For the historiographical essay, you may select your own topic (and within that a framing question) from among those considered in the course. Students should also develop a useful bibliography on the topic. The expectation is that you will encompass a major literature while demonstrating the ability to think critically about the theories and methods engaged by other historians to answer the question you have posed. You should organize the paper around this question, giving careful consideration to why different historians sometimes answer important questions in such different ways.

In his clip from Examined Life, Peter Singer argues that we should all be giving substantial amounts of money and/or time to famine relief, e.g., by giving to Oxfam. He draws on an analogy: suppose you were walking by a shallow pond and a child was drowning. All you need to do to save her life is wade in and help her, though you would ruin your nice shoes. You are morally required to sacrifice your shoes to save the child's life. He argues: children are dying every day from famine. If you restrict yourself to what you really need and sacrifice luxuries, giving the money you save to famine relief, you will save many lives. So you are morally required to do so. What do you think of the analogy? 

In his essay, "Famine, Affluence, and Morality," Singer argues that there is a close analogy between POND and CHARITY (see p. 38 of FES).

1. What are the relevant similarities between POND and CHARITY for the purposes of Singer's argument?
2. Do you think that the analogy supports his conclusion? Why or why not?
3. Suppose someone objected: But in POND, there is one drowning child. In CHARITY, there are too many starving children to help by a single action, so I would have to give something additional up daily for my whole life. This is too much to ask. How would Singer respond?

Final Paper for Food Culture and Politics 

Essay for part three of Food Culture and Politics.

If you can't make it to the evening film screening, view DVD of Living with AIDS (On the Frontlines of AIDS) on your own time prior to class in Ses #30.

The main deliverable for the semester is a term project which includes a project proposal, a final class presentation, and participation in the D-Lab Showcase. Guidance on content, structure, etc. of the term project will be provided in class and on the course site. You can select an individual or a team project. For those working in teams, each team member must identify a specific area for which they are responsible and their specific contribution to the overall team. The term project may be done on the same topic as your WASH Tutorial, or it may be a separate topic.

Second Reflection
Subject: Difficult Waste Streams

The goal of this paper is to explore a difficult waste stream by either looking at it through: A specific waste stream and the types of processes / disposal that can be used or evaluating a case study on how a difficult waste stream is disposed in an area.

Difficult wastes are those which can be harmful to human health or the environment, or where the physical properties of the wastes can create serious handling problems.

Please write 250-500 words (total) on the following questions.

1. Please describe one segment of or image from the film Flow that you found powerful. What message did you get from it?
2. Please critically reflect on the message in your own terms. Did you see connections with readings we have done so far on global justice, food security, food sovereignty, the social meaning of food/water, capitalism, labor justice?
3. If you were to teach someone something you learned from the film, what would you tell them?

Problem set from the class Fundamentals of Advanced Energy Conversion at MIT.

Problem set with calculations from the Fundamentals of Advanced Energy Conversion course at MIT. 

The purpose of the term projects is to research and study an energy conversion technology in greater depth than possible in class. The project should incorporate thermodynamic analysis if dealing with thermal energy as well as the energy source/fuel, methods of conversion, targeted power range, political and economic constraints, and competing technologies. A technical report and a presentation session will be the final deliverables for the project.

Wakanda's president recently created an interagency commission to address the challenges and opportunities in developing a policy framework of this nature. The interagency commission has called for a group of experts including: industrial leaders, worker's unions, local communities, scientists, social scientists, policy scholars, and foreign experts on comparative environmental governance.

You are one of the members of this last group. Your job is to advise how to better discuss, design, and implement a policy framework considering ecological, social, economic, and political aspects.

Determine your average daily energy consumption (in kWh). For this assignment, you can take into account only the electricity that you use, though you should be aware that there are additional energy expenditures in terms of transportation, heating, manufacturing processes to make the products that you use, etc. You should submit this as a table showing your energy consumption (power x time) for a few days and then come up with an average value.

Problem set for the course D-Lab: Energy.

Problem set for the course D-Lab: Energy.

At this review, you’ll have 10 minutes to present your project, and then 15 minutes for discussion and questions. You should bring your working prototype and show it working.

The purpose of the final report is to document your project so that community partners and/or future students interested in your work can understand it, avoid repetition, and make further progress. As a team, write a 12-15 page report describing your project.

Problem set for the course Introduction to Sustainable Energy.

