# High school: Science A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 58 concepts ready. In the app: https://ai.page/roadmap/ms-sci-high-school Part of: [Mississippi: Science](https://ai.page/roadmap/ms-sci.md) Goal: Mississippi academic standards: Science, High school ## 1. High School - Biology · Students will Investigate and evaluate the interdependence of living organisms and their environment. - [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others - [Biodiversity & Resilience](https://ai.page/c/biodiversity-and-resilience/index.md): Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change) - [Earth's Atmosphere & CO2](https://ai.page/c/earth-s-atmosphere-and-co2/index.md): Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate ## 2. High School - Biology · Students will analyze and interpret evidence to explain the unity and diversity of life. - [How Natural Selection Works](https://ai.page/c/how-natural-selection-works/index.md): Explain natural selection as the mechanism of evolution: heritable variation + competition for resources + differential survival and reproduction = change in allele frequency over generations - [Grouping Species Using DNA](https://ai.page/c/grouping-species-using-dna/index.md): Explain cladistics: organisms are grouped by shared derived characters, not just similarity; how phylogenetic trees are built using molecular data (DNA sequence alignment) and the molecular clock; explain why birds are technically a group within dinosaurs (crown Avemetatarsalia); distinguish convergent evolution (unrelated species evolving similar traits) from parallel evolution; introduce horizontal gene transfer and why the tree of life is more accurately a web; explain why classification systems keep changing as new data emerge - [Evidence for Evolution](https://ai.page/c/evidence-for-evolution/index.md): Describe the main types of evidence for evolution: the fossil record (change over time), comparative anatomy (homologous structures), and the geographic distribution of related species ## 3. High School - Biology · Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carr - [Chromosomes, Genes & DNA](https://ai.page/c/chromosomes-genes-and-dna/index.md): Describe the relationship between chromosomes, genes, and DNA in heredity, including the double helix structure of DNA and the historical roles of Watson, Crick, Franklin, and Wilkins - [DNA & Genes](https://ai.page/c/dna-and-genes/index.md): Describe the double helix structure of DNA (base pairs, complementarity), explain how genes are sections of DNA that code for proteins, introduce the central dogma (DNA → mRNA → protein) conceptually, and discuss the ethical implications of CRISPR gene editing — including potential benefits (genetic disease treatment) and concerns (germline editing, 'designer babies') ## 4. High School - Biology · Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. - [Predicting Inherited Traits](https://ai.page/c/predicting-inherited-traits/index.md): Explain how alleles are inherited in sexual reproduction and use Punnett squares to predict the probability of offspring inheriting a characteristic, including dominant and recessive alleles ## 5. High School - Biology · Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions. - [Photosynthesis](https://ai.page/c/photosynthesis/index.md): Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots - [Aerobic Respiration](https://ai.page/c/aerobic-respiration/index.md): Explain aerobic respiration as the process by which organisms release energy from glucose using oxygen, producing carbon dioxide and water; write and interpret the word equation: glucose + oxygen → carbon dioxide + water ## 6. High School - Biology · Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms. - [Cancer & Stem Cells](https://ai.page/c/cancer-and-stem-cells/index.md): Explain that cancer occurs when mutations in DNA disable normal cell-cycle controls, causing uncontrolled cell division and tumour formation; describe how stem cells differ from specialised cells and their potential for regenerative medicine; and evaluate the ethical debates around embryonic stem cell research and genetic testing - [Cells to Organ Systems](https://ai.page/c/cells-to-organ-systems/index.md): Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism ## 7. High School - Biology · Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to mainta - [How the Body Stays in Balance](https://ai.page/c/how-the-body-stays-in-balance/index.md): Explain homeostasis as the process of maintaining a stable internal environment; describe the main feedback loop systems (negative feedback) using blood glucose regulation (insulin/glucagon) and body temperature as concrete examples; and