NGSS Accelerated Model Course Pathways

Accelerated Model Course Pathways
Table of Contents
Overview
Course Map 1 Five-Year Model
Course Map 2 Four-Year Model
Course Map 3 High School Schedule Model
Considerations for Advanced Placement (AP) Courses
Uses of ANMCM for Districts and Schools
Acknowledgements
Appendix A NGSS & AP Biology Comparison Chart
Appendix B NGSS & AP Chemistry Comparison Chart
Appendix C NGSS & AP Physics 1 and 2 Comparison Chart
Version 1published October 2015

View Creative Commons Attribution 3.0 Unported License at
http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt
Accelerated Model Course Pathways
The Framework for K-12 Science Education and the resulting Next Generation Science Standards
(NGSS) build a rich foundation for scientific knowledge and conceptual understanding. In keeping
with the vision of the Framework, the NGSS were designed to provide the foundation on which
students, over multiple years of school, actively engage in scientific and engineering practices
(SEPs) and apply crosscutting concepts (CCCs) to deepen their understanding of the core ideas
within the various disciplines of science and engineering (National Research Council, 2012, pp. 8
9). The multidimensional approach to the types of learning experiences envisioned as a result of
the NGSS denotes a significant departure from what was typically expected in science education.
Schools, districts, and/or local education agencies, when building course pathways using the
NGSS, must recognize the significant demographic shifts and the diversity of the present science
education landscape. The NGSS Appendix D All Standards, All Students discusses in detail
how the diverse nature of todays classrooms can be addressed through the NGSS:
Successful application of science and engineering practices (e.g., constructing explanations,

engaging in argument from evidence) and understanding of how crosscutting concepts
(e.g., patterns, structure and function) play out across a range of disciplinary core ideas
(e.g., structure and properties of matter, earth materials and systems) will demand increased
cognitive expectations of all students. Making such connections has typically been
expected only of advanced, gifted, or honors students. The NGSS are intended to
provide a foundation for all students, including those who can and should surpass the
NGSS performance expectations. (NGSS Appendix D, p. 1)
While the NGSS represent the science all students should know, they are not intended to represent
all the science that students could know. The Framework states:
More generally, this framework should not be interpreted as limiting advanced courses that
go beyond the material included hereall students at the high school level should have
opportunities for advanced study in areas of interest to them, and it is hoped that, for many,
this will include further study of specific science disciplines in honors or AP courses. Such
course options may include topics, such as neurobiology, and even disciplines, such as
economics, that are not included in this framework. (NRC, 2012, p. 13)
In keeping with the tenets of the Framework, the NGSS Appendix K Model Course Mapping in
Middle and High School describes several model course maps that would provide all students with
opportunities to pursue advanced-level science courses, including Advanced Placement (AP)
courses.1 However, to provide opportunities for a discrete, high-achieving stratum of the student
population who wish to pursue multiple advanced-level science courses earlier in high school, a
more rapid-paced, accelerated pathway of courses may be desirable.
1
For the purposes of this narrative, we classify advanced science courses as those courses that go beyond Biology,
Chemistry, and Physics and often require a prerequisite. Examples of advanced science courses are sequential courses
such as Biology II or Chemistry II, Anatomy and Physiology, and AP science courses.
Version 1published October 2015 Page 1 of 156

To help schools and districts design accelerated pathways for this unique population of students,
the Accelerated NGSS Model Course Maps (ANMCM) were developed. The ANMCM are
resources that organize the NGSS in a compressed time frame and could be used by schools and
districts to design NGSS-aligned pathways through which high-achieving students would be
provided the coursework necessary to access advanced-level science courses in all areas of student
interest in early high school. In addition to the ANMCM, resources were created to show the
relationship between the NGSS and AP science courses. These resources could be used to show
the conceptual similarities between the two sets of courses to provide guidance in the development
of the accelerated and advanced courses.
To be clear, given the depth of understanding required by the NGSS, the accelerated pathways
should not be considered the status quo or an opportunity to compact or omit key instructional
concepts. Rather, the need for the accelerated pathways reflects the reality that some students need
or want additional opportunities for advanced-level coursework in science. For the purpose of
clarity, the accelerated pathways would serve those students who may be identified as gifted and
talented. Gifted, as defined by the National Association for Gifted Children, is described as
follows:
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an
exceptional ability to reason and learn) or competence (documented performance or
achievement in top 10% or rarer) in one or more domains. Domains include any structured
area of activity with its own symbol system (e.g., mathematics, music, language) and/or set
of sensorimotor skills (e.g., painting, dance, sports).1
Overview
As schools, districts, and/or local education agencies start developing accelerated pathways and
evaluate how the models and considerations presented here fit into their local contexts, it is
expected that a wider variety of accelerated pathways will be collaboratively developed and
shared. Depending on the context, the pathways could consist of several different components.
Three proposed ANMCM are included in this document as examples for schools, districts, and/or
local education agencies to use when thinking about organization of the PEs for accelerated
students. There are two types of maps highlighted in this document. Each type of map is an
acceleration of the NGSS so that a student would meet all of the NGSS PEs prior to entering any
advanced-level science course, the grade levels that are affected differ. The first type of map
involves both middle school and high school courses and is represented in the Five- and Four-Year
Models. The second type of map only involves high school courses and is represented in the High
School Schedule Model.
1
Definitions of Giftedness. National Association for Gifted Children. http://www.nagc.org/resources-
publications/resources/definitions-giftedness 22 Sept. 2015.

Given the number of shared concepts between the NGSS and AP science courses, three
comparison charts that identify the shared concepts are also included to allow for the option of
reducing instructional redundancy when developing accelerated pathways.
Accelerated NGSS Model Course Maps
1. Five-Year Model (Grades 610) The middle school and high school PEs are organized
and condensed into a Five-Year Model in which student understanding of concepts is built
progressively throughout the course sequence.
2. Four-Year Model (Grades 69) The middle school and high school PEs are organized
and condensed into a Four-Year Model in which student understanding of concepts is built
progressively throughout the course sequence.
3. High School Schedule Model (Grades 910) This model starts in high school and
discusses how students can complete the high school PEs through multiple scheduling
options.
Considerations for AP Science Courses
Comparison Charts for AP Science Courses These charts focus specifically on AP

courses and similarities between the NGSS and AP science courses to reduce conceptual
redundancy. They serve as a guide for how shared conceptual ideas are addressed between
the NGSS and AP.
The options presented in this document do not preclude other organizational sequences.

Assumptions for Accelerated NGSS Model Course Maps
To use the proposed ANMCM effectively, it is essential to understand the assumptions that were
involved in their creation. This section outlines these assumptions and attempts to clarify the intent
and use of the model course maps in further detail below.
1. ANMCM are starting points, not finished products.

2. The design of the ANMCM was built on the model course sequences found in the NGSS
Appendix K.
3. The acceleration process can begin in middle school.
4. All standards, All students
5. ANMCM are not curricula.
6. Engineering for all.
7. ANMCM advanced-level science coursework.
1. ANMCM are starting points, not finished products.
Every attempt has been made to describe the intent and assumptions underlying the ANMCM and
the process of model development so that states and districts can use similar processes to organize
and create their own accelerated course pathway(s). The intent of the ANMCM is not for states,
districts, and/or local education agencies to adopt these models as presented. Rather, they are
encouraged to use them as a springboard for conversations focused on developing their own course
descriptions and sequences. States, districts, and/or local education agencies could use the
ANMCM to create pathways of utility customized to their needs and the needs of students, as there
may be many different possible configurations of course offerings and sequences, depending on
factors such as district size, certifications held, and local graduation requirements. Additionally, in
designing their own course sequence models, states, districts, and/or local education agencies
should collaborate with various members of the educational community, such as curriculum
specialists, gifted and talented specialists, middle and high school educators (including advanced
and AP science educators), mathematics educators, and administrators.
The fact that the information in this document is intended as a starting point for districts is further
emphasized by the possible uses of the supplemental NGSS/AP correlation documents in
customizing course pathways.
2. The design of the ANMCM was built on the model course sequences found in the NGSS
Appendix K.
Much work has already been done to organize the NGSS into logical course progressions.
As outlined in the Framework and the NGSS Appendix K, the word model is used here to
represent a tool for understanding, not an ideal state. As stated previously, this distinction is
important because the various potential configurations of course offerings and sequences depend
heavily on factors such as district size, certifications held, and local graduation requirements. The
ANMCM illustrate possible approaches to organizing the content of the NGSS into coherent and

rigorous courses that provide accelerated pathways that allow students to experience the full
breadth of the NGSS in preparation for earlier involvement in advanced science coursework.
The related model course sequences outlined in the NGSS Appendix K were constructed based on
the domain structure of the Framework and are the source of the foundational course map structure
for this document. More specifically, Model Course Map 1 (the Conceptual Progressions Model)
was selected from the NGSS Appendix K as the basis for the ANMCM presented herein. This
Conceptual Progressions Model is based on research showing that disciplinary core ideas (DCIs)
contain content that can be logically sequenced and arranged so that, for each course, the NGSS
performance expectations (PEs) build on the skills and knowledge covered in preceding courses.
The Conceptual Progressions Model was best suited as a baseline for the ANMCM because it
allows for an effective and efficient integration of DCIs by connecting many concepts and ideas,
providing students the opportunity to develop a big-picture understanding within a condensed time
frame. Choosing instead to segregate the ANMCM into the different domains of science (e.g., life
sciences vs. physical sciences) could result in two significant and potentially negative effects: (1)
loss of coherence of the carefully designed progression or story, and (2) the partitioning of high
school PEs in middle school courses based on their scientific discipline rather than on their level of
cognitive demand, relationships to other science disciplines, and reliance on prior learning
designed into the standards grade-level progressions. The second effect could be especially
problematic as it would add a level of challenge to what is already a significant increase in rigor
over the models described in the NGSS Appendix K, requiring students to engage in even more
supplemental learning to understand concepts when they are inserted into the learning sequence
before their foundational ideas are introduced.
As stated in the NGSS Appendix K, the model course maps expect that every course in the
sequence will use instruction to blend all SEPs and CCCs and not just the ones that are outlined in
the PEs. The goal is not to teach the PEs but rather to prepare students to demonstrate their
proficiency on the PEs by the end of the grade band or course. Even though a particular PE may be
placed in a course, addressing the depth of the PE in its entirety within that course might not be
possible. Students may, for example, need repeated exposure to a particular DCI, SEP, or CCC
over several courses before they can achieve the proficiency expected in a particular PE by the end
of the grade band or course.
Additional information on how the Conceptual Progressions Model was modified for each
ANMCM is detailed in the next section. For a complete explanation of the process and logic
models used to create Model Course Map 1 (Conceptual Progressions Model) see the NGSS
Appendix K.
3. The acceleration process can begin in middle school.
The models presented herein are based in part upon the assumption that meaningful acceleration
using the NGSS, for some students, can begin prior to the traditional start of high school in 9th
grade. Infusing high school PEs into middle school courses in a way that maintains a coherent
progression or story allows acceleration to enhance, rather than detract from, the rich learning
experiences students need to prepare them for rigorous, advanced science coursework. The intent
of the ANMCM should be to open the door to an increased number of advanced-level science

courses for students who have demonstrated the high aptitude and interest to participate in
advanced science coursework. Including the middle grades in the acceleration process furthers this
goal by allowing for a logical coherence in the arrangement of PEs within the course sequence
rather than chunking them together into one or two unwieldy high school courses.
More important, the proposed ANMCMs are explicitly intended for students who possess the
demonstrated performance and desire for advanced science coursework and/or for whom the
courses are developmentally appropriate. The ANMCMs are not intended to provide a shortcut
for condensing NGSS instruction into one or two years of high school for students who are not
preparing to enter advanced coursework. The level of rigor inherent in the NGSS is substantial,
and the instructional compression these pathways require increases the cognitive demand even
more. An equally important consideration for schools and districts is that most students wishing to
pursue the ANMCM will likely need concurrent acceleration in mathematics to support the
increased mathematical rigor required for the high school PEs.
It should be recognized that not all schools have the ability to accelerate students beginning in the
middle grades. For these schools and students not identified as gifted, an alternative high school
co-acceleration model is presented.
4. All Standards, All Students
The statement all standards, all students represents a foundational commitment of the
Framework and the NGSS; this commitment is referenced in the NGSS Appendix K and discussed
at length in Appendix D of the NGSS. While there may be a temptation to omit standards from the
ANMCM, the DCIs contained in every PE are foundational for future advanced-level science
courses and are essential knowledge to build upon. The ANMCM presented herein preserve the
integrity of the NGSS in its entirety while presenting options for students to go beyond the NGSS
with advanced-level science coursework.
5. ANMCM are NOT curricula.
The NGSS PEs are student outcomes, NOT curricula. Although SEPs are integrated with particular
DCIs and CCCs within each NGSS PE, these intersections do not predetermine how the three are
linked in the curriculum, units, lessons, or instruction; they simply clarify the expectations of what
students will know and be able to do by the end of the grade, grade band, or course. The additional
consideration of how PEs will be addressed within courses is an important step in curriculum
development. Thus, school and district leaders continue to bear responsibility for creating coherent
instructional programs that help students achieve these standards. Within the process of developing
an accelerated program using the ANMCM, schools, districts, and/or local education agencies
should bring together educators who understand both the pedagogy and the content requirements to
create such a model. As stated earlier, curriculum specialists, gifted and talented specialists, middle
and high school educators (including advanced and AP science educators), mathematics educators,
and administrators should be included in the process.
6. Engineering for all.

In the NGSS, engineering design standards have been integrated throughout the traditionally taught
domains of physical science, life science, and Earth and space science. As is more carefully
detailed in the NGSS Appendix I Engineering Design in the NGSS, the NGSS represent a
commitment to integrating engineering design into the structure of science education by
incorporating it into instruction across all grade levels, from kindergarten through grade 12. The
NGSS also include PEs that focus explicitly on engineering design without a science domain
context. Within the grade range affected by the proposed ANMCM, there are four engineering
design PEs in the 68 grade band and four in the 912 grade band. All of the model course maps
place the stand-alone engineering PEs within all courses in their respective grade bands, as these
PEs can help to organize and drive the instruction of the science PEs within each course.
7. ANMCM advanced-level science coursework.
It is important to understand the distinction between the ANMCM and advanced-level science
courses as the terms are used in this document.
ANMCM refer to a course model wherein the science standards intended for all students are
configured into a time-compressed curriculum sequence to more rapidly prepare high-performing
students for opportunities to take numerous advanced-level science courses.
Advanced-level science courses refer to more narrowly focused courses that go beyond first-year
high school science courses (e.g., Biology, Chemistry, and Physics) and often require a
prerequisite. Examples of advanced science courses are sequential courses such as Biology II or
Chemistry II, Anatomy and Physiology, and AP science courses. These courses would provide a
solid base for students with an interest in the sciences or who intend to pursue science, technology,
engineering, and mathematics (STEM) coursework in college.
The models presented in this document represent possible approaches to accelerating the learning
of the NGSS, but they do not include any additional PEs. The ANMCM contain no advanced
content beyond the significant rigor already embodied in the NGSS; rather, they provide pathways
to facilitate delivery of advanced content in additional courses beyond the scope of the NGSS
sooner in students progression through middle and high school. Put differently, students enrolled
in an accelerated course pathway learn the full breadth of the NGSS faster than their non-
accelerated counterparts, including those students enrolled in honors courses, but enrollment in the
accelerated pathway alone does not suggest that these students will learn more. The value of the
accelerated pathways lies in the found time, or providing accelerated students with opportunities
to take additional science courses.

Course Map 1 Five-Year Model (Grades 610)
Process and Assumptions: How Was This Course Map Developed?
Using the middle school (MS) and high school (HS) conceptual models from the NGSS Appendix
K as the baseline, all of the MS and HS PEs were condensed into five courses intended for grades
610. Instead of focusing on the component ideas as the basis for the arrangement, as was done in
the NGSS Appendix K Conceptual Progressions Model (see p. 3 of the NGSS Appendix K), this
model organized the PEs by DCIs, with each core idea repeating in different grade levels as
necessary. To create a logical progression in this map, special attention was paid to highly related
concepts. For example, the concept of Earths Place in the Universe (MS and HS ESS1 PEs) was
paired with the Evolution of Life on Earth (MS and HS LS4 PEs), as they are both part of a
broader narrative revealing how Earth and all living things have changed over time. Additionally,
instances where one concept informs another were also identified and placed in a conceptual order.
For instance, the concept of heredity are necessary to inform a true understanding of the process of
evolution. So while these course progressions do not define an instructional sequence within each
course, some important foundational relationships within courses suggest logical sequencing.
In examining the Conceptual Progressions Model at grade 6 in the NGSS Appendix K , it became
evident that a large variety of concepts were already in place that were foundational to students
future understanding; thus, the Five-Year Model presented below looks largely the same at grade 6
as the NGSS Appendix K Conceptual Progressions Model. The map of the concepts and how they
are organized into courses is shown in Figure 1. By considering the storyline of each PE and the
logical progression of the foundational relationships, the Five-Year Model should serve as an
effective and efficient model that allows for depth of understanding and connectedness for
learners.

Figure 1: Concept Progression for the Five-Year Model Course Map
The figure below outlines the first step of organizing the NGSS into ANMCM for grades 610 based on a conceptual progression of
the concepts outlined in the DCIs of the Framework.
Course 1 Course 2 Course 3 Course 4 Course 5

MS.PS.1 MS.PS.4 HS.PS.1 HS.PS.2 HS.PS.1
Matter and its HS.PS.4 Matter Motion and Matter
Interactions Waves Forces
MS.LS.4 HS.LS.2
MS.PS.2 MS.LS.1 Evolution HS.PS.3 Ecosystems
Motion and Structure and Energy
Stability: Forces Processes HS.LS.1 HS.LS.3
and Structure and HS.PS.4 Heredity
Interactions MS.LS.2 Processes Waves
MS.PS.3 Ecosystems HS.LS.4
Energy HS.LS.2 HS.LS.1 Evolution
MS.LS.3 Ecosystems Structure and
MS.PS.4 Heredity Processes HS.ESS1
Waves HS.ESS.2 Earths Place in
MS.LS.4 Earth Systems HS.LS.2 the Universe
MS.ESS1 Evolution Ecosystems
Earths Place in HS.ESS.3 HS.ESS.2
the Universe MS.ESS1 Earth and HS.ESS1 Earth Systems
Earths Place in Human Activity Earths Place in
MS.ESS.2 the Universe the Universe
Earth Systems HS.ESS.3
Earth and
MS.ESS.2 HS.ESS.2 Human Activity
MS.ESS.3 Earth Systems Earth Systems
Earth and
Human Activity
MS.ESS.3
Earth and
Human Activity
After developing an initial storyline within each course, the next goal was to maintain a balance of
PEs among the courses as well as to find a logical balance of content areas included within each
course. The complexity of ideas required for learners and the cognitive demand of the PEs were
considered in determining what PEs to include in each course. In addition, the mathematics
required to be successful with particular PEs and the concurrent progression of mathematical
skills, especially in regard to the middle-level courses, were also considered. For example, in
Course 2 (7th grade), HS-PS4-1 requires an understanding of basic algebraic concepts to explain
the relationships among wave components. The Common Core State Standards include algebraic
relationships in the 7th grade standards, but curricula designed to implement the accelerated
pathways also need to take into account the curriculum sequence of the mathematics instruction

the students receive. This requires scheduling the instructional unit to address HS-PS4-1 after (or
perhaps concurrent with) instruction in the required mathematics concepts. Providing students with
the necessary mathematics to support the ANMCM is an important consideration for schools,
districts, and/or local education agencies that are considering implementing such a model.

Table 1: Five-Year Model Course Map (Grades 610)
The table below organizes the middle and high school NGSS PEs into the Five-Year Model in which student understanding of
concepts is built progressively throughout the course sequence. In this table, the component ideas are arranged into courses based
on the organization shown in Figure 1.
Course 1 Course 2 Course 3 Course 4 Course 5

MS-PS1-1. HS-PS4-1 HS-PS1-1. HS-PS2-1. HS-PS1-4
MS-PS1-2. Waves HS-PS4-2 HS-PS1-2. HS-PS2-2. Matter HS-PS1-5
Matter and its MS-PS1-3. MS-PS4-3 Matter HS-PS1-3. Motion and HS-PS2-3. HS-PS1-6
Interactions MS-PS1-4. MS-LS1-1. HS-PS1-7 Forces HS-PS2-4. HS-LS2-6
MS-PS1-5. MS-LS1-2. HS-PS1-8 HS-PS2-5. Ecosystems HS-LS2-7
MS-PS1-6. MS-LS1-3. MS-LS4-1. HS-PS2-6. HS-LS2-8
MS-PS2-1. Structure and MS-LS1-4. MS-LS4-2. HS-PS3-1. HS-LS3-1

Motion and MS-PS2-2. Process MS-LS1-5. MS-LS4-3. HS-PS3-2. Heredity HS-LS3-2
Stability: Evolution
MS-PS2-3. MS-LS1-6. MS-LS4-4. Energy HS-PS3-3. HS-LS3-3
Forces and
MS-PS2-4. MS-LS1-7. MS-LS4-5. HS-PS3-4. HS-LS4-1
Interactions
MS-PS2-5. MS-LS1-8. MS-LS4-6. HS-PS3-5 HS-LS4-2
MS-PS3-1. MS-LS2-1. HS-LS1-1. HS-PS4-3 HS-LS4-3

Evolution
MS-PS3-2. MS-LS2-2. Structure and HS-LS1-2. Waves HS-PS4-4 HS-LS4-4
Energy MS-PS3-3. Ecosystems MS-LS2-3. Process HS-LS1-3. HS-PS4-5 HS-LS4-5
MS-PS3-4. MS-LS2-4. HS-LS1-4. HS-LS1-5 HS-LS4-6

Structure and
MS-PS3-5. MS-LS2-5. HS-LS2-1. HS-LS1-6
Ecosystems Process Earth's Place HS-ESS1-5
MS-PS4-1. MS-LS3-1 HS-LS2-2. HS-LS1-7
Waves Heredity in the
MS-PS4-2. MS-LS3-2 HS-ESS2-1. HS-LS2-3
Universe HS-ESS1-6
Earth's Place MS-ESS1-1. MS-LS4-1. HS-ESS2-2. Ecosystems HS-LS2-4
Earth
in the MS-ESS1-2. MS-LS4-2. HS-ESS2-3. HS-LS2-5 Earth
Systems HS-ESS2-7
Universe MS-ESS1-3. MS-LS4-3. HS-ESS2-4. HS-ESS1-1 Systems
Evolution Earth's Place
MS-ESS2-2. MS-LS4-4. HS-ESS2-5 HS-ESS1-2 HS-ESS3-1
in the
MS-ESS2-3. MS-LS4-5. Earth and HS-ESS1-3 Earth and HS-ESS3-3
Earth Universe
MS-ESS2-4. MS-LS4-6. Human HS-ESS3-2 HS-ESS1-4 Human HS-ESS3-4
Systems
MS-ESS2-5. Earth's Place Activity Earth Activity HS-ESS3-5
HS-ESS2-6
MS-ESS2-6. in the MS-ESS1-4 MS-ETS1-1. Systems HS-ESS3-6
Earth and Universe Engineering MS-ETS1-2. HS-ETS1-1. HS-ETS1-1.
Human MS-ESS3-1. MS-ESS2-1 Design MS-ETS1-3. Engineering HS-ETS1-2. Engineering HS-ETS1-2.

Activity Earth
MS-ESS2-5 MS-ETS1-4. Design HS-ETS1-3. Design HS-ETS1-3.
Systems
MS-ETS1-1. MS-ESS2-6 HS-ETS1-4. HS-ETS1-4.
Engineering MS-ETS1-2. MS-ESS3-1.

Design MS-ETS1-3. Earth and MS-ESS3-2
MS-ETS1-4. Human MS-ESS3-3.

Activity MS-ESS3-4
MS-ESS3-5
MS-ETS1-1.
Engineering MS-ETS1-2.
Design MS-ETS1-3.
MS-ETS1-4.

Accommodating Students Entering the Five-Year Model After 6th Grade
One of several important factors to consider when designing curricula, developing placement
criteria, or managing scheduling logistics is the likelihood that students will both enter and exit
accelerated pathways at different points in their progression through grades 610.
In the case of students who seek to exit the model pathway, placing them into a non-accelerated
section of the course may be ideal. Conversely, those students leaving the accelerated pathway
because the pace is overwhelming may have different needs in their new classes and might briefly
need access to some specific interventions to remediate concepts not mastered in the accelerated
pathway. Further, in the event that either such student learns key concepts ahead of his or her new
classmates, his or her new science teacher may need to provide opportunities for extended or
differentiated learning when those duplicated concepts are taught.
Students may not develop an interest in pursuing accelerated STEM coursework until after 6th
grade and therefore may seek to enter the pathway late. While some students can catch up with
their accelerated counterparts on the fly, most would benefit from some manner of focused
remediation to eliminate the knowledge gap between the non-accelerated instructional program
and the Five-Year Model. Schools would need to provide remediation for students in these PEs,
through a separate remediation program, summer remediation, or a concurrent remediation model.
The tables below detail the additional accelerated PEs included in each year of the model as
compared to the Conceptual Progressions Model for Middle School. These tables are cumulative:
Students entering the accelerated pathway at the end of 8th grade would need remediation in the
added PEs from both the 7th and 8th grades.
Added PEs for 6th grade (Course 1) as compared to Table 1: Conceptual Progressions Model
Course Map for Middle School, Appendix K (p. 11)
Physical Science Life Science Earth/Space Science
None None: This model moves two None
performance expectations MS-
LS2-1 and MS-LS2-2 to 7th
grade.
HS-PS4-1 MS-LS1-8 MS-ESS1-4
MS-LS2-4 MS-ESS3-3
MS-LS2-5 MS-ESS3-4
MS-LS3-1 MS-ESS3-5
MS-LS3-2
MS-LS4-1
MS-LS4-2
MS-LS4-3
MS-LS4-4
MS-LS4-5
MS-LS4-6

HS-PS1-1 HS-LS1-1 HS-ESS2-1
HS-LS2-2 HS-ESS3-2
Added PEs for HS 1 (Course 4) as compared to Table 2: Conceptual Progressions Model Course
Map for High School, Appendix K (p. 12)
HS-LS1-7 HS-ESS1-3
HS-LS2-3 HS-ESS2-6
HS-LS2-4
HS-LS2-5
Note: This listing duplicates the PEs listed for Conceptual Progressions Map Course 3 since students entering the pathway at this point would
lack only the content reserved for that course.
HS-LS2-7 HS-ESS1-6
HS-LS2-8 HS=ESS2-7
HS-LS4-1 HS-ESS3-3
HS-LS4-2 HS-ESS3-4
HS-LS4-3 HS-ESS3-5
HS-LS4-4 HS-ESS3-6
HS-LS4-5
HS-LS4-6
To understand how these tables are intended to be used, consider the scenario of a student who
decides to enter an accelerated pathway at the beginning of his or her 8th grade year. The table
above indicates that a student in this accelerated pathway will have received instruction in 19
additional PEs (two physical science, 12 life science, five Earth/space science) as compared to
students following the standard Conceptual Progressions Model for Middle School. Using this
table, an accelerated remediation plan could be designed to differentiate instruction and allow this
student to receive instruction in the gap standards.
If the same student wished to pursue this accelerated pathway at the end of 8th grade, there would
be a need to remediate the 17 missing PEs from 8th grade as well as the 19 identified from 7th
grade. From these two examples, it becomes clear that the challenges associated with facilitating
remediation become more difficult depending on how late students enter into the accelerated
pathways.

In some cases, a focused system of interventions will be needed. Some possible strategies might
include:
Before- or after-school individualized tutoring with faculty;

Mentoring partnerships with higher education, local practitioners, or volunteers;
Virtual content assistance from online content providers;
Paired remediation with upper-level high school or college students in multiple courses;
Auditing of portions of other science courses for needed PEs; and
Independent study or project-based learning outside the school day.

Course Map 2 Four-Year Model (Grades 69)
To create this Four-Year Model, careful consideration was given to instructional efficiency, and
the Five-Year Model, discussed above, was used as a starting point. To condense the Five-Year
Model further, the PEs of the middle course (Course 3, grade 8) were redistributed to the other four
courses (originally Courses 1, 2, 4, and 5). The reason for this was that the cognitive levels of the
first and last courses could not be redistributed because they were the least and most difficult PEs.
By redistributing the middle course, the PEs could be shifted to both higher and lower grade levels,
leading to thoughtful consideration of the DCIs covered in each course. While an integrated
approach was maintained, the overall instructional efficiency became crucial. For example,
although in both the Conceptual Progressions Model of the NGSS Appendix K and the Five-Year
Model the topics of heredity and evolution are introduced in early courses and covered in more
depth in later courses, it was determined that these highly complex and interdisciplinary concepts
would be better bundled together in the last course. This bundling allows students the time in other
courses to develop understanding of foundational DCIs so that they can apply that understanding
to these concepts in the last course. In such a condensed course map, it is critical that students
develop a deep understanding of each DCI at each exposure rather than spiraling DCIs and
building upon prior exposures. With proper instruction and support, students participating in
accelerated model pathways should be able to grasp all components of the PE within a single
course; therefore all repeated PEs from the Conceptual Progressions Model were placed in the
course in which they were introduced for the Five-Year Model. However, in at least one case, PEs
had to be placed in certain grade levels due to a dependence on the simultaneous mathematical
development of students. This highly condensed Four-Year Model serves to integrate DCIs with a
maximal depth of understanding. The relationships between PEs that address similar concepts were
again considered, (see the concept map in Figure 2). The Four-Year Model builds understanding of
each DCI from one course to another, allowing for a highly accelerated big-picture understanding
of DCIs and CCCs while integrating all SEPs within each course.
To be clear, the Four-Year Model is appropriate for only a very limited number of extremely
academically gifted and talented students. The degree of time compression needed to condense this
comprehensive set of standards into three middle school courses and one high school course
imparts additional challenges beyond those that are inherent in the rigor of the standards. Schools
wishing to employ this approach will need to carefully consider the demands on the classroom
instructional approaches required, as well as the supports available for maintaining such an intense
level of acceleration. Additionally, accommodating students who transition into the pathway after
6th grade will present significant challenges. Schools should consider this pathway only after
carefully considering these and other possible implications. Innovative instructional approaches
such as flipped classrooms, mentoring partnerships, fostering relationships with college faculty
and/or scientific practitioners, and virtual instructional support may be needed to facilitate the
effective implementation of this model. Many schools and their surrounding communities,
especially smaller or more rural ones, may not have the access to the supporting resources needed
to employ this model.

Figure 2: Concept Progression for the Four-Year Model Course Map
The figure below outlines the first step of organizing the NGSS into accelerated courses for grades 69 based on a conceptual
progression of the concepts outlined in the DCIs of the Framework.
Course 1 Course 2 Course 3 Course 4

MS.PS.1 MS.PS.4 HS.PS.1 HS.PS.1
Matter HS.PS.4 Matter Matter
Waves
MS.PS.2 HS.PS.2 HS.LS.1
Motion and MS.LS.1 Motion and Structure and
Forces Structure and Forces Processes
Processes
MS.PS.3 HS.PS.3 HS.LS.2
Energy MS.LS.2 Energy Ecosystems
HS.LS.2
MS.PS.4 Ecosystems HS.PS.4 MS.LS.3
Waves Waves HS.LS.3
HS.ESS1 Heredity
MS.ESS1 Earths Place in HS.LS.1
Earths Place in the Universe Structure and MS.LS.4
the Universe Processes HS.LS.4
HS.ESS.2 Evolution
MS.ESS.2 Earth Systems HS.LS.2
Earth Systems Ecosystems HS.ESS1
Earths Place in
HS.ESS.3
MS.ESS.3 HS.ESS1 the Universe
Earth and
Earth and Human Activity Earths Place in
Human Activity the Universe HS.ESS.2
Earth Systems
HS.ESS.2
Earth Systems
HS.ESS.3
Earth and
Human Activity

Table 2: Four-Year Model Course Map (Grades 69)
The table below organizes the middle and high school NGSS PEs into the Four-Year Model in which student understanding of
concepts is built progressively throughout the course sequence. In this table, the component ideas are arranged into courses based
on the organization shown in Figure 2.
Course 1 Course 2 Course 3 Course 4

MS-PS1-1. MS-PS4-3 HS-PS1-1. HS-PS1-4
MS-PS1-2. Waves HS-PS4-1 HS-PS1-2. Matter HS-PS1-5
MS-PS1-3. HS-PS4-2 Matter HS-PS1-3. HS-PS1-6

Matter
MS-PS1-4. MS-LS1-1. HS-PS1-7 HS-LS1-1.
MS-PS1-5. MS-LS1-2. HS-PS1-8 Stucture and HS-LS1-2.
MS-PS1-6. MS-LS1-3. HS-PS2-1. Process HS-LS1-3.

MS-PS2-1. Structure and MS-LS1-4. HS-PS2-2. HS-LS1-4.
MS-PS2-2. Process MS-LS1-5. Motion and HS-PS2-3. HS-LS2-6

Motion and
MS-PS2-3. MS-LS1-6. Forces HS-PS2-4. Ecosystems HS-LS2-7
Forces
MS-PS2-4. MS-LS1-7. HS-PS2-5. HS-LS2-8
MS-PS2-5. MS-LS1-8. HS-PS2-6. MS-LS3-1
MS-PS3-1. MS-LS2-1. HS-PS3-1. MS-LS3-2

MS-PS3-2. MS-LS2-2. HS-PS3-2. Heredity HS-LS3-1
Energy MS-PS3-3. MS-LS2-3. Energy HS-PS3-3. HS-LS3-2
MS-PS3-4. Ecosystems MS-LS2-4. HS-PS3-4. HS-LS3-3
MS-PS3-5. MS-LS2-5. HS-PS3-5 MS-LS4-1.
MS-PS4-1. HS-LS2-1. HS-PS4-3 MS-LS4-2.

Waves
MS-PS4-2. HS-LS2-2. Waves HS-PS4-4 MS-LS4-3.
Earth's Place MS-ESS1-1. Earth's Place HS-PS4-5 MS-LS4-4.
in the MS-ESS1-2. in the MS-ESS1-4 HS-LS1-5 MS-LS4-5.

Universe Universe Structure and
MS-ESS1-3. HS-LS1-6 MS-LS4-6.
Processes Evolution
MS-ESS2-1 HS-ESS2-1. HS-LS1-7 HS-LS4-1
MS-ESS2-2. HS-ESS2-2. HS-LS2-3 HS-LS4-2

Earth
Earth MS-ESS2-3. HS-ESS2-3. Eosystems HS-LS2-4 HS-LS4-3
Systems
Systems MS-ESS2-4. HS-ESS2-4. HS-LS2-5 HS-LS4-4
MS-ESS2-5 HS-ESS2-5 HS-ESS1-1 HS-LS4-5

MS-ESS2-6 MS-ESS3-2
Earth's Place HS-ESS1-2 HS-LS4-6
in the
Earth and Earth and MS-ESS3-3. HS-ESS1-3
Universe Earth's Place HS-ESS1-5
Human MS-ESS3-1. Human MS-ESS3-4 HS-ESS1-4
in the
Activity Activity MS-ESS3-5 Earth
HS-ESS2-6 Universe HS-ESS1-6
MS-ETS1-1. HS-ESS3-2 Systems
Engineering MS-ETS1-2. MS-ETS1-1. MS-ETS1-1. Earth
HS-ESS2-7
Design MS-ETS1-3. Engineering MS-ETS1-2. Engineering MS-ETS1-2. Systems
MS-ETS1-4. Design MS-ETS1-3. Design MS-ETS1-3. HS-ESS3-1
MS-ETS1-4. MS-ETS1-4. Earth and HS-ESS3-3
Human HS-ESS3-4
Activity HS-ESS3-5
HS-ESS3-6
HS-ETS1-1.
Engineering HS-ETS1-2.
Design HS-ETS1-3.
HS-ETS1-4.

Accommodating Students Entering the Four-Year Model After 6th Grade
As with the Five-Year Model, students may not develop an interest in pursuing accelerated STEM
coursework until after 6th grade and may therefore seek to enter this accelerated pathway at a point
other than the beginning. Given the extremely demanding level of acceleration inherent in this
model, some sort of focused remediation is essential for even the most academically gifted and
talented students to have a reasonable expectation of successfully entering this course progression
midway through. For this reason, as well as the ones discussed earlier, schools and districts should
carefully weigh the level of support they can provide to students before offering this dramatically
accelerated course sequence. The same instructional suggestions listed with the Five-Year Model
could also be applied to this one, but with an even greater degree of intensity.
The tables below detail the additional accelerated PEs included in each year of the model as
compared to the Conceptual Progressions Model for Middle School. These tables are cumulative:
Students entering the accelerated pathway at the end of 8th grade would need remediation in the
added PEs from both the 7th and 8th grades.
None None: This model moves two None
performance expectations MS-
LS2-1 and MS-LS2-2 to 7th
grade.
HS-PS4-2 MS-LS2-3 HS-ESS2-1
MS-LS2-4 HS-ESS2-2
MS-LS2-5 HS-ESS2-3
HS-LS2-1 HS-ESS2-4
HS-LS2-2 HS-ESS2-5
MS-ESS3-3
MS-ESS3-4
MS-ESS3-5
HS-ESS3-2
HS-PS2-1 HS-LS2-5
HS-PS2-2
HS-PS2-3

HS-PS2-4
HS-PS2-5
HS-PS2-6
HS-PS3-1
HS-PS3-2
HS-PS3-3
HS-PS3-4
HS-PS3-5
HS-PS4-3
HS-PS4-4
HS-PS4-5
Note: This listing duplicates the PEs listed for Conceptual Progressions Map Courses 2 and 3 since students entering the pathway at this point
would lack only the content reserved for Course 4.*
HS-LS1-4 HS-ESS2-1
HS-LS1-5 HS-ESS2-2
HS-LS1-6 HS-ESS2-3
HS-LS1-7 HS-ESS2-4
HS-LS2-3 HS-ESS2-6
HS-LS2-4 HS-ESS3-1
HS-LS2-5 HS-ESS1-5
HS-LS3-1 HS-ESS1-6
HS-LS3-2 HS=ESS2-7
HS-LS3-3 HS-ESS3-3
HS-LS2-6 HS-ESS3-4
HS-LS2-7 HS-ESS3-5
HS-LS2-8 HS-ESS3-6
HS-LS4-1
HS-LS4-2
HS-LS4-3
HS-LS4-4
HS-LS4-5
HS-LS4-6
*To present a coherent conceptual story, the Four-Year Model moves a number of middle school PEs into
the fourth course, which is presumed to be the first (and only) foundational high school course in this
pathway. Since students entering the pathway at the beginning of high school are presumed to have
experienced the entire set of middle school PEs, those PEs are not listed in this table.

