Science
Note:
 Standards are provided for each Science Test score range except the 1–12 range. Students who score in the 1–12 range are most likely beginning to develop the knowledge and skills assessed in the other ranges.
 Updates to the Standards in 2014 include:
 edits for specificity, concision, and clarity
 additions to include specific skills in multiple score ranges and to emphasize specific skills
 Sidebyside comparisons of the 2014 ACT College and Career Readiness Standards and the 2005 ACT College Readiness Standards can be seen by selecting “View changes.” In the popup windows, each standard is identified by a strand abbreviation and number. For example, the first standard in Interpretation of Data (IOD) is IOD 201.
View or print the set of Science Standards (PDF, 7 pages)
Score Range 13–15 
Score Range 16–19 
Score Range 20–23 
Score Range 24–27 
Score Range 28–32 
Score Range 33–36 


Interpretation of Data (IOD) 
IOD 201. Select one piece of data from a simple data presentation (e.g., a simple food web diagram) IOD 202. Identify basic features of a table, graph, or diagram (e.g., units of measurement) IOD 203. Find basic information in text that describes a simple data presentation 
IOD 301. Select two or more pieces of data from a simple data presentation IOD 302. Understand basic scientific terminology IOD 303. Find basic information in text that describes a complex data presentation IOD 304. Determine how the values of variables change as the value of another variable changes in a simple data presentation 
IOD 401. Select data from a complex data presentation (e.g., a phase diagram) IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table) IOD 403. Translate information into a table, graph, or diagram IOD 404. Perform a simple interpolation or simple extrapolation using data in a table or graph 
IOD 501. Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table) IOD 502. Compare or combine data from a complex data presentation IOD 503. Determine how the values of variables change as the value of another variable changes in a complex data presentation IOD 504. Determine and/or use a simple (e.g., linear) mathematical relationship that exists between data IOD 505. Analyze presented information when given new, simple information 
IOD 601. Compare or combine data from a simple data presentation with data from a complex data presentation IOD 602. Determine and/or use a complex (e.g., nonlinear) mathematical relationship that exists between data IOD 603. Perform a complex interpolation or complex extrapolation using data in a table or graph 
IOD 701. Compare or combine data from two or more complex data presentations IOD 702. Analyze presented information when given new, complex information 
Scientific Investigation (SIN) 
SIN 201. Find basic information in text that describes a simple experiment SIN 202. Understand the tools and functions of tools used in a simple experiment 
SIN 301. Understand the methods used in a simple experiment SIN 302. Understand the tools and functions of tools used in a complex experiment SIN 303. Find basic information in text that describes a complex experiment 
SIN 401. Understand a simple experimental design SIN 402. Understand the methods used in a complex experiment SIN 403. Identify a control in an experiment SIN 404. Identify similarities and differences between experiments SIN 405. Determine which experiments utilized a given tool, method, or aspect of design 
SIN 501. Understand a complex experimental design SIN 502. Predict the results of an additional trial or measurement in an experiment SIN 503. Determine the experimental conditions that would produce specified results 
SIN 601. Determine the hypothesis for an experiment SIN 602. Determine an alternate method for testing a hypothesis 
SIN 701. Understand precision and accuracy issues SIN 702. Predict the effects of modifying the design or methods of an experiment SIN 703. Determine which additional trial or experiment could be performed to enhance or evaluate experimental results 
Evaluation of Models, Inferences, and Experimental Results (EMI) 
EMI 201. Find basic information in a model (conceptual) 
EMI 301. Identify implications in a model EMI 302. Determine which models present certain basic information 
EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text EMI 402. Identify key assumptions in a model EMI 403. Determine which models imply certain information EMI 404. Identify similarities and differences between models 
EMI 501. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text EMI 502. Determine whether presented information, or new information, supports or contradicts a simple hypothesis or conclusion, and why EMI 503. Identify the strengths and weaknesses of models EMI 504. Determine which models are supported or weakened by new information EMI 505. Determine which experimental results or models support or contradict a hypothesis, prediction, or conclusion 
EMI 601. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text EMI 602. Determine whether presented information, or new information, supports or weakens a model, and why EMI 603. Use new information to make a prediction based on a model 
EMI 701. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text EMI 702. Determine whether presented information, or new information, supports or contradicts a complex hypothesis or conclusion, and why 
Ideas for Progress Score Range 1–12 
Ideas for Progress Score Range 13–15 
Ideas for Progress Score Range 16–19 
Ideas for Progress Score Range 20–23 
Ideas for Progress Score Range 24–27 
Ideas for Progress Score Range 28–32 
20140305
ACT College and Career Readiness Standards for Science are measured in rich and authentic contexts based on science content that students encounter in science courses. This content includes:
Life Science/Biology
 Animal behavior
 Animal development and growth
 Body systems
 Cell structure and processes
 Ecology
 Evolution
 Genetics
 Homeostasis
 Life cycles
 Molecular basis of heredity
 Origin of life
 Photosynthesis
 Plant development, growth, structure
 Populations
 Taxonomy
Physical Science/Chemistry, Physics
 Atomic structure
 Chemical bonding, equations, nomenclature, reactions
 Electrical circuits
 Elements, compounds, mixtures
 Force and motion
 Gravitation
 Heat and work
 Kinetic and potential energy
 Magnetism
 Momentum
 The periodic table
 Properties of solutions
 Sound and light
 States, classes, and properties of matter
 Waves
Earth and Space Science
 Earthquakes and volcanoes
 Earth’s atmosphere
 Earth’s resources
 Fossils and geologic time
 Geochemical cycles
 Groundwater
 Lakes, rivers, oceans
 Mass movements
 Plate tectonics
 Rocks, minerals
 Solar system
 Stars, galaxies, and the universe
 Water cycle
 Weather and climate
 Weathering and erosion
Strands and Their Abbreviations: Science
Strand  Abbreviation 

