What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

Virginia Science Standards of Learning

K–12 Standards

Grades 9, 10, 11, 12
Other Virginia Science sets
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grades 7, 8
Life Science (2018)
Earth Science (2018)
Physical Science
Chemistry
Environmental Science
Life Science
Physics
Biology
Biology II Ecology

Biology

1.
The student will demonstrate an understanding of scientific and engineering practices byBIO.1
1. a.
  asking questions and defining problemsBIO.1.a
  i.
  ask questions that arise from careful observation of phenomena and/or organisms, from examining models and theories, and/or to seek additional informationBIO.1.a.i
  ii.
  determine which questions can be investigated within the scope of the school laboratory or field to determine relationships between independent and dependent variablesBIO.1.a.ii
  iii.
  generate hypotheses based on research and scientific principlesBIO.1.a.iii
  iv.
  make hypotheses that specify what happens to a dependent variable when an independent variable is manipulatedBIO.1.a.iv
2. b.
  planning and carrying out investigationsBIO.1.b
  i.
  individually and collaboratively plan and conduct observational and experimental investigationsBIO.1.b.i
  ii.
  plan and conduct investigations or test design solutions in a safe and ethical manner including considerations of environmental, social, and personal effectsBIO.1.b.ii
  iii.
  determine appropriate sample size and techniquesBIO.1.b.iii
  iv.
  select and use appropriate tools and technology to collect, record, analyze, and evaluate dataBIO.1.b.iv
3. c.
  interpreting, analyzing, and evaluating dataBIO.1.c
  i.
  construct and interpret data tables showing independent and dependent variables, repeated trials, and meansBIO.1.c.i
  ii.
  construct, analyze, and interpret graphical displays of dataBIO.1.c.ii
  iii.
  use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problemsBIO.1.c.iii
  iv.
  analyze data using tools, technologies, and/or models to make valid and reliable scientific claims or determine an optimal design solutionBIO.1.c.iv
4. d.
  constructing and critiquing conclusions and explanationsBIO.1.d
  i.
  make quantitative and/or qualitative claims regarding the relationship between dependent and independent variablesBIO.1.d.i
  ii.
  construct and revise explanations based on valid and reliable evidence obtained from a variety of sources including students' own investigations, models, theories, simulations, and peer reviewBIO.1.d.ii
  iii.
  apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and design solutionsBIO.1.d.iii
  iv.
  compare and evaluate competing arguments or design solutions in light of currently accepted explanations and new scientific evidenceBIO.1.d.iv
  v.
  construct arguments or counterarguments based on data and evidenceBIO.1.d.v
  vi.
  differentiate between a scientific hypothesis and theoryBIO.1.d.vi
5. e.
  developing and using modelsBIO.1.e
  i.
  evaluate the merits and limitations of modelsBIO.1.e.i
  ii.
  develop, revise, and/or use models based on evidence to illustrate or predict relationshipsBIO.1.e.ii
  iii.
  develop and/or use models to generate data to support explanations, predict phenomena, analyze systems, and/or solve problemsBIO.1.e.iii
6. f.
  obtaining, evaluating, and communicating informationBIO.1.f
  i.
  compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problemBIO.1.f.i
  ii.
  gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each sourceBIO.1.f.ii
  iii.
  communicate scientific and/or technical information about phenomena in multiple formatsBIO.1.f.iii
2.
The student will investigate and understand that chemical and biochemical processes are essential for life. Key ideas includeBIO.2
1. a.
  water chemistry has an influence on life processes;BIO.2.a
