Lessons & Activities Search
| Title | MIT Course |
Preview |
Type of Activity | Instructional Approach | Content Area | SDG |
|---|---|---|---|---|---|---|
| Assignment 11 | Building Technology Laboratory |
Please design roof opening(s) for your Gujarati house and test it with a second round of daylighting measurements. |
Lab | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
| Written Assignments | Modeling Environmental Complexity |
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. |
Paper | Other | Material Science | SDG 15 - Life on Land |
| Your Site and Natural Processes | The Once and Future City |
This is the second part of a four-part, semester-long project. The first part consisted of finding a site. Now the task is to find evidence on your site of its environmental history and ongoing natural processes. The objective, through the examination of your site and its context, is to explore how natural processes shape cities.
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Paper | Place-Based Learning | Urban Studies | SDG 11 - Sustainable Cities & Communities |
| Homework 5 | Transport Processes in the Environment |
Problem set for the course Transport Processes in the Environment. |
Problem Set | Other | Environmental Transport Processes | SDG 15 - Life on Land |
| Week 4: Reading Guide | Science Activism: Gender, Race, and Power |
Each week’s readings will be accompanied by a set of guiding questions. As you read the materials, take notes about key messages as well as questions you have. Class discussions will center around these. |
Discussion, Reading | Other | Activism | SDG 5 - Gender Equality |
| Current Events | D-Lab I: Development |
Review both the national and international media to find a story that affects your D-Lab project country. Some sectors that might be of interest include: the environment, health and sanitation, agriculture, energy, education, humanitarian disaster, politics, economics and information technology. Each person on your D-Lab country team should select a different topic. Write a 2-page summary of the story making sure to comment on its implications for the nation, your D-Lab trip or another affected group. Make sure to properly cite all your sources. |
Paper | Other | Development | SDG 9 - Industry, Innovation & Infrastructure |
| Problem Set 1 | Introduction to Sustainable Energy |
These problems are not written to be mathematically challenging. Instead, the main challenge is to find reliable data and use sound reasoning. For each of the problems you work out, provide a list of sources for any data you used. Be sure to mark which course number you are registered for on your solution. You can turn in the homework online (via Stellar) or in class. |
Problem Set | Inquiry-Based Learning | Energy | SDG 7 - Affordable & Clean Energy |
| Book Review Assignments | Technology and the Global Economy, 1000-2000 |
The first two writing assignments for this course are to select two of the books we are reading in class and complete a 3–4 page review of them. If there is another book you wish to review, this is fine as long as you seek permission in advance. Such a review should accomplish three things: |
Paper | Other | History | SDG 1 - No Poverty |
| Simulation Game Analysis (Assignment 8) | Environmental Technologies in Buildings |
The objective of the game is to redesign your class project, with the lowest possible operational Source Energy Use Intensity (Source EUI, kWh/m2) as simulated in DIVA/Archsim/EnergyPlus. Starting off with an approximate thermal model of your latest design from Assignment 6, your task is to create a version of your building with the lowest Source EUI and a purchasing budget at or under $50 MIT dollars. The team with the largest proportional EUI reduction vis-à-vis their baseline design wins. Follow all rules below. When time is up (after 80 minutes), your team must save all of your files and submit them along with a detailed description of your final designs and how you arrived at your best performing iteration. |
Modeling/Simulation | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
| Planning for Growth in the Lower Mystic (Assignment 4) | Urban Transportation and Planning |
After assessing the level of growth projected from the various developments in the Lower Mystic area, the impacts and capacity constraints of major transportation infrastructure in the area, and projected and estimated mode shares, now it's your turn to propose as individuals how to achieve a transportation plan that can maintain and improve access to jobs and opportunities while supporting the plans and goals of the surrounding cities. |
Memo | Place-Based Learning | Urban Studies | SDG 11 - Sustainable Cities & Communities |