Science

SC.K.1 Forces and Interactions: Pushes and Pulls 

SC.K.1.1 Gather, analyze, and communicate evidence of forces and their interactions. 

SC.K.1.1.a Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. 

• Assessment is limited to different relative strengths or different directions, but not both at the same time. 

• Assessment does not include non-contact pushes or pulls such as those produced by magnets. 

SC.K.1.1.b Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. 

• Assessment does not include friction as a mechanism for change in speed. 

SC.K.7 Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment 

SC.K.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.K.7.2.a Use observations to describe patterns of what plants and animals (including humans) need to survive. 

SC.K.7.2.b Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. 

SC.K.7.2.c Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 

SC.K.7.2.d Communicate solutions that will increase the positive impact of humans on the land, water, air, and/or other living things in the local environment. 

SC.K.12 Weather and Climate 

SC.K.12.3 Gather, analyze, and communicate evidence of weather and climate. 

SC.K.12.3.a Use and share observations of local weather conditions to describe patterns over time. 

• Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler. 

SC.K.12.3.b Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. 

SC.K.12.3.c Make observations to determine the effect of sunlight on Earth’s surface. 

SC.K.12.3.d Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. 

SC.K.12.3.e Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

SC.1.2 Waves: Light and Sound 

SC.1.2.1 Gather, analyze, and communicate evidence of light and sound waves. 

SC.1.2.1.a Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. 

SC.1.2.1.b Make observations to construct an evidence-based explanation that objects can be seen only when illuminated. 

SC.1.2.1.c Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. 

• Assessment does not include the speed of light. 

SC.1.2.1.d Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 

• Assessment does not include technological details for how communication devices work. 

SC.1.6 Structure, Function, and Information Processing 

SC.1.6.2 Gather, analyze, and communicate evidence to show the relationship between structure and function in living things.

SC.1.6.2.a Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. 

SC.1.6.2.b Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. 

SC.1.6.2.c Read grade appropriate texts and use media to determine patterns in a behavior of parents and offspring that help offspring survive. 

SC.1.6.2.d Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. 

• Assessment does not include inheritance or animals that undergo metamorphosis or hybrids. 

SC.1.11 Space Systems: Patterns and Cycles 

SC.1.11.3 Gather, analyze, and communicate evidence of patterns and cycles of space systems. 

SC.1.11.3.a Use observations of the sun, moon, and stars to describe patterns that can be predicted. 

• Assessment of star patterns is limited to stars being seen at night and not during the day. 

SC.1.11.3.b Make observations at different times of the year to relate the amount of daylight to the time of year.  

• Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.

SC.2.3 Structure and Properties of Matter 

SC.2.3.1 Gather, analyze, and communicate evidence of the structure, properties, and interactions of matter. 

SC.2.3.1.a Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 

SC.2.3.1.b Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. 

• Assessment of quantitative measurements is limited to length and weight. 

SC.2.3.1.c Analyze data from tests of two objects, designed to solve the same problem, to compare the strengths and weaknesses based on the properties. 

SC.2.3.1.d Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. 

SC.2.3.1.e Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot. 

SC.2.7 Interdependent Relationships in Ecosystems

SC.2.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems.

SC.2.7.2.a Plan and conduct an investigation to determine if plants need sunlight and water to grow. 

• Assessment is limited to testing one variable at a time. 

SC.2.7.2.b Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. 

SC.2.7.2.c Make observations of plants and animals to compare the diversity of life in different habitats. 

• Assessment does not include specific animal and plant names in specific habitats.

SC.2.13 Earth’s Systems: Processes That Shape the Earth. 

SC.2.13.3 Gather, analyze, and communicate evidence of the processes that shape the earth.

SC.2.13.3.a Use information from several sources to provide evidence that Earth events can occur quickly or slowly. 

• Assessment does not include quantitative measurements of timescales. 

SC.2.13.3.b Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. 

SC.2.13.3.c Develop a model to represent the shapes and kinds of land and bodies of water in an area. 

• Assessment does not include quantitative scaling in models. 

SC.2.13.3.d Obtain information to identify where water is found on Earth and that it can be solid or liquid.

SC.3.1 Forces and Interactions: Motion and Stability 

SC.3.1.1 Gather, analyze, and communicate evidence of forces and their interactions. 

SC.3.1.1.a Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 

• Assessment is limited to one variable at a time: number, size, or direction of forces. 

• Assessment does not include quantitative force size, only qualitative and relative. 

• Assessment is limited to gravity being addressed as a force that pulls objects down. 

SC.3.1.1.b Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 

• Assessment does not include technical terms such as period and frequency. 

SC.3.1.1.c Ask questions to determine cause and effect relationships of electrical or magnetic interactions between two objects not in contact with each other. 

• Assessment is limited to forces produced by objects that can be manipulated by students. 

SC.3.1.1.d Define a simple design problem that can be solved by applying scientific ideas about magnets. 

SC.3.7 Interdependent Relationships in Ecosystems 

SC.3.7.2 Gather, analyze, and communicate evidence of the interdependent relations in ecosystems. 

SC.3.7.2.a Construct an argument that some animals form groups that help members survive. 

SC.3.7.2.b SC.3.7.2.b Analyze and interpret data from fossils to provide evidence of the organisms and environments in which they lived long ago. 

• Assessment does not include identification of specific fossils or present plants and animals. 

• Assessment is limited to major fossil types and relative ages. 

SC.3.7.2.c Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 

SC.3.7.2.d Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 

• Assessment is limited to a single environmental change. 

• Assessment does not include the greenhouse effect or climate change. 

SC.3.7.2.e Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 

SC.3.9 Inheritance and Variation: Life Cycles and Traits 

SC.3.9.3 Gather and analyze data to communicate an understanding of inheritance and variation of traits through life cycles and environmental influences. 

SC.3.9.3.a Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 

• Assessment of plant life cycles is limited to those of flowering plants. 

• Assessment does not include details of human reproduction. 

SC.3.9.3.b Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 

• Assessment does not include genetic mechanisms of inheritance and prediction of traits. 

