Students design, build and test reflectors to measure the effect of solar reflectance on the efficiency of solar PV panels. They use a small PV panel, a multimeter, cardboard and foil to build and test their reflectors in preparation for a class competition. Then they graph and discuss their results with the class. Complete this activity as part of the Photovoltaic Efficiency unit and in conjunction with the Concentrated Solar Power lesson.

We design and create objects to make our lives easier and more comfortable. The houses in which we live are excellent examples of this. Depending on your local climate, the features of your house have been designed to satisfy your particular environmental needs: protection from hot, cold, windy and/or rainy weather. In this activity, students design and build model houses, then test them against various climate elements, and then re-design and improve them. Using books, websites and photos, students learn about the different types of roofs found on various houses in different environments throughout the world.

This class, required of all Master of Architecture students, presents a critical review of works, theories, and polemics in architecture in the aftermath of World War II. The aim is to present a historical understanding of the period, and to develop a meaningful framework to assess contemporary issues in architecture. Special attention will be paid to historiographic questions of how architects construe the terms of their “present.”

Students teams design and build shoe prototypes that convert between high heels and athletic shoes. They apply their knowledge about the mechanics of walking and running as well as shoe design (as learned in the associated lesson) to design a multifunctional shoe that is both fashionable and functional.

Students learn and apply concepts in thermodynamics and energy—mainly convection, conduction, and radiation— to solve a challenge. This is accomplished by splitting students into teams and having them follow the engineering design process to design and build a small insulated box, with the goal of keeping an ice cube and a Popsicle from melting. Students are given a short traditional lecture to help familiarize them with the basic rules of thermodynamics and an introduction to materials science while they continue to monitor the ice within their team’s box.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

The project objective is to have students make a realistic 3-D model that is to scale. Student Mission: Your objective is to create a 3-D model of a building of your choice or imagination. The building must be to scale relative to an average-sized person. You make recreate a dwelling, barn or famous building OR create your dream home. Your building must be to scale and should be finished (windows, roof, shutters, steps, furniture, etc.). The outside of your building should include some surrounding features (e.g. bushes, trees, sidewalks, street, shed, etc.). Your final project should incorporate the elements listed on the rubric and be as detailed as possible. Be creative!

Student teams design and then create small-size models of working filter systems to simulate multi-stage wastewater treatment plants. Drawing from assorted provided materials (gravel, pebbles, sand, activated charcoal, algae, coffee filters, cloth) and staying within a (hypothetical) budget, teams create filter systems within 2-liter plastic bottles to clean the teacher-made simulated wastewater (soap, oil, sand, fertilizer, coffee grounds, beads). They aim to remove the water contaminants while reclaiming the waste material as valuable resources. They design and build the filtering systems, redesigning for improvement, and then measuring and comparing results (across teams): reclaimed quantities, water quality tests, costs, experiences and best practices. They conduct common water quality tests (such as turbidity, pH, etc., as determined by the teacher) to check the water quality before and after treatment.

Students are introduced to the world of creative engineering product design. Through six activities, teams work through the steps of the engineering design process (or loop) by completing an actual design challenge presented in six steps. The project challenge is left up to the teacher or class to determine; it might be one decided by the teacher, brainstormed with the class, or the example provided (to design a prosthetic arm that can perform a mechanical function). As students begin by defining the problem, they learn to recognize the need, identify a target population, relate to the project, and identify its requirements and constraints. Then they conduct research, brainstorm alternative solutions, evaluate possible solutions, create and test prototypes, and consider issues for manufacturing. See the Unit Schedule section for a list of example design project topics.

Ce cours en ligne s'adresse aux professionnels de la communication et de la préservation du patrimoine, ainsi qu'aux étudiants et aux passionnés de ces domaines. Il offre un aperçu sur les nouvelles techhniques de médiation culturelles (Principalement numérique) et guide les étudiants à concevoir un dispositif numérique pour la communication et la valorisation du patrimoine (Le cas d'une application téléphonique) tout en se basant sur des ressources educatives libres.