Problem set for the course Introduction to Sustainable Energy.

Problem set for the course Introduction to Sustainable Energy.

Problem set for the course Introduction to Sustainable Energy.

This is a take-home quiz. You may use any class notes, texts, or other reliable sources that you wish, but be sure to cite any sources you use. State all assumptions made.

The term paper is to answer a question based upon information available in the literature. It is not a research paper, demanding original intellectual contributions. Your paper should answer the question, noting important uncertainties, areas of unavailable knowledge and including a critique of the information in the literature. You should not become an advocate for a policy or position. Please choose a topic that is of interest for a term paper. Do not pick a topic that you are working on or have worked on as a project already – we want you to look into something outside of your main expertise.

Students completed four two-page reaction papers, one 25-page final research paper, and presented a summary of their final paper in class.

First, the class must create a content-rich web site to describe and justify its overall design.

The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "U.S. Current Account Deficit," HBS 9706002.

Is the US sustainable? Find in trading economics the CA and Wage Changes in any of the last three years and do a BBNN diagnostic!

Case Write-up Questions
The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "New Theories of International Trade," HBS 9390001.

Should UK remain in the European Union? (yes, no) What are the advantages of Protection?

Case Write-up Questions
The following selected case has questions to be addressed and written up. Students should work in teams of three to four. The questions address aspects of the case that need further analysis.

Case: "A Framework to Think About Pollution," Darden UV5687.

Comment the following Statement: Carbon Tax Markets have the chance to solve the property rights problem that exists in CO2 emissions.

This problem set reviews your knowledge of multivariate regression analysis. 

Problem set for the cousre Energy Economics

Problem set from the course Energy Economics.

Problem set for the course Environmental Policy and Economics. 

Problem set for the course Environmental Policy and Economics. 

Problem set for the course Environmental Policy and Economics. 

Problem set on forecasting from the course D-Lab: Supply Chains.

Problem set on forecasting from the course D-Lab: Supply Chains.

Your assignment is to schedule a small job-shop with the objective to maximize your cash after two weeks. You start with $1500 and you must pay a fixed operating cost of $2500 at the end of each week. There are no loans available and you go out of business if you run out of cash.

Smith, Amy, and Shawn Frayne. "Fuel from the Fields: A Case Study of Sugarcane Charcoal Technology in Petite Anse, Haiti." D-Lab Case Study. (PDF - 1.4MB)

Blank stakeholder analysis form (PDF)

Please answer the following questions (maximum 2 single-spaced pages), using examples from the book where applicable.

1. Do small farms have a place in the future of agriculture? The world economy? Food security? If so, how?
2. How do the lessons learned from the Turkana rainwater harvesting project contrast with the actions taken during the green revolution?
3. Why is there so much focus on post-harvest technology, and value-added production?

You are in charge of designing a solar panel installation for a rural health post. The requirements for the given location are as follows:

• There is a 220W freezer that needs to run 24/7
• The health post is open until 9pm, and, on average, they have to turn the lights on from 6pm until they close. Given their needs, it seems that the most adequate installation would be 2 fluorescent lights of 15W each.
• They have an amateur radio to communicate with the clinic in the city, that consumes 40W, and it is usually on for two hours every day.
• The health post is staffed every day of the year.

See [Smillie], pp. 44-66. Please answer the following questions (maximum 2 single-spaced pages), using examples from the book where applicable.

1. According to the reading, what are some of the major reasons why NGOs and the Third Sector developed such an important role in what we call 'international development'?
2. What are some of the advantages and disadvantages of NGO organizational structure? Use some examples from the reading.
3. What is meant by 'civil society'? In what ways might the concepts described by this term influenced the development of D-Lab philosophy?

Write a five-page paper (double-spaced, not including figures, tables or pictures) describing the current state of affairs in your country in one of the sectors that we have studied in class:

Each class member is required to keep an up-to-date design notebook throughout the term. It is a good design practice to carefully document the history of your work. Also, notebooks are required in professional practice.

Your team will make a presentation to the class on your design ideas and how you plan to construct your vehicle. This presentation should be made in Powerpoint (MAC/Windows) or Keynote (MAC OS) and a PDF should be printed and posted to the course Web site. Each team member should present some aspect of the design.

A list of labs and their associated directions for the course Exploring Sea, Space & Earth: Fundamentals of Engineering Design

The readings for this session are two different accounts on the discovery of the structure of DNA. When reading them, take into account the discussion we will have comparing and contrasting both what they say and their ways of saying it.

Revise your one-page written piece to include the elements you recently learned.

Identify a science blog of your choice from the Discover Magazine “stable” of blogs available at: http://blogs.discovermagazine.com/, follow it for at least three days during the week preceding this class, and write a short critical review of it. What is the blog trying to do, and how well is it doing it? Come to class prepared to give a short (2 minute) review of your chosen blog.

Small group project exploring the urban/planning implications of water, food, “nature” (however specifically defined), energy, and communications in the Boston area. Each small group will be assigned an “element” to research and document.

In Assignment 1, you explored the city through large-scale processes. In Assignment 2, you focused on unearthing key issues in specific Boston/Cambridge neighborhoods. For your final assignment, you will form your own vision, your own Big Plan.

The first assignment is a group assignment, to go out and observe key street cross sections and intersections nearby in Cambridge. This assignment gives you a chance to observe and think about how people, different travel modes, infrastructure, and neighboring land uses interact in a real, live place. You will not only look and see what is going on, but also start to become familiar with how "little numbers" translate to real-world conditions: what does 800 cars/hour look like vs. 800 people riding the T, and what impact do these differences have on the nature of the urban scene? You should become familiar with basic ideas like level of service, saturation flow rate, capacity, speeds, flow, and mode share (see Meyer and Miller, Chapter 3). We want you to think about how you measure and what you measure, and what impact this has on the transportation planning process and built outcomes.

A 15 page (max) double-spaced memo to the Boston Chief of Streets

 In this first assignment you are invited to reflect about your past and envision your future building energy use.

The objectives of this assignment are for you to develop a feeling for indoor environmental variables that have an impact on thermal comfort and to compare your personal sensation to comfort predictions based on thermal and lighting standards. The assignment is split into two components:  

• Task A: Using a data logger, measure “your life” on a psychrometric chart over a couple of days.  
• Task B: Measure indoor environmental conditions in two spaces that you find comfortable and uncomfortable and compare your assessments to that of current thermal comfort standards. 

In this assignment you will start working in groups on your final course project which is the development of an environmental design concept for an about 3500m² innovation/startup space located in either Chicago, Houston or Seattle, depending on which city you previously signed up for. Your building should accommodate work spaces for around 250 workers, a reception area, lavatory, two seminar rooms and a cafe (optional). It is up to you to define the final program. You may pick any available site within your city and should also consider external factors such as a site’s walkscore etc. Remember to include neighboring buildings in your shading and daylighting analysis. The goal of this first assignment is to develop and evaluate a series of massing options and façade designs that you will then further refine in future assignments.

Now that you have a well daylit, visually comfortable building with an electric lighting design in place, we are turning our attention towards evaluating and improving the energy performance of your design. In this assignment you will first create a baseline energy model of your building and then explore various energy updates.

As announced in the course syllabus, the final course deliverable is the presentation of an environmental design concept for the 3500m² innovation/startup space that you have been working on since assignment 5. The final presentation should last for 12 minutes plus 3 minutes for Q&A and draw from the material that you have generated during previous assignments. You may want to add some additional work to create a coherent project narrative.

Students will be expected to keep a blog where reflection assignments will be completed weekly. These assignments are geared to explore issues faced by planners during the planning process as well as document student professional growth and experiences working in multi-disciplinary teams. 

In this second phase, student teams will undertake in-depth research, analysis and design in project areas in Valparaíso. Once on the ground, students need to understand the requirements needed to realize goals and opportunities of the projects by assessing existing resources and assets, identifying critical obstacles and resources gaps to address, and defining other factors that shape effective strategies and interventions to generate the client’s desired revitalization goals for the district.

Document your own thoughts, comments, and challenges on the readings and class material. The journal may be of any length or medium, but should discuss at least two readings/topics.

Students are expected to commit 5+ hours a week during November and December in a guided self-study on Malaysian culture, history, politics, geography, planning and economics. Students write three short response papers based on the assigned readings and are encouraged to integrate any additional readings on Malaysia beyond what is assigned. Students are also required to write a short topical literature review on a theme of their choice that is specific to a Malaysian city of focus

Traditionally economists have argued that humans are utility maximizers, although some behavioral economists and social psychologists have recently raised questions about this. With this in mind, please write a paper addressing the following questions.

