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IPC.4

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

ELA.E2.15.B.i

organized and accurately conveyed information;

ELA.E2.15.B.ii

reader-friendly formatting techniques; and

IPC.4.A

analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;

ELA.E2.15.B.iii

anticipation of readers' questions;

IPC.4.B

relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; and

ELA.E2.15.C

write an interpretative response to an expository or a literary text (e.g., essay or review) that:

IPC.4.C

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers.

ELA.E2.15.C.i

extends beyond a summary and literal analysis;

IPC.5

Science concepts. The student knows the relationship between force and motion in everyday life. The student is expected to:

IPC.5.A

investigate, analyze, and model motion in terms of position, velocity, acceleration, and time using tables, graphs, and mathematical relationships;

ELA.E2.15.C.ii

addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and

IPC.5.B

analyze data to explain the relationship between mass and acceleration in terms of the net force on an object in one dimension using force diagrams, tables, and graphs;

ELA.E2.15.C.iii

analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices; and

IPC.5.C

apply the concepts of momentum and impulse to design, evaluate, and refine a device to minimize the net force on objects during collisions such as those that occur during vehicular accidents, sports activities, or the dropping of personal electronic devices;

ELA.E2.15.D

produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

IPC.5.D

describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and weak nuclear forces, including fission and fusion; and mass-energy equivalency; and

ELA.E2.16

Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:

ELA.E2.16.A

a clear thesis or position based on logical reasons supported by precise and relevant evidence;

IPC.5.E

construct and communicate an explanation based on evidence for how changes in mass, charge, and distance affect the strength of gravitational and electrical forces between two objects.

ELA.E2.16.B

consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author's own words and not out of context);

IPC.6

Science concepts. The student knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:

ELA.E2.16.C

counter-arguments based on evidence to anticipate and address objections;

IPC.6.A

design and construct series and parallel circuits that model real-world circuits such as in-home wiring, automobile wiring, and simple electrical devices to evaluate the transfer of electrical energy;

ELA.E2.16.D

an organizing structure appropriate to the purpose, audience, and context;

IPC.6.B

design, evaluate, and refine a device that generates electrical energy through the interaction of electric charges and magnetic fields;

IPC.6.C

plan and conduct an investigation to provide evidence that energy is conserved within a closed system;

ELA.E2.16.E

an analysis of the relative value of specific data, facts, and ideas; and

IPC.6.D

investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as weather, living, and mechanical systems;

ELA.E2.16.F

a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

IPC.6.E

plan and conduct an investigation to evaluate the transfer of energy or information through different materials by different types of waves such as wireless signals, ultraviolet radiation, and microwaves;

ELA.E2.17

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

IPC.6.F

construct and communicate an evidence-based explanation for how wave interference, reflection, and refraction are used in technology such as medicine, communication, and scientific research; and

ELA.E2.17.A

use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

ELA.E2.17.A.i

more complex active and passive tenses and verbals (gerunds, infinitives, participles);

IPC.6.G

evaluate evidence from multiple sources to critique the advantages and disadvantages of various renewable and nonrenewable energy sources and their impact on society and the environment.

ELA.E2.17.A.ii

restrictive and nonrestrictive relative clauses; and

IPC.7

Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:

ELA.E2.17.A.iii

reciprocal pronouns (e.g., each other, one another);

IPC.7.A

model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table;

ELA.E2.17.B

identify and use the subjunctive mood to express doubts, wishes, and possibilities; and

IPC.7.B

use patterns within the Periodic Table to predict the relative physical and chemical properties of elements;

IPC.7.C

explain how physical and chemical properties of substances are related to their usage in everyday life such as in sunscreen, cookware, industrial applications, and fuels;

ELA.E2.17.C

use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

IPC.7.D

explain how electrons can transition from a high energy level to a low energy state, emitting photons at different frequencies for different energy transitions;

ELA.E2.18

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

IPC.7.E

explain how atomic energy levels and emission spectra present evidence for the wave particle duality; and

ELA.E2.18.A

use conventions of capitalization; and

1 Resource

Capitalization (English II Writing)

Resource ID: E2WrM8L6 Grade Range: 10 Subject: ELA & Reading

You will learn proofreading techniques to use in checking for correct capitalization.

IPC.7.F

plan and conduct an investigation to provide evidence that the rate of reaction or dissolving is affected by multiple factors such as particle size, stirring, temperature, and concentration.

ELA.E2.18.B

use correct punctuation marks including: