Saturday, October 22, 2016

Technology and STEM Education Curriculum

Alice C. Linsley

The purpose of this course is to awaken reason and to investigate the claims of the Bible and the "real sciences" so that students might grow in faith and in intellect. Consider what C.S. Lewis wrote in The Screwtape Letters:
Screwtape to his nephew demon Wormwood:
"Jargon, not argument, is your best ally in keeping him from the Church. Don’t waste time trying to make him think that materialism is true! Make him think it is strong, or stark, or courageous — that it is the philosophy of the future. That’s the sort of thing he cares about. The trouble about argument is that it moves the whole struggle onto the Enemy’s own ground. By the very act of arguing, you awake the patient’s reason; and once it is awake, who can foresee the result?
Above all, do not attempt to use science (I mean, the real sciences) as a defence against Christianity. They will positively encourage him to think about realities he can’t touch and see. There have been sad cases among the modern physicists. If he must dabble in science, keep him on economics and sociology…"

The Technology and STEM Education Curriculum for Middle School students has these components:
Component One: Computer Skills
Component Two: Biographies of Christians in STEM throughout History
Component Three: Bible Technologies and Science

Component One

First semester

Review of keyboarding
Polaris and Little Dipper project using Microsoft Office "Shapes"
Connectivity and Internet Access
Navigating and Links
The Power of the Internet
How to Assess the Reliability of a Website
Internet Security and Downloading Tips
Cyber Etiquette and Social Media Do's and Don'ts
Google Applications and Sites for Students
Internet Research/Search Engines
Word Documents and How to Use Style Sheets
Chrome Books
The Power of Blogs
Creating and Managing a Blog
Introduction to Video and Video Editing

Second Semester

Function keys and other shortcuts
Glossary of computer terms (intermediate level)
Students create new header for the class blog (Ro Little tutorial)
Image archives: Haiku Deck,, Public Domain Pictures
Animation: Pow Toon, Generator, Animoto
Digital storytelling: Toontastic tutorial (setting based vs. character based)
Power Point and Google Slides - Students prepare in-class presentations on topics of interest from the approved list:
The Two Highest Mountains of the World
The Two Longest Rivers of the World
The Tides
Circles of Standing Stones
Pyramids around the World
Theories of Time and Eternity
Time Measuring Devices Throughout History
Snowflakes (related to work of Wilson Bentley)

Component Two

Students are not aware that an estimated 60% of pioneers in STEM have been Christians. Component Two introduces them to some of these people. Students learn about the lives and contributions of the following Christians in Science, Technology. They research the lives of the persons they select, write a script about the person's life, and then produce a video about the person for public viewing. They select a Christian in STEM from the list below.


Erasmus 1466-1536
Nicholas Copernicus 1473-1543
Francis Bacon 1561-1627
Galileo Galilei 1564-1642
Johannes Kepler 1571-1630
Michael Farraday 1791-1867
James Clerk Maxwell 1831-1879
George Washington Carver 1864-1943
Roger John Williams 1893–1988
Robert Runnels Williams 1886–1965
Oliver R. Barclay 1919-2013
V. Elving Anderson 1921-2014
Austin L. Hughes 1949-2015
Ian H. Hutchinson 1951-Present
John Lennox 1943-Present
George Stanciu


Hildegard of Bingen 1098-1179
Maria Gaetana Agnesi 1718-1799
Mary Anning 1799-1847
Agnes Giberne 1845-1939
Sister Mary Celine Fasenmyer 1906-1996
Jocelyn Bell Burnell 1943-Present
Rhoda Hawkins
Katharine Hayhoe
Ann Marie Thro
Leslie Wickman
Jennifer Wiseman
Robin Pals-Rylaarsdam
Chris Done
Katherine Blundell 
Ruth Hogg

Component Three

Students select a card from the Bible Technology Card Box. These cards provide background information and context for students to research up to 3 questions per card related to science, technology, engineering and math in the Bible. Students are to complete 12 cards per semester (or 6 cards per quarter). The cards are color coded as follows:
Anthropology - gold
Archaeology - blue
Architecture - pink
Astronomy - green
Climate Studies - purple
Genetics - red
Linguistics - brown
Materials - bright yellow
Medicine - orange
Navigation - white
Zoology - salmon

