Students use real-world data to evaluate the feasibility of solar energy and …
Students use real-world data to evaluate the feasibility of solar energy and other renewable energy sources in different U.S. locations. Working in small groups, students act as engineers evaluating the suitability of installing solar panels at four company locations. They access data from the online Renewable Energy Living Lab from which they make calculations and analyze how successful solar energy generation would be, as well as the potential for other power sources at those locations. Then they summarize their results, analysis and recommendations in the form of feasibility plans prepared for a CEO.
Students learn about how biomedical engineers aid doctors in repairing severely broken …
Students learn about how biomedical engineers aid doctors in repairing severely broken bones. They learn about using pins, plates, rods and screws to repair fractures. They do this by designing, creating and testing their own prototype devices to repair broken turkey bones.
It is expected that Students who take part in this course have …
It is expected that Students who take part in this course have completed almost all courses of their MSc and are about to start on their Master Orientation project, their Literature Study or MSc thesis depending on their chosen MSC track.
It is of little value to take this course early, so please plan accordingly! Course Contents The aim of the course is to be a research-driven preparation for the aerospace engineering MSc thesis in the final year of the MSc. It will help you prepare for the challenges of your thesis work.
The course will consist of 7 lectures and will be taught online using video lectures in periods 1, 2 and 3 and face-to-face using traditional lectures in period 4.
The lecture set up is as follows: 1. Research Design in MSc - Introduction to research, research framework 2. Research Methods - Stages of a project, Research objective, research questions, research strategy, research methods 3. Data Analysis - Quantitative & Qualitative methods 4. Validation & Verification - How to validate & verify your work? 5. Project Management & Peer review of draft Project plan - How to manage your project and your thesis progress. Project plan peer review 6. Planning - How to plan, expectations, Gannt Charts 7. Literature Review - How to carry out a scientific literature review? Differences between review and research
Please be advised that all lectures are also available via Blackboard for those following the online version. It is possible to do this course by distant learning, attendance in the 4th period, though highly appreciated, is not mandatory! Study Goals At the end of the course the student will: - be aware of the expectations of an MSc student - be able to formulate a research question and research aim - be able to set up a research plan for their MOP/Literature Study/MSc thesis - be able to write a literature review based on the research plan with a view to select appropriate methodologies for their MOP/MSc thesis
Education Method (Online) Lectures, Assignments and voluntary Peer review of each others research plans and literature studies
Innovation may bring a lot of good to society, but innovation is …
Innovation may bring a lot of good to society, but innovation is not a good in itself. History provides many examples of new technologies that have had serious negative consequences or that simply just failed to address significant societal challenges.
This course discusses the concept of responsible innovation, its meaning and its significance by addressing the societal implications of new technologies and showing how we might incorporate ethical considerations into technical innovations.
In this course, we will: discuss the concept of responsible innovation, the individual and collective responsibility and the ethical issues regarding innovation discuss tools and approaches to responsible innovation, like Value Sensitive Design (VSD) investigate the economic aspects of responsible innovation introduce constructive technology assessment elucidate the relation between risk and responsible innovation We will do so on the basis of technological case studies. Cases that will be discussed are, among others, nanotechnology, offshore wind parks, Google car, nuclear power, cloud computing, smart meters for electricity, robots in the care sector (carebots), low budget meteorological weather stations in Africa and CO2 capture and storage.
During the course you may team-up with your fellow students to discuss the case studies in an international context. Moreover, students are encouraged to bring their own cases in dedicated discussion fora.
This course is for all those interested in the relationship between technological innovations, ethics and society. It is especially relevant for industry, public, and academic professionals working on developing innovative technologies and students following a traditional technical curriculum who are interested in key value questions attached to their studies.
Responsible business practices are widely recognized as Corporate Social Responsibility (CSR). In …
Responsible business practices are widely recognized as Corporate Social Responsibility (CSR). In this course we aim to extend these practices to the Research and Development (R&D) and innovation processes of companies. This is called Responsible Research and Innovation (RRI).
