Conceptual Chemistry is a year-long course based on CK-12 OER instructional material and supplemented with limited commercially-available materials. The course is project-based, argument-driven inquiry. Each quarter begins with presentation of an intriguing phenomenon, followed by an essential question about the phenomenon, and a project centered on answering that essential question. Throughout the quarter, students conduct research and investigations to answer portions of the question. Each unit has a student "Task" at the end that serves as an assessment of the unit's concepts. At the end of each quarter, students assemble all of the unit tasks and synthesize a personal final project that answers the essential question in a personal context chosen by the student.

Conceptual Chemistry is a year-long course based on CK-12 OER instructional material and supplemented with limited commercially-available materials. The course is project-based, argument-driven inquiry. Each quarter begins with presentation of an intriguing phenomenon, followed by an essential question about the phenomenon, and a project centered on answering that essential question. Throughout the quarter, students conduct research and investigations to answer portions of the question. Each unit has a student "Task" at the end that serves as an assessment of the unit's concepts. At the end of each quarter, students assemble all of the unit tasks and synthesize a personal final project that answers the essential question in a personal context chosen by the student.

For a semester-length course, all seven chapters can be covered. For a shorter course, the book is designed so that chapters 1, 2, and 5 are the only ones that are required for continuity; any of the others can be included or omitted at the instructor’s discretion, with the only constraint being that chapter 6 requires chapter 4.

Conceptual Physics is a year-long course based on CK-12 OER instructional material and supplemented with limited commercially-available materials. The course is project-based, argument-driven inquiry. Each unit begins with presentation of an intriguing phenomenon, followed by an essential question about the phenomenon, and a project centered on answering that essential question. Throughout the unit, students conduct research and investigations to answer portions of the question. Each unit has a student "Task" at the end that serves as an assessment of the unit's concepts. At the end of each unit, students assemble all of the unit tasks and synthesize a personal final project that answers the essential question in a personal context chosen by the student.

With the help of simple, teacher-led demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection, and radiation. Students then apply these concepts as they work in teams to solve two problems. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same thirty-minute time interval. Students design their solutions using only common, everyday materials. They record the water temperatures in their two soda cans every five minutes, and prepare line graphs in order to visually compare their results to the temperature of an unaltered control can of water.

Rapid, unprecedented climate warming is occurring because of increased concentrations of atmospheric greenhouse gases due to the use of fossil fuels. As Earth’s climate warms, extreme heat events will increase, sea levels will rise, freshwater resources will become more scarce and infectious diseases will spread. Despite imminent threats from climate change and the need for people from all sectors, backgrounds, and disciplines to contribute to solutions, we avoid taking actions necessary for mitigation. We created Connecting for Climate Change Action, aimed at community and Post-Secondary learners from a range of disciplines. The course combines Western and Indigenous Sciences to educate and encourage discussions on climate change. We provide innovative, experiential, online learning opportunities to engage and stimulate student action to mitigate climate change and leave Earth a sustainable place for future generations. The course contains approximately eight weeks of materials and is packaged in four modules: 1) Ways of Knowing the Climate is Changing, which provides an introduction to euro-western Science and Indigenous Knowledge, and explores positionality; 2) The Earth, Climate and Connections, which provides a basic understanding of the Earth and its climate system, and examines various views of human's role in the Earth system; 3) Why is the Earth's Climate Changing?, which provides an overview of the knowledge we have of climate change, 4) Emissions, Responsibility, and Reimagining Economies, which shows the complexities of responsibility for our current situation reflect on Indigenous economies that emphasize respect and reciprocity.

This course focuses on laws, approximations and relations of continuum electromechanics. Topics include mechanical and electromechanical transfer relations, statics and dynamics of electromechanical systems having a static equilibrium, electromechanical flows, and field coupling with thermal and molecular diffusion. Also covered are electrokinetics, streaming interactions, application to materials processing, magnetohydrodynamic and electrohydrodynamic pumps and generators, ferrohydrodynamics, physiochemical systems, heat transfer, continuum feedback control, electron beam devices, and plasma dynamics.
Acknowledgements
The instructor would like to thank Xuancheng Shao and Anyang Hou for transcribing into LaTeX the problem set solutions and exam solutions, respectively.

