distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

calculate the number of atoms or molecules in a sample of material using Avogadro's number;

calculate percent composition of compounds; and

make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

differentiate between empirical and molecular formulas.

synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

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

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

interpret, write, and balance chemical equations, including synthesis, decomposition, single replacement, double replacement, and combustion reactions using the law of conservation of mass;

evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts; and

differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;

analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations.

perform stoichiometric calculations, including determination of mass relationships, gas volume relationships, and percent yield; and

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and

describe the concept of limiting reactants in a balanced chemical equation.

translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

Science concepts. The student understands the principles of the kinetic molecular theory and ideal gas behavior. The student is expected to:

describe the postulates of the kinetic molecular theory;

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

describe and calculate the relationships among volume, pressure, number of moles, and temperature for an ideal gas; and

evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

define and apply Dalton's law of partial pressure.

evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:

evaluate the objectivity of coverage of the same event in various types of media; and

describe the unique role of water in solutions in terms of polarity;

evaluate changes in formality and tone across various media for different audiences and purposes.

distinguish among types of solutions, including electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

investigate how solid and gas solubilities are influenced by temperature using solubility curves and how rates of dissolution are influenced by temperature, agitation, and surface area;

structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devices to convey meaning;

investigate the general rules regarding solubility and predict the solubility of the products of a double replacement reaction;

calculate the concentration of solutions in units of molarity; and

revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

calculate the dilutions of solutions using molarity.

edit drafts for grammar, mechanics, and spelling; and

Science concepts. The student understands and applies various rules regarding acids and bases. The student is expected to:

revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

name and write the chemical formulas for acids and bases using IUPAC nomenclature rules;

Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions;

write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone;

differentiate between strong and weak acids and bases;

write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

write a script with an explicit or implicit theme, using a variety of literary techniques.

predict products in acid-base reactions that form water; and

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

define pH and calculate the pH of a solution using the hydrogen ion concentration.