2. b.
  macromolecules have roles in maintaining life processes;BIO.2.b
3. c.
  enzymes have a role in biochemical processes;BIO.2.c
4. d.
  protein synthesis is the process of forming proteins which influences inheritance and evolution; andBIO.2.d
5. e.
  the processes of photosynthesis and respiration include the capture, storage, transformation, and flow of energy.BIO.2.e
3.
The student will investigate and understand that cells have structure and function. Key ideas includeBIO.3
1. a.
  the cell theory is supported by evidence;BIO.3.a
2. b.
  homeostasis is maintained through the role of structures in unicellular and multicellular organisms;BIO.3.b
3. c.
  cell structures and processes are involved in cell growth and division;BIO.3.c
4. d.
  the structure and function of the cell membrane support cell transport; andBIO.3.d
5. e.
  specialization leads to the development of different types of cells.BIO.3.e
4.
The student will investigate and understand that bacteria and viruses have an effect on living systems. Key ideas includeBIO.4
1. a.
  viruses depend on a host for metabolic processes;BIO.4.a
2. b.
  the modes of reproduction/replication can be compared;BIO.4.b
3. c.
  the structures and functions can be compared;BIO.4.c
4. d.
  bacteria and viruses have a role in other organisms and the environment; andBIO.4.d
5. e.
  the germ theory of infectious disease is supported by evidence.BIO.4.e
5.
The student will investigate and understand that there are common mechanisms for inheritance. Key ideas includeBIO.5
1. a.
  DNA has structure and is the foundation for protein synthesis;BIO.5.a
2. b.
  the structural model of DNA has developed over time;BIO.5.b
3. c.
  the variety of traits in an organism are the result of the expression of various combinations of alleles;BIO.5.c
4. d.
  meiosis has a role in genetic variation between generations; andBIO.5.d
5. e.
  synthetic biology has biological and ethical implications.BIO.5.e
6.
The student will investigate and understand that modern classification systems can be used as organizational tools for scientists in the study of organisms. Key ideas includeBIO.6
1. a.
  organisms have structural and biochemical similarities and differences;BIO.6.a
2. b.
  fossil record interpretation can be used to classify organisms;BIO.6.b
3. c.
  developmental stages in different organisms can be used to classify organisms;BIO.6.c
4. d.
  Archaea, Bacteria, and Eukarya are domains based on characteristics of organisms;BIO.6.d
5. e.
  the functions and processes of protists, fungi, plants, and animals allow for comparisons and differentiation within the Eukarya kingdoms; andBIO.6.e
6. f.
  systems of classification are adaptable to new scientific discoveries.BIO.6.f
7.
The student will investigate and understand that populations change through time. Key ideas includeBIO.7
1. a.
  evidence is found in fossil records and through DNA analysis;BIO.7.a
2. b.
  genetic variation, reproductive strategies, and environmental pressures affect the survival of populations;BIO.7.b
3. c.
  natural selection is a mechanism that leads to adaptations and may lead to the emergence of new species; andBIO.7.c
4. d.
  biological evolution has scientific evidence and explanations.BIO.7.d
8.
The student will investigate and understand that there are dynamic equilibria within populations, communities, and ecosystems. Key ideas includeBIO.8
1. a.
  interactions within and among populations include carrying capacities, limiting factors, and growth curves;BIO.8.a
2. b.
  nutrients cycle with energy flow through ecosystems;BIO.8.b
3. c.
  ecosystems have succession patterns; andBIO.8.c
4. d.
  natural events and human activities influence local and global ecosystems and may affect the flora and fauna of Virginia.BIO.8.d

