If you need a book that relates the core principles of quantum mechanics to modern applications in engineering, physics, and nanotechnology, this is it. Students will appreciate the book's applied emphasis, which illustrates theoretical concepts with examples of nanostructured materials, optics, and semiconductor devices. The many worked examples and more than 160 homework problems help students to problem solve and to practise applications of theory. Without assuming a prior knowledge of high-level physics or classical mechanics, the text introduces Schrödinger's equation, operators, and approximation methods. Systems, including the hydrogen atom and crystalline materials, are analyzed in detail. More advanced subjects, such as density matrices, quantum optics, and quantum information, are also covered. Practical applications and algorithms for the computational analysis of simple structures make this an ideal introduction to quantum mechanics for students of engineering, physics, nanotechnology, and other disciplines. Additional resources available from www.cambridge.org/9780521897839.

Teaching your students to think like scientists starts here! Use this straightforward, easy-to-follow guide to give your students the scientific practice of critical thinking today's science standards require. Ready-to-implement strategies and activities help you effortlessly engage students in arguments about competing data sets, opposing scientific ideas, applying evidence to support specific claims, and more. Use these 24 activities drawn from the physical sciences, life sciences, and earth and space sciences to: Engage students in 8 NGSS science and engineering practices Establish rich, productive classroom discourse Extend and employ argumentation and modeling strategies Clarify the difference between argumentation and explanation Stanford University professor, Jonathan Osborne, co-author of The National Resource Council’s A Framework for K-12 Science Education—the basis for the Next Generation Science Standards—brings together a prominent author team that includes Brian M. Donovan (Biological Sciences Curriculum Study), J. Bryan Henderson (Arizona State University, Tempe), Anna C. MacPherson (American Museum of Natural History) and Andrew Wild (Stanford University Student) in this new, accessible book to help you teach your middle school students to think and argue like scientists!

Modern physical science is constituted by specialized scientific fields rooted in experimental laboratory work and in rational and mathematical representations. Contemporary scientific explanation is rigorously differentiated from religious interpretation, although, to be sure, scientists sometimes do the philosophical work of interpreting the metaphysics of space, time, and matter. However, it is rare that either theologians or philosophers convincingly claim that they are doing the scientific work of physical scientists and mathematicians. The rigidity of these divisions and differentiations is relatively new. Modern physical science was invented slowly and gradually through interactions of the aims and contents of mathematics, theology, and natural philosophy since the seventeenth century. In essays ranging in focus from seventeenth-century interpretations of heavenly comets to twentieth-century explanations of tracks in bubble chambers, ten historians of science demonstrate metaphysical and theological threads continuing to underpin the epistemology and practice of the physical sciences and mathematics, even while they became disciplinary specialties during the last three centuries. The volume is prefaced by tributes to Erwin N. Hiebert, whose teaching and scholarship have addressed and inspired attention to these issues.

The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyzes the evolution of girls' scientific interests from the antebellum era through the twentieth century. Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject." As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls.