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This website features work from the completion of Phase 1 of the SCALES Project.

We are currently seeking partnerships for Phase 2.

Sustainable Design

  • Embodied Energy Evaluation

    Embodied Energy Evaluation

    Read more: Embodied Energy Evaluation

  • Wheelchairs and Cook Stoves Assessment

    List the design features of each of the wheelchairs and cook stoves shown below that were driven by each of the ‘bilities that we discussed in class. Refer to the reading assignments for additional information on the materials, techniques and processes used in the manufacture of both wheelchairs and cook stoves. On a separate page, discuss what you think were the major drivers of each design, and what trade-offs were made. 

    Read more: Wheelchairs and Cook Stoves Assessment

  • Book Group

    The four books that comprise Reading Assignment #7 are divided among four groups of students

    • Small is Beautiful
    • Gaviotas
    • Cradle to Cradle
    • Fortune at the Bottom of the Pyramid
    Read more: Book Group

  • Discussion Questions 2

    Write short answers to the following questions and submit them.

    Read more: Discussion Questions 2

  • Technology Critique

    Interact with and critique technology from a variety of perspectives

    Read more: Technology Critique

  • Discussion Questions 1

    Write short answers to the following questions and submit them.

    Read more: Discussion Questions 1

  • Design@MIT

    Consider the objects and products you encounter every day while at MIT—all of these were designed. When looking at a design, it’s important to be critical, but in a constructive manner. It’s also important to recognize that there are very few instances where a design is totally great or totally terrible; there are typically good parts of a poor design, and vice versa.

    Take a picture of two very different objects or products, one that you believe is a relatively bad design, and one that is a relatively good design. Discuss the pros and cons of each design, and why you have come to your overall “good” or “bad” conclusion. Also discuss what trade-offs and constraints the designers likely faced in developing these products, and how these challenges were managed.

    Read more: Design@MIT

  • Laboratory

    Part of the exploration of the materials and engineering aspects of each case study will be accomplished through hands-on laboratory experience with the materials in question: glass, copper and its alloys, and rubber.

    Read more: Laboratory

  • Written Assignments

    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.

    Read more: Written Assignments

  • Group Presentations

    Students will be assigned to choose one material represented by each of the three case study groups: glass, metal, or rubber. Each group will research one aspect of the chosen material and make a group presentation at the end of the corresponding unit.

    Read more: Group Presentations

Notice something that doesn’t seem right? Want to make a suggestion or provide feedback about how something is classified? 
Please reach out to esi [at] mit.edu and include SCALES Website in the subject of your email.
Feedback and any actions taken with regards to the feedback, will be shared as they are addressed.