What are the key concepts (the "what") deployed in this breadth course?

In what ways do they overlap with, or differ from, key concepts deployed in ENVS 220? (You'll have to provide your instructor information on the latter.) Concepts may include theories, main terminology, major arguments, etc. The key concepts in Chemistry 110: We start off with understanding what atoms and molecules are, including bonding and how molecules can be formed from the atoms. Its mostly learning how to represent reaction, take abstract idea which is small things to see and learning how to represent it in writing. Basically, there are a lot of skills building in Chemistry 110.In chemistry we dont teach the research skill. How do you know if you did is 5 times, in measure that your battery can store certain amount of charge. And what if different condition will change the amount of charge that the battery can store. We focus on situated research, looking at one issue/one area and applying what we find to apply it in that regions or culture to help people, is there anything that overlap or analogous? D We can see same pattern of problems occurring around the world. Looking from the environmental side, take an example of acid rain which is used to be a big problem in northeastern US. The finding of what people study from the small area can be applied to different parts of the world. The ideal of science research in what one person does, the other person can replicate. And what one person learns and shares with the rest of community can be use in furthering other research. In Chemistry, communication of the result is very important so it is important to publish what we find so others can learn from what you learn. However I am still not sure if chemistry is going with the same type of analogy. Does Chemistry capture certain frameworks such as constructivism, realism or positivism or essentialism? Positivism = E The contents of this class I find it to be interesting to learn about experiments that have been done and history behind these experiments. In exposing students to how these knowledge built directly, is what we want however we dont have time to redo the experiment ourselves. That is another interesting thing about science where it is not about one person saying This how it is, but it is more like here is the result to that made us come to the understanding how the world works. That is just important part of learning which is for people to understand what the do know and what they dont know. What are the key methods (the "how") deployed in this breadth course? In what ways, again, do they overlap with or differ from those of ENVS 220? Methods may include specific empirical skills (e.g., those learned in a lab or via assignments), or broad methodological approaches (e.g., a reliance on certain forms of data or methods only). What are the key methods (the "how") deployed in this breadth course? In the lab is where students are exposed to the technical methods that are commonly used. The important part to teach in the lab section is for student to learn how to ask or set up questions. This is the key part in chemistry research

where you can only obtain answers based on the questions you ask. So it is important to have the right questions to avoid missing important information. Education Project that the professor was doing: I was working on more qualitative education research where she and her groups were trying to change the chemistry lab to be more research like. Students did a project on antioxidant and design their own experiment. We did oral interview with these students, TA and the professors and trying to understand their responds and evaluate whether the teaching technique is adequate for students or not. The Philosophical side of Chemistry It really is to introduce whether we cannot see these molecules or atoms, but we can see the result from their reaction and we can use those to explain bigger phenomena. How does this course and instructor fit in the context of the sciences and humanities contributions to ENVS? Does the course/instructor represent the sciences, the humanities, or a mix of the two? Where (applicable in certain breadth courses) do the social sciences fit in this sciences/humanities rubric? Does this breadth course instructor support the interdisciplinary approach characteristic of ENVS?

We are mostly focused on human values. Is there any room for this to fit in Chemistry 110? There are some early scientists who were working on experiments in more qualitative way. Although there are less numbers or figures involved in concluding the result, it is still considered as a trustable experiment. She is interested in connection the connection how people are affected by chemistry. We are doing a qualitative study in chemistry right now where we can predict the shape of molecules and their structure because there is no exact number for the answer and instead a bigger picture of it. However I did a project in graduate school that bridge between the social and the science. We studied uranium radiation and how the people who were employed in the uranium mining were exposed to uranium radioactive and due to that, they had lung cancer. I feel there is a room for chemist in that field (Environmental Justice). I feel that it helps me to realize that what I have chosen for career is not just being in the lab all the time. The fact that I have all the chemistry background helps me to see the impacts and the important of sciences in general. For chemistry or yourself, how do you align them with humanities or sciences?
Does the course/instructor represent the sciences, the humanities, or a mix of the two?

No question that chemistry is definitely a science course although I am not a humanities person however I am very interested in more human aspects and I like to talk to humanities people and discuss about question. But I would not consider myself as humanities researcher. Does Chemistry research have to be objective?

The knowledge in chemistry is all based on objective comparison made between what is known and what is now known. Interdisciplinary ? There is a great opportunity for interdisciplinary in chemistry field. I think it is necessary for scientist to show the science part to those who are not scientist and also the opposite for the non scientist to show the scientists (chemist) the connections are. For example there is a project between art and chemistry where the art students took images with electron microscopes and art students develop cluster and clay. Although it was not a research, but it was a project where as chemists we can see these matters from different perspective. Interdisciplinary based on cultural values? There is a concept about indigenous knowledge such as traditional medicine. So it is interesting because we have cultural knowledge (indigenous way of knowing) where we have known for long to use certain plan for healing certain types of wounds. And there is interest from the scientists on using that as a basic knowledge to go for further research. But it is very controversial because it is the scientists coming in and for this group who has known this knowledge thinks that it belongs to them. So scientists need to be sensitive in this issue. And this is something that requires more attention for the scientist and indigenous to work together. The environmental chemistry (Chem 100) How would you say it relates to Chem 110? It is a good class to take for studying environmental studies major/minor. It does a better job in connecting what being studied in smaller scale to a bigger issue. But it is still considered as science class although the students did a project and interview anyone related to anything that has chemistry relevant. But this is how far the class can go toward more qualitative. s