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 or SAS only and are not intended for use outside of MAST or SAS.

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

Procedure

Contact us by email or phone (608)-276-6832.
Choose a major area of study and two minor areas of study.
Sit down with your advisor and develop a program of study.

How We Conduct Learning Projects

MAST is not a traditional educational setting. First, our program is intended only for amateur science within MAST or SAS. 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 a written notebook. Some courses, those that do not require experimental projects, can be kept on a computer. 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 course. 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 foundation 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 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.

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 program of study. 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 course. You may proceed at your own pace, but I urge you to do at least some work on your project each week. 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:

Attempt a general definition or explanation of the topic, even if it is imperfect.
Use this definition to generate questions such as what? When? Where? How? Why?
If you read a statement challenge it; why should you believe what is said?
Write things into your notebook in your own way of saying it, don't just copy things down.
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:

To assist the student with difficulties in their studies.
To ensure that the student's work is adequate.
To award the points the student gets for their work on the course.
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.

Certificate Requirements

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

(GSC) General Science Certificate

CORE 1: Self-Study, CORE 2: Mathematics for Science 1: Single-Variable Calculus, CORE 4: Introduction to DOING Science, CORE 6: Computational Science and one Introductory Science Project of your choice..

(BMC) Basic Mathematics Certificate (Pre: GSC)

CORE 3: Mathematics for Science 2: Linear Algebra and Differential Equations, CORE 7: Mathematics for Science 3: Multivariable Calculus, CORE 9: Mathematics for Science 4: Probability and Statistics, CORE 11: Mathematics for Science 5: Algebra, CORE 13: Mathematics for Science 6: Complex Analysis, CORE 15: Mathematics for Science 7: Partial Differential Equations and Geometry, and one project in pure mathematics, applied mathematics, or data analysis.

(BPC) Basic Physics Certificate (Pre: BMC)

CORE 5: Physics for Science 1: Newtonian Mechanics, CORE 8: Physics for Science 2: Electromagnetism and Relativity, CORE 10: Physics for Science 3: Optics, CORE 12: Physics for Science 4: Thermodynamics and Continuum Mechanics, CORE 14: Physics for Science 5: Quantum Mechanics, CORE 16: Physics for Science 6: Advanced Topics in Physics, and one project in theoretical physics. computational physics, experimental physcis, or applied physics.

(BCC) Basic Chemistry Certificate (Pre: BPC)

CORE 17: Chemistry for Science 1: Physical Chemistry, CORE 18: Chemistry for Science 2: Organic Chemistry, CORE 26: Chemistry for Science 3: Inorganic Chemistry and Chemical Analysis, CORE 28: Biochemistry for Science, and one project in theoretical chemistry, computational chemistry, experimental chemsitry, or applied chemistry.

(ICC) Instrument Construction Certificate (Pre: BCC)

CORE 19: Electronics for Science 1: DC Circuits, CORE 27: Electronics for Science 2: AC Circuits, CORE 29: Electronics for Science 3: Semiconductor Devices, CORE 31: Electronics for Science 4: Digital Electronics, CORE 37: Engineering for Science, and one project in instrument design and construction.

(ASC) Advanced Science Certificate (Pre: GSC)

CORE 20: Scientific Research, and CORE 21: Scientific Writing, and CORE 40: Science Instruction.

(BLC) Basic Life Science Certificate (Pre: BCC)

CORE 30: Cell Biology for Science, and three to five of the following: CORE 32: Introduction to Biomedical Science, CORE 33: Introduction to Botany , CORE 34: Introduction to Microbiology, CORE 35: Introduction to Molecular Biology, and/or CORE 36: Introduction to Zoology.

(BEC) Basic Environmental Certificate (Pre: BLC)

Two to four of these: CORE 22: Introduction to Astronomy, CORE 023: Introduction to Atmospheric Science, CORE 24: Introduction to Geology, and/or CORE 25: Introduction to Hydrology. Then both CORE 38: Introduction to Environmental Science and CORE 39: Introduction to Oceanography. Then one project in an environmental science of your choice.

Associate of Science Award:

Completing all certificate programs above, two minor certificates, one major certificate, and one research or teaching project will grant you an Associate of Science Award.

An Associate of Science within MAST will allow the recipient to apply for grants on behalf of MAST.

Science Achievement Award:

You must already have an Associate of Science Award. Details for each program will be specified in the specialty fields described below.