There is an ongoing debate between political philosophers and dispute resolution professionals regarding the most appropriate means of conceptualizing the public interest (with regards to the use of natural resources or patterns of urban development). The philosophers believe "deliberative polling" that provides a snapshot of what the "average citizen" prefers should be sufficient for elected officials to determine what actions to take in the public interest. Dispute resolution professionals argue the public interest can best be understood as the product of a consensus building dialogue among contending interests (not individuals) and that public officials armed with polling data can never know or produce on their own the public interest.

You will need to write three short essays for the final:

• Choose any three questions from the options below.
• Your responses should be approximately 500 words. Do not exceed 800 words for any answer. Include your word count below each response.
• Please include your name at the top of the document and the question number next to each response.

In 2016, MIT will celebrate the hundredth anniversary of its move from Boston's Back Bay to the current location in Cambridge. To honor that occasion, this year the class will focus on MIT's former and current neighborhoods, so you should select a site within the designated boundaries in Cambridge or the Back Bay. The site should be between four and eight blocks. Ideally, it should include more than one type of land use. And it should be a place that intrigues you. Reflect on why it interests you, why you are drawn to it. What questions does the place raise, for which you hope to find answers this semester?

This is the third part of a four-part, semester-long project. The first part consisted of finding a site; the second, to find evidence of its environmental history and ongoing natural processes. Now the task is to trace changes on your site over time by comparing its character at several points in time, using maps. You may find different kinds of changes: Land use, density of settlement, additions to buildings, ownership, transportation. The types of sources you will find helpful are historical maps, especially nineteenth and twentieth-century atlases, and may also include plans, prints, and photographs. 

While you are free to construct your house entirely on the basis of your design and modeling skills and your physical intuition, please consider making use of provided software to guide you in choices about windows and insulation. We will use several versions of this software throughout the lab to compare prediction with performance. The elf house should be ready next week to be placed on the roof for an initial, one-week test period. Please come to lab next week prepared to finish the construction during the first half of our session. We’ll then activate and insert the temperature loggers and place the houses on the roof . We’ll also work with the data from the potatoes and continue to work with the software. 

The third phase of our first lab consists of six parts: 

1. Submit your estimate of your elf-house temperatures for the first test period.
2. Download data.
3. Modify your elf house as needed to keep the indoor temperature closer to the target value of 20°C. 
4. Re-install the Hobo loggers and again deploy your house on the roof.
5. Estimate the impact of solar energy absorbed on walls and the roof.  
6. Use Solar Calculator 2 to design a full-size dwelling (single room is fine), subject to the same goal of a constant 20°C indoor temperature under February weather. 

The goal of this assignment, the first phase of the lab project that focuses on airflows and building ventilation, is to design, construct in model form, and test an enclosure (partial or full) for a typical balcony for a Chinese apartment. The motivation for this work is to propose feasible designs for Chinese residential buildings that are thermally comfortable and use a minimal amount of energy.

The third week of our airflow lab focuses on simulation:

1. Prepare to use the CONTAMW airflow simulation program, installed on two working computers in lab and available free to all with Windows computers. 
2. Become proficient in CONTAMW by completing the provided worksheet.
3. Use CONTAMW for the following investigation of your apartment-balcony, working at full (and not model) scale:

Please read Chapters 1 and 2 of our textbook, Joseph Murdoch's Illuminating Engineering. How to do this

Please take on the following tasks:

1. Illuminance measurements. Use an illuminance meter to record light levels in residential spaces, including those used for food preparation, reading, and such detailed manual labor as sewing or electronics repair (i.e., a home shop or work room).
2. Review IES illuminance criteria (from Murdoch or, better, the IES Handbooks which are in the lab and in the Rotch reference collection) for activities you think appropriate for a Gujarati house.
3. Define desired lighting levels and any issues about light quality for a Gujarati house, on the basis of Tasks 1 and 2.
4. Use the illuminance meter to estimate reflectances for typical walls and floors, including those in your test rooms.
5. Review IES data on surface reflectances.
6. Define desired wall, floor and ceiling reflectances for upcoming daylighting models of Gujarati houses.
7. Select a Gujarati house, select modeling materials, and construct a model. Please pay attention to:
8. Accurate dimensions, with careful notes about choices when available information is inadequate.

Please design roof opening(s) for your Gujarati house and test it with a second round of daylighting measurements.

