Department of Applied Chemistry

Diploma Policy of Department of Applied Chemistry

1. Students should have acquired basic knowledge of chemistry, physics, mathematics and other natural sciences that form the basis of chemistry and materials science, the ability to apply these knowledge, and a deep understanding of the essence of science.
2. Learn the basic academic skills necessary to understand, control, and apply materials at the atomic and molecular level, the applied skills to develop highly functional advanced materials, and the creative ability to create new substances and materials based on your own knowledge and ideas. Doing things.
3. Candidates must have the ability to gain insight into the functions and properties of substances and materials from the atomic and molecular level down to the aggregate level, and must have the creative research skills, development capabilities, and information dissemination capabilities to enable research and development of highly functional advanced materials that contribute to the resolution of various problems.
4. In addition to having the education to understand diverse social aspects and different cultures that transcend the boundaries of countries and fields of expertise, students will have acquired the communication skills necessary both domestically and internationally as engineers and researchers with broad perspectives.

Curriculum Policy of Department of Applied Chemistry

① Curriculum composition policy
In order to enable students to acquire the abilities set out in the diploma policy, Department of Applied Chemistry offers courses related to natural sciences, primarily chemistry and materials science, and courses that seamlessly combine content already learned in high school with content learned for the first time at university, as well as physics-related subjects and mathematics that are essential for understanding natural sciences (Perspective A).
In order to make students aware that the building blocks of matter are atoms and molecules, and to understand that macroscopic substances and physical properties can be controlled by understanding and controlling their properties, we have established an educational system that stimulates intellectual curiosity and cultivates the ability to understand the essence of things by arranging basic chemistry subjects such as organic chemistry subjects, inorganic/analytical chemistry subjects, and physical chemistry subjects (Perspective B). In addition, in order to develop creative research skills, development skills, and information dissemination skills, highly specialized chemistry subjects are allocated mainly in the third year, and as a place to put these skills into practice, laboratory experience assignments are placed as compulsory subjects in the third year (Perspective C). Furthermore, in order to cultivate chemical engineers and researchers with an international mind, we place emphasis on communication skills and logic in Japanese, English, and a second foreign language, and our policy is to develop the ability to correctly understand and disseminate scientific and technological information, especially in English. For this reason, we have arranged courses that deepen understanding of reading and writing scientific and technological documents and cross-cultural understanding (Perspective D).

② Policies regarding the content and implementation of education
The subjects related to the understanding of basic natural sciences corresponding to viewpoint A are assigned from the first semester of the first year, and are completed mainly by the third semester of the second year. In particular, in the first semester of the first year, the placement is designed to allow students to understand the significance of studying chemistry from multiple perspectives, with an awareness of small-group education. In addition, the specialized foundation subjects corresponding to viewpoint B are assigned from the first year, and the placement of subjects is mainly for the second year. The specialized subjects mainly focusing on chemistry and material science corresponding to viewpoint C are mainly placed in the third year, and are structured so that students can study them comfortably on top of basic knowledge. The liberal arts subjects and language and culture subjects corresponding to viewpoint D are emphasized as liberal arts, that is, not only for engineers and researchers, but also for individuals who can receive higher education and play an active role in the world, and are assigned to all grades from the first semester of the first year to the third year. In addition, as a chemistry department, experimental and practical subjects are assigned from the first semester of the first year to the third semester of the third year, with an emphasis on viewpoints A, B, and C, and play a central role in acquiring knowledge and cultivating creativity and research ability. In experimental courses, students will develop the ability to understand and interpret various phenomena by formulating and verifying their own hypotheses. In addition to these academic disciplines, students will learn how to analyze, extract, and solve problems using hierarchical scientific platforms (multi-scale science that provides insight into atoms, ions, molecules, and even their aggregates). From the third semester of their third year, students will be assigned to laboratories equipped with the latest research equipment, where they will work on highly original research in the fields of chemistry and materials science. Through these research activities, students will steadily acquire the fundamental skills, applied skills, and creativity necessary to view things from multiple perspectives, and will develop the research skills necessary to play an active role in cutting-edge fields related to chemistry and materials science.

③ Policy regarding methods for evaluating learning outcomes
In lecture courses, which are primarily aimed at acquiring basic liberal arts skills, fundamental academic ability, the ability to utilize specialized knowledge, logical thinking skills, insight, and the ability to form a social and ethical outlook, as stipulated in the diploma policy, students will be assessed on their level of achievement through exams, reports, etc. In experiments, practical training, and seminar courses, which are primarily aimed at acquiring the executive skills to advance research and development, the interpersonal skills to support collaboration with others, and the communication skills stipulated in the diploma policy, students will be assessed on their level of achievement through reports, oral exams, etc. Grades for course subjects are expressed in five levels: S, A, B, C, and D, with S, A, B, and C being passes, and D being a fail. Students who pass will be awarded the designated number of credits.