Education for Life: The Subject of Science

Education for Life: The Subject of Science

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The Subject of Science – Click to Enlarge

This page is a free-shared non-linear educational subject outline for Science. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this subject outline is specifically designed to work in conjunction with the other components: Foundations of TeachingCurriculumLesson Plans for LifeTeaching StrategiesLearning Tools and ToysEvaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click here.

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NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

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WAYS TO CONTRIBUTE TO EVOLVING THIS EDUCATION PROGRAM WITH US

SUGGESTIONS     ●     CONSULTING     ●     MEMBERSHIP     ●     OTHER OPTIONS

 

RED

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
r1
  • Materials
r2
  • States of Matter
r3
  • Motion
 EARTH SCIENCES AND ASTRONOMY
r1
  • Earth: Components, Resources, Landforms and Characteristics
r2
  • Weather and Seasons
INVESTIGATION
r Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

  • Observe common objects by using the five senses
  • Describe the properties of common objects
  • Describe the relative position of objects by using one reference (e.g., above or below)
  • Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight)
  • Communicate observations orally and through drawings
  • Draw pictures that portray some features of the thing being described
  • Record observations and data with pictures, numbers, or written statements
  • Record observations on a bar graph
  • Describe the relative position of objects by using two references (e.g., above and next to, below and left of)
  • Make new observations when discrepancies exist between two descriptions of the same object or phenomenon
 LIFE SCIENCES
R1
  • Animals and Insects
R2
  • Plants

 

ORANGE

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
o1
  • Matter
o2
  • Energy
o3
  • Light
o4
  • Electricity
o5
  • Magnetism
 EARTH SCIENCES AND ASTRONOMY
o1
  • Earth’s Components: Air, Water, Land
o2
  • Natural Resources
o3
  • Rocks, Minerals, and Soil
o4
  • The Sun is a Star and the Earth is in the Solar System
o5
  • Earth’s Position Creates Seasons
 INVESTIGATION
o Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

  • Make predictions based on observed patterns and not random guessing.
  • Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units
  • Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight)
  • Write or draw descriptions of a sequence of steps, events, and observations
  • Construct bar graphs to record data, using appropriately labeled axes
  • Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects
  • Follow oral instructions for a scientific investigation
  • Repeat observations to improve accuracy and know that the results of similar scientific investigations seldom turn out exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the observation
  • Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed
  • Use numerical data in describing and comparing objects, events, and measurements
  • Predict the outcome of a simple investigation and compare the result with the prediction
  • Collect data in an investigation and analyze that data to develop a logical conclusion
 LIFE SCIENCES
O1
  • Life Cycles
O2
  • Stages of Life
O3
  • Change over Time and Extinction
O4
  • Adaptations
O5
  • Life in Diverse Environments

 

YELLOW

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
y1
  • Atoms and Molecules
y2
  • Chemicals and Elements
y3
  • Heat
y4
  • Visible Light
y5
  • The Body as a Machine
y6
  • Speed
y7
  • Velocity
EARTH SCIENCES AND ASTRONOMY
y1
  • Rock Cycle
y2
  • Basic Rock and Mineral Identification
y3
  • Natural Reshaping of the Earth’s Landforms
y4
  • Water Cycle
y5
  • Energy from the Sun
y6
  • The Solar System
 INVESTIGATION
y

Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

  • Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations
  • Measure and estimate the weight, length, or volume of objects
  • Formulate and justify predictions based on cause-and-effect relationships
  • Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results
  • Construct and interpret graphs from measurements
  • Follow a set of written instructions for a scientific investigation
  • Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria
  • Develop a testable question
  • Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure
  • Identify the dependent and controlled variables in an investigation
  • Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment
  • Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations
  • Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data
  • Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion
  • Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions
 LIFE SCIENCES
Y1
  • Life and Energy
Y2
  • Producers, Consumers, and Decomposers
Y3
  • Food Chains and Webs
Y4
  • Ecosystems
Y5
  • Reproduction
Y6
  • Respiration and Digestion
Y7
  • Transportation of Materials and Waste Disposal

 

GREEN

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.
PHYSICAL SCIENCES
g1
  • Forces
g2
  • Gravity
g3
  • States of Matter
g4
  • Molecules
g5
  • Chemical Changes
g6
  • Chemical Reactions
g7
  • Periodic Table
g8
  • Density
g9
  • Buoyancy
 EARTH SCIENCES AND ASTRONOMY
g1
  • Earth’s Structure
g2
  • Plate Tectonics
g3
  • Types of Water Induced Erosion
g4
  • The Rock Cycle
g5
  • Shaping Earth’s Surface
g6
  • Energy in the Earth System
g7
  • Cumulative effects of geologic processes
g8
  • Earth and Life History, fossils, and radioactive dating
g9
  • The rock cycle and how geographic changes effect climate & life
 INVESTIGATION
g  Develop a hypothesis

  • Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data
  • Construct appropriate graphs from data and develop qualitative statements about the relationships between variables
  • Communicate the steps and results from an investigation in written reports and oral presentations
  • Recognize whether evidence is consistent with a proposed explanation
  • Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map
  • Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions)
  • Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope)
  • Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project
  • Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence
  • Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure)
  • Communicate the steps and results from an investigation in written reports and oral presentations
LIFE SCIENCES
G1
  • Functions within an Ecosystem
G2
  • Biomes and Populations
G3
  • Converting Materials to Energy
G4
  • Natural Resources
G5
  • Natural Materials
G6
  • Cell Characteristics
G7
  • Cellular Division
G8
  • DNA and Genetics
G9
  • Traits and Inheritance

 

BLUE

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
b1
  • Understanding and Calculating Force
b2
  • Conservation of Energy
b3
  • Waves-Solving Problems
b4
  • Voltage and Currants
b5
  • Atomic and Molecular Structure
b6
  • Chemical Bonds
b7
  • Conservation of Matter
b8
  • Stoichiometry
b9
  • Gasses and their Properties
b10
  • Temperature: Celsius, Kelvin, and Fahrenheit
b11
  • Acids and Bases
EARTH SCIENCES AND ASTRONOMY
b1
  • Stars and galaxies and their evolution
b2
  • Types of stars:  size, temperature, and color
b3
  • The appearance, general composition, relative position and size, and motion of objects in the solar system; using astronomical units and light years as measurement
b4
  • Solar System Structure
b5
  • Dynamic Earth Astronomy and planetary exploration; the solar system’s change over time
b6
  • Fusion
b7
  • Earth’s Energy Budget
b8
  • Energy in the Earth System
b9
  • Climate and Climate Change
b10
  • Computer models are used to predict the effects in climate around multiple variables
INVESTIGATION
b Develop a hypothesis cont…

  • Plan and conduct a scientific investigation to test a hypothesis
  • Evaluate the accuracy and reproducibility of data
  • Distinguish between variable and controlled parameters in a test
  • Recognize the slope of the linear graph as the constant in the relationship y=kx and apply this principle in interpreting graphs constructed from data
  • Construct appropriate graphs from data and develop quantitative statements about the relationships between variables
  • Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure × area, volume = area × height)
  • Distinguish between linear and nonlinear relationships on a graph of data
LIFE SCIENCES
B1
  • Variation and Natural Selection
B2
  • Classification of Living Things
B3
  • Plant and Animal Structural Organization
B4
  • Reproductive Systems
B5
  • Bones, Muscles, Eyes, and Other Structures
B6
  • Elements in Living Things
B7
  • Molecules in Living Things
B8
  • Introductory Organic Chemistry and Biochemistry
B9
  • Cell Biology and Specialization
B10
  • Foundations of Molecular Biology

 

INDIGO

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
i1
  • Solving Problems about Trajectory and Vectors
i2
  • Momentum
i3
  • Heat and Thermodynamics
i4
  • Types of Waves and Their Characteristics
i5
  • Electric and Magnetic Fields
i6
  • Solutions
i7
  • Chemical Thermodynamics
i8
  • Reaction Rate
i9
  • Chemical Equilibrium
i10
  • Nuclear Forces
i11
  • Radioactive Decay
EARTH SCIENCES AND ASTRONOMY
i1
  • Earth’s Place in the Galaxy
i2
  • Evolution of Galaxies
i3
  • Volcanoes
i4
  •  Features of the ocean floor (magnetic patterns, age, sea-floor topography, evidence of plate tectonics)
i5
  • Heating of Earth’s surface and atmosphere by the sun,  convection within the atmosphere and oceans, winds and ocean currents
i6
  • Global patterns of climate bands from wind patterns, ocean currents, & mountain ranges
i7
  • Biogeochemical Cycles including the Carbon and Nitrogen Cycles
i8
  • The movement of matter from their natural reservoirs: natural and human effects
i9
  • Structure and Composition of the Atmosphere
i10
  • How the composition of Earth’s atmosphere has changed over time
i11
  • Local and Natural Resources
i12
  • Local Natural Hazards
INVESTIGATION
i Develop a hypothesis cont…

  • Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data
  • Identify and communicate sources of unavoidable experimental error
  • Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions
  • Formulate explanations by using logic and evidence
  • Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions
  • Distinguish between hypothesis and theory as scientific terms
  • Recognize the usefulness and limitations of models and theories as scientific representations of reality
  • Read and interpret topographic and geologic maps
  • Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem)
  • Recognize the issues of statistical variability and the need for controlled tests
  • Recognize the cumulative nature of scientific evidence
  • Analyze situations and solve problems that require combining and applying concepts from more than one area of science
  • Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California
  • Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets)
LIFE SCIENCES
i1
  • Alleles and Phenotypes
i2
  • Amino Acids and Base Pairing
i3
  • Biodiversity
i4
  • Population Fluctuations
i5
  • Factors that affect Ecosystems
i6
  • Gene Mutation and Change
i7
  • How Environments affect Species over Time
i8
  • Using Fossil Records to Estimate Organism Lifetime
i9
  • Homeostasis
i10
  • Nervous System and Neurons
i11
  • Digestive and Waste Systems
i12
  • Immune System

 

VIOLET

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy is that through creativity every color can be made easy or challenging for any learning level.

PHYSICAL SCIENCES
 p1
  • Atomic, Molecular, and Optical Physics
 p2
  • Particle Physics
 p3
  • Condensed Matter Physics
 p4
  • Applied Physics
 p5
  • Engineering Physics
p6
  • Materials Science
p7
  • Quantum Mechanics
 p8
  • Thermodynamics
 p9
  • Theoretical Chemistry and Physics
 p10
  • Physical Chemistry
 p11
  • Nuclear Chemistry
 p12
  • Materials Chemistry
 p13
  • Inorganic Chemistry
 p14
  • Analytical Chemistry
EARTH SCIENCES AND ASTRONOMY
 p1
  • Atmospheric Sciences
 p2
  • Meteorology
 p3
  • Geology
 p4
  • Physical Geography
p5
  • Geophysical and Geodesy
 p6
  • Soil Science
 p7
  • Ecology
 p8
  • Hydrology
p9
  • Glaciology
 p10
  • Climatology
p11
  • Astronomy
p12
  • Cosmology
p13
  • Oceanology
 p14
  • Paleomagnetism
INVESTIGATION
 v Develop a hypothesis cont…

  • Create, execute, and write a scientifically valid dissertation or publicized research study
LIFE SCIENCES
 v1
 v2 Bio-Based/Related Fields

 v3 Biotechnology

 v4 Biology

 v5
 v6
v7 Genetics

v8 Health Sciences

 v9 Natural Resource Management

 v10 Neuroscience

v11 Specialized Fields

v12 ParasitologyPathology

v13 Pharmaceutical Sciences

v14 Physiology

OTHER RESOURCES

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teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

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teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
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OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

RELATED CONTENT AND OTHER RELATED RESOURCES

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OTHER RESOURCES

Here is a list of the most comprehensive, helpful, and interesting chemistry lecture series this researcher could find. Nearly all of them are recorded in a real college class and are taught by professors. They are organized by sub-branches and the titles of each series should make it pretty obvious as to what type of material the course covers. Note, these are FULL COURSES and that every one of these links is to the first lecture of an entire trimester/semesters worth of courses, so there are generally about 30-40 videos that come after the one that is linked.

GENERAL CHEMISTRY

Preparation for General Chemistry – 1P (UCIrvine)
General Chemistry – 1A (UCIrvine)
General Chemistry – 1B (UCIrvine)
General Chemistry – 1C (UCIrvine)

ORGANIC CHEMISTRY

Organic Chemistry – 51A (UCIrvine)
Organic Chemistry – 51B (UCIrvine)
Organic Chemistry – 51C (UCIrvine)
Organic Reaction Mechanisms I – 201 (UCIrvine)
Organic Reaction Mechanisms II – 202 (UCIrvine)
Organic Spectroscopy – 203 (UCIrvine)
Intro to Organometallic Chemistry (IIS)
Advanced Organic Synthesis: Stoichiometric Organometallic Chemistry (RUB)
Heterocyclic Chemistry (IIS)
Organic Photochemistry and Pericyclic Reactions (IIS)

BIOCHEMISTRY

Intro to Chemical Biology – 128 (UCIrvine)
Biochemistry – BB 350 (Oregon State)
Biochemistry – BB 450/550 (Oregon State)
Biochemistry I (IIS)
Immunology with Hematology – M121 (UCIrvine)
Biochemistry – Essentials in Immunology (IIS)
Biochemistry – Eukaryotic Gene Expression (IIS)
Astrobiology and Space Exploration (Stanford)

