analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

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:

determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

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;

analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

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

infer word meaning through the identification and analysis of analogies and other word relationships;

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.

recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words; and

use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed.

Science concepts. The student understands the development of the Periodic Table and applies its predictive power. The student is expected to:

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

explain the development of the Periodic Table over time using evidence such as chemical and physical properties;

predict the properties of elements in chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, based on valence electrons patterns using the Periodic Table; and

analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition;

analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity, ionization energy, and reactivity to identify periodic trends.

relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films; and

Science concepts. The student understands the development of atomic theory and applies it to real-world phenomena. The student is expected to:

relate the main ideas found in a literary work to primary source documents from its historical and cultural setting.

construct models using Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle to show the development of modern atomic theory over time;

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry.

describe the structure of atoms and ions, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud;

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to analyze the themes and characteristics in different periods of modern American drama.

investigate the mathematical relationship between energy, frequency, and wavelength of light using the electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum;

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

evaluate how different literary elements (e.g., figurative language, point of view) shape the author's portrayal of the plot and setting in works of fiction;

calculate average atomic mass of an element using isotopic composition; and

analyze the internal and external development of characters through a range of literary devices;

construct models to express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis dot structures.

Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to:

analyze the impact of narration when the narrator's point of view shifts from one character to another; and

construct an argument to support how periodic trends such as electronegativity can predict bonding between elements;

demonstrate familiarity with works by authors in American fiction from each major literary period.

name and write the chemical formulas for ionic and covalent compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules;

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning.

classify and draw electron dot structures for molecules with linear, bent, trigonal planar, trigonal pyramidal, and tetrahedral molecular geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory; and

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works.

analyze the properties of ionic, covalent, and metallic substances in terms of intramolecular and intermolecular forces.

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.

Science concepts. The student understands how matter is accounted for in chemical substances. The student is expected to:

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

define mole and apply the concept of molar mass to convert between moles and grams;