Chemistry

1.
The student will demonstrate an understanding of scientific and engineering practices byCH.1
1. a.
  asking questions and defining problemsCH.1.a
  i.
  ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional informationCH.1.a.i
  ii.
  determine which questions can be investigated within the scope of the school laboratoryCH.1.a.ii
  iii.
  make hypotheses that specify what happens to a dependent variable when an independent variable is manipulatedCH.1.a.iii
  iv.
  generate hypotheses based on research and scientific principlesCH.1.a.iv
  v.
  define design problems that involve the development of a process or system with interacting components, criteria and constraintsCH.1.a.v
2. b.
  planning and carrying out investigationsCH.1.b
  i.
  individually and collaboratively plan and conduct observational and experimental investigationsCH.1.b.i
  ii.
  plan and conduct investigations or test design solutions in a safe manner, including planning for response to emergency situationsCH.1.b.ii
  iii.
  select and use appropriate tools and technology to collect, record, analyze, and evaluate dataCH.1.b.iii
3. c.
  interpreting, analyzing and evaluating dataCH.1.c
  i.
  record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic formsCH.1.c.i
  ii.
  use data in building and revising models, supporting explanations for phenomena, or testing solutions to problemsCH.1.c.ii
  iii.
  solve problems using mathematical manipulations including the International System of Units (SI), scientific notation, derived units, significant digits, and dimensional analysisCH.1.c.iii
  iv.
  analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solutionCH.1.c.iv
  v.
  analyze data graphically and use graphs to make predictionsCH.1.c.v
  vi.
  differentiate between accuracy and precision of measurementsCH.1.c.vi
  vii.
  consider limitations of data analysis when analyzing and interpreting dataCH.1.c.vii
  viii.
  analyze data to optimize a designCH.1.c.viii
4. d.
  constructing and critiquing conclusions and explanationsCH.1.d
  i.
  construct and revise explanations based on valid and reliable evidence obtained from a variety of sourcesCH.1.d.i
  ii.
  apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutionsCH.1.d.ii
  iii.
  compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidenceCH.1.d.iii
  iv.
  construct arguments or counterarguments based on data and evidenceCH.1.d.iv
  v.
  differentiate between scientific hypothesis, theory, and lawCH.1.d.v
5. e.
  developing and using modelsCH.1.e
  i.
  evaluate the merits and limitations of modelsCH.1.e.i
  ii.
  develop, revise, and/or use models based on evidence to illustrate or predict relationshipsCH.1.e.ii
  iii.
  use models and simulations to visualize and explain the movement of particles, to represent chemical reactions, to formulate mathematical equations, and to interpret data setsCH.1.e.iii
6. f.
  obtaining, evaluating, and communicating informationCH.1.f
  i.
  compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problemCH.1.f.i
  ii.
  gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each sourceCH.1.f.ii
  iii.
  communicate scientific and/or technical information about phenomena and/or a design process in multiple formatsCH.1.f.iii
2.
The student will investigate and understand that elements have properties based on their atomic structure. The periodic table is an organizational tool for elements based on these properties. Key information pertaining to the periodic table includesCH.2
1. a.
  average atomic mass, isotopes, mass number, and atomic number;CH.2.a
2. b.
  nuclear decay;CH.2.b
3. c.
  trends within groups and periods including atomic radii, electronegativity, shielding effect, and ionization energy;CH.2.c
4. d.
  electron configurations, valence electrons, excited electrons, and ions; andCH.2.d
5. e.
  historical and quantum models.CH.2.e
3.
The student will investigate and understand that atoms are conserved in chemical reactions. Knowledge of chemical properties of the elements can be used to describe and predict chemical interactions. Key ideas includeCH.3
1. a.
  chemical formulas are models used to represent the number of each type of atom in a substance;CH.3.a
2. b.
  substances are named based on the number of atoms and the type of interactions between atoms;CH.3.b
3. c.
  balanced chemical equations model rearrangement of atoms in chemical reactions;CH.3.c
4. d.
  atoms bond based on electron interactions;CH.3.d
5. e.
  molecular geometry is predictive of physical and chemical properties; andCH.3.e
6. f.
  reaction types can be predicted and classified.CH.3.f
4.
The student will investigate and understand that molar relationships compare and predict chemical quantities. Key ideas includeCH.4
1. a.
  Avogadro's principle is the basis for molar relationships; andCH.4.a
2. b.
  stoichiometry mathematically describes quantities in chemical composition and in chemical reactions.CH.4.b
5.
The student will investigate and understand that solutions behave in predictable and quantifiable ways. Key ideas includeCH.5
1. a.
  molar relationships determine solution concentration;CH.5.a
2. b.
  changes in temperature can affect solubility;CH.5.b
3. c.
  extent of dissociation defines types of electrolytes;CH.5.c
4. d.
  pH and pOH quantify acid and base dissociation; andCH.5.d
5. e.
  colligative properties depend on the extent of dissociation.CH.5.e
6.
The student will investigate and understand that the phases of matter are explained by the kinetic molecular theory. Key ideas includeCH.6
1. a.
  pressure and temperature define the phase of a substance;CH.6.a
2. b.
  properties of ideal gases are described by gas laws; andCH.6.b
3. c.
  intermolecular forces affect physical properties.CH.6.c
7.
The student will investigate and understand that thermodynamics explains the relationship between matter and energy. Key ideas includeCH.7
1. a.
  heat energy affects matter and interactions of matter;CH.7.a
2. b.
  heating curves provide information about a substance;CH.7.b
3. c.
  reactions are endothermic or exothermic;CH.7.c
4. d.
  energy changes in reactions occur as bonds are broken and formed;CH.7.d
5. e.
  collision theory predicts the rate of reactions;CH.7.e
6. f.
  rates of reactions depend on catalysts and activation energy; andCH.7.f
7. g.
  enthalpy and entropy determine the extent of a reaction.CH.7.g

