|Title||MIT Course||Preview||Type of Activity||Instructional Approach||Content Area||SDG|
|Counting and Observing at Key Intersections (Assignment 1)||Urban Transportation and Planning||
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.
|Field Trip||Experiential Learning||Urban Studies||SDG 11 - Sustainable Cities & Communities|
|Lab 7: Rivers||Introduction to Geology||
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.
|Lab||Experiential Learning||Geology||SDG 15 - Life on Land|
|Discussion Questions: Mastering the Machine 3||D-Lab I: Development||
See [Smillie], pp. 44-66. Please answer the following questions (maximum 2 single-spaced pages), using examples from the book where applicable.
|Paper||Other||Development||SDG 9 - Industry, Innovation & Infrastructure|
|Convection and moist processes||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|
|Week 6: 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 10 - Reduced Inequalities|
|Case Question 2||Applied Macro- and International Economics II||
Case Write-up Questions
Case: "Menem and the Populist Tradition in Argentina," HBS 9700061.
Explain 3 events from the case (such as devaluations, policy choices, growth, change in export prices, etc.). Do the diagnostic, and explain the impact using the BBNN.
|Paper||Collaborative, Small Group Learning||Economics||SDG 8 - Decent Work & Economic Growth|
|Exercise 1: Composition of the Mantle||Introduction to Geology||
Calculate the composition of the Earth’s Mantle as estimated from the sun’s composition.
|Problem Set||Other||Geology||SDG 15 - Life on Land|
|Problem Set 3||Ecology I: The Earth System||
Problem set for the course Ecology I: The Earth System.
|Problem Set||Other||Ecology||SDG 15 - Life on Land|
|Homework 16 & 17: Sketch 5||Data Storytelling Studio: Climate Change||
Start working on your idea for this sketch, and bring into class: data, audience, goals, and question.
Finish your sketch
|Sketch Story||Other||Data Visualization||SDG 15 - Life on Land|
|Detail Design, Analysis and Experimental Results||D-Lab II: Design||
This assignment prepares for the Phase 3 Design Review of detail design, analysis and experimental results.
|Discussion||Experiential Learning||Design||SDG 15 - Life on Land|