connect the endocrine system (hormone-secreting glands) to the nervous system as two complementary communication systems with different speeds and durations ## 8. High School - Biology · Students will analyze the structure and function of the macromolecules that make up cells. - [Cells Under the Microscope](https://ai.page/c/cells-under-the-microscope/index.md): Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure ## 9. High School - Foundations of Biology · Students will demonstrate an understanding of how genetic information is transferred from parent to offspring. - [Genetic Mutation](https://ai.page/c/genetic-mutation/index.md): Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial ## 10. High School - Foundations of Biology · Students will demonstrate an understanding of the structure and interactions of matter and how the organization of matter supports living organisms. - [Digestion & Enzymes](https://ai.page/c/digestion-and-enzymes/index.md): Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts - [Atoms, Elements & Compounds](https://ai.page/c/atoms-elements-and-compounds/index.md): Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae ## 11. High School - Botany · Students will characterize the reproductive strategies of plants. - [Plant Reproduction](https://ai.page/c/plant-reproduction/index.md): Describe the structure of a flower and explain the processes of wind and insect pollination, fertilisation, seed and fruit formation, and seed dispersal in plants ## 12. High School - Botany · Conduct investigations, collect and analyze data, and communicate results that explain the processes of photosynthesis and cellular respiration (e.g., light intensity, light col - [The Carbon Cycle](https://ai.page/c/the-carbon-cycle/index.md): Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process ## 13. High School - Chemistry · Students will demonstrate an understanding of the types, causes, and effects of chemical reactions. - [Physical vs Chemical Changes](https://ai.page/c/physical-vs-chemical-changes/index.md): Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types - [Types of Chemical Reaction](https://ai.page/c/types-of-chemical-reaction/index.md): Identify and describe four types of chemical reaction: combustion (burning in oxygen), oxidation (gain of oxygen), thermal decomposition (breaking down by heat), and displacement (more reactive metal replaces less reactive one) ## 14. High School - Chemistry · Students will demonstrate an understanding of the periodic table as a systematic representation to predict properties of elements. - [The Periodic Table](https://ai.page/c/the-periodic-table/index.md): Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity - [Metals vs Non-Metals](https://ai.page/c/metals-vs-non-metals/index.md): Compare the physical and chemical properties of metals and non-metals, explaining metallic properties (malleability, lustre, conductivity) and how position in the periodic table predicts reactivity ## 15. High School - Chemistry (Enrichment) · Enrichment: Students will understand that the bonding characteristics of carbon allow the formation of many different organic molecules with various sizes, shape - [Ceramics, Polymers & Composites](https://ai.page/c/ceramics-polymers-and-composites/index.md): Describe the properties and uses of ceramics (hard, brittle, heat-resistant), polymers (flexible, lightweight, variable), and composites (combine properties of constituent materials), giving real-world examples of each ## 16. High School - Chemistry (Enrichment) · Enrichment: Students will understand that energy is exchanged or transformed in all chemical reactions. - [Reactions That Release or Absorb Heat](https://ai.page/c/reactions-that-release-or-absorb-heat/index.md): Distinguish between exothermic reactions (release energy, temperature rises) and endothermic reactions (absorb energy, temperature falls), with everyday and industrial examples ## 17. High School - Chemistry (Enrichment) · Enrichment: Students will understand the nature and properties of acids, bases, and salt solutions. - [Acids, Alkalis & pH](https://ai.page/c/acids-alkalis-and-ph/index.md): Define acids and alkalis in terms of hydrogen ion concentration, describe the pH scale (0–14), and explain how indicators are used to identify and measure acidity or alkalinity ## 18. High School - Earth and Space Science · Students will develop an understanding of Earth's resources and the impact of human activities. - [Hazard Assessment & Evacuation](https://ai.page/c/hazard-assessment-and-evacuation/index.md): Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk ## 19. High School - Earth and Space Science · Students will develop an understanding of the