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Jefferson County Schools |
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Jefferson County Schools |
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Science - Chemistry I |
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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, and/or portray energy emission as it returns from an excited state to a lower energy state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
|
Master |
|
TN: Curriculum Standards, 2001, Chemistry I, Std 1.tpi 2 |
Classroom
|
|
Laboratory Skills: Chemistry/Examine
The learner will be able to
examine data by calculating percent error.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Laboratory Skills: Chemistry |
|
Master |
|
TN: Curriculum Standards, 2001, Chemistry I, Std 2. tpi 2 |
Classroom
|
|
Substances: Recognize/Element/Compound
The learner will be able to
recognize a pure substance as an element or compound when provided with its chemical name or formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Substances |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 1 |
Classroom
|
|
Atoms: Recognize/Protons/Electrons/Mass
The learner will be able to
recognize protons, neutrons, and electrons with respect to their relative mass, relative charge, and location in an atom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 1 |
Classroom
|
|
Atoms: Explore/Structure
The learner will be able to
explore the structure of the atom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.0 |
Classroom
|
|
Atoms: Explore/Chemical/Bonding
The learner will be able to
explore chemical bonding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, 3.1 |
Classroom
|
|
Atoms: Justify/Exists/Laws/Conservation
The learner will be able to
justify that atoms exist using the laws of definite composition, conservation of matter, and multiple proportion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Atoms |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.tpi 2 |
Classroom
|
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Matter: Comprehend/Conservation/Data
The learner will be able to
comprehend the law of conservation of matter when provided with experimental data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 2 |
Classroom
|
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Matter: Analyze/Interacts
The learner will be able to
analyze how matter interacts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3.0 |
Classroom
|
|
Chemical Reactions: Recognize/Equation
The learner will be able to
recognize the reactants and products in a chemical reaction when provided with a balanced equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 1, tpi 1 |
Classroom
|
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Chemical Reactions: Describe/Equation
The learner will be able to
describe the differences among composition, decomposition, double replacement, and single replacement reactions when provided with a balanced equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 1 |
Classroom
|
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Chemical Reactions: Formulas/Write
The learner will be able to
write formulas for compounds using the name of the compound.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. tpi 2 |
Classroom
|
|
Chemical Reactions: Establish/Number
The learner will be able to
establish the number of atoms, formula units, or molecules of a particular substance when provided with a balanced equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 1 |
Classroom
|
|
Chemical Reactions: Study/Substances
The learner will be able to
study chemical reactions between substances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, 3.2 |
Classroom
|
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Chemical Reactions: Predict/Products
The learner will be able to
predict the products of a single or double replacement reaction when provided with an activity series and a solubility chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Reactions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. tpi 2 |
Classroom
|
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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 I, Std 3. tpi 3 |
Classroom
|
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Chemistry: Differentiate/Symbol/Formula
The learner will be able to
differentiate between a chemical symbol and chemical formula when provided with examples.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemistry |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 1 |
Classroom
|
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Chemical & Physical Changes: Categor
The learner will be able to
categorize changes in matter as physical or chemical when provided with examples or scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical and Physical Changes |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 1 |
Classroom
|
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Energy: Matter/Explore/Interaction
The learner will be able to
explore the interaction of matter and energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Matter |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.0, 2.2 |
Classroom
|
|
Elements: Structure of Atoms
The learner will be able to
explore the properties of elements as they relate to the structure of the atom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Elements |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.0 |
Classroom
|
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Nuclear Reactions: Write/Alpha/Beta
The learner will be able to
write the nuclear equation involving alpha or beta particles when provided with the mass of the parent isotope and complete symbols for alpha and beta emissions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nuclear Reactions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.tpi 3 |
Classroom
|
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Chemical Compounds: Recognize/Formula
The learner will be able to
recognize the formula for a compound using a periodic table and a list of common ions when provided with the compound's name.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
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Chemical Compounds: Recognize/Name
The learner will be able to
recognize the name of compounds using a periodic table and list of common ions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
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Chemical Compounds: Write/Names/Stock
The learner will be able to
write the names of compounds when provided with the formulas using the stock system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. tpi 2 |
Classroom
|
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Chemical Compounds: Establish/Percent
The learner will be able to
establish the empirical or molecular formula of an unknown substance using percent composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. tpi 3 |
Classroom
|
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Chemical Compounds: Differentiate/Ionic
The learner will be able to
differentiate between ionic and covalent compounds when provided with binary formulas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
|
Chemical Compounds: Examine/Percent
The learner will be able to
examine the percent composition of the elements in a compound when provided with the formula.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical Compounds |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
|
Gases: Predict/Affected/Altered/Scenario
The learner will be able to
predict how the volume, temperature, or pressure of a gas is affected when another gas variable is altered when provided with a scenario.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Gases |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 2 |
Classroom
|
|
Solubility: Show/Factors/Impact/Rate
The learner will be able to
