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Jefferson County Schools |
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Jefferson County Schools |
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Science - Chemistry II |
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Biochemistry: Find/Structure/Function
The learner will be able to
find similarities and differences between the structure and function of proteins, carbohydrates, lipids and nucleic acids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biochemistry |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Electricity: Explain/Use/Faraday's/Solve
The learner will be able to
explain and use Faraday's laws to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electricity |
|
Master |
|
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 3.0 |
Classroom
|
|
States of Matter: Explore/Kinetic
The learner will be able to
explore matter interactions using the kinetic theory to describe phenomena of solids, liquids, gases, and solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
|
Master |
|
TN: Curriculum Standards, 2001, Chemistry II, Std 2.0 |
Classroom
|
|
Organic Chemistry: Comprehend/Isomers
The learner will be able to
comprehend structural isomers by drawing basic organic molecules.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organic Chemistry |
|
Master |
|
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Atoms: Depict/Different/Types/Bonds
The learner will be able to
depict different types of bonds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
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Chemical Reactions: Solve/Limiting
The learner will be able to
solve limiting reagent problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Reactions: Predict/Products
The learner will be able to
predict a single and/or double replacement reaction's products.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Reactions: Predict/Product
The learner will be able to
predict product amount when provided with the mole or mass amount of reactants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Reactions: Find/Actual/Yield
The learner will be able to
find similarities and differences between actual yield and theoretical yield.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Reactions: Explore/Types
The learner will be able to
explore types of reactions, stoichiometry, equilibrium phenomena, kinetics, and thermodynamics of chemical reactions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Std 3.0 |
Classroom
|
|
Chemical Reactions: Explore/Different
The learner will be able to
explore different chemical reactions that are related to acids and bases, precipitation, and oxidation and reduction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 3.1 |
Classroom
|
|
Chemical Reactions: Explore/Kinetics
The learner will be able to
explore chemical kinetics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 3.4 |
Classroom
|
|
Chemical Reactions: Establish/Order
The learner will be able to
establish the order of a reaction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 3.0 |
Classroom
|
|
Chemistry: Explore/Atomic/Theory/Bonding
The learner will be able to
explore atomic theory, chemical bonding, and nuclear chemistry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemistry |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Std 1.0 |
Classroom
|
|
Nuclear Reactions: Explain/Society
The learner will be able to
explain the impact of nuclear chemistry on society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nuclear Reactions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Nuclear Reactions: Write/Alpha/Beta
The learner will be able to
write the nuclear equation that includes alpha or beta decay and gamma emission when provided with the mass number of the parent isotope.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nuclear Reactions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
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Nuclear Reactions: Investigate/Chemistry
The learner will be able to
investigate nuclear chemistry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nuclear Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 1.8 |
Classroom
|
|
Chemical Compounds: Find/Empirical
The learner will be able to
find the empirical formula of a compound from data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Compounds: Find/Percent/Data
The learner will be able to
find percent composition of a compound from data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Chemical Compounds: Explore/Bonds
The learner will be able to
explore ionic, covalent, and metallic bonds and attractive forces between molecules.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 1.4 |
Classroom
|
|
Gases: Describe/Real/Ideal/Properties
The learner will be able to
describe differences between real gases and ideal gas properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gases |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
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Gases: Explore/Topics/Related/State
The learner will be able to
explore topics related to the gaseous state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gases |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 2.2 |
Classroom
|
|
Gases: Associate/Avagadro's/Volumes
The learner will be able to
associate Avagadro's hypothesis to gas volumes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gases |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 2.0 |
Classroom
|
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Gases: Solve/Law/Problems/Ideal/Equation
The learner will be able to
solve problems dealing with the gas laws, including the ideal gas law equation, when provided with the formulas and constant.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gases |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 2.0 |
Classroom
|
|
Solubility: Factors
The learner will be able to
recognize factors that impact solubility.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solubility |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Solubility: Compute/Concentration/Ion
The learner will be able to
compute solubility and resulting concentration using the common-ion effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solubility |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 3.0 |
Classroom
|
|
Radioactive Isotopes: Establish/Graph
The learner will be able to
establish the half-life of an isotope by analyzing a graph or using a proper equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Radioactive Isotopes |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Radioactive Isotopes: Graph/Decay/Series
The learner will be able to
graph the decay series when provided with the emissions of a radioactive isotope.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Radioactive Isotopes |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
|
