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 1‐published 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 today’s 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 here—all 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 1‐published October 2015 Page 1 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 2 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 6–10) — 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 6–9) — 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 9–10) — 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.

Version 1‐published October 2015 Page 3 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 4 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 5 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 6 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 6–8 grade band and four in the 9–12 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.

Version 1‐published October 2015 Page 7 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Course Map 1 — Five-Year Model (Grades 6–10)

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 6–10. 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 “Earth’s 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.

Version 1‐published October 2015 Page 8 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 6–10 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 Earth’s Place in MS.LS.4 Earth Systems HS.LS.2 the Universe MS.ESS1 Evolution Ecosystems Earth’s Place in HS.ESS.3 HS.ESS.2 the Universe MS.ESS1 Earth and HS.ESS1 Earth Systems Earth’s Place in Human Activity Earth’s 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

Version 1‐published October 2015 Page 9 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 10 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Table 1: Five-Year Model Course Map (Grades 6–10)

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 Interactions MS-PS2-4. MS-LS1-7. MS-LS4-5. HS-PS3-4. HS-LS4-1 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. Earth Activity 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.

Version 1‐published October 2015 Page 11 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 6–10.

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.

Added PEs for 7th grade (Course 2) as compared to Table 1: Conceptual Progressions Model Course Map for Middle School, Appendix K (p. 11) Physical Science Life Science Earth/Space Science HS-PS4-1 MS-LS1-8 MS-ESS1-4 HS-PS4-2 MS-LS2-3 MS-ESS3-1 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

Version 1‐published October 2015 Page 12 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Added PEs for 8th grade (Course 3) as compared to Table 1: Conceptual Progressions Model Course Map for Middle School, Appendix K (p. 11) Physical Science Life Science Earth/Space Science HS-PS1-1 HS-LS1-1 HS-ESS2-1 HS-PS1-2 HS-LS1-2 HS-ESS2-2 HS-PS1-3 HS-LS1-3 HS-ESS2-3 HS-PS1-7 HS-LS1-4 HS-ESS2-4 HS-PS1-8 HS-LS2-1 HS-ESS2-5 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) Physical Science Life Science Earth/Space Science HS-PS3-5 HS-LS1-5 HS-ESS1-1 HS-PS4-4 HS-LS1-6 HS-ESS1-2 HS-LS1-7 HS-ESS1-3 HS-LS2-3 HS-ESS2-6 HS-LS2-4 HS-LS2-5

Added PEs for HS 2 (Course 5) as compared to Table 2: Conceptual Progressions Model Course Map for High School, Appendix K (p. 12) 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. Physical Science Life Science Earth/Space Science HS-PS1-8 HS-LS2-6 HS-ESS1-5 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.

Version 1‐published October 2015 Page 13 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 14 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Course Map 2 — Four-Year Model (Grades 6–9)

Process and Assumptions: How Was This Course Map Developed?

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.

Version 1‐published October 2015 Page 15 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 6–9 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 Earth’s Place in HS.LS.1 Earth’s 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 Earth’s Place in HS.ESS.3 the Universe MS.ESS.3 Earth and HS.ESS1 Earth and Human Activity Earth’s Place in Human Activity the Universe HS.ESS.2 Earth Systems HS.ESS.2 Earth Systems HS.ESS.3 Earth and Human Activity

Version 1‐published October 2015 Page 16 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Table 2: Four-Year Model Course Map (Grades 6–9) 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. Structure and Universe MS-ESS1-3. Universe 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 Earth's Place MS-ESS2-6 MS-ESS3-2 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.

Version 1‐published October 2015 Page 17 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

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.