Course Map 3 High School Schedule Model (Grades 910)

There may be some circumstances in which involving feeder middle schools in the meaningful
acceleration of science curriculum is either impossible or impractical. In those cases, the
opportunity still potentially exists to move students into AP courses at or even before the
beginning of their third year of high school through the use of condensed scheduling. Students may
learn the concepts of the NGSS by taking courses adhering to any of the unmodified Appendix K
models. Acceleration, in this case, would be the result of either concurrent or rapid sequential
scheduling rather than the shifting and compacting PEs into a smaller number of courses. This
approach could be employed in either of two ways:
1. Accelerated course sequence through block or trimester scheduling

Flexible schedule structures such as block or trimester scheduling provide additional opportunities
compared to the traditional year-long course structure. The three (or four) required foundational
NGSS science courses could potentially be scheduled in sequence and still allow students to have
completed the full span of the NGSS by the middle or end (in the case of the Four-Year Model) of
the second year. For example, in the Conceptual Progressions Model, a student could take Course
1 as a first-year, first-semester class; take Course 2 in the second semester of the first year; and
complete the sequence with Course 3 in the middle of the second year. Other variations could
obviously be employed, such as scheduling Course 1 as a full-year class and then Courses 2 and 3
as half-year blocks during the second year. The permutations of this approach are limited only by
the availability of certified staff, classroom space, and flexibility within the scheduling framework.
2. Accelerated sequence through concurrent scheduling

In this approach, students would be enrolled in two courses concurrently. This approach would
likely be more cognitively demanding than the sequential approach above. Careful consideration
would need to be given to which courses are offered concurrently, and student understanding
would benefit greatly if teachers communicate and coordinate, achieving maximum efficiency and
instructional impact.
Because the sequence of the Conceptual Progressions Model was intentionally designed to scaffold
student learning by arranging foundational concepts to be taught first, it is recommended that
concurrent scheduling not occur with Course 1. Rather, Course 2 and Course 3 could be scheduled
together as second-year courses. This would allow students to have received instruction in the
entire NGSS by the end of grade 10 and allow them to schedule two full years of AP courses.
Since the other course models from the NGSS Appendix K (Science Domains, Modified Science
Domains, and Modified Science Domains Four Courses) do not imply a sequence or
progression, any two courses could potentially be scheduled concurrently. Such scheduling
decisions could be made based on logistical considerations and instructional factors such as staff
certifications and availability, student numbers, and the personal preferences of both teachers and
students.
Careful instructional planning would enhance courses offered concurrently by making logical
connections between/across their curricula. At its most basic, this approach would entail

intentionally scheduling all concurrent acceleration students into the same two sections of the
courses so teachers could communicate and plan in a way that supports all such students. The
teachers could then construct curriculum maps that intentionally pair related concepts across the
two courses to maximize cognitive effort by allowing students to focus deeply on related concepts
in both courses rather than dividing their focus between two less similar ideas. In the case of a
student taking Courses 2 and 3 of the Conceptual Progressions Model concurrently,
communication between instructors would likely mean that ESS1.A (The Universe and its Stars)
was taught in Course 2 at the same time as PS1.C (Nuclear Processes) in Course 3 since nuclear
processes are the reason stars release energy. Another example would be learning ESS2.A (Earth
Materials and Systems) in Course 2 along with ESS3.C (Human Impacts on Earth Systems) in
Course 3.
The efficiency of this model can be maximized by intentional planning across/between concurrent
courses to maintain some sense of a coherent story when transitioning from one class to the other.
Some connections are obvious, such as when concepts share the same DCI element, as in the ESS
examples below. Others may require a careful reading of the Framework to establish logical and
coherent connections. As with most models, there is no single right way to organize concurrent
courses, and instructional plans may be influenced based on factors outside of the standards
themselves.
In the first table (Chemistry and Physics), an obvious connection is the suggestion that the ESS2
DCI elements be taught concurrently. The pairing of PS1.C (Nuclear Processes) with ESS2.B
(Plate Tectonics) is not as immediately apparent and is an example of a connection being made
based on a strong conceptual relationship. The radioactive decay of isotopes inside the Earth
produces the heat driving the convection currents responsible for tectonic activity, making the
teaching of the two ideas concurrently a logical instructional decision.
The example below offers suggestions for concurrent teaching of concepts at the DCI element
level. It is based upon the Modified Science Domains Model from the NGSS Appendix K.
Possible DCIs to be taught concurrently

Chemistry Physics
PS1.C: Nuclear Processes ESS2.B: Plate Tectonics & Large-Scale
System Interactions
PS3.B: Conservation of Energy & Energy PS3.A: Definitions of Energy
Transfer PS3.C: Relationship Between Energy &
PS3.D: Energy in Chemical Processes & Forces
Everyday Life
ESS2.C: Role of Water in Earths Surface ESS2.A: Earth Materials & Systems
Processes
ESS2.D: Weather & Climate

Biology Chemistry
LS1.C: Organization for Matter & Energy PS1.B: Chemical Reactions
Flow in Ecosystems
LS2.B: Cycles of Matter & Energy PS3.B: Conservation of Energy & Energy
Transfer in Ecosystems Transfer
PS3.D: Energy in Chemical Processes &
Everyday Life
ESS2.E: Biogeology ESS2.C: The Roles of Water in Earth
Surface Processes
ESS2.D: Weather & Climate
ESS3.B: Natural Hazards ESS3.D: Global Climate Change
ESS3.C: Human Impacts on Earth Systems

Biology Physics
LS1.C: Organization for Matter & Energy PS3.A: Definitions of Energy
Flow in Ecosystems
LS2.B: Cycles of Matter & Energy
Transfer in Ecosystems
LS1.D: Information Processing PS4.A: Wave Properties
ESS1.C: History of Planet Earth ESS1.A: The Universe and Its Stars
ESS1.B: Earth & the Solar System
ESS2.E: Biogeology ESS2.A: Earth Materials
ESS2.B: Plate Tectonics & Large-Scale
System Interactions
As with the other models, these suggested connections may merely be a springboard for local
curriculum design. They also do not attempt to explicitly assign or connect the engineering design
PEs since connecting them to particular science domains or concepts is a very individualized
decision based on a host of local factors.
Implementing multiple approaches: Nothing in this approach is incompatible with the
curriculum-narrowing approaches described elsewhere. Concurrently or sequentially offered
courses could deviate from the NGSS Appendix K model by narrowing their focus in the same
way that accelerated models might be narrowed.

Considerations for Advanced Placement (AP) in the ANMCM
Process and Assumptions: How Was This Section Developed?
Creating the accelerated conceptual course maps was the first step in the process of creating
accelerated model course pathways, and for some districts those models alone may provide
sufficient guidance. However, these course maps ignore the commonality of science concepts
between the NGSS and many upper-level science courses, including AP courses. Given the
number of shared concepts, a guide for how the shared conceptual ideas are addressed between the
sets of standards is an essential tool for improving the instructional efficiency of the accelerated
pathway(s) offered by allowing the option of reducing instructional redundancy.
To that end, the content in the NGSS was compared to the content in the AP science course guides
to identify areas of conceptual similarity. AP courses were used as an example of upper-level
science courses for this comparison because they are used widely throughout the country and have
a consistent course structure. For this example comparison, the specific language of each AP
essential knowledge (AP EK) statement was compared to the DCI elements associated with each
NGSS PE to determine whether the two share similar content or a conceptual foundation. In most
cases, the NGSS content builds a thorough foundation for the concepts in the AP EK statements. In
areas where the NGSS and the AP EK statements overlap significantly, the overlap is rarely
complete because the NGSS are written for all students at the high school level, whereas AP EK
statements are meant to cover college-level content. Consequently, the comparisons and overlaps
are not one-to-one and instead illustrate how the NGSS form a foundation for the college-level
concepts addressed in the AP science courses. In the individual charts appended to this document,
a general description of the overlap is provided, along with any exceptions to this scenario.
While the structure of the NGSS places equal importance on content, practices, and CCCs, the AP
science course guides emphasize content and practices. Both sets of standards have expectations
for student performance, but their structures are not the same. In the NGSS, each PE is constructed
with a practice, disciplinary content, and a CCC. In the AP course guides, the learning objectives,
which could be likened to the NGSS PEs, combine content with reasoning and inquiry skills from
the AP science practices.
Like the NGSS PEs, the AP learning objectives clearly articulate what students should know by
the end of a course and allow teachers to see how practices and content work together when
integrated. However, the AP learning objectives do not include a dimension for the CCCs that are
found in the NGSS.
Although the AP course guides do not have an explicit and separate group of CCCs, the content
and many learning objectives integrate CCCs similar to the ones seen in the NGSS. For example,
in AP Biology, Learning Objective 1.1 includes the concept of cause and effect. Other learning
objectives in the AP science course guides have students analyze and identify patterns and
relationships between different groups, look at the movement of matter and energy, and work with
systems. Since CCCs are not explicitly pulled out and identified in the AP course guides and are
not consistently integrated with every AP learning objective, the comparison process described in
this document does not include the overlaps in the CCCs that may exist between the two sets of

standards. This does not mean that overlaps do not exist but rather that the overlaps do not lend
themselves to one-to-one comparisons because of their structures.
Similarly, the science practices found in each set of standards were not included in the comparison
process due to differences in their structures and content. The NGSS identifies eight practices for
science and engineering that are essential for students to learn and engage in. Each practice has
several elements that build in complexity and depth across grades. The AP science courses
highlight seven practices and emphasize the importance of integrating them with content. Each AP
science practice also has multiple parts, but there is no grade progression since an AP science
course is meant to be taught in one grade level. When looking at the NGSS and AP practices side
by side, there are both similarities and differences in terms of the actual practices. For example,
both sets of standards ask students to use models to communicate scientific phenomena, engage in
scientific questioning, analyze and evaluate data, and conduct investigations. However, the AP
courses do not explicitly separate out the practices of argument and explanation, as is the case in
the NGSS. Instead, AP incorporates the components of the argument practice with explanation into
Science Practice 6 (the student can work with scientific explanations and theories) in part 6.1 (the
student can justify claims with evidence). Although the practices overlap and both the NGSS and
AP emphasize the importance of integrating practices with content, the overlaps do not lend
themselves to one-to-one comparisons because the structure, content, and integration of the
practices into the learning objectives differ.
Due to the nature of the difference in format and content emphasis between the NGSS and the AP
course guides, particularly the emphasis in the NGSS on three dimensions and their components
found in the foundation boxes, the comparison in this document focuses solely on the overlap of
disciplinary content rather than on any similarities related to the practices or CCCs. When
comparing the AP EK content to the NGSS, not all components of the PE were evaluated. Only the
DCI elements associated with each PE were used in the comparison, and the PE code is included in
the tables and appended charts as a reference point to these DCI elements. This is not to be taken
as a devaluation of the practices or CCCs but rather solely reflects the fact that the AP course
guides themselves tend to emphasize content that more closely aligns with the DCIs.
The comparison process described above was undertaken using three AP course guides: AP
Biology, AP Chemistry, and AP Physics 1 and 2. Appendices A, B, and C include the three
comparison charts, one for each AP course, that were produced as a result of the comparison
process. The charts are organized by the AP EK statements and include any NGSS DCI elements
that overlap with and/or build a foundation for the AP content in each AP EK statement. AP EK
statements are not included in the course chart if no direct connections were found between them
and the NGSS content. Similarly, NGSS PEs and DCIs are not included in the course charts if no
similarity was found between them and the AP content. The comments in each AP EK statement
row include a general description of the content similarity between the two sets of standards. Each
AP comparison chart is also accompanied by a quick reference comparison grid that illustrates the
connections between the AP course and the NGSS, using the NGSS PE codes to stand in for the
associated DCI content.

The following tables Table 3A, 3B, and 3C are simplified versions of the course charts in
Appendices A, B, and C. The tables show the AP EK statements and possible corresponding
NGSS PEs that build toward them for each AP course. Once again, it is important to note that the
actual PEs were not used in the comparison process for the reasons described above, unless
otherwise indicated in the chart comments. The table and the appended course charts include the
PE code so that it easier to identify the DCI elements that overlap with or provide a foundation for
the AP EK statements.
The charts and tables are not meant to limit or dictate curriculum. They illustrate content and
conceptual overlaps between AP science courses and the NGSS to allow educators to more easily
provide connections between the two sets of standards. It is important to note that the connections
outlined in the appended charts are not the only connections that can be made between the NGSS
and the AP science courses. Because of the coherence in the NGSS, relationships can be found
across multiple disciplines. For simplicity, the charts reflect only the most related aspects.
Teachers can use these connections when designing curricula for foundational NGSS-aligned
courses and for AP science courses, and the comparisons are only one contributing piece to the
overall curriculum design process. Using this information, districts can begin to strategically
consider connections between courses and may choose to modify the accelerated course maps
described earlier in this document to suit the particular combination of circumstances, staff,
certifications, and AP course offerings unique to their circumstances. An example of how this
information can be useful to teachers can be found on page 33.
A note regarding AP Physics: For the purposes of this document, the comparison was done only
for AP Physics 1 and AP Physics 2, which are the equivalent of introductory, algebra-based
college physics courses. The College Board combines the full course descriptions for both
introductory physics courses into one course guide, and accordingly, the comparison between the
NGSS and both AP Physics courses was done in one chart. The appendices and corresponding
charts indicate which AP Physics course is referenced when looking at the overlaps with the
NGSS. The chart differentiates between content in the two courses by using P1 for AP Physics 1
and P2 for AP Physics 2. For students taking only one AP Physics course, careful attention
needs to be paid to the conceptual similarity in that specific course rather than the entire chart. The
College Boards other two AP physics courses, AP Physics C: Mechanics and AP Physics C:
Electricity and Magnetism, were not evaluated.
A note regarding AP Environmental Science: The AP Environmental Science course guide has yet
to undergo the same level of revision by the College Board as have the course guides for AP
Biology, Chemistry, and Physics. Since the current AP Environmental Science course guide does
not contain the level of detail as the other revised subject guides, a substantial comparison cannot
be made, and this course was not evaluated.

Table 3A: AP Biology Comparison
The table below organizes the middle and high school NGSS PEs that overlap with or form a
foundation for content taught in the AP Biology course as described in the AP EK statements. It is
important to note that not all of the components of each PE were considered in the overlap. Only
the DCI elements associated with each PE were compared to the AP EK statements, and the PE
codes are included as a reference to these DCI elements.
AP EK NGSS PE(s)
1.A.1 HS-LS2-6, HS-LS3-2, HS-LS3-3, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-5
1.A.2 HS-LS2-7, HS-LS3-2, HS-LS3-3, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-6
1.A.4 HS-LS4-1, HS-ESS1-5
1.B.2 HS-LS4-1
1.C.1 HS-LS2-7, HS-LS4-5
1.C.2 HS-LS4-4, HS-LS4-5
1.C.3 HS-LS4-1, HS-LS4-5
1.D.2 HS-ESS1-6
2.A.1 HS-LS1-7, HS-LS2-4, HS-PS1-4, HS-PS3-4
2.A.2 MS-LS1-2, HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3, HS-PS1-4, HS-PS3-2
2.A.3 HS-LS1-6, HS-LS2-5, HS-ESS2-5
2.B.1 MS-LS1-2, HS-PS1-3
2.B.2 MS-LS1-2, HS-PS3-4
2.B.3 MS-LS1-2
2.C.1 HS-LS1-3
2.C.2 HS-LS1-3
2.D.1 HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-6
2.D.3 HS-LS2-6, HS-LS2-7, HS-LS4-6
2.E.1 HS-LS1-4, HS-LS3-1, HS-LS3-2
2.E.3 HS-LS2-8, HS-LS4-5
3.A.1 HS-LS1-1, HS-LS3-1, HS-LS3-2
3.A.2 MS-LS3-2, HS-LS1-4, HS-LS3-1, HS-LS3-2
3.A.3 MS-LS3-2, HS-LS3-1, HS-LS3-2
3.B.1 HS-LS1-4, HS-LS3-1
3.B.2 HS-LS1-4
3.C.1 MS-LS3-1, HS-LS3-2, HS-LS4-3
3.C.2 HS-LS3-2
3.D.2 MS-LS1-8
3.E.1 HS-LS2-8, HS-LS4-3

3.E.2 MS-LS1-8, HS-LS1-2, HS-PS3-5
4.A.1 HS-LS1-1, HS-LS1-6, HS-PS2-6
4.A.2 MS-LS1-2, HS-LS1-5
4.A.3 HS-LS1-1, HS-LS1-2, HS-LS1-4, HS-LS3-1, HS-LS3-3
4.A.4 HS-LS1-2
4.A.5 MS-LS2-2, HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS4-6, HS-ESS3-5,
HS-ESS3-6
4.A.6 HS-LS2-1, HS-LS2-2, HS-LS2-4, HS-LS2-5, HS-LS2-7, HS-LS4-6, HS-ESS3-6
4.B.1 HS-PS2-6
4.B.2 MS-LS1-2, HS-LS1-1, HS-LS1-2
4.B.3 MS-LS2-2, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS2-8, HS-LS4-6
4.B.4 HS-LS2-7, HS-LS4-6, HS-ESS2-2, HS-ESS3-1, HS-ESS3-6
4.C.1 MS-LS3-2
4.C.2 HS-LS3-3
4.C.3 HS-LS3-3, HS-LS4-5
4.C.4 HS-LS2-2, HS-LS4-5

Table 3B: AP Chemistry Comparison
The table below organizes the middle and high school NGSS PEs that overlap with or form a
foundation for content taught in the AP Chemistry course as described in the AP EK statements. It
is important to note that not all of the components of each PE were considered in the overlap.
Unless otherwise stated in the comment section in Appendix B, only the DCI elements associated
with each PE were compared to the AP EK statements, and the PE codes are included as a
reference to these DCI elements.
AP EK NGSS PE(s)
1.A.1 MS-PS1-1
1.A.3 HS-PS1-6, HS-PS1-7
1.B.1 HS-PS1-1, HS-PS2-4
1.B.2 HS-PS1-1, HS-PS1-2, HS-PS2-4
1.C.1 HS-PS1-1
1.C.2 HS-PS2-4
1.D.1 HS-PS1-1, HS-PS1-3
1.D.3 HS-PS3-5, HS-PS4-5, HS-ESS1-2
1.E.1 HS-PS1-2, HS-PS1-7, HS-ESS2-6, HS-LS2-4, HS-LS2-5
1.E.2 HS-PS1-2, HS-PS1-7
2.A.1 MS-PS1-4, HS-PS1-1, HS-PS1-3, HS-PS2-6, HS-PS3-2
2.A.2 MS-PS1-4, HS-PS1-3, HS-PS2-4, HS-PS2-6, HS-PS3-2, HS-PS3-4, HS-PS3-5
2.A.3 HS-PS1-4, HS-PS2-6
2.B.3 HS-PS1-1, HS-PS1-3, HS-PS2-6, HS-PS3-2
2.C.1 HS-PS1-1, HS-PS1-2, HS-PS1-3, HS-PS1-4, HS-PS2-4, HS-PS3-2, HS-PS3-5
2.C.2 HS-PS1-1, HS-PS1-3, HS-PS1-4, HS-PS2-4, HS-PS2-6, HS-PS3-5
2.C.3 HS-PS1-1, HS-PS2-4
2.D.1 HS-PS1-1, HS-PS1-3, HS-PS2-4, HS-PS2-6
3.A.1 HS-PS1-6, HS-PS1-7
3.A.2 HS-PS1-7
3.B.1 HS-PS1-2
3.C.1 HS-PS1-1, HS-PS1-2, HS-PS1-4
3.C.2 HS-PS1-4, HS-PS3-1, HS-PS3-2
3.C.3 HS-PS3-1, HS-PS3-3, HS-PS3-5
4.A.1 HS-PS1-5, HS-PS3-2

4.A.3 HS-PS1-5, HS-PS3-2
4.B.2 HS-PS1-4
4.B.3 HS-PS1-4, HS-PS1-5, HS-PS3-5
5.A.1 MS-PS3-3, HS-PS3-2, HS-PS3-4
5.A.2 HS-PS3-2, HS-PS3-4
5.B.2 HS-PS3-1, HS-PS3-4
5.B.4 MS-PS3-4, HS-PS3-4
5.C.1 HS-PS1-3, HS-PS1-4, HS-PS3-2, HS-PS3-5
5.C.2 HS-PS1-4, HS-PS3-3, HS-PS3-4
5.D.1 HS-PS1-3, HS-PS1-4, HS-PS2-4, HS-PS3-2, HS-PS3-5
5.D.2 HS-PS1-2, HS-PS1-4
5.D.3 HS-PS1-3, HS-PS2-6, HS-LS1-6
5.E.1 HS-PS3-1, HS-PS3-2, HS-PS3-4
6.A.1 HS-PS1-6
6.A.3 HS-PS1-6, HS-PS3-4
6.A.4 HS-PS1-2, HS-PS1-6
6.B.1 HS-PS1-6
6.C.3 HS-PS1-6

Table 3C: AP Physics 1 and 2 Comparison
The table below organizes the middle and high school NGSS PEs that overlap with or form a foundation for
content taught in the AP Physics 1 and 2 courses as described in the AP EK statements. It is important to note
that not all of the components of each PE were considered in the overlap. Only the DCI elements associated
with each PE were compared to the AP EK statements, and the PE codes are included as a reference to these
DCI elements.
AP EK NGSS PE(s)
1.A.3 HS-PS1-1, HS-PS1-8
1.A.4 HS-PS1-1, HS-PS1-3, HS-ESS1-2
1.A.5 HS-PS1-3
1.B.2 MS-PS2-3, HS-PS2-4, HS-PS3-5
1.C.1 MS-PS2-2, HS-PS2-1
1.C.2 MS-PS2-4, HS-PS2-1, HS-PS2-4
1.D.2 HS-PS3-3, HS-PS3-4
1.E.1 MS-PS1-2
1.E.2 HS-PS1-1, HS-PS1-3, HS-PS2-6
1.E.3 HS-PS1-1, HS-PS1-3, HS-PS2-6
1.E.4 HS-PS1-1
2.A.1 MS-PS2-5, HS-PS2-4
2.A.2 HS-PS2-4
2.B.1 HS-PS2-4
2.B.2 HS-PS2-4
2.C.1 MS-PS2-3, HS-PS2-4
2.C.2 HS-PS2-4
2.C.3 HS-PS2-4
2.D.1 HS-PS2-5
2.D.2 HS-PS2-5
3.A.1 MS-PS2-2, HS-PS2-1, HS-PS2-2
3.A.2 MS-PS2-2, HS-PS2-1
3.A.3 MS-PS2-1
3.A.4 MS-PS2-1
3.B.1 MS-PS2-1, HS-PS2-1
3.C.1 MS-PS2-4, HS-PS2-4
3.C.2 HS-PS2-4
3.C.3 MS-PS2-5
3.D.1 HS-PS2-2, HS-PS2-3
3.D.2 HS-PS2-2, HS-PS2-3
3.E.1 MS-PS3-1, MS-PS3-2, MS-PS3-5, HS-PS3-1, HS-PS3-5
3.G.1 MS-ESS1-2, HS-PS2-4, HS-ESS1-4

3.G.2 HS-PS2-4, HS-PS4-3
3.G.3 HS-PS1-8, HS-ESS1-1, HS-ESS1-3
4.A.1 MS-PS2-1, MS-PS2-2, HS-PS2-1, HS-PS2-2
4.A.2 MS-PS2-1, MS-PS2-2, HS-PS2-1, HS-PS2-2
4.B.1 HS-PS2-2
4.B.2 HS-PS2-2, HS-PS2-3
4.C.1 MS-PS3-2, HS-PS3-2
4.C.2 MS-PS3-5, HS-PS3-5
4.C.3 MS-PS3-3, MS-PS3-4, HS-PS3-4
4.C.4 HS-PS1-8, HS-ESS1-1
4.E.2 HS-PS2-5
5.A.1 HS-PS2-2
5.A.2 HS-PS2-2, HS-PS2-3, HS-PS3-1, HS-PS3-2, HS-PS3-3
5.B.1 HS-PS3-2
5.B.2 HS-PS3-1, HS-PS3-2
5.B.3 MS-PS3-2, HS-PS3-1, HS-PS3-2
5.B.4 MS-PS3-4, HS-PS3-1, HS-PS3-2
5.B.5 HS-PS3-1, HS-PS3-3, HS-PS3-5
5.B.6 MS-PS3-3, MS-PS3-4, HS-PS3-4
5.D.1 HS-PS2-2, HS-PS2-3
5.D.2 HS-PS2-2, HS-PS2-3
5.G.1 HS-PS1-8
6.A.2 MS-PS4-2, HS-PS4-1
6.A.3 MS-PS4-1
6.A.4 MS-PS4-1
6.B.1 MS-PS4-1, HS-PS4-1
6.B.2 MS-PS4-1, HS-PS4-1
6.B.3 MS-PS4-1, HS-PS4-1
6.E.1 MS-PS4-2, HS-PS4-4
6.E.2 MS-PS4-2
6.E.3 MS-PS4-2
6.F.1 HS-PS4-1, HS-PS4-3, HS-PS4-4
6.F.2 HS-PS4-1
6.F.3 HS-PS4-3
6.F.4 HS-PS4-3

Using the Considerations for AP
The considerations for AP can be used in two ways:

1. Complete instructional separation between foundational NGSS-aligned courses and AP
courses.
2. Consideration of the overlaps between foundational NGSS-aligned courses and AP courses
when designing curriculum.
1. Complete instructional separation between foundational NGSS-aligned courses and AP

courses.
Schools and districts employing this approach could require that every NGSS PE be taught to
mastery in one of the accelerated models described in this document, with all NGSS PEs included
as written. The NGSS would be taught in its entirety before students begin AP coursework. Some
reasons a district or school might choose this approach include: the inability to coordinate between
the high school and the feeder middle school(s), difficulty logistically coordinating curriculum
between AP courses and foundational courses, or transient or frequent student transfer issues
among or across schools/districts. This approach might also be necessary if there is a large-scale
summative assessment of the NGSS administered to all students prior to their entry into AP
courses.
Benefits of this approach:

It does not rely on collaboration among faculty, so there is no chance of an introduced
gap between the foundational courses and AP courses.
Students will have repeated exposure to some concepts and therefore have greater
opportunities for deep learning.
There is a potential of differing context for shared learning, thereby broadening
opportunities for transfer.
The potential for conflict with NGSS-based assessment/accountability systems is reduced
because all instruction of NGSS content would have occurred by the end of the second year
of high school at the latest.
Limitations of this approach:

Repeated exposure to the same concepts may be instructionally inefficient for some
students and may contribute to instructional fatigue if students perceive that they are
learning the same concepts twice.
It may not be the most efficient use of staff and course time for schools and districts since it
requires scheduling and staffing two essentially separate science course clusters.
It may contribute to a perception that foundational teachers are not valued to the same
degree as are AP teachers since AP courses address concepts that were already fully or
partially learned in the foundational courses.
2. Consideration of the overlaps between foundational NGSS-aligned courses and AP courses

when designing curriculum.
Schools and districts employing this approach could use the accompanying correlations between
the NGSS and AP courses when designing curriculum for one or both sets of courses. The
appended charts describe connections between the two sets of standards. Taking these content
connections into consideration could allow foundational NGSS teachers and AP teachers to make

strategic decisions about their course structures. Some possible ways educators might decide to use
the content connections include:
Planning the foundational and AP courses such that they will expose students to the same
concepts in different contexts, allowing for concept reinforcement.
Structuring the AP courses around what students already know and what they need to be
able to do at the end of the AP course, maximizing instructional efficiency.
Reducing the instructional coverage of shared concepts in AP courses with the
understanding that the foundational NGSS-aligned courses have already addressed certain
foundational concepts in sufficient depth that they need not be duplicated.
Consideration of the content overlaps can be particularly helpful to AP teachers since they know
what foundational concepts students are coming into their classrooms with. Teachers of
foundational science courses will not necessarily know which AP courses (if any) students will
choose to take.
Benefits of this approach:

It maximizes instructional efficiency of the school as a whole since more science content
can be incorporated.
It can offer the benefit of learning duplicated content in differing contexts in different
courses.
Limitations of this approach:

It can require coordination and/or joint curriculum design among the NGSS foundational
course teachers and AP teachers.
It requires changes to the AP course instructional plans, which may already be set in place.
Example of a Chart Comparison

Table 4 is an example from the appended comparison charts, which were created through the
comparison process. This particular example shows a comparison between the NGSS and EK
Statement 1.C.1 from the AP Chemistry course.
To understand the comparison process, it is important to be familiar with the structure and
organization of both the NGSS and the AP science courses that were evaluated. Each of the three
AP science course guides compared are organized around Big Ideas, the key principles in each
course. Each Big Idea has several enduring understandings (EUs) that reflect the core concepts
students should learn from the AP course, and each EU is supported by EK statements. Most of the
EK statements have a main statement and then several supporting, detailed parts. Other EK
statements simply consist of the main statement. Although all parts of an EK statement were
evaluated during the comparison process, for simplicity, Table 4 and the appended charts contain
only the main statements for each EK, regardless of whether it has supporting parts.
The code for each EU includes a numeral component that indicates the Big Idea that the EU
supports and a letter that identifies the EU statement. Similarly, each EK code identifies the EKs
associated Big Idea, EU, and a number designating that particular EK statement. In the example in
Table 4, AP EU 1.C refers to Enduring Understanding C in Big Idea 1. EK 1.C.1 belongs in Big

Idea 1 and Enduring Understanding 1.C, and it is the first EK statement for its EU therefore, its
code is 1.C.1.
The NGSS consist of three dimensions: the SEPs, DCIs, and CCCs. The NGSS PEs are statements
of what students should know and be able to do, and every PE consists of a SEP, DCIs, and a
CCC. As discussed in the Processes and Assumptions section of this document, the content in
the AP EK statements was compared to the content in the NGSS DCIs to determine whether the
two standards share similar content or a conceptual foundation. The SEP and CCC components of
the PEs were not compared because they did not lend themselves to one-to-one comparisons
between documents.
Table 4 shows a comparison between AP Chemistry EK statement 1.C.1 and the NGSS. The first
column in Table 4 lists the AP EU code and text associated with the AP EK statement being
evaluated. The EU is included as a reference point for the EK statement and to show the overall
concept that the EK content falls under. The second column includes the AP EK code and main
statement. Although all parts of the EK statement were evaluated in the comparison process, this
figure includes only the text from the main statement. The full EK text can be found in the course
description guides on the College Board website. The EK statements were chosen in the
comparison process because they contain the specific content that most closely resembles the
NGSS DCIs.
The EK statements were compared for overlaps with the DCI elements associated with NGSS PEs.
The third column identifies the NGSS DCI element(s) that overlap with or provide a foundation for
the AP EK statements. This column includes only the relevant parts of the DCI elements that show
an overlap with the content in the AP EK statements. The fourth column lists the NGSS PEs that
contain the identified DCI elements. The fifth and last column includes comments about the
identified overlaps. The comments briefly describe the content similarities and dissimilarities
between the two sets of standards.
Given the content connections outlined in the charts, teachers could plan modifications to the
instructional design for their AP courses. In the Table 4 example, the comparison shows that the
NGSS and AP both describe the periodicity of the elements. The teacher therefore knows what
foundational knowledge students should be coming into their AP courses with. They could choose
to spend less time on the basic concept of how elements are organized in the periodic table and
instead focus on applying this knowledge in different contexts, reducing content redundancy and
allowing for deeper learning and reinforcement. These instructional decisions will be unique to
each context and circumstance.

Table 4: NGSS and AP Chemistry Comparison Example
The figure below is an example of the comparison between the content in the NGSS and AP Chemistry, and it is
pulled from the AP Chemistry Chart in Appendix B.
AP Enduring AP Essential NGSS Disciplinary Core NGSS Performance Comments

Understanding Knowledge Focus Idea Element(s) Expectation(s)
1.C Elements 1.C.1 Many HS.PS1.A: Structure and HS-PS1-1 Use the Both NGSS
display periodicity properties of atoms Properties of Matter periodic table as a model HS.PS1.A and AP
in their properties exhibit periodic Each atom has a charged to predict the relative EK 1.C.1 describe
when the elements trends that are substructure consisting of a properties of elements periodicity of the
are organized reflective of the nucleus, which is made of based on the patterns of elements. AP EK
according to periodicity of protons and neutrons, electrons in the 1.C.1 includes
increasing atomic electronic structure. surrounded by electrons. outermost energy level additional details
number. This of atoms. about electron shells,
periodicity can be The periodic table orders ionization energy, and
explained by the elements horizontally by atomic radii that are
regular variations the number of protons in not included in the
that occur in the the atoms nucleus and NGSS.
electronic places those with similar
structures of chemical properties in
atoms. Periodicity columns. The repeating
is a useful patterns of this table reflect
principle of patterns of outer electron
understanding states.
properties and
predicting trends HS.PS2.B: Types of
in properties. Its Interactions
modern-day uses Attraction and repulsion
range from between electric charges at
examining the the atomic scale explain the
composition of structure, properties, and
materials to transformations of matter,
generating ideas as well as the contact
for designing new forces between material
materials. objects.

How a District or School Might Use This Information
Small districts or small schools within a larger district: Districts with smaller student
populations intending to pursue advanced coursework would likely choose to implement individual
accelerated course sections in middle school. In this case, small is defined as a school with a
number of accelerated students not large enough to be allocated a full instructional load of science
course sections following the accelerated pathway. In middle school, the accelerated course(s)
could be taught by the same teachers who teach the non-accelerated pathway(s), perhaps requiring
a separate course preparation and the schedules of all of the accelerated students to converge into
the same course(s) in science. Since it is a likely assumption that students pursuing an accelerated
science pathway will do the same in mathematics and perhaps other subjects, the most efficient
scheduling decision might be for those students to travel together as a group following the same
accelerated schedule during the instructional day.
Since teachers in this model do dual duty by teaching both standard and accelerated courses, the
instructional sequences of both could be synchronized to share as much instructional
time/concepts/material preparation as possible. These scheduling decisions are likely less
complicated at the high school level since high school scheduling is usually more flexible and
better able to accommodate the scheduling of discrete courses than are traditional middle school
schedules, in which a teacher often teaches the same preparation all day.
Large districts or large schools: The very largest of schools (or perhaps STEM magnet schools)
may have enough students intending to pursue advanced coursework to require assignment of a
full accelerated course load (or schedule equivalent) to a single teacher or teacher equivalent. For
those few schools able to employ it, this approach would possibly allow a program of similar
acceleration to be implemented for other subject areas concurrently. Students with an interest in
advanced coursework in science also are likely to pursue advanced courses in mathematics and
other subjects as well.
Since a fundamental assumption of these models is that middle schools could be involved in the
accelerated pathways, these models are more useful to districts than to individual high schools.
Feeder schools (either single or multiple) must be part of the conversation to use these models
because of the assumption that the responsibility for teaching NGSS high school PEs begins prior
to 9th grade.
Limitations: As was mentioned in the NGSS Appendix K, the term courses may be an
unnecessarily limiting definition that privileges a system based on seat time. Some teachers,
schools, districts, and states are moving toward a proficiency-based system. Yet even in such a
situation, these model course maps can help guide conversations about the connections between
NGSS PEs, at least for those foundational courses in which innovative approaches are being
implemented.
Most of the recommendations and discussion for the Next Steps for Course Map 1 from pages
1314 of the NGSS Appendix K (except perhaps step 6) also apply to any models derived from
this document. As districts gain experience implementing courses informed by these pathways,
sequencing and allocation of instructional responsibility undoubtedly will need to be adjusted or

perhaps even PEs moved across grade levels. Issues of certification arising from faculty transitions
might also necessitate revising some portions of the accelerated pathways.
Conclusion
This document shows possible pathways for accelerated students to follow so that they can meet
the NGSS and also have the ability to take multiple AP courses. To reiterate, the ANMCM are not
intended to be a means for all students to complete science learning in a condensed number of
years but rather are intended to be used for those students who have the intention of furthering
their science education in high school through an extremely rigorous accelerated program
cumulating with one or more advanced course(s). Many of the questions in the Factors for
Consideration from the NGSS Appendix K (pp. 3439) apply to the models and approach
presented herein. Rather than repeat those factors, readers are urged to consult the NGSS
Appendix K to determine what guidance from that document also might be helpful in informing
their decisions as they develop accelerated pathways to meet their individual needs.
Development Process
To write the ANMCM, discipline-based teams of AP educators including some of the writers of
the NGSS worked together to identify methods of acceleration and then drafted charts to show
the conceptual similarities between the NGSS and AP. Additional educators, state science
supervisors, and disciplinary specialists then provided feedback on the draft narrative and
accompanying appendices.
Acknowledgments
In a process coordinated by Achieve, the following educators worked to develop the ANMCM:
Carol Keene Baker Science and Music Curriculum Director, Community High School District 218, Illinois
Sean Elkins Instructional Coach, Boone County High School, Florence, Kentucky
Amy James Biology Teacher, South Oldham High School, Crestwood, Kentucky
Eric Koser Physics Teacher & Instructional Coach, Mankato West High School, Mankato, Minnesota
Julie Olson Science Teacher, Mitchell Senior High School, Mitchell, South Dakota
Simone Parker Chemistry Teacher, Trigg County High School, Cadiz, Kentucky
Judy Plaskowitz Science Teacher, South Carroll High School, Carroll County, Maryland
Paul Speranza Earth Science Teacher (Retired), New York City Public Schools, New York, New York
Melissa Stussy Science Teacher, Tumwater High School, Tumwater, Washington
Mike Town Science Teacher, Tesla STEM High School, Redmond, Washington
Ben Twietmeyer Science Teacher, Community High School District 218, Illinois

APPENDIX A
NGSS & AP Biology Comparison Chart
What was evaluated and compared?

For this comparison, the specific language of each AP Essential Knowledge (AP EK) statement was compared to the Disciplinary Core Idea (DCI) elements associated with
each Next Generation Science Standards (NGSS) Performance Expectation (PE) to determine whether the two share a similar content or conceptual foundation.
The NGSS and the AP course guides are very different in intended format, audience (the NGSS is for all students whereas the AP course guides cover college-level
content), and content emphasis, particularly the emphasis in the NGSS on all three components of the foundation boxes. Therefore, this document focuses solely on the
overlap of disciplinary content rather than on any similarities related to the practices or crosscutting concepts. When comparing the AP EK content to the NGSS, only
the DCI elements associated with each PE were used in the comparison. This is not to be taken as a devaluation of the practices or crosscutting concepts. A discussion of
practices and crosscutting concepts can be found on page 23.
How is the chart organized?

The charts are organized by the AP EK statements and include some possible DCI elements that overlap with or build a foundation for the AP content in each EK
statement. AP EK statements are not included in the course chart if no similarity was found between them and the NGSS content.
The entirety of the EK text is not included in each row. Most EK statements have a general statement and then multiple supporting parts for the statement. While all
parts of the EK text were evaluated for the comparison, the chart only includes the general EK statement. Where appropriate, the comments in each row refer to
individual parts of the EK text. For the full EK text, please see the AP Biology Course and Exam Description from College Board.
The full text for each identified DCI is not included in the chart. Only the DCI elements that overlap with or provide a foundation for the AP EK statements are included
in the chart.