A critical part of creating policy is the data gathering process. What data can you find quickly and analyze? What do the data mean? What story can you tell using reliable data? What data do you need?

Using your hometown as the subject of your investigation, assume that you are a policy analyst and you work for the new mayor or the new town or city council.

What data can you use to tell a story about your hometown? Where is it located? How many people live there? What does it provide in terms of resources to the state?

Attend a public meeting in the Boston area, take careful notes on the event, and report back in a succinct, well-organized informational memo. Be sure to also collect any materials distributed at the event for reference. Your memo should describe the organization, discuss where its power originates, identify the purpose of the meeting, explain the structure of the deliberative process used to collect input, and discuss what, if any, outcome resulted.

The purpose of this exercise is to explore the nature of plans and their impact on the form and function of cities. We are interested in the motivations for creating plans, the processes by which they are prepared, the languages of urban design which underlay them, and the long-term effects of plans -- or lack thereof -- on the city. Having considered these issues, you are asked to answer the question: What makes a good plan?

Students are responsible for writing a 1–2 page reaction paper based on the readings (or another assigned topic) for each week's class for a total of eight reaction papers. Papers are due in the class for which the reading is assigned. Reaction papers are your personal response to the week's readings. These papers should offer an overview of the main points of the book or articles under consideration. It should also include your own assessment of the strengths and weaknesses of these readings and, if possible, should link the reading at hand to other readings from the course or topics discussed in class.

Please write 250-500 words (total) addressing the questions below.

1. Please describe one idea you encountered during this course that you found powerful.
2. Please critically reflect on the idea in your own terms. What makes it powerful or meaningful to you? How is it related to things you had thought before taking the course? How does it connect (or disconnect) with ideas that you take to be common or popular?
3. Is there any way in which the course has affected your actions and choices (note that “not at all” is an option!)? Do you think any of the arguments should prompt you to change your actions, even you aren’t inclined to change? Are there ways they may change your actions in the future? (Why or why not?)

In this problem set you will calculate the amount of anthropogenic CO2 taken up by the ocean when ocean parameters have changed in response to global climate change.

In the transcript of Slavoj Žižek’s conversation from Examined Life, he says, "the true ecologist must also accept that nature is the ultimate human myth, that we humans, when we perceive ourselves as beyond nature, exploiting nature and so on, we also, through this opposition, create a certain image of nature. And that idealized image of nature is the ultimate obstacle to ecology. So, again, this is why my formula is ecology without nature. The first duty is to drop this heavily ideologically mythological, invested notion of nature." What do you think? What are the two notions of "ecology" he is comparing? Do you agree? 

The object of this problem set is to explore climate sensitivity in a slightly more complex version of the multi-level radiative-convective model discussed in class.

Problem set from the class Theoretical Environmental Analysis.

Problem set from the class Theoretical Environmental Analysis.

Problem set from the class Theoretical Environmental Analysis.

Problem set from the class Theoretical Environmental Analysis.

Search your memory for an encounter with a particular bird (it does not need to be a close encounter). Devote one page of your exercise to your description of the bird and its action. Do not include your thoughts or your feelings about the encounter on this page, but do try to evoke the entire sensory experience.

Select one or two paragraphs from Cronon’s essay and examine the full range of connections to one other reading from our syllabus. Your own commentary should be 200-300 words long. Be sure to include textual evidence from “The Trouble with Wilderness” and the other work that you consider in your commentary

You will need to choose two texts to consider in this paper (see below guidelines for a list of works that you may select from), but you should not write an open-ended comparison of the two texts; instead, you should choose an issue or theme that emerges in both of them. Most of you will end up working with writers who share many basic values; you will need to read and think carefully to uncover meaningful distinctions between them.

Objective: Provide an overview of citizen science and other collaborative approaches to science-based climate action.

Objective: Hands-on field activity collecting data on real-word methane leaks from natural gas infrastructure in Cambridge and Somerville MA. Familiarize two sets of 5–8 participants with the tools and methods.

Come to class knowing what dataset you are working on, an outline of the story, and a sketch of what you want to make.

Finish your sketch.

Write up your project on the class blog. Start with a summary sentence in the form: "The data say ________. We want to tell this story because _____." Include a 300ish word summary of your data sources and why what you made is an appropriate and effective way to tell the data story.

