Lessons & Activities Search

Title MIT Course Previewsort ascending Type of Activity Instructional Approach Content Area SDG
WASH Tutorial D-Lab: Water Sanitation and Hygiene

Students, individually, or in groups of two or three, will sign up for and give a 15-minute WASH tutorial to the class on a selected water/sanitation/hygiene topic. Your topic can be on any subject within the field of water, sanitation, hygiene, or environment. Some may focus on specific technologies, while others will do demonstrations, skills training, or share success stories of case studies, designs, policies, plans, or engineered solutions.

Presentation Inquiry-Based Learning Interdisciplinary SDG 6 - Clean Water & Sanitation
National Environmental Policy-making Introduction to Environmental Policy and Planning

Given what you have read in Unit 1 and what we have discussed in class, provide the simplest model you can of national environmental policy-making for any country you choose. 

Paper Place-Based Learning Urban Studies SDG 11 - Sustainable Cities & Communities
Quiz 2 D-Lab I: Development

This is a quiz, with open-ended questions from D-Lab I: Development.

Exam Other Development SDG 9 - Industry, Innovation & Infrastructure
Problem Set 2: Species Competition Ecology II: Engineering for Sustainability

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.”

Modeling/Simulation Experiential Learning Civil Engineering, Environmental Engineering SDG 15 - Life on Land
Technical Reports Exploring Sea, Space, & Earth: Fundamentals of Engineering Design

Both of these reports should be well-structured, with introductions, body and conclusions. 

  1. Technical report 1 (PDF): This TR will detail the data obtained from testing the motors. Highlight the pros/cons of the motor/prop combination and present your data for thrust, etc.
  2. Technical report 2: This TR will detail your data collected in the Charles River Basin and Boston Harbor areas.
Report Inquiry-Based Learning Engineering SDG 9 - Industry, Innovation & Infrastructure
Homework 7 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
Problem Set 4: Conduction and Subsidence Physics and Chemistry of the Terrestrial Planets

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

Problem Set Other Chemistry, Physics SDG 15 - Life on Land
Problem Set 6: Geomagnetism and Paleomagnetis Physics and Chemistry of the Terrestrial Planets

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

Problem Set Other Chemistry, Physics SDG 15 - Life on Land
Visual Comfort and Electric Lighting (Assignment 6) Environmental Technologies in Buildings

The goal of this assignment is check your final daylighting design from Assignment 5 for potential areas of glare and remedy them as well as to design an electric lighting concept for your design. As a target level, the electric lighting should provide around 300lux on all key working surfaces and around 150lux in all circulation areas.

Modeling/Simulation Experiential Learning Architecture SDG 11 - Sustainable Cities & Communities
Final Presentations (Ethics in your Life) Ethics In Your Life: Being Thinking Doing (or Not?)

During the last two classes of the term, each student will give a 5–7 minute presentation on their own ethical perspective, as developed over the course of the term.

The presentation should begin with a clear statement of your question or topic and its ethical significance, and then explain how your thinking on the topic has progressed over the semester.

We are looking for you not to just state your opinion on a question, but to think about it in some depth and show us how your line of thought has changed over the course of your investigation. If you've changed your mind on the question, great; but if you haven't changed your mind, that's fine too. If you don't have a settled opinion and are still unsure what to think, even better! We just want to hear how you've engaged with alternative points of view on the question and what you've learned from doing so.

Presentation Inquiry-Based Learning Social Studies SDG 17 - Partnerships for the Goals