ANALYTICAL CHEMISTRY

Analytical Chemistry and Chromatography for Graduate Students (University of Minnesota)
Instrumental Analysis – CH404 (Limestone College)
Modern Instrumental Methods of Analysis (IISC)
Symmetry, Structure, and Tensor Properties of Material/X-Ray Crystallography – 3.60 (MIT)
Advanced Analytical Chemistry (IIS)

PHYSICAL CHEMISTRY

Physical Chemistry – 131A (UCIrvine)
Physical Chemistry – 131B (UCIrvine)
Physical Chemistry – 131C (UCIrvine)
Intro to Solid State Chemistry – 3.091SC (MIT)
Thermodynamics and Kinetics – 5.60 (MIT)
Small-Molecule Spectroscopy and Dynamics – 5.80 (MIT)
Rate Processes (IIS)
Mathematics for Chemistry (IIS)
Electrochemistry (Gupta Tutorials)

QUANTUM CHEMISTRY

Introductory Quantum Chemistry (IIS)
Quantum Chemistry and Spin Dynamics (Oxford)
Modern Physics: Quantum Mechanics (Stanford)
Particle Physics: Basic Concepts (Stanford)
Particle Physics: Standard Model (Stanford)
The Theoretical Minimum: Quantum Mechanics (Stanford)
Advanced Quantum Mechanics (Stanford)
Quantum Entanglements: Part 1 (Stanford)
Quantum Entanglements: Part 3 (Stanford)

INORGANIC CHEMISTRY

Inorganic Chemistry – 107 (UCIrvine)
Co-ordination Chemistry/Chemistry of the Transition Elements (IIS)
Bio-Inorganic Chemistry (IIS)

COMPUTATIONAL CHEMISTRY

Scientific Computing Skills – 5 (UCIrvine)
Computational Techniques (IIS)

MEDICINAL/PHARMACEUTICAL CHEMISTRY

Organic Reactions and Pharmaceuticals – 14D (UCLA)

POLYMER CHEMISTRY

Polymer Chemistry (IIS)
Instability and Patterning of Thin Polymer Films (IIS)

LAB TECHNIQUE

Chemistry Lab Techniques – 5.301 (MIT)

CHEMICAL ENGINEERING

Intro to Chemical Engineering (Stanford)
Chemical Reaction Engineering I (IIS)
Chemical Reaction Engineering II (IIS)
Process Integration, Methods and Area of Integration (IIS)
Process Design Decisions and Project Economics (IIS)
Fundamentals of Transport Processes I (IIS)
Fundamentals of Transport Processes II (IIS)
Chemical Technology I (IIS)
Plantwide Control of Chemical Processes (IIS)
Advanced Mathematical Techniques in Chemical Engineering (IIS)
Mass Transfer Operations I (IIS)
Mass Transfer Operations II (IIS)
Heterogeneous Catalysis and Catalytic Processes (IIS)
Microscale Transport Processes (IIS)
Multiphase Flow (IIS)
Fluid Mechanics (IIS)
Rate Processes (IIS)
Instability and Patterning of Thin Polymer Films (IIS)
Process Control and Instrumentation (IIS)
Particle Characterization (IIS)
Computational Fluid Dynamics (IIS)
Heat Transfer (IIS)
Modern Instrumental Methods of Analysis (IIS)
Novel Separation Processes (IIS)
Engineering Chemistry 1 (IIS)

BIOTECHNOLOGY

Analytical Technologies in Biotechnology (IIS)
Downstream Processing (IIS)
Proteomics: Principles and Techniques (IIS)
Thermodynamics (IIS)
Biomathematics (IIS)
Chemical/Biochemical Engineering (IIS)
Biochemical Engineering/Enzyme Science and Engineering (IIS)
Chemical and Biomolecular Engineering – 179 (UCBerkeley)

METALLURGY

Electronic Materials, Devices, and Fabrication (IIS)
Structure of Materials (IIS)
Optoelectronic Materials and Devices (IIS)
Environmental Degradation of Materials (IIS)
Science and Technology of Polymers (IIS)
Processing of Semiconducting Materials (IIS)
Advanced Ceramics for Strategic Applications (IIS)
Principles of Physical Metallurgy (IIS)
Electroceramics (IIS)
Advanced Metallurgical Thermodynamics (IIS)
Non-Ferrous Extractive Metallurgy (IIS)
Steel Making (IIS)
Intro to Biomaterials (IIS)
Materials and Energy Balance (IIS)
Fuels, Refractory and Furnaces (IIS)
Physics of Materials (IIS)