Added PEs for 7th grade (Course 2) as compared to Table 1: Conceptual Progressions Model Course Map for Middle School, Appendix K (p. 11) Physical Science Life Science Earth/Space Science HS-PS4-1 MS-LS1-8 MS-ESS1-4 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

Added PEs for 8th grade (Course 3) as compared to Table 1: Conceptual Progressions Model Course Map for Middle School, Appendix K (p. 11) Physical Science Life Science Earth/Space Science HS-PS1-1 HS-LS1-5 HS-ESS1-1 HS-PS1-2 HS-LS1-6 HS-ESS1-2 HS-PS1-3 HS-LS1-7 HS-ESS1-3 HS-PS1-7 HS-LS2-3 HS-ESS1-4 HS-PS1-8 HS-LS2-4 HS-ESS2-6 HS-PS2-1 HS-LS2-5 HS-PS2-2 HS-PS2-3

Version 1‐published October 2015 Page 18 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Added PEs for HS 1 (Course 4) as compared to Table 2: Conceptual Progressions Model Course Map for High School, Appendix K (p. 12) 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.* Physical Science Life Science Earth/Space Science HS-PS3-5 HS-LS1-1 HS-ESS1-1 HS-PS4-4 HS-LS1-2 HS-ESS1-2 HS-PS1-8 HS-LS1-3 HS-ESS1-3 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.

Version 1‐published October 2015 Page 19 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Course Map 3 — High School Schedule Model (Grades 9–10)

Process and Assumptions: How Was This Course Map Developed? 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

Version 1‐published October 2015 Page 20 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 Earth’s Surface ESS2.A: Earth Materials & Systems Processes ESS2.D: Weather & Climate

Version 1‐published October 2015 Page 21 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt Possible DCIs to be taught concurrently 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

Possible DCIs to be taught concurrently 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.

Version 1‐published October 2015 Page 22 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 23 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 24 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 Board’s 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.

Version 1‐published October 2015 Page 25 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 26 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 27 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 2.D.2 HS-PS1-1, HS-PS1-3, HS-PS2-4, HS-PS2-6 2.D.3 HS-PS1-1, HS-PS1-3, HS-PS2-4, HS-PS2-6 2.D.4 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

Version 1‐published October 2015 Page 28 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.1 HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4 5.B.2 HS-PS3-1, HS-PS3-4 5.B.3 HS-PS1-3, HS-PS1-4, HS-PS3-1, HS-PS3-2 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

Version 1‐published October 2015 Page 29 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 30 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 31 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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

Version 1‐published October 2015 Page 32 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 EK’s 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

Version 1‐published October 2015 Page 33 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 34 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 atom’s 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.

Version 1‐published October 2015 Page 35 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 13–14 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

Version 1‐published October 2015 Page 36 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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. 34–39) 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

Version 1‐published October 2015 Page 37 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.

Version 1‐published October 2015 Page 38 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 information—that is, trait variation—that 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 environment’s 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) Version 1‐published October 2015 Page 39 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 decline–and sometimes the extinction–of 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.

Version 1‐published October 2015 Page 40 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.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 environment—including 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 change—can 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 information—that is, trait variation—that 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 environment’s 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.

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Version 1‐published October 2015 Page 41 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 decline–and sometimes the extinction–of 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 Earth’s 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.

Version 1‐published October 2015 Page 42 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 environment—including habitat destruction, pollution, introduction of invasive impacts of human activities on the speciation and extinction. environment. the Earth's history. species, overexploitation, and climate change—can 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 decline–and sometimes the extinction–of 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 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.

Version 1‐published October 2015 Page 43 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 decline–and sometimes the extinction–of 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. or drastic, the opportunity for the species’ evolution is lost.

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 decline–and sometimes the extinction–of some species. species over time, and (3) the extinction of other 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.

Version 1‐published October 2015 Page 44 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 Earth’s formation and early history. Earth’s 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.

Version 1‐published October 2015 Page 45 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 states—that 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.

Version 1‐published October 2015 Page 46 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

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Version 1‐published October 2015 Page 47 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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.

Version 1‐published October 2015 Page 48 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 Earth’s surface and its unique combination of with other elements to physical and chemical properties are central to the planet’s dynamics. These form amino acids and/or properties include water’s 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.

Version 1‐published October 2015 Page 49 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 membrane’s 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 states—that 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.

Version 1‐published October 2015 Page 50 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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 system’s 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.

Version 1‐published October 2015 Page 51 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 52 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 environment—including habitat destruction, pollution, introduction of invasive refine a solution for reducing the molecular and cellular species, overexploitation, and climate change—can 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.* conditions, and the decline–and sometimes the extinction–of some species.

HS.LS4.D: Biodiversity and Humans 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.

