Los estudiantes construyen pequeñas turbinas de viento para ver cuánta energía eólica pueden transformar en energía eléctrica.
Routinely engaging all students in the practices of science and engineering is a crucial fixture of the new vision for K-12 science education. The practices can be seen as a barrier to participation for English Learners (ELs), or they can be viewed as an opportunity to provide rich instruction that builds science-related competencies and identities. Certain elements of the practices and related instructional approaches can be beneficial for students learning science while also learning the language of instruction.
Students learn about the engineering design process and how it is used to engineer products for everyday use. Students individually brainstorm solutions for sorting coins and draw at least two design ideas. They work in small groups to combine ideas and build a coin sorter using common construction materials such as cardboard, tape, straws and fabric. Students test their coin sorters, make revisions and suggest ways to improve their designs. By designing, building, testing and improving coin sorters, students come to understand how the engineering design process is used to engineer products that benefit society.
The goal is for students to understand the basics of engineering that go into the design of a sneaker. The bottom or sole of a sneaker provides support, cushioning, and traction. In addition the sole is flexible and can have some fashion based functions such as cool colors and added height. The sneaker is a well-engineered product, utilizing a variety of materials to create a highly functional, useful shoe. This unit focuses on having the students select specific design requirements, such as good traction or lots of cushioning, and then select from a variety of materials to build a model shoe with the same design criteria.
Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs. Students relate the skeleton as a structural system, focusing on the leg as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials and sensors.
Students act as an engineering consulting firm with the task to design and sell their idea for a new vehicle power system. During the brainstorming activity (Generate Ideas), students determine and comprehend what type of information is important to learn in order to accomplish the task. Then they watch several video clips as part of the Multiple Perspectives phase. The new input contributes to changing and focusing their original ideas.
If you’re interested in the concept of building with nature, then this is the engineering course for you. This course explores the use of natural materials and ecological processes in achieving effective and sustainable hydraulic infrastructural designs. You will learn the Building with Nature ecosystem-based design concept and its applications in water and coastal systems. During the course, you will be presented with a range of case studies to deepen your knowledge of ecological and engineering principles.
You’ll learn from leading Dutch engineers and environmental scientists who see the Building with Nature integrated design approach as fundamental to a new generation of engineers and ecologists.
This multidisciplinary seminar addresses fundamental issues in global health faced by community-based healthcare programs in developing countries. Students will broadly explore topics with expert lecturers and guided readings. Topics will be further illuminated with case studies from healthcare programs in urban centers of Zambia. Multidisciplinary teams will be formed to develop feasible solutions to specific health challenges posed in the case studies and encouraged to pursue their ideas beyond the seminar. Possible global health topics include community-based AIDS/HIV management, maternity care, health diagnostics, and information technology in patient management and tracking. Students from Medicine, Public Health, Engineering, Management, and Social Sciences are encouraged to enroll. No specific background experience is expected, but students should have some relevant skills or experiences.
Products and equipment all around us are made of materials: look around you and you will see phones, computers, cars, and buildings. We face challenges in securing the supply of materials and the impact this has on the planet. Innovative product design can help us find solutions to these challenges. This course will explore new ways of designing products.
The design of products is an important aspect of a circular economy. The circular economy approach addresses material supply challenges by keeping materials in use much longer and eventually returning materials for new use. The principle is that waste must be minimized. Products will be designed to last longer. They will be easier to Reuse, Repair, and Remanufacture. The product will eventually be broken down and Recycled. This is Design for R and is the focus of this course.
Experts from leading European universities and research organizations will explain the latest strategies in product design. Current design approaches lead to waste, loss of value and loss of resources. You will learn about the innovative ways in which companies are creating value, whilst securing their supply chains, by integrating Design for R.
This course is suitable for all learners who have an interest in product design, innovative engineering, new business activity, entrepreneurship, sustainability, circular economy and everyone who thinks that the current way we do things today needs a radical rethink.
This intensive micro-subject provides the necessary skills in Microsoftĺ¨ Excel spreadsheet modeling for ESD.71 Engineering Systems Analysis for Design. Its purpose is to bring entering students up to speed on some of the advanced techniques that we routinely use in analysis. It is motivated by our experience that many students only have an introductory knowledge of Excel, and thus waste a lot of time thrashing about unproductively. Many people think they know Excel, but overlook many efficient tools, such as Data Table and Goal Seek. It is also useful for a variety of other subjects.
This subject provides an introduction to the mechanics of materials and structures. You will be introduced to and become familiar with all relevant physical properties and fundamental laws governing the behavior of materials and structures and you will learn how to solve a variety of problems of interest to civil and environmental engineers. While there will be a chance for you to put your mathematical skills obtained in 18.01, 18.02, and eventually 18.03 to use in this subject, the emphasis is on the physical understanding of why a material or structure behaves the way it does in the engineering design of materials and structures.
This subject provides an introduction to fluid mechanics. Students are introduced to and become familiar with all relevant physical properties and fundamental laws governing the behavior of fluids and learn how to solve a variety of problems of interest to civil and environmental engineers. While there is a chance to put skills from Calculus and Differential Equations to use in this subject, the emphasis is on physical understanding of why a fluid behaves the way it does. The aim is to make the students think as a fluid. In addition to relating a working knowledge of fluid mechanics, the subject prepares students for higher-level subjects in fluid dynamics.
Students are introduced to genetic techniques such as DNA electrophoresis and imaging technologies used for molecular and DNA structure visualization. In the field of molecular biology and genetics, biomedical engineering plays an increasing role in the development of new medical treatments and discoveries. Engineering applications of nanotechnology such as lab-on-a-chip and deoxyribonucleic acid (DNA) microarrays are used to study the human genome and decode the complex interactions involved in genetic processes.
Under the "The Science Behind Harry Potter" theme, a succession of diverse complex scientific topics are presented to students through direct immersive interaction. Student interest is piqued by the incorporation of popular culture into the classroom via a series of interactive, hands-on Harry Potter/movie-themed lessons and activities. They learn about the basics of acid/base chemistry (invisible ink), genetics and trait prediction (parseltongue trait in families), and force and projectile motion (motion of the thrown remembrall). In each lesson and activity, students are also made aware of the engineering connections to these fields of scientific study.
Students are introduced to polymer science and take on the role of chemical engineers to create and test a plastic made from starch. After testing their potato-based plastic, students design a product that takes advantage of the polymer’s unique properties. At the end of the engineering design process, students present their product in a development “pitch” that communicates their idea to potential investors.
Students learn about applied forces as they create pop-up-books the art of paper engineering. They also learn the basic steps of the engineering design process.
This course emphasizes three methodologies - reliability and probabilistic risk assessment (RPRA), decision analysis (DA), and cost-benefit analysis (CBA). In this class, the issues of interest are: the risks associated with large engineering projects such as nuclear power reactors, the International Space Station, and critical infrastructures; the development of new products; the design of processes and operations with environmental externalities; and infrastructure renewal projects.
Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines the wedge, wheel and axle, lever, inclined plane, screw, and pulley in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today. In two hands-on activities, students begin their own pyramid design by performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit.
Engineering School-Wide Elective Subject. Description given at end of this chapter in SWE section.
Students use simple materials to design an open spectrograph so they can calculate the angle light is bent when it passes through a holographic diffraction grating. A holographic diffraction grating acts like a prism, showing the visual components of light. After finding the desired angles, students use what they have learned to design their own spectrograph enclosure.