show the factors that impact the rate a solute dissolves.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solubility |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. tpi 1 |
Classroom
|
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Careers: Study/Matter/Energy
The learner will be able to
study careers related to matter and energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Physical Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2. tpi 2 |
Classroom
|
|
Careers: Study/Interactions/Matter
The learner will be able to
study careers that are associated with the interactions of matter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Physical Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. tpi 2 |
Classroom
|
|
Careers: Study/Structure/Atoms
The learner will be able to
study careers related to the structure of atoms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Physical Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.tpi 2 |
Classroom
|
|
Careers: Study/Related/Solutions
The learner will be able to
study careers that are related to solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Careers: Physical Science |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. tpi 2 |
Classroom
|
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States of Matter: Differentiate/Spacing
The learner will be able to
differentiate among the three states of matter in terms of spacing between particles and relative movement of particles, when provided with a diagram or scenario.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matter: States of Matter |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 2 |
Classroom
|
|
Energy: Conservation/Comprehend
The learner will be able to
comprehend the law of conservation of energy by equating heat loss and heat gain in an interaction when provided with the specific heat and the formulas -q=q and q=mcD.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy: Conservation |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 3 |
Classroom
|
|
Scientists: Identify/Names/Contributions
The learner will be able to
identify the names and main contributions of famous scientists, including Neils Bohr, James Chadwick, John Dalton, Max Planck, Ernest Rutherford, and J.J. Thomson.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Scientists of Physical Science |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.tpi 2 |
Classroom
|
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Periodic Table: Recognize/Number/Name
The learner will be able to
recognize an element's atomic number, name, and symbol utilizing the periodic table and when provided with the number of protons and electrons in a neutral atom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 1 |
Classroom
|
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Periodic Table: Explain/Trends/Size
The learner will be able to
explain the periodic table trends regarding atomic size, ionization energy, electron affinity, or electronegativity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 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 I, Std 1.tpi 2 |
Classroom
|
|
Periodic Table: Establish/Protons/Ion
The learner will be able to
establish the number of protons, neutrons, and electrons in an atom or ion when provided with the atom or ion's symbol and the periodic table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 2 |
Classroom
|
|
Periodic Table: Explore/Order/Number
The learner will be able to
explore the order of the periodic table, including atomic number and the atom's characteristics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, 1.2 |
Classroom
|
|
Periodic Table: Classify/Metals/Noble
The learner will be able to
classify elements as metals, nonmetals, metalloids, or noble gases based on their locations in the periodic table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Periodic Table |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 1 |
Classroom
|
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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 I, Std 1.tpi 2 |
Classroom
|
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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 I, Std 1.tpi 3 |
Classroom
|
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Electrons: Establish/Lewis/Valence/Group
The learner will be able to
establish the Lewis dot structure or number of valence electrons from an atom of any major group when provided with its atomic number or its location in the periodic table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 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 I, Std 1.tpi 3 |
Classroom
|
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Electrons: Associate/Spectral/Emission
The learner will be able to
associate the spectral lines of an atom's emission spectrum to the transition of electrons between various energy levels within an atom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, 1.5 |
Classroom
|
|
Electrons: Find/Orbitals/Shape/Energy
The learner will be able to
find similarities between s and p orbitals in an energy level in terms of general shape, energy, and/or numbers of electrons possible.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Electrons |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 1.spi 2 |
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 I, Std 1.tpi 3 |
Classroom
|
|
Acids: Recognize/Name/Periodic/Ions
The learner will be able to
recognize the name of common acids using a periodic table and list of common ions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Acids |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
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Chemical & Physical Properties: Sort
The learner will be able to
sort characteristics of matter as physical or chemical when provided with examples or scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chemical and Physical Properties |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 2.spi 1 |
Classroom
|
|
Solutions: Recognize/Solute/Solvent
The learner will be able to
recognize the solute and solvent in a liquid, solid, or gaseous solution when provided with its composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. spi 2 |
Classroom
|
|
Solutions: Explain/Dilute/Concentrated
The learner will be able to
explain how to create a dilute solution from a concentrated solution of known molarity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. tpi 2 |
Classroom
|
|
Solutions: Compute/Concentration/Mass
The learner will be able to
compute the concentration of a solution in terms of molarity or mass percent when provided with the mass of the solute and mass or volume of the solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. spi 2 |
Classroom
|
|
Solutions: Compute/Molarity
The learner will be able to
compute the molarity of solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. tpi 3 |
Classroom
|
|
Solutions: Explore/Properties
The learner will be able to
explore the properties of solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, 4.1 |
Classroom
|
|
Solutions: Explore/Properties/Acids
The learner will be able to
explore the properties of solutions paying special attention to acids and bases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4.0 |
Classroom
|
|
Solutions: Categorize/Saturated/Graph
The learner will be able to
categorize a solution as saturated, unsaturated, or supersaturated when provided with the solution's composition and a solubility graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solutions |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Chemistry I, Std 4. spi 2 |
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 I, Std 4. tpi 3 |
Classroom
|
|
Equations: Identify/Balanced/Word
The learner will be able to
identify a balanced chemical equation using proper symbols when provided with a word equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equations |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Chemistry I, Std 3. spi 2 |
Classroom
|
|
Equations: Implement/Mathematics
The learner will be able to | |