Instructional or Research Certificates:

You must already have a Science Achievement Award. Details for each program will be specified in the specialty fields described below.

Master of Science Award:

You must already have a MAST Instructional or Research Certificate. Details for each program will be specified in the specialty fields described below.

Scholar Certificate:

You must already have a MAST Master of Science Award. Details for each program will be specified in the specialty fields described below.

Senior Science Award:

You must already have a MAST Scholar Certificate. Details for each program will be specified in the specialty fields described below.

Core Projects (CORE)

1: Self-Study

This is an eight lesson project that teaches you to plan, execute, and validate your own learning projects, and to teach what you have learned to others. Along the way you will learn to identify your critical learning talents, collect and use educational materials, take control of your learning, test yourself, and instruct others.

2: Mathematics for Science 1: Single-Variable Calculus (Pre: Remedial Math 12, or the equivalent)

Limits and the derivative, calculating derivatives, rules of differentiation, applications of differentiation, the integral and the fundamental theorem of calculus, methods of integration, applications of integration, infinite series, power series, and series expansions of functions.

3: Mathematics for Science 2: Linear Algebra and Differential Equations (Pre: CORE 2)

First-order differential equations, vector algebra, differentiation and integration of vectors with respect to a single variable, matrix algebra, vector spaces, linear transformations, determinants, eigenvalues and eigenvectors, higher-order differential equations, and power series methods of solution.

4: Introduction to Doing Science (Pre: CORE 2)

The nature of experimental science, the scientific notebook, measurement, estimation, data analysis, modeling, designing experiments to make measurements, designing experiments to verify a model prediction, building and calibrating equipment, and conducting experiments.

5: Physics for Science 1: Newtonian Mechanics (Pre: CORE 3, CORE 4).

Motion and displacement, frames of reference, velocity and acceleration, kinematical equations on motion, Newton's laws, deriving forces by dimensional analysis, integrating the equations of motion, conservation of energy, conservation of momentum, and conservation of angular momentum.

6: Computational Science (Pre: CORE 4).

Computer hardware/software/and operating systems, introduction to Mathematica, numerical capabilities of Mathematica, symbolic capabilities of Mathematica, the basic ideas of program design, writing functions and other short programs in Mathematica, graphics programming in Mathematica, programming styles, writing packages in Mathematica, and GUIKit.

7: Mathematics for Science 3: Multivariable Calculus (Pre: CORE 3)

Partial derivatives, applications of partial derivatives, double integrals, multiple integrals, applications of multiple integrals, the vector operator nabla and the gradient/divergence/ and curl, line integrals, surface integrals, volume integrals, and the divergence theorem and Stokes' theorem.

8: Physics for Science 2: Electromagnetism and Relativity (CORE 5, CORE 7).

The electric field, DC circuits, dielectrics, magnetic fields, magnetic materials, induction and inductance, AC circuits, Maxwell's equations, special relativity, and relativistic mechanics.

9: Mathematics for Science 4: Probability and Statistics (CORE 7)

Probability, sample spaces, probability distributions, probability densities, measures of central tendency, measures of dispersion, hypothesis testing, fitting a line, fitting a curve, and nonlinear fitting.

10: Physics for Science 3: Optics (CORE 8, CORE 9).

The principle of least time, geometrical optics, electromagnetic radiation, interference, diffraction, radiation damping and scattering, polarization, the relativity of radiation, the wave equation, and wave optics.

11: Mathematics for Science 5: Algebra (CORE 9)

Prime numbers, congruences, Diophantine equations, counting, graphs, network flows, groups, morphisms, group representations, and other algebraic structures.

12: Physics for Science 4: Thermodynamics and Continuum Mechanics (CORE 10, CORE 11).

The zeroth law of thermodynamics, the first law of thermodynamics, the second law of thermodynamics, the third law of thermodynamics, thermodynamic potentials, phase transformations, heat transfer, statics of deformable bodies, kinematics of deformable bodies, and dynamics of deformable bodies.

13: Mathematics for Science 6: Complex Analysis (CORE 11)

Complex numbers, functions of a complex variable, hyperbolic functions, Cauchy-Riemann equations, complex integration, complex series, zeros and poles, residue theory, evaluation of integrals, and conformal mappings.

14: Physics for Science 5: Quantum Mechanics (CORE 12, CORE 13).