Earth Science

1.
The student will demonstrate an understanding of scientific and engineering practices byES.1
1. a.
  asking questions and defining problemsES.1.a
  i.
  ask questions that arise from careful observation of phenomena, examination of a model or theory, or unexpected results, and/or to seek additional informationES.1.a.i
  ii.
  determine which questions can be investigated within the scope of the school laboratory or field experienceES.1.a.ii
  iii.
  generate hypotheses based on research and scientific principlesES.1.a.iii
  iv.
  make hypotheses that specify what happens to a dependent variable when an independent variable is manipulatedES.1.a.iv
  v.
  define design problems that involve the development of a process or system with multiple components and criteriaES.1.a.v
2. b.
  planning and carrying out investigationsES.1.b
  i.
  individually and collaboratively plan and conduct observational and experimental investigationsES.1.b.i
  ii.
  plan and conduct investigations to test design solutions in a safe and ethical manner including considerations of environmental, social and personal effectsES.1.b.ii
  iii.
  select and use appropriate tools and technology to collect, record, analyze, and evaluate dataES.1.b.iii
3. c.
  interpreting, analyzing, and evaluating dataES.1.c
  i.
  construct and interpret data tables showing independent and dependent variables, repeated trials, and meansES.1.c.i
  ii.
  construct, analyze, and interpret graphical displays of data and consider limitations of data analysisES.1.c.ii
  iii.
  apply mathematical concepts and processes to scientific questionsES.1.c.iii
  iv.
  use data in building and revising models, supporting explanations of phenomena, or testing solutions to problemsES.1.c.iv
  v.
  analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solutionES.1.c.v
4. d.
  constructing and critiquing conclusions and explanationsES.1.d
  i.
  make quantitative and/or qualitative claims based on dataES.1.d.i
  ii.
  construct and revise explanations based on valid and reliable evidence obtained from a variety of sources, including students' own investigations, models, theories, simulations, and peer reviewES.1.d.ii
  iii.
  apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutionsES.1.d.iii
  iv.
  construct arguments or counterarguments based on data and evidenceES.1.d.iv
  v.
  differentiate between a scientific hypothesis, theory, and lawES.1.d.v
5. e.
  developing and using modelsES.1.e
  i.
  evaluate the merits and limitations of modelsES.1.e.i
  ii.
  develop, revise, and/or use models based on evidence to illustrate or predict relationshipsES.1.e.ii
  iii.
  construct and interpret scales, diagrams, classification charts, graphs, tables, imagery, models, including geologic cross sections and topographic profilesES.1.e.iii
  iv.
  read and interpret topographic and basic geologic maps and globes, including location by latitude and longitudeES.1.e.iv
6. f.
  obtaining, evaluating, and communicating informationES.1.f
  i.
  compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problemES.1.f.i
  ii.
  gather, read, and evaluate scientific and/or technical information from multiple sources, assessing the evidence and credibility of each sourceES.1.f.ii
  iii.
  communicate scientific and/or technical information about phenomena and/or a design process in multiple formatsES.1.f.iii
2.
The student will demonstrate an understanding that there are scientific concepts related to the origin and evolution of the universe. Key ideas includeES.2
1. a.
  the big bang theory explains the origin of universe;ES.2.a
2. b.
  stars, star systems, and galaxies change over long periods of time;ES.2.b
3. c.
  characteristics of the sun, planets and their moons, comets, meteors, asteroids, and dwarf planets are determined by materials found in each body; andES.2.c
4. d.
  evidence from space exploration has increased our understanding of the structure and nature of our universe.ES.2.d
3.
The student will investigate and understand that Earth is unique in our solar system. Key ideas includeES.3
1. a.
  Earth supports life because of its relative proximity to the sun and other factors; andES.3.a
2. b.
  the dynamics of the sun-Earth-moon system cause seasons, tides, and eclipses.ES.3.b
4.
The student will investigate and understand that there are major rock-forming and ore minerals. Key ideas includeES.4
1. a.
  analysis of physical and chemical properties supports mineral identification;ES.4.a
2. b.
  characteristics of minerals determine the uses of minerals; andES.4.b
3. c.
  minerals originate and are formed in specific ways.ES.4.c
5.
The student will investigate and understand that igneous, metamorphic, and sedimentary rocks can transform. Key ideas includeES.5
