Lessons & Activities Search
Title | MIT Course | Preview | Type of Activity | Instructional Approach | Content Area | SDG |
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Forecasting | D-Lab: Supply Chains |
Problem set on forecasting from the course D-Lab: Supply Chains. |
Problem Set | Other | Supply Chain | SDG 8 - Decent Work & Economic Growth |
Ocean Carbon System | Climate Physics and Chemistry |
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. |
Problem Set | Other | Chemistry, Physics | SDG 14 - Life Below Water |
WASH Term Project | D-Lab: Water Sanitation and Hygiene |
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. |
Paper, Presentation, Project | Inquiry-Based Learning | Interdisciplinary | SDG 6 - Clean Water & Sanitation |
Assignment 1 The Earth's Radiation Budget | Atmosphere, Ocean and Climate Dynamics |
The global energy balance is important for Earth's climate. When visible radiation from the Sun reaches the Earth, some of it is reflected or scattered directly back into space as shortwave radiation (the percent reflected is known as albedo) and some of it is absorbed. In the absence of clouds, absorption happens mainly at the surface. The absorbed energy warms the Earth's surface, which, in turn, emits this energy at a longer wavelength (infrared rather than visible light). The purpose of this assignment is to get you thinking about the Earth's radiation budget and the sorts of phenomena which may influence that budget. The description of the datasets is taken from a class taught by Schlosser, Pfirman and Ting at Columbia University. |
Problem Set | Other | Fluid Dynamics | SDG 15 - Life on Land |
Idea Generation and Concept Evaluation | 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. |
Other | Experiential Learning | Design | SDG 15 - Life on Land |
Assignment 7 | Building Technology Laboratory |
The third week of our airflow lab focuses on simulation:
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Modeling/Simulation | Experiential Learning | Architecture | SDG 11 - Sustainable Cities & Communities |
Assignment 2 | Environmental Policy and Economics |
Problem set for the course Environmental Policy and Economics. |
Problem Set | Other | Economics | SDG 8 - Decent Work & Economic Growth |
Project 4: General Circulation | Weather and Climate Laboratory |
In this final project, we draw together some of the ideas explored in Projects 1, 2, and 3 and apply them to study, using atmospheric data and a rotating annulus, aspects of the general circulation of the atmosphere.
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Oral Presentation, Report | Inquiry-Based Learning | Climate | SDG 15 - Life on Land |
Oral Presentation | Exploring Sea, Space, & Earth: Fundamentals of Engineering Design |
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. |
Oral Presentation | Experiential Learning | Engineering | SDG 9 - Industry, Innovation & Infrastructure |
Lab 10: Atmosphere-Water Exchange | 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. |
Lab | Experiential Learning | Environmental Transport Processes | SDG 15 - Life on Land |