Introduces the various aspects of present and future Air Traffic Control systems. Descriptions of the present system: systems-analysis approach to problems of capacity and safety; surveillance, including NAS and ARTS; navigation subsystem technology; aircraft guidance and control; communications; collision avoidance systems; sequencing and spacing in terminal areas; future directions and development; critical discussion of past proposals and of probable future problem areas.

Subject addresses the architecting of air transportation systems. Focuses on the conceptual phase of product definition include technical, economic, market, environmental, regulatory, legal, manufacturing, and societal factors. Subject centers on a realistic system case study and includes a number of lectures from industry and government. Past examples included the Very Large Transport Aircraft, a Supersonic Business Jet and a Next Generation Cargo System. Subject identifies the critical system level issues and analyzes them in depth via student team projects and individual assignments. The overall goal of the semester is to produce a business plan and a system specifications document that can be used to assess candidate systems.

Students are introduced to air masses, with an emphasis on the differences between and characteristics of high- versus low-pressure air systems. Students also hear about weather forecasting instrumentation and how engineers work to improve these instruments for atmospheric measurements on Earth and in space.

Students learn what causes air pollution and how to investigate the different pollutants that exist, such as toxic gases and particulate matter. They investigate the technologies developed by engineers to reduce air pollution.

Brief review of applied aerodynamics and modern approaches in aircraft stability and control. Static stability and trim. Stability derivatives and characteristic longitudinal and lateral-directional motions. Physical effects of wing, fuselage, and tail on aircraft motion. Flight vehicle stabilization by classical and modern control techniques. Time and frequency domain analysis of control system performance. Human pilot models and pilot-in-the-loop control with applications. V/STOL stability, dynamics, and control during transition from hover to forward flight. Parameter sensitivity and handling quality analysis of aircraft through variable flight conditions. Brief discussion of motion at high angles-of-attack, roll coupling, and other nonlinear flight regimes.

16.885J offers an holistic view of the aircraft as a system, covering: basic systems engineering; cost and weight estimation; basic aircraft performance; safety and reliability; lifecycle topics; aircraft subsystems; risk analysis and management; and system realization. Small student teams retrospectively analyze an existing aircraft covering: key design drivers and decisions; aircraft attributes and subsystems; and operational experience. Oral and written versions of the case study are delivered. For the Fall 2005 term, the class focuses on a systems engineering analysis of the Space Shuttle. It offers study of both design and operations of the shuttle, with frequent lectures by outside experts. Students choose specific shuttle systems for detailed analysis and develop new subsystem designs using state of the art technology.

Overview of airline management decision processes, with a focus on economic issues and their relationship to operations planning models and decision support tools. Application of economic models of demand, pricing, costs, and supply to airline markets and networks. Examination of industry practice and emerging methods for fleet planning, route network design, scheduling, pricing and revenue management, with emphasis on the interactions between the components of airline management and profit objectives in competitive environments. Students participate in a competitive airline management simulation game as part of the subject requirements.

In this art history video discussion Beth Harris and Steven Zucker look at Albrecht Durer's "Self-Portrait, 1500." (Alte Pinakothek, Munich).

AlcoholEdu brings strategies to prevent teenage drinking to the classroom by helping students examine the effects that alcohol has on their brain and body.

This art history video examines the "Alexander Mosaic" c. 100 B.C.E., tessera mosaic from the House of the Faun, Pompeii. This Roman floor mosaic may be based on a lost Hellenistic painting by Philoxenos of Eretria, The Battle of Issus, c. 315 B.C.E.). Museo Archeologico Nazionale, Naples.

"Democracy in America" by Alexis de Tocqueville is one of the most influential books ever written about America. While historians have viewed "Democracy" as a rich source about the age of Andrew Jackson, Tocqueville was more of a political thinker than a historian. His "new political science" offers insights into the problematic issues faced by democratic society.

The problem statement describes a changing algae population as reported by the Maryland Department of Natural Resources. In part (a), students are expected to build an exponential function modeling algae concentration from the description given of the relationship between concentrations in cells/ml and days of rapid growth (F-LE.2).

Students are introduced to biofuels, biological engineers, algae and how they grow (photosynthesis), and what parts of algae can be used for biofuel (biomass from oils, starches, cell wall sugars). Through this lesson, plants—and specifically algae—are presented as an energy solution. Students learn that breaking apart algal cell walls enables access to oil, starch, and cell wall sugars for biofuel production. Students compare/contrast biofuels and fossil fuels. They learn about the field of biological engineering, including what biological engineers do. A 20-slide PowerPoint® presentation is provided that supports students taking notes in the Cornell format. Short pre- and post-quizzes are provided. This lesson prepares students to conduct the associated activity in which they make and then eat edible algal cell models.

This site teaches Arithmetic with Polynomials and Rational Expressions to High Schoolers through a series of 4333 questions and interactive activities aligned to 26 Common Core mathematics skills.

This site teaches High Schoolers how to create equations through a series of 298 questions and interactive activities aligned to 5 Common Core mathematics skills.

Students connect polynomial arithmetic to computations with whole numbers and integers.  Students learn that the arithmetic of rational expressions is governed by the same rules as the arithmetic of rational numbers.  This unit helps students see connections between solutions to polynomial equations, zeros of polynomials, and graphs of polynomial functions.  Polynomial equations are solved over the set of complex numbers, leading to a beginning understanding of the fundamental theorem of algebra.  Application and modeling problems connect multiple representations and include both real world and purely mathematical situations.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Module 2 builds on students’ previous work with units and with functions from Algebra I, and with trigonometric ratios and circles from high school Geometry. The heart of the module is the study of precise definitions of sine and cosine (as well as tangent and the co-functions) using transformational geometry from high school Geometry. This precision leads to a discussion of a mathematically natural unit of rotational measure, a radian, and students begin to build fluency with the values of the trigonometric functions in terms of radians. Students graph sinusoidal and other trigonometric functions, and use the graphs to help in modeling and discovering properties of trigonometric functions. The study of the properties culminates in the proof of the Pythagorean identity and other trigonometric identities.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

In this module, students synthesize and generalize what they have learned about a variety of function families.  They extend the domain of exponential functions to the entire real line (N-RN.A.1) and then extend their work with these functions to include solving exponential equations with logarithms (F-LE.A.4).  They explore (with appropriate tools) the effects of transformations on graphs of exponential and logarithmic functions.  They notice that the transformations on a graph of a logarithmic function relate to the logarithmic properties (F-BF.B.3).  Students identify appropriate types of functions to model a situation.  They adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit.  The description of modeling as, “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions,” is at the heart of this module.  In particular, through repeated opportunities in working through the modeling cycle (see page 61 of the CCLS), students acquire the insight that the same mathematical or statistical structure can sometimes model seemingly different situations.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Students build a formal understanding of probability, considering complex events such as unions, intersections, and complements as well as the concept of independence and conditional probability.  The idea of using a smooth curve to model a data distribution is introduced along with using tables and techonolgy to find areas under a normal curve.  Students make inferences and justify conclusions from sample surveys, experiments, and observational studies.  Data is used from random samples to estimate a population mean or proportion.  Students calculate margin of error and interpret it in context.  Given data from a statistical experiment, students use simulation to create a randomization distribution and use it to determine if there is a significant difference between two treatments.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

This undergraduate level course follows Algebra I. Topics include group representations, rings, ideals, fields, polynomial rings, modules, factorization, integers in quadratic number fields, field extensions, and Galois theory.