SCIENTIFIC INQUIRY ABILITIES SCIENCE CONTENT STANDARD A

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IDENTIFY QUESTIONS AND CONCEPTS THAT GUIDE SCIENTIFIC INVESTIGATIONS

Several activities such as the iron wire demonstration and the light bulb filament experiment support this.

A-1

Glass Fiber reinforced polymer techniques

A-2

Young’s Modulus; Rule of Mixtures

A-3

This is introduced while comparing the different methods of forming various types of fiber reinforced composite beams and their resulting strengths.

A-4

RECOGNIZE AND ANALYZE ALTERNATIVE EXPLANATIONS AND MODELS

A-5

A-6

Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries. Historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists.

Material Systems; Properties of metals; Raku; Solder

A-7-a

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Scientists conduct investigations for a wide variety of reasons. . .

The science and technology similarities and differences are frequently compared throughout the course.

A-7-b

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Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, . . .

A-7-c

Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.

This concept is introduced while studying Young’s Modulus in the Composite unit and while studying tensile strength and other deformations.

A-7-d

Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; . . .

A-7-e

Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists. In communicating and defending the results of scientific inquiry, . . .

A-7-f

PHYSICAL SCIENCE CONTENT STANDARD B

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Structure of atoms

This is covered in the introductory material dealing with the atomic nature of matter and solids.

B-1-a

The atom’s nucleus is composed of protons and neutrons, which are more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called isotopes.

This is covered in the introductory material dealing with the atomic nature of matter and solids.

B-1-b

Nuclear forces that hold the nucleus of an atom together, are usually stronger . . . . Fission is the . . . . Fusion is . . . .

B-1-c

Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, . . . . This predictability can be used to estimate the age of materials that contain radioactive isotopes.

B-1-d

STRUCTURE AND PROPERTIES OF MATTER

Bonding is part of the introductions to each of the major units, and all major properties are related to the bonding.

B-2-a

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An element is composed of a single type of atom. When elements are listed in order of the number of protons, repeated patterns of physical and chemical properties identify families of elements with similar properties. This "Periodic Table" is a consequence of the repeating pattern of outermost electrons and their permitted energies.

This is introduced and worked with while discussing bonding as well as when ceramics and polymers are encountered.

B-2-b

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Bonds between atoms are created when electrons are paired up by being transferred or shared. A substance composed of a single kind of atom is called an element. The atoms may be bonded together into molecules or crystalline solids. A compound is formed when two or more kinds of atoms bind together chemically.

B-2-c

The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.

B-2-d

Solids, liquids and gases differ in the distances and angles between molecules or atoms and therefore the energy that binds them together. In solids the structure is nearly rigid . . . .

This is covered in the introductory material dealing with the atomic nature of matter and solids. The Polymers section also works extensively with interactions amongst molecules.

B-2-e

Polymers

B-2-f

CHEMICAL REACTIONS

Chemical reactions occur all around us . . . reactions involving carbon-based molecules take place constantly in every cell in our bodies.

Reactions in polymers deal with this concept.

B-3-a

Chemical reactions may release or consume energy. . . . Light can initiate many chemical reactions . . . .

B-3-b

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A large number of important reactions involve the transfer of either electrons (oxidation/reduction reactions) or hydrogen ions . . . . Radical reactions control many processes . . . the formation of polymers, and explosions.

Polymer reactions

B-3-c

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Chemical reactions can take place in time periods ranging from the few femtoseconds . . . to geologic time scales of billions of years. Reaction rates depend on how often the reacting atoms and molecules encounter one another, on the temperature, and on the properties—including shape—of the reacting species.

Polymers

B-3-d

Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

Polymers introduce the students to catalysts to initiate and change the rates of reactions.

B-3-e

MOTIONS AND FORCES

F = ma . . .

B-4-a

Gravitation is a universal force that each mass exert on any other mass. The strength . . . .

B-4-b

The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. The strength of the force is proportional to the charges and . . . .

This is introduced when the different types of bonds are covered.

B-4-c

Between any two charged particles, electric force is vastly greater than the gravitational force. Most observable forces such as those exerted by a coiled spring or friction maybe traced to electric forces acting between atoms and molecules.

B-4-d

Electricity and magnetisms are two aspects of a single electromagnetic force. . . . These effects help students to understand electric motors and generators.

B-4-e

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CONSERVATION OF ENERGY AND THE INCREASE OF DISORDER

The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.

The Light Bulb Filament experiment shows electrical energy transferred to heat and light with a resultant disorder of the atoms in the filament.

B-5-a

All energy can be considered to be either kinetic energy, potential energy, or energy contain by a field.

B-5-b

Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.

Forming Glass

B-5-c

Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that energy is spread out uniformly. . . .

Caloric Output of Al-Zn alloy

B-5-d

INTERACTIONS OF ENERGY AND MATTER

Waves . . . have energy and can transfer energy when they interact with matter.

B-6-a

Electromagnetic waves result when a charged object is accelerated or decelerated. . . .

B-6-b

Each kind of atom or molecule can gain or lose energy only in particular discrete amounts . . . . These wavelengths can be used to identify the substance.

B-6-c

In some materials, such as metals, electrons flow easily, whereas in insulating materials such as glass 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.

