate and understand that there are levels of structural organization in living things. Key ideas include

patterns of cellular organization support life processes;

unicellular and multicellular organisms have comparative structures; and

similar characteristics determine the classification of organisms.

The student will investigate and understand that there are chemical processes of energy transfer which are important for life. Key ideas include

photosynthesis is the foundation of virtually all food webs; and

photosynthesis and cellular respiration support life processes.

The student will investigate and understand that biotic and abiotic factors affect an ecosystem. Key ideas include

matter moves through ecosystems via the carbon, water, and nitrogen cycles;

energy flow is represented by food webs and energy pyramids; and

relationships exist among producers, consumers, and decomposers.

The student will investigate and understand that populations in a biological community interact and are interdependent. Key ideas include

relationships exist between predators and prey and these relationships are modeled in food webs;

the availability and use of resources may lead to competition and cooperation;

symbiotic relationships support the survival of different species; and

the niche of each organism supports survival.

The student will investigate and understand that adaptations support an organism’s survival in an ecosystem. Key ideas include

biotic and abiotic factors define land, marine, and freshwater ecosystems; and

physical and behavioral characteristics enable organisms to survive within a specific ecosystem

The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic and change over time. Key ideas include

organisms respond to daily, seasonal, and long-term changes;

changes in the environment may increase or decrease population size; and

large-scale changes such as eutrophication, climate changes, and catastrophic disturbances affect ecosystems.

The student will investigate and understand that relationships exist between ecosystem dynamics and human activity. Key ideas include

changes in habitat can disturb populations;

disruptions in ecosystems can change species competition; and

variations in biotic and abiotic factors can change ecosystems.

Physics

The student will demonstrate an understanding of scientific and engineering practices by.

asking questions and defining problems

ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional information

determine which questions can be investigated within the scope of the school laboratory

make hypotheses that specify what happens to a dependent variable when an independent variable is manipulated

generate hypotheses based on research and scientific principles

define design problems that involves the development of a process or system with interacting components and criteria and constraints

planning and carrying out investigations

individually and collaboratively plan and conduct observational and experimental investigations

plan and conduct investigations or test design solutions in a safe manner

select and use appropriate tools and technology to collect, record, analyze, and evaluate data

interpreting, analyzing, and evaluating data

record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic forms

use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problems

analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solution

analyze data graphically and use graphs to make predictions

consider limitations of data analysis when analyzing and interpreting data

evaluate the effects of new data on a working explanation and/or model of a proposed process or system

analyze data to optimize a design

constructing and critiquing conclusions and explanations

make quantitative and/or qualitative claims based on data

construct and revise explanations based on valid and reliable evidence obtained from a variety of sources

apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutions

compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidence

construct arguments or counterarguments based on data and evidence

differentiate between scientific hypothesis, theory, and law

developing and using models

evaluate the merits and limitations of models

identify and communicate components of a system orally, graphically, textually, and mathematically

develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data sets

obtaining, evaluating, and communicating information

compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problem

gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each source

communicate scientific and/or technical information about phenomena and/or a design process in multiple formats

The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics include

displacement, velocity, and uniform acceleration;

linear motion;

uniform circular motion; and

projectile motion

The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws include

Newton’s laws of motion; and

Newton’s law of universal gravitation

The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas include

momentum is conserved unless an impulse acts on the system; and

mechanical energy is conserved unless work is done on, by, or within the system

The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas include

waves have specific characteristics;

wave interactions are part of everyday experiences; and

light and sound transmit energy as waves.

The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas include

the laws of reflection and refraction describe light behavior; and

ray diagrams model light as it travels through different media.

The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas include

gravitational, electric, and magnetic forces can be described using the field concept; and

field strength diminishes with increased distance from the source

The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas include

circuit components have different functions within the system

Ohm’s law relates voltage, current, and resistance;

different types of circuits have different characteristics and are used for different purposes;

electrical power is related to the elements in a circuit; and

electrical circuits have everyday applications.