Read Paige Williams, “How to tell a story: The Moth.” Nieman Storyboard (Harvard), August 2012. Choose and listen to one Moth Story. Write down and bring to class your analysis, as Paige Williams lists in her article’s item #3.

Start working on your idea for this sketch, and bring into class: data, audience AND goals!

Finish your sketch.

Start working on your idea for this sketch, and bring into class: data, audience, goals, and question.

Finish your sketch

Submit 10 websites for the Global System for Sustainable Development (GSSD) database via "Submit Site.

Please answer question 1; and then either question 2 or question 3. This is the same type of format and approach as the mid-term.

Suggested length: No fewer than 5 pages and no more than 7 pages for each question, double spaced, not triple spaced with wide margins. (Of course if you can do an excellent essay in less than 5 pages, by all means proceed).

• Each answer is in essence an 'essay' on the topics you have selected. You must draw on the assigned readings.
• Do not use the same readings as you did in the mid-term, or focus on the same topic.
• Since you need to demonstrate familiarity with the assigned readings relevant to each question, feel free to draw from materials across the 13 weeks - as needed.
• Do not use the same assigned readings for both questions. If you find it necessary to draw on the same assignments, use additional references to make up for the 'double duty factor.'
• Try to use at least 4 different sources in your answer to each question.
• For general points, please note that you need the author's name; for specific points noted, you need the author plus the relevant page. Please add your reference list at the end of each question.

Calculate the composition of the Earth’s Mantle as estimated from the sun’s composition.

This lab constitutes four parts. In the first three sessions, you will familiarize yourselves with the characteristics of – and learn to describe, identify and interpret – the three main types of rock: igneous, sedimentary and metamorphic.

An introductory lab on geochronology from the course Introduction to Geology.

The purpose of today’s lab is to explore the relationship between the velocity of seismic waves and the properties of the materials they travel through (Temperature, pressure, stiffness, density…). We will focus on seismic shear-waves (S-waves), which are elastic vibrations in the direction perpendicular to their direction of propagation.

This laboratory exercise will consist of a set of hypothetical geologic examples to familiarize you with the thought process you'll need to use in interpreting simple problems.

This exercise will provide some hands-on experience with methods used for predicting flood frequency and magnitude. We will be using the US Geological Survey (USGS) website to retrieve historical stream gauge data of the sort used to predict the likelihood of flood events of particular magnitudes during a given time interval. Such predictions are the basis for numerous engineering, restoration and development projects in and around rivers.

We will retrieve data for a river in Oregon, use a spreadsheet to analyze the data, and assess the probability of occurrence of floods of particular magnitudes (in terms of discharge), or the likely magnitudes of events of a given recurrence interval. We will then repeat the exercise for the Taunton River in southeastern Massachusetts.

Field trip resources and information for Introduction to Geology

This problem builds on the class lectures about predator-prey ecosytems. Rather than predation, we consider two similar species competing for a common resource. We use the Lotka-Volterra competition model, which embodies the “competitive exclusion” principle:

"If two competing species coexist in the same niche in a stable environment then one species will eventually crowd out the other.”

This problem set is designed to give you some practice with MATLAB programming. You should develop your own programs rather than modify those handed out in class. The programming problems given here are based on simplified versions of the Exam 1 problems.

The objective of this problem is to allocate agricultural water to maximize profits, subject to environmental constraints.

Exam questions for the course Ecology II: Engineering for Sustainability

Each student will be responsible for two short papers on the material from the two units not included in his/her presentation. For example, if a student makes a presentation on metallurgy, the two papers will be on glass and rubber; if the presentation is on rubber processing, the papers will be on metallurgy and glass.

Problem set for the course Physics and Chemistry of Terrestrial Planets. 

Problem set for the course Physics and Chemistry of Terrestrial Planets. 

Problem set for the course Physics and Chemistry of Terrestrial Planets. 

Problem set for the course Physics and Chemistry of Terrestrial Planets. 

Problem set for the course Physics and Chemistry of Terrestrial Planets. 

Read the paper Phylogenetic Structure of the Prokaryotic Domain: The Primary Kingdoms and answer the following questions.

Problem set for the course Geobiology. 

Problem set for the course Atmospheric Physics and Chemistry. 

The purpose of this project is to study, using meteorological observations and laboratory experiments, the relation between the wind field and the mass field in a rotating system. In part I we explore the relationship in laboratory experiments; in part II atmospheric observations of intense cyclones and hurricanes are used.