• Assessment is limited to non-human examples.

SC.3.9.3.c Use evidence to support the explanation that traits can be influenced by the environment.

SC.3.9.3.d Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 

SC.3.12 Weather and Climate NE plants, animals, and habitats 

SC.3.12.4 Gather and analyze data to communicate an understanding of weather and climate. 

SC.3.12.4.a Represent data in table, pictograph, and bar graph displays to describe typical weather conditions expected during a particular season. 

• Assessment of graphical displays is limited to pictographs and bar graphs. 

• Assessment does not include climate change. 

SC.3.12.4.b Obtain and combine information to describe climates in different regions of the world. 

SC.3.12.4.c Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

SC.4.2 Waves: Waves and Information 

SC.4.2.1 Gather, analyze, and communicate evidence of waves and the information they transfer. 

SC.4.2.1.a Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 

• Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength. 

SC.4.2.1.b Generate and compare multiple solutions that use patterns to transfer information. 

SC.4.4 Energy: Conservation and Transfer 

SC.4.4.2 Gather, analyze and communicate evidence of energy conservation and transfer. 

SC.4.4.2.a Use evidence to construct an explanation relating the speed of an object to the energy of that object. 

• Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy. 

SC.4.4.2.b Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electrical currents. 

• Assessment does not include quantitative measurements of energy. 

SC.4.4.2.c Ask questions and predict outcomes about the changes in energy that occur when objects collide. 

• Assessment does not include quantitative measurements of energy. 

SC.4.4.2.d Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. 

• Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound. 

SC.4.4.2.e Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 

SC.4.4.2.f Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. 

SC.4.6 Structure, Function, and Information Processing 

SC.4.6.3 Gather and analyze data to communicate an understanding of structure, function and information processing of living things. 

SC.4.6.3.a Develop a model to describe that light reflecting from objects and entering the eyes allows objects to be seen. 

• Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works. 

SC.4.6.3.b Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 

• Assessment is limited to macroscopic structures within plant and animal systems.

SC.4.6.3.c Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information. 

• Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.

SC.4.13 Earth’s Systems: Processes That Shape the Earth 

SC.4.13.4 Gather and analyze data to communicate an understanding of Earth’s systems and processes that shape the Earth. 

SC.4.13.4.a Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. 

• Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. 

• Assessment is limited to relative time. 

SC.4.13.4.b Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. 

• Assessment is limited to a single form of weathering or erosion. 

SC.4.13.4.c Analyze and interpret data from maps to describe patterns of Earth’s features. 

SC.4.13.4.d Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 

• Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.

SC.5.3 Structure and Properties of Matter 

SC.5.3.1 Gather, analyze, and communicate evidence of structure and properties of matter.

SC.5.3.1.a Develop a model to describe that matter is made of particles too small to be seen. 

• Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles. 

SC.5.3.1.b Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. 

• Assessment does not include distinguishing mass and weight. 

SC.5.3.1.c Make observations and measurements to identify materials based on their properties. Assessment does not include density or distinguishing mass and weight. 

SC.5.3.1.d Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 

SC.5.8 Matter and Energy in Organisms and Ecosystems 

SC.5.8.2 Gather and analyze data to communicate understanding of matter and energy in organisms and ecosystems.

SC.5.8.2.a Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun. 

SC.5.8.2.b Support an argument that plants get the materials they need for growth chiefly from air and water. 

SC.5.8.2.c Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 

• Assessment does not include molecular explanations or the biochemical mechanisms of photosynthesis.

SC.5.11 Space Systems: Earth’s Stars and Solar System 

SC.5.11.3 Gather and analyze data to communicate understanding of space systems: Earth’s stars and solar system.  

SC.5.11.3.a Support an argument that the gravitational force exerted by Earth on objects is directed down toward Earth’s center. 

• Assessment does not include mathematical representation of gravitational force. 

SC.5.11.3.b Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. 

• Assessment is limited to relative distances, not sizes, of stars. 

• Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, and stage). 

SC.5.11.3.c Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, length of day and night, and the seasonal appearance of some stars in the night sky. 

• Assessment does not include causes of seasons.

 SC.5.13 Earth’s Systems 

SC.5.13.4 Gather and analyze data to communicate understanding of Earth’s systems.

SC.5.13.4.a Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 

• Assessment is limited to the interactions of two systems at a time. 

SC.5.13.4.b Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. 

• Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps but does not include the atmosphere. 

SC.5.13.4.c Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 

SC.5.13.4.d Define a simple design problem that can be solved by applying scientific ideas about the conservation of fresh water on Earth. 

SC.5.13.4.e Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

SC.6.4 Energy 

SC.6.4.1 Gather, analyze, and communicate evidence of energy. 

SC.6.4.1.a Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. 

• Assessment does not include calculating the total amount of thermal energy transferred. 

SC.6.4.1.b Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principle and potential impacts on people and the natural environment that may limit possible solutions. 

SC.6.4.1.c Plan an investigation to determine the relationships among the energy transferred, type of matter, mass, and change in average kinetic energy of particles as measured by the temperature of the sample. 

• Assessment does not include calculating the total amount of thermal energy transferred. 

SC.6.4.1.d Construct, use, and present arguments to support the claim that when kinetic energy of an object changes, energy is transferred to or from the object. 

• Assessment does not include calculations of energy. 

SC.6.6 Structure and Function and Information Processing 

SC.6.6.2 Gather, analyze, and communicate evidence of the relationship between structure and function in living things. 

SC.6.6.2.a Conduct an investigation to provide evidence that living things are made of cells; either one cell or many varied cells. 

SC.6.6.2.b Develop and use a model to describe the function of a cell as a whole and ways parts of a cell contribute to the function. 

• Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. 

• Assessment of the function of the other organelles is limited to their relationship to the whole cell. 

• Assessment does not include the biochemical function of cells or cell parts. 

SC.6.6.2.c Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 

• Assessment does not include the mechanism of one body system independent of others. 

• Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems. 