The Rising Star Expedition
Rising Star Expedition Update
Science in Progress: The Rising Star ExpeditionNoah's Sons and Their Descendants
More About Noah's Descendants
Nahor and His Descendants
The Marriage and Ascendancy Pattern of Abraham's People
The Mighty Men of Old
The Pyramid Builders
The Genesis King Lists
The Antiquity of the Edomite Rulers
Two Named Esau
Edom and the Horite Ha'biru
Priests, Shamans and Prophets
Three-Clan Confederations and Twelve-Clan Confederations
Some Marks of Prehistoric Religion

The Stone Age
Symbols of Archaic Rock Shelters
David's Zion Found
Jerusalem Virtual Pilgrimage
What Are Bullae?
3000 Year Temple Seal
Yahu Seals
Purity Seal From Herod's Temple
2400 BC Tomb of Purification Priest (Also read this.)
Sudan is Archaeologically Rich
Sixteen Pyramids Unearthed at Kushite Cemetery
70,000 Year Settlement Found in Sudan
Why Nekhen is Archaeologically Significant

The Pillars of Solomon's Temple
Monuments of the Ancient Kushites
Kushite Shrines
Petra Reflects Horite Beliefs
Prehistoric Obelisk Found in Judah
Circumcision and Circles of Standing Stones in the Judean Hills
Horite Temples
The High Places
The Shrine City of Nekhen
77,000-Year Settlement in Sudan
Europe's Oldest Prehistoric Town Unearthed in Bulgaria
The Trapezoid in Ancient Architecture
Sheep Cotes

The Sunlight Cycle in the Northern Hemisphere
The Celestial Dance Observed by the Magi
Who Were the Wise Men?
Horite Expectation and the Star of Bethlehem
The Sun and Moon as a Binary Set
The Sun and the Sacred
Ancient African Astronomers
Threshing Floors and Solar Symbols
Solar Imagery
A Tent for the Sun
The Sun and Celestial Horses
Marcus Byrne: The Dance of the Dung Beetle

Katherine Hayhoe on Climate Change
Climate Cycles Indicate a Dynamic Earth
Two Environmentalists Knock Heads
Climate and Wealth Redistribution
Climate Change and Human Innovation
Antarctic Ozone Hole Smaller
America's Wake Up Call on Climate

Genetic Types: A few basics
Haplogroups of Interest to Biblical Anthropologists
R1b Profile of 64% of European Men
Ashkenazi Represent Judeo-Khazar Admixture
The Sub-Saharan DNA of Modern Jews
DNA Confirms Mixed Ancestry of Jews
A Kindling of Ancient Memory
The Bible and the Question of Race
80,000 Year Ancestor of Chinese Men

What is a Phoneme?
Phoneme Study Pinpoints Origin of Modern Languages
Early Written Signs
Symbols of Archaic Rock Shelters
The Urheimat of the Canaanite Y
Is Hebrew an African Language?
The Aleph as Ox/Bull Head
Technology to Preserve Languages on the Verge of Extinction
Conversation about the Beginning of Spoken Language
Navajo-Ket Linguistic Connection
Dr. Nola Stephens on Linguistics and Faith
The Generative Divine Word

Archaic Shell Technology
The Stone Age
Stone Work of the Ancient World
Stone, Shell and Egg Technologies
Noah's Ark
The Gold of Ophir
Kushite Gold
A Silver Lining at Abel Beth Maacah
Paradise of Ancient Memory
Afro-Asiatic Metal Workers
Red and Black Smiths
Why Zipporah Used a Flint Knife
Afro-Asiatic Metal Workers
Ancient Miners Venerated Hathor

Medical Care in Ancient Egypt
Prehistoric Humans used Plants Medicinally
The Ancient Nubians Used Antibiotics
Neolithic Medical Care
Herbs Used for Healing in the Bible
Dental Health of Ancient Sudanese

Pythons Used for Sea Navigation
The Ancient Egyptians were Seafaring
4500-Year Harbor at Wadi al-Jarf
Boats and Cows of the Nilo-Saharans
When the Nile Was a Mega-River
Swimming and Diving: Activities of Archaic Peoples
Boat Petroglyphs in Egypt's Central Eastern Desert

Dogs in the Bible
The Animals on Noah's Arc
The Ostrich in Biblical Symbolism
The Rooster in Biblical Symbolism
Religious Symbolism of Long Cow Horns
Why Cows Were Sacred in the Ancient World
Cows of the Proto-Saharans
The Fatted Calf

Monday, October 17, 2016

YouTube Video Editing

You Tube video editing is a skill that students should learn. Get started with Video Editor at You will need to establish an account.

Then follow these steps:
Log in to your YouTube account.
In the top right, click Upload.
On the right under "Video Editor," click Edit.
Choose from the Video Editor tools listed below.
When you're done creating your project, click Create video.

Here is a video that has a sermon preached by my father, Kenneth W. Linsley. Watch how the message connects with the scenes of nature. This may give you an idea for you videos.

Here are tutorials on video editing: How to Edit Videos Using The You Tube Video Editor

YouTube Censorship

The You Tube censorship program utilizes an algorithm developed that flags videos that appear to breach the You Tube terms and conditions. Identified videos are "demonetized" which means stopping any revenue potential for the video's creator. Videos that provide information on current events and analysis of social issues are often demonetized, as well as some that have entertaining but controversial content. YouTube initiated this censorship in response to advertisers that do not want to be associated with content that might hurt their sales.

Removing Ads on YouTube

Here is how to avoid pop-ups while viewing YouTube videos with PureView

Here is another way using AdBlock

The easiest way is simply to type _popup after the word watch in the URL when you launch the YouTube video. Try it!  Click on this video about volcanic eruptions in Hawaii.

Wednesday, October 12, 2016

Katharine Hayhoe on Climate Change

Katharine Hayhoe, a Christian, appears on stage with President Obama and Leonardo DiCaprio to discuss climate change. Hayhoe is an evangelical Christian and the daughter of missionaries. She is married to Andrew Farley, a linguist and the pastor of an evangelical church in Lubbock, Texas.

Katharine Hayhoe is an atmospheric scientist and associate professor of political science at Texas Tech University, where she is director of the Climate Science Center. She is also the CEO of the consulting firm ATMOS Research and Consulting. Katharine is one of the plenary speakers at 2017 American Scientific Affiliation annual meeting next summer.

Note that climate change is a reality. Biblical evidence of that is the flood of Noah in what is today the Sahara. During Noah's time the Sahara was wet.

Climate change and the theory of global warming are distinct conversations. The first is a fact, the second is a theory which has not been proven.

Carbon emissions are a factor in climate. However, there are many other factors that influence climate and they interact to create a very complex picture that scientists do not fully understand.

Hundreds of millions of dollars that have gone into the expensive climate modelling enterprise has all but destroyed governmental funding of research into natural sources of climate change. For years the modelers have maintained that there is no such thing as natural climate change…yet they now, ironically, have to invoke natural climate forces to explain why surface warming has essentially stopped in the last 15 years! -- Roy W. Spencer, Ph. D., climatologist and former NASA scientist

Tuesday, October 11, 2016

Volcanic Eruptions and Climate

Scientists have identified 10 main factors that influence Earth's climate. They are shown on this chart.

In this article, we will consider the effect of volcanic eruptions.

Volcanism is the process by which land is created through the release of molten magma from the earth's core. This process produces sediment and rock. Volcanism takes place both above and below the Earth's surface. When molten lava reaches the surface geologists say that it is extrusive volcanism. When molten magma cools and hardens beneath the surface of the Earth, it is called intrusive volcanism. Molten magma that cools and hardens deep beneath the surface of the Earth is called plutonic volcanism.

The young earth had many active volcanoes. Some were above the surface (extrusive) and others were beneath the surface (instrusive). Many volcanic eruptions took place under the sea. According to Genesis 1 God separated the dry land from the sea as one of the first acts of creation. We can imagine a great sea with steam rising from deep underwater fissures in the earth. Now imagine volcanoes rising up from the sea.

When volcanic islands emerged from the sea they were battered by wind and tidal wave action that caused the peaks to erode and the land to spread.