Problems with classical mechanics, light as a particle, particles as waves, the wave function, the Schrödinger equation, the postulates of quantum mechanics, Dirac notation and operators, properties of operators, simple solutions of the Schrödinger equation, and the harmonic oscillator.

15: Mathematics for Science 7: Partial Differential Equations and Geometry (CORE 13)

Partial differential equations, boundary-value problems, other coordinate systems, Euclidean geometry, geometric constructions, projective geometry, analytic geometry, noneuclidean geometry, topology, and differential geometry.

16: Physics for Science 6: Advanced Topics in Physics (CORE 14, CORE 15).

General relativity, astrophysics and cosmology, atomic physics, molecular physics, condensed matter physics, statistical physics, quantum information and computing, quantum field theory, elementary particle physics, and nuclear physics.

17: Chemistry for Science 1: Physical Chemistry (CORE 16).

Many-electron atoms and the periodic table of elements, chemical bonding, the mole and chemical equations, stoichiometry, chemical reactions, states of matter, solutions and colloids, reaction rates, chemical equilibrium, and acids and bases.

18: Chemistry for Science 2: Organic Chemistry (CORE 17).

Organic chemistry, alkanes, alkenes and alkynes, aromatic compounds, alcohols and phenols, ethers and halides, aldehydes and ketones, carboxylic acids and their derivatives, esters, and amines and amides.

19: Electronics for Science 1: DC Circuits (CORE 17).

Electrical safety and DC test equipment, basic circuit analysis using Kirchhoff's laws, divider circuits, DC signals, DC networks, batteries/power supplies/fuses/and breakers, wires/cables/conductors/and insulators, capacitors and inductors, RC and L/R time constants, and troubleshooting DC circuits.

20: Scientific Research (This course may be repeated as many times as you like) (CORE 4)

Deciding on a research problem, initial planning, first draft proposal, finished proposal, detailed preparations, three work sessions, analyzing your results, and writing the report.

21: Scientific Writing (CORE 4)

The nature of scientific writing, the tone and rhythm of scientific writing, the elements of style in scientific writing, the overall structure of a scientific paper, how to write a paper, review papers, grant proposals, tutorials, textbooks and monographs, and other writing.

22: Astronomy for Science (CORE 17).

Celestial mechanics, computer modeling of celestial mechanics, telescopes and detectors, observational astronomy, the solar system, observed stellar properties, the physics of stars, the interstellar medium, galaxies, and cosmology.

23: Atmospheric Science for Science (CORE 17).

Atmospheric thermodynamics, atmospheric dynamics, synoptic-scale mid-latitude weather systems, atmospheric chemistry, atmospheric physics, synoptic-scale weather analysis and forecasting, mesoscale meteorology, microscale meteorology, tropical weather systems, and climatology.

24: Geology for Science (CORE 17).

Geophysics, historical geology, geochemistry, minerology, petrology, soil science, geomorphology, economically-significant geological resources, geological hazards, and planetology.

25: Hydrology for Science (CORE 17)

The hydrologic cycle, basic fluid dynamics, fluid dynamics of channels/rivers/and lakes, water chemistry, contaminants, evaporation and transpiration, surface water, subsurface water, rivers and streams, and lakes.

26: Chemistry for Science 3: Inorganic Chemistry and Chemical Analysis (CORE 18).

Electrochemistry, metals and metalloids, nonmetals, transition elements, coordination compounds and complexes, environmental chemistry, radiochemistry, qualitative analysis, quantitative analysis, and instrumental analysis.

27: Electronics for Science 2: AC Circuits (CORE 19).

Waveform voltage sources, the oscilloscope, reactance and impedence, resonance, filters, transformers and amplifiers, polyphase AC circuits, transmission lines, signal analysis of circuits, and troubleshooting AC circuits.

28: Biochemistry for Science (CORE 18).

Carbohydrates, lipids, proteins and amino acids, enzymes, bioenergetics, metabolic pathways, biosynthesis, nucleic acids and protein synthesis, neurotransmitters and hormones, and nutrition and digestion.

29: Electronics for Science 3: Semiconductor Devices (CORE 27).

Semiconductor physics, diodes, transistors, power amplifiers, amplifier frequency response, thyristors, op-amps, op-amp circuits, electron tubes, and transducers.

30: Cell Biology for Science (CORE 28).