In this project we enquire into the nature of the convective process. We will simulate convection in the laboratory using a tank of water with a heating pad at its base and study convection in the atmosphere using thermodynamic diagrams.

Problem sets for the Activity: Emission temperatures and greenhouse models

Write short answers to the following questions and submit them.

The goal of the Mini Project is to design an affordable rainwater harvesting system that is made up of several small storage units that can be fit with attachments for drinking, cooking, hand washing and irrigation (and possibly other applications too). We will have a chance to experiment with some of the technologies that may influence the design (SODIS water bags, tippy tap hand washers and IDE drip irrigation kits) in class Ses #4.

This is a series of assignments around a design project for the course D-Lab II: Design.

Now that your design problem has been clearly defined and the specifications have been set out, it is time to concentrate on thinking of solutions. 

The four books that comprise Reading Assignment #7 are divided among four groups of students

• Small is Beautiful
• Gaviotas
• Cradle to Cradle
• Fortune at the Bottom of the Pyramid

The Final Presentations will take place at the MIT Museum on the Saturday before our last week of class. The schedule of the event will be as follows:

• The instructor for each class will give a 2 minutes introduction for the class and introduce the projects
• Each team will give a 1 minute presentation about their project
• Each team will be given a space at the Museum to showcase their project. You will be asked to bring your prototype and a poster that gives an overview of the project

Design reports give design engineers the chance to catalog the design process, describe how they came to the decisions they came to, and explain the rationale behind those decisions. As a team, write a 10–15 page report describing your project.

For this assignment, you will write a short (1000 words or less) journal-style communication briefly describing your findings on the research portion of this design project.

A research paper relating to topics discussed in class will be the main assignment focus throughout the course [for people and other animals]. Undergraduate students must write a paper of a minimum of 12 pages, while graduate students have a minimum length of 25 pages.

Lab handouts for Section 3 of experiemental atmospheric chemistry. 

Problem Set 2 for the Modeling Environmental Complexity

Lab on CO₂ and Climate Change for Experimental Atmospheric Chemistry.

Problem set for the course Modeling Environmental Complexity.

Problem set for the course Atmosphere, Ocean and Climate Dynamics. 

Problem set for the course Atmosphere, Ocean and Climate Dynamics. 

Problem set for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Demonstration for the course Atmosphere, Ocean and Climate Dynamics. 

Problem set for the course Transport Processes in the Environment.

Problem set for the course Transport Processes in the Environment.

Problem set for the course Transport Processes in the Environment.

Problem set for the course Transport Processes in the Environment.

You will estimate the rate of exchange between a water body (the flume) and the overlying air for two volatile compounds, molecular oxygen and chloroform. You will use an oxygen electrode to measure the changing concentration of oxygen, and gas chromatography (GC) to observe the concentration of chloroform.

Objective: Use a tracer study to estimate the dispersion coefficient, pore velocity and porosity of a sediment column. 

Goals: Measure the mean velocity in the laboratory flume using two different methods, and determine whether these estimates agree within the uncertainty.

Approximately 50% of the quiz will cover new material: everything from Lecture 14 (Human Population Growth on November 3rd) through Lecture 18 (Prof. Sterman’s Lecture on November 19th) including competition and the niche, predation, and biogeography. The remaining 50% will be cumulative, and may cover anything from Lecture 1 through Lecture 13.  This includes the early earth, redox reactions, energy transformations and metabolism, biogeochemical cycles, the carbon cycle, primary and secondary productivity, Redfield ratio and limiting factors, ecosystem experiments, food webs, population growth, chemostats, and life tables.  Like Quiz 1 and 2, the questions will be primarily short answer, which can be responded to with a few sentences, a sketch with a description, or a brief calculation. We could also ask you to interpret a graph/data or give you a discussion question. Use Problem Sets 1-3, the Quiz 3 Study Questions, the Lecture Notes, and the Lecture Handouts as a top priority for studying. Make sure you are familiar with the articles that have been assigned. Remember to bring a calculator! 

The quiz will cover everything through Lecture 7 (Biogeochemical cycles) including redox, primary productivity, and the thermodynamics of life. The questions will be primarily short answer, which can be responded to with a few sentences, a sketch with a description, or a brief calculation. We could also ask you to interpret a graph/data or give you a discussion question. 

Problem set for the course Ecology I: The Earth System.