1. a.
  Earth materials are finite and are transformed over time;ES.5.a
2. b.
  the rock cycle models the transformation of rocks;ES.5.b
3. c.
  layers of Earth have rocks with specific chemical and physical properties; andES.5.c
4. d.
  plate tectonic and surface processes transform Earth materials.ES.5.d
6.
The student will investigate and understand that resource use is complex. Key ideas includeES.6
1. a.
  global resource use has environmental liabilities and benefits;ES.6.a
2. b.
  availability, renewal rates, and economic effects are considerations when using resources;ES.6.b
3. c.
  use of Virginia resources has an effect on the environment and the economy; andES.6.c
4. d.
  all energy sources have environmental and economic effects.ES.6.d
7.
The student will investigate and understand that plate tectonic theory explains Earth's internal and external geologic processes. Key ideas includeES.7
1. a.
  convection currents in Earth's interior lead to the movement of plates and influence the distribution of materials in Earth's layers, and may impact the magnetic field;ES.7.a
2. b.
  features and processes occur within plates and at plate boundaries;ES.7.b
3. c.
  interaction between tectonic plates causes the development of mountain ranges and ocean basins; andES.7.c
4. d.
  evidence of geologic processes is found in Virginia's geologic landscape.ES.7.d
8.
The student will investigate and understand that freshwater resources influence and are influenced by geologic processes and human activity. Key ideas includeES.8
1. a.
  water influences geologic processes including soil development and karst topography;ES.8.a
2. b.
  the nature of materials in the subsurface affect the water table and future availability of fresh water;ES.8.b
3. c.
  weather and human usage affect freshwater resources, including water locations, quality, and supply; andES.8.c
4. d.
  stream processes and dynamics affect the major watershed systems in Virginia, including the Chesapeake Bay and its tributaries.ES.8.d
9.
The student will investigate and understand that many aspects of the history and evolution of Earth and life can be inferred by studying rocks and fossils. Key ideas includeES.9
1. a.
  traces and remains of ancient, often extinct, life are preserved by various means in sedimentary rocks;ES.9.a
2. b.
  superposition, cross-cutting relationships, index fossils, and radioactive decay are methods of dating rocks and Earth events and processes;ES.9.b
3. c.
  absolute (radiometric) and relative dating have different applications but can be used together to determine the age of rocks and structures; andES.9.c
4. d.
  rocks and fossils from many different geologic periods and epochs are found in Virginia.ES.9.d
10.
The student will investigate and understand that oceans are complex, dynamic systems and are subject to long- and short-term variations. Key ideas includeES.10
1. a.
  chemical, biological, and physical changes affect the oceans;ES.10.a
2. b.
  environmental and geologic occurrences affect ocean dynamics;ES.10.b
3. c.
  unevenly distributed heat in the oceans drives much of Earth's weather;ES.10.c
4. d.
  features of the sea floor reflect tectonic and other geological processes; andES.10.d
5. e.
  human actions, including economic and public policy issues, affect oceans and the coastal zone including the Chesapeake Bay.ES.10.e
11.
The student will investigate and understand that the atmosphere is a complex, dynamic system and is subject to long-and short-term variations. Key ideas includeES.11
1. a.
  the composition of the atmosphere is critical to most forms of life;ES.11.a
2. b.
  biologic and geologic interactions over long and short time spans change the atmospheric composition;ES.11.b
3. c.
  natural events and human actions may stress atmospheric regulation mechanisms; andES.11.c
4. d.
  human actions, including economic and policy decisions, affect the atmosphere.ES.11.d
12.
The student will investigate and understand that Earth's weather and climate are the result of the interaction of the sun's energy with the atmosphere, oceans, and the land. Key ideas includeES.12
1. a.
  weather involves the reflection, absorption, storage, and redistribution of energy over short to medium time spans;ES.12.a
2. b.
  weather patterns can be predicted based on changes in current conditions;ES.12.b
3. c.
  extreme imbalances in energy distribution in the oceans, atmosphere, and the land may lead to severe weather conditions;ES.12.c
4. d.
  models based on current conditions are used to predict weather phenomena; andES.12.d
5. e.
  changes in the atmosphere and the oceans due to natural and human activity affect global climate.ES.12.e

