Students observe an in-classroom visual representation of a volcanic eruption. The water-powered …
Students observe an in-classroom visual representation of a volcanic eruption. The water-powered volcano demonstration is made in advance, using sand, hoses and a waterballoon, representing the main components of all volcanoes. During the activity, students observe, measure and sketch the volcano, seeing how its behavior provides engineers with indicators used to predict an eruption.
Why do we care about air? Breathe in, breathe out, breathe in... …
Why do we care about air? Breathe in, breathe out, breathe in... most, if not all, humans do this automatically. Do we really know what is in the air we breathe? In this activity, students use M&M(TM) candies to create pie graphs that show their understanding of the composition of air. They discuss why knowing this information is important to engineers and how engineers use this information to improve technology to better care for our planet.
Students learn about material reuse by designing and building the strongest and …
Students learn about material reuse by designing and building the strongest and tallest towers they can, using only recycled materials. They follow design constraints and build their towers to withstand earthquake and high wind simulations.
Students take advantage of the natural ability of red cabbage juice to …
Students take advantage of the natural ability of red cabbage juice to perform as a pH indicator to test the pH of seven common household liquids. Then they evaluate the accuracy of the red cabbage indicator, by testing the pH of the liquids using an engineer-designed tool, pH indicator strips. Like environmental engineers working on water remediation or water treatment projects, understanding the chemical properties (including pH) of contaminants is important for safeguarding the health of environmental water sources and systems.
Building upon their understanding of forces and Newton's laws of motion, students …
Building upon their understanding of forces and Newton's laws of motion, students learn about the force of friction, specifically with respect to cars. They explore the friction between tires and the road to learn how it affects the movement of cars while driving. In an associated literacy activity, students explore the theme of conflict in literature, and the difference between internal and external conflict, and various types of conflicts. Stories are used to discuss methods of managing and resolving conflict and interpersonal friction.
This lesson will start with a brief history of robotics and explain …
This lesson will start with a brief history of robotics and explain how robots are beneficial to science and society. The lesson then will explore how robots have been used in recent space exploration efforts. The engineering design of the two Mars rovers, Spirit and Opportunity, will be used as prime examples. Finally, the maneuverability of their robotic arms and the functionality of their tools will be discussed.
Students practice human-centered design by imagining, designing and prototyping a product to …
Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.
Students learn about human reflexes, how our bodies react to stimuli and …
Students learn about human reflexes, how our bodies react to stimuli and how some body reactions and movements are controlled automatically, without thinking consciously about the movement or responses. In the associated activity, students explore how reflexes work in the human body by observing an involuntary human reflex and testing their own reaction times using dominant and non-dominant hands. Once students understand the stimulus-to-response framework components as a way to describe human reflexes and reactions in certain situations, they connect this knowledge to how robots can be programmed to conduct similar reactions.
Deze cursus gaat over de representatie, analyse and regeling van lineare tijd-invariante …
Deze cursus gaat over de representatie, analyse and regeling van lineare tijd-invariante dynamische systemen. Zowel de overdrachts functie als toestands modellen worden behandeld.
Veel aandacht zal worden gegeven aan het schetsen en interpreteren van bode, root-locus en nyquist plots voor de analyse van systeem stabiliteit en feedback regeling. In dit kader worden de concepten van versterking en fase marge, statische en dynamische compensatie behandeld. De verschillende compensatie methodes die onder de aandacht worden gebracht zijn: PD-compensatie, lead compensatie, PI compensatie, lag compensatie en PID compensatie.
Andere regel theoretische aspecten zoals sensitiviteits functies, robuustheid, tijdsvertraging, control en pool plaatsing van toestands beschrijvingen worden ook behandeld.
This course examines the issues, principles, and challenges toward building relational machines …
This course examines the issues, principles, and challenges toward building relational machines through a combination of studio-style design and critique along with lecture, lively discussion of course readings, and assignments. Insights from social psychology, human-computer interaction, and design will be examined, as well as how these ideas are manifest in a broad range of applications for software agents and robots.
This course is the second course of the quantum field theory trimester …
This course is the second course of the quantum field theory trimester sequence beginning with Relativistic Quantum Field Theory I (8.323) and ending with Relativistic Quantum Field Theory III (8.325). It develops in depth some of the topics discussed in 8.323 and introduces some advanced material.
Building on what they learned about wired and wireless electrical connections in …
Building on what they learned about wired and wireless electrical connections in the associated lesson, students use Android phones to take advantage of Bluetooth wireless connections to remotely guide LEGO MINDSTORMS(TM) NXT robots through a maze. They compare this wireless remote control navigation to their previous experiences navigating LEGO robots via programming. A PowerPoint® presentation and pre/post quizzes are provided.
In this document, we offer suggestions for developing and maintaining engagement agreements …
In this document, we offer suggestions for developing and maintaining engagement agreements that promote safe student-driven learning experiences in remote learning environments. Remote learning environments might be synchronous experiences enhanced by technology that allows educators and learners to see and talk with each other, asynchronous communications that may or may not be aided by technology, or somewhere in between. When technology is used in remote learning, there will be variation in the skill and comfort level among teachers and students. Whatever approach you use for digital technology, be aware of your district and school policies in selecting tools to use.
A quantitative illustration of how non-renewable resources are depleted while renewable resources …
A quantitative illustration of how non-renewable resources are depleted while renewable resources continue to provide energy. Students remove beads (units of energy) from a bag (representing a country). A certain number of beads are removed from the bag each "year." At some point, no non-renewable beads remain. Student groups have different ratios of renewable and non-renewable energy beads. A comparison of the remaining beads and time when they ran out of energy shows the value of utilizing a greater proportion of renewable resources as a sustainable energy resources.
In this lesson, students are introduced to the types of renewable energy …
In this lesson, students are introduced to the types of renewable energy resources. They are involved in activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles of engineers working in renewable energy fields.
Students use real-world data to evaluate various renewable energy sources and the …
Students use real-world data to evaluate various renewable energy sources and the feasibility of implementing these sources. Working in small groups, students use data from the Renewable Energy Living Lab to describe and understand the way the world works. The data is obtained through observation and experimentation. Using the living lab gives students and teachers the opportunity to practice analyzing data to solve problems or answer questions, in much the same way that scientists and engineers do every day.
Students analyze real-world data for five types of renewable energy, as found …
Students analyze real-world data for five types of renewable energy, as found on the online Renewable Energy Living Lab. They identify the best and worst locations for production of each form of renewable energy, and then make recommendations for which type that state should pursue.
Students become familiar with the online Renewable Energy Living Lab interface and …
Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. They become familiar with where the most common sources of renewable energy are distributed across the U.S. Through this activity, students and teachers gain familiarity with the living lab's GIS graphic interface and query functions, and are exposed to the available data in renewable energy databases, learning how to query to find specific information for specific purposes. The activity is intended as a "training" activity prior to conducting activities such as The Bright Idea activity, which includes a definitive and extensive end product (a feasibility plan) for students to create.
Students use real-world data to calculate the potential for solar and wind …
Students use real-world data to calculate the potential for solar and wind energy generation at their school location. After examining maps and analyzing data from the online Renewable Energy Living Lab, they write recommendations as to the optimal form of renewable energy the school should pursue.
Students use real-world data to evaluate whether solar power is a viable …
Students use real-world data to evaluate whether solar power is a viable energy alternative for several cities in different parts of the U.S. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. In this exercise, students analyze cost and availability for solar power, and come to conclusions about whether solar power is a good solution for four different locations.
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