Version 1‐published October 2015 Page 53 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Version 1‐published October 2015 Page 54 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 decline–and sometimes the extinction–of 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. genes, and viable mutations are inherited.

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Version 1‐published October 2015 Page 55 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

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Version 1‐published October 2015 Page 56 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Version 1‐published October 2015 Page 57 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 parent. These versions may be identical or may differ from each other.

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.

Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Version 1‐published October 2015 Page 58 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 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.

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.

Version 1‐published October 2015 Page 59 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 information—that is, trait variation—that 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 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 that do not.

Adaptation also means that the distribution of traits in a population can change when conditions change. Version 1‐published October 2015 Page 60 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 61 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 information—that is, trait variation—that 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 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 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.

Version 1‐published October 2015 Page 62 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 structure and function of the endoplasmic reticulum, ribosomes, the golgi complex, mitochondria, lysosomes, vacuoles, and chloroplasts.

Version 1‐published October 2015 Page 63 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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. 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 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. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

Version 1‐published October 2015 Page 64 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 65 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 environment—including habitat destruction, pollution, introduction of invasive refine a solution for reducing the species, overexploitation, and climate change—can 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.* conditions, and the decline–and sometimes the extinction–of some species. 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.

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Version 1‐published October 2015 Page 66 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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. aids humanity by preserving landscapes of recreational or inspirational value.

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.

Version 1‐published October 2015 Page 67 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 environment—including habitat destruction, pollution, introduction of invasive among the biosphere, activities impact species, overexploitation, and climate change—can 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.* Humans depend on the living world for the resources and other benefits 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.

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Version 1‐published October 2015 Page 68 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 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 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.

Version 1‐published October 2015 Page 69 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 structure and function of 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.

Version 1‐published October 2015 Page 70 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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. environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can 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 induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.

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Version 1‐published October 2015 Page 71 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 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.

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 environment—including habitat destruction, pollution, introduction of invasive impacts of human activities on the events and human aspects of over time. species, overexploitation, and climate change—can 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.* emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of 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. aids humanity by preserving landscapes of recreational or inspirational value. HS-ESS3-6 Use a computational HS.ESS2.A Earth Materials and Systems representation to illustrate the Earth’s 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.

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Version 1‐published October 2015 Page 72 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 4.B.4 Distribution of HS.ESS2.D Weather and Climate local and global The foundation for Earth’s 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 energy’s re-radiation into space.

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.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 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.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. parent. These versions may be identical or may differ from each other.

Version 1‐published October 2015 Page 73 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 decline–and sometimes the extinction–of 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.

Version 1‐published October 2015 Page 74 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of 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.

Version 1‐published October 2015 Page 75 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt APPENDIX B NGSS & AP Chemistry 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 Chemistry 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.

Version 1‐published October 2015 Page 76 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 77 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 Newton’s Law of of Coulomb's law and neutrons. The Gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s 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.

Version 1‐published October 2015 Page 78 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 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.

Version 1‐published October 2015 Page 79 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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.

Version 1‐published October 2015 Page 80 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s 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 Coulomb’s 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.

Version 1‐published October 2015 Page 81 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 the contact forces between material objects.

Version 1‐published October 2015 Page 82 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 83 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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.

Version 1‐published October 2015 Page 84 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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.

Version 1‐published October 2015 Page 85 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 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. (continued on next page)

Version 1‐published October 2015 Page 86 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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 Newton’s Law of forces and energy in the transfer of that thermal energy from one object to another. In science, Gravitation and Coulomb’s 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.

Version 1‐published October 2015 Page 87 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 Newton’s law of universal gravitation and Coulomb’s 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. explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

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 system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.

(continued on next page)

Version 1‐published October 2015 Page 88 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 HS.PS3.B: Conservation of Energy and Energy Transfer 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 states—that 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.

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 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 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.

Version 1‐published October 2015 Page 89 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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). 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 HS-PS3-2 Develop and use models to single quantity called energy is due to the fact that a system’s 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). 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.

Version 1‐published October 2015 Page 90 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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. Newton’s law of universal gravitation and Coulomb’s 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 Newton’s Law of Gravitation and Coulomb’s 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. changing magnetic fields cause electric fields. 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 associated with the motions of particles (objects) and energy

associated with the relative position of particles (objects).

