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 12 Science

59 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Earth Space Systems · HS-ESS1-1

HS-ESS1-1

Independently model the life span of the sun and its energy production through nuclear fusion across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model the life span of the sun and its energy production through nuclear fusion, 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 the life span of the sun and its energy production through nuclear fusion, 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 the life span of the sun and its energy production through nuclear fusion to an unfamiliar phenomenon.
Earth Space Systems · HS-ESS1-2

HS-ESS1-2

Independently explain the big bang theory from astronomical evidence including redshift, cosmic background radiation, and element abundance across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain the big bang theory from astronomical evidence including redshift, cosmic background radiation, and element abundance, 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 explain the big bang theory from astronomical evidence including redshift, cosmic background radiation, and element abundance, 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 explain the big bang theory from astronomical evidence including redshift, cosmic background radiation, and element abundance to an unfamiliar phenomenon.
Earth Space Systems · HS-ESS1-3

HS-ESS1-3

Independently communicate how stars produce elements over their life cycles across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to communicate how stars produce elements over their life cycles, 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 stars produce elements over their life cycles, 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 stars produce elements over their life cycles to an unfamiliar phenomenon.
Earth Space Systems · HS-ESS1-4

HS-ESS1-4

Independently use mathematical or computational representations to predict orbital motion in the solar 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 or computational representations to predict orbital motion in the solar 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 or computational representations to predict orbital motion in the solar 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 or computational representations to predict orbital motion in the solar system to an unfamiliar phenomenon.
Earth Space Systems · HS-ESS1-5

HS-ESS1-5

Independently evaluate evidence for the formation and early history of earth and the solar system across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate evidence for the formation and early history of earth and the solar 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 evaluate evidence for the formation and early history of earth and the solar 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 evaluate evidence for the formation and early history of earth and the solar system to an unfamiliar phenomenon.
Earth Space Systems · HS-ESS1-6

HS-ESS1-6

Independently model earth's interior and thermal convection to explain the cycling of matter across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model earth's interior and thermal convection to explain the cycling of 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 model earth's interior and thermal convection to explain the cycling of 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 model earth's interior and thermal convection to explain the cycling of matter to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-1

HS-ESS2-1

Independently model how earth materials and systems interact through feedbacks at different scales across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model how earth materials and systems interact through feedbacks at different scales, 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 earth materials and systems interact through feedbacks at different scales, 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 earth materials and systems interact through feedbacks at different scales to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-2

HS-ESS2-2

Independently analyze geoscience data to explain changes to earth's surface at varying spatial and temporal scales across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze geoscience data to explain changes to earth's surface at varying spatial and temporal scales, 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 geoscience data to explain changes to earth's surface at varying spatial and temporal scales, 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 geoscience data to explain changes to earth's surface at varying spatial and temporal scales to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-3

HS-ESS2-3

Independently model how mantle convection and plate tectonics cycle matter and form surface features across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model how mantle convection and plate tectonics cycle matter and form surface features, 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 mantle convection and plate tectonics cycle matter and form surface features, 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 mantle convection and plate tectonics cycle matter and form surface features to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-4

HS-ESS2-4

Independently use a model to explain how variations in energy flow change climate across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use a model to explain how variations in energy flow change climate, 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 a model to explain how variations in energy flow change climate, 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 a model to explain how variations in energy flow change climate to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-5

HS-ESS2-5

Independently investigate water properties and their effects on earth materials and surface processes across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to investigate water properties and their effects on earth materials and surface processes, 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 water properties and their effects on earth materials and surface processes, 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 water properties and their effects on earth materials and surface processes to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-6

HS-ESS2-6

Independently develop a quantitative model of carbon cycling among earth systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to develop a quantitative model of carbon cycling among earth 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 develop a quantitative model of carbon cycling among earth 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 develop a quantitative model of carbon cycling among earth systems to an unfamiliar phenomenon.
Earth Systems · HS-ESS2-7

HS-ESS2-7

Independently explain from evidence how life and earth systems have changed one another over geologic time across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain from evidence how life and earth systems have changed one another over geologic time, 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 explain from evidence how life and earth systems have changed one another over geologic time, 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 explain from evidence how life and earth systems have changed one another over geologic time to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-1

HS-ESS3-1

Independently explain how natural-resource availability, hazards, and climate influence human activity across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain how natural-resource availability, hazards, and climate influence human activity, 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 explain how natural-resource availability, hazards, and climate influence human activity, 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 explain how natural-resource availability, hazards, and climate influence human activity to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-2

HS-ESS3-2

Independently evaluate competing design solutions for managing natural resources using cost-benefit evidence across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate competing design solutions for managing natural resources using cost-benefit evidence, 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 competing design solutions for managing natural resources using cost-benefit evidence, 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 competing design solutions for managing natural resources using cost-benefit evidence to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-3

HS-ESS3-3

Independently use computational simulation to show relationships among resource management, sustainability, and biodiversity across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use computational simulation to show relationships among resource management, sustainability, and biodiversity, 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 computational simulation to show relationships among resource management, sustainability, and biodiversity, 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 computational simulation to show relationships among resource management, sustainability, and biodiversity to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-4

HS-ESS3-4

Independently evaluate or refine a technological solution that reduces human impacts on natural systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate or refine a technological solution that reduces human impacts on natural 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 or refine a technological solution that reduces human impacts on natural 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 or refine a technological solution that reduces human impacts on natural systems to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-5

HS-ESS3-5

Independently analyze geoscience data and climate models to forecast regional climate-change impacts across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze geoscience data and climate models to forecast regional climate-change impacts, 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 geoscience data and climate models to forecast regional climate-change impacts, 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 geoscience data and climate models to forecast regional climate-change impacts to an unfamiliar phenomenon.
Environment Sustainability · HS-ESS3-6

HS-ESS3-6

Independently use computational representations to show relationships among earth systems and human modification of those systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use computational representations to show relationships among earth systems and human modification of those 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 use computational representations to show relationships among earth systems and human modification of those 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 use computational representations to show relationships among earth systems and human modification of those systems to an unfamiliar phenomenon.
Engineering Design · HS-ETS1-1

HS-ETS1-1

Independently analyze a major global challenge to specify qualitative and quantitative design criteria and constraints across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze a major global challenge to specify qualitative and quantitative design criteria and 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 analyze a major global challenge to specify qualitative and quantitative design criteria and 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 analyze a major global challenge to specify qualitative and quantitative design criteria and constraints to an unfamiliar phenomenon.
Engineering Design · HS-ETS1-2

HS-ETS1-2

Independently design a solution to a complex problem by breaking it into manageable interacting subproblems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design a solution to a complex problem by breaking it into manageable interacting subproblems, 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 a solution to a complex problem by breaking it into manageable interacting subproblems, 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 a solution to a complex problem by breaking it into manageable interacting subproblems to an unfamiliar phenomenon.
Engineering Design · HS-ETS1-3

HS-ETS1-3

Independently evaluate a complex solution against prioritized criteria, constraints, tradeoffs, and social or environmental impacts across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate a complex solution against prioritized criteria, constraints, tradeoffs, and social or environmental impacts, 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 a complex solution against prioritized criteria, constraints, tradeoffs, and social or environmental impacts, 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 a complex solution against prioritized criteria, constraints, tradeoffs, and social or environmental impacts to an unfamiliar phenomenon.
Engineering Design · HS-ETS1-4

HS-ETS1-4

Independently use computer simulation to model how a proposed solution affects systems within and beyond the problem across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to use computer simulation to model how a proposed solution affects systems within and beyond the problem, 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 computer simulation to model how a proposed solution affects systems within and beyond the problem, 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 computer simulation to model how a proposed solution affects systems within and beyond the problem to an unfamiliar phenomenon.
Computer Science · EEP-CS.12

Complete an independent computing capstone

Independently create, document, test, and defend a substantial computing solution to an authentic problem across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to investigate a real need and define measurable success criteria using a concrete computing example.
  2. 2I can design and justify how to build iteratively with versioned tests, documentation, and user feedback using a traced example or representation.
  3. 3I can independently evaluate limitations, security, accessibility, and impacts and publicly defend the result in a new computing context and explain the evidence that the solution works.
Ai Literacy · EEP-AI.12

Govern high-impact AI use

Independently evaluate and defend policies for using ai in education, work, science, government, or other high-impact settings across representations and contexts.

Component progression

  1. 1I can explicitly teach and model how to analyze stakeholders, benefits, failure modes, and unequal risks in a high-impact use with an age-appropriate ai-use scenario.
  2. 2I can evaluate and justify how to compare technical safeguards, institutional rules, law, and human oversight by comparing responsible and irresponsible choices.
  3. 3I can independently defend a context-specific policy with evidence, limitations, and an appeal process in a new learning context while preserving the learner's own thinking and responsibility.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.1

Advanced Biology: 1

Independently explain evolution as a unifying process across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain evolution as a unifying process, 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 explain evolution as a unifying process, 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 explain evolution as a unifying process to an unfamiliar phenomenon.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.2

Advanced Biology: 2

Independently model energetics in living systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model energetics in 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 model energetics in 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 model energetics in living systems to an unfamiliar phenomenon.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.3

Advanced Biology: 3

Independently analyze information storage and transmission across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze information storage and transmission, 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 information storage and transmission, 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 information storage and transmission to an unfamiliar phenomenon.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.4

Advanced Biology: 4

Independently analyze interactions among biological systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze interactions among biological 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 analyze interactions among biological 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 analyze interactions among biological systems to an unfamiliar phenomenon.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.5

Advanced Biology: 5

Independently design controlled investigations across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design controlled investigations, 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 controlled investigations, 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 controlled investigations to an unfamiliar phenomenon.
Advanced Biology · AP.SCIENCE.AP.BIOLOGY.6

Advanced Biology: 6

Independently interpret biological data statistically across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to interpret biological data statistically, 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 interpret biological data statistically, 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 interpret biological data statistically to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.1

Advanced Chemistry: 1

Independently model atomic structure and properties across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model atomic structure and properties, 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 atomic structure and properties, 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 atomic structure and properties to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.2

Advanced Chemistry: 2

Independently analyze molecular and ionic structure across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze molecular and ionic structure, 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 molecular and ionic structure, 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 molecular and ionic structure to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.3

Advanced Chemistry: 3

Independently explain intermolecular forces and properties across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to explain intermolecular forces and properties, 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 explain intermolecular forces and properties, 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 explain intermolecular forces and properties to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.4

Advanced Chemistry: 4

Independently quantify chemical reactions across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to quantify chemical reactions, 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 quantify chemical reactions, 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 quantify chemical reactions to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.5

Advanced Chemistry: 5

Independently analyze kinetics across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze kinetics, 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 kinetics, 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 kinetics to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.6

Advanced Chemistry: 6

Independently analyze thermodynamics across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze thermodynamics, 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 thermodynamics, 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 thermodynamics to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.7

Advanced Chemistry: 7

Independently analyze equilibrium across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze equilibrium, 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 equilibrium, 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 equilibrium to an unfamiliar phenomenon.
Advanced Chemistry · AP.SCIENCE.AP.CHEMISTRY.8

Advanced Chemistry: 8

Independently analyze acids, bases, and electrochemistry across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze acids, bases, and electrochemistry, 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 acids, bases, and electrochemistry, 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 acids, bases, and electrochemistry to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.1

Advanced Physics: 1

Independently model motion and forces across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model motion and 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 model motion and 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 model motion and forces to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.2

Advanced Physics: 2

Independently apply conservation of energy across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to apply conservation of energy, 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 apply conservation of energy, 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 apply conservation of energy to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.3

Advanced Physics: 3

Independently apply momentum and angular momentum across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to apply momentum and angular momentum, 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 apply momentum and angular momentum, 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 apply momentum and angular momentum to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.4

Advanced Physics: 4

Independently analyze rotation and gravitation across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze rotation and gravitation, 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 rotation and gravitation, 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 rotation and gravitation to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.5

Advanced Physics: 5

Independently model oscillations and waves across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model oscillations and waves, 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 oscillations and waves, 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 oscillations and waves to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.6

Advanced Physics: 6

Independently analyze electric and magnetic systems across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze electric and magnetic 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 analyze electric and magnetic 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 analyze electric and magnetic systems to an unfamiliar phenomenon.
Advanced Physics · AP.SCIENCE.AP.PHYSICS.7

Advanced Physics: 7

Independently design and evaluate quantitative experiments across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design and evaluate quantitative experiments, 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 evaluate quantitative experiments, 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 evaluate quantitative experiments to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.1

Advanced Environmental Science: 1

Independently analyze ecosystems and biodiversity across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze ecosystems and biodiversity, 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 ecosystems and biodiversity, 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 ecosystems and biodiversity to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.2

Advanced Environmental Science: 2

Independently model populations across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to model populations, 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 populations, 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 populations to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.3

Advanced Environmental Science: 3

Independently analyze earth systems and resources across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze earth systems and resources, 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 earth systems and resources, 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 earth systems and resources to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.4

Advanced Environmental Science: 4

Independently evaluate land and water use across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate land and water use, 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 land and water use, 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 land and water use to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.5

Advanced Environmental Science: 5

Independently analyze energy resources and consumption across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze energy resources and consumption, 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 energy resources and consumption, 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 energy resources and consumption to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.6

Advanced Environmental Science: 6

Independently analyze pollution across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to analyze pollution, 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 pollution, 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 pollution to an unfamiliar phenomenon.
Advanced Environmental Science · AP.SCIENCE.AP.ENVIRONMENTAL.7

Advanced Environmental Science: 7

Independently evaluate global change and proposed solutions across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate global change and proposed solutions, 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 global change and proposed solutions, 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 global change and proposed solutions to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.1

Advanced Science Research: 1

Independently develop a testable research question across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to develop a testable research question, 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 develop a testable research question, 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 develop a testable research question to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.2

Advanced Science Research: 2

Independently review scientific literature across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to review scientific literature, 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 review scientific literature, 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 review scientific literature to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.3

Advanced Science Research: 3

Independently design an ethical reproducible method across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to design an ethical reproducible method, 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 an ethical reproducible method, 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 an ethical reproducible method to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.4

Advanced Science Research: 4

Independently collect and analyze data across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to collect and analyze data, 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 collect and analyze data, 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 collect and analyze data to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.5

Advanced Science Research: 5

Independently evaluate uncertainty and limitations across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to evaluate uncertainty and limitations, 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 uncertainty and limitations, 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 uncertainty and limitations to an unfamiliar phenomenon.
Advanced Science Research · EEP-ADV.SCIENCE.RESEARCH.SEMINAR.6

Advanced Science Research: 6

Independently defend and publish a research report across representations and contexts.

Component progression

  1. 1I can teach and model the scientific ideas, system parts, relationships, and mechanism needed to defend and publish a research report, 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 defend and publish a research report, 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 defend and publish a research report to an unfamiliar phenomenon.
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