Lessons & Activities Search
| Title | MIT Course |
Preview |
Type of Activity | Instructional Approach | Content Area | SDG |
|---|---|---|---|---|---|---|
| Paper Three | Anthropology of Biology |
For this paper, you may choose your own topic, so long as it is about the cultural, political, religious, and / or economic dimensions of biological science—in short, so long as it is about matters we have discussed in class. |
Paper | Inquiry-Based Learning | Biology | Varies |
| Course Project | Environmental Technologies in Buildings |
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. |
Group Presentation | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
| Urban Change (Assignment 1) | Introduction to Urban Design and Development |
This assignment addresses the underlying urban dynamics that are causing a city to change. It also seeks to develop or sharpen your skills of observation, encouraging you to make inferences from the evidence of the physical environment and to test these through interviews and research.
|
Paper | Place-Based Learning | Urban Studies | SDG 11 - Sustainable Cities & Communities |
| Homework 2 | Fundamentals of Advanced Energy Conversion |
Problem set from the class Fundamentals of Advanced Energy Conversion at MIT. |
Problem Set | Other | Energy Engineering | SDG 7 - Affordable & Clean Energy |
| Problem Set 2: Personal Energy Consumption Challenge | D-Lab: Energy |
Problem set for the course D-Lab: Energy. |
Problem Set | Inquiry-Based Learning | Energy | SDG 7 - Affordable & Clean Energy |
| Ocean Circulation I | Atmosphere, Ocean and Climate Dynamics |
Problem set for the course Atmosphere, Ocean and Climate Dynamics. |
Problem Set | Other | Fluid Dynamics | SDG 15 - Life on Land |
| Design for Production | D-Lab II: Design |
When designing a product that is to be produced beyond just the prototype stage, attention must be given to the resources that are available and to the sustainability of the manufacturing processes. As a team, determine the appropriate scale of manufacturing for your project: will they be made in the tens, hundreds, or millions? What design changes will need to be made as you shift from manufacture of a single prototype to the production of multiple units? |
Paper | Collaborative, Small Group Learning | Design | SDG 15 - Life on Land |
| Lab 2: Rock Identification | Introduction to Geology |
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. |
Lab | Experiential Learning | Geology | SDG 15 - Life on Land |
| Reflection Papers (Ethics in your Life) | Ethics In Your Life: Being Thinking Doing (or Not?) |
Students are required to submit three short (roughly 250–300 word) reflection papers over the course of the term in response to the outside events* you attend. |
Field Trip, Paper | Experiential Learning | Social Studies | SDG 17 - Partnerships for the Goals |
| Week 9: Reading Guide | Science Activism: Gender, Race, and Power |
This week, three students will present 15-minute summaries of their final paper concepts. We will also have Jonathan Beckwith as a guest speaker. Readings for the first class are from Beckwith’s book, where he shares several examples of social and ethical implications of research in the life sciences, including the misuse of science to subjugate different groups of people. The last chapter we read this week describes Beckwith’s efforts to work within the existing power structure of biology research to shift it to greater social responsibility. Such change often occurs so slowly that it only becomes apparent after several decades. We will compare the original report of the ELSI Working Group’s plans with a later article seeking to apply the lessons learned to nanotechnology research. The implications for present-day MIT should be apparent. |
Discussion, Reading | Other | Activism | SDG 16 - Peace, Justice & Strong Institutions |