Physics

1.
The student will demonstrate an understanding of scientific and engineering practices by.PH.1
1. a.
  asking questions and defining problemsPH.1.a
  i.
  ask questions that arise from careful observation of phenomena, examination of a model or theory, unexpected results, and/or to seek additional informationPH.1.a.i
  ii.
  determine which questions can be investigated within the scope of the school laboratoryPH.1.a.ii
  iii.
  make hypotheses that specify what happens to a dependent variable when an independent variable is manipulatedPH.1.a.iii
  iv.
  generate hypotheses based on research and scientific principlesPH.1.a.iv
  v.
  define design problems that involves the development of a process or system with interacting components and criteria and constraintsPH.1.a.v
2. b.
  planning and carrying out investigationsPH.1.b
  i.
  individually and collaboratively plan and conduct observational and experimental investigationsPH.1.b.i
  ii.
  plan and conduct investigations or test design solutions in a safe mannerPH.1.b.ii
  iii.
  select and use appropriate tools and technology to collect, record, analyze, and evaluate dataPH.1.b.iii
3. c.
  interpreting, analyzing, and evaluating dataPH.1.c
  i.
  record and present data in an organized format that communicates relationships and quantities in appropriate mathematical or algebraic formsPH.1.c.i
  ii.
  use data in building and revising models, supporting an explanation for phenomena, or testing solutions to problemsPH.1.c.ii
  iii.
  analyze data using tools, technologies, and/or models (e.g., computational, mathematical, statistical) in order to make valid and reliable scientific claims or determine an optimal design solutionPH.1.c.iii
  iv.
  analyze data graphically and use graphs to make predictionsPH.1.c.iv
  v.
  consider limitations of data analysis when analyzing and interpreting dataPH.1.c.v
  vi.
  evaluate the effects of new data on a working explanation and/or model of a proposed process or systemPH.1.c.vi
  vii.
  analyze data to optimize a designPH.1.c.vii
4. d.
  constructing and critiquing conclusions and explanationsPH.1.d
  i.
  make quantitative and/or qualitative claims based on dataPH.1.d.i
  ii.
  construct and revise explanations based on valid and reliable evidence obtained from a variety of sourcesPH.1.d.ii
  iii.
  apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena or design solutionsPH.1.d.iii
  iv.
  compare and evaluate competing arguments in light of currently accepted explanations and new scientific evidencePH.1.d.iv
  v.
  construct arguments or counterarguments based on data and evidencePH.1.d.v
  vi.
  differentiate between scientific hypothesis, theory, and lawPH.1.d.vi
5. e.
  developing and using modelsPH.1.e
  i.
  evaluate the merits and limitations of modelsPH.1.e.i
  ii.
  identify and communicate components of a system orally, graphically, textually, and mathematicallyPH.1.e.ii
  iii.
  develop and/or use models (including mathematical and computational) and simulations to visualize, explain, and predict phenomena and to interpret data setsPH.1.e.iii
6. f.
  obtaining, evaluating, and communicating informationPH.1.f
  i.
  compare, integrate, and evaluate sources of information presented in different media or formats to address a scientific question or solve a problemPH.1.f.i
  ii.
  gather, read, and evaluate scientific and/or technical information from multiple authoritative sources, assessing the evidence and credibility of each sourcePH.1.f.ii
