Students are provided with an introduction to above-ground storage tanks, specifically how and why they are used in the Houston Ship Channel. The introduction includes many photographic examples of petrochemical tank failures during major storms and describes the consequences in environmental pollution and costs to disrupted businesses and lives, as well as the lack of safety codes and provisions to better secure the tanks in coastal regions regularly visited by hurricanes. Students learn how the concepts of Archimedes' principle and Pascal's law act out in the form of the uplifting and buckling seen in the damaged and destroyed tanks, which sets the stage for the real-world engineering challenge presented in the associated activity to design new and/or improved storage tanks that can survive storm conditions.

Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot's arm. Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end , students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.

In this activity, students explore the effect of chemical erosion on statues and monuments. They use chalk to see what happens when limestone is placed in liquids with different pH values. They also learn several things that engineers are doing to reduce the effects of acid rain.

Students conduct a simple experiment to model and explore the harmful effects of acid rain (vinegar) on living (green leaf and eggshell) and non-living (paper clip) objects.

Students are introduced to the differences between acids and bases and how to use indicators, such as pH paper and red cabbage juice, to distinguish between them.

The course treats the following topics: - Relevant physical oceanography - Elements of marine geology (seafloor topography, acoustical properties of sediments and rocks) - Underwater sound propagation (ray acoustics, ocean noise) - Interaction of sound with the seafloor (reflection, scattering) - Principles of sonar (beamforming) - Underwater acoustic mapping systems (single beam echo sounding, multi-beam echo sounding, sidescan sonar) - Data analysis (refraction corrections, digital terrain modelling) - Applications (hydrographic survey planning and navigation, coastal engineering) - Current and future developments.

This course will begin with brief overview of what important current research topics are in oceanography (physical, geological, and biological) and how acoustics can be used as a tool to address them. Three typical examples are climate, bottom geology, and marine mammal behavior. Will then address the acoustic inverse problem, reviewing inverse methods (linear and nonlinear) and the combination of acoustical methods with other measurements as an integrated system. Last part of course will concentrate on specific case studies, taken from current research journals. This course is taught on campus at MIT and with simultaneous video at Woods Hole Oceanographic Institution.

The Acoustics of Speech and Hearing is an H-Level graduate course that reviews the physical processes involved in the production, propagation and reception of human speech. Particular attention is paid to how the acoustics and mechanics of the speech and auditory system define what sounds we are capable of producing and what sounds we can sense. Areas of discussion include:

the acoustic cues used in determining the direction of a sound source,

the acoustic and mechanical mechanisms involved in speech production and

the acoustic and mechanical mechanism used to transduce and analyze sounds in the ear.

Students construct rockets from balloons propelled along a guide string. They use this model to learn about Newton's three laws of motion, examining the effect of different forces on the motion of the rocket.

Students compare and contrast passive and active transport by playing a game to model this phenomenon. Movement through cell membranes is also modeled, as well as the structure and movement typical of the fluid mosaic model of the cell membrane. Concentration gradient, sizes, shapes and polarity of molecules determine the method of movement through cell membranes. This activity is associated with the Test your Mettle phase of the legacy cycle.

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?

What cognitive styles do you use to interact with technology? PRE-REQ: https://www.oercommons.org/courseware/lesson/87536 LAST UPDATE: Changed title

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the GenderMag personas.

Reflection assignment about cognitive styles used to interact with technology. Includes reflection questions about relating to the SESMag personas.

An example homework that runs students on the personas and how to use them in the GenderMag Walkthrough.

Activity where the class will perform a GenderMag walkthrough on the ACM website from the GenderMag persona’s perspective.

Students mark on the continuum where they think their persona's cognitive styles are likely to fall.

What are your facet values when using software? What's one situation when your facet values might change? How did identifying your facet values affect your understanding of how you use software?