Ethics in Physical Science Ethics boxes give students specific opportunities to handle real-world ethical issues in physical science. They will be asked to address the issues using biblical principles, outcomes, and motivations. Biblical Worldview in Physical Science Students will analyze, evaluate, and draw conclusions about five themes in physical science on the basis of biblical teach- ing, including (1) order in nature, (2) science and dominion, (3) role of modeling, (4) pursuit of science, (5) ethics of science. Application Opportunities Students will have abundant opportunities for direct applica- tion, many of which draw on higher-order thinking skills. In-text mini-labs require direct application of lesson con- cepts; full labs give opportunities for extended hands-on application; and ethics boxes, case studies, and worldview sleuthing activities involve written application. Balanced Learning Students have an opportunity to prepare for future learning as they first study concepts in chemistry. These initial con- cepts give them time to master the math needed for units covering physics. BIBLICAL PRINCIPLES What does God’s Word say? God’s Image Bearers. Foundational to our ethical decision- making is the understanding that we all bear God’s image. Therefore, we must make decisions out of respect for all people and for their protection (Gen. 1:26–28). Creation Mandate. God’s first commandment to us is to have dominion over the world that He created. Therefore, we must wisely care for God’s creation. We must balance the appropri- ate use of the world’s resources with the needs of people around the world. Nothing belongs to us; we are stewards of God’s world (Gen. 1:26–28). God’s Whole Truth. God’s image in people and the Creation Mandate touch on many ethical issues. But other parts of Scripture also give us helpful insights into what God wants us to do. Part of making wise ethical decisions requires that we understand what His Word teaches. We Glorifying God. Just as Jesus came to glorify God, everything we do should glorify God (Matt. 5:16; 1 Cor. 6:20; 10:31). Our decisions should show God that we love and honor Him. This obligation includes every aspect of our lives: school, work, and play. So it is not enough that our decisions help others or that creation thrives. Our decisions must always give God the honor that He is due. BIBLICAL MOTIVATIONS How can I grow through this decision? Faith in God. The Bible discusses works versus faith (Jam. 2:14–26). The passage concludes that we are to live out our faith in God through our works. We are motivated to act because of our faith in God. Good works can stem only from our faith in God (Rom. 14:23; Heb. 11:6). Hope in God’s Promises. In the Bible, hope is not something that we wish for; it is something CHRISTIAN ETHICS 1.2 WHY IS ORDER IMPORTANT? Why can we study the universe systematically? If phenomena were com- pletely random, we would have to accept just watching events happen, but investigating them would be impossible. However, our world is orderly, and order allows us to study the events that occur. Evidence of Order As we wake up each morning, the periodic changes of day into night, days into weeks, weeks into months, and months into years remind us of the order in nature. The cycles that we know as seasons have been guiding farmers in the planting and harvesting of crops since Creation. We see order in the repeated patterns of the chemical and physical properties of elements. Physical Science (6th Edition) This research-based science course introduces students to chemistry and physics, equipping them to be student scientists. A clean, uncluttered layout helps students focus on key details and information. Going beyond science facts, students will learn to think critically about real-world science problems. Case stud- ies, worldview sleuthing activities, ethics boxes, and mini-labs all give students opportunities for hands-on experiences with real-world problems. Additionally, they will be given strategies for making ethical decisions based on a biblical worldview. Instructional materials include a teacher edition, student edi- tion, lab manual, lab manual teacher edition, assessments, and assessments answer key. THE ATOM 63 Scientists have discovered a new element—eggogen! Your task in this lab activity is to help those scientists determine eggogen’s atomic mass. Procedure A You and your team need to devise a plan for determining the atomic mass of eggogen. You will have only five minutes to come up with your plan. During those five minutes, you may examine the eggo- gen “atoms” in any manner you choose. But you may not open the atoms, and you may not make any mass measurements at this time. B Your plan may include up to a maximum of threemass measure- ments. 1. How will your group determine the atomic mass of eggogen? C Now carry out your plan. You will have five minutes to complete this task. Conclusion 2. What is the atomic mass of eggogen? 