The course provides the technological background of treatment processes applied for production of drinking water. Treatment processes are demonstrated with laboratory experiments.

Students use a sponge and water model to explore the concept of relative humidity and create a percent scale.

Student teams commit to a final decision on the location they recommend for safe underground cavern shelter for the citizens of Alabraska. They prepare and deliver final presentations to defend their final decisions to the class.

Students experiment with various ways to naturally dye materials using sources found in nature—roots, leaves, seeds, spices, etc.—as well as the method of extracting dyes. Then they analyze various materials using statistical methods and tackle an engineering design challenge—to find dyes that best suit the needs of a startup sustainable clothing company.

This class is an introduction to the dynamics and vibrations of lumped-parameter models of mechanical systems. Topics include kinematics; force-momentum formulation for systems of particles and rigid bodies in planar motion; work-energy concepts; virtual displacements and virtual work; Lagrange's equations for systems of particles and rigid bodies in planar motion; linearization of equations of motion; linear stability analysis of mechanical systems; free and forced vibration of linear multi-degree of freedom models of mechanical systems; and matrix eigenvalue problems. The class includes an introduction to numerical methods and using MATLABĺ¨ to solve dynamics and vibrations problems.

An introduction to theoretical studies of systems of many interacting components, the individual dynamics of which may be simple, but the collective dynamics of which are often nonlinear and analytically intractable. Topics vary from year to year. Format includes both pedagogical lectures and round-table reviews of current literature. Subjects of interest include: problems in natural science (e.g., geology, ecology, and biology) where quantitative theory is still in development; problems in physics, such as turbulence, that demonstrate powerful concepts such as scaling and universality; and modern computational methods for the simulation and study of such problems. Discussions in context of contemporary experimental or observational data.

An introduction to theoretical studies of systems of many interacting components, the individual dynamics of which may be simple, but the collective dynamics of which are often nonlinear and analytically intractable. Topics vary from year to year. Format includes both pedagogical lectures and round-table reviews of current literature. Subjects of interest include: problems in natural science (e.g., geology, ecology, and biology) where quantitative theory is still in development; problems in physics, such as turbulence, that demonstrate powerful concepts such as scaling and universality; and modern computational methods for the simulation and study of such problems. Discussions in context of contemporary experimental or observational data.

An introduction to theoretical studies of systems of many interacting components, the individual dynamics of which may be simple, but the collective dynamics of which are often nonlinear and analytically intractable. Topics vary from year to year. Format includes both pedagogical lectures and round-table reviews of current literature. Subjects of interest include: problems in natural science (e.g., geology, ecology, and biology) where quantitative theory is still in development; problems in physics, such as turbulence, that demonstrate powerful concepts such as scaling and universality; and modern computational methods for the simulation and study of such problems. Discussions in context of contemporary experimental or observational data.

This course begins with a study of the role of dynamics in the general physics of the atmosphere, the consideration of the differences between modeling and approximation, and the observed large-scale phenomenology of the atmosphere. Only then are the basic equations derived in rigorous manner. The equations are then applied to important problems and methodologies in meteorology and climate, with discussions of the history of the topics where appropriate. Problems include the Hadley circulation and its role in the general circulation, atmospheric waves including gravity and Rossby waves and their interaction with the mean flow, with specific applications to the stratospheric quasi-biennial oscillation, tides, the super-rotation of Venus' atmosphere, the generation of atmospheric turbulence, and stationary waves among other problems. The quasi-geostrophic approximation is derived, and the resulting equations are used to examine the hydrodynamic stability of the circulation with applications ranging from convective adjustment to climate.

A favorite movie, “E.T. the Extra-Terrestrial,” provides the backdrop scenario for students to discover how harnessing the sun’s energy provides unlimited power for many purposes, including the operation of thousands of satellites in orbit today and communication over long distances. In the movie, E.T., an alien life form, is stranded on Earth and befriends Elliott, the little boy who rescues him. As E.T. becomes gravely ill, Elliott realizes that E.T. needs to return home in order to survive. To arrange for transport, E.T. must “phone home.” Teams engage in an interactive quest to answer the question: E.T. phone home—fact or fiction? They must discover four clues in order to unlock four padlocks on a box that contains the answer. This requires them to watch a one-minute online video, complete a crossword puzzle, scan three QR codes for articles to read, and put together a cut-apart puzzle with an invisible ink clue. They watch short online movie excerpt videos to kick off and wrap up the activity.