Interpretation of Data  IOD 
Scientific Investigation  SIN 
Evaluation of Models, Inferences, and Experimental Results  EMI 
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 13–15
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 201. Select one piece of data from a simple data presentation (e.g., a simple food web diagram) IOD 202. Identify basic features of a table, graph, or diagram (e.g., units of measurement) IOD 203. Find basic information in text that describes a simple data presentation 
IOD 201. Select
IOD 202. Identify basic features of a table, graph, or diagram (e.g., 
The skill Find basic information in a brief body of text, formerly represented by IOD 303, is now represented in the 13–15 score range by standard IOD 203.
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 16–19
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 301. Select two or more pieces of data from a simple data presentation IOD 302. Understand basic scientific terminology IOD 303. Find basic information in text that describes a complex data presentation IOD 304. Determine how the values of variables change as the value of another variable changes in a simple data presentation 
IOD 301. Select two or more pieces of data from a simple data presentation IOD 302. Understand basic scientific terminology
IOD 303. Find basic information in
IOD 304. Determine how the 
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 20–23
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 401. Select data from a complex data presentation (e.g., a phase diagram) IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table) IOD 403. Translate information into a table, graph, or diagram IOD 404. Perform a simple interpolation or simple extrapolation using data in a table or graph 
IOD 401. Select data from a complex data presentation (e.g., IOD 402. Compare or combine data from a simple data presentation (e.g., order or sum data from a table) IOD 403. Translate information into a table, graph, or diagram 
The skill Interpolate between data points in a table or graph, formerly represented by IOD 503, is now represented in the 20–23 score range by standard IOD 404.
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 24–27
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 501. Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table) IOD 502. Compare or combine data from a complex data presentation IOD 503. Determine how the values of variables change as the value of another variable changes in a complex data presentation IOD 504. Determine and/or use a simple (e.g., linear) mathematical relationship that exists between data IOD 505. Analyze presented information when given new, simple information 
IOD 501. Compare or combine data from two or more simple data presentations (e.g., categorize data from a table using a scale from another table) IOD 502. Compare or combine data from a complex data presentation
IOD
IOD
IOD 
The skill Interpolate between data points in a table or graph, formerly represented by IOD 503, is now represented by standards IOD 404 and IOD 603.
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 28–32
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 601. Compare or combine data from a simple data presentation with data from a complex data presentation IOD 602. Determine and/or use a complex (e.g., nonlinear) mathematical relationship that exists between data IOD 603. Perform a complex interpolation or complex extrapolation using data in a table or graph 
IOD 601. Compare or combine data from a simple data presentation with data from a complex data presentation
IOD 602.
IOD 603. 
ACT CCRS Improvements 2014: Interpretation of Data, Score Range 33–36
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

IOD 701. Compare or combine data from two or more complex data presentations IOD 702. Analyze presented information when given new, complex information 
IOD 701. Compare or combine data from two or more complex data presentations
IOD 702. Analyze 
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 13–15
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 201. Find basic information in text that describes a simple experiment SIN 202. Understand the tools and functions of tools used in a simple experiment 
The skill Find basic information in a brief body of text, formerly represented by IOD 303, is now represented in the Scientific Investigation 13–15 score range by new standard SIN 201.
The skill Understand the methods used in a simple experiment, formerly represented by SIN 301, is now represented in the 13–15 score range by new standard SIN 202.
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 16–19
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 301. Understand the methods used in a simple experiment SIN 302. Understand the tools and functions of tools used in a complex experiment SIN 303. Find basic information in text that describes a complex experiment 
SIN 301 Understand the methods 
The skill Understand the methods and tools used in a complex experiment, formerly represented by SIN 501, is now represented by new standards SIN 302 and SIN 402.
The skill Find basic information in a brief body of text, formerly represented by IOD 303, is now represented in the Scientific Investigation 16–19 score range by new standard SIN 303.
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 20–23
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 401. Understand a simple experimental design SIN 402. Understand the methods used in a complex experiment SIN 403. Identify a control in an experiment SIN 404. Identify similarities and differences between experiments SIN 405. Determine which experiments utilized a given tool, method, or aspect of design 
SIN 403. Identify a control in an experiment SIN 404. Identify similarities and differences between experiments 
New standard SIN 405 develops skills formerly represented by SIN 404, Identify similarities and differences between experiments.
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 24–27
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 501. Understand a complex experimental design SIN 502. Predict the results of an additional trial or measurement in an experiment SIN 503. Determine the experimental conditions that would produce specified results 

The skill Understand the methods and tools used in a complex experiment, formerly represented by SIN 501, is now represented by standards SIN 302 and SIN 402.
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 28–32
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 601. Determine the hypothesis for an experiment SIN 602. Determine an alternate method for testing a hypothesis 
SIN 601. Determine the hypothesis for an experiment
SIN 602. 
ACT CCRS Improvements 2014: Scientific Investigation, Score Range 33–36
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

SIN 701. Understand precision and accuracy issues SIN 702. Predict the effects of modifying the design or methods of an experiment SIN 703. Determine which additional trial or experiment could be performed to enhance or evaluate experimental results 
SIN 701. Understand precision and accuracy issues
SIN 702. Predict
SIN 703. 
ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 13–15
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 201. Find basic information in a model (conceptual) 
New standard EMI 201 synthesizes the skills Find basic information in a brief body of text and Identify key issues or assumptions in a model, formerly represented by IOD 303 and EMI 402, respectively.
ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 16–19
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 301. Identify implications in a model EMI 301. Determine which models present certain basic information 
The skill Identify key issues or assumptions in a model, formerly represented primarily by EMI 402, is now represented in the 16–19 score range by new standard EMI 301.
The skill Identify similarities and differences between models, formerly represented by EMI 504, is now represented in the 16–19 score range by new standard EMI 302.
ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 20–23
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 401. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text EMI 402. Identify key assumptions in a model EMI 403. Determine which models imply certain information EMI 404. Identify similarities and differences between models 
EMI 401.
EMI 402. Identify key 
The skill Identify similarities and differences between models, previously represented by EMI 504, is now represented in to the 20–23 score range by new standards EMI 403 and EMI 404.
ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 24–27
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 501. Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text EMI 502. Determine whether presented information, or new information, supports or contradicts a simple hypothesis or conclusion, and why EMI 503. Identify the strengths and weaknesses of models EMI 504. Determine which models are supported or weakened by new information EMI 505. Determine which experimental results or models support or contradict a hypothesis, prediction, or conclusion 
EMI 501.
EMI 502. Determine whether
EMI 503. Identify strengths and weaknesses

ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 28–32
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 601. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with a data presentation, model, or piece of information in text EMI 602. Determine whether presented information, or new information, supports or weakens a model, and why EMI 603. Use new information to make a prediction based on a model 
EMI 601.
EMI 602. Determine whether EMI 603. Use new information to make a prediction based on a model 
ACT CCRS Improvements 2014: Evaluation of Models, Inferences, and Experimental Results, Score Range 33–36
2014 ACT College and Career Readiness Standard  Corresponding 2005 College Readiness Standard 

EMI 701. Determine which complex hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text EMI 702. Determine whether presented information, or new information, supports or contradicts a complex hypothesis or conclusion, and why 
EMI 701.
EMI 702. Determine whether 