3. How similar is your answer to that of other groups? 4. Describe at least one way in which you could improve the cer- tainty of the value for eggogen’s atomic mass. 5. You were not allowed to open the eggogen atoms. How is this similar to the limitations that scientists must work around when examining real atoms? Going Further 6. Did your plan allow you to determine whether any “isotopes” of eggogen exist? If so, how many were there, and what is their ratio within your sample? 7. Suggest a plan for determining which eggogen isotope, if any, is most common and what the ratio of eggogen isotopes is in “nature” (i.e., all the samples in your class). Equipment eggogen atoms, 10 balance, laboratory Essential Question: How do scientists determine the atomic mass of an element? MINI LAB bjupress.com | 800.845.5731 Metals—Almost 80% of elements are metals, which have few valence electrons. Metals are found to the left of the heavy stairstep line on the periodic table. Typical Properties: • state: exist as a dense, ductile, malleable, lustrous solid • conductivity: are highly conduc- tive, electrically and thermally • reactivity: are reactive, especially with nonmetals 4B | CLASSIFYING THE ELEMENTS How is the periodic table useful? 4.4 TYPES OF ELEMENTS Recall that the main point of the periodic table is to organize the ele- ments to help us understand them better. Scientists arranged the table to group elements by their properties. One key characteristic of an element is how metallic it is. Elements range from highly metallic to nonmetallic as we move across the periodic table from left to right. 4B Questions • Where are metals and nonmetals on the periodic table? • How do metals, metalloids, and non- metals compare? • How can we know the chemical family of an element? • How many valence electrons does each element have? 4B Terms metal, metalloid, nonmetal, alkali metal, alkaline-earth metal, transition metal, inner transition metal, mixed group, halogen, noble gas alkali metals alkaline-earth metals transition metals inner transition metals post-transition metals 80 CHAPTER 4 copper Lanthanide series Actinide series Be Ce Pr Nd Pm Sm Th Pa U Np Pu H Li Ca Sc Ti V Cr Mn Fe Co K Sr Y Zr Nb Mo Tc Ru Rh Rb Ba La Hf Ta W Re Os Ir Cs Ra Ac Rf Db Sg Bh Hs Mt Fr Na Mg 1 3 4 19 20 21 22 23 24 25 26 27 58 59 60 61 62 90 91 92 93 94 37 38 39 40 41 42 43 44 45 55 56 57 72 73 74 75 76 77 87 88 89 104 105 106 107 108 109 11 12 1 2 1 2 3 4 5 6 7 3 4 5 6 7 8 9 Nonmetals—These elements typically have four or more valence electrons and do not exhibit the general properties of metals. Nonmetals are to the right of, but not touching, the heavy stairstep line on the periodic table. Typical Properties: • state: exist as a gas, a liquid, or a dull, brittle solid • conductivity: are poorly conductive, electrically and thermally • reactivity: varies arsenic (33) iodine THE PERIODIC TABLE 81 nonmetals halogens (also nonmetals) noble gases (also nonmetals) B C N O F Ne AI Si P S CI Ar Eu Gd Tb Dy Ho Er Tm Yb Lu Am Cm Bk Cf Es Fm Md No Lr He Ni Cu Zn Ga Ge As Se Br Kr Pd Ag In Sn Sb Te I Xe Cd Pt Au TI Pb Bi Po At Rn Hg Ds Rg Nh Fl Mc Lv Ts Og Cn 5 6 7 8 9 10 13 14 15 16 17 18 28 29 30 31 32 33 34 35 36 63 64 65 66 67 68 69 70 71 95 96 97 98 99 100 101 102 103 2 46 47 49 50 51 52 53 54 48 78 79 81 82 83 84 85 86 80 110 111 113 114 115 116 117 118 112 13 14 15 16 17 18 11 12 10 Metalloids—These elements have character- istics between those of metals and nonmetals. Metalloids are located along the stairstep line and are also called semiconductors. Typical Properties: • state: exist as a brittle solid with metallic luster • conductivity: are fairly conductive, increas- ingly so as temperature rises • reactivity: varies metalloids
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Ethics in Physical ScienceEthics boxes give students specific opportunities to handle real-world ethical issues in physical science. They will be asked to address the issues using biblical principles, outcomes, and motivations.
Biblical Worldview in Physical ScienceStudents will analyze, evaluate, and draw conclusions about five themes in physical science on the basis of biblical teach-ing, including (1) order in nature, (2) science and dominion, (3) role of modeling, (4) pursuit of science, (5) ethics of science.
Application OpportunitiesStudents will have abundant opportunities for direct applica-tion, many of which draw on higher-order thinking skills. In-text mini-labs require direct application of lesson con-cepts; full labs give opportunities for extended hands-on application; and ethics boxes, case studies, and worldview sleuthing activities involve written application.
Balanced LearningStudents have an opportunity to prepare for future learning as they first study concepts in chemistry. These initial con-cepts give them time to master the math needed for units covering physics.