SC.6.6.2.d Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or stored as memories. 

• Assessment does not include mechanisms for the transmission of this information. 

SC.6.9 Growth, Development, and Reproduction of Organisms 

SC.6.9.3 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.6.9.3.a Construct an argument based on evidence for how plant and animal adaptations affect the probability of successful reproduction. 

SC.6.9.3.b Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. 

• Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.

SC.6.9.3.c Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 

• Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations. 

SC.6.12 Weather and Climate 

SC.6.12.4 Gather, analyze, and communicate evidence of factors and interactions that affect weather and climate. 

SC.6.12.4.a Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. 

• Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations. 

SC.6.12.4.b Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. 

• Assessment does not include the dynamics of the Coriolis effect. 

SC.6.12.4.c Ask questions to clarify evidence of the factors that have caused the change in global temperatures over thousands of years. 

SC.6.12.4.d Analyze and interpret data on weather and climate to forecast future catastrophic events and inform the development of technologies to mitigate their effect. 

SC.6.13 Earth’s Systems 

SC.6.13.5 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter associated with Earth’s materials and processes. 

SC.6.13.5.a Develop a model to describe how the water cycle is driven by the sun’s energy and the force of gravity. 

• A quantitative understanding of the latent heat of vaporization and fusion is not assessed.

SC.7.3 Structure and Properties of Matter 

SC.7.3.1 Gather, analyze, and communicate evidence of the structure, properties, and interactions of matter. 

SC.7.3.1.a Develop models to describe the atomic composition of simple molecules. 

• Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete description of all individual atoms in a complex molecule or extended structure is not required.

SC.7.3.1.b Gather and make sense of information to describe how natural materials may undergo chemical reactions to create new synthetic materials and have an impact on society. 

• Assessment is limited to qualitative information. 

SC.7.3.1.c Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. 

SC.7.5 Chemical Reactions 

SC.7.5.2 Gather, analyze, and communicate evidence of chemical reactions. 

SC.7.5.2.a Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

• Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor. 

SC.7.5.2.b Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

• Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces. 

SC.7.5.2.c Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. 

• Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device. 

SC.7.5.2.d Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. 

SC.7.7 Interdependent Relationships in Ecosystems

SC.7.7.3 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.7.7.3.a Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 

SC.7.7.3.b Develop and use a model to describe how stable ecosystems maintain biodiversity and ecosystem services. 

SC.7.7.3.c Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. 

SC.7.7.3.d Apply scientific principles to design a method for monitoring and increasing positive human impact on the environment. 

SC.7.8 Matter and Energy in Organisms and Ecosystems 

SC.7.8.4 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.7.8.4.a Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. 

• Assessment does not include the biochemical mechanisms of photosynthesis. 

SC.7.8.4.b Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism. 

• Assessment does not include details of the chemical reactions for photosynthesis or respiration.

SC.7.8.4.c Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. 

SC.7.8.4.d Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 

• Assessment does not include the use of chemical reactions to describe the processes. 

SC.7.8.4.e Construct an argument supported by evidence that changes to physical or biological components of an ecosystem affect populations. 

SC.7.13 Earth’s Systems NE ecosystems 

SC.7.13.5 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter associated with Earth’s materials and processes. 

SC.7.13.5.a Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. 

• Assessment does not include the identification and naming of minerals. 

SC.7.13.5.b Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.   

SC.7.13.5.c Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.           

SC.7.14 History of Earth Food security and NE agriculture 

SC.7.14.6 Gather, analyze, and communicate evidence to explain Earth’s history. 

SC.7.14.6.a Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. 

SC.7.14.6.b Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions. 

• Paleomagnetic anomalies in oceanic and continental crust are not assessed. 

SC.7.14.6.c Analyze and interpret data on geologic hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

SC.8.1 Forces and Interactions 

SC.8.1.1 Gather, analyze, and communicate evidence of forces and interactions. 

SC.8.1.1.a Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. 

• Assessment is limited to vertical or horizontal interactions in one dimension. 

SC.8.1.1.b Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

SC.8.1.1.c Plan an investigation to provide evidence of Newton’s Laws that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. 

• Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time; does not include use of trigonometry. 

SC.8.1.1.d Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces. 

• Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking. 

SC.8.1.1.e Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on both the mass and distance of interacting objects. 

• Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws. 

SC.8.1.1.f Conduct an investigation and evaluate the experimental design to provide evidence that electrical and magnetic fields exist between objects exerting forces on each other even though the objects are not in contact. 

• Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields. 

SC.8.2 Waves and Electromagnetic Radiation 

SC.8.2.2 Gather, analyze, and communicate evidence of waves and electromagnetic radiation. 

SC.8.2.2.a Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

• Assessment does not include electromagnetic waves and is limited to standard repeating waves.

SC.8.2.2.b Develop and use a model to describe that Light and mechanical waves are reflected, absorbed, or transmitted through various materials. 

• Assessment is limited to qualitative applications pertaining to light and mechanical waves. 

SC.8.2.2.c Gather and make sense of information to support the claim that the structure of analog and digital signals allows for encoding and transmission of information. 

SC.8.4 Energy 

SC.8.4.3 Gather, analyze, and communicate evidence of energy. 

SC.8.4.3.a Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass and speed of an object. 

SC.8.4.3.b Develop a model to describe that when the arrangement of objects interacting at a distance changes, then different amounts of potential energy are stored in the system. 

• Assessment is limited to two objects.  

• Assessment is limited to electric, magnetic, and gravitational interactions.

SC.8.9 Heredity: Inheritance and Variation of Traits

SC.8.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits.

SC.8.9.4.a Develop and use a model to describe why structural changes to genes (mutations) may result in harmful, beneficial, or neutral effects to structure and function of organisms. 

• Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations. 

SC.8.9.4.b Gather and synthesize information about technologies that have changed the way humans influence inheritance of desired traits in organisms. 

SC.8.10 Natural Selection and Adaptations 

SC.8.10.5 Gather, analyze, and communicate evidence of natural selection and adaptations. 