Properties of Ceramics and Properties of Metals are areas where electron flow is discussed.

B-6-d

LIFE SCIENCE CONTENT STANDARD C

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THE CELL

C-1

THE MOLECULAR BASIS OF HEREDITY

C-2

BIOLOGICAL EVOLUTION

C-3

THE INTERDEPENDENCE OF ORGANISMS

C-4

MATTER, ENERGY, AND ORGANIZATION IN LIVING SYSTEMS

C-5

THE BEHAVIOR OR ORGANISMS

C-6

EARTH and SPACE SCIENCE CONTENT STANDARD D

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ENERGY IN THE EARTH SYSTEM

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GEOCHEMICAL CYCLES

The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on earth moves among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of geochemical cycles.

Introduced in the Metals unit

D-2-a

THE ORIGIN AND EVOLUTION OF THE EARTH SYSTEM

D-3

THE ORIGIN AND EVOLUTION OF THE UNIVERSE

D-4

STANDARD E

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ABILITIES OF TECHNOLOGICAL DESIGN

IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY. Students should be able to identify new problems or needs and to change and improve current technological designs.

All major projects such as the Lost Wax Casting, Stained Glass, and the Composite Beam Experiment are examples.

E-1

PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.

Stained Glass Project

E-2

IMPLEMENT A PROPOSED SOLUTION. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials—such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.

Composite Beams

E-3

EVALUATING THE SOLUTION AND ITS CONSEQUENCES. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.

Concrete

E-4

students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms—including models, diagrams, and demonstrations.

The Polymer Poster also requires this.

E-5

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E: UNDERSTANDING ABOUT SCIENCE AND TECHNOLOGY.

Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations . . . .

E-6-a

Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

This is shown when the History of Metals is introduced and throughout the Composites unit.

E-6-b

Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.

The Composite Beam and Vacuum Bagging activities also involve creativity and understanding.

E-6-c

Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. . . .

Composites

E-6-d

Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.

history of metals are two areas in which this type of information is introduced.

E-6-e

SCIENCE in PERSONAL and SOCIAL PERSPECTIVES CONTENT STANDARD F

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PERSONAL AND COMMUNITY HEALTH

Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms—sensory, motor, emotional, social, and technological –that can reduce and modify hazards.

Safety is emphasized throughout the course. MSDS’s are used and taught. The Ceramics unit again emphasizes safety and sensitivities to hazards.

F-1-a

NATURAL RESOURCES

Human populations use resources in the environment in order to maintain and improve their existence. Natural resources have been and will continue to be used to maintain human populations.

The use of resources and their impact is emphasized throughout the course including metals, ceramics, polymers, and composites.

F-3-a

The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and it depletes those resources that cannot be renewed.

The use of resources and their impact is emphasized throughout the course including metals, ceramics, polymers, and composites. This includes a recycle poster involving polymers.

F-3-b

Humans use many natural systems as resources. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.

F-3-c

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Natural ecosystems provide an array of basic processes that affect humans. Those processes include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these basic processes, and the changes may be detrimental to humans.

Nuclear waste glass including In-situ Vitrification is usually introduced in the course.

F-4-a

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Materials from human societies affect both physical and chemical cycles of the earth.

CFCs as well as alternative blowing agents in polymer foams

F-4-b

Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth.

F-4-c

NATURAL AND HUMAN-INDUCED HAZARDS

. . .

F-5-a

Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.

In-situ Vitrification and Polymers also allow discussion of these concepts.

F-5-b

Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards—ranging from those with minor risk to a few people to major catastrophes with major risk to many people. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

Polymer Manufacturing Decisions

F-5-d

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SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL, AND GLOBAL CHALLENGES

. . .

F-6-a

Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.

Nuclear waste glass including In-situ Vitrification are usually a major component of the Ceramic Unit.

F-6-c

HISTORY and NATURE of SCI-ENCE CONTENT STANDARD G

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SCIENCE AS A HUMAN ENDEAVOR

Individuals and teams have contributed and will continue to contribute to the scientific enterprise. Doing science or engineering can be as simple as an individual conducting field studies or as complex as hundreds of people working on a major scientific question or technological problem. Pursuing science as a career or as a hobby can be both fascinating and intellectually rewarding.

This is discussed and implied throughout the course.

G-1-a

. . .

G-1-b

Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. Science is not separate from society but rather science is a part of society.

This is discussed and implied throughout the course.

G-1-c

NATURE OF SCIENTIFIC KNOWLEDGE

. . .

G-2-a

Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. The core ideas of science such as the conservation of energy or the laws of motion have been subjected to a wide variety of confirmations and are therefore unlikely to change in the areas in which they have been tested. . . .

This is discussed and implied many times during the course.

G-2-c

HISTORICAL PERSPECTIVES

In history, diverse cultures have contributed scientific knowledge and technologic inventions. Modern science began to evolve rapidly in Europe several hundred years ago. During the past two centuries, . . .

This is discussed and implied many times during the course—especially in the Metals unit.

G-3-a

The historical perspective of scientific explanations demonstrates how scientific knowledge changes by evolving over time, almost always building on earlier knowledge.

This is discussed and implied many times during the course—especially in the Polymer unit.

G-3-d