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Unformatted text preview: Ekamai International School COURSE OUTLINE School Year 2004-2005 Mr. Felix B. Nada 1. Curriculum/Course Title: Advanced Physical Science (Grade 9) 2. Textbook: Science Spectrum, Physical Approach 3. Authors: Ken Dobson, John Holman, Michael Roberts 4. Publishers: Holt, Rhinehart, and Winston 5. ISBN: 0-03-055578-7 6. Resources: Work Books, Study Guide, CD-ROM, Lab Manual 7. Elective/Required: Required 8. Learning Time: 5x a week, 50 minutes/period 9. Credit Earned: 1 Credit 10. Objectives: T his course will focus its efforts in preparing each student to be: A complex thinker who can: Understand and apply the concepts of physics and chemistry. Observe, collect and interpret data, and make inferences from that data. Critically observe physical phenomenon. Analyze and interpret data, including appropriate statistical and graphical presentations. Propose further questions for study. Interpret information from oral, visual, and written sources. Analyze and synthesize information through group interaction and self-directed exploration. Employ creative thinking in problem solving. An effective communicator who can: Clearly express himself/herself both in written and spoken English. Actively participate in class discussions. A responsible citizen who can: Help and respect others. Follow rules and proper conduct in the classroom/ laboratory. Positively contribute to the class *Physical Science Content Standards and Benchmarks Atomic and Molecular Structure 1. The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept: a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass. b. Students know how to use the periodic table to identify metals, semimetals, nonmetals, and halogens. c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms. d. Students know how to use the periodic tabl e to determine the number of electrons available for bonding. e. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass. f. * Students know how to relate the position of an element in the periodic table to its quantum electron configuration and to its reactivity with other elements in the table. g. * Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom....
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- Spring '11