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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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Science - Chemistry |
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1.1.1 (DOK 2) ASSESSED
The learner will be able to
classify or make generalizations about elements from data of observed patterns in atomic structure and/or position on the periodic table. (The periodic table is a consequence of the repeating pattern of outermost electrons.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.2 (DOK) Supporting
The learner will be able to
understand that the atom's nucleus is composed of protons and neutrons that are much more massive than electrons; When an element has atoms that differ in the number of neutrons, these atoms are called different isotopes of the element.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.3 (DOK) Supporting
The learner will be able to
understand that solids, liquids, and gases differ in the distances between molecules or atoms and therefore the energy that binds them together. In solids, the structure is nearly rigid; in liquids, molecules or atoms move around each other but do not move apart; and in gases, molecules or atoms move almost independently of each other and are relatively far apart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.4 (DOK) Supporting
The learner will be able to
understand that in conducting materials, electrons flow easily; whereas, in insulating materials, they can hardly flow at all. Semiconducting materials have intermediate behavior. At low temperatures, some materials become superconductors and offer no resistance to the flow of electrons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.5 (DOK 2) ASSESSED
The learner will be able to
explain the role of intermolecular or intramolecular interactions on the physical properties (solubility, density, polarity, boiling/melting points) of compounds. The physical properties of compounds reflect the nature of the interactions among molecules. These interactions are determined by the structure of the molecular including the constituent atoms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.6 (DOK 3) ASSESSED
The learner will be able to
identify variables that affect reaction rates; Predict effects of changes in variables (concentration, temperature, properties of reactants, surface area, and catalysts) based on evidence/data from chemical reactions. Rates of chemical reactions vary. Reaction rates depend on concentration, temperature, and properties of reactants. Catalysts speed up chemical reactions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.7 (DOK 2) ASSESSED
The learner will be able to
construct diagrams to illustrate ionic or covalent bonding; Predict compound formation and bond type as either ionic or covalent (polar, nonpolar). Bonds between atoms are created when outer electrons are paired by being transferred (ionic) or shared (covalent). A compound is formed when two or more kinds of atoms bind together chemically.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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1.1.8 (DOK 3) ASSESSED
The learner will be able to
explain the importance of chemical reactions in a real world context; Justify conclusions using evidence/data from chemical reactions. Chemical reactions (e.g., acids and bases, oxidation, rusting, tarnishing) occur all around us and in every cell in our bodies. These reactions may release or absorb energy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure and Transformation of Matter |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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Earth/Space Science (16%)
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2.3.5 (DOK 2) ASSESSED
The learner will be able to
explain the difference between alpha and beta decay, fission, and fusion; Identify the relationship between nuclear reactions and energy. (Nuclear reactions convert a fraction of the mass of interacting particles into energy, and they can release much greater amounts of energy than atomic interactions. Fission (alpha and beta decay) is the splitting of a large nucleus into smaller pieces. Fusion is the joining of two nuclei at extremely high temperature and pressure. Fusion is the process responsible for the energy of the Sun and other stars.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| The Earth and the Universe |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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2.3.6 (DOK) Supporting
The learner will be able to
understand that the forces that hold the nucleus together, at nuclear distances, are usually stronger than the forces that would make it fly apart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| The Earth and the Universe |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.6.1 (DOK 3) ASSESSED
The learner will be able to
explain the relationships and connections between matter, energy, living systems, and the physical environment; Give examples of conservation of matter and energy. (As matter and energy flow through different organizational levels (e.g., cells, organs, organisms, communities) and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transformations |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.6.2 (DOK 3)
The learner will be able to
predict wave behavior and energy transfer: Apply knowledge of waves to real life phenomena/investigations. (Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transformations |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.6.3 (DOK) Supporting
The learner will be able to
understand that electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transformations |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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4.6.6 (DOK) Supporting
The learner will be able to
understand that heat is the manifestation of the random motion and vibrations of atoms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Energy Transformations |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Academic Expectations; Kentucky Program of Studies (2006); American College Test (ACT) Objectives |
Classroom
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