First published in 1981 by MIT Press, Continuum Electromechanics, courtesy of MIT Press and used with permission, provides a solid foundation in electromagnetics, particularly conversion of energy between electrical and mechanical forms. Topics include:

electrodynamic laws, electromagnetic forces, electromechanical kinematics, charge migration, convection, relaxation, magnetic diffusion and induction interactions, laws and approximations of fluid mechanics, static equilibrium, electromechanical flows, thermal and molecular diffusion, and streaming interactions. The applications covered include transducers, rotating machines, Van de Graaff machines, image processing, induction machines, levitation of liquid metals, shaping of interfaces in plastics and glass processing, orientation of ferrofluid seals, cryogenic fluids, liquid crystal displays, thunderstorm electrification, fusion machines, magnetic pumping of liquid metals, magnetohydrodynamic power generation, inductive and dielectric heating, electrophoretic particle motion, electrokinetic and electrocapillary interactions in biological systems, and electron beams.

This course explores statistical modeling and control in manufacturing processes. Topics include the use of experimental design and response surface modeling to understand manufacturing process physics, as well as defect and parametric yield modeling and optimization. Various forms of process control, including statistical process control, run by run and adaptive control, and real-time feedback control, are covered. Application contexts include semiconductor manufacturing, conventional metal and polymer processing, and emerging micro-nano manufacturing processes.

Think science has all the answers? Think again. This course will use real, authentic data to explore and investigate modern controversies in Earth Sciences. Use tide gauge records to understand how countries around the world attempt to protect themselves from tsunami events. Process seismic data to predict earthquake recurrence in the New Madrid seismic zone, right here in the breadbasket of the US. Sort through the millions of years of the geologic timeline to shed some light on what actually did, and did not, kill the dinosaurs. Finally, use global atmospheric data to understand how misrepresentation of data can be used to paint a distorted view of past, present, and future climate.

Everything around us is made from different chemical elements: carbon, silicon, iron, and all the other elements from the Periodic Table. The lighter elements were mostly produced in the Big Bang, but the rest were (and are) formed within stars and in the explosions of supernovae. In this series of short lecture videos, created to accompany her book Searching for the Oldest Stars: Ancient Relics from the Early Universe (Princeton University Press, 2019), Professor Anna Frebel reveals the secrets of stardust and explains the cosmic origin of the elements.

This course provides an overview of astrophysical cosmology with emphasis on the Cosmic Microwave Background (CMB) radiation, galaxies and related phenomena at high redshift, and cosmic structure formation. Additional topics include cosmic inflation, nucleosynthesis and baryosynthesis, quasar (QSO) absorption lines, and gamma-ray bursts. Some background in general relativity is assumed.

This course is a series of presentations on an advanced topic in the field of geology by the visiting William Otis Crosby lecturer. The Crosby lectureship is awarded to a distinguished international scientist each year to introduce new scientific perspectives to the MIT community. This year’s Crosby lecturer is Prof. Kevin Burke. His lecture is about African history. The basic theme is the distinctiveness of the African continent in both the way that it originated 600 million years ago and in the way that it has developed ever since.

This course covers the following topics: X-ray diffraction: symmetry, space groups, geometry of diffraction, structure factors, phase problem, direct methods, Patterson methods, electron density maps, structure refinement, how to grow good crystals, powder methods, limits of X-ray diffraction methods, and structure data bases.

This course in crystal structure refinement examines the practical aspects of crystal structure determination from data collection strategies to data reduction and basic and advanced refinement problems of organic and inorganic molecules.

Short Description:
Disruptive Technologies With Applications in Airline, Marine, Defense Industries is our fifth textbook in a series covering the world of Unmanned Vehicle Systems Applications & Operations On Air, Sea, and Land. The authors have expanded their purview beyond UAS / CUAS / UUV systems that we have written extensively about in our previous four textbooks. Our new title shows our concern for the emergence of Disruptive Technologies and how they apply to the Airline, Marine and Defense industries. Emerging technologies are technologies whose development, practical applications, or both are still largely unrealized, such that they are figuratively emerging into prominence from a background of nonexistence or obscurity. A Disruptive technology is one that displaces an established technology and shakes up the industry or a ground-breaking product that creates a completely new industry.That is what our book is about. The authors think we have found technology trends that will replace the status quo or disrupt the conventional technology paradigms.The authors have collaborated to write some explosive chapters in Book 5:Advances in Automation & Human Machine Interface; Social Media as a Battleground in Information Warfare (IW); Robust cyber-security alterative / replacement for the popular Blockchain Algorithm and a clean solution for Ransomware; Advanced sensor technologies that are used by UUVs for munitions characterization, assessment, and classification and counter hostile use of UUVs against U.S. capital assets in the South China Seas. Challenged the status quo and debunked the climate change fraud with verifiable facts; Explodes our minds with nightmare technologies that if they come to fruition may do more harm than good; Propulsion and Fuels: Disruptive Technologies for Submersible Craft Including UUVs; Challenge the ammunition industry by grassroots use of recycled metals; Changing landscape of UAS regulations and drone privacy; and finally, Detailing Bioterrorism Risks, Biodefense, Biological Threat Agents, and the need for advanced sensors to detect these attacks.