This is described in the oldest religious narratives. One of the oldest creation accounts is found among the ancient Egyptians. They envisioned the first place in the world as a mound emerging from the waters of a universal ocean. Here the first life form was seen as a lily, growing on the peak of the primeval mound. The mound itself was named Tatjenen. Tatjenen means "the emerging land" in ancient Egyptian. It is likely that the Egyptians received this story from the archaic Nilotic rulers who were the first to unite the Upper and Lower Nile. 

This conception of how the dry land was formed was carried into lands where the Proto-Saharan Nilotic rulers established territories. This includes Mesopotamia and parts of India and Pakistan. In Hindu and Buddhist mythology the mound that rose from the sea is called Mount Meru. It emerged from the center of the Cosmic Ocean and according to the Hindu cosmology, the Sun and 7 visible planets circled the emerging mountain.

Volcanic eruptions and climate

The gases and dust particles spewed into the atmosphere during volcanic eruptions influence climate by shading the planet from solar radiation. Depending on the eruption the cooling effect can last for months or years.

Rain can clear the particles from the air, but the rain sometimes has a toxic effect on plants, animals, and water systems. 

Many of the minerals that are needed by the human body for good nutrition come from volcanic dust that is dispersed across the earth's surface. Volcanic deposits can develop into some of the richest agricultural lands on earth. Crops planted in volcanic soil are nutrient rich. Volcanic ash slowly releases nutrients that the human body needs to be healthy.

Related: Watch this video of a volcanic eruption in Hawaii

Monday, October 10, 2016

The Life and Faith of George Washington Carver

How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in your life you will have been all of these.--George Washington Carver

Prepared by Ethan Williams
Grade 7

George Washington Carver was born into slavery and yet he became one of America’s leading scientists and inventors.

He was born in Diamond, Missouri, around 1864. The exact year and date of his birth are unknown. A week after his birth, George was kidnapped, along with his mother and sister, from the Moses Carver farm by raiders from Arkansas. The three were sold in Kentucky. Only the infant George was located by and returned to Missouri.

Carver became one of the most prominent scientists of his time, as well as a teacher at the Tuskegee Institute. He found over 300 uses of the peanut, including dyes, shampoo, shoe polish, plastics and gasoline. In 1920, Carver delivered a speech before the Peanut Growers Association, attesting to the wide potential of peanuts. The following year, he testified before Congress in support of a tariff on imported peanuts. With the help of Carver's testimony, Congress passed the tariff in 1922.

Carver became a recognized authority on cotton, the peanut, and the sweet potato. His name appears in "Who's Who in America," and he was accorded a membership in the Royal Society of London.


Carver applied for admission to a Presbyterian college in Highland, Kansas. One day he received a letter announcing his acceptance to Highland College. That fall he eagerly arrived on campus, but the dean said, "You didn't tell us you were a Negro. Highland College does not take Negroes." Instead of attending classes, he staked a land claim and conducted biological experiments. He also compiled a geological collection.

Carver was equally interested in the arts. In 1890, he began studying art and music at Simpson College in Iowa. He developed into a skilled painter and his sketches of botanical samples were so outstanding that one of his teachers urged Carver to enroll in the botany program at the Iowa State Agricultural College.

At age 30, Carver graduated from Iowa State with the degree of Bachelor of Science in Agriculture in 1894. He was put in charge of the college greenhouse and the bacterial laboratory work in systematic botany. During this time, he worked toward a Master of Science degree, which was awarded in 1896.

Around this time Carver made the acquaintance of Booker T. Washington, the Head of the African-American Tuskegee Institute in Alabama. Recognizing Carver’s brilliance, Washington hired Carver to run Tuskegee’s agricultural department in 1896.

Carver taught at the Tuskegee Institute for 47 years. His work at Tuskegee included groundbreaking research on plant biology that brought him to national prominence. Many of his early experiments focused on the development of new uses for crops such as peanuts, sweet potatoes, soybeans and pecans.

In 1928, Carver was awarded an honorary doctorate from Simpson College in Indianola, Iowa.

