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Physical sciences -- Study and teaching (Higher).

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View Resource Digital Chem 1A

The University of California, Berkeley College of Chemistry's homepage for their introductory chemistry course contains information useful to chemistry students everywhere. Topics covered include atoms, elements, and the periodic table, stoichiometry, ideal and real gases, acid-base and solubility equilibrium, oxidation-reduction reactions, thermochemistry, introductory thermodynamics, nuclear...

https://www.lib.berkeley.edu/libraries/chemistry-library
View Resource Electromagnetic Spectrum

Part of the larger Imagine the Universe educational site, the Electromagnetic Spectrum site is another great resource from NASA. The site gives clear and easy-to-understand explanations, while providing keywords throughout the page that are linked to a dictionary of terms for easy access to further information. Students will enjoy the colorful illustrations accompanying the text, which vertically...

https://imagine.gsfc.nasa.gov/science/index.html
View Resource Institute for Physical Problems Research Group

The Russian Academy of Sciences' Institute for Physical Problems (IPP) explores aspects of low-dimensional magnets, non-linear dynamics of magnetically ordered crystals, and magnetic resonance. Researchers can learn how the ESR spectrometers utilized by the group permit flexibility in their experiments. Students and educators can discover the importance of quasi 1D magnet with ladder structure...

http://kapitza.ras.ru/rgroups/esrgroup/Welcome.html
View Resource Dynamic Equilibrium, Self-Organizing Systems, and Chaos Theory

It is commonly thought that the behavior of physical systems is controlled by deterministic laws, yet physical processes appear to be unpredictable. This Topic in Depth discusses how the concepts of self-regulating systems, dynamic equilibrium, and chaos theory help to rectify this conundrum. The first website ({1-- http://dbhs.wvusd.k12.ca.us/Equilibrium/Dynamic-Equilibrium.html}), developed by...

https://scout.wisc.edu/report/nsdl/ps/2003/1126