To assess students’ content knowledge of electric potentials, I designed an assignment that gives students the opportunity to transfer their models to real-world phenomena across Human Biology, Medicine, Technology, and Nature. Students were able to develop physics content knowledge by drawing on perspectives from other content areas to test their models against prior knowledge; prior knowledge and autonomy served as entry points for students. Students were able to gather information to supplement their understanding of the phenomena, and were guided through student-teacher discussions to critically evaluate online sources against their understanding of electric potential to develop more complex understandings. Authentic contexts enriched each student’s interpretation of content knowledge and their understanding of scientific practices in other content areas.