The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included

wave/particle duality;

quantum mechanics and uncertainty

relativity;

nuclear physics;

solid state physics

nanotechnology;

superconductivity

the standard model; and

dark matter and dark energy.

The student will develop and apply criteria for evaluating a computer system for a given purpose.

The student will solve a complex problem by decomposing it into subtasks consisting of predefined functions and user-defined functions.

The student will store, process, and manipulate data contained in a data structure.

The student will systematically debug a program using an appropriate set of data.

The student will explain how computing has impacted innovations in other fields positively and negatively, and enables collaboration between a variety of people.

The student will evaluate the impact of equity, access, and influence on the distribution of computing resources in a global society, including the impacts of cloud computing.

The student will explain how intellectual property concerns affect the tools for and products of computing, including combining existing content to create new artifacts and the impact of open source and free software.

The student will evaluate the social and economic implications of privacy in the context of safety, law or ethics.

The student will illustrate ways computing systems implement logic, input, and output through hardware components.

The student will explain abstractions enabling

one computer to communicate with another over an Internet connection; and

different layers of Internet technology to build on one another.

The student will explain design principles enabling large-scale operation of the Internet to connect devices and networks all over the world.

The student will explain symmetric and asymmetric encryption as they pertain to messages being sent on a network.

The student will discuss the methods and tradeoffs of collecting and analyzing data elements on a large scale.

The student will select data collection tools and techniques to generate data sets that support a claim or communicate information. Implement a relational database to work with data.

The student will discuss how data representations can be interpreted in a variety of forms, convert between data representations, and analyze the representation tradeoffs among various forms of digital information.

The student will design and implement algorithms with

compound conditional execution; and

a variety of loop control structures.

Algorithms and Programming

Computing Systems

Data and Analysis

Networks and the Internet

Cybersecurity

Impacts of Computing

Cybersecurity

Impacts of Computing

Algorithms and Programming

Data and Analysis

The student will describe and use best practices of program development that make some common flaws less likely and explain how this improves computer security.

The student will demonstrate an understanding of different data types by using appropriate constructs to convert between them when appropriate.

The student will analyze a large-scale computational problem, identify generalizable patterns, and implement a solution.

The student will implement an algorithm that uses existing functions and accesses existing libraries or APIs to satisfy its requirements.

The student will write functions, both with and without parameters, and both with and without return values, that represent abstractions useful to the solution of a larger problem.

The student will create programs demonstrating an understanding of the interactions between classes in object-oriented design, and by implementing classes with instance data and methods to satisfy a design specification.

The student will use code written by others by reading the documentation and incorporating it into their programs using proper citation of the reused code.

The student will read and store data in 1D and 2D collections, and design and implement algorithms to process and manipulate those collections.

The student will adapt classic algorithms for use in a particular context and analyze them for effectiveness and efficiency.

The student will develop and use a series of test cases to verify that a program performs according to its design specifications, including edge cases and all branches.

The student will, through the process of code review, evaluate a program's correctness, readability, usability, and other factors.

The student will create programs that model the relationships among different elements in collections of real-world data.

The student will use a systematic approach

The student will identify some of the practical, business, and ethical impacts of open source and free software and the widespread access they provide.

The student will translate numbers between machine representations and human-accessible representations.

The student will design and implement a program working individually and in teams using a text-based language.

The student will explain the software life cycle and how it applies to iterative development processes.

The student will design and implement an algorithm

with compound conditional execution, and analyze and evaluate complex Boolean conditions; and

using complex iteration, including nested loops.

The student will implement programs that accept input from a variety of sources and produce output based on that input.

The student will trace the execution of iterative and recursive algorithms, illustrating output and changes in values of named variables.

The student will perform complex computations

on numbers, including modular division and random number generation; and

on strings, including substring manipulation and processing individual characters.