BIBLICAL PRINCIPLESWhat does God’s Word say?God’s Image Bearers. Foundational to our ethical decision- making is the understanding that we all bear God’s image. Therefore, we must make decisions out of respect for all people and for their protection (Gen. 1:26–28).
Creation Mandate. God’s first commandment to us is to have dominion over the world that He created. Therefore, we must wisely care for God’s creation. We must balance the appropri-ate use of the world’s resources with the needs of people around the world. Nothing belongs to us; we are stewards of God’s world (Gen. 1:26–28).
God’s Whole Truth. God’s image in people and the Creation Mandate touch on many ethical issues. But other parts of Scripture also give us helpful insights into what God wants us to do. Part of making wise ethical decisions requires that we understand what His Word teaches. We cannot live any part of our lives separated from God and His Word (2 Tim. 3:15–16).
BIBLICAL OUTCOMESWhat results are right?Human Prospering. As soon as God created mankind, He bless-ed him (Gen. 1:28). Throughout Scripture (Ps. 1; Matt. 5), we see that God’s desire is for all people to be blessed and to prosper. Jesus came to give us life and to have us live that life abundantly (John 10:10). Our ethical decisions must align with God’s will to maximize human development.
A Thriving Creation. Part of our obligation to the Creation Mandate is to ensure that creation thrives (Gen. 1:28; 2:5, 15). We wisely use and develop the earth’s resources to ensure that it flourishes.
Glorifying God. Just as Jesus came to glorify God, everything we do should glorify God (Matt. 5:16; 1 Cor. 6:20; 10:31). Our decisions should show God that we love and honor Him. This obligation includes every aspect of our lives: school, work, and play. So it is not enough that our decisions help others or that creation thrives. Our decisions must al ways give God the honor that He is due.
BIBLICAL MOTIVATIONSHow can I grow through this decision?
Faith in God. The Bible discusses works versus faith (Jam. 2:14–26). The passage concludes that we are
to live out our faith in God through our works. We are motivated to act because of our faith in God. Good works can stem only from our faith in God (Rom. 14:23; Heb. 11:6).
Hope in God’s Promises. In the Bible, hope is not something that we wish for; it is something
that God has promised. Biblical hope is confident expectation. The promises of God allow us to take
action without fear (2 Tim. 1:7–9). Scripture teaches us that God can never lie, so we can act with the assurance that God will follow through on His promises.
Love for God and Others. As stated in 1 Corinthians 13, our greatest motivation for doing right is love. We have the love of God in us, and we do right when we are motivated by our love for God and our love for others. John 13:34–35 teaches that love is the outward sign of a transformed life.
10 CHAPTER 1
CHRISTIAN ETHICS
1.2 WHY IS ORDER IMPORTANT?Why can we study the universe systematically? If phenomena were com-pletely random, we would have to accept just watching events happen, but investigating them would be impossible. However, our world is
orderly, and order allows us to study the events that occur.
Evidence of OrderAs we wake up each morning, the periodic changes of day into night, days into weeks, weeks into months, and months into years remind us of the order in nature. The cycles that we
know as seasons have been guiding farmers in the planting and harvesting of crops since Creation. We see order in the repeated
patterns of the chemical and physical properties of elements.
Order in the natural world is so evident that scientists even imitate it. Chemists arrange the elements in a periodic table by the repeated pat-terns in the structure and properties of those elements. Biologists have developed a system for classifying living organisms. This classification system uses the order found in nature to categorize the different species. Order is what allows us to do science successfully.
Result of OrderWatching something random, like the movement of flames in a campfire or raindrops on a pond, may be exciting and even entertaining. But if there is no pattern to the events, then we cannot identify causes, and we certainly cannot make predictions about these events. However, since order is a built-in part of the world in which we live, we can do science.
With enough observations, we can even begin to make predic-tions about future events on the basis of the patterns that we have
observed.
One key principle that allows us to study science is the law of cause and effect. This law states that every effect has a specific, identifiable cause, and for every cause, there is a definite and predictable effect. We can sum up the law this way: everything happens for a reason; nothing just happens. Therefore, scientists know that they can investigate a particular phenomenon to determine its cause. Similarly, after sufficient investiga-tion, the scientist should be able to predict the effect of a given cause.
Another important aspect of our world is the principle of uniformity of nature. This principle declares that nature
acts the same today as it did yesterday and that we can fully expect it to act the same way tomorrow. The uniformity in nature is what allows us to make predictions in science. But even the characteristics of uniformity and predictability had to be caused by something or someone.