Using the microscope, the nature of cells, cell structure, organelles, cell types, cell diversity, cell biochemistry, cell division, cell communications, and tissues.

31: Electronics for Science 4: Digital Electronics (CORE 29).

Numeration in different bases and binary arithmetic, logic gates/switches/and relays, Boolean algebra and Karnaugh mappings, combinatorial logic functions, multivibrators and flip-flops, counters and shift registers, digital-analog conversion, computer architecture, microprocessors, and logic controllers.

32: Biomedical Science for Science (CORE 30).

Human biochemistry, human anatomy, human physiology, medical microbiology, epidemiology, pharmacology, environmental and occupational health concerns, family health concerns, radiation physics and radiation protection, and medical imaging and nuclear medicine.

33: Botany for Science (CORE 30).

Plant cells, plant tissues, plant anatomy, plant physiology, plant genetics, plant development, hormones and growth, plant evolution, plant taxonomy, and plant ecology.

34: Microbiology for Science (CORE 30).

Staining for microbiology, fungi, protozoa, bacteria, viruses, control of microbes and aseptic technique, culture media, microbial growth, microbial physiology, and microbial genetics.

35: Molecular Biology for Science (CORE 30).

Genetics, population genetics, genes and chromosomes, gene structure, molecular genetics, mutation, transcription, cloning, regulation of gene expression, and genetic engineering.

36: Zoology for Science (CORE 30).

Animal cells, protozoans and simple animals, animal tissues, anatomy, physiology, animal genetics, animal development and growth, behavior, invertebrates, and vertebrates.

37: Engineering for Science (CORE 31).

Engineering materials, shop tools and techniques, mechanical drawing and mechanical design, friction and simple machines, sensors, control systems, motors, mechanical systems, pneumatic/vacuum/and hydraulic systems, and robotics.

38: Introduction to Environmental Science (CORE 23, 24, 25, 33, 34, and 36)

Environments, life in environments, environmental physics, environmental chemistry, populations, communities, natural selection, competition, exploitation and conservation, and biodiversity.

39: Introduction to Oceanography (CORE 38)

Marine geology, ocean chemistry, ocean physics, ocean formation, oceanic flows and waves, atmosphere-ocrean interactions, marine microorganisms, marine plants, marine animals, and marine ecology.

40: Science Instruction (CORE 1) (This course may be taken more than once)

Course planning, course initial proposal, course lesson outlines, course final proposal, preliminary lesson development, preliminary homework development, preliminary assessment development, course scheduling, final material preparations, and web page development.

Introductory Projects

These are short projects designed to provide the practical basis for future development in an area of study. These are not projects for mastery of the facts of a study, rather they are designed to expose basic techniques for the discovery of facts. These projects are only six lessons long.

Introduction to Archaeology

What is archaeology? How are artifacts discovered? What can we learn from artifacts in the laboratory? How do we construct an archaeological laboratory? What are some projects to get started in archaeology? What are some open problems in archaeology?

Introduction to Astronomy

What is astronomy? How are astronomical objects studied? What can we learn from astronomical observations? How do we construct an observatory? What are some projects to get started in astronomy? What are some open problems in astronomy?

Introduction to Atmospheric Science

What is atmospheric science? How is the atmosphere studied? What can we learn from atmospheric observations? How do we construct a weather station? What are some projects to get started in atomspheric science? What are some open problems in atmospheric science?

Introduction to Biomedical Science

What is biomedical science? How do we study the human body? What can we learn by studying the human body? How do we construct a biomedical laboratory? What are some projects to get started in biomedical science? What are some open problems in biomedical science?

Introduction to Botany

What is botany? How do we study plants? What can we learn from studying plants? How do we construct a botanical laboratory? What are some projects to get started in botany? What are some open questions in botany?

Introduction to Cell Biology

What is cell biology? How do we study cells? What can we learn by studying cells? How do we construct a cell biology laboratory? What are some projects to get started in cell biology? What are some open questions in cell biology?

Introduction to Chemistry

What is chemistry? How do we study chemicals? What can we learn by studying chemicals? How do we set up a chemistry laboratory? What are some projects to get started in chemistry? What are some open problems in chemistry?

Introduction to Computer Science

What is computer science? How do we study cmputational processes? What can we learn from studying computational processes? How do we set up a computer science laboratory? What are some projects to get started in computer science? What are some open problems in computer science?