SC.8.10.5.a  Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. 

• Assessment does not include the names of individual species or geological eras in the fossil record. 

SC.8.10.5.b Apply scientific ideas to construct an explanation for the anatomical similarities and differences among and between modern and fossil organisms to infer evolutionary relationships. 

SC.8.10.5.c Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. 

SC.8.10.5.d Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 

• Assessment does not include Hardy Weinberg calculations. 

SC.8.11 Space Systems

SC.8.11.6 Gather, analyze, and communicate evidence of the interactions among bodies in space. 

SC.8.11.6.a Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. 

SC.8.11.6.b Develop and use a model to describe the role of gravity in the motions within the galaxy and the solar system. 

• Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of planets as viewed from Earth. 

SC.8.11.6.c Analyze and interpret data to determine scale properties of objects in the solar system. 

• Assessment does not include recalling facts about properties of the planets and other solar system bodies. 

SC.8.14 History of Earth 

SC.8.14.7 Gather, analyze, and communicate evidence to explain Earth’s history. 

SC.8.14.7.a Construct a scientific explanation based on evidence found within rock strata, including index fossils, for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. 

• Assessment does not include recalling the names of specific periods or epochs and events within them.

SC.HS.1 Forces and Interactions 

SC.HS.1.1 Gather, analyze, and communicate evidence of forces and interactions. 

SC.HS.1.1.a Analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. 

• Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds. 

SC.HS.1.1.b Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 

• Assessment is limited to systems of two macroscopic bodies moving in one dimension. 

SC.HS.1.1.c Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. 

• Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

SC.HS.1.1.d Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 

• Assessment is limited to systems with two objects. 

SC.HS.1.1.e Plan and conduct an investigation to provide evidence that an electrical current can produce a magnetic f ield and that a changing magnetic field can produce an electrical current. 

• Assessment is limited to designing and conducting investigations with provided materials and tools. 

SC.HS.2 Waves and Electromagnetic Radiation 

SC.HS.2.2 Gather, analyze, and communicate evidence of the interactions of waves. 

SC.HS.2.2.a Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. 

• Assessment is limited to algebraic relationships and describing those relationships qualitatively.

SC.HS.2.2.b Evaluate claims about the advantages of digital transmission and storage of information. 

SC.HS.2.2.c Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. 

• Assessment does not include using quantum theory. 

SC.HS.2.2.d Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. 

• Assessment is limited to qualitative descriptions. 

SC.HS.2.2.e Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. 

• Assessments are limited to qualitative information. 

• Assessments do not include band theory. 

SC.HS.3 Structure and Properties of Matter 

SC.HS.3.3 Gather, analyze, and communicate evidence of the structure, properties, and interactions of matter. 

SC.HS.3.3.a Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. 

• Assessment is limited to main group elements. 

• Assessment does not include quantitative understanding of ionization energy beyond relative trends. 

SC.HS.3.3.b Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro scale to infer the strength of electrical forces between particles. 

• Assessment does not include Raoult’s law calculations of vapor pressure. 

SC.HS.3.3.c Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 

• Assessment does not include quantitative calculation of energy released. 

• Assessment is limited to alpha, beta, and gamma radioactive decays. 

SC.HS.3.3.d Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. 

• Assessment is limited to provided molecular structures of specific designed materials. 

SC.HS.4 Energy 

SC.HS.4.4 Gather, analyze, and communicate evidence of the interactions of energy. 

SC.HS.4.4.a Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 

• Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

SC.HS.4.4.b Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). 

SC.HS.4.4.c Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. 

• Assessment for quantitative evaluations is limited to total output for a given input. 

• Assessment is limited to devices constructed with materials provided to students. 

SC.HS.4.4.d Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

SC.HS.4.4.e Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). 

• Assessment is limited to investigations based on materials and tools provided to students. 

SC.HS.4.4.f Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 

• Assessment is limited to systems containing two objects. 

SC.HS.5 Chemical Reactions 

SC.HS.5.5 Gather, analyze, and communicate evidence of chemical reactions. 

SC.HS.5.5.a Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. 

• Assessment is limited to chemical reactions involving main group elements and combustion reactions. 

SC.HS.5.5.b Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends on the changes in total bond energy. 

• Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products. 

SC.HS.5.5.c Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. 

• Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature. 

SC.HS.5.5.d Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium. 

• Assessment is limited to specifying the change in only one variable at a time. 

• Assessment does not include calculating equilibrium constants and concentrations.

SC.HS.5.5.e Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 

SC.HS.5.5.f Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. 

• Assessment does not include complex chemical reactions.

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. 

SC.HS.11 Space Systems 

SC.HS11.1. Gather, analyze, and communicate evidence to defend that the universe changes over time. 

SC.HS.11.1.a Use a model based on evidence to illustrate how the stages of stars and the role of nuclear fusion in a star’s core releases energy that reaches Earth in the form of radiation. 

• Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion. 

SC.HS.11.1.b Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. 

SC.HS.11.1.c Communicate scientific ideas about the way stars, throughout their stellar stages, produce elements. 

• Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed. 

SC.HS.11.1.d Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. 

• Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus. 

SC.HS.12 Weather and Climate 

SC.HS.12.2 Gather, analyze, and communicate evidence to support that Earth’s climate and weather are influenced by energy flow through Earth systems. 

SC.HS.12.2.a Construct an explanation based on evidence for how the sun’s energy moves among Earth’s systems. 

SC.HS.12.2.b Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. 

• Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution. 

SC.HS.12.2.c Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate and scale of global or regional climate changes. 

SC.HS.12.2.d Evaluate the validity and reliability of past and present models of Earth conditions to make projections of future climate trends and their impacts. 

SC.HS.13 Earth’s Systems 

SC.HS.13.3 Gather, analyze, and communicate evidence to defend the position that Earth’s systems are interconnected and impact one another. 

SC.HS.13.3.a Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. 

SC.HS.13.3.b Develop a model based on evidence of Earth’s interior to describe the cycling of matter. 

SC.HS.13.3.c Construct an argument based on evidence to explain the multiple processes that cause Earth’s plates to move. 

SC.HS.13.3.d Plan and conduct an investigation of the properties of water and their effects on Earth materials, surface processes, and groundwater systems. 

SC.HS.13.3.e Develop a quantitative model to describe the cycling of carbon and other nutrients among the hydrosphere, atmosphere, geosphere, and biosphere, today and in the geological past. 

SC.HS.14 History of Earth 

SC.HS.14.4 Gather, analyze, and communicate evidence to interpret Earth’s history. 

SC.HS.14.4.a Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the differences in age, structure, and composition of crustal and sedimentary rocks. 

SC.HS.14.4.b Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to reconstruct Earth’s formation and early history. 

SC.HS.14.4.c Develop a model to illustrate how Earth’s internal and surface processes operate over time to form, modify, and recycle continental and ocean floor features. 

• Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface. 

SC.HS.14.4.d Construct an argument based on evidence to validate coevolution of Earth’s systems and life on Earth. 

• Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.

SC.HS.15 Sustainability 

SC.HS.15.5 Gather, analyze, and communicate evidence to describe the interactions between society, environment, and economy. 

SC.HS.15.5.a Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. 

SC.HS.15.5.b Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. 

SC.HS.15.5.c Use a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. 

• Assessment is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations. 

SC.HS.15.5.d Evaluate or refine a technological solution that increases positive impacts of human activities on natural systems. 

SC.HS.15.5.e Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

SC.HS.15.5.f Use a computational representation to illustrate the relationships among Earth systems and the degree to which those relationships are being modified due to human activity. 

• Assessment does not include running computational representations but is limited to using the published results of scientific computational models.

Physics 

SC.HSP.1 Forces, Interactions, and Motion

SC.HSP.1.1 Gather, analyze, and communicate evidence of forces, interactions, and motion. 

SC.HSP.1.1.a Generate and interpret mathematical and graphical representations to describe the relationships between position, velocity, acceleration and time. 

• Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to no acceleration and objects undergoing a constant acceleration, including projectile motion, free fall, and circular motion. 

• Examples should also include both average and instantaneous velocities. Assessment is limited to one and two-dimensional motion and to objects moving at non-relativistic speeds. 

SC.HSP.1.1.b Use mathematical and pictorial models as applied to Newton’s second law of motion describing the relationship among the net force on a macroscopic object, its mass, and its acceleration. 

• Examples include drawing and using free body diagrams to analyze the net force on the object and the resulting motion; vectors including decomposition and recomposition, addition and subtraction. 

• Assessment is limited to two-dimensional motion. 

SC.HSP.1.1.c Use mathematical representations of momentum to predict the outcome of a collision. 

• Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.  

• Assessment is limited to quantitative analysis of systems of two macroscopic bodies moving in one-dimension and qualitative analysis of multiple macroscopic bodies moving in two or three-dimensions. 

SC.HSP.1.1.d Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. 

• Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it by applying the impulse-momentum theorem. 

• Examples of a device could include a football helmet or an airbag. 

• Assessment is limited to qualitative evaluations and/or algebraic manipulations. 

SC.HSP.1.1.e Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 

• Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

• Assessment can be expanded to systems with multiple objects. 

SC.HSP.2 Waves, Electromagnetic Radiation, and Optics 

SC.HSP.2.2 Gather, analyze, and communicate evidence of the interactions of waves and optics. 

SC.HSP.2.2.a Use mathematical representations to describe the relationships among the frequency, wavelength, and speed of waves traveling in various media. 

• Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth. 

• Examples also include descriptive changes in observed frequency based on relative motion of observer or source (Doppler effect). 

• Assessment is limited to algebraic relationships and describing those relationships qualitatively. 

SC.P.2.2.b Develop and use models to predict interactions of longitudinal and transverse waves in various media. 

• Examples could include P, S and Surface seismic waves, water waves, and waves on a spring. 

• Emphasis is on structure and function of waves.   

SC.HSP.2.2.c Develop and use models to describe the behavior of light at the boundary of various media. 

• Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell’s Law). 

SC.HSP.2.2.d Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. 

• Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. 

• Examples of a phenomenon could include resonance, interference, diffraction, photoelectric effect and the idea that photons associated with different frequencies of light have different energies. 

• Assessment includes qualitative and quantitative models of light. 

SC.HSP.2.2.e Use evidence to support explanations for causes of emission and absorption spectra of electromagnetic radiation. 

• Emphasis is on the idea that photons associated with different frequencies of light have different energies. This could include the displacement and broadening of spectral lines (redshift and blueshift). 

• Examples could include different elements absorb or emit specific frequencies of light. 

• Assessment is limited to qualitative descriptions. 

SC.HSP.2.2.f Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. 

• Examples could include solar cells capturing light and converting it to electricity; medical imaging; communications technology; lasers. 

• Assessments are limited to qualitative information. 

• Assessments do not include band theory. 

SC.HSP.4 Energy: Physics 

SC.HSP.4.3 Gather, analyze, and communicate evidence of the interactions of energy. 

SC.HSP.4.3.a Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. 

• Emphasis is on explaining the meaning of mathematical expressions used in the model including the Work-Energy theorem. 

• Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields. 

SC.HSP.4.3.b Plan and conduct an investigation to rate the power and efficiency used in performing work on a system. 

• Emphasis is on the quantitative determination of power in interactions. 

• Examples could include use of pulleys and electric motors. 

SC.HSP.4.3.c Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. 

• Emphasis is on both qualitative and quantitative evaluations of devices. 

• Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, generators, heat engines and heat pumps. 

• Examples of constraints could include use of renewable energy forms and efficiency.  

• Assessment for quantitative evaluations is limited to total output for a given input. 

• Assessment is limited to devices constructed with materials provided to students.   

SC.HSP.4.3.d Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

• Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.   

SC.HSP.4.3.e Plan and conduct an investigation to provide evidence for the transfer of thermal energy within a system based on the Laws of Thermodynamics. 

• Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually, such as changes in entropy of a system. 

• Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water, changes from kinetic to thermal energy, and heat engines and heat pumps. 

• Assessment is limited to investigations based on materials and tools provided to students. 

SC.HSP.4.3.f Develop and use a model of two objects interacting through gravitational, electric, or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. 

• Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.  

• Assessment is limited to systems containing two objects. 

SC.HSP.16 Electricity and Magnetism 

SC.HSP.16.4 Gather, analyze, and communicate evidence of electricity and magnetism. 

SC.HSP.16.4.a Use mathematical representations of field forces to describe and predict forces at a distance between objects. 

• Emphasis is on both quantitative and conceptual descriptions of forces from gravitational and electric sources. 

• Assessment can be expanded to systems with multiple objects. 

SC.HSP.16.4.b Use models to visualize and describe gravitational, magnetic and electrical fields and predict resulting forces on nearby objects. 

• Examples of fields include point charges, charged parallel plates/rings/spheres, and bar magnets. Also could include electromagnetic forces, such as the magnetic force acting on a moving charge. 

• Assessment is limited to descriptive analysis of the fields and the forces they produce. 

SC.HSP.16.4.c Use mathematical representations to provide evidence that describes and predicts relationships between power, current, voltage, and resistance. 

• Emphasis is on insulators and conductors accounting for Ohm’s Law, total resistance for combinations of resistors and P=IV. 

SC.HSP.16.4.d Evaluate competing design solutions for construction and use of electrical consumer products accounting for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. 

• Examples could include efficiency of light bulbs (visible intensity vs. power) and thermal energy limits of wire.   

SC.HSP.16.4.e Obtain and communicate technical information about how some technological devices use alternating current and others use direct current. 

• Examples could include why public utilities use AC while many devices use DC and energy loss in transmission of electricity. 

SC.HSP.16.4.f Design a solution to a problem using the fact that an electric current can produce a magnetic field and/or that a changing magnetic field can produce an electric current. 

• Emphasis is on both quantitative and conceptual descriptions of electric and magnetic fields. 

• Examples include designing a generator, motor or transformer. 

• Assessment is limited to systems with two objects.     

SC.HSP.16.4.g Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

• Examples could include analysis of renewable energy systems for electricity generation and the effect of autonomous electric cars on the economy, society and the environment.

Chemistry 

SC.HSP.3 Structure and Properties of Matter 

SC.HSP.3.1 Gather, analyze, and communicate evidence of the structure, properties, and interactions of matter. 

SC.HSP.3.1.a Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. 

• Assessment does not include quantitative understanding of ionization energy beyond relative trends. 

SC.HSP.3.1.b Plan and conduct an investigation to gather evidence to compare the structure of substances at the macro scale to infer the strength of electrical forces between particles. 

• Examples of intramolecular forces include bond type, polarity of bonds and, resonance structures. 

• Examples of intermolecular forces include hydrogen bonds, dipole-dipole. 

• Assessment does not include Raoult’s law calculations of vapor pressure. 

SC.HSP.3.1.c Develop and use models to predict and explain forces that are in and between molecules. 

• Examples of intramolecular forces include bond type, polarity of bonds and, resonance structures. 

• Examples of intermolecular forces include hydrogen bonds, dipole-dipole.  

SC.HSP.3.3.d Evaluate a solution to a complex, real-world problem based on prioritized criteria and tradeoffs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. 

• Examples could include the effects of concentration of solutions on the freezing/boiling point (melting of ice on roadways), aspartame and caffeine in beverages, fluoride in drinking water. 

SC.HSP.3.3.e Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. 

• Assessment is limited to alpha, beta, and gamma radioactive decays. 

SC.HSP.3.3.f Develop and use models to describe and predict mechanisms of the quantum mechanical model of the atom. 

• Examples of representation include Aufbau Diagram, Hund’s Rule, Pauli Exclusion, and orbital shapes, Hybridization of orbitals, and electron configuration. 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.3.3.g Evaluate the evidence supporting claims about how atoms absorb and emit energy in the form of electromagnetic radiation. 

• Examples include using mathematical relationships to demonstrate the relationship between observed light spectrum, wavelength of light and emission spectrum. 

• (This is an upper-level course indicator.  It is not recommended for all students.)   

SC.HSP.3.3.h Use mathematical representations to quantify matter through the analysis of patterns in chemical compounds at different scales. 

• Emphasis is on the mole concept, empirical formula, molecular formula, percent composition, and law of constant composition. 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.4 Energy: Chemistry 

SC.HSP.4.2 Gather, analyze, and communicate evidence of the interactions of energy. 

SC.HSP.4.2.a Use statistical and mathematical techniques to describe qualitative and quantitative thermodynamic relationships. 

• Thermodynamic relationships may include: Enthalpy, Hess’s Law, Heats of Formation. 

• Examples of data displays or graphs could include energy diagrams to communicate bond energies of products or reactants. 

• Lab investigations may include calorimetry.  

• (This is an upper-level course indicator.  It is not recommended for all students.)  

SC.HSP.4.2.b Plan and conduct an investigation to gather evidence of how the Kinetic Molecular Theory and gas laws are related. 

• Examples include Dalton’s Law of particle pressures, Graham’s Law of Diffusion and Effusion, and empirical gas laws. 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.4.2.c Analyze and interpret data to explain changes in energy within a system and/or energy flows in and out of a system. 

• Emphasis is on the use of mathematical expressions to describe the change in energy within the system. Investigations could include electrochemistry (electrolysis). 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.4.2.d Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

• Examples could include alternative energies, carbon footprint, and crude oil refining process. 

SC.HSP.5 Chemical Reactions 

SC.HSP.5.3 Gather, analyze, and communicate evidence of chemical reactions. 

SC.HSP.5.3.a Plan and conduct an investigation to generate evidence that answers scientific questions related to changes in solution chemistry. 

• Examples include titrations, solubility, and Le Chatelier’s Principle.  