States of Matter: Identify/Critical
The learner will be able to
identify critical temperature, critical pressure, and triple point when using phase diagrams of single-component systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
States of Matter: Describe/Theory
The learner will be able to
describe the states of matter using the kinetic theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, 2.1 |
Classroom
|
|
States of Matter: Talk/About/Diagrams
The learner will be able to
talk about phase diagrams of single component systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, 2.3 |
Classroom
|
|
States of Matter: Associate/Kinetic
The learner will be able to
associate the kinetic theory to solids, liquids, gases, and phase changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 2.0 |
Classroom
|
|
States of Matter: Interpret/Alterations
The learner will be able to
interpret alterations in temperature and/or pressure when utilizing phase diagrams of single-component systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Periodic Table: Explain/Trends/Radii
The learner will be able to
explain the periodic table trends including atomic radii, ionization energy, electron affinity, and oxidation states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, 1.3 |
Classroom
|
|
Periodic Table: Order/Major/Groups
The learner will be able to
order atoms from the major groups of elements based on atomic radii.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Periodic Table: Order/Major/Groups
The learner will be able to
order atoms from the major groups of elements based on ionization energies and electron affinities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Electrons: Identify/Energy/Spectra
The learner will be able to
identify how electron energy levels are related to atomic spectra, quantum numbers, and atomic orbitals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry II, 1.1 |
Classroom
|
|
Electrons: Write/Arrangement/Notations
The learner will be able to
write the electron arrangement using the following notations: orbital, electron configuration, and electron-dot.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Electrons: Describe/Paragraph
The learner will be able to
describe in a paragraph why certain elements do not have the predicted electron configuration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Describe/Hybridized/Resonance
The learner will be able to
describe the creation of hybridized orbitals, resonance, and sigma and pi bonds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Illustrate/Arrangements/Ways
The learner will be able to
illustrate electron arrangements in atoms in different ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 1.2 |
Classroom
|
|
Electrons: Establish/Configuration
The learner will be able to
establish quantum numbers for elements when provided with the electron configuration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Illustrate/Ground/Excited
The learner will be able to
illustrate an electron moving from a ground state to an excited state, using the Bohr model.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 1.0 |
Classroom
|
|
Electrons: Illustrate/Lewis/Polyatomic
The learner will be able to
illustrate Lewis structures for polyatomic ions and basic covalent molecules.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Investigate/Lewis/Valence
The learner will be able to
investigate Lewis structures, properties of valence bonds (including hybridized orbitals, resonance, and sigma and pi bonds), bond directionality, and ionic or molecular geometry using the VSEPR theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, 1.6 |
Classroom
|
|
Electrons: Find/Orbitals/Shape/Energy
The learner will be able to
find similarities between s, p, d and f orbitals in an energy level in terms of general shape, energy, or numbers of electrons possible.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Associate/Balmer's/Emission
The learner will be able to
associate the lines of Balmer's series of an emission or absorbance spectrum of the hydrogen atom with their respective energy level transitions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Predict/Geometry/VSEPR
The learner will be able to
predict the geometry around an atom in the center of a polyatomic ion or molecule utilizing the VSEPR theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 1.0 |
Classroom
|
|
Electrons: Associate/Hydrogen/Spectrum
The learner will be able to
associate Lyman's ultraviolet and Paschen's infrared series of the spectrum of hydrogen.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 1.0 |
Classroom
|
|
Solutions: Explain/Ion/Buffers
The learner will be able to
explain the common ion effect, buffers, and hydrolysis when provided with a solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 3.0 |
Classroom
|
|
Solutions: Increase/Understanding
The learner will be able to
increase his/her understanding of solutions that was previously learned.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry II, 2.4 |
Classroom
|
|
Solutions: Compute/Concentrations
The learner will be able to
compute concentrations of solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Solutions: Establish/Concentration
The learner will be able to
establish the concentration of a dilute solution that is prepared from a concentrated solution where the molarity is known.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Solutions: Use/Osmosis/Raoult's
The learner will be able to
use Raoult's law and osmosis for the study of solutions when provided with formulas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Solutions: Distinguish/Saturated/Graphs
The learner will be able to
distinguish among unsaturated, saturated, and supersaturated solutions using solubility graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Solutions: Explore/Colligative
The learner will be able to
explore the colligative properties of solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 2, Std 2.0 |
Classroom
|
|
Solutions: Explore/Beer's/Law/Dilution
The learner will be able to
explore Beer's law using a dilution series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 3, Std 2.0 |
Classroom
|
|
Equations: Categorize/Type/Reaction
The learner will be able to
categorize chemical equations by type when provided with a written explanation of a reaction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equations |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
|
|
Molecules: Recognize/Kinetic/Theory
The learner will be able to
recognize the components of the kinetic molecular theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Molecules |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 2.0 |
Classroom
|
|
Molecules: Formula
The learner will be able to
find out molecular formula from data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Molecules |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry II, Indicators, Level 1, Std 3.0 |
Classroom
| | |