D-Lab: Energy offers a hands-on, project-based approach that engages students in understanding and addressing the applications of small-scale, sustainable energy technology in developing countries where compact, robust, low-cost systems for generating power are required. Projects may include micro-hydro, solar, or wind turbine generators along with theoretical analysis, design, prototype construction, evaluation and implementation. Students will have the opportunity both to travel to Nicaragua during spring break to identify and implement projects.
D-Lab: Energy is part of MIT’s D-Lab program, which fosters the development of appropriate technologies and sustainable solutions within the framework of international development.
This course is an elective subject in MIT’s undergraduate Energy Studies Minor. This Institute-wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

D-Lab: Energy offers a hands-on, project-based approach that engages students in understanding and addressing the applications of small-scale, sustainable energy technology in developing countries where compact, robust, low-cost systems for generating power are required. Projects may include micro-hydro, solar, or wind turbine generators along with theoretical analysis, design, prototype construction, evaluation and implementation. Students will have the opportunity both to travel to Nicaragua during spring break to identify and implement projects.
D-Lab: Energy is part of MIT’s D-Lab program, which fosters the development of appropriate technologies and sustainable solutions within the framework of international development.
This course is an elective subject in MIT’s undergraduate Energy Studies Minor. This Institute-wide program complements the deep expertise obtained in any major with a broad understanding of the interlinked realms of science, technology, and social sciences as they relate to energy and associated environmental challenges.

Humans are social animals; social demands, both cooperative and competitive, structure our development, our brain and our mind. This course covers social development, social behaviour, social cognition and social neuroscience, in both human and non-human social animals. Topics include altruism, empathy, communication, theory of mind, aggression, power, groups, mating, and morality. Methods include evolutionary biology, neuroscience, cognitive science, social psychology and anthropology.

Database Design - 2nd Edition covers database systems and database design concepts. New to this edition are SQL info, additional examples, key terms and review exercises at the end of each chapter.

In our daily lives we use hundreds or even thousands of products and services. They are all designed, some with more success than others. The ‘Delft Design Approach’ is a structured approach that helps designers to tackle complex design challenges: from formulating a strategic vision, to mapping user behaviors, their needs and their environment, to developing and selecting meaningful proposals for products and services.

DDA691x offers a college-level introduction to the Delft Design Approach through lectures and exercises on design fundamentals and 6 methods. You will understand basic models and concepts that underlie the Delft approach. You will also develop the capability to use 6 basic methods in a design context. You will do so by applying the methods to realistic design challenges and by reflecting on your own performance by comparing it to that of expert designers as well as through peer discussion.

This course explores the reciprocal relationships among design, science, and technology by covering a wide range of topics including industrial design, architecture, visualization and perception, design computation, material ecology, and environmental design and sustainability. Students will examine how transformations in science and technology have influenced design thinking and vice versa, as well as develop methodologies for design research and collaborate on design solutions to interdisciplinary problems.

Students use the engineering design process to assemble an electric racer vehicle. After using Tinkercad to design blades for their racers, students print their designs using a MakerBot printer. Once the students finish assembly and install their vehicle’s air blades, they race their vehicles to see which design travels the furthest distance in the least amount of time. A discussion at the end of the activity allows students to reflect on what they learned and to evaluation the engineering design process as a group.

This activity was created by Molly Clare Wilson, it is a quick introductory design thinking exercise.

Design for Electrical and Computer Engineers is written for students and teachers engaged in electrical and computer engineering design projects, primarily in the senior year. It guides students and faculty through the steps necessary for the successful execution of design projects. The objective is to provide a treatment of the design process with a sound academic basis that is integrated with practical application. The foundation of the book is a strong vision — that a solid understanding of the Design Process, Design Tools, and the right mix of Professional Skills are critical for project and career success. This text is unique in providing a comprehensive design treatment for electrical and computer engineering.

Students discover how engineers can use biomimicry to enhance their designs. They learn how careful observation of nature becoming a nature detective, so to speak can lead to new innovations and products. In this activity, students reverse engineer a flower to glean design ideas for new products.