AP Enduring AP Essential NGSS Performance Comments about the
NGSS Disciplinary Core Idea Element(s)
Understanding Knowledge Focus Expectation(s) Connections
1.A Change in the 1.A.1 Natural HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience HS-LS2-6 Evaluate the claims, The NGSS build a
genetic makeup of selection is a major A complex set of interactions within an ecosystem can keep its numbers and evidence, and reasoning that the foundation for students to
a population over mechanism of types of organisms relatively constant over long periods of time under stable complex interactions in understand the theory of
time is evolution. evolution. conditions. If a modest biological or physical disturbance to an ecosystem ecosystems maintain relatively natural selection and how
occurs, it may return to its more or less original status (i.e., the ecosystem is consistent numbers and types of it is a mechanism for
resilient), as opposed to becoming a very different ecosystem. Extreme organisms in stable conditions, but evolution. AP EK 1.A.1
fluctuations in conditions or the size of any population, however, can challenge changing conditions may result in goes beyond the NGSS by
the functioning of ecosystems in terms of resources and habitat availability. a new ecosystem. including details about
how environmental
HS.LS3.B: Variation of Traits HS-LS3-2 Make and defend a claim conditions can affect
In sexual reproduction, chromosomes can sometimes swap sections during the based on evidence that inheritable evolutionary rate and
process of meiosis (cell division), thereby creating new genetic combinations genetic variations may result from: direction, the Hardy-
and thus more genetic variation. Although DNA replication is tightly regulated (1) new genetic combinations Weinberg equilibrium,
and remarkably accurate, errors do occur and result in mutations, which are also through meiosis, (2) viable errors and the mathematical
a source of genetic variation. Environmental factors can also cause mutations in occurring during replication, calculations involved for
genes, and viable mutations are inherited. and/or (3) mutations caused by changes in allele
environmental factors. frequency.
Environmental factors also affect expression of traits, and hence affect the
probability of occurrences of traits in a population. Thus the variation and HS-LS3-3 Apply concepts of
distribution of traits observed depends on both genetic and environmental statistics and probability to explain
factors. the variation and distribution of
expressed traits in a population.
HS.LS4.B: Natural Selection
Natural selection occurs only if there is both (1) variation in the genetic HS-LS4-2 Construct an explanation
information between organisms in a population and (2) variation in the based on evidence that the
expression of that genetic informationthat is, trait variationthat leads to process of evolution primarily
differences in performance among individuals. results from four factors: (1) the
potential for a species to increase
The traits that positively affect survival are more likely to be reproduced, and in number, (2) the heritable
thus are more common in the population. genetic variation of individuals in a
species due to mutation and
HS.LS4.C: Adaptation sexual reproduction, (3)
Evolution is a consequence of the interaction of four factors: (1) the potential competition for limited resources,
for a species to increase in number, (2) the genetic variation of individuals in a and (4) the proliferation of those
species due to mutation and sexual reproduction, (3) competition for an organisms that are better able to
environments limited supply of the resources that individuals need in order to survive and reproduce in the
survive and reproduce, and (4) the ensuing proliferation of those organisms that environment.
are better able to survive and reproduce in that environment.
HS-LS4-3 Apply concepts of
statistics and probability to
support explanations that
organisms with an advantageous
heritable trait tend to increase in
proportion to organisms lacking
this trait.
(continued on next page) (continued on next page)
1.A.1 Natural Natural selection leads to adaptation, that is, to a population dominated by HS-LS4-4 Construct an explanation
selection is a major organisms that are anatomically, behaviorally, and physiologically well suited to based on evidence for how natural
mechanism of survive and reproduce in a specific environment. That is, the differential survival selection leads to adaptation of
evolution. and reproduction of organisms in a population that have an advantageous populations.
heritable trait leads to an increase in the proportion of individuals in future
generations that have the trait and to a decrease in the proportion of individuals HS-LS4-5 Evaluate the evidence
that do not. supporting claims that changes in
environmental conditions may
Adaptation also means that the distribution of traits in a population can change result in: (1) increases in the
when conditions change. number of individuals of some
species, (2) the emergence of new
Changes in the physical environment, whether naturally occurring or human species over time, and (3) the
induced, have thus contributed to the expansion of some species, the extinction of other species.
emergence of new distinct species as populations diverge under different
conditions, and the declineand sometimes the extinctionof some species.
Species become extinct because they can no longer survive and reproduce in
their altered environment. If members cannot adjust to change that is too fast
or drastic, the opportunity for the species evolution is lost.

1.A Change in the 1.A.2 Natural HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience HS-LS2-7 Design, evaluate, and The NGSS and AP both
genetic makeup of selection acts on Moreover, anthropogenic changes (induced by human activity) in the refine a solution for reducing the describe how variations in
a population over phenotypic variations environmentincluding habitat destruction, pollution, introduction of invasive impacts of human activities on the traits can occur, how
time is evolution. in populations. species, overexploitation, and climate changecan disrupt an ecosystem and environment and biodiversity.* environmental factors can
threaten the survival of some species. act as selective
HS-LS3-2 Make and defend a claim mechanisms, and how the
HS.LS3.B: Variation of Traits based on evidence that inheritable variations can affect the
In sexual reproduction, chromosomes can sometimes swap sections during the genetic variations may result from: fitness of an organism.
process of meiosis (cell division), thereby creating new genetic combinations (1) new genetic combinations NGSS HS.LS2.C and
and thus more genetic variation. Although DNA replication is tightly regulated through meiosis, (2) viable errors HS.LS4.D and AP EK 1.A.2
and remarkably accurate, errors do occur and result in mutations, which are also occurring during replication, part d describe how
a source of genetic variation. Environmental factors can also cause mutations in and/or (3) mutations caused by humans can impact
genes, and viable mutations are inherited. environmental factors. species, but part d focuses
specifically on human
Environmental factors also affect expression of traits, and hence affect the HS-LS3-3 Apply concepts of impact on variation in a
probability of occurrences of traits in a population. Thus the variation and statistics and probability to explain species.
distribution of traits observed depends on both genetic and environmental the variation and distribution of
factors. expressed traits in a population.
HS.LS4.B: Natural Selection HS-LS4-2 Construct an explanation

Natural selection occurs only if there is both (1) variation in the genetic based on evidence that the
information between organisms in a population and (2) variation in the process of evolution primarily
expression of that genetic informationthat is, trait variationthat leads to results from four factors: (1) the
differences in performance among individuals. potential for a species to increase
in number, (2) the heritable
The traits that positively affect survival are more likely to be reproduced, and genetic variation of individuals in a
thus are more common in the population. species due to mutation and
sexual reproduction, (3)
HS.LS4.C: Adaptation competition for limited resources,
Evolution is a consequence of the interaction of four factors: (1) the potential and (4) the proliferation of those
for a species to increase in number, (2) the genetic variation of individuals in a organisms that are better able to
species due to mutation and sexual reproduction, (3) competition for an survive and reproduce in the
environments limited supply of the resources that individuals need in order to environment.
survive and reproduce, and (4) the ensuing proliferation of those organisms that
are better able to survive and reproduce in that environment. HS-LS4-3 Apply concepts of
statistics and probability to
Natural selection leads to adaptation, that is, to a population dominated by support explanations that
organisms that are anatomically, behaviorally, and physiologically well suited to organisms with an advantageous
survive and reproduce in a specific environment. That is, the differential survival heritable trait tend to increase in
and reproduction of organisms in a population that have an advantageous proportion to organisms lacking
heritable trait leads to an increase in the proportion of individuals in future this trait.
generations that have the trait and to a decrease in the proportion of individuals
that do not.

1.A.2 Natural Adaptation also means that the distribution of traits in a population can change HS-LS4-4 Construct an explanation
selection acts on when conditions change. based on evidence for how natural
phenotypic variations selection leads to adaptation of
in populations. Changes in the physical environment, whether naturally occurring or human populations.
induced, have thus contributed to the expansion of some species, the
emergence of new distinct species as populations diverge under different HS-LS4-6 Create or revise a
conditions, and the declineand sometimes the extinctionof some species. simulation to test a solution to
mitigate adverse impacts of
HS.LS4.D: Biodiversity and Humans human activity on biodiversity.*
Biodiversity is increased by the formation of new species (speciation) and
decreased by the loss of species (extinction).
Humans depend on the living world for the resources and other benefits
provided by biodiversity. But human activity is also having adverse impacts on
biodiversity through overpopulation, overexploitation, habitat destruction,
pollution, introduction of invasive species, and climate change. Thus sustaining
biodiversity so that ecosystem functioning and productivity are maintained is
essential to supporting and enhancing life on Earth. Sustaining biodiversity also
aids humanity by preserving landscapes of recreational or inspirational value.
1.A Change in the 1.A.4 Biological HS.LS4.A: Evidence of Common Ancestry and Diversity HS-LS4-1 Communicate scientific The NGSS and AP both
genetic makeup of evolution is Genetic information, like the fossil record, provides evidence of evolution. DNA information that common ancestry describe the scientific
a population over supported by sequences vary among species, but there are many overlaps; in fact, the ongoing and biological evolution are evidence that supports
time is evolution. scientific evidence branching that produces multiple lines of descent can be inferred by comparing supported by multiple lines of biological evolution,
from many the DNA sequences of different organisms. Such information is also derivable empirical evidence. including radioactive
disciplines, including from the similarities and differences in amino acid sequences and from dating. AP EK 1.A.4 goes
mathematics. anatomical and embryological evidence. HS-ESS1-5 Evaluate evidence of beyond the NGSS by
the past and current movements including details on
HS.ESS1.C: The History of Planet Earth of continental and oceanic crust mathematical models and
Continental rocks, which can be older than 4 billion years, are generally much and the theory of plate tectonics simulations that can
older than the rocks of the ocean floor, which are less than 200 million years to explain the ages of crustal rocks. support evolution.
old.
HS.ESS2.B: Plate Tectonics and Large-Scale System Interactions

Plate tectonics is the unifying theory that explains the past and current
movements of the rocks at Earths surface and provides a framework for
understanding its geologic history.
HS.PS1.C: Nuclear Processes

Spontaneous radioactive decays follow a characteristic exponential decay law.
Nuclear lifetimes allow radiometric dating to be used to determine the ages of
rocks and other materials.

1.B Organisms are 1.B.2 Phylogenetic HS.LS4.A: Evidence of Common Ancestry and Diversity HS-LS4-1 Communicate scientific NGSS HS.LS4.A sets the
linked by lines of trees and cladograms Genetic information, like the fossil record, provides evidence of evolution. DNA information that common ancestry foundation for students to
descent from are graphical sequences vary among species, but there are many overlaps; in fact, the ongoing and biological evolution are learn about phylogenetic
common ancestry. representations branching that produces multiple lines of descent can be inferred by comparing supported by multiple lines of trees and cladograms in
(models) of the DNA sequences of different organisms. Such information is also derivable empirical evidence. AP EK 1.B.2 by describing
evolutionary history from the similarities and differences in amino acid sequences and from the evidence for evolution
that can be tested. anatomical and embryological evidence. and introducing the
graphical representations
through the "ongoing
branching that produces
multiple lines of descent."
1.C Life continues 1.C.1 Speciation and HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience HS-LS2-7 Design, evaluate, and Both the NGSS and AP
to evolve within a extinction have Moreover, anthropogenic changes (induced by human activity) in the refine a solution for reducing the include the concepts of
changing occurred throughout environmentincluding habitat destruction, pollution, introduction of invasive impacts of human activities on the speciation and extinction.
environment. the Earth's history. species, overexploitation, and climate changecan disrupt an ecosystem and environment and biodiversity.* NGSS HS.LS4.C builds the
threaten the survival of some species. foundation for AP EK
HS-LS4-5 Evaluate the evidence 1.C.1 which goes beyond
HS.LS4.C: Adaptation supporting claims that changes in the NGSS by including
Changes in the physical environment, whether naturally occurring or human environmental conditions may details about the rates of
induced, have thus contributed to the expansion of some species, the result in: (1) increases in the speciation and extinction.
emergence of new distinct species as populations diverge under different number of individuals of some NGSS HS.LS2.C and
conditions, and the declineand sometimes the extinctionof some species. species, (2) the emergence of new HS.LS4.D are similar to EK
species over time, and (3) the 1.C.1 part b in its
Species become extinct because they can no longer survive and reproduce in extinction of other species. description of how human
their altered environment. If members cannot adjust to change that is too fast activity can affect species
or drastic, the opportunity for the species evolution is lost. extinction.
HS.LS4.D: Biodiversity and Humans


1.C Life continues 1.C.2 Speciation may HS.LS4.C: Adaptation HS-LS4-4 Construct an explanation NGSS HS.LS4.C sets the
to evolve within a occur when two Natural selection leads to adaptation, that is, to a population dominated by based on evidence for how natural foundation for AP EK
changing populations become organisms that are anatomically, behaviorally, and physiologically well suited to selection leads to adaptation of 1.C.2 by describing how
environment. reproductively survive and reproduce in a specific environment. That is, the differential survival populations. changes in the physical
isolated from each and reproduction of organisms in a population that have an advantageous environment can lead to
other. heritable trait leads to an increase in the proportion of individuals in future HS-LS4-5 Evaluate the evidence the divergence of species.
generations that have the trait and to a decrease in the proportion of individuals supporting claims that changes in EK 1.C.2 goes beyond the
that do not. environmental conditions may NGSS by including details
result in: (1) increases in the about the physical
Changes in the physical environment, whether naturally occurring or human number of individuals of some separation and pre- and
induced, have thus contributed to the expansion of some species, the species, (2) the emergence of new post-zygotic mechanisms
emergence of new distinct species as populations diverge under different species over time, and (3) the that can result in
conditions, and the declineand sometimes the extinctionof some species. extinction of other species. reproductive isolation,
and by including details
Species become extinct because they can no longer survive and reproduce in about the rate of
their altered environment. If members cannot adjust to change that is too fast speciation.
1.C Life continues 1.C.3 Populations of HS.LS4.A: Evidence of Common Ancestry and Diversity HS-LS4-1 Communicate scientific Both AP and the NGSS
to evolve within a organisms continue Genetic information, like the fossil record, provides evidence of evolution. DNA information that common ancestry state that there is
changing to evolve. sequences vary among species, but there are many overlaps; in fact, the ongoing and biological evolution are scientific evidence that
environment. branching that produces multiple lines of descent can be inferred by comparing supported by multiple lines of supports evolution.
the DNA sequences of different organisms. Such information is also derivable empirical evidence.
from the similarities and differences in amino acid sequences and from
anatomical and embryological evidence. HS-LS4-5 Evaluate the evidence
supporting claims that changes in
HS.LS4.C: Adaptation environmental conditions may
Changes in the physical environment, whether naturally occurring or human result in: (1) increases in the
induced, have thus contributed to the expansion of some species, the number of individuals of some
emergence of new distinct species as populations diverge under different species, (2) the emergence of new
conditions, and the declineand sometimes the extinctionof some species. species over time, and (3) the
extinction of other species.

1.D The origin of 1.D.2 Scientific HS.ESS1.C: The History of Planet Earth HS-ESS1-6 Apply scientific The NGSS set the
living systems is evidence from many Although active geologic processes, such as plate tectonics and erosion, have reasoning and evidence from foundation for
explained by different disciplines destroyed or altered most of the very early rock record on Earth, other objects ancient Earth materials, understanding how the
natural processes. supports models of in the solar system, such as lunar rocks, asteroids, and meteorites, have changed meteorites, and other planetary rocks on Earth or objects
the origin of life. little over billions of years. Studying these objects can provide information about surfaces to construct an account of in the solar system can
Earths formation and early history. Earths formation and early provide information about
history. Earth's early history. AP
HS.PS1.C: Nuclear Processes EK 1.D.2 goes beyond the
Spontaneous radioactive decays follow a characteristic exponential decay law. NGSS by including details
Nuclear lifetimes allow radiometric dating to be used to determine the ages of about the origin of life
rocks and other materials. and the molecular and
genetic evidence that
supports existing models
for the origin of life.

2.A Growth, 2.A.1 All living HS.LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-7 Use a model to illustrate NGSS HS.PS1.A, HS.PS1.B,
reproduction and systems require As matter and energy flow through different organizational levels of living that cellular respiration is a HS.PS3.B, and HS.PS3.D
maintenance of constant input of systems, chemical elements are recombined in different ways to form different chemical process whereby the set the foundation for AP
the organization of free energy. products. bonds of food molecules and EK 2.A.1 by describing the
living systems oxygen molecules are broken and conservation of energy,
require free As a result of these chemical reactions, energy is transferred from one system of the bonds in new compounds are the role of energy in
energy and interacting molecules to another. Cellular respiration is a chemical process in formed resulting in a net transfer chemical processes, and
matter. which the bonds of food molecules and oxygen molecules are broken and new of energy. energy transfer. NGSS
compounds are formed that can transport energy to muscles. Cellular HS.LS1.C and HS.LS2.B
respiration also releases the energy needed to maintain body temperature HS-LS2-4 Use mathematical continue to build the
despite ongoing energy transfer to the surrounding environment. representations to support claims foundation for AP EK 2.A.1
for the cycling of matter and flow by integrating this
HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems of energy among organisms in an understanding of energy
Plants or algae form the lowest level of the food web. At each link upward in a ecosystem. to energy flow in
food web, only a small fraction of the matter consumed at the lower level is organisms and
transferred upward, to produce growth and release energy in cellular HS-PS1-4 Develop a model to ecosystems. EK 2.A.1 goes
respiration at the higher level. Given this inefficiency, there are generally fewer illustrate that the release or beyond the NGSS by
organisms at higher levels of a food web. Some matter reacts to release energy absorption of energy from a describing how the input
for life functions, some matter is stored in newly made structures, and much is chemical reaction system depends of free energy is required
discarded. The chemical elements that make up the molecules of organisms pass upon the changes in total bond for living systems and the
through food webs and into and out of the atmosphere and soil, and they are energy. effects changes in free
combined and recombined in different ways. At each link in an ecosystem, energy can have on
matter and energy are conserved. HS-PS3-4 Plan and conduct an organisms, populations,
investigation to provide evidence and ecosystems.
HS.PS1.A: Structure and Properties of Matter that the transfer of thermal energy
A stable molecule has less energy than the same set of atoms separated; one when two components of different
must provide at least this energy in order to take the molecule apart. temperature are combined within
a closed system results in a more
HS.PS1.B: Chemical Reactions uniform energy distribution among
Chemical processes, their rates, and whether or not energy is stored or released the components in the system
can be understood in terms of the collisions of molecules and the (second law of thermodynamics).
rearrangements of atoms into new molecules, with consequent changes in the
sum of all bond energies in the set of molecules that are matched by changes in
kinetic energy.
HS.PS3.B: Conservation of Energy and Energy Transfer

Energy cannot be created or destroyed, but it can be transported from one
place to another and transferred between systems.
Uncontrolled systems always evolve toward more stable statesthat is, toward
more uniform energy distribution (e.g., water flows downhill, objects hotter
than their surrounding environment cool down).
HS.PS3.D: Energy in Chemical Processes

Although energy cannot be destroyed, it can be converted to less useful forms
for example, to thermal energy in the surrounding environment.

2.A Growth, 2.A.2 Organisms MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a The NGSS and AP both
reproduction and capture and store Multicellular organisms have a hierarchical structural organization, in which any model to describe the function of describe the basic role of
maintenance of free energy for use in one system is made up of numerous parts and is itself a component of the next a cell as a whole and ways parts of energy in the processes of
the organization of biological processes. level. cells contribute to the function. photosynthesis and
living systems cellular respiration. AP EK
require free HS.LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-5 Use a model to illustrate 2.A.2 goes beyond the
energy and The process of photosynthesis converts light energy to stored chemical energy how photosynthesis transforms NGSS by including details
matter. by converting carbon dioxide plus water into sugars plus released oxygen. light energy into stored chemical about ATP and the flow of
energy. energy through the
The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their specific steps in the
hydrocarbon backbones are used to make amino acids and other carbon-based HS-LS1-6 Construct and revise an biochemical pathways of
molecules that can be assembled into larger molecules (such as proteins or explanation based on evidence for photosynthesis and
DNA), used for example to form new cells. how carbon, hydrogen, and cellular respiration.
oxygen from sugar molecules may
As matter and energy flow through different organizational levels of living combine with other elements to
systems, chemical elements are recombined in different ways to form different form amino acids and/or other
products. large carbon-based molecules.
As a result of these chemical reactions, energy is transferred from one system of HS-LS1-7 Use a model to illustrate
interacting molecules to another. Cellular respiration is a chemical process in that cellular respiration is a
which the bonds of food molecules and oxygen molecules are broken and new chemical process whereby the
compounds are formed that can transport energy to muscles. Cellular bonds of food molecules and
respiration also releases the energy needed to maintain body temperature oxygen molecules are broken and
despite ongoing energy transfer to the surrounding environment. the bonds in new compounds are
formed resulting in a net transfer
HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems of energy.
Photosynthesis and cellular respiration (including anaerobic processes) provide
most of the energy for life processes. HS-LS2-3 Construct and revise an
explanation based on evidence for
HS.PS1.A: Structure and Properties of Matter the cycling of matter and flow of
A stable molecule has less energy than the same set of atoms separated; one energy in aerobic and anaerobic
must provide at least this energy in order to take the molecule apart. conditions.
HS.PS1.B: Chemical Reactions HS-PS1-4 Develop a model to

Chemical processes, their rates, and whether or not energy is stored or released illustrate that the release or
can be understood in terms of the collisions of molecules and the absorption of energy from a
rearrangements of atoms into new molecules, with consequent changes in the chemical reaction system depends
sum of all bond energies in the set of molecules that are matched by changes in upon the changes in total bond
kinetic energy. energy.

2.A.2 Organisms HS.PS3.A: Definitions of Energy HS-PS3-2 Develop and use models
capture and store Energy is a quantitative property of a system that depends on the motion and to illustrate that energy at the
free energy for use in interactions of matter and radiation within that system. That there is a single macroscopic scale can be
biological processes. quantity called energy is due to the fact that a systems total energy is accounted for as a combination of
conserved, even as, within the system, energy is continually transferred from energy associated with the
one object to another and between its various possible forms. motions of particles (objects) and
energy associated with the relative
At the macroscopic scale, energy manifests itself in multiple ways, such as in positions of particles (objects).
motion, sound, light, and thermal energy.
These relationships are better understood at the microscopic scale, at which all
of the different manifestations of energy can be modeled as a combination of
energy associated with the motion of particles and energy associated with the
configuration (relative position of the particles). In some cases the relative
position energy can be thought of as stored in fields (which mediate interactions
between particles). This last concept includes radiation, a phenomenon in which
energy stored in fields moves across space.

2.A Growth, 2.A.3 Organisms HS.LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-6 Construct and revise an Both AP and the NGSS
reproduction and must exchange the The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their explanation based on evidence for include details about the
maintenance of matter with the hydrocarbon backbones are used to make amino acids and other carbon-based how carbon, hydrogen, and flow of carbon through
the organization of environment to molecules that can be assembled into larger molecules (such as proteins or oxygen from sugar molecules may matter and its integration
living systems grow, reproduce and DNA), used for example to form new cells. combine with other elements to into hydrocarbon
require free maintain form amino acids and/or other backbones that can be
energy and organization. As matter and energy flow through different organizational levels of living large carbon-based molecules. used to build other
matter. systems, chemical elements are recombined in different ways to form different molecules. While AP EK
products. HS-LS2-5 Develop a model to 2.A.3 part a.2 explicitly
illustrate the role of addresses the movement
HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems photosynthesis and cellular and integration of
Photosynthesis and cellular respiration are important components of the carbon respiration in the cycling of carbon nitrogen and phosphorus
cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, among the biosphere, into molecules, the NGSS
and geosphere through chemical, physical, geological, and biological processes. atmosphere, hydrosphere, and can also cover the same
geosphere. content about nitrogen
HS.PS3.D: Energy in Chemical Processes and phosphorus when
The main way that solar energy is captured and stored on Earth is through the HS-ESS2-5 Plan and conduct an students learn about how
complex chemical process known as photosynthesis. investigation of the properties of "carbon, hydrogen, and
water and its effects on Earth oxygen from sugar
HS.ESS2.C: The Roles of Water in Earth's Surface Processes materials and surface processes. molecules may combine
The abundance of liquid water on Earths surface and its unique combination of with other elements to
physical and chemical properties are central to the planets dynamics. These form amino acids and/or
properties include waters exceptional capacity to absorb, store, and release other large carbon-based
large amounts of energy, transmit sunlight, expand upon freezing, dissolve and molecules" [PE HS-LS1-6].
transport materials, and lower the viscosities and melting points of rocks. NGSS HS.ESS2.C and EK
2.A.3 part a.3 both
describe the properties of
water, but the NGSS does
so in the broader context
of the Earth's dynamics
and AP does so in the
context of living systems.
EK 2.A.3 part b goes
beyond the NGSS by
including details about the
effect of surface area-to-
volume ratios on
biological systems.

2.B Growth, 2.B.1 Cell MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a NGSS HS.PS1.A builds the
reproduction and membranes are Within cells, special structures are responsible for particular functions, and the model to describe the function of foundation for
dynamic selectively cell membrane forms the boundary that controls what enters and leaves the a cell as a whole and ways parts of understanding the cell
homeostasis permeable due to cell. cells contribute to the function. membrane's structure and
require that cells their structure. function by including a
create and HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an discussion of polar and
maintain internal The structure and interactions of matter at the bulk scale are determined by investigation to gather evidence to non-polar interactions.
environments that electrical forces within and between atoms. compare the structure of NGSS MS.LS1.A also
are different from substances at the bulk scale to contributes towards the
their external infer the strength of electrical foundation by introducing
environments. forces between particles. the basic function of the
cell membrane. AP EK
2.B.1 goes beyond the
NGSS by including details
about the structural
components of the cell
membrane and how they
contribute to the
membranes selective
permeability.
2.B Growth, 2.B.2 Growth and MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a The NGSS provide a
reproduction and dynamic homeostasis Within cells, special structures are responsible for particular functions, and the model to describe the function of foundation for AP EK
dynamic are maintained by cell membrane forms the boundary that controls what enters and leaves the a cell as a whole and ways parts of 2.B.2 by describing the
homeostasis the constant cell. cells contribute to the function. basic function of the cell
require that cells movement of membrane and the
create and molecules across HS.PS3.B: Conservation of Energy and Energy Transfer HS-PS3-4 Plan and conduct an transfer of energy. EK
maintain internal membranes. Energy cannot be created or destroyed, but it can be transported from one investigation to provide evidence 2.B.2 goes beyond the
environments that place to another and transferred between systems. that the transfer of thermal energy NGSS by including details
are different from when two components of different about passive and active
their external Uncontrolled systems always evolve toward more stable statesthat is, toward temperature are combined within transport.
environments. more uniform energy distribution (e.g., water flows downhill, objects hotter a closed system results in a more
than their surrounding environment cool down). uniform energy distribution among
the components in the system
HS.PS3.D: Energy in Chemical Processes (second law of thermodynamics).
Although energy cannot be destroyed, it can be converted to less useful forms
for example, to thermal energy in the surrounding environment.

2.B Growth, 2.B.3 Eukaryotic cells MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a The NGSS provide a
reproduction and maintain internal Within cells, special structures are responsible for particular functions, and the model to describe the function of foundation for AP EK
dynamic membranes that cell membrane forms the boundary that controls what enters and leaves the a cell as a whole and ways parts of 2.B.3 by describing the
homeostasis partition the cell into cell. cells contribute to the function. basic structure and
require that cells specialized regions. function of cell parts. EK
create and 2.B.3 goes beyond the
maintain internal NGSS by including details
environments that on membrane-bound
are different from organelles that can create
their external specialized regions.
environments.
2.C Organisms use 2.C.1 Organisms use HS.LS1.A: Structure and Function HS-LS1-3 Plan and conduct an The NGSS and AP both
feedback feedback Feedback mechanisms maintain a living systems internal conditions within investigation to provide evidence discuss negative and
mechanisms to mechanisms to certain limits and mediate behaviors, allowing it to remain alive and functional that feedback mechanisms positive feedback
regulate growth maintain their even as external conditions change within some range. Feedback mechanisms maintain homeostasis. mechanisms and their
and reproduction, internal can encourage (through positive feedback) or discourage (negative feedback) role in maintaining living
and to maintain environments and what is going on inside the living system. system conditions. AP EK
dynamic respond to external 2.C.1 goes beyond the
homeostasis. environmental NGSS by including details
changes. about how alterations to
the feedback systems can
have deleterious effects.
2.C Organisms use 2.C.2 Organisms HS.LS1.A: Structure and Function HS-LS1-3 Plan and conduct an AP EK 2.C.2 builds upon
feedback respond to changes Feedback mechanisms maintain a living systems internal conditions within investigation to provide evidence AP EK 2.C.1 and NGSS
mechanisms to in their external certain limits and mediate behaviors, allowing it to remain alive and functional that feedback mechanisms HS.LS1.A by specifying
regulate growth environments. even as external conditions change within some range. Feedback mechanisms maintain homeostasis. how organisms use
and reproduction, can encourage (through positive feedback) or discourage (negative feedback) behavioral and
and to maintain what is going on inside the living system. physiological mechanisms
dynamic to respond to
homeostasis. environmental changes.

2.D Growth and 2.D.1 All biological HS.LS2.A: Interdependent Relationships in Ecosystems HS-LS2-1 Use mathematical and/or Both AP and the NGSS
dynamic systems from cells Ecosystems have carrying capacities, which are limits to the numbers of computational representations to describe how the stability
homeostasis of a and organisms to organisms and populations they can support. These limits result from such support explanations of factors of organisms, populations,
biological system populations, factors as the availability of living and nonliving resources and from such that affect carrying capacity of and ecosystems can be
are influenced by communities, and challenges such as predation, competition, and disease. Organisms would have ecosystems at different scales. affected by various
changes in the ecosystems are the capacity to produce populations of great size were it not for the fact that factors. AP EK 2.D.1 goes
system's affected by complex environments and resources are finite. This fundamental tension affects the HS-LS2-2 Use mathematical beyond the NGSS by
environment. biotic and abiotic abundance (number of individuals) of species in any given ecosystem. representations to support and including how cell
interactions involving revise explanations based on activities can also be
exchange of matter HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems evidence about factors affecting affected.
and free energy. Plants or algae form the lowest level of the food web. At each link upward in a biodiversity and populations in
food web, only a small fraction of the matter consumed at the lower level is ecosystems of different scales.
transferred upward, to produce growth and release energy in cellular
respiration at the higher level. Given this inefficiency, there are generally fewer HS-LS2-4 Use mathematical
organisms at higher levels of a food web. Some matter reacts to release energy representations to support claims
for life functions, some matter is stored in newly made structures, and much is for the cycling of matter and flow
discarded. The chemical elements that make up the molecules of organisms pass of energy among organisms in an
through food webs and into and out of the atmosphere and soil, and they are ecosystem.
combined and recombined in different ways. At each link in an ecosystem,
matter and energy are conserved. HS-LS2-6 Evaluate the claims,
evidence, and reasoning that the
HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience complex interactions in
A complex set of interactions within an ecosystem can keep its numbers and ecosystems maintain relatively
types of organisms relatively constant over long periods of time under stable consistent numbers and types of
conditions. If a modest biological or physical disturbance to an ecosystem organisms in stable conditions, but
occurs, it may return to its more or less original status (i.e., the ecosystem is changing conditions may result in
resilient), as opposed to becoming a very different ecosystem. Extreme a new ecosystem.
fluctuations in conditions or the size of any population, however, can challenge
the functioning of ecosystems in terms of resources and habitat availability.

2.D Growth and 2.D.3 Biological HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience HS-LS2-6 Evaluate the claims, Both the NGSS and AP
dynamic systems are affected A complex set of interactions within an ecosystem can keep its numbers and evidence, and reasoning that the include a discussion of the
homeostasis of a by disruptions to types of organisms relatively constant over long periods of time under stable complex interactions in effect of disruptions to
biological system their dynamic conditions. If a modest biological or physical disturbance to an ecosystem ecosystems maintain relatively biological systems. The
are influenced by homeostasis. occurs, it may return to its more or less original status (i.e., the ecosystem is consistent numbers and types of NGSS focuses on
changes in the resilient), as opposed to becoming a very different ecosystem. Extreme organisms in stable conditions, but disruptions to populations
system's fluctuations in conditions or the size of any population, however, can challenge changing conditions may result in and ecosystems, while AP
environment. the functioning of ecosystems in terms of resources and habitat availability. a new ecosystem. EK 2.D.3 part a also
includes the effects of
Moreover, anthropogenic changes (induced by human activity) in the HS-LS2-7 Design, evaluate, and disruptions at the
environmentincluding habitat destruction, pollution, introduction of invasive refine a solution for reducing the molecular and cellular
species, overexploitation, and climate changecan disrupt an ecosystem and impacts of human activities on the level.
threaten the survival of some species. environment and biodiversity.
HS.LS4.C: Adaptation HS-LS4-6 Create or revise a

Changes in the physical environment, whether naturally occurring or human simulation to test a solution to
induced, have thus contributed to the expansion of some species, the mitigate adverse impacts of
emergence of new distinct species as populations diverge under different human activity on biodiversity.*
HS.LS4.D: Biodiversity and Humans


2.E Many 2.E.1 Timing and HS.LS1.A: Structure and Function HS-LS1-4 Use a model to illustrate The NGSS build a basic
biological coordination of All cells contain genetic information in the form of DNA molecules. Genes are the role of cellular division understanding of the
processes involved specific events are regions in the DNA that contain the instructions that code for the formation of (mitosis) and differentiation in structure and function of
in growth, necessary for the proteins. producing and maintaining genes, the variation of
reproduction and normal development complex organisms. traits, gene expression,
dynamic of an organism, and HS.LS1.B: Growth and Development of Organisms cellular division, and
homeostasis these events are In multicellular organisms individual cells grow and then divide via a process HS-LS3-1 Ask questions to clarify cellular differentiation.
include temporal regulated by a called mitosis, thereby allowing the organism to grow. The organism begins as a relationships about the role of This all contributes
regulation and variety of single cell (fertilized egg) that divides successively to produce many cells, with DNA and chromosomes in coding towards setting the
coordination. mechanisms. each parent cell passing identical genetic material (two variants of each the instructions for characteristic foundation for AP EK 2.E.1
chromosome pair) to both daughter cells. Cellular division and differentiation traits passed from parents to which goes beyond the
produce and maintain a complex organism, composed of systems of tissues and offspring. NGSS by including details
organs that work together to meet the needs of the whole organism. about the mechanisms
HS-LS3-2 Make and defend a claim that regulate the normal
HS.LS3.A: Inheritance of Traits based on evidence that inheritable development of
Each chromosome consists of a single very long DNA molecule, and each gene genetic variations may result from: organisms.
on the chromosome is a particular segment of that DNA. The instructions for (1) new genetic combinations
forming species characteristics are carried in DNA. All cells in an organism have through meiosis, (2) viable errors
the same genetic content, but the genes used (expressed) by the cell may be occurring during replication,
regulated in different ways. Not all DNA codes for a protein; some segments of and/or (3) mutations caused by
DNA are involved in regulatory or structural functions, and some have no as-yet environmental factors.
known function.
HS.LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap sections during the
process of meiosis (cell division), thereby creating new genetic combinations
and thus more genetic variation. Although DNA replication is tightly regulated
and remarkably accurate, errors do occur and result in mutations, which are also
a source of genetic variation. Environmental factors can also cause mutations in
genes, and viable mutations are inherited.
probability of occurrences of traits in a population. Thus the variation and
distribution of traits observed depends on both genetic and environmental
factors.

2.E Many 2.E.3 Timing and HS.LS2.D: Social Interactions and Group Behavior HS-LS2-8 Evaluate the evidence for AP and the NGSS both
biological coordination of Group behavior has evolved because membership can increase the chances of the role of group behavior on discuss how group
processes involved behavior are survival for individuals and their genetic relatives. individual and species chances to behavior can affect the
in growth, regulated by various survive and reproduce. survival of species. AP EK
reproduction and mechanisms and are HS.LS4.C: Adaptation 2.E.3 goes beyond the
dynamic important in natural Changes in the physical environment, whether naturally occurring or human HS-LS4-5 Evaluate the evidence NGSS by including details
homeostasis selection. induced, have thus contributed to the expansion of some species, the supporting claims that changes in about innate behavior,
include temporal emergence of new distinct species as populations diverge under different environmental conditions may learned behavior, and
regulation and conditions, and the declineand sometimes the extinctionof some species. result in: (1) increases in the communication of and
coordination. number of individuals of some response to information
Species become extinct because they can no longer survive and reproduce in species, (2) the emergence of new in plants.
their altered environment. If members cannot adjust to change that is too fast species over time, and (3) the
or drastic, the opportunity for the species evolution is lost. extinction of other species.
3.A Heritable 3.A.1 DNA, and HS.LS1.A: Structure and Function HS-LS1-1 Construct an explanation The NGSS and AP both
information in some cases RNA, is Systems of specialized cells within organisms help them perform the essential based on evidence for how the describe how genetic
provides for the primary source functions of life. structure of DNA determines the information is stored in
continuity of life. of heritable structure of proteins which carry DNA. AP EK 3.A.1 goes
information. All cells contain genetic information in the form of DNA molecules. Genes are out the essential functions of life beyond the NGSS by
regions in the DNA that contain the instructions that code for the formation of through systems of specialized including details about the
proteins. cells. structure and function of
RNA vs. DNA, the
HS.LS3.A: Inheritance of Traits HS-LS3-1 Ask questions to clarify experiments that provide
Each chromosome consists of a single very long DNA molecule, and each gene relationships about the role of evidence that DNA carries
on the chromosome is a particular segment of that DNA. The instructions for DNA and chromosomes in coding genetic information, the
forming species characteristics are carried in DNA. All cells in an organism have the instructions for characteristic specific steps involved in
the same genetic content, but the genes used (expressed) by the cell may be traits passed from parents to DNA replication and
regulated in different ways. Not all DNA codes for a protein; some segments of offspring. protein synthesis, the
DNA are involved in regulatory or structural functions, and some have no as-yet difference in protein
known function. HS-LS3-2 Make and defend a claim synthesis between
based on evidence that inheritable prokaryotes and
HS.LS3.B: Variation of Traits genetic variations may result from: eukaryotes, the difference
In sexual reproduction, chromosomes can sometimes swap sections during the (1) new genetic combinations in genetic material
process of meiosis (cell division), thereby creating new genetic combinations through meiosis, (2) viable errors between prokaryotes and
and thus more genetic variation. Although DNA replication is tightly regulated occurring during replication, eukaryotes, and genetic
and remarkably accurate, errors do occur and result in mutations, which are also and/or (3) mutations caused by engineering.
a source of genetic variation. Environmental factors can also cause mutations in environmental factors.
factors.

3.A Heritable 3.A.2 In eukaryotes, HS.LS1.A: Structure and Function MS-LS3-2 Develop and use a The NGSS and AP both
information heritable information All cells contain genetic information in the form of DNA molecules. Genes are model to describe why asexual describe the processes of
provides for is passed to the next regions in the DNA that contain the instructions that code for the formation of reproduction results in offspring mitosis and meiosis. AP
continuity of life. generation via proteins. with identical genetic information EK 3.A.2 goes beyond the
processes that and sexual reproduction results in NGSS by including details
include the cell cycle MS.LS1.B: Growth and Development of Organisms offspring with genetic variation. about the steps and
and mitosis or Organisms reproduce, either sexually or asexually, and transfer their genetic regulation of the
meiosis plus information to their offspring. HS-LS1-4 Use a model to illustrate processes.
fertilization. the role of cellular division
HS.LS1.B: Growth and Development of Organisms (mitosis) and differentiation in
In multicellular organisms individual cells grow and then divide via a process producing and maintaining
called mitosis, thereby allowing the organism to grow. The organism begins as a complex organisms.
single cell (fertilized egg) that divides successively to produce many cells, with
each parent cell passing identical genetic material (two variants of each HS-LS3-1 Ask questions to clarify
chromosome pair) to both daughter cells. Cellular division and differentiation relationships about the role of
produce and maintain a complex organism, composed of systems of tissues and DNA and chromosomes in coding
organs that work together to meet the needs of the whole organism. the instructions for characteristic
traits passed from parents to
MS.LS3.A: Inheritance of Traits offspring.
Variations of inherited traits between parent and offspring arise from genetic
differences that result from the subset of chromosomes (and therefore genes) HS-LS3-2 Make and defend a claim
inherited. based on evidence that inheritable
genetic variations may result from:
HS.LS3.A: Inheritance of Traits (1) new genetic combinations
Each chromosome consists of a single very long DNA molecule, and each gene through meiosis, (2) viable errors
on the chromosome is a particular segment of that DNA. The instructions for occurring during replication,
forming species characteristics are carried in DNA. All cells in an organism have and/or (3) mutations caused by
the same genetic content, but the genes used (expressed) by the cell may be environmental factors.
regulated in different ways. Not all DNA codes for a protein; some segments of
DNA are involved in regulatory or structural functions, and some have no as-yet
known function.
MS.LS3.B: Variation of Traits

In sexually reproducing organisms, each parent contributes half of the genes
acquired (at random) by the offspring. Individuals have two of each
chromosome and hence two alleles of each gene, one acquired from each
parent. These versions may be identical or may differ from each other.
(continued on next page)

3.A.2 In eukaryotes, HS.LS3.B: Variation of Traits
heritable information In sexual reproduction, chromosomes can sometimes swap sections during the
is passed to the next process of meiosis (cell division), thereby creating new genetic combinations
generation via and thus more genetic variation. Although DNA replication is tightly regulated
processes that and remarkably accurate, errors do occur and result in mutations, which are also
include the cell cycle a source of genetic variation. Environmental factors can also cause mutations in
and mitosis or genes, and viable mutations are inherited.
meiosis plus
fertilization. Environmental factors also affect expression of traits, and hence affect the
factors.

