MAST Educational Programs

MAST is now offering NON-VOCATIONAL science educational programs.

We have developed certificate programs and awards. These are for demonstrating competence within MAST only and are not intended for use outside of MAST.

To take advantage of these programs you must be a member of MAST. We cannot issue certificates or awards to non-members. There is no cost to getting either a certificate or a degree.

How We Conduct Learning Projects

MAST is not a traditional educational setting. First, our program is intended only for members of MAST. We do things through actions, not passive lectures and passive reading. We also realize that there are many different possible pathways to the same end, thus there are no specific course structures. As you will see below you get points (credits) for doing specific types of things. Instead of classes we have learning projects. You perform a learning project by using an existing list of topics, or by generating your own such list. You then proceed through each topic, in order, developing a set of notes. These notes are your principal requirement for finishing a learning project. Most people will use an electronic document format, we recommend using Mathematica, but any program can be used so long as the output can be made in .pdf format. Some projects, those requiring experiments or observations, must be kept in a written notebook where each entry is dated as you enter it. I recommend that you write by hand, since your notebook will be more intimate for you. Your notebook will become a fundamental tool for your understanding, because it is both personal for you, and it is entirely your own work; in a very real sense it becomes your textbook into the subject of the project. This is particularly nice when you consider that modern textbooks in science and mathematics can easily exceed $100.

Below you will see a list of CORE learning projects, these are the foundations of the program. These projects require a total of two points to complete them. This means that a notebook, while necessary, is not sufficient for these elementary projects to provide the required points; you fall short by a point. You will need to do things to get the remaining point. It is your instructor who will award these points to you. These points will be awarded following meetings with your instructor. These meetings can be one-on-one or there may be other students doing the same thing. Such meetings may be in person, over the phone, or over the Internet by email or even web-based conferencing. Each meeting may involve discussions of difficulties you are having in understanding, presenting work you have done, conducting experiments, and even conducting a lecture course of your own (see below for specific details on how to accumulate points). Unlike traditional venues that force you to adopt their schedule, MAST allows you as much time as you need to fully understand the subject you are tackling. I do not recommend that you mail your notebook to your instructor. Instead you should either scan the notebook into a computer, or photocopy the pages and mail the photocopies. Better still, transcribe your notebook into an electronic document and send that to your instructor.

When you choose a notebook, it is important to choose a bound notebook that is at least 100 pages long. In some projects, particlarly those that are more mathematical or theoretical , you may substitute binders or even computer notes as no data integrity issues are likely to arise.

As stated above, you work from topic lists created by or for you (see Fields of Study for possible links to already prepared topic lists). Each topic in the topic list will be the subject of many work sessions. Each work session will consist of a number of tasks for you to perform. When you have mastered one topic you may then move on to the next until you are done with that learning project. Then you can move on to the next project. Eventually you are done with your stated project, though you might be able to expand on it endlessly. You can find details on how to keep a learning project notebook below. Almost all of the responsibility for completing a project is on you. Consider the advice given by your instructor carefully, as they will be awarding you the points for your project. You may proceed at your own pace, but I urge you to do at least some work on your project each week to keep it fresh. The idea is for you to learn how to do things on your own. Here is a good way to approach each topic in the lists below:

1. Attempt a general definition or explanation of the topic, even if it is imperfect.
2. Use this definition to generate questions such as what? When? Where? How? Why?
3. If you read a statement challenge it; why should you believe what is said?
4. Write things into your notebook in your own way of saying it, don't just copy things down.
5. Look at how ideas you have already written down are related to new ideas as you encounter them.

More information on how to gain the most out of the materials you have can be found in the self-study course.

The Role of The Instructor

In MAST an instructor has the following duties:

1. To assist the student with difficulties in their studies.
2. To ensure that the student's work is adequate.
3. To award the points the student gets for their work on the course.
4. To report the number of points awarded to the Board of Directors so the Secretary can record them.

For this purpose, an instructor must have either completed the same project on their own, or to have demonstrated complete understanding of the subject matter themselves.

The Science Practioner Requirements

There are specific general requirements for getting a certificate or award:

(SPC) Science Practitioner Certificate

There are five possible tracks to take for this certificate:

Finally, to complete any of the Science Practioner certificate tracks you will be required to complete each of the four learning projects, then write a proposal for a research project, get it approved by the MAST Board, conduct the research project, write up the results as a research paper, submit this for publication, prepare a presentation of your results, and give this presentation at a MAST meeting.

CORE 1: Self-Study

The learning project. Critical thinking. How to learn from different educational materials. Self-assessment. Course design. Conducting a Section for a learning project. Using critical thinking skills in teaching and encouraging critical thinking. Motivating students. Assessment of students. Self-instruction and teaching.

