One of Florida's educational goals is to help students understand how scientists think and approach problems. Questions about scientific processes and logic are frequent on all levels of the FCAT. Younger students can expect questions about the "scientific process of solving problems," according to the Florida Department of Education. More advanced students should be able to answer more complex questions about the production of scientific knowledge and experimental procedures. They should also be able to explain why experiments are useful and why repeated experimentation is required for scientific advancement.
Astronomy plays a limited role on the 5th-grade version of the FCAT, but it's very important on the 8th- and 11th-grade versions. Younger students should be able to identify the most prominent features of the solar system and explain how planets and moons interact with the sun and each other. Middle school students can expect questions about the vastness of the universe, the properties of stars and scientific methodologies used to study the cosmos. The high school version of the exam adds questions about star formation and astronomical units of time and distance.
The study of Earth's oceanic and geological features is important for success on the FCAT science test. The Florida Department of Education expects 5th graders to understand the water cycle, the differences between the three major categories of rocks and a few basic meteorological measures like barometric pressure and humidity. Students may also encounter questions about renewable and nonrenewable resources and the types of resources available in Florida. Geology and earth sciences play a less prominent role on the upper-level FCAT science exams, but middle and high school students should study tectonic plate movement and geographic formations like mountains and fjords.
The FCAT does not ask students to work through classical physics problems, but students should be able to identify and understand key concepts in the science. In 5th grade, the Florida Department of Education expects that students are able to grasp concepts like heat, energy and the basic rules of motion for objects. Students at the middle and high school levels will encounter more questions about objects in motion related to concepts like inertia, velocity and acceleration. Some questions test concepts relating to the four fundamental forces (gravity, strong nuclear force, weak nuclear force and electromagnetism) and atomic structures.
The study of living organisms is one of the most important areas on the FCAT. Younger students should anticipate questions about the properties of life compared to inanimate objects. Basic questions about the interactions of life forms in ecosystems are also common. Florida expects middle school students to understand the classification system for living organisms and be able to explain the differences between forms of life like plants, animals, bacteria and viruses. The most advanced science students should expect questions on the importance of diversity in ecosystems and the connections between chemistry and biology.