Physical Science.

1. (1) Matter and Its Interactions.
2. (A) Performance expectation 1. 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.
3. (i) Clarification Statement. Examples of properties that could be predicted from trends and patterns could include electron affinity, reactivity of metals, and types and number of bonds formed.
4. (ii) Assessment Boundary. Assessment is limited to main group elements and qualitative understanding of electron affinity. Assessment does not include understanding of ionization energy and electronegativity.
5. (iii) Science and Engineering Practices. Developing and Using Models. Use a model to predict the relationships between systems or between components of a system.
6. (iv) Disciplinary Core Ideas. Structure and Properties of Matter.
7. (I) Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
8. (II) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
9. (v) Crosscutting Concepts. Patterns. Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
10. (B) Performance expectation 2. 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, knowledge of the patterns of chemical properties, and formation of compounds.
11. (i) Clarification Statement. Focus is on identifying patterns in chemical reactions to explain their outcomes. Examples of reaction types include single displacement, double displacement, synthesis, decomposition, and combustion.
12. (ii) Assessment Boundary. Assessment does not include understanding of ionization energy and electronegativity. Assessment is limited to chemical reactions involving main group elements.
13. (iii) Science and Engineering Practices. Constructing Explanations. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
14. (iv) Disciplinary Core Ideas.
15. (I) Structure and Properties of Matter. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
16. (II) Chemical Reactions. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
17. (v) Crosscutting Concepts. Patterns. Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
18. (C) Performance expectation 3. Apply scientific principles and evidence to provide an explanation for how changing the temperature or concentration of reactant particles affects the rate at which a reaction occurs.
19. (i) Clarification Statement. Emphasis is on student reasoning that focuses on the qualitative evidence for number and energy of collisions (Collision Theory) and relationships between rate and temperature.
20. (ii) Assessment Boundary. Assessment is limited to explaining the effect of changing one condition at a time - either temperature or concentration - in a simple reaction with only two reactants.
21. (iii) Science and Engineering Practices. Constructing Explanations. Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
22. (iv) Disciplinary Core Ideas. Chemical Reactions. Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangement of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.
23. (v) Crosscutting Concepts. Cause and Effect. Cause and effect relationships can be suggested and predicted for complex natural and human-designed systems by examining what is known about smaller scale mechanisms within the system.
24. (D) Performance expectation 4. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
25. (i) Clarification Statement. Emphasis is on using mathematical concepts to show the proportional relationships between masses of atoms in the reactants and products, and the translation of these relationships at the macroscopic scale. Mathematical representations can include balancing chemical equations to illustrate the laws of conservation of mass, constant composition (definite proportions) and the ratio of the coefficients between reactants and products.
26. (ii) Assessment Boundary. Assessment does not include complex chemical reactions (e.g., redox reactions) or stoichiometry. Emphasis is on assessing students’ use of mathematical reasoning and not on memorization and rote application of problem-solving techniques.
27. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical representations of phenomena to support claims.
28. (iv) Disciplinary Core Ideas. Chemical Reactions. The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions.
29. (v) Crosscutting Concepts. Energy and Matter. The total amount of energy and matter in closed systems is conserved.
30. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.
31. (2) Motion and Stability: Forces and Interactions.
32. (A) Performance expectation 1. Analyze and interpret data to support the claim that a causal relationship exists between the net force exerted on an object and the resulting change in motion, as described in Newton’s second law of motion.
33. (i) Clarification Statement. Examples of data could include tables or graphs of position or velocity of an object as a function of time. Examples of objects subjected to a net force can include objects in free fall, objects sliding down a ramp, or moving objects pulled by a constant force.
34. (ii) Assessment Boundary. Assessment is limited to macroscopic objects moving in one-dimensional motion (a single straight line), at everyday speeds and ignores the effects of air resistance on the objects.
35. (iii) Science and Engineering Practices. Analyzing and Interpreting Data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims.
36. (iv) Disciplinary Core Ideas. Forces and Motion. Newton’s second law accurately predicts changes in the motion of macroscopic objects.
37. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
38. (B) Performance expectation 2. Use mathematical representations to support the explanation that the total momentum of a system of objects is conserved when there is no net force on the system.
39. (i) Clarification Statement. Emphasis is on both the mathematical calculation of momentum conservation during interactions, and the conceptual understanding of this principle.
40. (ii) Assessment Boundary. Assessment is limited to systems of two macroscopic bodies moving in one dimension and does not include naming the types of collisions. Assessment should provide evidence of students’ abilities to explain the mathematical relationships between momentum, mass, and velocity.
41. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
42. (iv) Disciplinary Core Ideas. Forces and Motion.
43. (I) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
44. (II) If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by change in the momentum of objects outside the system.
45. (v) Crosscutting Concepts. Systems and System Models. When investigating or describing a system, the boundaries and initial conditions of the system need to be defined.
46. (C) Performance expectation 3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
47. (i) Clarification Statement. Evaluation could include determining the success of a device at protecting an object from damage. Examples of devices could include football helmets, parachutes, and car restraint systems like seatbelts and airbags. Refinement of the device may include modifying one or more parts of the device to improve performance.
48. (ii) Assessment Boundary. Assessment is limited to qualitative evaluations and/or algebraic manipulations.
49. (iii) Science and Engineering Practices. Designing Solutions. Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects.
50. (iv) Disciplinary Core Ideas. 
51. (I) Forces and Motion. If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by change in the momentum of objects outside the system.
52. (II) Defining and Delimiting an Engineering Problem. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account; and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
53. (III) Optimizing the Design Solution. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others may be needed.
54. (v) Crosscutting Concepts. Cause and Effect. Systems can be designed to cause a desired effect.
55. (D) Performance expectation 4. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
56. (i) Clarification Statement. Students’ investigations should describe the data that will be collected and the evidence to be derived from that data. Example investigations could include electromagnets/solenoids, motors, current carrying wires, and compasses.
57. (ii) Assessment Boundary. Assessment is limited to planning and conducting investigations with provided materials and tools. Assessment is limited to a qualitative description of electrical and magnetic field strength.
58. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements; consider limitations on the precision of the data (e.g., number of trials, cost, risk, time); and refine the design accordingly.
59. (iv) Disciplinary Core Ideas.
60. (I) Types of Interactions.

a. Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space.

b. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

1. (II) Definitions of Energy. ”Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents.
2. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
3. (3) Energy.
4. (A) Performance expectation 1. 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.
5. (i) Clarification Statement. Emphasis is on utilizing calculations to understand that energy is transferred in and out of systems and conserved, as well as explaining the meaning of mathematical expressions used in the model.
6. (ii) Assessment Boundary. Assessment is limited to two or three components and the transfer of thermal energy, kinetic energy, potential energy, and/or the energies in gravitational, magnetic, or electric fields.
7. (iii) Science and Engineering Practices. Using Mathematics and Computational Thinking. Create a computational model of a phenomenon, process, or system based on basic assumptions.
8. (iv) Disciplinary Core Ideas. 
9. (I) Definitions of Energy. Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
10. (II) Conservation of Energy and Energy Transfer.

a. Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.

b. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

c. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.

d. The availability of energy limits what can occur in any system.

1. (v) Crosscutting Concepts. System and System Models. Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
2. (vi) Connections to Scientific Literacy. Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.
3. (B) Performance expectation 2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.
4. (i) Clarification Statement. Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to the position of an object above the Earth (considered as stored in fields), and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
5. (ii) Assessment Boundary. Assessment does not include quantitative calculations, chemical energy, or effects of air resistance/friction.
6. (iii) Science and Engineering Practices. Developing and Using Models. Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
7. (iv) Disciplinary Core Ideas. Definitions of Energy.
8. (I) Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
9. (II) At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
10. (III) These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields, moves across space.
11. (v) Crosscutting Concepts. Energy and Matter. Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
12. (C) Performance expectation 3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
13. (i) Clarification Statement. Emphasis is on both qualitative and quantitative evaluations of devices, such as Rube Goldberg machines, wind turbines, solar cells, solar ovens, and generators. Constraints may include the costs, available materials, required use of renewable energy, efficiency thresholds, and time for construction or operation.
14. (ii) Assessment Boundary. Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
15. (iii) Science and Engineering Practices. Designing Solutions. Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade-off considerations.
16. (iv) Disciplinary Core Ideas.
17. (I) Definitions of Energy. At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
18. (II) Defining and Delimiting an Engineering Problem. Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
19. (III) Influence of Science, Engineering, and Technology on Society and the Natural World. Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
20. (v) Crosscutting Concepts. Energy and Matter. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
21. (D) Performance expectation 4. Plan and conduct an investigation to provide evidence that when two components of different temperature are combined in a closed system, thermal energy is transferred, resulting in a more uniform energy distribution among the components in the system.
22. (i) Clarification Statement. Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the thermal energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
23. (ii) Assessment Boundary. Assessment is limited to devices constructed with materials provided to students. Assessment includes both quantitative and conceptual descriptions of energy change.
24. (iii) Science and Engineering Practices. Planning and Carrying Out Investigations. Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.
25. (iv) Disciplinary Core Ideas.
26. (I) Conservation of Energy and Energy Transfer. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
27. (II) Energy in Chemical Processes. Uncontrolled systems always evolve toward more stable states - that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than surrounding environments cool down).