The Years at Tuskegee

While at Tuskegee, Dr. Carver taught Sunday classes. This started in 1906 when a number of students asked him to teach them the Bible on Sundays. In a grand narrative style, he taught by impersonating Bible characters. The story is told that he astonished his class when recounting the story of how God fed the Israelites in the wilderness. He produced a handful of “manna” that he had collected in the woods near Tuskegee.

He taught Bible classes for many years and influenced the lives of numerous African American young people. Among them was a young woman named Frances A. Smallwood who was the second African American nurse in the US public health service. She earned two degrees from Tuskegee. Frances’ father also worked at the Tuskegee Institute, now called Tuskegee University.

One day, upon returning home from Tuskegee, Carver slipped and fell down a flight of stairs. A maid found him unconscious and took him to a hospital. Dr. Carver was confined to his bed as his health continued to fail. He was extremely weak due to acute anemia. He died January 5, 1943 at age 78. He buried next to Booker T. Washington at Tuskegee University.

Remembering a Great American

Before Carver died, Missouri Senator Harry S. Truman launched a project to erect a national monument in Carver's honor. The bill passed unanimously in both houses.

After Carver died, President Franklin D. Roosevelt dedicated $30,000 for the monument. It was to be erected on the site of the plantation where Carver lived as a child, west of Diamond, Missouri. This was the first national monument dedicated to an African-American. The 210-acre memorial complex includes a statue of Carver as well as a nature trail, museum and cemetery.

In 1929 Dr. Carver received one of the three Roosevelt Medals for Outstanding Contribution to Southern Agriculture.

Carver appeared on U.S. commemorative postal stamps in 1948 and 1998, and a commemorative coin was minted in his honor between 1951 and 1954. Many schools are named for him, as are two U.S. military vessels.

In 2005, the Missouri Botanical Garden in St. Louis opened a George Washington Carver garden that includes a life-size statue of Carver.

George Washington Carver should be honored for his brilliance and tenacity. He should be remembered also as a man of profound Christian faith.

Carver was offered money and positions by such famous men as Thomas Edison, but he declined both fame and fortune. He declined $100 sent to him from a manufacturer in acknowledgment of one of his peanut discoveries that the manufacturer had put to use.

Carver was never interested in financial gain. He wanted his work to improve the quality of life for the thousands of struggling poor, particularly in the South. In a 1924 address to the annual meeting of the Women's Board of Domestic Missions of the Reformed Church, at the Marble Collegiate Church in New York, he said, "My discoveries come like a direct revelation from God.”

Regarding his prayer life, Carver explained:
My prayers seem to be more of an attitude than anything else. I indulge in very little lip service, but ask the Great Creator silently, daily, and often many times a day, to permit me to speak to Him through the three great Kingdoms of the world which He has created - the animal, mineral, and vegetable Kingdoms - to understand their relations to each other, and our relations to them and to the Great God who made all of us. I ask Him daily and often momently to give me wisdom, understanding, and bodily strength to do His will; hence I am asking and receiving all the time.

Saturday, October 8, 2016

Arctic Sea Ice Greater Now Than in 2012

Arctic sea ice during the September minimum when
levels are always at their lowest


Sarah Knapton, science editor

Dire predictions that the Arctic would be devoid of sea ice by September this year have proven to be unfounded after latest satellite images showed there is far more now than in 2012.

Scientists such as Prof Peter Wadhams, of Cambridge University, and Prof Wieslaw Maslowski, of the Naval Postgraduate School in Moderey, California, have regularly forecast the loss of ice by 2016, which has been widely reported by the BBC and other media outlets.

Prof Wadhams, a leading expert on Arctic sea ice loss, has recently published a book entitled A Farewell To Ice in which he repeats the assertion that the polar region would free of ice in the middle of this decade.

As late as this summer, he was still predicting an ice-free September.

Yet, when figures were released for the yearly minimum on September 10, they showed that there was still 1.6 million square miles of sea ice (4.14 square kilometres), which was 21 per cent more than the lowest point in 2012.

Read more here.

Friday, October 7, 2016

Social Media and our Kids' Security

Parents and teachers are concerned about the potential dangers for children using social media. "Technology Safety Through the Eyes of Faith" is discussing this and provides this excellent resource: