| CSAP Standards: Grade 10 | (CAC) Air Pollution 101 | (CAC) Air Quality Index | (CAC) Climate Change and Air Pollution |
| 1.1 Ask questions and state hypotheses using prior scientific knowledge to help design and guide development and implementation of a scientific investigation | X | X | X |
| 1.2 Select and use appropriate technologies to gather, process, and analyze data and to report information related to an investigation | X | X | |
| 1.3 Identify major sources of error or uncertainty within an investigation (for example: particular measuring devices and experimental procedures) | X | ||
| 1.4 Recognize and analyze alternative explanations and models | |||
| 1.5 Construct and revise scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables | |||
| 1.6 Communicate and evaluate scientific thinking that leads to particular conclusions | X | X | X |
| 2.3 There are observable and measurable physical and chemical properties that allow one to compare, contrast, and separate substances (for example: pH, melting point, conductivity, magnetic attraction) | X | ||
| 3.6 Changes in an ecosystem can affect biodiversity and biodiversity contributes to an ecosystem's dynamic equilibrium | X | ||
| 4.4 There are costs, benefits, and consequences of natural resource exploration, development, and consumption (for example: geosphere, biosphere, hydrosphere, atmosphere and greenhouse gases) | X | ||
| 4.5 There are consequences for the use of renewable and nonrenewable resources | X | X | |
| 4.10 There are interrelationships between the circulation of oceans and weather and climate | X | ||
| 4.11 There are factors that may influence weather patterns and climate and their effects within ecosystems (for example: elevation, proximity to oceans, prevailing winds, fossil fuel burning, volcanic eruptions) | X | ||
| 5.3 Graphs, equations or other models are used to analyze systems involving change and constancy (for example: comparing the geologic time scale to shorter time frame, exponential growth, a mathematical expression for gas behavior; constructing a closed ecosystem such as an aquarium | X | ||
| 5.4 There are cause-effect relationships within systems (for example: the effect of temperature on gas volume, effect of carbon dioxide level on the greenhouse effect, effects of changing nutrients at the base of a food pyramid) | X | X | X |
| 5.6 Interrelationships among science, technology and human activity lead to further discoveries that impact the world in positive and negative ways | X | X | X |