(continued on next page) (continued on next page)

Version 1‐published October 2015 Page 91 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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 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.

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.

Version 1‐published October 2015 Page 92 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 Newton’s Law of HS.PS2.B: Types of Interactions Gravitation and Coulomb’s Law to Newton’s law of universal gravitation and Coulomb’s 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.* Attraction and repulsion between electric charges at the atomic scale 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.

Version 1‐published October 2015 Page 93 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 Newton’s Law of properties of materials, HS.PS2.B: Types of Interactions Gravitation and Coulomb’s Law to and describe attraction Newton’s law of universal gravitation and Coulomb’s 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. magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or 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.

Version 1‐published October 2015 Page 94 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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. HS.PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the HS-PS2-4 Use mathematical mathematical models to describe and predict the effects of gravitational representations of Newton’s Law of and electrostatic forces between distant objects. Gravitation and Coulomb’s 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. Magnets or electric currents cause magnetic fields; electric charges or 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.*

Version 1‐published October 2015 Page 95 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 by electrical forces within and between atoms. of electrical forces between particles. HS.PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the HS-PS2-4 Use mathematical mathematical models to describe and predict the effects of gravitational representations of Newton’s Law of and electrostatic forces between distant objects. Gravitation and Coulomb’s 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. Magnets or electric currents cause magnetic fields; electric charges or 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.*

Version 1‐published October 2015 Page 96 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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. Newton’s law of universal gravitation and Coulomb’s 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 Newton’s Law of Gravitation and Coulomb’s 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. changing magnetic fields cause electric fields. 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.*

Version 1‐published October 2015 Page 97 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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 by electrical forces within and between atoms. of electrical forces between particles. HS.PS2.B: Types of Interactions Newton’s law of universal gravitation and Coulomb’s law provide the HS-PS2-4 Use mathematical mathematical models to describe and predict the effects of gravitational representations of Newton’s Law of and electrostatic forces between distant objects. Gravitation and Coulomb’s 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. Magnets or electric currents cause magnetic fields; electric charges or 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.*

Version 1‐published October 2015 Page 98 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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).

Version 1‐published October 2015 Page 99 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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.

Version 1‐published October 2015 Page 100 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 atom’s 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). 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.

Version 1‐published October 2015 Page 101 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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. single quantity called energy is due to the fact that a system’s total energy 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 macroscopic scale can be accounted 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 particles (objects) and energy 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). 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.

HS.PS3.B: Conservation of Energy and Energy Transfer 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.

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

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.

Version 1‐published October 2015 Page 102 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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. 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.

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.

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.

Version 1‐published October 2015 Page 103 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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).

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.

Version 1‐published October 2015 Page 104 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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 particles (objects) and energy 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).

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.

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.

Version 1‐published October 2015 Page 105 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Version 1‐published October 2015 Page 106 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s total energy of particles (objects). (part c). is conserved, even as, within the system, energy is continually transferred 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). 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.

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 states—that 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.

Version 1‐published October 2015 Page 107 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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).

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 states—that 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.

Version 1‐published October 2015 Page 108 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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). includes radiation, a phenomenon in which energy stored in fields moves 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 is always equal to the total energy transferred into or out of the system. HS-PS3-4 Plan and conduct an investigation to provide evidence 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). predict and describe system behavior.

The availability of energy limits what can occur in any system.

Uncontrolled systems always evolve toward more stable states—that 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.

Version 1‐published October 2015 Page 109 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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). 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.

Uncontrolled systems always evolve toward more stable states—that 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.

Version 1‐published October 2015 Page 110 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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 associated with the relative position

These relationships are better understood at the microscopic scale, at of particles (objects). 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.

HS.PS3.B: Conservation of Energy and Energy Transfer 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.

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Version 1‐published October 2015 Page 111 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

The availability of energy limits what can occur in any system.

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 states—that 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).

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.

Version 1‐published October 2015 Page 112 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 associated with the motions of 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). single quantity called energy is due to the fact that a system’s total energy 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 electric or magnetic fields to 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. 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.

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.

Version 1‐published October 2015 Page 113 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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).

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.