Introduction to Electronics

What is electronics? How do we study electronic devices and systems? What can we learn from electronic devices and systems? How do we set up an electronic laboratory? What are some projects to get started in electronics? What are some open problems in electronics?

Introduction to Engineering Science

What is engineering science? How do we study engineering processes and systems? What can we learn from engineering processes and systems? How do we set up an engineering science laboratory? What are some projects to get started in engineering science? What are some open problems in engineering science?

Introduction to Environomental Science

What is environmental science? How do we study environmental systems? What can we learn from environmental systems? How do we set up an environmental science laboratory? What are some projects to get started in environmental science? What are some open problems in environmental science?

Introduction to Forensic Science

What is forensic science? How do we study crimes? What can we learn from crimes? How do we set up a forensic science laboratory? What are some projects to get started in forensic science? What are some open problems in forensic science?

Introduction to General Science

What is general science? How do we study scientific processes and systems? What can we learn from scientific processes and systems? How do we set up a general science laboratory? What are some projects to get started in general science? What are some open problems in general science?

Introduction to Geology

What is geology? How do we study planetary systems and processes? What can we learn from planetary systems and processes? How do we set up a geology laboratory? What are some projects to get started in geology? What are some open problems in geology?

Introduction to Hydrology

What is hydrology? How do we study fresh water systems? What can we learn from fresh water systems? How do we set up a hydrology laboratory? What are some projects to get started in hydrology? What are some open problems in hydrology?

Introduction to Materials Science

What is materials science? How do we study materials? What can we learn from materials? How do we set up a material science laboratory? What are some projects to get started in materials science? What are some open problems in materials science?

Introduction to Mathematics

What is mathematics? How do we study mathematical systems? What can we learn from mathematical structures? How can we learn to apply mathematical structures? What are some projects to get started in mathematics? What are some open problems in mathematics?

Introduction to Microbiology

What is microbiology? How do we study microbial organisms? What can we learn from microbes? How do we set up a microbiology laboratory? What are some projects to get started in microbiology? What are some open problems in microbiology?

Introduction to Military Science

What is military sciience? How do we study combat? What can we learn from combat? How do we set up a military science laboratory? What are some projects to get started in military science? What are some open problems in military science?

Introduction to Molecular Biology

What is molecular biology? How do we study biological molecules? What can we learn from biological molecules? How do we set up a molecular biology laboratory? What are some projects to get started in molecular biology? What are some open problems in molecular biology?

Introduction to Physics

What is physics? How do we study physical systems? What can we learn from physical systems? How do we set up a physics laboratory? What are some projects to get started in physics? What are some open problems in physics?

Introduction to Zoology

What is zoology? How do we study animals? What can we learn from animals? How do we set up a zoological laboratory? What are some projects to get started in zoology? What are some open problems in zoology?

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.

General Science: This is a list of courses on scientific literacy and technique. This is not suitable for a major.

General Studies: This is a list of courses that do not fit anywhere else. This is not suitable for either a major or minor, but the courses may be interesting on an individual basis.

Geology: The scientific study of the earth.

History: The study of the past. This is not suitable for a major.

Humanities: The study of art, art history, classics, library studies, linguistics, music, mythology, religion, and theater/drama. This is not suitable for a major.

Hydrology: The scientific study of groundwater systems.

Languages: The study of human languages. This is not suitable for a major.

Literature: The study of fiction and writing, including comparative literature. This is not suitable for a major.

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.

Philosophy: The pursuit of wisdom. This is not suitable for a major.

Physics: The science of fundamental processes in the universe.

Social Studies: The study of people; including anthropology, business, communication, economics, education, geography, international studies, journalism, legal studies, political science, psychology, and sociology. This is not suitable for a major.

Zoology: The science of animals.

Levels of MAST Studies

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

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

Intermediate:

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.
Experimental Studies: These help you to gain practical experience, and to provide a strong background in hands-on techniques.
Focused Studies: This is a focus on one area of an elementary-level study.
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:

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.
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.

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.
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.

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.

6 Points:

Frontier narrow topical study.
Advanced monograph.
Advanced textbook.
Intermediate facility.

7 Points:

Frontier monograph.
Frontier textbook.
Advanced facility.

8 Points:

Frontier facility.

Maintaining a Scientific Notebook

The notebook must be bound.
The pages must be prenumbered, or you may number them as you go.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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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