3.A Heritable 3.A.3 The HS.LS1.A: Structure and Function MS-LS3-2 Develop and use a The NGSS build an
information chromosomal basis All cells contain genetic information in the form of DNA molecules. Genes are model to describe why asexual understanding of the
provides for of inheritance regions in the DNA that contain the instructions that code for the formation of reproduction results in offspring inheritance of traits and
continuity of life. provides an proteins. with identical genetic information genetic variation. This
understanding of the and sexual reproduction results in contributes towards
pattern of passage MS.LS1.B: Growth and Development of Organisms offspring with genetic variation. setting the foundation for
(transmission) of Organisms reproduce, either sexually or asexually, and transfer their genetic AP EK 3.A.3, which goes
genes from parent to information to their offspring. HS-LS3-1 Ask questions to clarify beyond the NGSS by
offspring. relationships about the role of including the different
MS.LS3.A: Inheritance of Traits DNA and chromosomes in coding patterns of inheritance;
Variations of inherited traits between parent and offspring arise from genetic the instructions for characteristic rules of probability;
differences that result from the subset of chromosomes (and therefore genes) traits passed from parents to human genetic disorders;
inherited. offspring. and ethical, medical, and
social issues.
HS.LS3.A: Inheritance of Traits HS-LS3-2 Make and defend a claim
Each chromosome consists of a single very long DNA molecule, and each gene based on evidence that inheritable
on the chromosome is a particular segment of that DNA. The instructions for genetic variations may result from:
forming species characteristics are carried in DNA. All cells in an organism have (1) new genetic combinations
the same genetic content, but the genes used (expressed) by the cell may be through meiosis, (2) viable errors
regulated in different ways. Not all DNA codes for a protein; some segments of occurring during replication,
DNA are involved in regulatory or structural functions, and some have no as-yet and/or (3) mutations caused by
known function. environmental factors.
MS.LS3.B: Variation of Traits

In sexually reproducing organisms, each parent contributes half of the genes
acquired (at random) by the offspring. Individuals have two of each
chromosome and hence two alleles of each gene, one acquired from each
HS.LS3.B: Variation of Traits

In sexual reproduction, chromosomes can sometimes swap sections during the
process of meiosis (cell division), thereby creating new genetic combinations
and thus more genetic variation. Although DNA replication is tightly regulated
and remarkably accurate, errors do occur and result in mutations, which are also
a source of genetic variation. Environmental factors can also cause mutations in
factors.

3.B Expression of 3.B.1 Gene HS.LS1.A: Structure and Function HS-LS1-4 Use a model to illustrate The NGSS introduce the
genetic regulation results in All cells contain genetic information in the form of DNA molecules. Genes are the role of cellular division concept of gene
information differential gene regions in the DNA that contain the instructions that code for the formation of (mitosis) and differentiation in regulation. AP EK 3.B.1
involves cellular expression, leading proteins. producing and maintaining goes beyond the NGSS by
and molecular to cell specialization. complex organisms. describing how genes are
mechanisms. HS.LS1.B: Growth and Development of Organisms regulated in eukaryotes
In multicellular organisms individual cells grow and then divide via a process HS-LS3-1 Ask questions to clarify and the specific control
called mitosis, thereby allowing the organism to grow. The organism begins as a relationships about the role of mechanisms that are
single cell (fertilized egg) that divides successively to produce many cells, with DNA and chromosomes in coding present for gene
each parent cell passing identical genetic material (two variants of each the instructions for characteristic regulation in bacteria and
chromosome pair) to both daughter cells. Cellular division and differentiation traits passed from parents to viruses.
produce and maintain a complex organism, composed of systems of tissues and offspring.
organs that work together to meet the needs of the whole organism.
HS.LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene
on the chromosome is a particular segment of that DNA. The instructions for
forming species characteristics are carried in DNA. All cells in an organism have
the same genetic content, but the genes used (expressed) by the cell may be
DNA are involved in regulatory or structural functions, and some have no as-yet
known function.
3.B Expression of 3.B.2 A variety of HS.LS1.B: Growth and Development of Organisms HS-LS1-4 Use a model to illustrate NGSS HS.LS1.B builds an
genetic intercellular and In multicellular organisms individual cells grow and then divide via a process the role of cellular division understanding of cell
information intracellular signal called mitosis, thereby allowing the organism to grow. The organism begins as a (mitosis) and differentiation in division and
involves cellular transmissions single cell (fertilized egg) that divides successively to produce many cells, with producing and maintaining differentiation that sets a
and molecular mediate gene each parent cell passing identical genetic material (two variants of each complex organisms. foundation for AP EK
mechanisms. expression. chromosome pair) to both daughter cells. Cellular division and differentiation 3.B.2. EK 3.B.2 includes
produce and maintain a complex organism, composed of systems of tissues and details about intercellular
organs that work together to meet the needs of the whole organism. and intracellular signal
transmissions that are
involved with gene
expression.

3.C The processing 3.C.1 Changes in MS.LS3.A: Inheritance of Traits MS-LS3-1 Develop and use a Both the NGSS and AP
of genetic genotype can result Genes are located in the chromosomes of cells, with each chromosome pair model to describe why structural describe how changes in a
information is in changes in containing two variants of each of many distinct genes. Each distinct gene changes to genes (mutations) gene can affect traits, and
imperfect and a phenotype. chiefly controls the production of specific proteins, which in turn affects the located on chromosomes may that the changes in the
source of genetic traits of the individual. Changes (mutations) to genes can result in changes to affect proteins and may result in genes are subject to
variation. proteins, which can affect the structures and functions of the organism and harmful, beneficial, or neutral natural selection. AP EK
thereby change traits. effects to the structure and 3.C.1 specifically uses the
function of the organism. terms genotype and
MS.LS3.B: Variation of Traits phenotype in this
In addition to variations that arise from sexual reproduction, genetic HS-LS3-2 Make and defend a claim discussion. AP EK 3.C.1
information can be altered because of mutations. Though rare, mutations may based on evidence that inheritable goes beyond the NGSS by
result in changes to the structure and function of proteins. Some changes are genetic variations may result from: including details about
beneficial, others harmful, and some neutral to the organism. (1) new genetic combinations how mutations can arise
through meiosis, (2) viable errors other than during errors
HS.LS3.B: Variation of Traits occurring during replication, in DNA replication, and
In sexual reproduction, chromosomes can sometimes swap sections during the and/or (3) mutations caused by how errors during mitosis
process of meiosis (cell division), thereby creating new genetic combinations environmental factors. and meiosis can result in
and thus more genetic variation. Although DNA replication is tightly regulated changes in chromosome
and remarkably accurate, errors do occur and result in mutations, which are also HS-LS4-3 Apply concepts of numbers.
a source of genetic variation. Environmental factors can also cause mutations in statistics and probability to
genes, and viable mutations are inherited. support explanations that
organisms with an advantageous
Environmental factors also affect expression of traits, and hence affect the heritable trait tend to increase in
probability of occurrences of traits in a population. Thus the variation and proportion to organisms lacking
distribution of traits observed depends on both genetic and environmental this trait.
factors.
LS4.B: Natural Selection

Natural selection occurs only if there is both (1) variation in the genetic
information between organisms in a population and (2) variation in the
expression of that genetic informationthat is, trait variationthat leads to
differences in performance among individuals.
The traits that positively affect survival are more likely to be reproduced, and
thus are more common in the population.
LS4.C: Adaptation
Natural selection leads to adaptation, that is, to a population dominated by
organisms that are anatomically, behaviorally, and physiologically well suited to
survive and reproduce in a specific environment. That is, the differential survival
and reproduction of organisms in a population that have an advantageous
that do not.
Adaptation also means that the distribution of traits in a population can change
when conditions change.
3.C The processing 3.C.2 Biological HS.LS3.B: Variation of Traits HS-LS3-2 Make and defend a claim The NGSS and AP both
of genetic systems have In sexual reproduction, chromosomes can sometimes swap sections during the based on evidence that inheritable describe how errors
information is multiple processes process of meiosis (cell division), thereby creating new genetic combinations genetic variations may result from: during DNA replication
imperfect and a that increase genetic and thus more genetic variation. Although DNA replication is tightly regulated (1) new genetic combinations and crossing-over during
source of genetic variation. and remarkably accurate, errors do occur and result in mutations, which are also through meiosis, (2) viable errors meiosis can contribute
variation. a source of genetic variation. Environmental factors can also cause mutations in occurring during replication, towards genetic variation
genes, and viable mutations are inherited. and/or (3) mutations caused by and how the resulting
environmental factors. traits are subject to
Environmental factors also affect expression of traits, and hence affect the natural selection. AP EK
probability of occurrences of traits in a population. Thus the variation and 3.C.1 goes beyond the
distribution of traits observed depends on both genetic and environmental NGSS by including details
factors. about the processes that
increase genetic variation
in prokaryotes.
3.D Cells 3.D.2 Cells MS.LS1.D: Information Processing MS-LS1-8 Gather and synthesize Both the NGSS and AP
communicate by communicate with Each sense receptor responds to different inputs (electromagnetic, mechanical, information that sensory receptors describe how information
generating, each other through chemical), transmitting them as signals that travel along nerve cells to the brain. respond to stimuli by sending is transmitted via nerve
transmitting and direct contact with The signals are then processed in the brain, resulting in immediate behaviors or messages to the brain for cells. AP EK 3.D.2
receiving chemical other cells or from a memories. immediate behavior or storage as differentiates between
signals. distance via chemical memories. the different ways that
signaling. cells can communicate:
cell-to-cell contact, short
distance signaling, and
long distance signaling.

3.E Transmission 3.E.1 Individuals can HS.LS2.D: Social Interactions and Group Behavior HS-LS2-8 Evaluate the evidence for Both the NGSS and AP
of information act on information Group behavior has evolved because membership can increase the chances of the role of group behavior on describe how natural
results in changes and communicate it survival for individuals and their genetic relatives. individual and species chances to selection favors behavior
within and to others. survive and reproduce. that increases survival. AP
between biological HS.LS4.B: Natural Selection EK 3.E.1 goes beyond the
systems. Natural selection occurs only if there is both (1) variation in the genetic HS-LS4-3 Apply concepts of NGSS by include details
information between organisms in a population and (2) variation in the statistics and probability to about how
expression of that genetic informationthat is, trait variationthat leads to support explanations that communication between
differences in performance among individuals. organisms with an advantageous organisms can change
heritable trait tend to increase in behavior and about
The traits that positively affect survival are more likely to be reproduced, and proportion to organisms lacking communication
thus are more common in the population. this trait. mechanisms. It also
separates behavior into
HS.LS4.C: Adaptation learned and innate
Natural selection leads to adaptation, that is, to a population dominated by behavior in part c.1.
organisms that are anatomically, behaviorally, and physiologically well suited to
survive and reproduce in a specific environment. That is, the differential survival
and reproduction of organisms in a population that have an advantageous
that do not.
Adaptation also means that the distribution of traits in a population can change
when conditions change.
3.E Transmission 3.E.2 Animals have HS.LS1.A: Structure and Function MS-LS1-8 Gather and synthesize The NGSS set the
of information nervous systems that Multicellular organisms have a hierarchical structural organization, in which any information that sensory receptors foundation for AP EK 3.E.2
results in changes detect external and one system is made up of numerous parts and is itself a component of the next respond to stimuli by sending by describing how
within and internal signals, level. messages to the brain for information is processed
between biological transmit and immediate behavior or storage as through nerve cells, how
systems. integrate MS.LS1.D: Information Processing memories. components interact
information, and Each sense receptor responds to different inputs (electromagnetic, mechanical, within systems, and how
produce responses. chemical), transmitting them as signals that travel along nerve cells to the brain. HS-LS1-2 Develop and use a model energy can be stored in
The signals are then processed in the brain, resulting in immediate behaviors or to illustrate the hierarchical fields. AP EK 3.E.2 goes
memories. organization of interacting systems beyond the NGSS by
that provide specific functions including the structure of
HS.PS3.C: Relationship Between Energy and Forces within multicellular organisms. a neuron, the propagation
When two objects interacting through a field change relative position, the of impulses, steps
energy stored in the field is changed. HS-PS3-5 Develop and use a model involved in transmitting
of two objects interacting through information across
electric or magnetic fields to synapses, and the
illustrate the forces between different functions of
objects and the changes in energy brain regions.
of the objects due to the
interaction.

4.A Interactions 4.A.1 The HS.LS1.A: Structure and Function HS-LS1-1 Construct an explanation The NGSS describe how
within biological subcomponents of Systems of specialized cells within organisms help them perform the essential based on evidence for how the the parts of a molecule
systems lead to biological molecules functions of life. structure of DNA determines the determine its properties.
complex and their sequence structure of proteins which carry NGSS HS.LS1.C includes
properties. determine the All cells contain genetic information in the form of DNA molecules. Genes are out the essential functions of life details for the structure of
properties of that regions in the DNA that contain the instructions that code for the formation of through systems of specialized carbohydrates and NGSS
molecule. proteins, which carry out most of the work of cells. cells. HS.PS2.B discusses the
contribution of attraction
HS.LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-6 Construct and revise an and repulsion towards a
The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their explanation based on evidence for molecule's properties. AP
hydrocarbon backbones are used to make amino acids and other carbon-based how carbon, hydrogen, and EK 4.A.1 goes beyond the
molecules that can be assembled into larger molecules (such as proteins or oxygen from sugar molecules may NGSS by including details
DNA), used for example to form new cells. combine with other elements to about the structure and
form amino acids and/or other properties of nucleic acids
As matter and energy flow through different organizational levels of living large carbon-based molecules. (part a.1), proteins (part
systems, chemical elements are recombined in different ways to form different a.2) and lipids (part a.3).
products. HS-PS2-6 Communicate scientific EK 4.A.1 also includes
and technical information about details about how the
HS.PS2.B: Types of Interactions why the molecular-level structure directionality of
Attraction and repulsion between electric charges at the atomic scale explain is important in the functioning of components can affect
the structure, properties, and transformations of matter, as well as the contact designed materials. structure and function of
forces between material objects. the molecule.
4.A Interactions 4.A.2 The structure MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a Both the NGSS and AP
within biological and function of Within cells, special structures are responsible for particular functions, and the model to describe the function of discuss how subcellular
systems lead to subcellular cell membrane forms the boundary that controls what enters and leaves the a cell as a whole and ways parts of components have specific
complex components, and cell. cells contribute to the function. structures and functions.
properties. their interactions, NGSS HS.LS.1.A
provide essential HS.LS1.C: Organization for Matter and Energy Flow in Organisms HS-LS1-5 Use a model to illustrate specifically mentions the
cellular processes. The process of photosynthesis converts light energy to stored chemical energy how photosynthesis transforms cell membrane and
by converting carbon dioxide plus water into sugars plus released oxygen. light energy into stored chemical HS.LS1.C builds a
energy. foundation for
understanding the
structure and function of
a chloroplast. AP EK 4.A.2
includes details about the
the endoplasmic
reticulum, ribosomes, the
golgi complex,
mitochondria, lysosomes,
vacuoles, and
chloroplasts.

4.A Interactions 4.A.3 Interactions HS.LS1.A: Structure and Function HS-LS1-1 Construct an explanation AP and NGSS both
within biological between external Systems of specialized cells within organisms help them perform the essential based on evidence for how the describe that genes are
systems lead to stimuli and regulated functions of life. structure of DNA determines the regulated, how the
complex gene expression structure of proteins which carry environment can affect
properties. result in All cells contain genetic information in the form of DNA molecules. Genes are out the essential functions of life gene expression, and how
specialization of regions in the DNA that contain the instructions that code for the formation of through systems of specialized differentiation results in
cells, tissues and proteins, which carry out most of the work of cells. cells. specialized tissues and
organs. organs. AP EK 4.A.3 goes
Multicellular organisms have a hierarchical structural organization, in which any HS-LS1-2 Develop and use a model beyond the NGSS by
one system is made up of numerous parts and is itself a component of the next to illustrate the hierarchical including details about the
level. organization of interacting systems cues for gene regulation,
that provide specific functions regulation by proteins,
HS.LS1.B: Growth and Development of Organisms within multicellular organisms. and how this regulation
In multicellular organisms individual cells grow and then divide via a process leads to differentiation.
called mitosis, thereby allowing the organism to grow. The organism begins as a HS-LS1-4 Use a model to illustrate The NGSS build the
single cell (fertilized egg) that divides successively to produce many cells, with the role of cellular division foundation for EK 4.A.3 by
each parent cell passing identical genetic material (two variants of each (mitosis) and differentiation in describing what genes are
chromosome pair) to both daughter cells. Cellular division and differentiation producing and maintaining and how cell division and
produce and maintain a complex organism, composed of systems of tissues and complex organisms. differentiation contribute
organs that work together to meet the needs of the whole organism. towards the growth and
HS-LS3-1 Ask questions to clarify development of an
HS.LS3.A: Inheritance of Traits relationships about the role of organism.
Each chromosome consists of a single very long DNA molecule, and each gene DNA and chromosomes in coding
on the chromosome is a particular segment of that DNA. The instructions for the instructions for characteristic
forming species characteristics are carried in DNA. All cells in an organism have traits passed from parents to
the same genetic content, but the genes used (expressed) by the cell may be offspring.
DNA are involved in regulatory or structural functions, and some have no as-yet HS-LS3-3 Apply concepts of
known function. statistics and probability to explain
the variation and distribution of
HS.LS3.B: Variation of Traits expressed traits in a population.
factors.

4.A Interactions 4.A.4 Organisms HS.LS1.A: Structure and Function HS-LS1-2 Develop and use a model Both the NGSS and AP
within biological exhibit complex Multicellular organisms have a hierarchical structural organization, in which any to illustrate the hierarchical discuss how the
systems lead to properties due to one system is made up of numerous parts and is itself a component of the next organization of interacting systems interactions between
complex interactions between level. that provide specific functions different systems and
properties. their constituent within multicellular organisms. between components of a
parts. single system contribute
towards the functioning
of organisms. AP EK 4.A.4
specifically differentiates
between interactions at
the organ level and
interactions at the system
level.

4.A Interactions 4.A.5 Communities MS.LS2.A: Interdependent Relationships in Ecosystems MS-LS2-2 Construct an explanation The NGSS build a
within biological are composed of Similarly, predatory interactions may reduce the number of organisms or that predicts patterns of foundation for AP 4.A.5
systems lead to populations of eliminate whole populations of organisms. Mutually beneficial interactions, in interactions among organisms by describing how
complex organisms that contrast, may become so interdependent that each organism requires the other across multiple ecosystems. populations interact, and
properties. interact in complex for survival. Although the species involved in these competitive, predatory, and the use of mathematical
ways. mutually beneficial interactions vary across ecosystems, the patterns of HS-LS2-1 Use mathematical and/or models and
interactions of organisms with their environments, both living and nonliving, are computational representations to representations to explain
shared. support explanations of factors and illustrate both these
that affect carrying capacity of interactions as well as the
HS.LS2.A: Interdependent Relationships in Ecosystems ecosystems at different scales. factors that affect the
Ecosystems have carrying capacities, which are limits to the numbers of interactions. EK 4.A.5 goes
organisms and populations they can support. These limits result from such HS-LS2-2 Use mathematical beyond the NGSS by
factors as the availability of living and nonliving resources and from such representations to support and including how community
challenges such as predation, competition, and disease. Organisms would have revise explanations based on structure can be
the capacity to produce populations of great size were it not for the fact that evidence about factors affecting described by species
environments and resources are finite. This fundamental tension affects the biodiversity and populations in composition and diversity,
abundance (number of individuals) of species in any given ecosystem. ecosystems of different scales. exponential growth,
logistic growth, density-
HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience HS-LS2-6 Evaluate the claims, dependent and density-
A complex set of interactions within an ecosystem can keep its numbers and evidence, and reasoning that the independent factors, and
types of organisms relatively constant over long periods of time under stable complex interactions in demographics data (for
conditions. If a modest biological or physical disturbance to an ecosystem ecosystems maintain relatively use in human population
occurs, it may return to its more or less original status (i.e., the ecosystem is consistent numbers and types of studies).
resilient), as opposed to becoming a very different ecosystem. Extreme organisms in stable conditions, but
fluctuations in conditions or the size of any population, however, can challenge changing conditions may result in
the functioning of ecosystems in terms of resources and habitat availability. a new ecosystem.
Moreover, anthropogenic changes (induced by human activity) in the HS-LS2-7 Design, evaluate, and
environmentincluding habitat destruction, pollution, introduction of invasive refine a solution for reducing the
species, overexploitation, and climate changecan disrupt an ecosystem and impacts of human activities on the
threaten the survival of some species. environment and biodiversity.
HS.LS4.C: Adaptation HS-LS4-6 Create or revise a

Changes in the physical environment, whether naturally occurring or human simulation to test a solution to
induced, have thus contributed to the expansion of some species, the mitigate adverse impacts of
emergence of new distinct species as populations diverge under different human activity on biodiversity.*
HS-ESS3-5 Analyze geoscience data
HS.LS4.D: Biodiversity and Humans and the results from global climate
Biodiversity is increased by the formation of new species (speciation) and models to make an evidence-
decreased by the loss of species (extinction). based forecast of the current rate
of global or regional climate
change and associated future
impacts to Earth systems.

4.A.5 Communities Humans depend on the living world for the resources and other benefits HS-ESS3-6 Use a computational
are composed of provided by biodiversity. But human activity is also having adverse impacts on representation to illustrate the
populations of biodiversity through overpopulation, overexploitation, habitat destruction, relationships among Earth systems
organisms that pollution, introduction of invasive species, and climate change. Thus sustaining and how those relationships are
interact in complex biodiversity so that ecosystem functioning and productivity are maintained is being modified due to human
ways. essential to supporting and enhancing life on Earth. Sustaining biodiversity also activity.
HS.ESS2.D: Weather and Climate

Current models predict that, although future regional climate changes will be
complex and varied, average global temperatures will continue to rise. The
outcomes predicted by global climate models strongly depend on the amounts
of human-generated greenhouse gases added to the atmosphere each year and
by the ways in which these gases are absorbed by the ocean and biosphere.
HS.ESS3.D: Global Climate Change

Though the magnitudes of human impacts are greater than they have ever
been, so too are human abilities to model, predict, and manage current and
future impacts.
Through computer simulations and other studies, important discoveries are still
being made about how the ocean, the atmosphere, and the biosphere interact
and are modified in response to human activities.

4.A Interactions 4.A.6 Interactions HS.LS2.A: Interdependent Relationships in Ecosystems HS-LS2-1 Use mathematical and/or The NGSS and AP both
within biological among living systems Ecosystems have carrying capacities, which are limits to the numbers of computational representations to describe how interactions
systems lead to and with their organisms and populations they can support. These limits result from such support explanations of factors in food webs and chains
complex environment result in factors as the availability of living and nonliving resources and from such that affect carrying capacity of move matter and energy.
properties. the movement of challenges such as predation, competition, and disease. Organisms would have ecosystems at different scales. NGSS HS.LS2.A and
matter and energy. the capacity to produce populations of great size were it not for the fact that HS.LS2.C build a
environments and resources are finite. This fundamental tension affects the HS-LS2-2 Use mathematical foundation for AP EK
abundance (number of individuals) of species in any given ecosystem. representations to support and 4.A.6 by describing the
revise explanations based on dynamics and
HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems evidence about factors affecting relationships in
Plants or algae form the lowest level of the food web. At each link upward in a biodiversity and populations in ecosystems. EK 4.A.6
food web, only a small fraction of the matter consumed at the lower level is ecosystems of different scales. includes details about
transferred upward, to produce growth and release energy in cellular how changes in
respiration at the higher level. Given this inefficiency, there are generally fewer HS-LS2-4 Use mathematical ecosystems can affect
organisms at higher levels of a food web. Some matter reacts to release energy representations to support claims primary productivity and
for life functions, some matter is stored in newly made structures, and much is for the cycling of matter and flow how competition
discarded. The chemical elements that make up the molecules of organisms pass of energy among organisms in an contributes to logistic
through food webs and into and out of the atmosphere and soil, and they are ecosystem. model growth and a
combined and recombined in different ways. At each link in an ecosystem, density-dependent
matter and energy are conserved. HS-LS2-5 Develop a model to population. NGSS
illustrate the role of HS.LS2.C, NGSS HS.LS4.D,
HS.LS2.C: Ecosystem Dynamics, Functioning, and Resilience photosynthesis and cellular and EK 4.A.6 part f
Moreover, anthropogenic changes (induced by human activity) in the respiration in the cycling of carbon describe how human
environmentincluding habitat destruction, pollution, introduction of invasive among the biosphere, activities impact
species, overexploitation, and climate changecan disrupt an ecosystem and atmosphere, hydrosphere, and ecosystems, but EK 4.A.6
threaten the survival of some species. geosphere. part f separates human
impact into local, regional,
A complex set of interactions within an ecosystem can keep its numbers and HS-LS2-7 Design, evaluate, and and global scales.
types of organisms relatively constant over long periods of time under stable refine a solution for reducing the
conditions. If a modest biological or physical disturbance to an ecosystem impacts of human activities on the
occurs, it may return to its more or less original status (i.e., the ecosystem is environment and biodiversity.*
resilient), as opposed to becoming a very different ecosystem. Extreme
fluctuations in conditions or the size of any population, however, can challenge HS-LS4-6 Create or revise a
the functioning of ecosystems in terms of resources and habitat availability. simulation to test a solution to
mitigate adverse impacts of
HS.LS4.D: Biodiversity and Humans human activity on biodiversity.*
provided by biodiversity. But human activity is also having adverse impacts on HS-ESS3-6 Use a computational
biodiversity through overpopulation, overexploitation, habitat destruction, representation to illustrate the
pollution, introduction of invasive species, and climate change. Thus sustaining relationships among Earth systems
biodiversity so that ecosystem functioning and productivity are maintained is and how those relationships are
essential to supporting and enhancing life on Earth. Sustaining biodiversity also being modified due to human
aids humanity by preserving landscapes of recreational or inspirational value. activity.

4.A.6 Interactions Biodiversity is increased by the formation of new species (speciation) and
among living systems decreased by the loss of species (extinction).
and with their
environment result in HS.PS3.D: Energy in Chemical Processes
the movement of The main way that solar energy is captured and stored on Earth is through the
matter and energy. complex chemical process known as photosynthesis.
HS.ESS2.D: Weather and Climate

HS.ESS3.D: Global Climate Change


4.B Competition 4.B.1 Interactions HS.PS2.B: Types of Interactions HS-PS2-6 Communicate scientific NGSS HS.PS2.B builds a
and cooperation between molecules Attraction and repulsion between electric charges at the atomic scale explain and technical information about foundation for AP EK
are important affect their structure the structure, properties, and transformations of matter, as well as the contact why the molecular-level structure 4.B.1 by describing how
aspects of and function. forces between material objects. is important in the functioning of attraction and repulsion
biological systems. designed materials. between charges
contributes towards the
molecules. EK 4.B.1
specifically discusses how
the structure of an
enzyme determines its
function, the binding of
molecules to enzymes,
and how changes in
structure can result
changes in function.
4.B Competition 4.B.2 Cooperative MS.LS1.A: Structure and Function MS-LS1-2 Develop and use a NGSS MS.LS1.A and
and cooperation interactions within Within cells, special structures are responsible for particular functions, and the model to describe the function of HS.LS1.A describe the
are important organisms promote cell membrane forms the boundary that controls what enters and leaves the a cell as a whole and ways parts of hierarchy of living
aspects of efficiency in the use cell. cells contribute to the function. systems, the components
biological systems. of energy and of the different levels, and
matter. HS.LS1.A: Structure and Function HS-LS1-1 Construct an explanation the interactions within
Multicellular organisms have a hierarchical structural organization, in which any based on evidence for how the and between each level,
one system is made up of numerous parts and is itself a component of the next structure of DNA determines the leading students to an
level. structure of proteins which carry understanding in AP EK
out the essential functions of life 4.B.2 of how components
Systems of specialized cells within organisms help them perform the essential through systems of specialized at the different levels
functions of life. cells. within an organism have
functions involving the
All cells contain genetic information in the form of DNA molecules. Genes are HS-LS1-2 Develop and use a model use of energy and matter.
regions in the DNA that contain the instructions that code for the formation of to illustrate the hierarchical EK 4.B.2 part 3 also goes
proteins, which carry out most of the work of cells. organization of interacting systems beyond the NGSS by
that provide specific functions specifically including
within multicellular organisms details about interactions
between unicellular
organisms.

4.B Competition 4.B.3 Interactions MS.LS2.A Interdependent Relationships in Ecosystems MS-LS2-2 Construct an explanation Both the NGSS and AP
and cooperation between and within Similarly, predatory interactions may reduce the number of organisms or that predicts patterns of describe how interactions
are important populations eliminate whole populations of organisms. Mutually beneficial interactions, in interactions among organisms between populations can
aspects of influence patterns of contrast, may become so interdependent that each organism requires the other across multiple ecosystems. affect their numbers and
biological systems. species distribution for survival. Although the species involved in these competitive, predatory, and how environmental
and abundance. mutually beneficial interactions vary across ecosystems, the patterns of HS-LS2-2 Use mathematical disturbances (human
interactions of organisms with their environments, both living and nonliving, are representations to support and impacts included) can also
shared. revise explanations based on affect population
evidence about factors affecting numbers. AP EK 4.B.3
HS.LS2.A Interdependent Relationships in Ecosystems biodiversity and populations in goes beyond the NGSS by
Ecosystems have carrying capacities, which are limits to the numbers of ecosystems of different scales. describing how the
organisms and populations they can support. These limits result from such properties of a population
factors as the availability of living and nonliving resources and from such HS-LS2-6 Evaluate the claims, are different than the
challenges such as predation, competition, and disease. Organisms would have evidence, and reasoning that the properties of the
the capacity to produce populations of great size were it not for the fact that complex interactions in individuals.
environments and resources are finite. This fundamental tension affects the ecosystems maintain relatively
abundance (number of individuals) of species in any given ecosystem. consistent numbers and types of
organisms in stable conditions, but
HS.LS2.C Ecosystem Dynamics, Functioning, and Resilience changing conditions may result in
Moreover, anthropogenic changes (induced by human activity) in the a new ecosystem.
environmentincluding habitat destruction, pollution, introduction of invasive
species, overexploitation, and climate changecan disrupt an ecosystem and HS-LS2-7 Design, evaluate, and
threaten the survival of some species. refine a solution for reducing the
impacts of human activities on the
A complex set of interactions within an ecosystem can keep its numbers and environment and biodiversity.*
types of organisms relatively constant over long periods of time under stable
conditions. If a modest biological or physical disturbance to an ecosystem HS-LS2-8 Evaluate the evidence for
occurs, it may return to its more or less original status (i.e., the ecosystem is the role of group behavior on
resilient), as opposed to becoming a very different ecosystem. Extreme individual and species chances to
fluctuations in conditions or the size of any population, however, can challenge survive and reproduce.
the functioning of ecosystems in terms of resources and habitat availability.
HS-LS4-6 Create or revise a
HS.LS2.D Social Interactions and Group Behavior simulation to test a solution to
Group behavior has evolved because membership can increase the chances of mitigate adverse impacts of
survival for individuals and their genetic relatives. human activity on biodiversity.*
HS.LS4.C Adaptation
Changes in the physical environment, whether naturally occurring or human

4.B.3 Interactions HS.LS4.D Biodiversity and Humans
between and within Biodiversity is increased by the formation of new species (speciation) and
populations decreased by the loss of species (extinction).
influence patterns of
species distribution Humans depend on the living world for the resources and other benefits
and abundance. provided by biodiversity. But human activity is also having adverse impacts on
4.B Competition 4.B.4 Distribution of HS.LS2.C Ecosystem Dynamics, Functioning, and Resilience HS-LS2-7 Design, evaluate, and Both AP and the NGSS
and cooperation local and global Moreover, anthropogenic changes (induced by human activity) in the refine a solution for reducing the describe how natural
are important ecosystems changes environmentincluding habitat destruction, pollution, introduction of invasive impacts of human activities on the events and human
aspects of over time. species, overexploitation, and climate changecan disrupt an ecosystem and environment and biodiversity.* activities impact
biological systems. threaten the survival of some species. ecosystems.
HS-LS4-6 Create or revise a
HS.LS4.C Adaptation simulation to test a solution to
Changes in the physical environment, whether naturally occurring or human mitigate adverse impacts of
induced, have thus contributed to the expansion of some species, the human activity on biodiversity.*
conditions, and the declineand sometimes the extinctionof some species. HS-ESS2-2 Analyze geoscience data
to make the claim that one change
HS.LS4.D Biodiversity and Humans to Earth's surface can create
Biodiversity is increased by the formation of new species (speciation) and feedbacks that cause changes to
decreased by the loss of species (extinction). other Earth systems.
Humans depend on the living world for the resources and other benefits HS-ESS3-1 Construct an
provided by biodiversity. But human activity is also having adverse impacts on explanation based on evidence for
biodiversity through overpopulation, overexploitation, habitat destruction, how the availability of natural
pollution, introduction of invasive species, and climate change. Thus sustaining resources, occurrence of natural
biodiversity so that ecosystem functioning and productivity are maintained is hazards, and changes in climate
essential to supporting and enhancing life on Earth. Sustaining biodiversity also have influenced human activity.
HS-ESS3-6 Use a computational
HS.ESS2.A Earth Materials and Systems representation to illustrate the
Earths systems, being dynamic and interacting, cause feedback effects that can relationships among Earth systems
increase or decrease the original changes. and how those relationships are
being modified due to human
activity.

4.B.4 Distribution of HS.ESS2.D Weather and Climate
local and global The foundation for Earths global climate systems is the electromagnetic
ecosystems changes radiation from the sun, as well as its reflection, absorption, storage, and
over time. redistribution among the atmosphere, ocean, and land systems, and this
energys re-radiation into space.
HS.ESS3.A Natural Resources

Resource availability has guided the development of human society.
HS.ESS3.B Natural Hazards

Natural hazards and other geologic events have shaped the course of human
history; [they] have significantly altered the sizes of human populations and
have driven human migrations.
HS.ESS3.D Global Climate Change

4.C Naturally 4.C.1 Variation in MS.LS1.B Growth and Development of Organisms MS-LS3-2 Develop and use a The NGSS build the
occurring diversity molecular unites Organisms reproduce, either sexually or asexually, and transfer their genetic model to describe why asexual foundational knowledge
among and provides cells with a information to their offspring. reproduction results in offspring needed for AP EK 4.C.1,
between wider range of with identical genetic information including the transfer of
components functions. HS.LS3.A Inheritance of Traits and sexual reproduction results in genetic information and
within biological Variations of inherited traits between parent and offspring arise from genetic offspring with genetic variation. the variation of inherited
systems affects differences that result from the subset of chromosomes (and therefore genes) traits. EK 4.C.1 goes
interactions with inherited. beyond the NGSS by
the environment. describing how variation
HS.LS3.B Variation of Traits in molecular classes and
In sexually reproducing organisms, each parent contributes half of the genes gene duplication can
acquired (at random) by the offspring. Individuals have two of each result in more functions
chromosome and hence two alleles of each gene, one acquired from each and phenotypes.

4.C Naturally 4.C.2 Environmental HS.LS3.B Variation of Traits HS-LS3-3 Apply concepts of Both the NGSS and AP
occurring diversity factors influence the Environmental factors also affect expression of traits, and hence affect the statistics and probability to explain include how
among and expression of the probability of occurrences of traits in a population. Thus the variation and the variation and distribution of environmental factors
between genotype in an distribution of traits observed depends on both genetic and environmental expressed traits in a population. affect the expression of
components organism. factors. traits. AP EK 4.C.2 part b
within biological goes beyond the NGSS by
systems affects including how "an
interactions with organism's adaptation to
the environment. the local environment
reflects a flexible
response of its genome."
4.C Naturally 4.C.3 The level of HS.LS3.B Variation of Traits HS-LS3-3 Apply concepts of The NGSS build a
occurring diversity variation in a Environmental factors also affect expression of traits, and hence affect the statistics and probability to explain foundation for AP EK
among and population affects probability of occurrences of traits in a population. Thus the variation and the variation and distribution of 4.C.3 by describing
between population dynamics. distribution of traits observed depends on both genetic and environmental expressed traits in a population. adaptation and how
components factors. environmental factors
within biological HS-LS4-5 Evaluate the evidence affect gene expression. EK
systems affects HS.LS4.C Adaptation supporting claims that changes in 4.C.3 goes beyond the
interactions with Changes in the physical environment, whether naturally occurring or human environmental conditions may NGSS by including details
the environment. induced, have thus contributed to the expansion of some species, the result in: (1) increases in the about genetic diversity
emergence of new distinct species as populations diverge under different number of individuals of some and its contribution
conditions, and the declineand sometimes the extinctionof some species. species, (2) the emergence of new toward an organism or
species over time, and (3) the population's ability to
Species become extinct because they can no longer survive and reproduce in extinction of other species. respond. EK 4.C.3 part c
their altered environment. If members cannot adjust to change that is too fast also includes the Hardy-
or drastic, the opportunity for the species evolution is lost. Weinberg equation.

4.C Naturally 4.C.4 The diversity of HS.LS2.A Interdependent Relationships in Ecosystems HS-LS2-2 Use mathematical The NGSS build a
occurring diversity species within an Ecosystems have carrying capacities, which are limits to the numbers of representations to support and foundation for AP EK
among and ecosystem may organisms and populations they can support. These limits result from such revise explanations based on 4.C.4 by describing how
between influence the stability factors as the availability of living and nonliving resources and from such evidence about factors affecting disturbances to
components of the ecosystem. challenges such as predation, competition, and disease. Organisms would have biodiversity and populations in ecosystems can result in
within biological the capacity to produce populations of great size were it not for the fact that ecosystems of different scales. resilience or change. EK
systems affects environments and resources are finite. This fundamental tension affects the 4.C.4 goes beyond the
interactions with abundance (number of individuals) of species in any given ecosystem. HS-LS4-5 Evaluate the evidence NGSS by including details
the environment. supporting claims that changes in about how the diversity of
HS.LS2.C Ecosystem Dynamics, Functioning, and Resilience environmental conditions may the components of an
A complex set of interactions within an ecosystem can keep its numbers and result in: (1) increases in the ecosystem contributes
types of organisms relatively constant over long periods of time under stable number of individuals of some towards its resilience. EK
conditions. If a modest biological or physical disturbance to an ecosystem species, (2) the emergence of new 4.C.4 part b goes beyond
occurs, it may return to its more or less original status (i.e., the ecosystem is species over time, and (3) the the NGSS by describing
resilient), as opposed to becoming a very different ecosystem. Extreme extinction of other species. keystone species and their
fluctuations in conditions or the size of any population, however, can challenge contribution towards the
the functioning of ecosystems in terms of resources and habitat availability. diversity of ecosystems.
HS.LS4.C Adaptation
Changes in the physical environment, whether naturally occurring or human

APPENDIX B
NGSS & AP Chemistry Comparison Chart


individual parts of the EK text. For the full EK text, please see the AP Chemistry Course and Exam Description from College Board.
in the chart.