Version 1‐published October 2015 Page 114 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of bonding (part c). mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 HS-PS3-2 Develop and use models to changing magnetic fields cause electric fields. illustrate that energy at the

macroscopic scale can be accounted 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 associated with the relative position HS.PS3.A: Definitions of Energy of particles (objects). 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 HS-PS3-5 Develop and use a model single quantity called energy is due to the fact that a system’s 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 and the changes in energy of the At the macroscopic scale, energy manifests itself in multiple ways, such as objects due to the interaction. in motion, sound, light, and thermal energy.

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Version 1‐published October 2015 Page 115 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

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.

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 atom’s 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).

Version 1‐published October 2015 Page 116 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 117 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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 system’s 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). includes radiation, a phenomenon in which energy stored in fields moves across space. HS-PS3-4 Plan and conduct an investigation to provide evidence 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).

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.

Uncontrolled systems always evolve toward more stable states --that 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.

Version 1‐published October 2015 Page 118 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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). forms—for example, to thermal energy in the surrounding environment.

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 atom’s 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.

Version 1‐published October 2015 Page 119 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential NGSS Performance Comments about the NGSS Disciplinary Core Idea Element(s) Understanding Knowledge Focus Expectation(s) Connections 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.

Version 1‐published October 2015 Page 120 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt APPENDIX C NGSS & AP Physics 1 and 2 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 Physics 1 and 2 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.

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 Board’s other two AP physics courses, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism were not evaluated.

Version 1‐published October 2015 Page 121 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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 atom’s 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.

Version 1‐published October 2015 Page 122 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.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 atom’s 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 including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

Version 1‐published October 2015 Page 123 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt 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.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 Newton’s Law of and the concept of the charge. with the exception of Newton’s law of universal gravitation and Coulomb’s law provide the Gravitation and Coulomb’s 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. energy stored in the field is changed.

Version 1‐published October 2015 Page 124 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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 Newton’s 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 Newton’s 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 mass—e.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 Newton’s 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 Newton’s 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) Newton’s law of universal gravitation and Coulomb’s 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 Newton’s Law of identifying the common magnetic) permeating space that can transfer energy through space. Gravitation and Coulomb’s 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.

Version 1‐published October 2015 Page 125 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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). forms—for example, to thermal energy in the surrounding environment.

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.

Version 1‐published October 2015 Page 126 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 atom’s 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 atom’s 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.*

Version 1‐published October 2015 Page 127 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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) Newton’s law of universal gravitation and Coulomb’s 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 Newton’s Law of occur at a distance Gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of describe the concept of of some physical position (and perhaps mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s 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 Coulomb’s 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 (Newton’s Law of field. (P1) changing magnetic fields cause electric fields. Gravitation).

Version 1‐published October 2015 Page 128 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of HS.PS2.B both describe an object with spherically symmetric mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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. 퐸 is → = 푞 →. The HS-PS2-4 Use mathematical 퐹 퐸 HS.PS2.B: Types of Interactions representations of Newton’s Law of direction of the force Newton’s law of universal gravitation and Coulomb’s law provide the Gravitation and Coulomb’s 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)

Version 1‐published October 2015 Page 129 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of both describe Coulomb's an object with vector is proportional mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of NGSS describe Coulomb's an object with symmetric charged mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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)

Version 1‐published October 2015 Page 130 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 Newton’s law of universal gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s 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.

Version 1‐published October 2015 Page 131 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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 Newton’s 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. HS.PS2.A: Forces and Motion Newton’s 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.

Version 1‐published October 2015 Page 132 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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 Newton’s 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. HS.PS2.A: Forces and Motion Newton’s 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 Newton’s 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 (Newton’s 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 Newton’s 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 (Newton’s 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)

Version 1‐published October 2015 Page 133 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 3.B Classically, the 3.B.1 If an object of MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newton’s 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 (Newton’s third law). objects. NGSS MS.PS2.A identifies can be predicted vector sum of the Newton's third law and ∑ 퐹⃗ by using 푎⃗ = . individual forces. (P1, HS.PS2.A: Forces and Motion HS-PS2-1 Analyze data to support the NGSS HS.PS2.A identifies 푚 P2) Newton’s second law accurately predicts changes in the motion of claim that Newton’s 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 mass—e.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 Newton’s law of universal gravitation and Coulomb’s law provide the HS-PS2-4 Use mathematical contact forces. mathematical models to describe and predict the effects of gravitational representations of Newton’s Law of and electrostatic forces between distant objects. Gravitation and Coulomb’s Law to 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. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of describe the electrostatic forces can be interaction of one mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 changing magnetic fields cause electric fields.

