Algebra I

A1.AREI.1* Understand and justify that the steps taken when solving simple equations in one variable create new equations that have the same solution as the original.

A1.AREI.3* Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

A1.AREI.4* Solve mathematical and real-world problems involving quadratic equations in one variable. (Note: A1.AREI.4a and 4b are not Graduation Standards.) a. Use the method of completing the square to transform any quadratic equation in 𝑥𝑥 into an equation of the form (𝑥𝑥 − ℎ)2 = 𝑘𝑘 that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as 𝑎𝑎 + 𝑏𝑏𝑏𝑏 for real numbers 𝑎𝑎 and 𝑏𝑏. (Limit to non-complex roots.)

A1.AREI.5 Justify that the solution to a system of linear equations is not changed when one of the equations is replaced by a linear combination of the other equation.

A1.AREI.6* Solve systems of linear equations algebraically and graphically focusing on pairs of linear equations in two variables. (Note: A1.AREI.6a and 6b are not Graduation Standards.) a. Solve systems of linear equations using the substitution method. b. Solve systems of linear equations using linear combination.

A1.AREI.10* Explain that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane

Earth Science

H.E.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.

H.E.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

H.E.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.

H.E.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.

H.E.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, or (3) use grade-level appropriate statistics to analyze data.

H.E.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams

Biology

H.B.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

H.B.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

H.B.2A. Conceptual Understanding: The essential functions of a cell involve chemical reactions that take place between many different types of molecules (including carbohydrates, lipids, proteins and nucleic acids) and are catalyzed by enzymes.

H.B.2B.1 Develop and use models to explain how specialized structures within cells (including the nucleus, chromosomes, cytoskeleton, endoplasmic reticulum, ribosomes and Golgi complex) interact to produce, modify, and transport proteins. Models should compare and contrast how prokaryotic cells meet the same life needs as eukaryotic cells without similar structures.

Chemistry

Standard H.C.2: The student will demonstrate an understanding of atomic structure and nuclear processes

H.C.2B. Conceptual Understanding: In nuclear fusion, lighter nuclei combine to form more stable heavier nuclei and in nuclear fission heavier nuclei are split to form lighter nuclei. The energies in fission and fusion reactions exceed the energies in usual chemical reactions

H.C.3A. Conceptual Understanding: Elements are made up of only one kind of atom. With increasing atomic number, a predictable pattern for the addition of electrons exists. This pattern is the basis for the arrangement of elements in the periodic table. The chemical properties of an element are determined by an element’s electron configuration. Elements can react to form chemical compounds/molecules that have unique properties determined by the kinds of atoms combined to make up the compound/molecule. Essentially, the ways in which electrons are involved in bonds determines whether ionic or covalent bonds are formed. Compounds have characteristic shapes that are determined by the type and number of bonds formed.

H.C.4A Conceptual Understanding: Matter can exist as a solid, liquid, or gas, and in very high-energy states, as plasma. In general terms, for a given chemical, the particles making up the solid are at a lower energy state than the liquid phase, which is at a lower energy state than the gaseous phase. The changes from one state of matter into another are energy dependent. The behaviors of gases are dependent on the factors of pressure, volume, and temperature.