  iii.
  communicate scientific and/or technical information about phenomena and/or a design process in multiple formatsPH.1.f.iii
2.
The student will investigate and understand, through mathematical and experimental processes, that there are relationships between position and time. Key topics includePH.2
1. a.
  displacement, velocity, and uniform acceleration;PH.2.a
2. b.
  linear motion;PH.2.b
3. c.
  uniform circular motion; andPH.2.c
4. d.
  projectile motion.PH.2.d
3.
The student will investigate and understand, through mathematical and experimental processes, that there are relationships among force, mass, and acceleration. Key laws includePH.3
1. a.
  Newton's Laws of Motion; andPH.3.a
2. b.
  Newton's Law of Universal Gravitation.PH.3.b
4.
The student will investigate and understand, through mathematical and experimental processes, that conservation laws govern all interactions. Key ideas includePH.4
1. a.
  momentum is conserved unless an impulse acts on the system; andPH.4.a
2. b.
  mechanical energy is conserved unless work is done on, by, or within the system.PH.4.b
5.
The student will investigate and understand, through mathematical and experimental processes, that waves transmit energy and move in predictable patterns. Key ideas includePH.5
1. a.
  waves have specific characteristics;PH.5.a
2. b.
  wave interactions are part of everyday experiences; andPH.5.b
3. c.
  light and sound can be modeled as waves.PH.5.c
6.
The student will investigate and understand, through mathematical and experimental processes, that optical systems form a variety of images. Key ideas includePH.6
1. a.
  the laws of reflection and refraction describe light behavior; andPH.6.a
2. b.
  ray diagrams model light as it travels through different media.PH.6.b
7.
The student will investigate and understand, through mathematical and experimental processes, that fields provide a unifying description of force at a distance. Key ideas includePH.7
1. a.
  gravitational, electric, and magnetic forces can be described using the field concept; andPH.7.a
2. b.
  field strength diminishes with increased distance from the source.PH.7.b
8.
The student will investigate and understand, through mathematical and experimental processes, that electrical circuits are a system used to transfer energy. Key ideas includePH.8
1. a.
  circuit components have different functions within the system;PH.8.a
2. b.
  Ohm's law relates voltage, current, and resistance;PH.8.b
3. c.
  different types of circuits have different characteristics and are used for different purposes;PH.8.c
4. d.
  electrical power is related to the elements in a circuit; andPH.8.d
5. e.
  electrical circuits have everyday applications.PH.8.e
9.
The student will investigate and understand that extremely large and extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics. Topics, such as these listed, may be included.PH.9
1. a.
  wave/particle duality;PH.9.a
2. b.
  quantum mechanics and uncertainty;PH.9.b
3. c.
  relativity;PH.9.c
4. d.
  nuclear physics;PH.9.d
5. e.
  solid state physics;PH.9.e
6. f.
  nanotechnology;PH.9.f
7. g.
  superconductivity;PH.9.g
8. h.
  the standard model; andPH.9.h
9. i.
  dark matter and dark energy.PH.9.i

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?: 2018
Where can I read the official document?: Virginia Science Standards of Learning

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