Version 1‐published October 2015 Page 134 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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, and refine a device that minimizes the force on a macroscopic object during a collision.*

Version 1‐published October 2015 Page 135 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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. HS.PS3.C: Relationship Between Energy and Forces 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.

Version 1‐published October 2015 Page 136 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 Newton’s Law of governing interactions its gravitational pull on them. Gravitation and Coulomb’s 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 Newton’s law of universal gravitation and Coulomb’s 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 magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.

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 Kepler’s 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.

Version 1‐published October 2015 Page 137 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 Newton’s law of universal gravitation and Coulomb’s law provide the representations of Newton’s Law of describe electromagnetic considered all scales and can mathematical models to describe and predict the effects of gravitational Gravitation and Coulomb’s 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 sun’s 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. including iron, and the process releases electromagnetic energy. Heavier elements are produced when certain massive stars achieve a supernova stage and explode.

Version 1‐published October 2015 Page 138 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 4.A The 4.A.1 The linear MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newton’s 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 (Newton’s 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 푎 ∑→ greater the mass of the object, the greater the force needed to achieve the an object’s motion depends on the understanding for the 퐹 . 푚 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 Newton’s 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. Newton’s second law accurately predicts changes in the motion of 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. 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.

Version 1‐published October 2015 Page 139 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 4.A The 4.A.2 The acceleration MS.PS2.A: Forces and Motion MS-PS2-1 Apply Newton’s 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 (Newton’s 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 푎 ∑→ (P1) greater the mass of the object, the greater the force needed to achieve the an object’s motion depends on the HS.PS2.A by identifying 퐹 . 푚 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 Newton’s 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. Newton’s second law accurately predicts changes in the motion of 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. 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. 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)

Version 1‐published October 2015 Page 140 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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.

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.

Version 1‐published October 2015 Page 141 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 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). Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

Version 1‐published October 2015 Page 142 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 sun’s 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 Newton’s law of universal gravitation and Coulomb’s 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.

Version 1‐published October 2015 Page 143 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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. These relationships are better understood at the microscopic scale, at 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). HS.PS3.B: Conservation of Energy and Energy Transfer 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.* Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

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.

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. Version 1‐published October 2015 Page 144 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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).

Version 1‐published October 2015 Page 145 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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.

HS.PS3.B: Conservation of Energy and Energy Transfer 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.

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

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.

Version 1‐published October 2015 Page 146 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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). 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.

HS.PS3.B: Conservation of Energy and Energy Transfer 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.

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

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.

Version 1‐published October 2015 Page 147 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s total energy out of the system are known. is conserved, even as, within the system, energy is continually transferred 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 associated with the motions of 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). 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.

HS.PS3.B: Conservation of Energy and Energy Transfer 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.

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

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.

Version 1‐published October 2015 Page 148 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 system’s 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 When two objects interacting through a field change relative position, the energy stored in the field is changed.

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.

Version 1‐published October 2015 Page 149 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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). Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. 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, and refine a device that minimizes the force on a macroscopic object during a 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 force on a macroscopic object during a collision.* Version 1‐published October 2015 Page 150 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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)

Version 1‐published October 2015 Page 151 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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.

Version 1‐published October 2015 Page 152 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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 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.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.

Version 1‐published October 2015 Page 153 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 object’s 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 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.

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 object’s 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.

However, because light can travel through space, it cannot be a matter wave, like sound or water waves.

Version 1‐published October 2015 Page 154 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 3–5 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 3–5 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.

Version 1‐published October 2015 Page 155 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt AP Enduring AP Essential Comments about the NGSS Disciplinary Core Idea Element(s) NGSS Performance Expectation(s) Understanding Knowledge Focus Connections 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 3–5 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.

Version 1‐published October 2015 Page 156 of 156 View Creative Commons Attribution 3.0 Unported License at http://creativecommons.org/licenses/by/3.0/. Educators may use or adapt