Standards are the floor. Mastery and understanding are the goal.

Explore how each subject becomes a coherent sequence of knowledge, reasoning, practice, and transfer—not a disconnected checklist.

Grade 11 Science

18 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Forces Interactions · HS-PS2-1

HS-PS2-1

Independently analyze data using newton's second law to relate net force, mass, and acceleration across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze data using newton's second law to relate net force, mass, and acceleration, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to analyze data using newton's second law to relate net force, mass, and acceleration, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to analyze data using newton's second law to relate net force, mass, and acceleration to an unfamiliar phenomenon.
Forces Interactions · HS-PS2-2

HS-PS2-2

Independently use mathematical representations to support conservation of momentum in a system across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use mathematical representations to support conservation of momentum in a system, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to use mathematical representations to support conservation of momentum in a system, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to use mathematical representations to support conservation of momentum in a system to an unfamiliar phenomenon.
Forces Interactions · HS-PS2-3

HS-PS2-3

Independently design, evaluate, and improve a device that minimizes force on an object during collision across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design, evaluate, and improve a device that minimizes force on an object during collision, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to design, evaluate, and improve a device that minimizes force on an object during collision, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to design, evaluate, and improve a device that minimizes force on an object during collision to an unfamiliar phenomenon.
Forces Interactions · HS-PS2-4

HS-PS2-4

Independently use mathematical representations of newtonian gravitation and coulomb's law to describe and predict forces across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use mathematical representations of newtonian gravitation and coulomb's law to describe and predict forces, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to use mathematical representations of newtonian gravitation and coulomb's law to describe and predict forces, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to use mathematical representations of newtonian gravitation and coulomb's law to describe and predict forces to an unfamiliar phenomenon.
Forces Interactions · HS-PS2-5

HS-PS2-5

Independently investigate how electric current or changing magnetic fields produce magnetic or electric fields across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to investigate how electric current or changing magnetic fields produce magnetic or electric fields, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to investigate how electric current or changing magnetic fields produce magnetic or electric fields, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to investigate how electric current or changing magnetic fields produce magnetic or electric fields to an unfamiliar phenomenon.
Forces Interactions · HS-PS2-6

HS-PS2-6

Independently communicate why molecular-level structure matters to the function of designed materials across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to communicate why molecular-level structure matters to the function of designed materials, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to communicate why molecular-level structure matters to the function of designed materials, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to communicate why molecular-level structure matters to the function of designed materials to an unfamiliar phenomenon.
Energy · HS-PS3-1

HS-PS3-1

Independently model and calculate changes in a system's energy and energy flows across its boundary across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model and calculate changes in a system's energy and energy flows across its boundary, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model and calculate changes in a system's energy and energy flows across its boundary, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model and calculate changes in a system's energy and energy flows across its boundary to an unfamiliar phenomenon.
Energy · HS-PS3-2

HS-PS3-2

Independently model energy at macroscopic and microscopic scales as motion of particles and fields across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model energy at macroscopic and microscopic scales as motion of particles and fields, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model energy at macroscopic and microscopic scales as motion of particles and fields, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model energy at macroscopic and microscopic scales as motion of particles and fields to an unfamiliar phenomenon.
Energy · HS-PS3-3

HS-PS3-3

Independently design and improve a device that converts energy between forms under stated constraints across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design and improve a device that converts energy between forms under stated constraints, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to design and improve a device that converts energy between forms under stated constraints, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to design and improve a device that converts energy between forms under stated constraints to an unfamiliar phenomenon.
Energy · HS-PS3-4

HS-PS3-4

Independently investigate thermal energy transfer and reach a quantitative account of energy conservation across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to investigate thermal energy transfer and reach a quantitative account of energy conservation, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to investigate thermal energy transfer and reach a quantitative account of energy conservation, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to investigate thermal energy transfer and reach a quantitative account of energy conservation to an unfamiliar phenomenon.
Energy · HS-PS3-5

HS-PS3-5

Independently model how electric or magnetic fields mediate energy transfer between interacting objects across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model how electric or magnetic fields mediate energy transfer between interacting objects, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to model how electric or magnetic fields mediate energy transfer between interacting objects, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to model how electric or magnetic fields mediate energy transfer between interacting objects to an unfamiliar phenomenon.
Waves Information · HS-PS4-1

HS-PS4-1

Independently use mathematical representations to support relationships among wave frequency, wavelength, and speed across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use mathematical representations to support relationships among wave frequency, wavelength, and speed, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to use mathematical representations to support relationships among wave frequency, wavelength, and speed, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to use mathematical representations to support relationships among wave frequency, wavelength, and speed to an unfamiliar phenomenon.
Waves Information · HS-PS4-2

HS-PS4-2

Independently evaluate evidence that electromagnetic radiation can be described by wave and particle models across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate evidence that electromagnetic radiation can be described by wave and particle models, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to evaluate evidence that electromagnetic radiation can be described by wave and particle models, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to evaluate evidence that electromagnetic radiation can be described by wave and particle models to an unfamiliar phenomenon.
Waves Information · HS-PS4-3

HS-PS4-3

Independently evaluate claims about how electromagnetic radiation interacts with matter across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate claims about how electromagnetic radiation interacts with matter, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to evaluate claims about how electromagnetic radiation interacts with matter, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to evaluate claims about how electromagnetic radiation interacts with matter to an unfamiliar phenomenon.
Waves Information · HS-PS4-4

HS-PS4-4

Independently evaluate the validity and reliability of claims about radiation's effects on matter and living systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate the validity and reliability of claims about radiation's effects on matter and living systems, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to evaluate the validity and reliability of claims about radiation's effects on matter and living systems, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to evaluate the validity and reliability of claims about radiation's effects on matter and living systems to an unfamiliar phenomenon.
Waves Information · HS-PS4-5

HS-PS4-5

Independently communicate how waves and their interactions with matter enable information technologies across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to communicate how waves and their interactions with matter enable information technologies, using a specific phenomenon rather than vocabulary recall or diagram description.
  2. 2I can plan or evaluate an investigation and analyze its data to produce the evidence needed to communicate how waves and their interactions with matter enable information technologies, including uncertainty or design limitations.
  3. 3I can connect a claim to evidence and scientific reasoning, then independently revise or transfer the explanation, model, or solution needed to communicate how waves and their interactions with matter enable information technologies to an unfamiliar phenomenon.
Computer Science · EEP-CS.11

Engineer networked software responsibly

Independently design and evaluate a networked software system for reliability, security, usability, and social impact across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to translate stakeholder needs into requirements and an interface design using a concrete computing example.
  2. 2I can design and justify how to model components, interfaces, network behavior, and failure cases using a traced example or representation.
  3. 3I can independently conduct security, accessibility, and impact reviews and revise the design in a new computing context and explain the evidence that the solution works.
Ai Literacy · EEP-AI.11

Create responsibly with AI

Independently plan and document an ai-assisted project that preserves human authorship, privacy, intellectual property, verification, and accountability across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to define which decisions and work must remain human with an age-appropriate ai-use scenario.
  2. 2I can evaluate and justify how to maintain a transparent record of prompts, outputs, sources, and revisions by comparing responsible and irresponsible choices.
  3. 3I can independently audit the final product for accuracy, originality, bias, privacy, and accessibility in a new learning context while preserving the learner's own thinking and responsibility.
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