Long Description:
Disruptive Technologies With Applications in Airline, Marine, Defense Industries is the authors fifth textbook in a series covering the world of Unmanned Vehicle Systems & Operations On Air, Sea, Land; Counter Unmanned Aircraft Systems Technologies and Operations; Unmanned Aircraft Systems in the Cyber Domain: Protecting USA’s Advanced Air Assets, 2nd edition; and Unmanned Aircraft Systems (UAS) in the Cyber Domain Protecting USA’s Advanced Air Assets, 1st edition; have seen considerable global recognition in the field. (Nichols R. K., et al., 2020) (Nichols R. , et al., 2020) (Nichols R. , et al., 2019) (Nichols R. K., 2018)

The authors have expanded their purview beyond UAS / CUAS / UUV systems which they have written extensively about in our previous four textbooks. Our new title shows our concern for the emergence of Disruptive Technologies and how they apply to the Airline, Marine and Defense industries.

There is a difference between emerging technology trends and disruptive ones. Emerging technologies are technologies whose development, practical applications, or both are still largely unrealized, such that they are figuratively emerging into prominence from a background of nonexistence or obscurity. Some sources say that emerging technologies are taking over the world by a storm and if misused, it could turn out to be our worst enemy.

Disruptive technology is one that displaces an established technology and shakes up the industry or a ground-breaking product that creates a completely new industry. (Rouse, 2021)

That is what our book is about. The authors think they have found technology trends that will replace the status quo or disrupt the conventional technology paradigms.

The authors have written some explosive chapters in their Book 5. Dr. Hans Mumm has written about the Advances in Automation & Human Machine Interface. Wayne Lonstein, JD has given the reader a solid look at Social Media as a Battleground in Information Warfare (IW). CEO Bart Shields has delivered a viable, less risky, more robust cyber-security alterative / replacement for the popular Blockchain Algorithm and a clean solution for Ransomware. Professor Randall K. Nichols has written about the Advanced Sensor Technologies that are used by UUVs for munitions characterization, assessment, and classification. He reports on their counter hostile use of UUVs against U.S. capital assets in the South China Seas. In a second chapter, Professor Nichols has challenged the status quo and debunked the climate change fraud with verifiable facts. In his third chapter, he explodes our minds with Nightmare Technologies that if they come to fruition may do more harm than good.

Dr. Mark Jackson has written authoritatively about Propulsion and Fuels: Disruptive Technologies for Submersible Craft Including UUVs. CEO Randall Mai has penned a chapter to Challenge the Ammunition Industry by Grassroots use of Recycled Metals. Captain John Paul Hood writes about the changing landscape of UAS regulations and drone privacy laws. 2021 will prove to be most challenging for owners and manufacturers of UAS. CEO & Dr. Suzanne Sincavage and Professor Candice Carter have teamed up to scare the pants off of us – especially during the COVID-19 pandemic – by detailing Bioterrorism Risks, Biodefense, Threat Agents and the need for advanced sensors to detect these attacks. Their chapter is truly a wake-up call.

Word Count: 93837

ISBN: 978-1-944548-34-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

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.

D-Lab Development addresses issues of technological improvements at the micro level for developing countries—in particular, how the quality of life of low-income households can be improved by adaptation of low cost and sustainable technologies. Discussion of development issues as well as project implementation challenges are addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with mostly local level organizations in developing countries, and formulate plans for an IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Project team meetings focus on developing specific projects and include cultural, social, political, environmental and economic overviews of the countries and localities to be visited as well as an introduction to the local languages.

D-Lab Development addresses issues of technological improvements at the micro level for developing countries—in particular, how the quality of life of low-income households can be improved by adaptation of low cost and sustainable technologies. Discussion of development issues as well as project implementation challenges are addressed through lectures, case studies, guest speakers and laboratory exercises. Students form project teams to partner with mostly local level organizations in developing countries, and formulate plans for an IAP site visit. (Previous field sites include Ghana, Brazil, Honduras and India.) Project team meetings focus on developing specific projects and include cultural, social, political, environmental and economic overviews of the countries and localities to be visited as well as an introduction to the local languages.