RRI enables companies to anticipate social and ethical issues and integrate them into the innovation and design processes and business strategy right from the start.
This course demonstrates how RRI, as a key element of CSR, can help firms to be innovative, more profitable and at the same time have positive societal and environmental impact.
In this course we analyze the relevance of RRI, including drivers and barriers, for firms of different sizes and in different sectors, and the implications for corporate governance. We show the results and lessons learned from eight pilot studies in innovative businesses across Europe working in different areas (such as nanotechnology, data and automotive) when they integrated RRI in their innovation process and business strategy.
The discovery of restriction enzymes and their applications in DNA analysis has …
The discovery of restriction enzymes and their applications in DNA analysis has proven to be essential for biologists and chemists. This lesson focuses on restriction enzymes and their applications to DNA analysis and DNA fingerprinting. Use this lesson and its associated activity in conjunction with biology lessons on DNA analysis and DNA replication.
Student pairs reverse engineer objects of their choice, learning what it takes …
Student pairs reverse engineer objects of their choice, learning what it takes to be an engineer. Groups each make a proposal, create a team work contract, use tools to disassemble a device, and sketch and document their full understanding of how it works. They compile what they learned into a manual and write-up that summarizes the object's purpose, bill of materials and operation procedure with orthographic and isometric sketches. Then they apply some of the steps of the engineering design process to come up with ideas for how the product or device could be improved for the benefit of the end user, manufacturer and/or environment. They describe and sketch their ideas for re-imagined designs (no prototyping or testing is done). To conclude, teams compile full reports and then recap their reverse engineering projects and investigation discoveries in brief class presentations. A PowerPoint(TM) presentation, written report and oral presentation rubrics, and peer evaluation form are provided.
This course is an introduction to the history, theory, practice, and implications …
This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion. This course specifically focuses on the ways that scientists use various methods of persuasion in the construction of scientific knowledge.
Students write a biographical sketch of an artist or athlete who lives …
Students write a biographical sketch of an artist or athlete who lives on the edge, riding the gravity wave, to better understand how these artists and athletes work with gravity and manage risk. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
Through this lesson students learn how AM radios work through basic concepts …
Through this lesson students learn how AM radios work through basic concepts about waves and magnetic fields. Waves are first introduced by establishing the difference between transverse and longitudinal waves, as well as identifying the amplitude and frequency of a given waveform. Students then learn general concepts about magnetic fields, leading into how radio waves are created and transmitted. Several demonstrations can be performed in order to help students better understand these concepts. The goal of this lesson is for students to understand how the AM radios built during the associated activity function.
Students experience the engineering design process as they design and build accurate …
Students experience the engineering design process as they design and build accurate and precise catapults using common materials. They use their catapults to participate in a game in which they launch Ping-Pong balls to attempt to hit various targets.
Students learn the concept of angular momentum and its correlation to mass, …
Students learn the concept of angular momentum and its correlation to mass, velocity and radius. They experiment with rotation and an object's mass distribution. In an associated literacy activity, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation myths and folktales.
Students build on their understanding and feel for flow rates, as gained …
Students build on their understanding and feel for flow rates, as gained from the associated Faucet Flow Rate activity, to estimate the flow rate of a local river. The objective is to be able to relate laboratory experiment results to the environment. They use the U.S. Geological Survey website (http://waterdata.usgs.gov/nwis/rt) to determine the actual flow rate data for their river, and compare their estimates to the actual flow rate. For this activity to be successful, choose a nearby river and take a field trip or show a video so students gain a visual feel for the flow of the nearby river.
Students learn how water is used to generate electricity. They investigate water's …
Students learn how water is used to generate electricity. They investigate water's potential-to-kinetic energy transformation in hands-on activities about falling water and waterwheels. During the activities, they take measurements, calculate averages and graph results. Students also learn the history of the waterwheel and how engineers use water turbines in hydroelectric power plants today. They discover the advantages and disadvantages of hydroelectric power. In a literacy activity, students learn and write about an innovative new hydro-electrical power generation technology.
