The course-level objectives for 8th grade Science come from Missouri Learning Standards. The competencies are divided by unit below; separate module-level objectives are located at the beginning of each assignment.

Unit 1

8-SPS.SI.1-12  Processes of scientific inquiry

• 8-SPS.SI.1 - Generating Scientific Questions - Creates observational, experimental, and research questions based on a prompt 
• 8-SPS.SI.2 - Predicting and Hypothesizing  - Refines a testable hypothesis based on experimental data
• 8-SPS.SI.3 - Refines broad or ill-defined observational, experimental, and research questions. 
• 8-SPS.SI.4 - Designing Investigations -  Writes a plan for an experiment that includes the following: (1) list of materials with specified quantities and types, (2) labeled diagram(s) using scientific vocabulary, (3) procedure that lists sequentially significant steps (based on a student generated question).
• 8-SPS.SI.5 - Observation and Data Collection -  Gathers precise 
• 8-SPS.SI.6 - Describes tools and/or technology scientists use to investigate phenomenon.
• 8-SPS.SI.7 - Analysis and Conclusion -  Justifies a correlation between variables or a sequence of events. 
• 8-SPS.SI.8 - Analyzes data or pattern of findings (own or others’ data) for accuracy. 
• 8-SPS.SI.9 - Displays graphic representations for collected data from a controlled investigation and, communicates the results/findings. 
• 8-SPS.SI.10 - Evaluate investigational error that may occur.
• 8-SPS.SI.11 - Develop conclusions using logical reasoning and clear coherent writing that uses evidence and precise language that maintains a formal style.  
• 8-SPS.SI.12 - Applying Reading Skills to Science Information Text

Unit 2

• 6-8.PS1.A1 - Develop models to describe the atomic composition of simple molecules and extended structures.
• 6-8.PS1.A2 - Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
• 6-8.PS1.A4 - Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
• 6-8.PS1.B1- Develop models to describe the atomic composition of simple molecules and extended structures.

Unit 3

• 6-8.PS1.A.4: Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.
• 6-8.PS3.A.4: Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.]
• 6-8.PS1.B.2: Construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. [Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.]
• 6-8.PS3.A.3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.]

Unit 4

• 6-8.PS2.A.1 - Apply physics principles to design a solution that minimizes the force of an object during a collision and develop an evaluation of the solution. Identify and describe the types of forces acting on an object in motion, at rest, floating/sinking, (type of force, direction, amount force in Newtons
• 6-8.PS2.A.2 - Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.]
• 6-8.PS2.B.2 - Create and analyze a graph to use as evidence to support the claim that gravitational interactions depend on the mass of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.]
• 6-8.PS3.A.1 - Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]
• 6-8.PS3.A.2 - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.]
• 6-8.PS3.B - Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.]
• 6-8.ETS1.A - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• 6-8-ETS1.B.1 - Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• 6-8-ETS1.B.2 - 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.
• 6-8-ETS1.B.3 - 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

Unit 5

• 6-8.PS3.A.2 - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.]
• 6-8.PS2.B1 - Analyze diagrams and collect data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.]
• 6-8.EST1.A - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• 6-8.ETS1.B.1 - Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• 6-8.ETS1.B.2 - 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.
• 6-8.ETS1.B.3 - 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.