structure and composition of Earth and its materials. - [The Rock Cycle](https://ai.page/c/the-rock-cycle/index.md): Explain the rock cycle: how igneous rocks form from magma, sedimentary rocks from compressed sediment, and metamorphic rocks from heat and pressure, and how all rock types can transform into one another over geological time ## 20. High School - Earth and Space Science · Students will develop an understanding of Earth, the solar system, and the laws that predict the motion of celestial bodies. - [The solar system (age 11+)](https://ai.page/c/the-solar-system-age-11/index.md): Describe the detailed structure of the solar system, including moons, asteroids, and comets, compare orbital periods and distances of the planets, and distinguish between planets, dwarf planets, and other bodies ## 21. High School - Earth and Space Science · Students will develop an understanding of the universe, its development, immense size, and composition. - [Where Elements Come From](https://ai.page/c/where-elements-come-from/index.md): Explain stellar nucleosynthesis: the Big Bang produced mainly hydrogen and helium; main-sequence fusion builds elements up to iron; and supernovae produce elements heavier than iron and scatter them into space — meaning the atoms in our bodies were forged in ancient stars - [Galaxies and the universe](https://ai.page/c/galaxies-and-the-universe/index.md): Describe the scale of the universe, including the structure of galaxies, the position of the Sun in the Milky Way, and the use of light years as a unit of distance, and appreciate why space exploration requires enormous timescales ## 22. High School - Environmental Science · Students will relate the impact of human activities on the environment, conservation activities, and efforts to maintain and restore ecosystems. - [Renewable vs non-renewable energy](https://ai.page/c/renewable-vs-non-renewable-energy/index.md): Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts ## 23. High School - Environmental Science · Students will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere. - [Predator Loss and Ecosystem Effects](https://ai.page/c/predator-loss-and-ecosystem-effects/index.md): Quantify energy transfer efficiency through trophic levels (~10% rule); explain trophic cascades: how removing an apex predator triggers a chain of ecosystem changes (sea otters → sea urchin explosion → kelp forest collapse); define 'fishing down the food web'; evaluate evidence for ocean rewilding — shark reintroduction, whale recovery driving nutrient cycling; understand why ecosystem-based fisheries management is needed ## 24. High School - Foundations of Science Literacy · Students will apply scientific literacy and thinking skills to evaluate theoretical models, inferences, and experimental results found in various experi - [Drawing conclusions from evidence (age 12+)](https://ai.page/c/drawing-conclusions-from-evidence-age-12/index.md): Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements - [Writing Science Reports](https://ai.page/c/writing-science-reports/index.md): Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge ## 25. High School - Genetics · Students will apply population genetic concepts to explain variability of organisms within a population. - [Variation in Species](https://ai.page/c/variation-in-species/index.md): Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes ## 26. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the respiratory system, including the cause and effect of diseases and disorders. - [Gas Exchange & Breathing](https://ai.page/c/gas-exchange-and-breathing/index.md): Describe the structure of the human gas exchange system (trachea, bronchi, bronchioles, alveoli) and explain how the mechanism of breathing — using pressure changes from rib and diaphragm movement — moves air in and out of the lungs ## 27. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the lymphatic system, including the cause and effect of diseases and disorders. - [Pathogens & the Immune System](https://ai.page/c/pathogens-and-the-immune-system/index.md): Explain how pathogens (bacteria, viruses, and fungi) cause disease and describe how the immune system responds, including the roles of white blood cells (phagocytosis, antibody production) and the concept of immunity ## 28. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the cardiovascular system, including the cause and effect of diseases and disorders. - [Heart Structure & Double Circulation](https://ai.page/c/heart-structure-and-double-circulation/index.md): Describe the structure of the heart (four chambers, valves, coronary arteries) and explain how it pumps deoxygenated blood to the lungs and oxygenated blood to the body in a double circulatory system ## 29. High School - Human Anatomy and Physiology · Students will analyze the structure and functions of blood and its role in maintaining homeostasis. - [Body Temperature Regulation](https://ai.page/c/body-temperature-regulation/index.md): Explain how the human body detects and responds to environmental changes including temperature, including the role of the skin in temperature regulation (sweating, shivering, vasodilation, vasoconstriction) ## 30. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the male and female reproductive system, including the cause and effect of diseases and disorders - [Human Reproduction](https://ai.page/c/human-reproduction/index.md): Describe the structure and function of the male and female human reproductive systems, and explain the processes of fertilisation, gestation, and birth including the role of the placenta ## 31. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the nervous system, including the cause and effect of diseases and disorders. - [Effects of Drugs & Alcohol](https://ai.page/c/effects-of-drugs-and-alcohol/index.md): Explain the effects of recreational drugs including alcohol, tobacco, and illegal substances on behaviour, health, and body systems, and distinguish between depressants, stimulants, and hallucinogens - [Neurons & Brain Structure](https://ai.page/c/neurons-and-brain-structure/index.md): Explain how neurons transmit signals as electrochemical impulses across synapses, describe how the brain is organised (lobes and functions, limbic system for emotion), and explain neuroplasticity — why learning and practice physically change brain structure — connecting to optical illusions as evidence that the brain constructs reality rather than passively recording it ## 32. High School - Human Anatomy and Physiology · Students will investigate the structures and functions of the muscular system, including the cause and effect of diseases and disorders. - [The Human Skeleton](https://ai.page/c/the-human-skeleton/index.md): Describe the structure and four main functions of the human skeleton: support, protection, movement, and production of blood cells in bone marrow ## 33. High School - Physical Science · Students will explore basic principles of magnetism and electricity (e.g., static electricity, current electricity, and circuits). - [Electromagnets](https://ai.page/c/electromagnets/index.md): Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material ## 34. High School - Physical Science · Students will demonstrate an understanding of temperature scales, heat, and thermal energy transfer. - [Calculating Dietary Energy](https://ai.page/c/calculating-dietary-energy/index.md): Calculate and evaluate energy intake and requirements in a healthy daily diet, interpreting food labels and nutritional data - [Conduction, convection, and radiation](https://ai.page/c/conduction-convection-and-radiation/index.md): Describe and compare the three mechanisms of heat transfer — conduction (particle vibration through solids), convection (fluid movement in liquids/gases), and radiation (infrared waves) — and explain that the rate of transfer depends on temperature difference - [How Materials Change State](https://ai.page/c/how-materials-change-state/index.md): Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points ## 35. High School - Physical Science · Students will explore the characteristics of waves. - [Wave Properties & Types](https://ai.page/c/wave-properties-and-types/index.md): Describe waves in terms of amplitude, wavelength, frequency, and wave speed; distinguish transverse waves (oscillation perpendicular to direction of travel) from longitudinal waves (oscillation parallel); and use the wave equation v = fλ - [Waves & Different Materials](https://ai.page/c/waves-and-different-materials/index.md): Explain how waves can be absorbed, transmitted, or reflected by different materials, and apply these interactions to explain colour perception, sight, communication technologies, and the effects of different surfaces on wave behaviour ## 36. High School - Physical Science · Students will analyze the scientific principles of motion, force, and work. - [Investigating Forces](https://ai.page/c/investigating-forces/index.md): Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws - [Newton's First & Second Laws](https://ai.page/c/newton-s-first-and-second-laws/index.md): State and apply Newton's First Law (an object stays at rest or constant velocity unless acted on by a resultant force) and Second Law (force = mass × acceleration), including the relationship between mass, force, and acceleration ## 37. High School - Physics · Students will investigate the key components of electricity and magnetism. - [Motors & the Motor Effect](https://ai.page/c/motors-and-the-motor-effect/index.md): Explain the motor effect as the force on a current-carrying conductor in a magnetic field, and describe how this principle is used in electric motors and loudspeakers - [Series vs parallel circuits](https://ai.page/c/series-vs-parallel-circuits/index.md): Describe and apply the rules for current, voltage, and resistance in series and parallel circuits, and explain the practical uses of each circuit type ## 38. High School - Physics · Students will investigate and explore wave properties. - [Reflection & Refraction](https://ai.page/c/reflection-and-refraction/index.md): State the law of reflection (angle of incidence = angle of reflection) and explain refraction as the change in speed and direction when light crosses a boundary between two media; apply ray diagrams for plane mirrors and refracting surfaces ## 39. High School - Physics · Students will investigate and understand how to analyze and interpret data. - [Reading Distance-Time Graphs](https://ai.page/c/reading-distance-time-graphs/index.md): Read and plot distance-time graphs for moving objects; interpret the gradient (steepness) of a line as speed; identify stationary periods (horizontal sections), constant speed (straight diagonal lines), and relative speeds by comparing gradients; calculate average speed from the gradient of a straight-line segment using speed = distance ÷ time ## 40. High School - Zoology I (Invertebrate) · Students will develop a model of evolutionary change over time. - [Extinction & Rapid Change](https://ai.page/c/extinction-and-rapid-change/index.md): Explain how environmental change can outpace a species' ability to adapt through natural selection, leading to extinction, using historical and contemporary examples ## Health: 0 of 100 Of its 58 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Food Webs & Interdependence has no explanation yet - Biodiversity & Resilience has no explanation yet - Earth's Atmosphere & CO2 has no explanation yet - How Natural Selection Works comes before Variation in Species, which it needs - How Natural Selection Works comes before Genetic Mutation, which it needs - How Natural Selection Works has no explanation yet - Grouping Species Using DNA has no explanation yet - Evidence for Evolution has no explanation yet - Chromosomes, Genes & DNA comes before Cells Under the Microscope, which it needs - Chromosomes, Genes & DNA has no explanation yet - DNA & Genes has no explanation yet - Predicting Inherited Traits has no explanation yet - Photosynthesis has no explanation yet - Aerobic Respiration comes before Gas Exchange & Breathing, which it needs - Aerobic Respiration has no explanation yet - Cancer & Stem Cells has no explanation yet - Cells to Organ Systems has no explanation yet - How the Body Stays in Balance has no explanation yet - Cells Under the Microscope has no explanation yet - Genetic Mutation has no explanation yet - Digestion & Enzymes has no explanation yet - Atoms, Elements & Compounds has no explanation yet - Plant Reproduction has no explanation yet - The Carbon Cycle has no explanation yet - Physical vs Chemical Changes has no explanation yet - Types of Chemical Reaction has no explanation yet - The Periodic Table has no explanation yet - Metals vs Non-Metals has no explanation yet - Ceramics, Polymers & Composites has no explanation yet - Reactions That Release or Absorb Heat has no explanation yet - Acids, Alkalis & pH has no explanation yet - Hazard Assessment & Evacuation has no explanation yet - The Rock Cycle has no explanation yet - The solar system (age 11+) has no explanation yet - Where Elements Come From has no explanation yet - Galaxies and the universe has no explanation yet - Renewable vs non-renewable energy has no explanation yet - Predator Loss and Ecosystem Effects has no explanation yet - Drawing conclusions from evidence (age 12+) has no explanation yet - Writing Science Reports has no explanation yet - Variation in Species has no explanation yet - Gas Exchange & Breathing has no explanation yet - Pathogens & the Immune System has no explanation yet - Heart Structure & Double Circulation has no explanation yet - Body Temperature Regulation has no explanation yet - Human Reproduction has no explanation yet - Effects of Drugs & Alcohol has no explanation yet - Neurons & Brain Structure has no explanation yet - The Human Skeleton has no explanation yet - Electromagnets has no explanation yet Credit: The structure of Mississippi academic standards: Science (http://www.mde.k12.ms.us/docs/secondary-education/2018-ms_ccrs---science_k-12_final_20170616.pdf?sfvrsn=2); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.