Introduces the fundamentals of machine tool and computer tool use. Students work with a variety of machine tools including the bandsaw, milling machine, and lathe. Instruction given on the use of the Athena network and Athena-based software packages including MATLABĺ¨, MAPLEĺ¨, XESSĺ¨, and CAD. Emphasis on problem solving, not programming or algorithmic development. Assignments are project-oriented relating to mechanical engineering topics. It is recommended that students take this subject in the first IAP after declaring the major in Mechanical Engineering. From the course home page: This course was co-created by Prof. Douglas Hart and Dr. Kevin Otto.

This class examines the relationship between the study of natural history, both domestic and exotic, by Europeans and Americans, and exploration and exploitation of the natural world, focusing on the eighteenth and nineteenth centuries.

This course explores the social relevance of neuroscience, considering how emerging areas of brain research at once reflect and reshape social attitudes and agendas. Topics include brain imaging and popular media; neuroscience of empathy, trust, and moral reasoning; new fields of neuroeconomics and neuromarketing; ethical implications of neurotechnologies such as cognitive enhancement pharmaceuticals; neuroscience in the courtroom; and neuroscientific recasting of social problems such as addiction and violence. Guest lectures by neuroscientists, class discussion, and weekly readings in neuroscience, popular media, and science studies.

This course teaches the fundamentals of engineering operating systems. The following topics are studied in detail: virtual memory, kernel and user mode, system calls, threads, context switches, interrupts, interprocess communication, coordination of concurrent activities, and the interface between software and hardware. Most importantly, the interactions between these concepts are examined. The course is divided into two blocks; the first block introduces one operating system, UNIXĺ¨ v6, in detail. The second block of lectures covers important operating systems concepts invented after UNIXĺ¨ v6, which was introduced in 1976.

Physical Chemistry is the application of physical principles and measurements to understand the properties of matter, as well as for the development of new technologies for the environment, energy and medicine. Advanced Physical Chemistry topics include different spectroscopic methods (Raman, ultrafast and mass spectroscopy, nuclear magnetic and electron paramagnetic resonance, x-ray absorption and atomic force microscopy) as well as theoretical and computational tools to provide atomic-level understanding for applications such as: nanodevices for bio-detection and receptors, interfacial chemistry of catalysis and implants, electron and proton transfer, protein function, photosynthesis and airborne particles in the atmosphere.

This class introduces students to the interdisciplinary nature of 21st-century engineering projects with three threads of learning: a technical toolkit, a social science toolkit, and a methodology for problem-based learning. Students encounter the social, political, economic, and technological challenges of engineering practice by participating in real engineering projects with faculty and industry; this semester's major project focuses on the engineering and economics of solar cells. Student teams will create prototypes and mixed media reports with exercises in project planning, analysis, design, optimization, demonstration, reporting and team building.

The aim of this course is to introduce the principles of the Global Positioning System and to demonstrate its application to various aspects of Earth Sciences. The specific content of the course depends each year on the interests of the students in the class. In some cases, the class interests are towards the geophysical applications of GPS and we concentrate on high precision (millimeter level) positioning on regional and global scales. In other cases, the interests have been more toward engineering applications of kinematic positioning with GPS in which case the concentration is on positioning with slightly less accuracy but being able to do so for a moving object. In all cases, we concentrate on the fundamental issues so that students should gain an understanding of the basic limitations of the system and how to extend its application to areas not yet fully explored.

Mumkin offers practice materials for learners who are at a beginning, intermediate, and advanced level. Materials are grouped by difficulty level, and consists of videos in Arabic daily life followed by comprehension questions in the form of multiple choice or fill in the blank questions. Users also have the ability to read an Arabic transcription of each video. The site also provides a series of songs in Arabic that depict some aspect of contemporary Arab life along with the lyrics to the songs.

Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

Examines the intellectual foundations of the new discipline of deep sea archaeology, a convergence of oceanography, archaeology, and engineering. How best are robots and submarines employed for archaeological work? How do new technologies change operations plans, research designs, and archaeological questions? Covers oceanography, history and technology of underwater vehicles, search strategies, technology development, archaeological technique, sociology of scientific knowledge. Case studies of deep-sea projects include the wrecks of the Titanic and Monitor, Roman trading vessels in the Mediterranean, and deep research in the Black Sea.

This subject introduces the history of science from antiquity to the present. Students consider the impact of philosophy, art, magic, social structure, and folk knowledge on the development of what has come to be called "science" in the Western tradition, including those fields today designated as physics, biology, chemistry, medicine, astronomy and the mind sciences. Topics include concepts of matter, nature, motion, body, heavens, and mind as these have been shaped over the course of history. Students read original works by Aristotle, Vesalius, Newton, Lavoisier, Darwin, Freud, and Einstein, among others.

This subject exposes students to a variety of visualization techniques so that they learn to understand the work involved in producing them and to critically assess the power and limits of each. Students concentrate on areas where visualizations are crucial for meaning making and data production. Drawing on scholarship in science and technology studies on visualization, critical art theory, and core discussions in science and engineering, students work through a series of case studies in order to become better readers and producers of visualizations.

Discusses social, ethical and clinical issues associated with the development of new biotechnologies and their integration into clinical practice. Basic scientists, clinicians, bioethicists, and social scientists present on four general topics: changing political economy of biotech research; problems associated with the adaption of new biotechnologies and findings from molecular biology for clinical settings; the ethical issues that emerge from clinical research and clinical use of new technologies; and the broader social ethics associated with investigations of population genetics and social problems. Use of cases and recent literature.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

Provides an integrated approach to understanding the practice of engineering in the real world. Students research the life cycle of a major engineering project, new technology, or startup company from multiple perspectives: technical, economic, political, cultural. Emphasis on analyzing engineering artifacts, understanding documentation, framing logical arguments, communicating effectively, and working in teams.

"This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint, and planning a course. The subject is appropriate for both novices and those with teaching experience."

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

Companies and governments have to decide upon technological strategies, i.e. which products are to be developed and which processes and infrastructures are required for the future. Several tools to consider technological strategies are dealt with in this course.

In order to promote students’ conceptual understanding and learning experience in introductory statistics, a technology task, which focuses on the probability distribution in which means are defined, was created using TinkerPlots, an exploratory data analysis and modeling software. The targeted audiences range from senior high school grade levels to college freshmen who are starting their introductory course in statistics. Students will be guided to explore and discover the movement behaviors of means of a set of numbers randomly generated from a fixed range of values characterized by a predetermined probability distribution. The cognitive, mathematical, technological and pedagogical natures of the task, as well as its association with the statistics education framework based on the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by the American Statistical Association, will be elaborated. A brief discussion on what cognitive design principles this task satisfies will also be provided at the end.

The course gives knowledge of and insight into

(1) technology development from a societal perspective,
(2) a wide range of impact assessment procedures and methods to assess and regulate the potential impact of technological projects, programmes and technology policies, and
(3) ethical theories and tools to judge and manage social consequences of these initiatives.