1.A All matter is 1.A.1 Molecules are MS.PS1.A: Structure and Properties of Matter MS-PS1-1 Develop models to Both NGSS MS.PS1.A and
made of atoms. composed of specific Substances are made from different types of atoms, which combine with describe the atomic composition of AP EK 1.A.1 describe the
There are a limited combinations of one another in various ways. Atoms form molecules that range in size simple molecules and extended basic composition of
number of types of atoms; different from two to thousands of atoms. structures. molecules. However, EK
atoms; these are molecules are 1.A.1 parts a through d
the elements. composed of Solids may be formed from molecules, or they may be extended structures include details (e.g., about
combinations of with repeating subunits (e.g., crystals). atomic mass) that are not
different elements and included in the NGSS.
of combinations of the
same elements in
differing amounts and
proportions.
1.A All matter is 1.A.3 The mole is the HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a Both NGSS HS.PS1.B and
made of atoms. fundamental unit for In many situations, a dynamic and condition-dependent balance between chemical system by specifying a AP EK1.A.3 describe
There are a limited counting numbers of a reaction and the reverse reaction determines the numbers of all types of change in conditions that would balanced chemical
number of types of particles on the molecules present. produce increased amounts of equations and the idea of
atoms; these are macroscopic level and products at equilibrium. quantifying numbers of
the elements. allows quantitative The fact that atoms are conserved, together with knowledge of the atoms. NGSS PE HS-PS1-7
connections to be chemical properties of the elements involved, can be used to describe and HS-PS1-7 Use mathematical makes this connection even
drawn between predict chemical reactions. representations to support the claim more clear through its
laboratory that atoms, and therefore mass, are integration of the practice
experiments, which conserved during a chemical with the DCI and
occur at the reaction. crosscutting concept. EK
macroscopic level, and 1.A.3, however, includes
chemical processes, details of the mole and
which occur at the Avogadro's number that
atomic level. are not included in the
NGSS.

1.B The atoms of 1.B.1 The atom is HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS and AP both
each element have composed of Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative describe the attraction
unique structures negatively charged made of protons and neutrons, surrounded by electrons. properties of elements based on the between charged particles
arising from electrons, which can patterns of electrons in the as a key component to the
interactions leave the atom, and a The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. structure and properties of
between electrons positively charged in the atoms nucleus and places those with similar chemical properties in the atom. AP EK 1.B.1 parts
and nuclei. nucleus that is made columns. The repeating patterns of this table reflect patterns of outer HS-PS2-4 Use mathematical a through c include details
of protons and electron states. representations of Newtons Law of of Coulomb's law and
neutrons. The Gravitation and Coulombs Law to ionization energy that are
attraction of the HS.PS2.B: Types of Interactions describe and predict the not specified in the NGSS.
electrons to the Newtons law of universal gravitation and Coulombs law provide the gravitational and electrostatic forces EK 1.B.1 parts d and e also
nucleus is the basis of mathematical models to describe and predict the effects of gravitational between objects. relate to NGSS HS.PS4.B,
the structure of the and electrostatic forces between distant objects. but the AP parts include
atom. Coulomb's law more detail about
is qualitatively useful Forces at a distance are explained by fields (gravitational, electric, and Photoelectron
for understanding the magnetic) permeating space that can transfer energy through space. spectroscopy than does the
structure of the atom. Magnets or electric currents cause magnetic fields; electric charges or NGSS.
changing magnetic fields cause electric fields.
Attraction and repulsion between electric charges at the atomic scale

explain the structure, properties, and transformations of matter, as well as
the contact forces between material objects.

1.B The atoms of 1.B.2 The electronic HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS and AP both
each element have structure of the atom Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative describe the energetics of
unique structures can be described using made of protons and neutrons, surrounded by electrons. properties of elements based on the electrons in atoms as being
arising from an electron patterns of electrons in the described by Coulomb's
interactions configuration that The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. law. The NGSS, however,
between electrons reflects the concept of in the atoms nucleus and places those with similar chemical properties in only focus on the outer
and nuclei. electrons in quantized columns. The repeating patterns of this table reflect patterns of outer HS-PS1-2 Construct and revise an electrons of atoms,
energy levels or shells; electron states. explanation for the outcome of a whereas AP EK 1.B.2
the energetics of the simple chemical reaction based on describes the different
electrons in the atom HS.PS1.B: Chemical Reactions the outermost electron states of energy levels or "shells" of
can be understood by The fact that atoms are conserved, together with knowledge of the atoms, trends in the periodic table, electrons.
consideration of chemical properties of the elements involved, can be used to describe and and knowledge of the patterns of
Coulomb's law. predict chemical reactions. chemical properties.
HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical

Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of
mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to
and electrostatic forces between distant objects. describe and predict the
gravitational and electrostatic forces
Forces at a distance are explained by fields (gravitational, electric, and between objects.
magnetic) permeating space that can transfer energy through space.
Magnets or electric currents cause magnetic fields; electric charges or


1.C Elements 1.C.1 Many properties HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Both NGSS HS.PS1.A and
display periodicity of atoms exhibit Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative AP EK 1.C.1 describe
in their properties periodic trends that made of protons and neutrons, surrounded by electrons. properties of elements based on the periodicity of the elements.
when the elements are reflective of the patterns of electrons in the EK 1.C.1 includes additional
are organized periodicity of The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. details about electron
according to electronic structure. in the atoms nucleus and places those with similar chemical properties in shells, ionization energy,
increasing atomic columns. The repeating patterns of this table reflect patterns of outer and atomic radii that are
number. This electron states. not included in the NGSS.
periodicity can be
explained by the HS.PS2.B: Types of Interactions
regular variations Attraction and repulsion between electric charges at the atomic scale
that occur in the explain the structure, properties, and transformations of matter, as well as
electronic the contact forces between material objects.
structures of atoms.
Periodicity is a
useful principle of
understanding
properties and
predicting trends in
properties. Its
modern-day uses
range from
examining the
composition of
materials to
generating ideas for
designing new
materials.

1.C Elements 1.C.2 The currently HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical NGSS HS.PS2.B forms a
display periodicity accepted best model Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of foundation for AP EK 1.C.2
in their properties of the atom is based mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to by describing Coulomb's
when the elements on the quantum and electrostatic forces between distant objects. describe and predict the law in reference to
are organized mechanical model. gravitational and electrostatic forces subatomic particles. EK
according to Forces at a distance are explained by fields (gravitational, electric, and between objects. 1.C.2 goes beyond the
increasing atomic magnetic) permeating space that can transfer energy through space. NGSS, however, by
number. This Magnets or electric currents cause magnetic fields; electric charges or describing the quantum
periodicity can be changing magnetic fields cause electric fields. mechanical model of the
explained by the atom, including electron
regular variations spin.
that occur in the
electronic
structures of atoms.
Periodicity is a
useful principle of
understanding
properties and
predicting trends in
properties. Its
modern-day uses
range from
examining the
composition of
materials to
generating ideas for
designing new
materials.

1.D Atoms are so 1.D.1 As is the case HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS form the
small that they are with all scientific Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative foundation for AP EK 1.D.1
difficult to study models, any model of made of protons and neutrons, surrounded by electrons. properties of elements based on the by describing a basic model
directly; atomic the atom is subject to patterns of electrons in the of the atom in NGSS
models are refinement and The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. HS.PS1.A and by describing
constructed to change in response to in the atoms nucleus and places those with similar chemical properties in electrical forces within
explain new experimental columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an atoms in both HS.PS1.A
experimental data results. In that sense, electron states. investigation to gather evidence to and HS.PS2.B, leading
on collections of an atomic model is not compare the structure of substances students to an
atoms. regarded as an exact The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength understanding of ionization
description of the by electrical forces within and between atoms. of electrical forces between particles energies for EK 1.D.1 part
atom, but rather a b.
theoretical construct HS.PS2.B: Types of Interactions
that fits a set of Attraction and repulsion between electric charges at the atomic scale
experimental data. explain the structure, properties, and transformations of matter, as well as

1.D Atoms are so 1.D.3 The interaction HS.PS3.C: Relationship Between Energy and Forces HS-PS3-5 Develop and use a model Both the NGSS and AP EK
small that they are of electromagnetic When two objects interacting through a field change relative position, the of two objects interacting through 1.D.3 describe interactions
difficult to study waves or light with energy stored in the field is changed. electric or magnetic fields to of electromagnetic waves
directly; atomic matter is a powerful illustrate the forces between objects (or light) with matter, and
models are means to probe the HS.PS4.B: Electromagnetic Radiation and the changes in energy of the that information can be
constructed to structure of atoms and Atoms of each element emit and absorb characteristic frequencies of light. objects due to the interaction. gained through this
explain molecules, and to These characteristics allow identification of the presence of an element, interaction. EK 1.D.3 part a
experimental data measure their even in microscopic quantities. HS-PS4-5 Communicate technical goes beyond the NGSS by
on collections of concentration. information about how some describing Planck's
atom. Photoelectric materials emit electrons when they absorb light of a high- technological devices use the equation. EK 1.D.3 part b
enough frequency. principles of wave behavior and describes some specific
wave interactions with matter to uses of infrared vs.
HS.PS4.C: Information Technologies and Instrumentation transmit and capture information ultraviolet and visible
Multiple technologies based on the understanding of waves and their and energy. radiation, which also
interactions with matter are part of everyday experiences in the modern relates to other parts of
world (e.g., medical imaging, communications, scanners) and in scientific HS-ESS1-2 Construct an explanation NGSS HS.PS4.B that are not
research. They are essential tools for producing, transmitting, and of the Big Bang theory based on included here (associated
capturing signals and for storing and interpreting the information astronomical evidence of light with HS-PS4-4). EK 1.D.3
contained in them. spectra, motion of distant galaxies, part c goes beyond the
and composition of matter in the NGSS by describing use of
HS.ESS1.A: The Universe and Its Stars universe. the Beer-Lambert law.
The study of stars light spectra and brightness is used to identify
compositional elements of stars, their movements, and their distances
from Earth.
The Big Bang theory is supported by observations of distant galaxies

receding from our own, of the measured composition of stars and non-
stellar gases, and of the maps of spectra of the primordial radiation
(cosmic microwave background) that still fills the universe.
Other than the hydrogen and helium formed at the time of the Big Bang,
nuclear fusion within stars produces all atomic nuclei lighter than and
including iron, and the process releases electromagnetic energy. Heavier
elements are produced when certain massive stars achieve a supernova
stage and explode.

1.E Atoms are 1.E.1 Physical and HS.PS1.A: Structure and Properties of Matter HS-PS1-2 Construct and revise an Both the NGSS and AP EK
conserved in chemical processes The periodic table orders elements horizontally by the number of protons explanation for the outcome of a 1.E.1 describe that atoms
physical and can be depicted in the atoms nucleus and places those with similar chemical properties in simple chemical reaction based on are conserved during
chemical processes. symbolically; when columns. The repeating patterns of this table reflect patterns of outer the outermost electron states of chemical reactions and that
this is done, the electron states. atoms, trends in the periodic table, these reactions can be
illustration must and knowledge of the patterns of depicted symbolically. EK
conserve all atoms of HS.PS1.B: Chemical Reactions chemical properties. 1.E.1 part a goes beyond
all types. The fact that atoms are conserved, together with knowledge of the the NGSS by describing two
chemical properties of the elements involved, can be used to describe and HS-PS1-7 Use mathematical specific different types of
predict chemical reactions. representations to support the claim representations of physical
that atoms, and therefore mass, are and chemical processes.
HS.PS3.D: Energy in Chemical Processes conserved during a chemical
The main way that solar energy is captured and stored on Earth is through reaction.
the complex chemical process known as photosynthesis.
HS-ESS2-6 Develop a quantitative
HS.ESS2.D: Weather and Climate model to describe the cycling of
Gradual atmospheric changes were due to plants and other organisms that carbon among the hydrosphere,
captured carbon dioxide and released oxygen. atmosphere, geosphere, and
biosphere.
Changes in the atmosphere due to human activity have increased carbon
dioxide concentrations and thus affect climate. HS-LS2-4 Use mathematical
representations to support claims
HS.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems for the cycling of matter and flow of
Plants or algae form the lowest level of the food web. At each link upward energy among organisms in an
in a food web, only a small fraction of the matter consumed at the lower ecosystem.
level is transferred upward, to produce growth and release energy in
cellular respiration at the higher level. Given this inefficiency, there are HS-LS2-5 Develop a model to
generally fewer organisms at higher levels of a food web. Some matter illustrate the role of photosynthesis
reacts to release energy for life functions, some matter is stored in newly and cellular respiration in the cycling
made structures, and much is discarded. The chemical elements that make of carbon among the biosphere,
up the molecules of organisms pass through food webs and into and out of atmosphere, hydrosphere, and
the atmosphere and soil, and they are combined and recombined in geosphere.
different ways. At each link in an ecosystem, matter and energy are
conserved.
Photosynthesis and cellular respiration are important components of the

carbon cycle, in which carbon is exchanged among the biosphere,
atmosphere, oceans, and geosphere through chemical, physical,
geological, and biological processes.

1.E Atoms are 1.E.2 Conservation of HS.PS1.A: Structure and Properties of Matter HS-PS1-2 Construct and revise an Both the NGSS and AP EK
conserved in atoms makes it The periodic table orders elements horizontally by the number of protons explanation for the outcome of a 1.E.2 connect conservation
physical and possible to compute in the atoms nucleus and places those with similar chemical properties in simple chemical reaction based on of atoms to quantification
chemical processes. the masses of columns. The repeating patterns of this table reflect patterns of outer the outermost electron states of of chemical reactants and
substances involved in electron states. atoms, trends in the periodic table, products. EK 1.E.2 goes
physical and chemical and knowledge of the patterns of beyond the NGSS by
processes. Chemical HS.PS1.B: Chemical Reactions chemical properties. describing gravimetric
processes result in the The fact that atoms are conserved, together with knowledge of the analysis and titrations in
formation of new chemical properties of the elements involved, can be used to describe and HS-PS1-7 Use mathematical parts e and f.
substances, and the predict chemical reactions. representations to support the claim
amount of these that atoms, and therefore mass, are
depends on the conserved
number and the types
and masses of
elements in the
reactants, as well as
the efficiency of the
transformation.

2.A Matter can be 2.A.1 The difference MS.PS1.A: Structure and Properties of Matter MS-PS1-4 Develop a model that Both the NGSS and AP EK
described by its properties of solids Gases and liquids are made of molecules or inert atoms that are moving predicts and describes changes in 2.A.1 describe the
physical properties. and liquids can be about relative to each other. particle motion, temperature, and differences between solids
The physical explained by state of a pure substance when and liquids at a molecular
properties of a differences in their In a liquid, the molecules are constantly in contact with others; in a gas, thermal energy is added or removed. level, and describe strength
substance generally structures, both at the they are widely spaced except when they happen to collide. In a solid, of attraction between
depend on the particulate level and in atoms are closely spaced and may vibrate in position but do not change HS-PS1-1 Use the periodic table as a particles as an explanation
spacing between their supramolecular relative locations. model to predict the relative for the properties of
the particles structures. properties of elements based on the matter. The NGSS build the
(atoms, molecules, The changes of state that occur with variations in temperature or pressure patterns of electrons in the foundation for discussion
ions) that make up can be described and predicted using these models of matter. outermost energy level of atoms. of different states of
the substance and matter in middle school. EK
the forces of MS.PS3.A: Definitions of Energy HS-PS1-3 Plan and conduct an 2.A.1 part a also relates to
attraction among The term "heat as used in everyday language refers both to thermal investigation to gather evidence to other parts of MS.PS1.A
them. energy (the motion of atoms or molecules within a substance) and the compare the structure of substances that are not listed here
transfer of that thermal energy from one object to another. In science, at the bulk scale to infer the strength (regarding crystal
heat is used only for this second meaning; it refers to the energy of electrical forces between structures). EK 2.A.1 part e
transferred due to the temperature difference between two objects. particles. goes beyond the NGSS by
describing energetics of
The temperature of a system is proportional to the average kinetic energy HS-PS2-6 Communicate scientific liquid/solid phase changes.
and potential energy per atom or molecule (whichever is the appropriate and technical information about why
building block for the system's material). The details of that relationship the molecular-level structure is
depend on the type of atom or molecule and the interactions among the important in the functioning of
atoms in the material. Temperature is not a direct measure of a system's designed materials.
total thermal energy. The total thermal energy (sometimes called the total
internal energy) of a system depends jointly on the temperature, the total HS-PS3-2 Develop and use models to
number of atoms in the system, and the state of the material. illustrate that energy at the
macroscopic scale can be accounted
HS.PS1.A: Structure and Properties of Matter for as a combination of energy
Each atom has a charged substructure consisting of a nucleus, which is associated with the motions of
made of protons and neutrons, surrounded by electrons. particles (objects) and energy
associated with the relative position
The periodic table orders elements horizontally by the number of protons of particles (objects).
in the atoms nucleus and places those with similar chemical properties in
columns. The repeating patterns of this table reflect patterns of outer
electron states.
The structure and interactions of matter at the bulk scale are determined
by electrical forces within and between atoms.
HS.PS2.B: Types of Interactions


2.A.1 The difference HS.PS3.A: Definitions of Energy
properties of solids Energy is a quantitative property of a system that depends on the motion
and liquids can be and interactions of matter and radiation within that system. That there is a
explained by single quantity called energy is due to the fact that a systems total energy
differences in their is conserved, even as, within the system, energy is continually transferred
structures, both at the from one object to another and between its various possible forms.
particulate level and in
their supramolecular At the macroscopic scale, energy manifests itself in multiple ways, such as
structures. in motion, sound, light, and thermal energy.
These relationships are better understood at the microscopic scale, at

which all of the different manifestations of energy can be modeled as a
combination of energy associated with the motion of particles and energy
associated with the configuration (relative position of the particles). In
some cases the relative position energy can be thought of as stored in
fields (which mediate interactions between particles). This last concept
includes radiation, a phenomenon in which energy stored in fields moves
across space.
2.A Matter can be 2.A.2 The gaseous MS.PS1.A: Structure and Properties of Matter MS-PS1-4 Develop a model that Both the NGSS and AP EK
described by its state can be Gases and liquids are made of molecules or inert atoms that are moving predicts and describes changes in 2.A.2 describe gases and
physical properties. effectively modeled about relative to each other. particle motion, temperature, and the intermolecular
The physical with a mathematical state of a pure substance when interactions that govern
properties of a equation relating In a liquid, the molecules are constantly in contact with others; in a gas, thermal energy is added or removed. the behavior of gases. The
substance generally various macroscopic they are widely spaced except when they happen to collide. In a solid, NGSS build the foundation
depend on the properties. A gas has atoms are closely spaced and may vibrate in position but do not change HS-PS1-3 Plan and conduct an for discussion of different
spacing between neither a definite relative locations. investigation to gather evidence to states of matter in middle
the particles volume nor a definite compare the structure of substances school, and then build the
(atoms, molecules, shape; because the The changes of state that occur with variations in temperature or pressure at the bulk scale to infer the strength foundation for
ions) that make up effects of attractive can be described and predicted using these models of matter. of electrical forces between mathematical
the substance and forces are minimal, we particles. representations of gas laws
the forces of usually assume that MS.PS3.A: Definitions of Energy through a thorough
attraction among the particles move The term "heat as used in everyday language refers both to thermal HS-PS2-4 Use mathematical coverage of intermolecular
them. independently. energy (the motion of atoms or molecules within a substance) and the representations of Newtons Law of forces and energy in the
transfer of that thermal energy from one object to another. In science, Gravitation and Coulombs Law to high school standards. EK
heat is used only for this second meaning; it refers to the energy describe and predict the 2.A.2 goes beyond the
transferred due to the temperature difference between two objects. gravitational and electrostatic forces NGSS by describing ideal
between objects. gases; by describing the
mathematical relationships
between P, V, and T; and
by discussing qualitative
use of the Maxwell-
(continued on next page) (continued on next page) Boltzmann distribution.

2.A.2 The gaseous The temperature of a system is proportional to the average kinetic energy HS-PS2-6 Communicate scientific
state can be and potential energy per atom or molecule (whichever is the appropriate and technical information about why
effectively modeled building block for the system's material). The details of that relationship the molecular-level structure is
with a mathematical depend on the type of atom or molecule and the interactions among the important in the functioning of
equation relating atoms in the material. Temperature is not a direct measure of a system's designed materials.*
various macroscopic total thermal energy. The total thermal energy (sometimes called the total
properties. A gas has internal energy) of a system depends jointly on the temperature, the total HS-PS3-2 Develop and use models to
neither a definite number of atoms in the system, and the state of the material. illustrate that energy at the
volume nor a definite macroscopic scale can be accounted
shape; because the HS.PS1.A: Structure and Properties of Matter for as a combination of energy
effects of attractive Each atom has a charged substructure consisting of a nucleus, which is associated with the motions of
forces are minimal, we made of protons and neutrons, surrounded by electrons. particles (objects) and energy
usually assume that associated with the relative position
the particles move The periodic table orders elements horizontally by the number of protons of particles (objects).
independently. in the atoms nucleus and places those with similar chemical properties in
columns. The repeating patterns of this table reflect patterns of outer HS-PS3-4 Plan and conduct an
electron states. investigation to provide evidence
that the transfer of thermal energy
The structure and interactions of matter at the bulk scale are determined when two components of different
by electrical forces within and between atoms. temperature are combined within a
closed system results in a more
HS.PS2.B: Types of Interactions uniform energy distribution among
Newtons law of universal gravitation and Coulombs law provide the the components in the system
mathematical models to describe and predict the effects of gravitational (second law of thermodynamics).
and electrostatic forces between distant objects.
HS-PS3-5 Develop and use a model
Forces at a distance are explained by fields (gravitational, electric, and of two objects interacting through
magnetic) permeating space that can transfer energy through space. electric or magnetic fields to
Magnets or electric currents cause magnetic fields; electric charges or illustrate the forces
changing magnetic fields cause electric fields. between objects and the changes in
energy of the objects due to the
Attraction and repulsion between electric charges at the atomic scale interaction.
HS.PS3.A: Definitions of Energy

Energy is a quantitative property of a system that depends on the motion
and interactions of matter and radiation within that system. That there is a
single quantity called energy is due to the fact that a systems total energy
is conserved, even as, within the system, energy is continually transferred
from one object to another and between its various possible forms.

2.A.2 The gaseous These relationships are better understood at the microscopic scale, at
state can be which all of the different manifestations of energy can be modeled as a
effectively modeled combination of energy associated with the motion of particles and energy
with a mathematical associated with the configuration (relative position of the particles). In
equation relating some cases the relative position energy can be thought of as stored in
various macroscopic fields (which mediate interactions between particles). This last concept
properties. A gas has includes radiation, a phenomenon in which energy stored in fields moves
neither a definite across space.
volume nor a definite
shape; because the At the macroscopic scale, energy manifests itself in multiple ways, such as
effects of attractive in motion, sound, light, and thermal energy.
forces are minimal, we
usually assume that
Energy cannot be created or destroyed, but it can be transported from
the particles move
one place to another and transferred between systems.
independently.
Uncontrolled systems always evolve toward more stable statesthat is,
toward more uniform energy distribution (e.g., water flows downhill,
objects hotter than their surrounding environment cool down).
HS.PS3.C: Relationship Between Energy and Forces

When two objects interacting through a field change relative position, the
energy stored in the field is changed.

Although energy cannot be destroyed, it can be converted to less useful
forms--for example, to thermal energy in the surrounding environment.
2.A Matter can be 2.A.3 Solutions are HS.PS1.A: Structure and Properties of Matter HS-PS1-4 Develop a model to The NGSS build the
described by its homogenous mixtures The structure and interactions of matter at the bulk scale are determined illustrate that the release or foundation for AP EK 2.A.3
physical properties. in which the physical by electrical forces within and between atoms. absorption of energy from a by describing release or
The physical properties are chemical reaction system depends absorption of energy
properties of a dependent on the A stable molecule has less energy than the same set of atoms separated; upon the changes in total bond during reactions, and by
substance generally concentration of the one must provide at least this energy in order to take the molecule apart. energy. describing intermolecular
depend on the solute and the interactions. EK 2.A.3 goes
spacing between strengths of all HS.PS1.B: Chemical Reactions HS-PS2-6 Communicate scientific beyond the NGSS by
the particles interactions among Chemical processes, their rates, and whether or not energy is stored or and technical information about why including details of
(atoms, molecules, the particles of the released can be understood in terms of the collisions of molecules and the the molecular-level structure is solutions, their properties,
ions) that make up solutes and solvent. rearrangements of atoms into new molecules, with consequent changes in important in the functioning of how to describe solutions
the substance and the sum of all bond energies in the set of molecules that are matched by designed materials.* with molarity, and by
the forces of changes in kinetic energy. descriptions of distillation.
attraction among
them. HS.PS2.B: Types of Interactions

2.B Forces of 2.B.3 Intermolecular HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS and AP EK 2.B.3
attraction between forces place a key role Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative both describe
particles (including in determining the made of protons and neutrons, surrounded by electrons. properties of elements based on the intermolecular forces as
the noble gases and properties of patterns of electrons in the crucial to determining the
also different parts substances, including The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. properties of substances.
of some large biological structures in the atoms nucleus and places those with similar chemical properties in EK 2.B.3 goes beyond the
molecules) are and interactions. columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an NGSS by describing some
important in electron states. investigation to gather evidence to effects of intermolecular
determining many compare the structure of substances forces on gases, including
macroscopic The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength noble gases (part c),
properties of a by electrical forces within and between atoms. of electrical forces between discussing graphs of
substance, including particles. pressure-volume
how the observable HS.PS2.B: Types of Interactions relationships (part d), and
physical state Attraction and repulsion between electric charges at the atomic scale HS-PS2-6 Communicate scientific by including examples of
changes with explain the structure, properties, and transformations of matter, as well as and technical information about why enzyme catalysis and
temperature. the contact forces between material objects. the molecular-level structure is hydrophilic and
important in the functioning of hydrophobic regions of
HS.PS3.A: Definitions of Energy designed materials.* proteins (part e).
and interactions of matter and radiation within that system. That there is a HS-PS3-2 Develop and use models to
single quantity called energy is due to the fact that a systems total energy illustrate that energy at the
is conserved, even as, within the system, energy is continually transferred macroscopic scale can be accounted
from one object to another and between its various possible forms. for as a combination of energy
associated with the motions of
At the macroscopic scale, energy manifests itself in multiple ways, such as particles (objects) and energy
in motion, sound, light, and thermal energy. associated with the relative position
of particles (objects).
across space.

2.C The strong 2.C.1 In covalent HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Bonding is a result of
electrostatic forces bonding, electrons are Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative forces, proximity, and
of attraction shared between the made of protons and neutrons, surrounded by electrons properties of elements based on the energy. This provides a
holding atoms nuclei of two atoms to patterns of electrons in the basis for understanding all
together in a unit form a molecule or The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. types of bonding. Both the
are called chemical polyatomic ion. in the atoms nucleus and places those with similar chemical properties in NGSS and AP EK 2.C.1
bonds. Electronegativity columns. The repeating patterns of this table reflect patterns of outer HS-PS1-2 Construct and revise an describe bonding as a
differences between electron states. explanation for the outcome of a result of intermolecular
the two atoms simple chemical reaction based on forces, and both describe
account for the The structure and interactions of matter at the bulk scale are determined the outermost electron states of bond energies. EK 2.C.1
distribution of the by electrical forces within and between atoms. atoms, trends in the periodic table, goes beyond the NGSS by
shared electrons and and knowledge of the patterns of describing specific types of
the polarity of the A stable molecule has less energy than the same set of atoms separated; chemical properties. bonds (e.g., polar covalent,
bond. one must provide at least this energy in order to take the molecule apart. nonpolar covalent, ionic)
HS-PS1-3 Plan and conduct an and bond lengths.
HS.PS1.B: Chemical Reactions investigation to gather evidence to
Chemical processes, their rates, and whether or not energy is stored or compare the structure of substances
released can be understood in terms of the collisions of molecules and the at the bulk scale to infer the strength
rearrangements of atoms into new molecules, with consequent changes in of electrical forces between
the sum of all bond energies in the set of molecules that are matched by particles.
changes in kinetic energy.
HS-PS1-4 Develop a model to
The fact that atoms are conserved, together with knowledge of the illustrate that the release or
chemical properties of the elements involved, can be used to describe and absorption of energy from a
predict chemical reactions. chemical reaction system depends
upon the changes in total bond
HS.PS2.B: Types of Interactions energy.
Newtons law of universal gravitation and Coulombs law provide the
mathematical models to describe and predict the effects of gravitational HS-PS2-4 Use mathematical
and electrostatic forces between distant objects. representations of Newtons Law of
Gravitation and Coulombs Law to
Forces at a distance are explained by fields (gravitational, electric, and describe and predict the
magnetic) permeating space that can transfer energy through space. gravitational and electrostatic forces
Magnets or electric currents cause magnetic fields; electric charges or between objects.
HS-PS3-2 Develop and use models to
Attraction and repulsion between electric charges at the atomic scale illustrate that energy at the
explain the structure, properties, and transformations of matter, as well as macroscopic scale can be accounted
the contact forces between material objects. for as a combination of energy
particles (objects) and energy
of particles (objects).

2.C.1 In covalent HS.PS3.A: Definitions of Energy HS-PS3-5 Develop and use a model
bonding, electrons are Energy is a quantitative property of a system that depends on the motion of two objects interacting through
shared between the and interactions of matter and radiation within that system. That there is a electric or magnetic fields to
nuclei of two atoms to single quantity called energy is due to the fact that a systems total energy illustrate the forces
form a molecule or is conserved, even as, within the system, energy is continually transferred between objects and the changes in
polyatomic ion. from one object to another and between its various possible forms. energy of the objects due to the
Electronegativity interaction.
differences between At the macroscopic scale, energy manifests itself in multiple ways, such as
the two atoms in motion, sound, light, and thermal energy.
account for the
distribution of the These relationships are better understood at the microscopic scale, at
shared electrons and which all of the different manifestations of energy can be modeled as a
the polarity of the combination of energy associated with the motion of particles and energy
bond. associated with the configuration (relative position of the particles). In
across space.


2.C The strong 2.C.2 Iconic bonding HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Bonding is a result of
electrostatic forces results from the net Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative forces, proximity, and
of attraction attraction between made of protons and neutrons, surrounded by electrons. properties of elements based on the energy. This provides a
holding atoms oppositely charged patterns of electrons in the basis for understanding all
together in a unit ions, closely packed The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. types of bonding. Both the
are called chemical together in a crystal in the atoms nucleus and places those with similar chemical properties in NGSS and AP EK 2.C.2
bonds. lattice. columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an describe intermolecular
electron states. investigation to gather evidence to forces and Coulomb's law
compare the structure of substances as describing electrostatic
The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength forces between particles.
by electrical forces within and between atoms. of electrical forces between EK 2.C.2 goes beyond the
particles. NGSS by describing cations
A stable molecule has less energy than the same set of atoms separated; and anions in an ionic
one must provide at least this energy in order to take the molecule apart. HS-PS1-4 Develop a model to crystal lattice.
illustrate that the release or
HS.PS1.B: Chemical Reactions absorption of energy from a
Chemical processes, their rates, and whether or not energy is stored or chemical reaction system depends
released can be understood in terms of the collisions of molecules and the upon the changes in total bond
rearrangements of atoms into new molecules, with consequent changes in energy.
the sum of all bond energies in the set of molecules that are matched by
changes in kinetic energy. HS-PS2-4 Use mathematical
representations of Newtons Law of
HS.PS2.B: Types of Interactions Gravitation and Coulombs Law to
Newtons law of universal gravitation and Coulombs law provide the describe and predict the
mathematical models to describe and predict the effects of gravitational gravitational and electrostatic forces
and electrostatic forces between distant objects. between objects.
Forces at a distance are explained by fields (gravitational, electric, and HS-PS2-6 Communicate scientific
magnetic) permeating space that can transfer energy through space. and technical information about why
Magnets or electric currents cause magnetic fields; electric charges or the molecular-level structure is
changing magnetic fields cause electric fields. important in the functioning of
designed materials.*
explain the structure, properties, and transformations of matter, as well as HS-PS3-5 Develop and use a model
the contact forces between material objects. of two objects interacting through
electric or magnetic fields to
HS.PS3.C: Relationship Between Energy and Forces illustrate the forces between objects
When two objects interacting through a field change relative position, the and the changes in energy of the
energy stored in the field is changed. objects due to the interaction.

2.C The strong 2.C.3 Metallic bonding HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Bonding is a result of
electrostatic forces describes an array of Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative forces, proximity, and
of attraction positively charged made of protons and neutrons, surrounded by electrons. properties of elements based on the energy. This provides a
holding atoms metal cores patterns of basis for understanding all
together in a unit surrounded by sea of The periodic table orders elements horizontally by the number of protons electrons in the outermost energy types of bonding. Both the
are called chemical mobile valence in the atoms nucleus and places those with similar chemical properties in level of atoms. NGSS and AP EK 2.C.3
bonds. electrons. columns. The repeating patterns of this table reflect patterns of outer describe valence electrons
electron states. HS-PS2-4 Use mathematical relating to the patterns of
representations of Newtons Law of properties of materials,
HS.PS2.B: Types of Interactions Gravitation and Coulombs Law to and describe attraction
Newtons law of universal gravitation and Coulombs law provide the describe and predict the between particles. EK 2.C.3
mathematical models to describe and predict the effects of gravitational gravitational and electrostatic forces goes beyond the NGSS by
and electrostatic forces between distant objects. between objects. relating these concepts to a
description of metallic
Forces at a distance are explained by fields (gravitational, electric, and bonding.


2.D The type of 2.D.1 Iconic solids HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Both the NGSS and AP EK
bonding in the solid have high melting Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative 2.D.1 describe Coulombic
state can be points, are brittle, and made of protons and neutrons, surrounded by electrons. properties of elements based on the interactions between
deduced from the conduct electricity patterns of electrons in the particles and their effects
properties of the only when molten or The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. on the properties of
solid state. in solution. in the atoms nucleus and places those with similar chemical properties in materials. EK 2.D.1 goes
columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an beyond the NGSS,
electron states. investigation to gather evidence to however, by including
compare the structure of substances details of ionic solids and
The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength their specific properties.
by electrical forces within and between atoms. of electrical forces between
particles.
Newtons law of universal gravitation and Coulombs law provide the HS-PS2-4 Use mathematical
mathematical models to describe and predict the effects of gravitational representations of Newtons Law of
and electrostatic forces between distant objects. Gravitation and Coulombs Law to
describe and predict the
Forces at a distance are explained by fields (gravitational, electric, and gravitational and electrostatic forces
magnetic) permeating space that can transfer energy through space. between objects.
changing magnetic fields cause electric fields. HS-PS2-6 Communicate scientific
and technical information about why
Attraction and repulsion between electric charges at the atomic scale the molecular-level structure is
explain the structure, properties, and transformations of matter, as well as important in the functioning of
the contact forces between material objects. designed materials.*

2.D The type of 2.D.2 Metallic solids HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Both the NGSS and AP EK
bonding in the solid are good conductors Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative 2.D.2 describe valence
state can be of heat and electricity, made of protons and neutrons, surrounded by electrons. properties of elements based on the electrons relating to the
deduced from the have a wide range of patterns of electrons in the patterns of properties of
properties of the melting points, and The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. materials. EK 2.D.2 goes
solid state. are shiny malleable, in the atoms nucleus and places those with similar chemical properties in beyond the NGSS by
ductile, and readily columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an including details of
alloyed. electron states. investigation to gather evidence to properties of metals and
compare the structure of substances alloys.
The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength
particles.

2.D The type of 2.D.3 Covalent HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Both the NGSS and AP EK
bonding in the solid network solids have Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative 2.D.3 describe
state can be properties that reflect made of protons and neutrons, surrounded by electrons. properties of elements based on the intermolecular forces and
deduced from the their underlying 2-D or patterns of periodicity relating to the
properties of the 3-D networks of The periodic table orders elements horizontally by the number of protons electrons in the outermost energy patterns of properties of
solid state. covalent bonds. in the atoms nucleus and places those with similar chemical properties in level of atoms. materials. EK 2.D.3 goes
Covalent network columns. The repeating patterns of this table reflect patterns of outer beyond the NGSS by
solids generally have electron states. HS-PS1-3 Plan and conduct an including details and
extremely high investigation to gather evidence to properties of covalent
melting points and are The structure and interactions of matter at the bulk scale are determined compare the structure of substances network solids and of
hard. by electrical forces within and between atoms. at the bulk scale to infer the strength Graphite and Silicon.
of electrical forces between
HS.PS2.B: Types of Interactions particles.
Newtons law of universal gravitation and Coulombs law provide the
mathematical models to describe and predict the effects of gravitational HS-PS2-4 Use mathematical
and electrostatic forces between distant objects. representations of Newtons Law of
Gravitation and Coulombs Law to
Forces at a distance are explained by fields (gravitational, electric, and describe and predict
magnetic) permeating space that can transfer energy through space. the gravitational and electrostatic
Magnets or electric currents cause magnetic fields; electric charges or forces between objects.
HS-PS2-6 Communicate scientific
Attraction and repulsion between electric charges at the atomic scale and technical information about why
explain the structure, properties, and transformations of matter, as well as the molecular-level structure is
the contact forces between material objects. important in the functioning of
designed materials.*

2.D The type of 2.D.4 Molecular solids HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a Both the NGSS and AP EK
bonding in the solid with low molecular Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative 2.D.4 describe
state can be weight usually have made of protons and neutrons, surrounded by electrons. properties of elements based on the intermolecular forces
deduced from the low melting points and patterns of electrons in the relating to the patterns of
properties of the are not expected to The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. properties of materials. EK
solid state. conduct electricity as in the atoms nucleus and places those with similar chemical properties in 2.D.4 goes beyond the
solids, in solution, or columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an NGSS by including
when molten. electron states. investigation to gather evidence to molecular solids and their
compare the structure of substances properties.
The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength
particles.

3.A Chemical 3.A.1 A chemical HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a The NGSS provide a
changes are change may be In many situations, a dynamic and condition-dependent balance between chemical system by specifying a foundation for AP EK 3.A.1
represented by a represented by a a reaction and the reverse reaction determines the numbers of all types of change in conditions that would by describing symbolic
balanced chemical molecular, iconic, or molecules present. produce increased amounts of representations of
equation that net iconic equation. products at equilibrium. balanced chemical
identifies the ratios The fact that atoms are conserved, together with knowledge of the equations, and by
with which chemical properties of the elements involved, can be used to describe and HS-PS1-7 Use mathematical emphasizing conservation
reactants react and predict chemical reactions. representations to support the claim of atoms in chemical
products form. that atoms, and therefore mass, are reactions. However, EK
conserved during a chemical 3.A.1 is more specific than
reaction. the NGSS. In particular, EK
3.A.1 part b goes beyond
the NGSS by differentiating
between molecular, ionic,
and net ionic reaction
equations and the
situations in which they
might be used.
3.A Chemical 3.A.2 Quantitative HS.PS1.B: Chemical Reactions HS-PS1-7 Use mathematical NGSS HS.PS1.B provides a
changes are information can be The fact that atoms are conserved, together with knowledge of the representations to support the claim foundation for AP EK 3.A.2
represented by a derived from chemical properties of the elements involved, can be used to describe and that atoms, and therefore mass, are by describing conservation
balanced chemical stoichiometric predict chemical reactions. conserved during a chemical of atoms and symbolic
equation that calculations that utilize reaction. representations of
identifies the ratios the mole ratios from chemical reactions. EK
with which the balanced chemical 3.A.2 goes beyond the
reactants react and equations. The role of NGSS by discussing mole
products form. stoichiometry in real- ratios, requiring
world applications is calculations of chemical
important to note, so products (part a), and by
that it does not seem discussing the use of
to be simply an solution chemistry and
exercise done only by titrations as avenues for
chemists. calculations of
stoichiometry (part c). This
EK also relates to other
parts of HS.PS1.B not listed
here (e.g., associated with
HS-PS1-6).