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.5.3.b Use a model to identify electron transfer and balance a redox reaction. Emphasis would be on using half reaction method for balancing equations and understanding electron transfer. 

• Examples include electrochemical cells and electroplating.  

• (This is an upper-level course indicator.  It is not recommended for all students.)  

SC.HSP.5.3.c Use mathematical and/or computational representations to predict and explain relationships within chemical systems. 

• Examples include stoichiometric calculations, gas stoichiometry, limiting reactant, empirical formula/molecular formula calculations, % comp % yield. 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.5.3.d Use mathematical representations to analyze the proportion and quantity of particles in solution. 

• Emphasis is on molarity and developing net ionic equations. 

• (This is an upper-level course indicator.  It is not recommended for all students.) 

SC.HSP.5.3.e Plan and conduct an investigation to predict the outcome of a chemical reaction based on patterns of chemical properties. 

• Examples of reaction types could include single replacement, double replacement, etc. 

• Examples of patterns could include the use of solubility rules, activity series. 

• (This is an upper-level course indicator.  It is not recommended for all students.). 

SC.HS.5.3.f Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Biology 

SC.HSP.6 Structure and Function 

SC.HSP.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things. 

SC.HSP.6.1.a Construct an explanation based on evidence for how the sequence of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

SC.HSP.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. 

• An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. 

• Assessment does not include interactions and functions at the molecular level.    

SC.HSP.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels. 

SC.HSP.6.1.d Use a model to illustrate the role of cells in producing signals which maintain cellular function within organisms. Emphasis is on conceptual understanding of the types of cell signals, signal reception, signal transduction, and types of cellular responses. 

SC.HSP.6.1.e Construct an explanation based on evidence that plants have structures that function to support survival, growth, behavior, and reproduction. 

• Emphasis is on plant structure, growth, and development, nutrient uptake and transport, plant reproduction, and plant responses to internal and external stimuli. 

SC.HSP.6.1.f Construct an explanation based on evidence that animals have structures that function to support survival, growth, behavior, and reproduction. 

• Emphasis is on the basic principles of animal form and functions. 

• Examples of basic principles could include animal nutrition, circulation, gas exchange, immunity, osmoregulation and excretion, hormonal and endocrine control, reproduction, development, neural control systems, and animal behavior. 

SC.HSP.6.1.g Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

SC.HSP.7 Interdependent Relationships in Ecosystems 

SC.HSP.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HSP.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. 

• Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets. 

• Assessment does not include deriving mathematical equations to make comparisons.   

SC.HSP.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data. 

• Assessment is limited to provided data.    

SC.HSP.7.2.c Evaluate the claims, evidence, and reasoning related to the principle that complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. 

• Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal f lood; and extreme changes, such as volcanic eruption or sea level rise. 

SC.HSP.7.2.d Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

• Examples of human activities can include habitat development and restoration, supporting native pollinators, reducing consumption, rotating crops, using integrated pest management. 

SC.HSP.7.2.e Create or revise a solution to mitigate the impacts of human activity on biodiversity. 

• Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.   

SC.HSP.7.2.f Evaluate evidence for the role of behavior on individual and species’ chances to survive and reproduce. 

• Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. 

• Examples of behaviors could include fixed action patterns, imprinting, kinesis, taxis, hibernation, estivation, habituation, spatial learning, associative learning, cognition, foraging behavior, agonistic behavior, altruism, social learning, flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming. 

SC.HSP.8 Matter and Energy in Organisms and Ecosystems 

SC.HSP.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HSP.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. 

• Examples of models could include diagrams, chemical equations, and conceptual models. 

SC.HSP.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form amino acids and/or other large carbon-based molecules. 

• Emphasis is on using evidence from models and simulations to support explanations. 

SC.HSP.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 

• Emphasis is on the conceptual understanding of the steps or specific processes involved in cellular respiration.   

SC.HSP.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Emphasis is on conceptual understanding of the role of metabolism in different environments. 

SC.HSP.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. 

• Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HSP.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Examples of models could include simulations and mathematical models. 

SC.HSP.8.3.g Use models to illustrate how atomic structure and bonding impact the properties of water and their influence on biological systems. 

• Emphasis is on atomic structure, types of chemical bonds, and properties of water and how those properties influence organisms and ecosystems. 

SC.HSP.8.3.h Construct an explanation based on evidence for how ATP powers cellular work and for how enzymes affect the rate of and the amount of energy needed for metabolic reactions. 

• Emphasis is on the structure of ATP and how ATP is used to power cellular work by coupling exergonic and endergonic reactions. 

• Emphasis is on how enzymes speed up and/or lower the activation energy needed for metabolic reactions and how the regulation of enzyme activity helps control metabolism. 

SC.HSP.9 Inheritance and Variation of Traits 

SC.HSP.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HSP.9.4.a Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

SC.HSP.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Emphasis is on using data to support arguments for the way variation occurs.  

SC.HSP.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits (examples could include Hardy-Weinberg calculations and chi-square calculations. 

SC.HSP.9.4.d Evaluate evidence supporting claims that gene regulation can explain the variation and distribution of expressed traits in a population. 

• Emphasis is on the differences in gene expression of multi-cellular organisms, leading to different cell types within organisms and the distribution of traits in a population. 

SC.HSP.9.4.e Construct an explanation based on evidence for the role of biotechnology in the research and understanding of biological systems. 

• Emphasis is on the evolution of genomes, how biotechnology allows researchers to study the sequence, expression, and function of genes, and the practical applications of biotechnology. 

SC.HSP.10 Biological Evolution 

SC.HSP.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HSP.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

• Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. 

• Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development. 

SC.HSP.10.5.b Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. 

• Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning. 

SC.HSP.10.5.c Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 

• Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. 

• Examples of basic statistical and graphical analysis could include allele frequency calculations. 

SC.HSP.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

• Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations. 

SC.HSP.10.5.e Evaluate evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. 

• Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species. 