The Early Universe provides an introduction to modern cosmology. The first part of the course deals with the classical cosmology, and later part with modern particle physics and its recent impact on cosmology.

The purpose of this lesson is to introduce students to the basic elements of our Earth's crust: rocks, soils and minerals. They learn how we categorize rocks, soils and minerals and how they are literally the foundation for our civilization. Students also explore how engineers use rocks, soils and minerals to create the buildings, roads, vehicles, electronics, chemicals, and other objects we use to enhance our lives.

Earth science is the study of our home planet and all of its components: its lands, waters, atmosphere, and interior. In this book, some chapters are devoted to the processes that shape the lands and impact people. Other chapters depict the processes of the atmosphere and its relationship to the planet’s surface and all our living creatures. For as long as people have been on the planet, humans have had to live within Earth’s boundaries. Now human life is having a profound effect on the planet. Several chapters are devoted to the effect people have on the planet. Chapters at the end of the book will explore the universe beyond Earth: planets and their satellites, stars, galaxies, and beyond.

An engineering and design lesson for middle school (our 7th grade standards).

In the aftermath of a natural disaster, can you engineer a device that will keep medicine within a 40-60°F range using natural resources from the biome you live in, and/or debris created by the disaster for three days, until the Red Cross can arrive?

You are a team of relief workers in __________________after a major earthquake/tsunami has occurred. Your team lead as just told you about a young women with diabetes has been injured and needs insulin to be delivered __________ miles away (no open roads). Your team will need to research, design, and build a portable device to keep the insulin between _____ and ______ °(F/C) for _____ days. Once you return you will present the effectiveness of your device to your lead and a team other relief workers showing your both your design/device and explaining the process.

Students learn about the structure of the earth and how an earthquake happens. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the different types of faults.

Students learn how engineers construct buildings to withstand damage from earthquakes by building their own structures with toothpicks and marshmallows. Students test how earthquake-proof their buildings are by testing them on an earthquake simulated in a pan of Jell-O(TM).

Students learn about factors that engineers take into consideration when designing buildings for earthquake-prone regions. Using online resources and simulations available through the Earthquakes Living Lab, students explore the consequences of subsurface ground type and building height on seismic destruction. Working in pairs, students think like engineers to apply what they have learned to sketches of their own building designs intended to withstand strong-magnitude earthquakes. A worksheet serves as a student guide for the activity.

Students learn what causes earthquakes, how we measure and locate them, and their effects and consequences. Through the online Earthquakes Living Lab, student pairs explore various types of seismic waves and the differences between shear waves and compressional waves. They conduct research using the portion of the living lab that focuses primarily on the instruments, methods and data used to measure and locate earthquakes. Using real-time U.S. Geological Survey (USGS) data accessed through the living lab interface, students locate where earthquakes are occurring and how frequently. Students propose questions and analyze the real-world seismic data to find answers and form conclusions. They are asked to think critically about why earthquakes occur and how knowledge about earthquakes can be helpful to engineers. A worksheet serves as a student guide for the activity.

Students learn how engineers characterize earthquakes through seismic data. Then, acting as engineers, they use real-world seismograph data and a tutorial/simulation accessed through the Earthquakes Living Lab to locate earthquake epicenters via triangulation and determine earthquake magnitudes. Student pairs examine seismic waves, S waves and P waves recorded on seismograms, measuring the key S-P interval. Students then determine the maximum S wave amplitudes in order to determine earthquake magnitude, a measure of the amount of energy released. Students consider how engineers might use and implement seismic data in their design work. A worksheet serves as a student guide for the activity.

Students study how geology relates to the frequency of large-magnitude earthquakes in Japan. Using the online resources provided through the Earthquakes Living Lab, students investigate reasons why large earthquakes occur in this region, drawing conclusions from tectonic plate structures and the locations of fault lines. Working in pairs, students explore the 1995 Kobe earthquake, why it happened and the destruction it caused. Students also think like engineers to predict where other earthquakes are likely to occur and what precautions might be taken. A worksheet serves as a student guide for the activity.