28. (v) Crosscutting Concepts. Systems and System Models. When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
29. (4) Waves and Their Applications in Technologies for Information Transfer.
30. (A) Performance expectation 1. Use mathematical representations to explain both qualitative and quantitative relationships among frequency, wavelength, and speed of waves traveling in various media.
31. (i) Clarification Statement. Emphasis is on using mathematical representations (e.g., v = ƒλ) to understand how various media change the speed of waves. Examples of waves moving through various media could include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, or seismic waves traveling through Earth.
32. (ii) Assessment Boundary. Assessment is limited to algebraic relationships and describing those relationships qualitatively.
33. (iii) Science and Engineering Practices. Mathematical and Computational Thinking. Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations.
34. (iv) Disciplinary Core Ideas. Wave Properties. The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.
35. (v) Crosscutting Concepts. Cause and Effect. Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
36. (B) Performance expectation 2. Evaluate questions about the advantages and disadvantages of using a digital transmission and storage of information.
37. (i) Clarification Statement. Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, easily duplicated, backed up, and transferred, and copied and shared rapidly. Disadvantages could include issues of data corruption, security, and theft.
38. (ii) Assessment Boundary. Assessment is limited to qualitative descriptions.
39. (iii) Science and Engineering Practices. Asking Questions. Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.
40. (iv) Disciplinary Core Ideas.
41. (I) Wave Properties. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
42. (II) Interdependence of Science, Engineering, and Technology. Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.
43. (v) Crosscutting Concepts. Stability and Change. Systems can be designed for greater or lesser stability.
44. (C) Performance expectation 3. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
45. (i) Clarification Statement. Emphasis is on the idea that different frequencies of electromagnetic radiation have different energies, and the damage to living tissue depends on the energy of the radiation. Examples of published materials could include peer-reviewed scientific articles or trade books, magazines, web resources, videos, and other passages that may reflect bias.
46. (ii) Assessment Boundary. Assessment is limited to qualitative descriptions.
47. (iii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible.
48. (iv) Disciplinary Core Ideas. Electromagnetic Radiation.
49. (I) When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat).
50. (II) Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells.
51. (III) Photoelectric materials emit electrons when they absorb light of high enough frequency.
52. (v) Crosscutting Concepts. Cause and Effect. Cause and effect relationships can be suggested and predicted for complex natural and human-designed systems by examining what is known about smaller scale mechanisms within the system.
53. (D) Performance expectation 4. 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.
54. (i) Clarification Statement. Examples could include solar cells capturing light and converting it to electricity, medical imaging, and/or communications technology.
55. (ii) Assessment Boundary. Assessments are limited to qualitative information. Assessments do not include band theory.
56. (iii) Science and Engineering Practices. Obtaining, Evaluating, and Communicating Information. Communicate technical information or ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
57. (iv) Disciplinary Core Ideas.
58. (I) Energy in Chemical Processes. Solar cells are human-made devices that likewise capture the Sun’s energy and produce electrical energy.
59. (II) Wave Properties. Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses.
60. (III) Electromagnetic Radiation. Photoelectric materials emit electrons when they absorb light of a high enough frequency.
61. (IV) Information Technologies and Instrumentation. Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them.
62. (V) Interdependence of Science, Engineering, and Technology. Science and engineering complement each other in the cycle known as research and development (R&D).
63. (v) Crosscutting Concepts. Cause and Effect. Systems can be designed to cause a desired effect.

Added at 20 Ok Reg 159, eff 10-10-02 (emergency)

Added at 20 Ok Reg 821, eff 5-15-03

Amended at 28 Ok Reg 2264, eff 7-25-11

Amended at 31 Ok Reg 1195, eff 9-12-14

Amended at 38 Ok Reg 1754, eff 9-11-21

Amended at 42 Ok Reg, Number 21, effective 7-26-25