SC.HSP.10.5.f Develop and use models to illustrate patterns in the evolutionary history of biological diversity. 

• Emphasis is on how the structure and function of bacteria, archaea, protists, fungi, plants, and animals are used in are related in the tree of life.

Anatomy and Physiology 

SC.HSP.6 Structure and Function: Anatomy & Physiology 

SC.HSP.6.2 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the integumentary system. 

SC.HSP.6.2.a Plan and conduct and investigation to identify patterns of organization in the integumentary system. 

• Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.2.b Ask questions to clarify the role of various structures in integumentary system function. 

SC.HSP.6.2.c Develop and use a model to identify and describe the relationship between the structures and physiological processes of the integumentary system. 

SC.HSP.6.2.d Plan and conduct an investigation to gather evidence that feedback mechanisms in the integumentary system help maintain homeostasis. 

SC.HSP.6.2.e Engage in arguments from evidence for the role of cell division in integumentary system dysfunction. 

SC.HSP.6.3 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the skeletal system. 

SC.HSP.6.3.a Plan and conduct an investigation to identify patterns of organization in the skeletal system. Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.3.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the skeletal system. 

SC.HSP.6.3.c Obtain, evaluate, and communicate information that feedback mechanisms in the skeletal system help maintain homeostasis. 

SC.HSP.6.3.d Develop and use a model to explain the order of events necessary for bone formation. 

SC.HSP.6.3.e Engage in arguments from evidence to support claims about the causes of dysfunction in the skeletal system. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.4 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the muscular system. 

SC.HSP.6.4.a Plan and conduct an investigation to identify patterns of organization in the muscular system. 

• Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.4.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the muscular system. 

SC.HSP.6.4.c Engage in arguments from evidence that muscle contraction is the result of biochemical reactions. 

SC.HSP.6.4.d Obtain, evaluate, and communicate that feedback mechanisms in the muscular system help maintain homeostasis. 

SC.HSP.6.4.e Engage in arguments from evidence to support claims about the causes of dysfunction in the muscular system. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.5 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the nervous system. 

SC.HSP.6.5.a Plan and conduct an investigation to identify patterns of organization in the nervous system. 

• Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.5.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the nervous system.

SC.HSP.6.5.c Engage in arguments from evidence that production of a nerve impulse is the result of biochemical reactions. 

SC.HSP.6.5.d Obtain, evaluate, and communicate evidence that feedback mechanisms in the nervous system help maintain homeostasis. 

SC.HSP.6.5.e Engage in arguments from evidence to support claims about the causes of dysfunction in the nervous system. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.6 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the cardiovascular/respiratory systems. 

SC.HSP.6.6.a Plan and conduct an investigation to identify patterns of organization in the cardiovascular/respiratory systems. 

• Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.6.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the cardiovascular/respiratory systems. 

SC.HSP.6.6.c Obtain, evaluate and communicate evidence that feedback mechanisms in the cardiovascular/respiratory systems help maintain homeostasis. 

SC.HSP.6.6.d Engage in arguments from evidence to support claims about the causes of dysfunction in the cardiovascular/ respiratory systems. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.7 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the digestive system. 

SC.HSP.6.7.a Plan and conduct an investigation to identify patterns of organization in the digestive system. Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.7.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the digestive system. 

SC.HSP.6.7.c Obtain, evaluate and communicate evidence that feedback mechanisms in the digestive system help maintain homeostasis. 

SC.HSP.6.7.d Engage in arguments from evidence to support claims about the causes of dysfunction in the digestive system. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.8 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the urinary system. 

SC.HSP.6.8.a Plan and conduct an investigation to identify patterns of organization in the urinary system. Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.8.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the urinary system. 

SC.HSP.6.8.c Obtain, evaluate and communicate evidence that feedback mechanisms in the urinary system help maintain homeostasis. 

SC.HSP.6.8.d Engage in arguments from evidence to support claims about the causes of dysfunction in the urinary system. 

• Evidence could include data obtained from case studies. 

SC.HSP.6.9 Gather, analyze, and communicate evidence of the relationship between the structures and physiological processes of the reproductive system. 

SC.HSP.6.9.a Plan and conduct an investigation to identify patterns of organization in the reproductive system. 

• Information could be gathered from dissections, models, simulations, and scientific texts. 

SC.HSP.6.9.b Develop and use a model to identify and describe the relationship between the structures and physiological processes of the reproductive system. 

• Include spermatogenesis, oogenesis, and menstruation. 

SC.HSP.6.9.c Obtain, evaluate and communicate evidence that feedback mechanisms in the reproductive system help maintain homeostasis. 

SC.HSP.6.9.d Engage in arguments from evidence to support claims about the causes of dysfunction in the reproductive system. 

• Evidence could include data obtained from case studies. 

SC.HSP.17 Engineering in Health Sciences 

SC.HSP.17.1 Gather, analyze, and communicate evidence of the connection between health science careers and engineering. 

SC.HSP.17.1.a Obtain, evaluate, and communicate information related to health science careers and the various roles they fulfill within the health care system. 

• Examples include researcher, bio-medical engineer, medical professional, technician, manufacturer and distributor, administrator, and data storage and security professional. 

SC.HSP.17.1.b Design a solution to a complex, real-world problem affecting body systems that can be solved through engineering. 

• Solutions could include prosthetics, mobility enhancement, engineered body parts, treatment processes, and disease control. 

SC.HSP.17.1.c Evaluate a solution to a complex, real-world human health problem based on prioritized criteria constraints that account for interactions within and between systems. 

• Solutions could include the effects on the human body or solutions for environmental public health issues. 

SC.HSP.18 Body Systems 

SC.HSP.18.1 Gather, analyze, and communicate evidence of the connections between body systems. 

SC.HSP.18.1.a Construct and revise an explanation based on evidence for the cycling of matter and flow of energy within and between body systems. 

SC.HSP.18.1.b Develop and use models to explain the interactions between body systems. 

• Emphasis should also include interactions with the endocrine system.