Standard #1
Investigate the history of how Biblical cosmology and understandings of the firmament and the earth have changed throughout time and test the evidence that led to these changes.
A. Construct Biblical definitions of the heavens and the earth and compare these definitions to the modern day heliocentric version.
B. Analyze the claims of Eratosthenes and see if his experiment can be replicated on a smaller scale with a local sun. Then, use local light sources to replicate what we see when viewing crepuscular sun rays on a small scale to prove that the sun is much closer than modern science theorizes it to be.
C. Ask questions and conduct experiments to reveal why the Biblical description of the world is correct and explore the origins of why and how this truth was lost and why and how it was hidden in recent times.
D. Develop and use a model to explain how buoyancy and density as well as the electromagnetic properties of the firmament affect objects on earth and compare and contrast this to the theory of gravity.
E. Ask questions to compare and contrast the characteristics of phenomena known as comets, asteroids and meteors on both a globe and geocentric model. Develop theories as to what they are on the Biblical earth model. For example, you may come up with theories as to how the moon received its craters based on properties of the firmament as witnessed with lightning sprites.
Standard 2
Investigate the physical and visual effects, properties, and impact of the sun and moon on the world and conduct experiments that attempt to replicate these effects on both the heliocentric and geocentric models.
A. Construct an experiment that attempts to replicate the visual effects of crepuscular rays on both a geocentric and heliocentric model.
B. Develop and use a model to compare and contrast the phases of the moon by showing the relative positions of the local sun and moon.
C. Conduct experiments to demonstrate how magnetism and static electricity affect water and how that could relate to tide changes. (Possible materials needed, strong magnet, balloon, and a small square piece of styrofoam)
D. Explore the temperature differentials between moon light and moon shade and how it compares to sunlight and sunshade.
E. Investigate the inverse square law and how it should impact moonlight if it were just a reflection of sunlight.
Standard 3
Investigate the miraculous properties of water and conduct experiments that demonstrate how its intelligent design allows it to impact life, ecosystems, weather, and climate.
A. Create an ecosystem in a closed environment to demonstrate how the world works and functions as a closed system. There should be diversity of plants and organisms as well as adequate abiotic factors such as water, soil, rocks, and light to sustain the system. Seeds should be planted as well to provide additional oxygen for the primary consumers. There should be more plants than primary consumers and more primary consumers than secondary consumers. (Further exploration of the closed system and energy flow will be addressed in our "Intro to Intelligent Design" course.
B. Observe and document out an investigation of the closed system that the role of the sun’s energy in atmospheric conditions that lead to the cycling of water in a closed system.
(Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)
C. Explore topographical data of both the earth and seafloor from the Geological society of America and identify how these elevation changes impact water flow, air and water pressure and atmospheric/atmosplane properties.
E. Investigate sight and signal distances over the surface of water to determine if it curves the required .666ft per mile squared needed to match the globe model.
Standard 4
Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
A. Analyze and interpret data to compare and contrast the composition of Earth’s atmosplane (formerly atmospheric) layers (including the ozone layer) and greenhouse gasses and how Newton's law. (Clarification statement: Earth’s atmosplane layers include the troposplane (formerly known as troposphere), stratosplane (formerly known as stratosphere, mesoplane (formerly mesosphere, thermoplane (formerly thermosphere) and the ionosplane (formerly ionosphere)
B. Study experiments that bounce waves off of the barrier above us known as the firmament and experiment to see if these results can be replicated with a gaseous barrier and compare these results to solid barriers.
C. Investigate various phenomenon such as lightning sprites and the northern lights and how they reveal unique properties of the firmament. Analyze or conduct experiments that demonstrate the need for a barrier to produce similar effects. See Enoch 44:1 for explanation of sprites.
D. Observe the properties of comets, asteroids, and meteors as well as the craters on the earth and moon and compare and contrast how they work on the geocentric model compared to the heliocentric model.
E. Construct and view experiments and explanations for how a container or barrier is needed for air or gas pressure to exist near a vacuum.
Standard 5
Explore our current understandings of earth's magnetic field, crust, and what's below it and how these properties would be impacted or function on a heliocentric vs geocentric model.
A. Ask questions to compare and contrast magnetism of the earth on a globe vs Biblical earth model. For example, the earth is said to have a magma core that has magnetic properties, so students will investigate the effects of superheating magnets as well as how a compass works on a spherical and flat surface that has a magnetic North Pole.
B. Construct an explanation of how to classify rocks by their formation and how rocks can form in short amounts of time based on real world observations.
C. Identify various types of weathering agents, causes and rates of erosion, and evidence for a worldwide flood. (Key terms such as deltas, barrier islands, beaches, marshes, and rivers should also be understood.)
D. Develop a model to demonstrate how natural processes (weathering, erosion, and deposition) and human activity change rocks and the surface of the Earth.
E. Construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions on a flat earth.
F. Construct an argument using maps and data collected to support a claim of how fossils show evidence of young earth with a mass extinction event caused by a worldwide flood. (See Mark Armitage discoveries for forensic paleontological evidence.)
Standard 6
Investigate the qualities, uses, and conservation of various natural resources and how they impact the world.
A. Ask questions to determine the differences between renewable/sustainable energy resources
(examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.
B. Design and evaluate solutions for sustaining the quality and supply of natural resources such as water, soil, and air.
C. Understand the difference in climate and weather and investigate how ground based towers are used to predict it.
D. Experiment with magnification of sunlight via lenses and or the curving of water with transparent surfaces/substances to see how its heat can be used as a renewable resource.