6 CHAPTER 1
Physical Science (6th Edition)This research-based science course introduces students to chemistry and physics, equipping them to be student scientists. A clean, uncluttered layout helps students focus on key details and information. Going beyond science facts, students will learn to think critically about real-world science problems. Case stud-ies, worldview sleuthing activities, ethics boxes, and mini-labs all give students opportunities for hands-on experiences with real-world problems. Additionally, they will be given strategies for making ethical decisions based on a biblical worldview.
Instructional materials include a teacher edition, student edi-tion, lab manual, lab manual teacher edition, assessments, and assessments answer key.
THE ATOM 63
Scientists have discovered a new element—eggogen! Your task in this lab activity is to help those scientists determine eggogen’s atomic
mass.
Procedure A You and your team need to devise a plan for determining the atomic
mass of eggogen. You will have only five minutes to come up with your plan. During those five minutes, you may examine the eggo-gen “atoms” in any manner you choose. But you may not open the atoms, and you may not make any mass measurements at this time.
B Your plan may include up to a maximum of three mass measure-ments.
1. How will your group determine the atomic mass of eggogen?
C Now carry out your plan. You will have five minutes to complete this task.
Conclusion 2. What is the atomic mass of eggogen?
3. How similar is your answer to that of other groups?
4. Describe at least one way in which you could improve the cer-tainty of the value for eggogen’s atomic mass.
5. You were not allowed to open the eggogen atoms. How is this similar to the limitations that scientists must work around when examining real atoms?
Going Further 6. Did your plan allow you to determine whether any “isotopes”
of eggogen exist? If so, how many were there, and what is their ratio within your sample?
7. Suggest a plan for determining which eggogen isotope, if any, is most common and what the ratio of eggogen isotopes is in “nature” (i.e., all the samples in your class).
FINDING THE ATOMIC MASS OF EGGOGEN
Equipment
eggogen atoms, 10balance, laboratory
Essential Question:
How do scientists determine the atomic mass of an element?
MINI LAB
bjupress.com | 800.845.5731
Metals—Almost 80% of elements
are metals, which have few valence
electrons. Metals are found to the
left of the heavy stairstep line on the
periodic table.
Typical Properties:
• state: exist as a dense, ductile,
malleable, lustrous solid
• conductivity: are highly conduc
tive, electrically and thermally
• reactivity: are reactive, especially
with nonmetals
4B | CLASSIFYING THE ELEMENTSHow is the periodic table useful?
4.4 TYPES OF ELEMENTSRecall that the main point of the periodic table is to organize the ele-
ments to help us understand them better. Scientists arranged the table to
group elements by their properties. One key characteristic of an element
is how metallic it is. Elements range from highly metallic to nonmetallic
as we move across the periodic table from left to right.
4B Questions
• Where are metals and nonmetals on the periodic table?
• How do metals, metalloids, and nonmetals compare?
• How can we know the chemical family of an element?
• How many valence electrons does each element have?
4B Terms
metal, metalloid, nonmetal, alkali metal, alkaline-earth metal, transition metal, inner transition metal, mixed group, halogen, noble gas
alkali metals
alkaline-earth metals
transition metals
inner transition metals
post-transition metals
metalloids
nonmetals
halogens (also nonmetals)
noble gases (also nonmetals)
radioactive isotopes
80 CHAPTER 4
copper
Lanthanide series
Actinide series
1.01
6.94 9.01
39.10 40.08 44.96 47.87 50.94 52.00 54.94 55.85 58.93
(244)(237)232.04 231.04 238.03
140.12 140.91 144.24 (145) 150.36
85.47 87.62 88.91 91.22 92.91 95.95 (98) 101.07 102.91
132.91 137.33 138.91 178.49 180.95 183.84 186.21 190.23 192.22
22.99 24.31
(227)(226)(223) (267) (268) (269) (270) (270) (278)
Be
Ce Pr Nd Pm Sm
Th Pa U Np Pu
H
Li
Ca Sc Ti V Cr Mn Fe CoK
Sr Y Zr Nb Mo Tc Ru RhRb
Ba La Hf Ta W Re Os IrCs
Ra Ac Rf Db Sg Bh Hs MtFr
Na Mg
Hydrogen
Lithium Beryllium
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt
Cerium Praseodymium Neodymium Promethium Samarium
Thorium Protactinium Uranium Neptunium Plutonium
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium
Cesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium
Francium Radium Actinium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium
Sodium Magnesium
1
3 4
19 20 21 22 23 24 25 26 27
58 59 60 61 62
90 91 92 93 94
37 38 39 40 41 42 43 44 45
55 56 57 72 73 74 75 76 77
87 88 89 104 105 106 107 108 109
11 12
1
2
1
2
3
4
5
6
7
3 4 5 6 7 8 9
Nonmetals—These elements typically have four
or more valence electrons and do not exhibit the
general properties of metals. Nonmetals are to the
right of, but not touching, the heavy stairstep line
on the periodic table.
Typical Properties:
• state: exist as a gas, a liquid, or a dull, brittle solid
• conductivity: are poorly conductive,
electrically and thermally
• reactivity: varies
arsenic (33)
iodine
THE PERIODIC TABLE 81
alkali metals
alkaline-earth metals
transition metals
inner transition metals
post-transition metals
metalloids
nonmetals
halogens (also nonmetals)
noble gases (also nonmetals)
radioactive isotopes
58.69 63.55 65.38
10.81 12.01 14.01 16.00 19.00 20.18
26.98 28.09 30.97 32.06 35.45 39.95
69.72 72.63 74.92 78.97 79.90 83.80
(243) (247) (247) (251) (252) (257) (258) (259) (266)
151.96 157.25 158.93 162.50 164.93 167.26 168.93 173.05 174.97
4.00
106.42 107.87 114.82 118.71 121.76 127.60 126.90 131.29112.41
195.08 196.97 204.38 207.24 208.98 (209) (210) (222)200.59
(281) (282) (286) (289) (290) (293) (294) (294)(285)
B C N O F Ne
AI Si P S CI Ar
Eu Gd Tb Dy Ho Er Tm Yb Lu
Am Cm Bk Cf Es Fm Md No Lr
He
Ni Cu Zn Ga Ge As Se Br Kr
Pd Ag In Sn Sb Te I XeCd
Pt Au TI Pb B i Po At RnHg
Ds Rg Nh Fl Mc Lv Ts OgCn
Boron Carbon Nitrogen Oxygen Fluorine
Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine
Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium
Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium
Palladium Silver Indium Tin Antimony Tellurium IodineCadmium
Platinum Gold Thallium Lead Bismuth Polonium AstatineMercury
Darmstadtium Roentgenium Nihonium Flerovium Moscovium Livermorium TennessineCopernicium
Aluminum Silicon Phosphorus Sulfur Chlorine
Neon
Krypton
Xenon
Radon
Oganesson
Argon
Helium
Lutetium
Lawrencium
5 6 7 8 9 10
13 14 15 16 17 18
28 29 30 31 32 33 34 35 36
63 64 65 66 67 68 69 70 71
95 96 97 98 99 100 101 102 103
2
46 47 49 50 51 52 53 5448
78 79 81 82 83 84 85 8680
110 111 113 114 115 116 117 118112
13 14 15 16 17
18
11 1210
Metalloids—These elements have character
istics between those of metals and nonmetals.
Metalloids are located along the stairstep line
and are also called semiconductors.
Typical Properties:
• state: exist as a brittle solid with metallic
luster
• conductivity: are fairly conductive, increas
ingly so as temperature rises
• reactivity: varies
alkali metals
alkaline-earth metals
transition metals
inner transition metals
post-transition metals
metalloids
nonmetals
halogens (also nonmetals)
noble gases (also nonmetals)
radioactive isotopes
Teacher EditionThe teacher edition presents research-based teaching strategies, including active learning, inquiry activities, group discussions, and formative assess-ments, all of which are aligned with educational objectives. The strategies focus on explaining concepts to students by moving from concrete to abstract and by linking scientific concepts and processes with prior learning. Strategies also consider the affective as well as cognitive domains. The teacher edition features a suggested teaching schedule, icon-coded items like weblinks and demonstrations, complete answers to review questions, and background infor-mation to enhance classroom instruction. The teacher edition also includes a full-year lesson plan overview.
Student EditionFour units—two for chemistry and two for physics—introduce students to key elements of the study of physical science. Chemistry units move the stu-dent from matter and what it is made of to how matter interacts in chemical reactions, nuclear changes, solutions, and acids and bases. In the physics units, students will learn about how matter and energy move and why they move as well as the different forms of energy. Clear, scientifically accurate images help them picture the structures they study. Case studies, worldview sleuthing activities, mini-labs, ethics boxes, and questions help students think like scientists and view physical science from a biblical perspective.