CORE 2: Basic Principles of Science 1

Mathematical Structures and Numbers, Geometry, Functions, Calculus, Measurement and Science, Mechanics, Electrodynamics, Quantum Physics, Thermal Physics, Chemistry.

CORE 3: Basic Principles of Science 2

Computers. Electronics. Mechanical systems. Astronomy. Geology. Meteorology, oceanography, and hydrology. Biochemistry. Cell biology. Biological Organisms and Ecological Systems.

CORE 4: Introduction to Doing Science

Scientific research. Conducting background research. Measurements and observations. Data analysis. Mathematical work. Computational science. Models. Experimental apparatus. Conducting experiments. Reporting your work.

The Science Associate Requirements

(SAC) Science Associate Certificate

Must already have a SPC.

CORE 5 + CORE 6 + CORE 7 + CORE 8 + CORE 9 + CORE 10 + any 2 of CORE 11, CORE 12, CORE 13, CORE 14 + CORE 15 + 1 research project.

As with the SPC there are five possible tracks to take for this certificate:

To complete the Science Associate certificate you will be required to complete each of the following six learning projects:

CORE 5: Basic Mathematics for Science

Logic and Proof. Set Theory. Algebra. Analytical Geometry. Matrices. Trigonometry. Differential Calculus. Integral Calculus. Differential Equations. Vector Analysis.

CORE 6: Basic Physics for Science (Prerequisite: CORE 5)

Particle Mechanics. Mechanics of Systems. Electrodynamics. Waves. Optics. Special Relativity. Quantum Physics. Thermal Physics. Physics of Mattter: Large-Scale. Physics of Matter: Small Scale.

CORE 7: Basic Chemistry for Science (Prerequisites: CORE 6)

Quantum Chemistry. Thermal Chemistry. Chemical Kinetics. Qualitative Chemical Analysis. Quantitative Chemical Analysis. Elemental Groups. Inorganic Compounds. Inorganic Reactions. Organic Compounds. Organic Reactions.

CORE 8: Basic Technology for Science (Prerequisites: CORE 6)

Mathematical Programming. Algorithms. Theory of Computation. Analog Electronics. Digital Electronics. Solid State Electronics. Machine Systems. Fluid Systems. Control Systems. Robotics.

CORE 9: Basic Biology for Science (Prerequisites: CORE 7 and CORE 8)

Biomolecules. Bioenergetics and Biosynthesis. Proteomics. Genomics. Procaryotic Cells. Eucaryotic Cells. Botany. Zoology. Ecology. Evolution.

CORE 10: Basic Environments for Science (Prerequisites: CORE 7 and CORE 8)

Geology. Earth Materials. Geophysics. Fluid Dynamics. Meteorology. Climatology. Oceanography. Hydrology. Astronomy. Astrophysics.

You must also complete two of these four:

CORE 11: Observational Science (Prerequisites: CORE 5)

Observations. Observatories. Sensors. Collecting Data. Sampling. Field Studies. Data Analysis. Classification Schemes. Collections. Limitations of Observation.

CORE 12: Theoretical Science (Prerequisites: CORE 5)

Vector Algebra. Complex Numbers. Partial Derivatives. Multiple Integrals. Ordinary Differential Equations. Laplace Transforms. Matrix Algebra. Systems of Ordinary Differential Equations. Vector Analysis. Fourier Analysis.

CORE 13: Computational Science (Prerequisites: CORE 5)

Computational Methods.

CORE 14: Experimental Science (Prerequisites: CORE 5)

Experimental Methods. Data Analysis.

and complete:

CORE 15: Methods of Scientific Reporting (Prerequisite: CORE 11, CORE 12, CORE 13, or CORE 14)

Scientific Writing. Scientific Presentations.

To complete the Science Associate certificate you must write a proposal for either an extensive research project or a 10-lesson learning project, get it approved by the MAST Board, conduct the research project or develop the learning project, write up the results as a research paper or textbook, submit this for publication, prepare a presentation of your results, and give this presentation at a MAST meeting or as a MAST learning project.

Fields of Study

Here are lists of topics for specific fields of study. Please understand that this is a work in progress and you may develop your own projects and topics with approval from the MAST board.

Archaeology: The scientific study of materials from past cultures.

Astronomy: The scientific study of the universe, its structure, and contents.

Atmospheric Science: The scientific study of the atmosphere.

Biomedical Science: The science of human biology and human disorders.

Botany: The science of plants.

Cell and Molecular Biology: The scientific study of the basic constituents of living systems.

Chemistry: The science of the structure, properties, constituent components, and interactions of matter.

Computer Science: The scientific approach to software and the interface between software and hardware.

Electronics and Computer Technology: The technology of using electricity and magnetism for practical and scientific purposes, and the technology of computer hardware.

Engineering Science: The science behind engineering technology.

Environmental Science: The scientific study of ecological systems.

Forensic Science: The scientific study of crime and criminal evidence.

Geology: The scientific study of the earth.

Hydrology: The scientific study of groundwater systems.

Materials Science: The science of studying and developing new materials.

Mathematics: A rigorous study of abstract structures and their applications.

Microbiology: The science of microscopic organisms.

Military Science: The science of military and naval operations.

Oceanography: The scientific study of oceanic systems.

Physics: The science of fundamental processes in the universe.

Zoology: The science of animals.

Levels of MAST Studies

Elementary: These are the most fundamental of all scientific investigations. Here are some examples:

1. General Studies: These are designed to give you the preparation you require for further study in a field.
2. Introductions: These help you to gain exposure to the concepts of a science without all of the necessary background.

Intermediate:

1. Applied Studies: This is an application of one elementary area of study to a problem, a set of problems, or a focus on one area of study.
2. Experimental Studies: These help you to gain practical experience, and to provide a strong background in hands-on techniques.
3. Focused Studies: This is a focus on one area of an elementary-level study.
4. Theoretical Studies: These help you to gain in-depth knowledge of fundamental principles and a strong background in theoretical techniques.

Advanced: These are investigations of aspects of intermediate studies or applications of intermediate studies. Here are some examples:

1. Applied Studies: This is an application of one intermediate area of study to a problem, a set of problems, or a focus on one area of study.
2. Focused Studies: This is a focus on one area of an intermediate-level study.

Frontier: These are investigations of the cutting edge of research, also aspects of advanced studies or applications of advanced studies.

1. Applied Studies: This is an application of one advanced area of study to a problem, a set of problems, or a focus on one area of study.
2. Focused Studies: This is a focus on one area of an advanced-level study.

Acquiring Points

1 Point:

• Co-writing an elementary project proposal. A project proposal is a formal statement of intent as to what specific problem a proposed project will hope to address, and what funds will be required to carry the project to completion. It is important that all costs are considered (including the fraction of utilities and rent needed).
• Maintaining an elementary project notebook of at least 100 pages. This is awarded for every 100 completed pages.
• Co-authoring an elementary project paper. A review paper is a formal and technical report on the current state of research on a topic. A research paper is a formal and technical report on the results of a completed research project.
• Teaching an elementary course.
• Writing rough class notes for teaching an elementary course of up to 10 lessons.
• Inventing/compiling and then solving 30 elementary problems.
• Elementary topical overview. Such an overview is a listing of all the major concepts of a topic without going into details.
• Elementary apparatus. For our purposes an apparatus is some mechanism for performing work in the chosen topic; it may be a machine, an experimental setup, a computer program, or even a theoretical method. If the apparatus is a physical object, or set of objects, and the creator retains ownership, then permission must be granted for its use on a case-by-case basis by both the owner and MAST.

2 Points:

• Co-writing an intermediate project proposal.
• Writing an elementary project proposal.
• Maintaining an intermediate project notebook of at least 100 pages.
• Writing an elementary project paper.
• Co-authoring an intermediate project paper.
• Teaching an intermediate course.
• Writing rough class notes for teaching an intermediate discussion course of up to 10 lessons.
• Inventing/compiling and then solving 30 intermediate problems.
• Intermediate topical overview.
• Intermediate apparatus.
• Writing an elementary tutorial. A tutorial is understood to be a detailed, step-by-step presentation of a topic and/or method.
• Writing detailed class notes for teaching an elementary discussion course of up to 10 lessons.
• Elementary broad topical study. A broad topical study is roughly the equivalent of an article in an encyclopedia; it is written in a style that has information for the layman to learn from and for the specialist to use as a basic reference.

3 Points:

• Co-writing an advanced project proposal.
• Writing an intermediate project proposal.
• Maintaining an advanced project notebook of at least 100 pages.
• Writing an intermediate project paper.
• Co-authoring an advanced project paper.
• Teaching an advanced course.
• Writing rough class notes for teaching an advanced discussion course of up to 10 lessons.
• Inventing/compiling and then solving 30 advanced problems.
• Advanced topical overview.
• Advanced apparatus.
• Writing an intermediate tutorial.
• Writing detailed class notes for teaching an intermediate discussion course of up to 10 lessons.
• Intermediate broad topical study.
• Elementary narrow topical study. A narrow study is understood to be the equivalent of a chapter out of a textbook (i.e. it covers all major ideas, provides examples of how these ideas are used and arrived at, provides numerous exercises and problems to solve, along with the solutions to such). It is in enough depth to learn all of the major elements of a topic.

4 Points:

• Co-writing a frontier project proposal.
• Writing an advanced project porposal.
• Maintaining a frontier project notebook of at least 100 pages.
• Writing an advanced project paper.
• Co-authoring a frontier project paper.
• Teaching a frontier course.
• Writing rough class notes for teaching a frontier discussion course of up to 10 lessons.
• Inventing/compiling and then solving 30 frontier problems.
• Frontier topical overview.
• Frontier apparatus.
• Writing an advanced tutorial.
• Writing detailed class notes for teaching an advanced discussion course of up to 10 lessons.
• Advanced broad topical study.
• Intermediate narrow topical study.
• Elementary monograph. A monograph is a work that seeks to cover a topic completely.
• Elementary textbook. A textbook is a work that seeks to cover a subject in enough depth to present all important facts, and to contain sufficient problems with solutions to allow the prospective student the ability to gain expertise in problem-solving within the subject area. This should include no less than 300 problems.
• Elementary field expedition. A field expedition is at least a day-long session of scientific field work.

5 Points:

• Writing a frontier project proposal.
• Writing a frontier project paper.
• Writing a frontier tutorial.
• Writing detailed class notes for teaching a frontier discussion course of up to 10 lessons.
• Frontier broad topical study.
• Advanced narrow topical study.
• Intermediate monograph.
• Intermediate textbook.
• Elementary facility. A facility here means a place where scientific work can be done that is open to members by permission of the owner.
• Intermediate field expedition.

6 Points:

• Frontier narrow topical study.
• Advanced monograph.
• Advanced textbook.
• Intermediate facility.
• Advanced field expedition.

7 Points:

• Frontier monograph.
• Frontier textbook.
• Advanced facility.
• Frontier field expedition.

8 Points:

• Frontier facility.

Maintaining a Scientific Notebook

1. The notebook must be bound.
2. The pages must be prenumbered, or you may number them as you go.
3. You must have at least one page for the title of the notebook (for example, "Projects for 2003", "Calculus", "Building a Tornado Machine", etc.), include your name here. You need not number the title page.
4. You must reserve at least one page (and I recommend at least two) for a table of contents. As you add relevant sections to your notebook, write down the section title and page into your table of contents so you can find it later.
5. When you attend discussions, talks, or seminars note the title, date, and speaker as the Section Heading. You might want to take your notes on a pad during the talk, and then add them to the notebook later. This gives you a chance to think about the notes as you add them to the notebook.
6. When you read source material, note the question you are attempting to answer, the author of the book/paper/article, the date of publication, the title, the publisher/magazine/journal. Again, you might want to take the notes on a pad as you read and then transfer them to your notebook later on.
7. When you make observations in the field or the laboratory, title the observation (for example, "Observing a thunderstorm video"), note the date, the time, any relevant local conditions (temperature, light level, etc.) that might influence the observation. Note how the data is being taken. Then record the data into your notebook as it is taken. You should sign each page as you record the time for each observation. This is to establish and maintain the integrity of your data.
8. When making a calculation you must first title it, note all relevant assumptions you are making, note all units and constants in use, and then record each step in the calculation and its results.
9. When setting up an experimental apparatus first record the title of the experimental set-up, the date, time, local conditions that could influence the experiment, list all of the materials used, then list each step in the set-up as you perform it. If something unexpected happens, record that, too. Sign each page as you perform the set-up. This is to establish and maintain the integrity of the data.
10. When calibrating an apparatus or instrument record the title of it, the date, the time, all relevant local conditions, list all of the materials used and how you intend to perform the calibration and why you chose the method being used. Then record each step as you perform it. Record all data you collect as you collect it. This is to establish and maintain the integrity of the data.
11. When analyzing data record the title of the experiment/observation the data was drawn from, the method of analysis and its justification, the results of the analysis, and your estimate of the error in your analysis.
12. When making a model (physical, mathematical, or on a computer) record the title of the model, all assumptions that you are using, the method of modeling and its justification, and then record each step in your model and its results.
13. When performing a derivation or proof record the title of the work, all assumptions being used, all definitions, all theorems, all conjectures, and then each step and its justification and results.
14. When entering a practice problem and its solution, be sure sure to name the problem (Problem Calculus - 1, for example), write the problem clearly, begin the solution process by explaining what you intend to do and why before you do it, then record each step in the solution along with full justifications for the methods you use, verify your answer, and then think about how the answer to the problem will influence the remainder of your work, can you think of applications for the answer? Can you think of other ways to asnwer the same problem? Does this answer shed light on other problems you are working on? (More than one research project has been started in this way).

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