3.B Chemical 3.B.1 Synthesis HS.PS1.A: Structure and Properties of Matter HS-PS1-2 Construct and revise an The NGSS provide a
reactions can be reactions are those in The periodic table orders elements horizontally by the number of protons explanation for the outcome of a foundation for AP EK 3.B.1
classified by which atoms and/or in the atoms nucleus and places those with similar chemical properties in simple chemical reaction based on by describing the outcomes
considering what molecules combine to columns. The repeating patterns of this table reflect patterns of outer the outermost electron states of of simple chemical
the reactants are, form a new electron states. atoms, trends in the periodic table, reactions. EK 3.B.1 goes
what the products compound. and knowledge of the patterns of beyond the NGSS by
are, or how they Decomposition is the HS.PS1.B: Chemical Reactions chemical properties. explicitly naming synthesis
changed from one reverse of synthesis, a The fact that atoms are conserved, together with knowledge of the and decomposition
into the other. process whereby chemical properties of the elements involved, can be used to describe and reactions. This EK also
Classes of chemical molecules are predict chemical reactions. relates to other parts of
reaction include decomposed, often by NGSS HS.PS1.A not listed
synthesis, the use of heat. here (e.g., associated with
decomposition, HS-PS1-4).
acid-base, and
oxidation-reduction
reactions.

3.C Chemical and 3.C.1 Production of HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS and AP EK 3.C.1
physical heat or light, Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative both describe the
transformations formation of a gas, made of protons and neutrons, surrounded by electrons. properties of elements based on the connection between
may be observed in and formation of a patterns of electrons in the molecular structure and
several ways and precipitate and/or a The periodic table orders elements horizontally by the number of protons outermost energy level of atoms. macroscopic properties,
typically involve a color change are in the atoms nucleus and places those with similar chemical properties in that changes in properties
change in energy. possible evidences columns. The repeating patterns of this table reflect patterns of outer HS-PS1-2 Construct and revise an can occur during chemical
that a chemical change electron states. explanation for the outcome of a reactions, and that these
has occurred. simple chemical reaction based on changes involve the
A stable molecule has less energy than the same set of atoms separated; the outermost electron states of storage or release of
one must provide at least this energy in order to take the molecule apart. atoms, trends in the periodic table, energy. The NGSS provide
and knowledge of the patterns of the foundation for
HS.PS1.B: Chemical Reactions chemical properties. understanding why these
Chemical processes, their rates, and whether or not energy is stored or changes occur. EK 3.C.1
released can be understood in terms of the collisions of molecules and the HS-PS1-4 Develop a model to goes beyond the NGSS to
rearrangements of atoms into new molecules, with consequent changes in illustrate that the release or list specific changes that
the sum of all bond energies in the set of molecules that are matched by absorption of energy from a might occur, differentiating
changes in kinetic energy. chemical reaction system depends between physical and
upon the changes in total bond chemical changes (parts b
The fact that atoms are conserved, together with knowledge of the energy. and c), and requiring
chemical properties of the elements involved, can be used to describe and identification of
predict chemical reactions. precipitation, acid-base,
and redox reactions (part
HS.PS2.B: Types of Interactions d).

3.C Chemical and 3.C.2 Net changes in HS.PS1.A: Structure and Properties of Matter HS-PS1-4 Develop a model to The NGSS and AP EK 3.C.2
physical energy for a chemical A stable molecule has less energy than the same set of atoms separated; illustrate that the release or both describe that
transformations reaction can be one must provide at least this energy in order to take the molecule apart. absorption of energy from a chemical reactions can
may be observed in endothermic or chemical reaction system depends either store energy or
several ways and exothermic. HS.PS1.B: Chemical Reactions upon the changes in total bond release energy. EK 3.C.2
typically involve a Chemical processes, their rates, and whether or not energy is stored or energy. goes beyond the NGSS by
change in energy. released can be understood in terms of the collisions of molecules and the using the terms
rearrangements of atoms into new molecules, with consequent changes in HS-PS3-1 Create a computational "endothermic" and
the sum of all bond energies in the set of molecules that are matched by model to calculate the change in the "exothermic," and by
changes in kinetic energy. energy of one component in a discussing energy
system when the change in energy diagrams. The NGSS
HS.PS3.A: Definitions of Energy of the other component(s) and provide the foundation for
Energy is a quantitative property of a system that depends on the motion energy flows in and out of the understanding why these
and interactions of matter and radiation within that system. That there is a system are known. energy changes occur.
is conserved, even as, within the system, energy is continually transferred HS-PS3-2 Develop and use models to
from one object to another and between its various possible forms. illustrate that energy at the
At the macroscopic scale, energy manifests itself in multiple ways, such as for as a combination of energy
in motion, sound, light, and thermal energy. associated with the motions of
These relationships are better understood at the microscopic scale, at associated with the relative position
which all of the different manifestations of energy can be modeled as a of particles (objects).
across space.

Conservation of energy means that the total change of energy in any
system is always equal to the total energy transferred into or out of the
system.

Mathematical expressions, which quantify how the stored energy in a

system depends on its configuration (e.g. relative positions of charged
particles, compression of a spring) and how kinetic energy depends on
mass and speed, allow the concept of conservation of energy to be used to
predict and describe system behavior.
The availability of energy limits what can occur in any system.

3.C Chemical and 3.C.3 Electrochemistry HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational The NGSS provide a
physical shows the Energy is a quantitative property of a system that depends on the motion model to calculate the change in the foundation for
transformations interconversion and interactions of matter and radiation within that system. That there is a energy of one component in a understanding AP EK 3.C.3,
may be observed in between chemical and single quantity called energy is due to the fact that a systems total energy system when the change in energy by describing transfer and
several ways and electrical energy in is conserved, even as, within the system, energy is continually transferred of the other component(s) and conversion of energy,
typically involve a galvanic and from one object to another and between its various possible forms. energy flows in and out of the models of energy at the
change in energy. electrolytic cells. system are known. molecular level, and the
At the macroscopic scale, energy manifests itself in multiple ways, such as effects of electric fields.
in motion, sound, light, and thermal energy. HS-PS3-3 Design, build, and refine a The specific content of EK
device that works within given 3.C.3 goes beyond the
HS.PS3.B: Conservation of Energy and Energy Transfer constraints to convert one form of NGSS, including redox
Conservation of energy means that the total change of energy in any energy into another form of energy. reactions, galvanic cells,
system is always equal to the total energy transferred into or out of the Gibbs free energy, and
system. HS-PS3-5 Develop and use a model Faraday's laws.
of two objects interacting through
Energy cannot be created or destroyed, but it can be transported from electric or magnetic fields to
one place to another and transferred between systems. illustrate the forces between objects
and the changes in energy of the
Mathematical expressions, which quantify how the stored energy in a objects due to the interaction.


formsfor example, to thermal energy in the surrounding environment.

4.A Reaction rates 4.A.1 The rate of a HS.PS1.B: Chemical Reactions HS-PS1-5 Apply scientific principles The NGSS and AP EK 4.A.1
that depend on reaction is influenced Chemical processes, their rates, and whether or not energy is stored or and evidence to provide an both describe reaction
temperature and by the concentration released can be understood in terms of the collisions of molecules and the explanation about the effects of rates and the conditions
other or pressure of rearrangements of atoms into new molecules, with consequent changes in changing the temperature or that influence them. EK
environmental reactants, the phase of the sum of all bond energies in the set of molecules that are matched by concentration of the reacting 4.A.1 goes beyond the
factors are the reactants and changes in kinetic energy. particles on the rate at which a NGSS by describing
determined by products, and reaction occurs. spectroscopic
measuring changes environmental factors HS.PS3.A: Definitions of Energy determination of chemical
in concentrations of such as temperature Energy is a quantitative property of a system that depends on the motion HS-PS3-2 Develop and use models to concentration through
reactants or and solvent. and interactions of matter and radiation within that system. That there is a illustrate that energy at the Beer's law. The NGSS also
products over time. single quantity called energy is due to the fact that a systems total energy macroscopic scale can be accounted provide a foundation for
is conserved, even as, within the system, energy is continually transferred for as a combination of energy understanding EK 4.A.1 by
from one object to another and between its various possible forms. associated with the motions of describing the kinetic
particles (objects) and energy energy of particles.
At the macroscopic scale, energy manifests itself in multiple ways, such as associated with the relative position
in motion, sound, light, and thermal energy. of particles (objects).

across space.

4.A Reaction rates 4.A.3 The magnitude HS.PS1.B: Chemical Reactions HS-PS1-5 Apply scientific principles The NGSS provide a
that depend on and temperature Chemical processes, their rates, and whether or not energy is stored or and evidence to provide an foundation for AP EK 4.A.3
temperature and dependence of the released can be understood in terms of the collisions of molecules and the explanation about the effects of by describing reaction rates
other rate of reaction is rearrangements of atoms into new molecules, with consequent changes in changing the temperature or and temperature
environmental contained the sum of all bond energies in the set of molecules that are matched by concentration of the reacting dependence of reaction
factors are quantitatively in the changes in kinetic energy. particles on the rate at which a rates, along with describing
determined by rate constant. reaction occurs. the kinetic energy of
measuring changes HS.PS3.A: Definitions of Energy particles. EK 4.A.3 goes
in concentrations of Energy is a quantitative property of a system that depends on the motion HS-PS3-2 Develop and use models to beyond the NGSS with its
reactants or and interactions of matter and radiation within that system. That there is a illustrate that energy at the focus on the rate constant.
products over time. single quantity called energy is due to the fact that a systems total energy macroscopic scale can be accounted EK 4.A.3 part e is also
is conserved, even as, within the system, energy is continually transferred for as a combination of energy related to NGSS HS.PS1.C.
from one object to another and between its various possible forms. associated with the motions of
At the macroscopic scale, energy manifests itself in multiple ways, such as associated with the relative position
in motion, sound, light, and thermal energy. of particles (objects).

across space.
4.B Elementary 4.B.2 Not all collisions HS.PS1.A: Structure and Properties of Matter HS-PS1-4 Develop a model to The NGSS provide a
reactions are are successful. To get A stable molecule has less energy than the same set of atoms separated; illustrate that the release or foundation for AP EK 4.B.2
mediated by over the activation one must provide at least this energy in order to take the molecule apart. absorption of energy from a by describing activation
collisions between energy barrier, the chemical reaction system depends energy and collisions of
molecules. Only colliding species need HS.PS1.B: Chemical Reactions upon the changes in total bond molecules. EK 4.B.2 goes
collisions having sufficient energy. Also, Chemical processes, their rates, and whether or not energy is stored or energy. beyond the NGSS by
sufficient energy the orientations of the released can be understood in terms of the collisions of molecules and the including details of
and proper relative reactant molecules rearrangements of atoms into new molecules, with consequent changes in reactant molecule
orientation of during the collision the sum of all bond energies in the set of molecules that are matched by orientation, collision
reactants lead to must allow for the changes in kinetic energy. models, and the Maxwell-
products. rearrangement of Boltzmann distribution.
reactant bonds to
form product bonds.

4.B Elementary 4.B.3 A successful HS.PS1.A: Structure and Properties of Matter HS-PS1-4 Develop a model to Both the NGSS and AP EK
reactions are collision can be viewed A stable molecule has less energy than the same set of atoms separated; illustrate that the release or 4.B.3 describe chemical
mediated by as following a reaction one must provide at least this energy in order to take the molecule apart. absorption of energy from a reactions as collisions that
collisions between path with an chemical reaction system depends involve breaking and
molecules. Only associated energy HS.PS1.B: Chemical Reactions upon the changes in total bond forming bonds, rearranging
collisions having profile. Chemical processes, their rates, and whether or not energy is stored or energy. atoms, and involving
sufficient energy released can be understood in terms of the collisions of molecules and the energy. Both also describe
and proper relative rearrangements of atoms into new molecules, with consequent changes in HS-PS1-5 Apply scientific principles the reaction rate being
orientation of the sum of all bond energies in the set of molecules that are matched by and evidence to provide an affected by temperature.
reactants lead to changes in kinetic energy. explanation about the effects of EK 4.B.3 goes beyond the
products. changing the temperature or NGSS by describing
HS.PS3.C: Relationship Between Energy and Forces concentration of the reacting reaction coordinates and
When two objects interacting through a field change relative position, the particles on the rate at which a energy profiles, as well as
energy stored in the field is changed. reaction occurs. the Arrhenius equation.
HS-PS3-5 Develop and use a model

of two objects interacting through
illustrate the forces between objects
objects due to the interaction.

5.A Two systems 5.A.1 Temperature is a MS.PS3.A: Definitions of Energy MS-PS3-3 Apply scientific principles The NGSS and AP EK 5.A.1
with different measure of the Temperature is a measure of the average kinetic energy of particles of to design, construct, and test a both include that
temperatures that average kinetic energy matter. The relationship between the temperature and the total energy of device that either minimizes or temperature provides a
are in thermal of atoms and a system depends on the types, states, and amounts of matter present. maximizes thermal energy transfer.* description of the average
contact will molecules. kinetic energy of particles
exchange energy. MS.PS3.B: Conservation of Energy and Energy Transfer HS-PS3-2 Develop and use models to (atoms and molecules). EK
The quantity of Energy is spontaneously transferred out of hotter regions or objects and illustrate that energy at the 5.A.1 goes beyond the
thermal energy into colder ones. macroscopic scale can be accounted NGSS by including a
transferred from for as a combination of energy description of the Kelvin
one system to HS.PS3.A: Definitions of Energy associated with the motions of temperature scale (part b)
another is called Energy is a quantitative property of a system that depends on the motion particles (objects) and energy and of the Maxwell-
heat. and interactions of matter and radiation within that system. That there is a associated with the relative position Boltzmann distribution
single quantity called energy is due to the fact that a systems total energy of particles (objects). (part c).
from one object to another and between its various possible forms. HS-PS3-4 Plan and conduct an
investigation to provide evidence
At the macroscopic scale, energy manifests itself in multiple ways, such as that the transfer of thermal energy
in motion, sound, light, and thermal energy. when two components of different
temperature are combined within a
These relationships are better understood at the microscopic scale, at closed system results in a more
which all of the different manifestations of energy can be modeled as a uniform energy distribution among
combination of energy associated with the motion of particles and energy the components in the system
associated with the configuration (relative position of the particles). In (second law of thermodynamics).
across space.




5.A Two systems 5.A.2 The process of HS.PS3.A: Definitions of Energy HS-PS3-2 Develop and use models to Both the NGSS and AP EK
with different kinetic energy transfer Energy is a quantitative property of a system that depends on the motion illustrate that energy at the 5.A.2 describe energy
temperatures that at the particulate scale and interactions of matter and radiation within that system. That there is a macroscopic scale can be accounted transfer from one object to
are in thermal is referred to in this single quantity called energy is due to the fact that a systems total energy for as a combination of energy another, kinetic energy of
contact will course as heat is conserved, even as, within the system, energy is continually transferred associated with the motions of particles association with
exchange energy. transfer, and the from one object to another and between its various possible forms. particles (objects) and energy temperature, and the
The quantity of spontaneous direction associated with the relative position tendency of systems to
thermal energy of the transfer is At the macroscopic scale, energy manifests itself in multiple ways, such as of particles (objects). move toward a uniform
transferred from always from a hot to a in motion, sound, light, and thermal energy. energy distribution. EK
one system to cold body. HS-PS3-4 Plan and conduct an 5.A.2 part f goes beyond
another is called These relationships are better understood at the microscopic scale, at investigation to provide evidence the NGSS by describing
heat. which all of the different manifestations of energy can be modeled as a that the transfer of thermal energy specific heat capacities.
combination of energy associated with the motion of particles and energy when two components of different
associated with the configuration (relative position of the particles). In temperature are combined within a
some cases the relative position energy can be thought of as stored in closed system results in a more
fields (which mediate interactions between particles). This last concept uniform energy distribution among
includes radiation, a phenomenon in which energy stored in fields moves the components in the system
across space. (second law of thermodynamics).




5.B Energy is 5.B.1 Energy is HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational Both the NGSS and AP EK
neither created nor transferred between Energy is a quantitative property of a system that depends on the motion model to calculate the change in the 5.B.1 describe transfer of
destroyed, but only systems either and interactions of matter and radiation within that system. That there is a energy of one component in a energy between objects
transformed from through heat transfer single quantity called energy is due to the fact that a systems total energy system when the change in energy and from one form to
one form to or through one system is conserved, even as, within the system, energy is continually transferred of the other component(s) and another. EK 5.B.1 part c
another. doing work on the from one object to another and between its various possible forms. energy flows in and out of the goes beyond the NGSS by
other system. system are known. explicitly describing work
At the macroscopic scale, energy manifests itself in multiple ways, such as done by a gas.
in motion, sound, light, and thermal energy. HS-PS3-2 Develop and use models to
illustrate that energy at the
These relationships are better understood at the microscopic scale, at macroscopic scale can be accounted
which all of the different manifestations of energy can be modeled as a for as a combination of energy
combination of energy associated with the motion of particles and energy associated with the motions of
associated with the configuration (relative position of the particles). In particles (objects) and energy
some cases the relative position energy can be thought of as stored in associated with the relative position
fields (which mediate interactions between particles). This last concept of particles (objects).
across space. HS-PS3-3 Design, build, and refine a
device that works within given
HS.PS3.B: Conservation of Energy and Energy Transfer constraints to convert one form of
Conservation of energy means that the total change of energy in any energy into another form of energy.
system. HS-PS3-4 Plan and conduct an
Energy cannot be created or destroyed, but it can be transported from that the transfer of thermal energy
one place to another and transferred between systems. when two components of different
temperature are combined within a
Mathematical expressions, which quantify how the stored energy in a closed system results in a more
system depends on its configuration (e.g. relative positions of charged uniform energy distribution among
particles, compression of a spring) and how kinetic energy depends on the components in the system
mass and speed, allow the concept of conservation of energy to be used to (second law of thermodynamics).



5.B Energy is 5.B.2 When two HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational Both the NGSS and AP EK
neither created nor systems are in contact Energy is a quantitative property of a system that depends on the motion model to calculate the change in the 5.B.2 describe the transfer,
destroyed, but only with each other and and interactions of matter and radiation within that system. That there is a energy of one component in a transformation, and
transformed from are otherwise isolated, single quantity called energy is due to the fact that a systems total energy system when the change in energy conservation of energy
one form to the energy that comes is conserved, even as, within the system, energy is continually transferred of the other component(s) and between systems, including
another. out of one system is from one object to another and between its various possible forms. energy flows in and out of the the transfer of thermal
equal to the energy system are known. energy. EK 5.B.2 goes
that goes into the HS.PS3.B: Conservation of Energy and Energy Transfer beyond the NGSS by
other system. The Conservation of energy means that the total change of energy in any HS-PS3-4 Plan and conduct an explicitly naming "work."
combined energy of system is always equal to the total energy transferred into or out of the investigation to provide evidence
the two systems system. that the transfer of thermal energy
remains fixed. Energy when two components of different
transfer can occur Energy cannot be created or destroyed, but it can be transported from temperature are combined within a
though either heat one place to another and transferred between systems. closed system results in a more
exchange or work. uniform energy distribution among
Mathematical expressions, which quantify how the stored energy in a the components in the system
system depends on its configuration (e.g. relative positions of charged (second law of thermodynamics).



5.B Energy is 5.B.3 Chemical HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an The NGSS and AP EK 5.B.3
neither created nor systems undergo three The structure and interactions of matter at the bulk scale are determined investigation to gather evidence to both describe thermal
destroyed, but only main processes that by electrical forces within and between atoms. compare the structure of substances energy transfer between
transformed from change their energy: at the bulk scale to infer the strength systems and to the
one form to heating/cooling, phase A stable molecule has less energy than the same set of atoms separated; of electrical forces between surroundings, and chemical
another. transitions, and one must provide at least this energy in order to take the molecule apart. particles. reactions that either store
chemical reactions. or release energy. The
HS.PS1.B: Chemical Reactions HS-PS1-4 Develop a model to NGSS also provide a
Chemical processes, their rates, and whether or not energy is stored or illustrate that the release or foundation for
released can be understood in terms of the collisions of molecules and the absorption of energy from a understanding phase
rearrangements of atoms into new molecules, with consequent changes in chemical reaction system depends transitions by describing
the sum of all bond energies in the set of molecules that are matched by upon the changes in total bond kinetic energy of particles
changes in kinetic energy. energy. (HS.PS3.A) and by
describing properties of
HS.PS2.B: Types of Interactions HS-PS3-1 Create a computational different states of matter,
Attraction and repulsion between electric charges at the atomic scale model to calculate the change in the in another section not
explain the structure, properties, and transformations of matter, as well as energy of one component in a listed here (MS.PS1.A). EK
the contact forces between material objects. system when the change in energy 5.B.3 goes beyond the
of the other component(s) and NGSS by describing specific
HS.PS3.A: Definitions of Energy energy flows in and out of the heat capacity, molar
Energy is a quantitative property of a system that depends on the motion system are known. enthalpy of vaporization,
and interactions of matter and radiation within that system. That there is a and enthalpy change of
single quantity called energy is due to the fact that a systems total energy HS-PS3-2 Develop and use models to reactions.
is conserved, even as, within the system, energy is continually transferred illustrate that energy at the
from one object to another and between its various possible forms. macroscopic scale can be accounted
for as a combination of energy
At the macroscopic scale, energy manifests itself in multiple ways, such as associated with the motions of
in motion, sound, light, and thermal energy. particles (objects) and energy
These relationships are better understood at the microscopic scale, at of particles (objects).
across space.

system.

5.B.3 Chemical Energy cannot be created or destroyed, but it can be transported from
systems undergo three one place to another and transferred between systems.
main processes that
change their energy: Mathematical expressions, which quantify how the stored energy in a
heating/cooling, phase system depends on its configuration (e.g. relative positions of charged
transitions, and particles, compression of a spring) and how kinetic energy depends on
chemical reactions. mass and speed, allow the concept of conservation of energy to be used to
predict and describe
system behavior.
5.B Energy is 5.B.4 Calorimetry is an MS.PS3.A: Definitions of Energy MS-PS3-4 Plan an investigation to The NGSS provide a
neither created nor experimental Temperature is a measure of the average kinetic energy of particles of determine the relationships among foundation for AP EK 5.B.4
destroyed, but only technique that is used matter. The relationship between the temperature and the total energy of the energy transferred, the type of by describing transfer of
transformed from to determine the heat a system depends on the types, states, and amounts of matter present. matter, the mass, and the change in thermal energy,
one form to exchanged/transferred the average kinetic energy of the conservation of energy,
another. in a chemical system. MS.PS3.B: Conservation of Energy and Energy Transfer particles as measured by the and the connection
The amount of energy transfer needed to change the temperature of a temperature of the sample. between temperature and
matter sample by a given amount depends on the nature of the matter, kinetic energy of particles.
the size of the sample, and the environment. HS-PS3-4 Plan and conduct an EK 5.B.4 goes beyond the
investigation to provide evidence NGSS by describing the
HS.PS3.B: Conservation of Energy and Energy Transfer that the transfer of thermal energy details of calorimetry.
Energy cannot be created or destroyed, but it can be transported from when two components of different
one place to another and transferred between systems. temperature are combined within a
closed system results in a more
Uncontrolled systems always evolve toward more stable statesthat is, uniform energy distribution among
toward more uniform energy distribution (e.g., water flows downhill, the components in the system
objects hotter than their surrounding environment cool down). (second law of thermodynamics).


5.C Breaking bonds 5.C.1 Potential energy HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an The NGSS and AP EK 5.C.1
requires energy, is associated with a The structure and interactions of matter at the bulk scale are determined investigation to gather evidence to both describe energy
and making bonds particular geometric by electrical forces within and between atoms. compare the structure of substances associated with the
releases energy. arrangement of atoms at the bulk scale to infer the strength configuration of particles
or ions and the A stable molecule has less energy than the same set of atoms separated; of electrical forces between and electrostatic
electrostatic one must provide at least this energy in order to take the molecule apart. particles. interactions between
interactions between them. Both also describe
them. HS.PS1.B: Chemical Reactions HS-PS1-4 Develop a model to bond energies. EK 5.C.1
Chemical processes, their rates, and whether or not energy is stored or illustrate that the release or parts a and e go beyond
released can be understood in terms of the collisions of molecules and the absorption of energy from a the NGSS by describing
rearrangements of atoms into new molecules, with consequent changes in chemical reaction system depends bond length and atomic
the sum of all bond energies in the set of molecules that are matched by upon the changes in total bond vibration, and EK 5.C.1 part
changes in kinetic energy. energy. d describes double and
triple bonds.
HS.PS2.B: Types of Interactions HS-PS3-2 Develop and use models to
Attraction and repulsion between electric charges at the atomic scale illustrate that energy at the
explain the structure, properties, and transformations of matter, as well as macroscopic scale can be accounted
the contact forces between material objects. for as a combination of energy
HS.PS3.A: Definitions of Energy particles (objects) and energy
Energy is a quantitative property of a system that depends on the motion associated with the relative position
and interactions of matter and radiation within that system. That there is a of particles (objects).
is conserved, even as, within the system, energy is continually transferred HS-PS3-5 Develop and use a model
from one object to another and between its various possible forms. of two objects interacting through
At the macroscopic scale, energy manifests itself in multiple ways, such as illustrate the forces between objects
in motion, sound, light, and thermal energy. and the changes in energy of the
objects due to the interaction.
across space.


5.C Breaking bonds 5.C.2 The net energy HS.PS1.A: Structure and Properties of Matter HS-PS1-4 Develop a model to Both the NGSS and AP EK
requires energy, change during a A stable molecule has less energy than the same set of atoms separated; illustrate that the release or 5.C.2 describe bonds
and making bonds reaction is the sum of one must provide at least this energy in order to take the molecule apart. absorption of energy from a broken and formed during
releases energy. the energy required to chemical reaction system depends chemical reactions,
break the bonds in the HS.PS1.B: Chemical Reactions upon the changes in total bond potential and kinetic
reactant molecules Chemical processes, their rates, and whether or not energy is stored or energy. energy of chemical
and the energy released can be understood in terms of the collisions of molecules and the systems, conservation of
released in forming rearrangements of atoms into new molecules, with consequent changes in HS-PS3-3 Design, build, and refine a energy, and thermal
the bonds of the the sum of all bond energies in the set of molecules that are matched by device that works within given equilibrium. EK 5.C.2 goes
product molecules. changes in kinetic energy. constraints to convert one form of beyond the NGSS by
The net change in energy into another form of energy. describing the details of
energy may be HS.PS3.A: Definitions of Energy kinetic and potential
positive for At the macroscopic scale, energy manifests itself in multiple ways, such as HS-PS3-4 Plan and conduct an energy assumptions that
endothermic reactions in motion, sound, light, and thermal energy. investigation to provide evidence can be made about
where energy is that the transfer of thermal energy reactants and products in
required, or negative HS.PS3.B: Conservation of Energy and Energy Transfer when two components of different endothermic vs.
for exothermic Energy cannot be created or destroyed, but it can be transported from temperature are combined within a exothermic reactions (part
reactions where one place to another and transferred between systems. closed system results in a more d), by describing parts of
energy is released. uniform energy distribution among Hess's law (part f), and by
Uncontrolled systems always evolve toward more stable states that is, the components in the system discussing uses of tables of
toward more uniform energy distribution (e.g., water flows downhill, (second law of thermodynamics). standard enthalpies of
objects hotter than their surrounding environment cool down). formation (part g).


5.D Electrostatic 5.D.1 Potential energy HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an The NGSS and AP EK 5.D.1
forces exist is associated with the The structure and interactions of matter at the bulk scale are determined investigation to gather evidence to both include discussions of
between molecules interaction of by electrical forces within and between atoms. compare the structure of substances potential energy in
as well as between molecules; as at the bulk scale to infer the strength chemical systems and of
atoms or ions, and molecules draw near A stable molecule has less energy than the same set of atoms separated; of electrical forces between electrostatic interactions
breaking the each other, they one must provide at least this energy in order to take the molecule apart. particles. between atoms or
resultant experience an molecules. EK 5.D.1 goes
intermolecular attractive force. HS.PS1.B: Chemical Reactions HS-PS1-4 Develop a model to beyond the NGSS by
interactions Chemical processes, their rates, and whether or not energy is stored or illustrate that the release or distinguishing dipole-
requires energy. released can be understood in terms of the collisions of molecules and the absorption of energy from a dipole, dipole-induced
rearrangements of atoms into new molecules, with consequent changes in chemical reaction system depends dipole, and induced dipole-
the sum of all bond energies in the set of molecules that are matched by upon the changes in total bond induced dipole interactions
changes in kinetic energy. energy. (part a); naming dispersion
forces (part b); and
HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical describing hydrogen
Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of bonding (part c).
mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to
and electrostatic forces between distant objects. describe and predict the
gravitational and electrostatic forces
Forces at a distance are explained by fields (gravitational, electric, and between objects.
Magnets or electric currents cause magnetic fields; electric charges or HS-PS3-2 Develop and use models to
changing magnetic fields cause electric fields. illustrate that energy at the
Attraction and repulsion between electric charges at the atomic scale for as a combination of energy
explain the structure, properties, and transformations of matter, as well as associated with the motions of
the contact forces between material objects. particles (objects) and energy
HS.PS3.A: Definitions of Energy of particles (objects).
and interactions of matter and radiation within that system. That there is a HS-PS3-5 Develop and use a model
single quantity called energy is due to the fact that a systems total energy of two objects interacting through
is conserved, even as, within the system, energy is continually transferred electric or magnetic fields to
from one object to another and between its various possible forms illustrate the forces between objects
At the macroscopic scale, energy manifests itself in multiple ways, such as objects due to the interaction.
in motion, sound, light, and thermal energy.

5.D.1 Potential energy These relationships are better understood at the microscopic scale, at
is associated with the which all of the different manifestations of energy can be modeled as a
interaction of combination of energy associated with the motion of particles and energy
molecules; as associated with the configuration (relative position of the particles). In
molecules draw near some cases the relative position energy can be thought of as stored in
each other, they fields (which mediate interactions between particles). This last concept
experience an includes radiation, a phenomenon in which energy stored in fields moves
attractive force. across space.

5.D Electrostatic 5.D.2 At the particular PS1.A: Structure and Properties of Matter HS-PS1-2 Construct and revise an The NGSS and AP EK 5.D.2
forces exist scale, chemical The periodic table orders elements horizontally by the number of protons explanation for the outcome of a both describe bonds
between molecules processes can be in the atoms nucleus and places those with similar chemical properties in simple chemical reaction based on breaking and forming in
as well as between distinguished from columns. The repeating patterns of this table reflect patterns of outer the outermost electron states of chemical reactions, and
atoms or ions, and physical processes electron states. atoms, trends in the periodic table, also describe
breaking the because chemical and knowledge of the patterns of intermolecular interactions
resultant bonds can be A stable molecule has less energy than the same set of atoms separated; chemical properties. in different phases of
intermolecular distinguished from one must provide at least this energy in order to take the molecule apart. matter. EK 5.D.2 goes
interactions intermolecular HS-PS1-4 Develop a model to beyond the NGSS by
requires energy. interactions. PS1.B: Chemical Reactions illustrate that the release or comparing chemical versus
Chemical processes, their rates, and whether or not energy is stored or absorption of energy from a physical changes and
released can be understood in terms of the collisions of molecules and the chemical reaction system depends discussing interactions that
rearrangements of atoms into new molecules, with consequent changes in upon the changes in total bond could be classified either
the sum of all bond energies in the set of molecules energy. way (e.g., dissolution of a
that are matched by changes in kinetic energy. salt in water).

5.D Electrostatic 5.D.3 Noncovalent and HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an Both the NGSS and AP EK
forces exist intermolecular The structure and interactions of matter at the bulk scale are determined investigation to gather evidence to 5.D.3 describe the effect of
between molecules interactions play by electrical forces within and between atoms. compare the structure of substances the structure of substances
as well as between important roles in at the bulk scale to infer the strength on the properties of those
atoms or ions, and many biological and HS.PS2.B: Types of Interactions of electrical forces between substances. The NGSS also
breaking the polymer systems. Attraction and repulsion between electric charges at the atomic scale particles. provide a foundation for EK
resultant explain the structure, properties, and transformations of matter, as well as 5.D.3 by describing that
intermolecular the contact forces between material objects. HS-PS2-6 Communicate scientific large carbon-based
interactions and technical information about why molecules (including
requires energy. HS.LS1.C: Organization for Matter and Energy Flow in Organisms the molecular-level structure is proteins) are formed from
The sugar molecules thus formed contain carbon, hydrogen, and oxygen: important in the functioning of smaller molecules,
their hydrocarbon backbones are used to make amino acids and other designed materials. including carbon,
carbon-based molecules that can be assembled into larger molecules hydrogen, and oxygen. EK
(such as proteins or DNA), used for example to form new cells. HS-LS1-6 Construct and revise an 5.D.3 goes beyond the
explanation based on evidence for NGSS by describing
As matter and energy flow through different organizational levels of living how carbon, hydrogen, and oxygen noncovalent interactions
systems, chemical elements are recombined in different ways to form from sugar molecules may combine and their effect on the
different products. with other elements to form amino shape of molecules (such
acids and/or other large carbon- as enzymes).
based molecules.

5.E Chemical or 5.E.1 Entropy is a HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational The NGSS build a
physical processes measure of the Energy is a quantitative property of a system that depends on the motion model to calculate the change in the foundation for AP EK 5.E.1
are driven by a dispersal of matter and interactions of matter and radiation within that system. That there is a energy of one component in a by describing that
decrease in and energy. single quantity called energy is due to the fact that a systems total energy system when the change in energy uncontrolled systems
enthalpy or an is conserved, even as, within the system, energy is continually transferred of the other component(s) and always evolve toward a
increase in entropy, from one object to another and between its various possible forms. energy flows in and out of the more stable and uniform
or both. system are known. state, and by describing
At the macroscopic scale, energy manifests itself in multiple ways, such as kinetic energy of particles.
in motion, sound, light, and thermal energy. HS-PS3-2 Develop and use models to EK 5.E.1 goes beyond the
illustrate that energy at the NGSS by describing Entropy
These relationships are better understood at the microscopic scale, at macroscopic scale can be accounted in detail, including
which all of the different manifestations of energy can be modeled as a for as a combination of energy predictions of entropy
combination of energy associated with the motion of particles and energy associated with the motions of change.
associated with the configuration (relative position of the particles). In particles (objects) and energy
some cases the relative position energy can be thought of as stored in associated with the relative position
fields (which mediate interactions between particles). This last concept of particles (objects).
across space. HS-PS3-4 Plan and conduct an
HS.PS3.B: Conservation of Energy and Energy Transfer that the transfer of thermal energy
Conservation of energy means that the total change of energy in any when two components of different
system is always equal to the total energy transferred into or out of the temperature are combined within a
system. closed system results in a more
uniform energy distribution among
Energy cannot be created or destroyed, but it can be transported from the components in the system
one place to another and transferred between systems. (second law of thermodynamics).

Uncontrolled systems always evolve toward more stable states --that is,


6.A Chemical 6.A.1 In many classes HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a Both the NGSS and AP EK
equilibrium is a of reactions, it is In many situations, a dynamic and condition-dependent balance between chemical system by specifying a 6.A.1 describe reversible
dynamic, reversible important to consider a reaction and the reverse reaction determines the numbers of all types of change in conditions that would reactions. EK 6.A.1 goes
state in which rates both the forward and molecules present. produce increased amounts of beyond the NGSS by
of opposing reverse reaction. products at equilibrium. describing specific
processes are examples of reversible
equal. reactions, such as transfer
of protons in acid-base
reactions and transfer of
electrons in redox
reactions.
6.A Chemical 6.A.3 When a system HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a The NGSS and AP EK 6.A.3
equilibrium is a is at equilibrium, all In many situations, a dynamic and condition-dependent balance between chemical system by specifying a both describe equilibrium
dynamic, reversible macroscopic variables, a reaction and the reverse reaction determines the numbers of all types of change in conditions that would in chemical systems, and
state in which rates such as molecules present. produce increased amounts of reversible reactions. EK
of opposing concentrations, partial products at equilibrium. 6.A.3 goes beyond the
processes are pressures, and HS.PS3.B: Conservation of Energy and Energy Transfer NGSS by including more
equal. temperature, do not Energy cannot be created or destroyed, but it can be transported from HS-PS3-4 Plan and conduct an specificity about
change over time. one place to another and transferred between systems. investigation to provide evidence equilibrium, including
Equilibrium results that the transfer of thermal energy describing Q and K.
from an equality Uncontrolled systems always evolve toward more stable states that is, when two components of different
between the rates of toward more uniform energy distribution (e.g., water flows downhill, temperature are combined within a
the forward and objects hotter than their surrounding environment cool down). closed system results in a more
reverse reactions, at uniform energy distribution among
which point Q=K. HS.PS3.D: Energy in Chemical Processes the components in the system
Although energy cannot be destroyed, it can be converted to less useful (second law of thermodynamics).
6.A Chemical 6.A.4 The magnitude HS.PS1.A: Structure and Properties of Matter HS-PS1-2 Construct and revise an The NGSS and AP EK 6.A.4
equilibrium is a of the equilibrium The periodic table orders elements horizontally by the number of protons explanation for the outcome of a both describe equilibrium
dynamic, reversible constant, K, can be in the atoms nucleus and places those with similar chemical properties in simple chemical reaction based on in chemical systems,
state in which rates used to determine columns. The repeating patterns of this table reflect patterns of outer the outermost electron states of reversible reactions, and
of opposing whether the electron states. atoms, trends in the periodic table, properties of elements. EK
processes are equilibrium lies and knowledge of the patterns of 6.A.4 goes beyond the
equal. toward the reactant HS.PS1.B: Chemical Reactions chemical properties. NGSS by describing the
side or produce side. In many situations, a dynamic and condition-dependent balance between equilibrium constant, K,
a reaction and the reverse reaction determines the numbers of all types of HS-PS1-6 Refine the design of a and its use in making
molecules present. chemical system by specifying a predictions about the
change in conditions that would outcome of chemical
The fact that atoms are conserved, together with knowledge of the produce increased amounts of reactions.
chemical properties of the elements involved, can be used to describe and products at equilibrium.
predict chemical reactions.

6.B Systems at 6.B.1 Systems at HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a Both the NGSS and AP EK
equilibrium are equilibrium respond to In many situations, a dynamic and condition-dependent balance between chemical system by specifying a 6.B.1 describe Le
responsive to disturbances by a reaction and the reverse reaction determines the numbers of all types of change in conditions that would Chatelier's principle. This is
external partially countering molecules present. produce increased amounts of explicit in the HS-PS1-6
perturbations, with the effect of the products at equilibrium. clarification statement (not
the response disturbance (Le shown). EK 6.B.1 goes
leading to a change Chatelier's principle). beyond the NGSS by
in the composition specifying stresses that
of the system. should be used to predict
the effect on the system.
6.C Chemical 6.C.3 The solubility of HS.PS1.B: Chemical Reactions HS-PS1-6 Refine the design of a Both the NGSS and AP EK
equilibrium plays an a substance can be In many situations, a dynamic and condition-dependent balance between chemical system by specifying a 6.C.3 describe Le
important role in understood in terms of a reaction and the reverse reaction determines the numbers of all types of change in conditions that would Chatelier's principle,
acid-base chemistry chemical equilibrium. molecules present. produce increased amounts of reversible reactions, and
and in solubility. products at equilibrium. equilibrium. EK 6.C.3 goes
beyond the NGSS by
discussing details of
solubility and free energy
change, and listing
particular salts that are
soluble in water. This
concept is also related to
NGSS HS-PS1-3.

APPENDIX C
NGSS & AP Physics 1 and 2 Comparison Chart


individual parts of the EK text. For the full EK text, please see the AP Physics 1 and 2 Course and Exam Description from College Board.
in the chart.
Note: For the purpose of this document, the comparison was only done for AP Physics 1 and AP Physics 2, which are the equivalent of introductory, algebra-based physics
college courses. College Board combines the full course descriptions for both introductory Physics courses into one course guide, and accordingly, the comparison between
NGSS and both AP Physics courses was done in one chart. The chart differentiates instructional similarity with content in AP Physics 1 by using P1 and in AP Physics 2 by using
P2. The College Boards other two AP physics courses, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism were not evaluated.

AP Enduring AP Essential Comments about the
NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s)
Understanding Knowledge Focus Connections
1.A The internal 1.A.3 Nuclei have HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a AP EK 1.A.3 and the NGSS
structure of a internal structures Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative both describe that atomic
system determines that determine their made of protons and neutrons, surrounded by electrons. properties of elements based on the nuclei have internal
many properties of properties. (P2) patterns of electrons in the outermost structures that determine
the system. The periodic table orders elements horizontally by the number of protons energy level of atoms. their properties; that the
in the atoms nucleus and places those with similar chemical properties in nucleus is composed of
columns. The repeating patterns of this table reflect patterns of outer HS-PS1-8 Develop models to illustrate different particles; and
electron states. the changes in the composition of the that radioactive decay
nucleus of the atom and the energy involves the nucleus. The
HS.PS1.C: Nuclear Processes released during the processes of NGSS also contain ideas
Nuclear processes, including fusion, fission, and Nuclear processes, fission, fusion, and radioactive decay. about other nuclear
including fusion, fission, and radioactive decays of unstable nuclei, involve processes that are beyond
release or absorption of energy. The total number of neutrons plus protons the scope of EK 1.A.3.
does not change in any nuclear process.

1.A The internal 1.A.4 Atoms have HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a AP EK 1.A.4 and the NGSS
structure of a internal structures Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative both describe that atoms
system determines that determine their made of protons and neutrons, surrounded by electrons. properties of elements based on the have internal structures
many properties of properties. (P2) patterns of electrons in the outermost that determine their
the system. The periodic table orders elements horizontally by the number of protons energy level of atoms. properties, including that
in the atoms nucleus and places those with similar chemical properties in the number of electrons,
columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an or the electrical forces
electron states. investigation to gather evidence to between atoms,
compare the structure of substances determine observable
The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength structure and interactions
by electrical forces within and between atoms. of electrical forces between particles. of bulk matter. Both EK
1.A.4 and the NGSS also
HS.PS4.B: Electromagnetic Radiation HS-ESS1-2 Construct an explanation address the concept of
Atoms of each element emit and absorb characteristic frequencies of light. of the Big Bang theory based spectra. However, EK
These characteristics allow identification of the presence of an element, on astronomical evidence of light 1.A.1 goes beyond the
even in microscopic quantities. spectra, motion of distant NGSS by relating spectra
galaxies, and composition of matter in to distinct atomic
HS.ESS1.A: The Universe and Its Stars the universe. transitions, and by
The study of stars light spectra and brightness is used to identify identifying the Bohr
compositional elements of stars, their movements, and their distances model and energy
from Earth. transitions.
The Big Bang theory is supported by observations of distant galaxies

receding from our own, of the measured composition of stars and non-
stellar gases, and of the maps of spectra of the primordial radiation (cosmic
microwave background) that still fills the universe.
Other than the hydrogen and helium formed at the time of the Big Bang,
nuclear fusion within stars produces all atomic nuclei lighter than and
stage and explode.

1.A The internal 1.A.5 Systems have HS.PS1.A: Structure and Properties of Matter HS-PS1-3 Plan and conduct an AP EK 1.A.5 and NGSS
structure of a properties determined The structure and interactions of matter at the bulk scale are determined investigation to gather evidence to HS.PS1.A both describe
system determines by the properties and by electrical forces within and between atoms. compare the structure of substances that properties of matter
many properties of interactions of their at the bulk scale to infer the strength can be determined
the system. constituent atomic of electrical forces between particles. through the electrostatic
and molecular forces between particles.
substructures. In AP
Physics, when the
properties of the
constituent parts are
not important in
modeling the behavior
of the macroscopic
system, the system
itself may be referred
to as an object. (P1,
P2)
1.B Electric charge 1.B.2 There are only MS.PS2.B: Types of Interactions MS-PS2-3 Ask questions about data to AP EK 1.B.2 and the NGSS
is a property of an two kinds of electric Electric and magnetic (electromagnetic) forces can be attractive or determine the factors that affect the both describe the concept
object or system charge. Neutral repulsive, and their sizes depend on the magnitudes of the charges, strength of electric and magnetic of attractive and repulsive
that affects its objects or systems currents, or magnetic strengths involved and on the distances between forces. forces in electrostatics,
interactions with contain equal interacting objects. that objects can interact
other objects or quantities of positive HS-PS2-4 Use mathematical through electric fields,
systems containing and negative charge, HS.PS2.B: Types of Interactions representations of Newtons Law of and the concept of the
charge. with the exception of Newtons law of universal gravitation and Coulombs law provide the Gravitation and Coulombs Law to forces between charges.
some fundamental mathematical models to describe and predict the effects of gravitational describe and predict the gravitational
particles that have no and electrostatic forces between distant objects. and electrostatic forces between
electric charge. (P1, objects.
P2) Forces at a distance are explained by fields (gravitational, electric, and
magnetic) permeating space that can transfer energy through space. HS-PS3-5 Develop and use a model of
Magnets or electric currents cause magnetic fields; electric charges or two objects interacting through
changing magnetic fields cause electric fields. electric or magnetic fields to illustrate
the forces between objects and the
HS.PS3.C: Relationship Between Energy and Forces changes in energy of the objects due
When two objects interacting through a field change relative position, the to the interaction.

1.C Objects and 1.C.1 Inertial mass is MS.PS2.A: Forces and Motion MS-PS2-2 Plan an investigation to AP EK 1.C.1 and the NGSS
systems have the property of an The motion of an object is determined by the sum of the forces acting on it; provide evidence that the change in both describe that objects
properties of object or a system if the total force on the object is not zero, its motion will change. The an objects motion depends on the have mass and that they
inertial mass and that determines how greater the mass of the object, the greater the force needed to achieve the sum of the forces on the object and interact through the
gravitational mass its motion changes same change in motion. For any given object, a larger force causes a larger the mass of the object. exertion of forces. EK
that are when it interacts with change in motion. 1.C.1 goes beyond the
experimentally other objects or HS-PS2-1 Analyze data to support the NGSS by identifying the
verified to be the systems. (P1) All positions of objects and the directions of force and motions must be claim that Newtons second law of concept of inertial mass.
same and that described in an arbitrarily chosen reference frame and arbitrarily chosen motion describes the mathematical
satisfy units of size. In order to share information with other people, these choices relationship among the net force on a
conservation must also be shared. macroscopic object, its mass, and its
principles. acceleration.
HS.PS2.A: Forces and Motion
Newtons second law accurately predicts changes in the motion
of macroscopic objects.
1.C Objects and 1.C.2 Gravitational MS.PS2.B: Types of Interactions MS-PS2-4 Construct and present AP EK 1.C.2 and NGSS
systems have mass is the property Gravitational forces are always attractive. There is a gravitational force arguments using evidence to support HS.PS2.A both describe
properties of of an object or a between any two masses, but it is very small except when one or both of the claim that gravitational that objects have mass
inertial mass and system that the objects have large masse.g., Earth and the sun. interactions are attractive and depend and that they interact
gravitational mass determines the on the masses of interacting objects. through the exertion of
that are strength of the HS.PS2.A: Forces and Motion forces. EK 1.C.2 and NGSS
experimentally gravitational Newtons second law accurately predicts changes in the motion of HS-PS2-1 Analyze data to support the HS.PS2.B both describe
verified to be the interaction with other macroscopic objects. claim that Newtons second law of gravitational fields. EK
same and that objects, systems, or motion describes the mathematical 1.C.2 connects with NGSS
satisfy gravitational fields. HS.PS2.B: Types of Interactions relationship among the net force on a MS.PS2.B by identifying
conservation (P1) Newtons law of universal gravitation and Coulombs law provide the macroscopic object, its mass, and its the connection between
principles. mathematical models to describe and predict the effects of gravitational acceleration. mass as the source of a
and electrostatic forces between distant objects. gravitational field, but
HS-PS2-4 Use mathematical goes beyond the NGSS by
Forces at a distance are explained by fields (gravitational, electric, and representations of Newtons Law of identifying the common
magnetic) permeating space that can transfer energy through space. Gravitation and Coulombs Law to acceleration of objects
Magnets or electric currents cause magnetic fields; electric charges or describe and predict the gravitational near the surface of the
changing magnetic fields cause electric fields. and electrostatic forces between Earth.
objects.

1.D Classical 1.D.2 Certain HS.PS3.A: Definitions of Energy HS-PS3-3 Design, build, and refine a AP EK 1.D.2 and the NGSS
mechanics cannot phenomena classically At the macroscopic scale, energy manifests itself in multiple ways, such as device that works within given both describe the wave-
describe all thought of as waves in motion, sound, light, and thermal energy. constraints to convert one form of particle duality of
properties of can exhibit properties energy into another form of energy electromagnetic radiation
objects. of particles. (P2) HS.PS3.B: Conservation of Energy and Energy Transfer and that the energy of
Energy cannot be created or destroyed, but it can be transported from one HS-PS3-4 Plan and conduct an electromagnetic radiation
place to another and transferred between systems. investigation to provide evidence that is frequency dependent.
the transfer of thermal energy when EK 1.D.2 goes beyond the
Uncontrolled systems always evolve toward more stable states that is, two components of different NGSS by specifically
toward more uniform energy distribution (e.g., water flows downhill, temperature are combined within a referring to photons.
objects hotter than their surrounding environment cool down). closed system results in a more
uniform energy distribution among
HS.PS3.D: Energy in Chemical Processes the components in the system (second
Although energy cannot be destroyed, it can be converted to less useful law of thermodynamics).
1.E Materials have 1.E.1 Matter has a MS.PS1.A: Structure and Properties of Matter MS-PS1-2 Analyze and interpret data AP EK 1.E.1 and the NGSS
many macroscopic property called Each pure substance has characteristic physical and chemical properties on the properties of substances before both describe density as a
properties that density. (P2) (for any bulk quantity under given conditions) that can be used to identify and after the substances interact to property that can be used
result from the it. determine if a chemical reaction has to identify a substance.
arrangement and occurred.
interactions of the MS.PS1.B: Chemical Reactions
atoms and Substances react chemically in characteristic ways. In a chemical process,
molecules that the atoms that make up the original substances are regrouped into
make up the different molecules, and these new substances have different properties
material. from those of the reactants.

1.E Materials have 1.E.2 Matter has a HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS establish a
many macroscopic property called Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative foundation for AP EK 1.E.2
properties that resistivity. (P1, P2) made of protons and neutrons, surrounded by electrons. properties of elements based on the by describing how atomic
result from the patterns of electrons in the outermost and molecular structure
arrangement and The periodic table orders elements horizontally by the number of protons energy level of atoms. and interactions
interactions of the in the atoms nucleus and places those with similar chemical properties in determine the properties
atoms and columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an of matter. EK 1.E.2 goes
molecules that electron states. investigation to gather evidence to beyond the NGSS by
make up the compare the structure of substances specifically highlighting
material. The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength resistivity.
by electrical forces within and between atoms. of electrical forces between particles.
HS.PS2.B: Types of Interactions HS-PS2-6 Communicate scientific and

Attraction and repulsion between electric charges at the atomic scale technical information about why the
explain the structure, properties, and transformations of matter, as well as molecular-level structure is important
the contact forces between material objects. in the functioning of designed
materials.*
1.E Materials have 1.E.3 Matter has a HS.PS1.A: Structure and Properties of Matter HS-PS1-1 Use the periodic table as a The NGSS establish a
many macroscopic property called Each atom has a charged substructure consisting of a nucleus, which is model to predict the relative foundation for AP EK 1.E.3
properties that thermal conductivity. made of protons and neutrons, surrounded by electrons. properties of elements based on the by identifying how the
result from the (P2) patterns of electrons in the outermost atomic and molecular
arrangement and The periodic table orders elements horizontally by the number of protons energy level of atoms structure and interactions
interactions of the in the atoms nucleus and places those with similar chemical properties in determine the properties
atoms and columns. The repeating patterns of this table reflect patterns of outer HS-PS1-3 Plan and conduct an of matter. NGSS HS.PS1.A
molecules that electron states. investigation to gather evidence to and HS.PS2.B can be
make up the compare the structure of substances applied to explain thermal
material. The structure and interactions of matter at the bulk scale are determined at the bulk scale to infer the strength conductivity, among other
by electrical forces within and between atoms. of electrical forces between particles. properties, and build an
understanding towards EK
HS.PS2.B: Types of Interactions HS-PS2-6 Communicate scientific and 1.E.3, which focuses
Attraction and repulsion between electric charges at the atomic scale technical information about why the specifically on the
explain the structure, properties, and transformations of matter, as well as molecular-level structure is important property of thermal
the contact forces between material objects. in the functioning of designed conductivity.
materials.*

2.A A field 2.A.1 A vector field MS.PS2.B: Types of Interactions MS-PS2-5 Conduct an investigation Both the NGSS and AP
associates a value gives, as a function of Forces that act at a distance (electric, magnetic, and gravitational) can be and evaluate the experimental design describe the concept of
of some physical position (and perhaps explained by fields that extend through space and can be mapped by their to provide evidence that fields exist fields of force determined
quantity with time), the value of a effect on a test object (a charged object, or a ball, respectively). between objects exerting forces on by mass or charge. NGSS
every point in physical quantity that each other even though the objects HS.PS2.B establishes a
space. Field is described by a HS.PS2.B: Types of Interactions are not in contact. foundation for
models are useful vector. (P1, P2) Newtons law of universal gravitation and Coulombs law provide the understanding vectors in
for describing mathematical models to describe and predict the effects of gravitational HS-PS2-4 Use mathematical AP EK 2.A.1.
interactions that and electrostatic forces between distant objects. representations of Newtons Law of
occur at a distance Gravitation and Coulombs Law to
(long-range forces) Forces at a distance are explained by fields (gravitational, electric, and describe and predict the gravitational
as well as a variety magnetic) permeating space that can transfer energy through space. and electrostatic forces between
of other physical Magnets or electric currents cause magnetic fields; electric charges or objects
phenomena. changing magnetic fields cause electric fields.
2.A A field 2.A.2 A scalar field HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical Both the NGSS and AP
associates a value gives, as a function of Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of describe the concept of
of some physical position (and perhaps mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to fields of force determined
quantity with time), the value of a and electrostatic forces between distant objects. describe and predict the gravitational by mass or charge. AP EK
every point in physical quantity that and electrostatic forces between 2.A.2 goes beyond the
space. Field is described by a Forces at a distance are explained by fields (gravitational, electric, and objects. NGSS by identifying scalar
models are useful scalar. In Physics 2, magnetic) permeating space that can transfer energy through space. fields.
for describing this should include Magnets or electric currents cause magnetic fields; electric charges or
interactions that electric potential. (P2) changing magnetic fields cause electric fields.
occur at a distance
(long-range forces)
as well as a variety
of other physical
phenomena.
2.B A gravitational 2.B.1 A gravitational HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical AP EK 2.B.1 and NGSS
field is caused by field g at the location Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of HS.PS2.B both describe
an object with of an object with mass mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to that gravitational force
mass. m causes a and electrostatic forces between distant objects. describe and predict the gravitational results from the
gravitational force of and electrostatic forces between interaction between the
magnitude mg to be Forces at a distance are explained by fields (gravitational, electric, and objects. mass of an object and the
exerted on the object magnetic) permeating space that can transfer energy through space. gravitational field
in the direction of the Magnets or electric currents cause magnetic fields; electric charges or (Newtons Law of
field. (P1) changing magnetic fields cause electric fields. Gravitation).

2.B A gravitational 2.B.2 The gravitational HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical AP EK 2.B.2 and NGSS
field is caused by field caused by a Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of HS.PS2.B both describe
an object with spherically symmetric mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to how the gravitational
mass. object with mass is and electrostatic forces between distant objects. describe and predict the gravitational force exerted on an object
radial and, outside the and electrostatic forces between by another object varies
object, varies as the Forces at a distance are explained by fields (gravitational, electric, and objects. with distance between
inverse square of the magnetic) permeating space that can transfer energy through space. the objects. The NGSS
radial distance from Magnets or electric currents cause magnetic fields; electric charges or establish a foundation for
the center of that changing magnetic fields cause electric fields. deeply understanding this
object. (P1) concept by describing
how fields explain forces
acting at a distance.
2.C An electric 2.C.1 The magnitude MS.PS2.B: Types of Interactions MS-PS2-3 Ask questions about data to AP EK 2.C.1 and the NGSS
field is caused by of the electric force F Electric and magnetic (electromagnetic) forces can be attractive or determine the factors that affect the both describe Coulomb's
an object with exerted on an object repulsive, and their sizes depend on the magnitudes of the charges, strength of electric and magnetic law. EK 2.C.1 goes beyond
electric charge. with electric charge q currents, or magnetic strengths involved and on the distances between forces. the NGSS by specifying
by an electric field interacting objects. the field of parallel plates.

is = . The HS-PS2-4 Use mathematical
HS.PS2.B: Types of Interactions representations of Newtons Law of
direction of the force
Newtons law of universal gravitation and Coulombs law provide the Gravitation and Coulombs Law to
is determined by the
mathematical models to describe and predict the effects of gravitational describe and predict the gravitational
direction of the field
and electrostatic forces between distant objects. and electrostatic forces between
and the sign of the
objects.
charge, with positively
Forces that act at a distance (electric, magnetic, and gravitational) can be
charged objects
explained by fields that extend through space and can be mapped by their
accelerating in the
effect on a test object (a charged object, or a ball, respectively).
direction of the field
and negatively
charged objects
accelerating in the
direction opposite the
field. This should
include a vector field
map for positive point
charges, negative
point charges,
spherically symmetric
charge distribution,
and uniformly charged
parallel plates. (P2)

2.C An electric 2.C.2 The magnitude HS.PS2.B: Types of Interaction HS-PS2-4 Use mathematical AP EK 2.C.2 and the NGSS
field is caused by of the electric field Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of both describe Coulomb's
an object with vector is proportional mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to law. EK 2.C.2 goes beyond
electric charge. to the net electric and electrostatic forces between distant objects. describe and predict the gravitational the NGSS by specifying
charge of the object(s) and electrostatic forces between types of contributing
creating that field. Forces at a distance are explained by fields (gravitational, electric, and objects. charges.
This includes positive magnetic) permeating space that can transfer energy through space.
point charges, Magnets or electric currents cause magnetic fields; electric charges or
negative point changing magnetic fields cause electric fields.
charges, spherically
symmetric charge
distributions, and
uniformly charged
parallel plates. (P2)
2.C An electric 2.C.3 The electric field HS.PS2.B: Types of Interaction HS-PS2-4 Use mathematical Both AP EK 2.C.3 and the
field is caused by outside a spherically Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of NGSS describe Coulomb's
an object with symmetric charged mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to law.
electric charge. object is radial and its and electrostatic forces between distant objects. describe and predict the gravitational
magnitude varies as and electrostatic forces between
the inverse square of Forces at a distance are explained by fields (gravitational, electric, and objects.
the radial distance magnetic) permeating space that can transfer energy through space.
from the center of Magnets or electric currents cause magnetic fields; electric charges or
that object. Electric changing magnetic fields cause electric fields.
field lines are not in
the curriculum.
Students will be
expected to rely only
on the rough intuitive
sense underlying field
lines, wherein the field
is viewed as analogous
to something
emanating uniformly
from a source. (P2)

2.D A magnetic 2.D.1 The magnetic HS.PS2.B: Types of Interactions HS-PS2-5 Plan and conduct an Both the NGSS and AP
field is caused by a field exerts a force on Newtons law of universal gravitation and Coulombs law provide the investigation to provide evidence that describe that electrical
magnet or a a moving electrically mathematical models to describe and predict the effects of gravitational an electric current can produce a and magnetic fields can
moving electrically charged object. That and electrostatic forces between distant objects. magnetic field and that a changing interact with one another.
charged object. magnetic force is magnetic field can produce an electric The NGSS establish a
Magnetic fields perpendicular to the Forces at a distance are explained by fields (gravitational, electric, and current. foundation for AP EK
observed in nature direction of velocity of magnetic) permeating space that can transfer energy through space. 2.D.1 by describing that
always seem to be the object and to the Magnets or electric currents cause magnetic fields; electric charges or electric currents
produced either by magnetic field and is changing magnetic fields cause electric fields. contribute to the
moving charged proportional to the production of magnetic
objects or by magnitude of the PS3.A: Definitions of Energy fields. EK 2.D.1 goes
magnetic dipoles charge, the magnitude Electrical energy may mean energy stored in a battery or energy beyond the NGSS and
or combinations of of the velocity, and transmitted by electric currents. builds on this
dipoles and never the magnitude of the understanding with the
by single poles. magnetic field. It also concepts of magnitude of
depends on the angle charge, and geometry,
between the velocity magnitude, and
and the magnetic field orientation of the field.
vectors. Treatment is
quantitative for angles
of 0, 90, or 180 and
qualitative for other
angles. (P2)
2.D A magnetic 2.D.2 The magnetic HS.PS2.B: Types of Interactions HS-PS2-5 Plan and conduct an Both the NGSS and AP
field is caused by a field vectors around a Newtons law of universal gravitation and Coulombs law provide the investigation to provide evidence that describe interactions
magnet or a straight wire that mathematical models to describe and predict the effects of gravitational an electric current can produce a between electric currents
moving electrically carries electric current and electrostatic forces between distant objects. magnetic field and that a changing and magnetic fields. AP EK
charged object. are tangent to magnetic field can produce an electric 2.D.2 builds on the
Magnetic fields concentric circles Forces at a distance are explained by fields (gravitational, electric, and current. conceptual foundation
observed in nature centered on the wire. magnetic) permeating space that can transfer energy through space. established in the NGSS
always seem to be The field has no Magnets or electric currents cause magnetic fields; electric charges or with more sophisticated
produced either by component toward changing magnetic fields cause electric fields. concepts of magnitude
moving charged the current-carrying and orientation of the
objects or by wire. (P2) PS3.A: Definitions of Energy field.
magnetic dipoles Electrical energy may mean energy stored in a battery or energy
or combinations of transmitted by electric currents.
dipoles and never
by single poles.

3.A All forces 3.A.1 An observer in a MS.PS2.A: Forces and Motion MS-PS2-2 Plan an investigation to The NGSS and AP both
share certain particular reference The motion of an object is determined by the sum of the forces acting on it; provide evidence that the change in describe observable
common frame can describe if the total force on the object is not zero, its motion will change. The an objects motion depends on the quantities that must be
characteristics the motion of an greater the mass of the object, the greater the force needed to achieve the sum of the forces on the object and defined and described
when considered object using such same change in motion. For any given object, a larger force causes a larger the mass of the object. from a specific frame of
by observers in quantities as position, change in motion. reference.
inertial reference displacement, HS-PS2-1 Analyze data to support the
frames. distance, velocity, All positions of objects and the directions of forces and motions must be claim that Newtons second law of
speed, and described in an arbitrarily chosen reference frame and arbitrarily chosen motion describes the mathematical
acceleration. (P1) units of size. In order to share information with other people, these choices relationship among the net force on a
must also be shared. macroscopic object, its mass, and its
acceleration.
Newtons second law accurately predicts changes in the motion of HS-PS2-2 Use mathematical
macroscopic objects. representations to support the claim
that the total momentum of a system
Momentum is defined for a particular frame of reference; it is the mass of objects is conserved when there is
times the velocity of the object. no net force on the system
If a system interacts with objects outside itself, the total momentum of the
system can change; however, any such change is balanced by changes in
the momentum of objects outside the system.

3.A All forces 3.A.2 Forces are MS.PS2.A: Forces and Motion MS-PS2-2 Plan an investigation to AP EK 3.A.2 and NGSS
share certain described by vectors. The motion of an object is determined by the sum of the forces acting on it; provide evidence that the change in HS.PS2.A and MS.PS2.A
common (P1, P2) if the total force on the object is not zero, its motion will change. The an objects motion depends on the describe the change in the
characteristics greater the mass of the object, the greater the force needed to achieve the sum of the forces on the object and motion of an object due
when considered same change in motion. For any given object, a larger force causes a larger the mass of the object. to net force acting on it.
by observers in change in motion. EK 3.A.2 builds on the
inertial reference HS-PS2-1 Analyze data to support the NGSS by including vector
frames. All positions of objects and the directions of forces and motions must be claim that Newtons second law of descriptions of forces,
described in an arbitrarily chosen reference frame and arbitrarily chosen motion describes the mathematical which allow for more
units of size. In order to share information with other people, these choices relationship among the net force on a sophisticated descriptions
must also be shared. macroscopic object, its mass, and its of the resulting motion.
acceleration.
Newtons second law accurately predicts changes in the motion of
macroscopic objects.
3.A All forces 3.A.3 A force exerted MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newtons Third Law Both AP and the NGSS
share certain on an object is always For any pair of interacting objects, the force exerted by the first object on to design a solution to a problem describe how objects
common due to the interaction the second object is equal in strength to the force that the second object involving the motion of two colliding interact with one another
characteristics of that object with exerts on the first, but in the opposite direction (Newtons third law). objects. through forces.
when considered another object. (P1,
by observers in P2)
inertial reference
frames.
3.A All forces 3.A.4 If one object MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newtons Third Law The NGSS and AP both
share certain exerts a force on a For any pair of interacting objects, the force exerted by the first object on to design a solution to a problem describe how objects
common second object, the the second object is equal in strength to the force that the second object involving the motion of two colliding interact with one another
characteristics second object always exerts on the first, but in the opposite direction (Newtons third law). objects. through forces.
when considered exerts a force of equal
by observers in magnitude on the first
inertial reference object in the opposite
frames. direction. (P1, P2)

3.B Classically, the 3.B.1 If an object of MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newtons Third Law The NGSS and AP both
acceleration of an interest interacts with For any pair of interacting objects, the force exerted by the first object on to design a solution to a problem describe how objects
object interacting several other objects, the second object is equal in strength to the force that the second object involving the motion of two colliding interact through forces.
with other objects the net force is the exerts on the first, but in the opposite direction (Newtons third law). objects. NGSS MS.PS2.A identifies
can be predicted vector sum of the Newton's third law and
individual forces. (P1, HS.PS2.A: Forces and Motion HS-PS2-1 Analyze data to support the NGSS HS.PS2.A identifies
by using = .
P2) Newtons second law accurately predicts changes in the motion of claim that Newtons second law of Newton's second law.
macroscopic objects. motion describes the mathematical Each law contributes to an
relationship among the net force on a understanding of the
macroscopic object, its mass, and its interaction between
acceleration. several objects described
in AP EK 3.B.1. EK 3.B.1
diverges from the NGSS
by identifying the idea of
expressing forces as a
vector sum.
3.C At the 3.C.1 Gravitational MS.PS2.B: Types of Interaction MS-PS2-4 Construct and present Both the NGSS and AP
macroscopic level, force describes the Gravitational forces are always attractive. There is a gravitational force arguments using evidence to support describe Newton's law of
forces can be interaction of one between any two masses, but it is very small except when one or both of the claim that gravitational universal gravitation.
categorized as object that has mass the objects have large masse.g., Earth and the sun. interactions are attractive and depend
either long-range with another object on the masses of interacting objects.
(action-at-a- that has mass. (P1) HS.PS2.B: Types of Interactions
distance) forces or Newtons law of universal gravitation and Coulombs law provide the HS-PS2-4 Use mathematical
contact forces. mathematical models to describe and predict the effects of gravitational representations of Newtons Law of
describe and predict the gravitational
Forces at a distance are explained by fields (gravitational, electric, and and electrostatic forces between
magnetic) permeating space that can transfer energy through space. objects.
3.C At the 3.C.2 Electric force HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical Both the NGSS and AP
macroscopic level, results from the Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of describe the electrostatic
forces can be interaction of one mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to forces between objects.
categorized as object that has an and electrostatic forces between distant objects. describe and predict the gravitational
either long-range electric charge with and electrostatic forces between
(action-at-a- another object that Forces at a distance are explained by fields (gravitational, electric, and objects.
distance) forces or has an electric charge. magnetic) permeating space that can transfer energy through space.
contact forces. (P1, P2) Magnets or electric currents cause magnetic fields; electric charges or

3.C At the 3.C.3 A magnetic force MS.PS2.B: Types of Interactions MS-PS2-5 Conduct an investigation AP EK 3.C.3 and the NGSS
macroscopic level, results from the Forces that act at a distance (electric, magnetic, and gravitational) can be and evaluate the experimental design both describe forces
forces can be interaction of a explained by fields that extend through space and can be mapped by their to provide evidence that fields exist between objects. EK 3.C.3
categorized as moving charged object effect on a test object (a charged object, or a ball, respectively). between objects exerting forces on diverges from the NGSS
either long-range or a magnet with each other even though the objects by identifying concepts
(action-at-a- other moving charged are not in contact. related to the sources and
distance) forces or objects or another orientations of a magnetic
contact forces. magnet. (P2) field as well the force on
moving charged particles.
3.D A force 3.D.1 The change in HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 3.D.1 and NGSS
exerted on an momentum of an Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
object can change object is a vector in times the velocity of the object. that the total momentum of a system that forces exerted on a
the momentum of the direction of the of objects is conserved when there is system can change the
the object. net force exerted on If a system interacts with objects outside itself, the total momentum of the no net force on the system. momentum of the system.
the object. (P1) system can change; however, any such change is balanced by changes in The NGSS limits vector
the momentum of objects outside the system. HS-PS2-3 Apply scientific and calculations to one-
engineering ideas to design, evaluate, dimensional vectors.
and refine a device that minimizes the
force on a macroscopic object during a
collision.*
3.D A force 3.D.2 The change in HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 3.D.2 and NGSS
exerted on an momentum of an Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
object can change object occurs over a times the velocity of the object. that the total momentum of a system that momentum is
the momentum of time interval. (P1) of objects is conserved when there is defined for a specific
the object. If a system interacts with objects outside itself, the total momentum of the no net force on the system. reference frame; in this
system can change; however, any such change is balanced by changes in case, a specific time
the momentum of objects outside the system. HS-PS2-3 Apply scientific and interval.
engineering ideas to design, evaluate,
collision.*

3.E A force exerted 3.E.1 The change in MS.PS3.A: Definitions of Energy MS-PS3-1 Construct and interpret The NGSS and AP both
on an object can the kinetic energy of Motion energy is properly called kinetic energy; it is proportional to the graphical displays of data to describe describe kinetic energy
change the kinetic an object depends on mass of the moving object and grows with the square of its speed. the relationships of kinetic energy to and its relationship to the
energy of the the force exerted on the mass of an object and to the speed motion and mass of
object the object and on the MS.PS3.B: Conservation of Energy and Energy Transfer of an object. objects (at all scales).
displacement of the When the motion energy of an object changes, there is inevitably some They also both describe
object during the time other change in energy at the same time. MS-PS3-2 Develop a model to that the motion of an
interval that the force describe that when the arrangement object changes as a result
is exerted. (P1) HS.PS3.B: Mathematical expressions, which quantify how the stored of objects interacting at a distance of forces exerted on the
energy in a system depends on its configuration (e.g. relative positions of changes, different amounts of object.
charged particles, compression of a spring) and how kinetic energy potential energy are stored in the
depends on mass and speed, allow the concept of conservation of energy system.
to be used to predict and describe system behavior.
MS-PS3-5 Construct, use, and present
MS.PS3.C: Relationship Between Energy and Forces arguments to support the claim that
When two objects interact, each one exerts a force on the other that can when the kinetic energy of an object
cause energy to be transferred to or from the object. changes, energy is transferred to or
from the object.
When two objects interacting through a field change relative position, the HS-PS3-1 Create a computational
energy stored in the field is changed. model to calculate the change in the
energy of one component in a system
when the change in energy of the
other component(s) and energy flows
in and out of the system are known.
HS-PS3-5 Develop and use a model of

two objects interacting through
electric or magnetic fields to illustrate
the forces between objects and the
changes in energy of the objects due
to the interaction.

3.G Certain types 3.G.1 Gravitational MS.ESS1.A: The Universe and Its Stars MS-ESS1-2 Develop and use a model Both the AP and NGSS
forces are forces are exerted at Earth and its solar system are part of the Milky Way galaxy, which is one of to describe the role of gravity in the describe that gravitational
considered all scales and many galaxies in the universe. motions within galaxies and the solar forces exist at varying
fundamental. dominate at the system. scales, and both
largest distance and MS.ESS1.B: Earth and the Solar System emphasize that gravity
mass scales. (P1, P2) The solar system consists of the sun and a collection of objects, including HS-PS2-4 Use mathematical plays a critical role in
planets, their moons, and asteroids that are held in orbit around the sun by representations of Newtons Law of governing interactions
its gravitational pull on them. Gravitation and Coulombs Law to between objects and
describe and predict the gravitational extremely large spatial
The solar system appears to have formed from a disk of dust and gas, and electrostatic forces between and mass scales (e.g.,
drawn together by gravity. objects. stellar scales).
HS.PS2.B: Types of Interactions HS-ESS1-4 Use mathematical or

Newtons law of universal gravitation and Coulombs law provide the computational representations to
mathematical models to describe and predict the effects of gravitational predict the motion of orbiting objects
and electrostatic forces between distant objects. in the solar
system.
Forces at a distance are explained by fields (gravitational, electric, and
HS.PS4.B Electromagnetic Radiation

Atoms of each element emit and absorb characteristic frequencies of light.
These characteristics allow identification of the presence of an element,
even in microscopic quantities.
HS.ESS1.B: Earth and the Solar System

Keplers laws describe common features of the motions of orbiting objects,
including their elliptical paths around the sun. Orbits may change due to
the gravitational effects from, or collisions with, other objects in the solar
system.

3.G Certain types 3.G.2 Electromagnetic HS.PS2.B: Types of Interactions HS-PS2-4 Use mathematical Both the AP and the NGSS
forces are forces are exerted at Newtons law of universal gravitation and Coulombs law provide the representations of Newtons Law of describe electromagnetic
considered all scales and can mathematical models to describe and predict the effects of gravitational Gravitation and Coulombs Law to forces involving charged
fundamental. dominate at the and electrostatic forces between distant objects. describe and predict the gravitational objects. The NGSS
human scale. (P2) and electrostatic forces between establish a foundation for
Forces at a distance are explained by fields (gravitational, electric, and objects. understanding AP EK
magnetic) permeating space that can transfer energy through space. 3.G.2 by developing an
Magnets or electric currents cause magnetic fields; electric charges or HS-PS4-3 Evaluate the claims, understanding of physical
changing magnetic fields cause electric fields. evidence, and reasoning behind the interactions between
idea that electromagnetic radiation electrically charged
HS.PS4.B: Electromagnetic Radiation can be described either by a wave objects (this
Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled model or a particle model, and that for understanding builds
as a wave of changing electric and magnetic fields or as particles called some situations one model is more across grade levels in the
photons. The wave model is useful for explaining many features of useful than the other. NGSS), electric and
electromagnetic radiation, and the particle model explains other features. magnetic fields, and the
energy transfer/transport
resulting from
electromagnetic field
propagation (EM
radiation).
3.G Certain types 3.G.3 The strong force HS.PS1.C: Nuclear Processes HS-PS1-8 Develop models to illustrate The NGSS establish a
forces are is exerted at nuclear Nuclear processes, including fusion, fission, and radioactive decays of the changes in the composition of the foundation for
considered scales and dominates unstable nuclei, involve release or absorption of energy. The total number nucleus of the atom and the energy understanding the strong
fundamental. the interactions of of neutrons plus protons does not change in any nuclear process. released during the processes of force, and the scale at
nucleons. (P2) fission, fusion, and radioactive decay. which its impact is
HS.PS3.D: Energy in Chemical Processes and Everyday Life dominant, by describing
Nuclear Fusion processes in the center of the sun release the energy that HS-ESS1-1 Develop a model based on nuclear processes as well
ultimately reaches Earth as radiation. evidence to illustrate the life span of as what happens to
the sun and the role of nuclear fusion nuclear particles (e.g.,
HS.ESS1.A: The Universe and Its Stars in the suns core to release energy protons and neutrons)
The star called the sun is changing and will burn out over a lifespan of that eventually reaches Earth in the during those processes.
approximately 10 billion years. form of radiation. AP EK 3.G.3 goes beyond
the NGSS by explicitly
The study of stars light spectra and brightness is used to identify HS-ESS1-3 Communicate scientific considering the strong
compositional elements of stars, their movements, and their distances ideas about the way stars, over their force as the force that
from Earth. life cycle, produce elements. holds a nucleus together,
and governs the
Other than the hydrogen and helium formed at the time of the Big Bang, interactions at the nuclear
nuclear fusion within stars produces all atomic nuclei lighter than and scale.
stage and explode.

4.A The 4.A.1 The linear MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newtons Third Law The NGSS and AP both
acceleration of the motion of a system For any pair of interacting objects, the force exerted by the first object on to design a solution to a problem describe observable
center of mass of a can be described by the second object is equal in strength to the force that the second object involving the motion of two colliding quantities that must be
system is related the displacement, exerts on the first, but in the opposite direction (Newtons third law). bjects.* defined and described
to the net force velocity, and from a specific frame of
exerted on the acceleration of its The motion of an object is determined by the sum of the forces acting on it; MS-PS2-2 Plan an investigation to reference. AP 4.A.1
system, where = center of mass. (P1) if the total force on the object is not zero, its motion will change. The provide evidence that the change in explicitly describes this

greater the mass of the object, the greater the force needed to achieve the an objects motion depends on the understanding for the
. same change in motion. For any given object, a larger force causes a larger sum of the forces on the object and linear motion of an object.
change in motion. the mass of the object.
All positions of objects and the directions of forces and motions must be HS-PS2-1 Analyze data to support the
described in an arbitrarily chosen reference frame and arbitrarily chosen claim that Newtons second law of
units of size. In order to share information with other people, these choices motion describes the mathematical
must also be shared. relationship
among the net force on a macroscopic
HS.PS2.A: Forces and Motion object, its mass, and its acceleration.
macroscopic objects. HS-PS2-2 Use mathematical
representations to support the claim
Momentum is defined for a particular frame of reference; it is the mass that the total momentum of a system
times the velocity of the object. of objects is conserved when there is
no net force on the system.

4.A The 4.A.2 The acceleration MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newtons Third Law The NGSS and AP both
acceleration of the is equal to the rate of For any pair of interacting objects, the force exerted by the first object on to design a solution to a problem describe observable
center of mass of a change of velocity the second object is equal in strength to the force that the second object involving the motion of two colliding quantities that must be
system is related with time, and velocity exerts on the first, but in the opposite direction (Newtons third law). objects.* defined and described
to the net force is equal to the rate of from a specific frame of
exerted on the change of position The motion of an object is determined by the sum of the forces acting on it; MS-PS2-2 Plan an investigation to reference. AP EK 4.A.2
system, where = with time. if the total force on the object is not zero, its motion will change. The provide evidence that the change in diverges from NGSS

(P1) greater the mass of the object, the greater the force needed to achieve the an objects motion depends on the HS.PS2.A by identifying
. same change in motion. For any given object, a larger force causes a larger sum of the forces on the object and force and acceleration as
change in motion. the mass of the object. vectors.
All positions of objects and the directions of forces and motions must be HS-PS2-1 Analyze data to support the
described in an arbitrarily chosen reference frame and arbitrarily chosen claim that Newtons second law of
units of size. In order to share information with other people, these choices motion describes the mathematical
must also be shared. relationship among the net force on a
macroscopic object, its mass, and its
HS.PS2.A: Forces and Motion acceleration.
macroscopic objects. HS-PS2-2 Use mathematical
representations to support the claim
Momentum is defined for a particular frame of reference; it is the mass that the total momentum of a system
times the velocity of the object. of objects is conserved when there is
no net force on the system.
4.B Interactions 4.B.1 The change in HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 4.B.1 and NGSS
with other objects linear momentum for Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
or systems can a constant-mass times the velocity of the object. that the total momentum of a system the concept of
change the total system is the product of objects is conserved when there is momentum.
linear momentum of the mass of the If a system interacts with objects outside itself, the total momentum of the no net force on the system.
of a system. system and the system can change; however, any such change is balanced by changes in
change in velocity of the momentum of objects outside the system.
the center of mass.
(P1)

4.B Interactions 4.B.2 The change in HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 4.B.2 and NGSS
with other objects linear momentum of Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
or systems can the system is given by times the velocity of the object. that the total momentum of a system momentum as an
change the total the product of the of objects is conserved when there is interaction between the
linear momentum average force on that If a system interacts with objects outside itself, the total momentum of the no net force on the system. velocity of an object at a
of a system. system and the time system can change; however, any such change is balanced by changes in given time interval and its
interval during which the momentum of objects outside the system. HS-PS2-3 Apply scientific and mass. EK 4.B.2 builds on
the force is exerted. engineering ideas to design, evaluate, conceptual ideas about
(P1) and refine a device that minimizes the momentum and velocity
force on a macroscopic object during a in the NGSS by describing
collision.* changes in momentum in
terms of the change in
force over a relevant time
interval.
4.C Interactions 4.C.1 The energy of a MS.PS3.A: Definitions of Energy MS-PS3-2 Develop a model to Both the NGSS and AP
with other objects system includes its A system of objects may also contain stored (potential) energy, depending describe that when the arrangement define energy and identify
or systems can kinetic energy, on their relative positions. of objects interacting at a distance examples of different
change the total potential energy, and changes, different amounts of types of energy within
energy of a microscopic internal MS.PS3.C: Relationship Between Energy and Forces potential energy are stored in the systems. AP EK 4.C.1 goes
system. energy. Examples When two objects interact, each one exerts a force on the other that can system. beyond the NGSS by
should include cause energy to be transferred to or from the object. including elastic potential
gravitational potential HS-PS3-2 Develop and use models to energy as an example.
energy, elastic HS.PS3.A: Definitions of Energy illustrate that energy at the
potential energy, and Energy is a quantitative property of a system that depends on the motion macroscopic scale can be accounted
kinetic energy. (P1) and interactions of matter and radiation within that system. That there is a for as a combination of energy
single quantity called energy is due to the fact that a systems total energy associated with the motions of
is conserved, even as, within the system, energy is continually transferred particles (objects) and energy
from one object to another and between its various possible forms. associated with the relative position of
particles (objects).
At the macroscopic scale, energy manifests itself in multiple ways, such as
in motion, sound, light, and thermal energy.

some cases the relative position energy can be thought of as stored in fields
(which mediate interactions between particles). This last concept includes
radiation, a phenomenon in which energy stored in fields moves across
space.

4.C Interactions 4.C.2 Mechanical MS.PS3.B: Conservation of Energy and Energy Transfer MS-PS3-5 Construct, use, and present Both the AP and NGSS
with other objects energy (the sum of When the motion energy of an object changes, there is inevitably some arguments to support the claim that describe that energy is
or systems can kinetic and potential other change in energy at the same time. when the kinetic energy of an object transferred into or out of
change the total energy) is transferred changes, energy is transferred to or a system when the
energy of a into or out of a system HS.PS3.C: Relationship Between Energy and Forces from the object. motion energy of an
system. when an external When two objects interacting through a field change relative position, the object changes as a result
force is exerted on a energy stored in the field is changed. HS-PS3-5 Develop and use a model of of an applied force. AP EK
system such that a two objects interacting through 4.C.2 diverges from the
component of the electric or magnetic fields to illustrate NGSS by defining work as
force is parallel to its the forces between objects and the the vector of the product
displacement. The changes in energy of the objects due between the force and
process through which to the interaction. displacement.
the energy is
transferred is called
work. (P1)
4.C Interactions 4.C.3 Energy is MS.PS3.A: Definitions of Energy MS-PS3-3 Apply scientific principles to Both the NGSS and AP
with other objects transferred Temperature is a measure of the average kinetic energy of particles of design, construct, and test a device describe thermal energy
or systems can spontaneously from a matter. The relationship between the temperature and the total energy of that either minimizes or maximizes transfer. AP EK 4.C.3
change the total higher temperature a system depends on the types, states, and amounts of matter present. thermal energy transfer diverges from the NGSS
energy of a system to a lower by including processes of
system. temperature system. MS.PS3.B: Conservation of Energy and Energy Transfer MS-PS3-4 Plan an investigation to thermal energy transfer, a
This process of Energy is spontaneously transferred out of hotter regions or objects and determine the relationships among discussion of scales of
transferring energy is into colder ones. the energy transferred, the type of energy transfer, and a
called heating. The matter, the mass, and the change in discussion of molecular
amount of energy The amount of energy transfer needed to change the temperature of a the average kinetic energy of the motion.
transferred is called matter sample by a given amount depends on the nature of the matter, the particles as measured by the
heat. (P2) size of the sample, and the environment. temperature of the sample.
HS.PS3.B: Conservation of Energy and Energy Transfer HS-PS3-4 Plan and conduct an
Energy cannot be created or destroyed, but it can be transported from one investigation to provide evidence that
place to another and transferred between systems. the transfer of thermal energy when
two components of different
Uncontrolled systems always evolve toward more stable statesthat is, temperature are combined within a
toward more uniform energy distribution (e.g., water flows downhill, closed system results in a more
objects hotter than their surrounding environment cool down). uniform energy distribution among
the components in the system (second
HS.PS3.D: Energy in Chemical Processes law of thermodynamics).

4.C Interactions 4.C.4 Mass can be HS.PS1.C: Nuclear Processes HS-PS1-8 Develop models to illustrate The NGSS and AP EK 4.C.4
with other objects converted into energy, Nuclear processes, including fusion, fission, and Nuclear processes, the changes in the composition of the both describe the idea
or systems can and energy can be including fusion, fission, and radioactive decays of unstable nuclei, involve nucleus of the atom and the energy that nuclear processes
change the total converted into mass. release or absorption of energy. The total number of neutrons plus protons released during the processes of include fission, fusion, and
energy of a (P2) does not change in any nuclear process. fission, fusion, and radioactive decay. nuclear decay, and that
system. these processes involve
HS.PS3.D: Energy in Chemical Processes and Everyday Life HS-ESS1-1 Develop a model based on the absorption and
Nuclear Fusion processes in the center of the sun release the energy that evidence to illustrate the life span of emission of energy. NGSS
ultimately reaches Earth as radiation. the sun and the role of nuclear fusion HS.PS1.C also identifies
in the suns core to release energy that the total number of
HS.ESS1.A: The Universe and Its Stars that eventually reaches Earth in the nucleons does not change
The star called the sun is changing and will burn out over a lifespan of form of radiation. during these processes.
approximately 10 billion years. EK 4.C.4 part a expands
on these ideas, by
explaining how mass can
be converted to energy
and vice versa.
4.E The electric 4.E.2 Changing HS.PS2.B: Types of Interactions HS-PS2-5 Plan and conduct an AP EK 4.E.2 and NGSS
and magnetic magnet flux induces Newtons law of universal gravitation and Coulombs law provide the investigation to provide evidence that HS.PS2.B both describe
properties of a an electric field that mathematical models to describe and predict the effects of gravitational an electric current can produce a the connection between
system can change can establish an and electrostatic forces between distant objects. magnetic field and that a changing magnetic fields and
in response to the induced emf in a magnetic field can produce an electric electric currents. EK 4.E.2
presence of, or system. (P2) Forces at a distance are explained by fields (gravitational, electric, and current. goes beyond the NGSS by
changes in, other magnetic) permeating space that can transfer energy through space. discussing magnetic flux
objects or Magnets or electric currents cause magnetic fields; electric charges or and conservation of
systems. changing magnetic fields cause electric fields. energy.
HS.PS3.A: Definitions of Energy

Electrical energy may mean energy stored in a battery or energy
transmitted by electric currents.
5.A Certain 5.A.1 A system is an HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical The NGSS establish an
quantities are object or a collection Momentum is defined for a particular frame of reference; it is the mass representations to support the claim understanding for systems
conserved, in the of objects. The objects times the velocity of the object. that the total momentum of a system and interactions within
sense that the are treated as having of objects is conserved when there is and between systems. AP
changes of those no internal structure. If a system interacts with objects outside itself, the total momentum of the no net force on the system. EK 5.A.1 explicitly includes
quantities in a (P1) system can change; however, any such change is balanced by changes in a discussion of systems
given system are the momentum of objects outside the system. without internal
always equal to structures, which may
the transfer of support understanding
that quantity to or how systems are defined.
from the system
by all possible
interactions with
other systems.

5.A Certain 5.A.2 For all systems HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 5.A.2 and the NGSS
quantities are under all Momentum is defined for a particular frame of reference; it is the mass representations to support the claim both describe ideas of
conserved, in the circumstances, times the velocity of the object. that the total momentum of a system momentum, systems of
sense that the energy, charge, linear of objects is conserved when there is objects, and conservation
changes of those momentum, and If a system interacts with objects outside itself, the total momentum of the no net force on the system. of energy. EK 5.A.2 goes
quantities in a angular momentum system can change; however, any such change is balanced by changes in beyond the NGSS by
given system are are conserved. For an the momentum of objects outside the system. HS-PS2-3 Apply scientific and defining open and closed
always equal to isolated or a closed engineering ideas to design, evaluate, systems.
the transfer of system, conserved HS.PS3.A: Definitions of Energy and refine a device that minimizes the
that quantity to or quantities are Energy is a quantitative property of a system that depends on the motion force on a macroscopic object during a
from the system constant. An open and interactions of matter and radiation within that system. That there is a collision.*
by all possible system is one that single quantity called energy is due to the fact that a systems total energy
interactions with exchanges any is conserved, even as, within the system, energy is continually transferred HS-PS3-1 Create a computational
other systems. conserved quantity from one object to another and between its various possible forms. model to calculate the change in the
with its surroundings. energy of one component in a system
(P1) At the macroscopic scale, energy manifests itself in multiple ways, such as when the change in energy of the
in motion, sound, light, and thermal energy. other component(s) and energy flows
in and out of the system are known.
which all of the different manifestations of energy can be modeled as a HS-PS3-2 Develop and use models to
combination of energy associated with the motion of particles and energy illustrate that energy at the
associated with the configuration (relative position of the particles). In macroscopic scale can be accounted
some cases the relative position energy can be thought of as stored in fields for as a combination of energy
(which mediate interactions between particles). This last concept includes associated with the motions of
radiation, a phenomenon in which energy stored in fields moves across particles (objects) and energy
space. associated with the relative position of
particles (objects).
Conservation of energy means that the total change of energy in any HS-PS3-3 Design, build, and refine a
system is always equal to the total energy transferred into or out of the device that works within given
system. constraints to convert one form of
energy into another form of energy.*


5.B The energy of 5.B.1 Classically, an HS.PS3.A: Definitions of Energy HS-PS3-2 Develop and use models to AP EK 5.B.1 and NGSS
a system is object can only have Energy is a quantitative property of a system that depends on the motion illustrate that energy at the MS.PS3.A both describe
conserved. kinetic energy since and interactions of matter and radiation within that system. That there is a macroscopic scale can be accounted that energy can be
potential energy single quantity called energy is due to the fact that a systems total energy for as a combination of energy associated with motion of
requires an interaction is conserved, even as, within the system, energy is continually transferred associated with the motions of an object (kinetic energy),
between two or more from one object to another and between its various possible forms. particles (objects) and energy and that relative positions
objects. (P1) associated with the relative positions between objects requires
At the macroscopic scale, energy manifests itself in multiple ways, such as of particles (objects). more than one object.
in motion, sound, light, and thermal energy. Both the NGSS and AP
emphasize system
These relationships are better understood at the microscopic scale, at definition, and that
which all of the different manifestations of energy can be modeled as a energy interactions and
combination of energy associated with the motion of particles and energy measurements are
associated with the configuration (relative position of the particles). In dependent on how a
some cases the relative position energy can be thought of as stored in fields system is defined and the
(which mediate interactions between particles). This last concept includes scale at which it is
radiation, a phenomenon in which energy stored in fields moves across examined (e.g., if a system
space. is a single object at the
macro scale, potential
energy cannot be
defined).

5.B The energy of 5.B.2 A system with HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational AP EK 5.B.2 and the NGSS
a system is internal structure can Energy is a quantitative property of a system that depends on the motion model to calculate the change in the both describe that energy
conserved. have internal energy, and interactions of matter and radiation within that system. That there is a energy of one component in a system can be associated with a
and changes in a single quantity called energy is due to the fact that a systems total energy when the c change in energy of the system of interacting
system's internal is conserved, even as, within the system, energy is continually transferred other component(s) and energy flows objects through motion
structure can result in from one object to another and between its various possible forms. in and out of the system are known. and positions of objects
changes in internal (e.g., particles,
energy. [Physics 1: At the macroscopic scale, energy manifests itself in multiple ways, such as HS-PS3-2 Develop and use models to macroscopic objects)
includes mass-spring in motion, sound, light, and thermal energy. illustrate that energy at the within a given system.
oscillators and simple macroscopic scale can be accounted
pendulums. Physics 2: These relationships are better understood at the microscopic scale, at for as a combination of energy
includes charged which all of the different manifestations of energy can be modeled as a associated with the motions of
object in electric fields combination of energy associated with the motion of particles and energy particles (objects) and energy
and examining associated with the configuration (relative position of the particles). In associated with the
changes in internal some cases the relative position energy can be thought of as stored in fields relative position of particles (objects).
energy with changes (which mediate interactions between particles). This last concept includes
in configuration] (P1, radiation, a phenomenon in which energy stored in fields moves across
P2) space.

system.



5.B The energy of 5.B.3 A system with MS.PS3.A: Definitions of Energy MS-PS3-2 Develop a model to AP EK 5.B.3 and the NGSS
a system is internal structure can A system of objects may also contain stored (potential) energy, depending describe that when the arrangement both describe that a
conserved. have potential energy. on their relative positions. of objects interacting at a distance system can have potential
Potential energy exists changes, different amounts of energy. EK 5.B.3 diverges
within a system if the MS.PS3.C: Relationship Between Energy and Forces potential energy are stored in the from the NGSS by
objects within that When two objects interact, each one exerts a force on the other that can system. developing ideas about
system interact with cause energy to be transferred to or from the object. conservative forces.
conservative forces. HS-PS3-1 Create a computational
(P1) HS.PS3.A: Definitions of Energy model to calculate the change in the
Energy is a quantitative property of a system that depends on the motion energy of one component in a system
and interactions of matter and radiation within that system. That there is a when change in energy of the other
single quantity called energy is due to the fact that a systems total energy component(s) and energy flows in and
is conserved, even as, within the system, energy is continually transferred out of the system are known.
from one object to another and between its various possible forms.
HS-PS3-2 Develop and use models to
At the macroscopic scale, energy manifests itself in multiple ways, such as illustrate that energy at the
in motion, sound, light, and thermal energy. macroscopic scale can be accounted
for as a combination of energy
These relationships are better understood at the microscopic scale, at associated with the motions of
which all of the different manifestations of energy can be modeled as a particles (objects) and energy
combination of energy associated with the motion of particles and energy associated with the relative position of
associated with the configuration (relative position of the particles). In particles (objects).
space.

system.



5.B The energy of 5.B.4 The internal MS.PS3.A: Definitions of Energy MS-PS3-4 Plan an investigation to AP EK 5.B.4 and the NGSS
a system is energy of a system Temperature is a measure of the average kinetic energy of particles of determine the relationships among both describe that a
conserved. includes the kinetic matter. The relationship between the temperature and the total energy of the energy transferred, the type of system can have potential
energy of the objects a system depends on the types, states, and amounts of matter present. matter, the mass, and the change in and kinetic energy.
that make up the the average kinetic energy of the
system and the MS.PS3.B: Conservation of Energy and Energy Transfer particles as measured by the
potential energy of The amount of energy transfer needed to change the temperature of a temperature of the sample.
configuration of the matter sample by a given amount depends on the nature of the matter, the
objects that make up size of the sample, and the environment. HS-PS3-1 Create a computational
the system. (P1, P2) model to calculate the change in the
HS.PS3.A: Definitions of Energy energy of one component in a system
Energy is a quantitative property of a system that depends on the motion when change in energy of the other
and interactions of matter and radiation within that system. That there is a component(s) and energy flows in and
single quantity called energy is due to the fact that a systems total energy out of the system are known.
from one object to another and between its various possible forms. HS-PS3-2 Develop and use models to
illustrate that energy at the
At the macroscopic scale, energy manifests itself in multiple ways, such as macroscopic scale can be accounted
in motion, sound, light, and thermal energy. for as a combination of energy
These relationships are better understood at the microscopic scale, at particles (objects) and energy
which all of the different manifestations of energy can be modeled as a associated with the relative position of
combination of energy associated with the motion of particles and energy particles (objects).
space.

system.



5.B The energy of 5.B.5 Energy can be HS.PS3.A: Definitions of Energy HS-PS3-1 Create a computational AP EK 5.B.5 and the NGSS
a system is transferred by an Energy is a quantitative property of a system that depends on the motion model to calculate the change in the both describe that energy
conserved. external force exerted and interactions of matter and radiation within that system. That there is a energy of one component in a system can be transferred into or
on an object or system single quantity called energy is due to the fact that a systems total energy when change in energy of the other out of a system. NGSS
that moves the object is conserved, even as, within the system, energy is continually transferred component(s) and energy flows in and HS.PS3.C makes the
or system through a from one object to another and between its various possible forms. out of the system are known. connection between force
distance. This process (only electric or magnetic)
is called doing work on At the macroscopic scale, energy manifests itself in multiple HS-PS3-3 Design, build, and refine a and the change in energy.
a system. The amount ways, such as in motion, sound, light, and thermal energy. device that works within given EK 5.B.5 goes beyond the
of energy transferred constraints to convert one form of NGSS by developing ideas
by this mechanical HS.PS3.B: Conservation of Energy and Energy Transfer energy into another form of energy.* relating to the rate of
process is called work. Conservation of energy means that the total change of energy in any energy transfer and
Energy transfer in system is always equal to the total energy transferred into or out of the HS-PS3-5 Develop and use a model of defining work and power.
mechanical or system. two objects interacting through
electrical systems may electric or magnetic fields to illustrate
occur at different Energy cannot be created or destroyed, but it can be transported from one the forces between objects and the
rates. Power is place to another and transferred between systems. changes in energy of the objects due
defined as the rate of to the interaction.
energy transfer into, Mathematical expressions, which quantify how the stored energy in a
out of, or within a system depends on its configuration (e.g. relative positions of charged
system. [A piston filled particles, compression of a spring) and how kinetic energy depends on
with gas getting mass and speed, allow the concept of conservation of energy to be used to
compressed or predict and describe system behavior.
expanded is treated in
Physics 2 as a part of The availability of energy limits what can occur in any system.
thermodynamics.] (P1,
P2) HS.PS3.C: Relationship Between Energy and Forces


5.B The energy of 5.B.6 Energy can be MS.PS3.A: Definitions of Energy MS-PS3-3 Apply scientific principles to AP EK 5.B.6 and the NGSS
a system is transferred by thermal Temperature is a measure of the average kinetic energy of particles of design, construct, and test a device both describe the transfer
conserved. processes involving matter. The relationship between the temperature and the total energy of that either minimizes or maximizes of energy involving
differences in a system depends on the types, states, and amounts of matter present. thermal energy transfer.* thermal processes
temperature; the involving temperature
amount of energy MS.PS3.B: Conservation of Energy and Energy Transfer MS-PS3-4 Plan an investigation to differences.
transferred in this Energy is spontaneously transferred out of hotter regions or objects and determine the relationships among
process of transfer into colder ones. the energy transferred, the type of
called heat. (P2) matter, the mass, and the change in
The amount of energy transfer needed to change the temperature of a the average kinetic energy of the
matter sample by a given amount depends on the nature of the matter, the particles as measured by the
size of the sample, and the environment. temperature of the sample.
HS.PS3.B: Conservation of Energy and Energy Transfer HS-PS3-4 Plan and conduct an
Energy cannot be created or destroyed, but it can be transported from one investigation to provide evidence that
place to another and transferred between systems. the transfer of thermal energy when
two components of different
Uncontrolled systems always evolve toward more stable states that is, temperature are combined within a
toward more uniform energy distribution (e.g., water flows downhill, closed system results in a more
objects hotter than their surrounding environment cool down). uniform energy distribution among
the components in the system (second
HS.PS3.D: Energy in Chemical Processes law of thermodynamics).
5.D The linear 5.D.1 In a collision HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 5.D.1 and NGSS
momentum of a between objects, Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
system is linear momentum is times the velocity of the object. that the total momentum of a system ideas of collisions, force,
conserved. conserved. In an of objects is conserved when there is and momentum. EK 5.D.1
elastic collision, kinetic If a system interacts with objects outside itself, the total momentum of the no net force on the system. goes beyond the NGSS by
energy is the same system can change; however, any such change is balanced by changes in including details about
before and after. (P1, the momentum of objects outside the system. HS-PS2-3 Apply scientific and elastic collisions.
P2) engineering ideas to design, evaluate,
collision.*
5.D The linear 5.D.2 In a collision HS.PS2.A: Forces and Motion HS-PS2-2 Use mathematical AP EK 5.D.2 and NGSS
momentum of a between objects, Momentum is defined for a particular frame of reference; it is the mass representations to support the claim HS.PS2.A both describe
system is linear momentum is times the velocity of the object. that the total momentum of a system ideas of collisions, force,
conserved. conserved. In an of objects is conserved when there is and momentum. EK 5.D.2
inelastic collision, If a system interacts with objects outside itself, the total momentum of the no net force on the system. goes beyond the NGSS by
kinetic energy is not system can change; however, any such change is balanced by changes in explicitly addressing
the same before and the momentum of objects outside the system. HS-PS2-3 Apply scientific and inelastic collisions.
after the collision. (P1, engineering ideas to design, evaluate,
P2) and refine a device that minimizes the
collision.*
5.G Nucleon 5.G.1 The possible HS.PS1.C: Nuclear Processes HS-PS1-8 Develop models to illustrate AP EK 5.G.1 and NGSS
number is nuclear reactions are Nuclear processes, including fusion, fission, and Nuclear processes, the changes in the composition of the HS.PS1.C both describe
conserved. constrained by the law including fusion, fission, and radioactive decays of unstable nuclei, involve nucleus of the atom and the energy that the total number of
of conservation of release or absorption of energy. The total number of neutrons plus protons released during the processes of neutrons plus protons
nucleon number. (P2) does not change in any nuclear process. fission, fusion, and radioactive decay. does not change in
nuclear reactions.
6.A A wave is a 6.A.2 For propagation, MS.PS4.A: Wave Properties MS-PS4-2 Develop and use a model to AP EK 6.A.2 and the NGSS
traveling mechanical waves A sound wave needs a medium through which it is transmitted. describe that waves are reflected, both describe that waves
disturbance that require a medium, absorbed, or transmitted through travel through mediums,
transfers energy while electromagnetic MS.PS4.B: Electromagnetic Radiation various materials. and that mechanical
and momentum. waves do not require When light shines on an object, it is reflected, absorbed, or transmitted waves require a physical
a physical medium. through the object, depending on the objects material and the frequency HS-PS4-1 Use mathematical medium while
Examples should (color) of the light. representations to support a claim electromagnetic waves do
include light traveling regarding relationships among the not.
through a vacuum and The path that light travels can be traced as straight lines, except at surfaces frequency, wavelength, and speed of
sound not traveling between different transparent materials (e.g., air and water, air and glass) waves traveling in various media.
through a vacuum. where the light path bends.
(P1, P2)
A wave model of light is useful for explaining brightness, color, and the
frequency-dependent bending of light at a surface between media.
However, because light can travel through space, it cannot be a matter
wave, like sound or water waves.
HS.PS4.A: Wave Properties

The wavelength and frequency of a wave are related to one another by the
speed of travel of the wave, which depends on the type of wave and the
medium through which it is passing.
6.A A wave is a 6.A.3 The amplitude is MS.PS4.A: Wave Properties MS-PS4-1 Use mathematical AP EK 6.A.3 and NGSS
traveling the maximum A simple wave has a repeating pattern with a specific wavelength, representations to describe a simple MS.PS4.A both include
disturbance that displacement of a frequency, and amplitude. model for waves that includes how the amplitude as a property of
transfers energy wave from its amplitude of a wave is related to the a wave.
and momentum. equilibrium value. (P1) energy in a wave.
6.A A wave is a 6.A.4 Classically, the MS.PS4.A: Wave Properties MS-PS4-1 Use mathematical AP EK 6.A.4 and NGSS
traveling energy carried by a A simple wave has a repeating pattern with a specific wavelength, representations to describe a simple MS.PS4.A both describe
disturbance that wave depends upon frequency, and amplitude. model for waves that includes how the the relationship between
transfers energy and increases with amplitude of a wave is related to the the amplitude and energy
and momentum. amplitude. Examples energy in a wave. of a wave.
should include sound
waves. (P1)

6.B A periodic 6.B.1 For a periodic MS.PS4.A: Wave Properties MS-PS4-1 Use mathematical AP EK 6.B.1 and the NGSS
wave is one that wave, the period is the A simple wave has a repeating pattern with a specific wavelength, representations to describe a simple both describe a simple
repeats as a repeat time of the frequency, and amplitude. model for waves that includes how the model of the wave,
function of both wave. The frequency amplitude of a wave is related to the including frequency.
time and position is the number of HS.PS4.A: Wave Properties energy in a wave.
and can be repetitions of the The wavelength and frequency of a wave are related to one another by the
described by its wave per unit time. speed of travel of the wave, which depends on the type of wave and the HS-PS4-1 Use mathematical
amplitude, (P1) medium through which it is passing. representations to support a claim
frequency, regarding relationships among the
wavelength, frequency, wavelength, and speed of
speed, and energy. waves traveling in various media.
6.B A periodic 6.B.2 For a periodic MS.PS4.A: Wave Properties MS-PS4-1 Use mathematical AP EK 6.B.2 and the NGSS
wave is one that wave, the wavelength A simple wave has a repeating pattern with a specific wavelength, representations to describe a simple both describe a simple
repeats as a is the repeat distance frequency, and amplitude. model for waves that includes how the model of the wave,
function of both of the wave. (P1) amplitude of a wave is related to the including wavelength.
time and position HS.PS4.A: Wave Properties energy in a wave.
and can be The wavelength and frequency of a wave are related to one another by the
described by its speed of travel of the wave, which depends on the type of wave and the HS-PS4-1 Use mathematical
amplitude, medium through which it is passing. representations to support a claim
frequency, regarding relationships among the
wavelength, frequency, wavelength, and speed of
speed, and energy. waves traveling in various media.
6.B A periodic 6.B.3 A simple wave MS.PS4.A: Wave Properties MS-PS4-1 Use mathematical AP EK 6.B.3 and the NGSS
wave is one that can be described by A simple wave has a repeating pattern with a specific wavelength, representations to describe a simple both describe a
repeats as a an equation involving frequency, and amplitude. model for waves that includes how the mathematical
function of both one sine or cosine amplitude of a wave is related to the representation of a wave.
time and position function involving the HS.PS4.A: Wave Properties energy in a wave.
and can be wavelength, The wavelength and frequency of a wave are related to one another by the
described by its amplitude, and speed of travel of the wave, which depends on the type of wave and the HS-PS4-1 Use mathematical
amplitude, frequency of the medium through which it is passing. representations to support a claim
frequency, wave. (P2) regarding relationships among the
wavelength, speed frequency, wavelength, and speed of
and energy. waves traveling in various media.

6.E The direction 6.E.1 When light MS.PS4.A: Wave Properties MS-PS4-2 Develop and use a model to AP EK 6.E.1 and the NGSS
of propagation of travels from one A sound wave needs a medium through which it is transmitted. describe that waves are reflected, both describe that light
a wave such as medium to another, absorbed, or transmitted through can be transmitted,
light may be some of the light is MS.PS4.B: Electromagnetic Radiation various materials. reflected, or absorbed.
changed when the transmitted, some is When light shines on an object, it is reflected, absorbed, or transmitted
wave encounters reflected, and some is through the object, depending on the objects material and the frequency HS-PS4-4 Evaluate the validity and
an interface absorbed. (Qualitative (color) of the light. reliability of claims in published
between two understanding only.) materials of the effects that different
media. (P2) The path that light travels can be traced as straight lines, except at surfaces frequencies of electromagnetic
between different transparent materials (e.g., air and water, air and glass) radiation have when absorbed by
where the light path bends. matter.
A wave model of light is useful for explaining brightness, color, and the

HS.PS4.B: Electromagnetic Radiation

When light or longer wavelength electromagnetic radiation is absorbed in
matter, it is generally converted into thermal energy (heat). Shorter
wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can
ionize atoms and cause damage to living cells.

6.E The direction 6.E.2 When light hits a MS.PS4.A: Wave Properties MS-PS4-2 Develop and use a model to AP EK 6.E.2 and the NGSS
of propagation of smooth reflecting A sound wave needs a medium through which it is transmitted. describe that waves are reflected, both describe that light
a wave such as surface at an angle, it absorbed, or transmitted through can be reflected. EK 6.E.2
light may be reflects at the same MS.PS4.B: Electromagnetic Radiation various materials. goes beyond the NGSS by
changed when the angle on the other When light shines on an object, it is reflected, absorbed, or transmitted introducing the law of
wave encounters side of the line through the object, depending on the objects material and the frequency reflection.
an interface perpendicular to the (color) of the light.
between two surface (specular
media. reflection); this law of The path that light travels can be traced as straight lines, except at surfaces
reflection accounts for between different transparent materials (e.g., air and water, air and glass)
the size and location where the light path bends.
of images seen in
mirrors. (P2) A wave model of light is useful for explaining brightness, color, and the

6.E The direction 6.E.3 When light MS.PS4.A: Wave Properties MS-PS4-2 Develop and use a model to AP EK 6.E.3 and the NGSS
of propagation of travels across a A sound wave needs a medium through which it is transmitted. describe that waves are reflected, both describe that light
a wave such as boundary from one absorbed, or transmitted through can be transmitted. EK
light may be transparent material MS.PS4.B: Electromagnetic Radiation various materials. 6.A.3 goes beyond the
changed when the to another, the speed When light shines on an object, it is reflected, absorbed, or transmitted NGSS with a definition of
wave encounters of propagation through the object, depending on the objects material and the frequency refraction. The vocabulary
an interface changes. At a non- (color) of the light. introduced in AP builds on
between two normal incident angle, the conceptual
media. the path of the light The path that light travels can be traced as straight lines, except at surfaces understanding of light
ray bends closer to the between different transparent materials (e.g., air and water, air and glass) bending established in the
perpendicular in the where the light path bends. NGSS.
optically slower
substance. This is A wave model of light is useful for explaining brightness, color, and the
called refraction. (P2) frequency-dependent bending of light at a surface between media.


6.F 6.F.1 Types of HS.PS4.A: Wave Properties HS-PS4-1 Use mathematical AP EK 6.F.1 and the NGSS
Electromagnetic electromagnetic Wave Properties [From the 35 grade band endpoints] Waves can add or representations to support a claim both describe that there
radiation can be radiation are cancel one another as they cross, depending on their relative phase (i.e., regarding relationships among the are different wavelengths
modeled as waves characterized by their relative position of peaks and troughs of the waves), but they emerge frequency, wavelength, and speed of and frequencies of light.
or as fundamental wavelengths, and unaffected by each other. waves traveling in various media.
particles. certain ranges of
wavelength have been The wavelength and frequency of a wave are related to one another by the HS-PS4-3 Evaluate the claims,
given specific names. speed of travel of the wave, which depends on the type of wave and the evidence, and reasoning behind the
These include (in medium through which it is passing. idea that electromagnetic radiation
order of increasing can be described either by a wave
wavelength spanning HS.PS4.B: Electromagnetic Radiation model or a particle model, and that for
a range from Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled some situations one model is more
picometers to as a wave of changing electric and magnetic fields or as particles called useful than the other.
kilometers) gamma photons. The wave model is useful for explaining many features of
rays, x-rays, electromagnetic radiation, and the particle model explains other features. HS-PS4-4 Evaluate the validity and
ultraviolet, visible reliability of claims in published
light, infrared, When light or longer wavelength electromagnetic radiation is absorbed in materials of the effects that different
microwaves, and radio matter, it is generally converted into thermal energy (heat). Shorter frequencies of electromagnetic
waves. (P2) wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can radiation have when absorbed by
ionize atoms and cause damage to living cells. matter.
6.F 6.F.2 Electromagnetic HS.PS4.A: Wave Properties HS-PS4-1 Use mathematical AP EK 6.F.2 and the NGSS
Electromagnetic waves can transmit The wavelength and frequency of a wave are related to one another by the representations to support a claim both describe that waves
radiation can be energy through a speed of travel of the wave, which depends on the type of wave and the regarding relationships among the can travel through
modeled as waves medium and through medium through which it is passing. frequency, wavelength, and speed of mediums and that
or as fundamental a vacuum. (P2) waves traveling in various media. electromagnetic waves
particles. propagate though a
vacuum.
6.F 6.F.3 Photons are HS.PS4.A: Wave Properties HS-PS4-3 Evaluate the claims, AP EK 6.F.3 and the NGSS
Electromagnetic individual energy [From the 35 grade band endpoints] Waves can add or cancel one another evidence, and reasoning behind the both detail that light
radiation can be packets of as they cross, depending on their relative phase (i.e., relative position of idea that electromagnetic radiation waves can be described as
modeled as waves electromagnetic peaks and troughs of the waves), but they emerge unaffected by each can be described either by a wave particles. AP EK 6.F.3 goes
or as fundamental waves, with Ephoton=hf, other. model or a particle model, and that for beyond the NGSS by
particles. where h is Planck's some situations one model is more describing ideas such as
constant and f is the HS.PS4.B: Electromagnetic Radiation useful than the other. Planck's constant and the
frequency of the Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled quantum model.
associated light wave. as a wave of changing electric and magnetic fields or as particles called
(P2) photons. The wave model is useful for explaining many features of
electromagnetic radiation, and the particle model explains other features.

6.F 6.F.4 The nature of HS.PS4.A: Wave Properties HS-PS4-3 Evaluate the claims, Both the NGSS and AP
Electromagnetic light requires that Wave Properties [From the 35 grade band endpoints] Waves can add or evidence, and reasoning behind the describe that light may be
radiation can be different models of cancel one another as they cross, depending on their relative phase (i.e., idea that electromagnetic radiation represented by either a
modeled as waves light are most relative position of peaks and troughs of the waves), but they emerge can be described either by a wave wave model or a particle
or as fundamental appropriate at unaffected by each other. (Boundary: The discussion at this grade level is model or a particle model, and that for model. AP EK 6.F.4 goes
particles. different scales. (P2) qualitative only; it can be based on the fact that two different sounds can some situations one model is more beyond the NGSS by
pass a location in different directions without getting mixed up.) useful than the other. describing the
implications of scale for
HS.PS4.B: Electromagnetic Radiation the two models.
Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled
as a wave of changing electric and magnetic fields or as particles called
photons. The wave model is useful for explaining many features of
electromagnetic radiation, and the particle model explains other features.


NGSS Accelerated Model Course Pathways

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NGSS Accelerated Model Course Pathways

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Accelerated Model Course Pathways

Course Map 1 Five-Year Model

Course Map 2 Four-Year Model

Course Map 3 High School Schedule Model

Considerations for Advanced Placement (AP) Courses

Uses of ANMCM for Districts and Schools

Appendix A NGSS & AP Biology Comparison Chart

Appendix B NGSS & AP Chemistry Comparison Chart

Appendix C NGSS & AP Physics 1 and 2 Comparison Chart

Version 1published October 2015

Successful application of science and engineering practices (e.g., constructing explanations,

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Accelerated NGSS Model Course Maps

Considerations for AP Science Courses

Comparison Charts for AP Science Courses These charts focus specifically on AP

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1. ANMCM are starting points, not finished products.

1. ANMCM are starting points, not finished products.

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3. The acceleration process can begin in middle school.

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4. All Standards, All Students

5. ANMCM are NOT curricula.

6. Engineering for all.

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7. ANMCM advanced-level science coursework.

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Process and Assumptions: How Was This Course Map Developed?

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Course 1 Course 2 Course 3 Course 4 Course 5

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Course 1 Course 2 Course 3 Course 4 Course 5

MS-PS1-2. Waves HS-PS4-2 HS-PS1-2. HS-PS2-2. Matter HS-PS1-5

MS-PS1-5. MS-LS1-2. HS-PS1-8 HS-PS2-5. Ecosystems HS-LS2-7

MS-PS1-6. MS-LS1-3. MS-LS4-1. HS-PS2-6. HS-LS2-8

MS-PS2-1. Structure and MS-LS1-4. MS-LS4-2. HS-PS3-1. HS-LS3-1

MS-PS3-1. MS-LS2-1. HS-LS1-1. HS-PS4-3 HS-LS4-3

Energy MS-PS3-3. Ecosystems MS-LS2-3. Process HS-LS1-3. HS-PS4-5 HS-LS4-5

MS-PS3-4. MS-LS2-4. HS-LS1-4. HS-LS1-5 HS-LS4-6

Earth and Universe Engineering MS-ETS1-2. HS-ETS1-1. HS-ETS1-1.

Human MS-ESS3-1. MS-ESS2-1 Design MS-ETS1-3. Engineering HS-ETS1-2. Engineering HS-ETS1-2.

Engineering MS-ETS1-2. MS-ESS3-1.

MS-ETS1-4. Human MS-ESS3-3.

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Before- or after-school individualized tutoring with faculty;

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Process and Assumptions: How Was This Course Map Developed?

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Course 1 Course 2 Course 3 Course 4

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Course 1 Course 2 Course 3 Course 4

MS-PS1-2. Waves HS-PS4-1 HS-PS1-2. Matter HS-PS1-5

MS-PS1-3. HS-PS4-2 Matter HS-PS1-3. HS-PS1-6

MS-PS1-5. MS-LS1-2. HS-PS1-8 Stucture and HS-LS1-2.

MS-PS1-6. MS-LS1-3. HS-PS2-1. Process HS-LS1-3.

MS-PS2-2. Process MS-LS1-5. Motion and HS-PS2-3. HS-LS2-6

MS-PS2-5. MS-LS1-8. HS-PS2-6. MS-LS3-1

MS-PS3-1. MS-LS2-1. HS-PS3-1. MS-LS3-2

Energy MS-PS3-3. MS-LS2-3. Energy HS-PS3-3. HS-LS3-2

MS-PS3-4. Ecosystems MS-LS2-4. HS-PS3-4. HS-LS3-3