Source of OrderWhere does this order come from? Nothing left to itself becomes more orderly than it was before. According to the law of cause and effect, the effect of order in the universe had to be the result of a specific, identifiable cause.
Genesis 1 outlines the creation of the universe. God created all things out of nothing. The universe that He created is a reflection of His very nature. When He completed His creative work on Day 6, He evaluated everything and declared that everything was good (Gen. 1:31). Some will ask, didn’t God need a cause? Remember, however, that the law of cause and effect relates to everything in our world. As mentioned in Genesis 1:1, God existed before the world He created and is therefore outside of it. And God created the universe with order because He is a God of order.
1.3 WHY WE DO SCIENCEOrder in nature allows us to do science, but what makes it worthwhile? The answer to this question depends on your understanding of the world. We all view the world on the basis of assumptions we have about the world. This is called our worldview. As you can imagine, every decision we make is affected by our worldview.
There are many divergent worldviews, some religious and others secular. People who hold to secularism are not necessarily atheistic. Secularists simply believe that we should exclude religious beliefs from the pub-lic sphere of discourse.Secular scientists believe that they can explain the uni-verse and all that is in it by solely naturalistic means. There is no room for the supernatural. According to their worldview, everything began from nothing in the big bang and slowly formed over billions of years. Man is the product of evolutionary changes driven
by natural selection over millions of years. Man’s purpose is to under-stand the world around him to help him improve his life.People with a religious worldview see the world through the lens of the teaching of a particular teacher or text. Christians develop their world-view from the teaching of the Bible. According to a biblical worldview, the world is relatively young and is the product of Creation as outlined in Genesis 1. God created the universe and all that is in it from noth-ing and for His good pleasure. Everything was created to glorify God. People are a special creation—made in His image.
MODELING OUR ORDERLY WORLD 7
2C Questions
• How do solids, liquids, and gases compare?
• How do the particles in different states of matter move?
• How can the particles of a solid be mov-ing if the solid stays still?
2C Terms
solid, liquid, gas, plasma
MATTER 35
2C | STATES OF MATTERHow can particles in a solid be moving?
You can see matter in different physical forms, or states. The four most common states of matter are solid, liquid, gas (or vapor), and plasma. At times we can find a substance existing in more than one state at the same time. Scientists will often refer to these different states as phases. Notice the three distinct phases of water (right). Solid ice, liquid water, and water vapor are all present at the same time. The water vapor is in the bubbles within the water and in the beaker between the liquid water and the glass cover. The cloud above the beaker is not water vapor, but rather tiny droplets of liquid water, which is why you can see it.
Guiding Questions box (blue)
2C Questions
• How do solids, liquids, and gases compare?
• How do the particles in different states of matter move?
• How can the particles of a solid be moving if the solid stays still?
2C Terms
solid, liquid, gas, plasma
SERVING AS A MATERIALS SCIENTIST: MAKING AN INVISIBILITY CLOAK
Imagine a fabric that could bend light around you when you put it on, making you invisible. Magic, right? No, science! Graduate student Joseph Choi and professor John Howell of Rochester University developed the Rochester cloak (right) that bends light around small objects, mak-ing them invisible.
Materials science is an interdis-ciplinary field in which scientists work to develop new materials and improve existing ones. Materials scientists use many approaches to produce an invisi-bility cloak. Some approaches use retro-reflective projection technology
in which an image of the background behind an ob-ject is projected onto the surface of that object. Other
approaches use carbon nanotubes or other materials to bend light around an object.
Some scientists are using optics to achieve invisibility. Materials scien-
tists envision using this technol-ogy for aviation, cars, medicine, and many other applications.
The creativity of materials scientists imitates God’s creative work. God has given them the
skills and understanding to make these advances. The work of these
scientists directly affects the lives of those around them.
ice
water
steam
protons
neutrons
MOLECULE
ATOM electrons
Lab ManualThe lab manual gets students exploring God’s world through a variety of activities. Students will solidify their understanding of concepts by connect-ing the content with real-world problems. They will develop key science, engineering, and problem-solving skills through observing, recording, and analyzing samples and data to make models. They then test those models to understand their workability. Students will have opportunities to complete both STEM lab activities and inquiry-based labs.
AssessmentsThe assessment packet includes 22 summative assessments to measure students’ knowledge and understanding of key concepts. The tests include opportunities for students to infer information from images in addition to testing recall and higher order thinking skills. All questions are aligned with educational objectives.
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