Students learn various topics associated with the circle through studying a clock. …
Students learn various topics associated with the circle through studying a clock. Topics include reading analog time, understanding the concept of rotation (clockwise vs. counter-clockwise), and identifying right angles and straight angles within circles. Many young students have difficulty telling time in analog format, especially with fewer analog clocks in use (compared to digital clocks). This includes the ability to convert time written in words to a number format, for example, making the connection between "quarter of an hour" to 15 minutes. Students also find it difficult to convert "quarter of an hour" to the number of degrees in a circle. This activity incorporates a LEGO® MINDSTORMS® NXT robot to help students distinguish and visualize the differences in clockwise vs. counter-clockwise rotation and right vs. straight angles, while learning how to tell time on an analog clock. To promote team learning and increase engagement, students work in teams to program and control the robot.
Through the two lessons and five activities in this unit, students' knowledge …
Through the two lessons and five activities in this unit, students' knowledge of sensors and motors is integrated with programming logic as they perform complex tasks using LEGO MINDSTORMS(TM) NXT robots and software. First, students are introduced to the discipline of engineering and "design" in general terms. Then in five challenge activities, student teams program LEGO robots to travel a maze, go as fast/slow as possible, push another robot, follow a line, and play soccer with other robots. This fifth unit in the series builds on the previous units and reinforces the theme of the human body as a system with sensors performing useful functions, not unlike robots. Through these design challenges, students become familiar with the steps of the engineering design process and come to understand how science, math and engineering including computer programming are used to tackle design challenges and help people solve real problems. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.
Students learn how two LEGO MINDSTORMS(TM) NXT intelligent bricks can be programmed …
Students learn how two LEGO MINDSTORMS(TM) NXT intelligent bricks can be programmed so that one can remotely control the other. They learn about the components and functionality in the (provided) controller and receiver programs. When its buttons are pressed, the NXT brick assigned as the remote control device uses the controller program to send Bluetooth® messages. When the NXT taskbot/brick assigned as the receiver receives certain Bluetooth messages, it moves, as specified by the receiver program. Students examine how the programs and devices work in tandem, gaining skills as they play "robot soccer." As the concluding activity in this unit, this activity provides a deeper dimension of understanding programming logic compared to previous activities in this unit and introduces the relatively new and growing concept of wireless communication. A PowerPoint® presentation, pre/post quizzes and a worksheet are provided.
Students solidify their understanding of the terms "circumference" and "rotation" through the …
Students solidify their understanding of the terms "circumference" and "rotation" through the use of LEGO MINDSTORMS(TM) NXT robotics components. They measure the circumference of robot wheels to determine how far the robot can travel during one rotation of an NXT motor. They sharpen their metric system measurement skills by precisely recording the length of a wheel's circumference in centimeters, as well as fractions of centimeters. Through this activity, students practice brainstorming ways to solve a problem when presented with a given scenario, improve their ability to measure and record lengths to different degrees of precision, and become familiar with common geometric terms (such as perimeter and rotation).
Students groups act as NASA/GM engineers challenged to design, build and test …
Students groups act as NASA/GM engineers challenged to design, build and test robotic hands, which are tactile feedback systems made from cloth gloves and force sensor circuits. Student groups construct force sensor circuits using electric components and FlexiForce sensors to which resistance changes based on the applied force. They conduct experiments to find the mathematical relationship between the force applied to the sensor and the output voltages of the circuit. They take several measurements force vs. resistance, force vs. voltage and use the data to find the best fit curve models for the sensor. Different weights applied to the sensor are used as a scalable force. Students use traditional methods and current technology (calculators) to plot the collected data and define the curve equations. Students test their gloves and use a line of best fit to determine the minimum force required to crack an egg held between the index finger and thumb. A PowerPoint(TM) file and many student handouts are included.
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