Results for ENGR

Introduction to engineering analysis using the principles of engineering solid mechanics. Builds on the math and physical reasoning concepts in Physics 41 to develop skills in evaluation of engineered systems across a variety of fields. Foundational ideas for more advanced solid mechanics courses such as ME80 or CEE101A. Interactive lecture sessions focused on mathematical application of key concepts, with weekly complementary lab session on testing and designing systems that embody these concepts. Limited enrollment, subject to instructor approval. Pre-requisite: Physics 41.

The application of Newton's Laws to solve 2-D and 3-D static and dynamic problems, particle and rigid body dynamics, freebody diagrams, and equations of motion, with application to mechanical, biomechanical, and aerospace systems. Computer numerical solution and dynamic response. Prerequisites: Calculus (differentiation and integration) such as MATH 41; and ENGR 14 (statics and strength) or a mechanics course in physics such as PHYSICS 41.

A high-level look at techniques for analyzing and designing complex, multidisciplinary engineering systems, such as aircraft, spacecraft, automobiles, power plants, cellphones, robots, biomedical devices, and many others. The need for multi-level design, modeling and simulation approaches, computation-based design, and hardware and software-in-the-loop simulations will be demonstrated through a variety of examples and case studies. Several aspects of system engineering will be applied to the design of large-scale interacting systems and contrasted with subsystems such as hydraulic systems, electrical systems, and brake systems. The use of design-thinking, story-boarding, mockups, sensitivity analysis, simulation, team-based design, and the development of presentation skills will be fostered through several realistic examples in several fields of engineering.

An introduction and overview to the challenges and opportunities of energy supply and consumption. Emphasis on energy technologies where chemistry and engineering play key roles. Review of energy fundamentals along with historical energy perspectives and current energy production technologies. In depth analysises of solar thermal systems, biofuels, photovoltaics and electrochemical devices (batteries and fuel cells). Prerequisites: high school chemistry or equivalent.

First portion of the former ENGR 40, for students not pursuing degree in Electrical Engineering. Instruction to be completed in the first seven weeks of the quarter. Students wishing to complete the equivalent of ENGR 40 should enroll in both ENGR 40A and ENGR 40B. Overview of electronic circuits and applications. Electrical quantities and their measurement, including operation of the oscilloscope. Basic models of electronic components including resistors, capacitors, inductors, and the operational amplifier. Lab. Lab assignments. Enrollment limited to 300.

Second portion of the former ENGR 40. Instruction to be completed in the final three weeks of the quarter. Students wishing to complete the equivalent of ENGR 40 should enroll in both ENGR 40A and ENGR 40B. Students cannot enroll in ENGR 40B without enrolling in ENGR 40A. Students choose one the following sections (1) Frequency response of linear circuits, including basic filters, using phasor analysis. (2) Digital hardware and software implementations of a robot car. Lab. Lab assignments. Co-requisite: ENGR 40A. Enrollment limited to 300.

Electricity and magnetism and its essential role in modern electrical engineering devices and systems, such as sensors, displays, DVD players, and optical communication systems. The topics that will be covered include electrostatics, magnetostatics, Maxwell's equations, one-dimensional wave equation, electromagnetic waves, transmission lines, and one-dimensional resonators. Pre-requisites: MATH 42 or MATH 51 or CME 100 or equivalent.

Topics include: the relationship between atomic structure and macroscopic properties of man-made and natural materials; mechanical and thermodynamic behavior of surgical implants including alloys, ceramics, and polymers; and materials selection for biotechnology applications such as contact lenses, artificial joints, and cardiovascular stents. No prerequisite.

Engineering Economics is a subset of the field of economics that draws upon the logic of economics, but adds that analytical power of mathematics and statistics. The concepts developed in this course are broadly applicable to many professional and personal decisions, including making purchasing decisions, deciding between project alternatives, evaluating different processes, and balancing environmental and social costs against economic costs. The concepts taught in this course will be increasingly valuable as students climb the carrier ladder in private industry, a non-governmental organization, a public agency, or in founding their own startup. Eventually, the ability to make informed decisions that are based in fundamental analysis of alternatives is a part of every career. As such, this course is recommended for engineering and non-engineering students alike. This course is taught exclusively online in every quarter it is offered. (Prerequisites: MATH 19 or 20 or approved equivalent.)

Optimization theory and modeling. The role of prices, duality, optimality conditions, and algorithms in finding and recognizing solutions. Perspectives: problem formulation, analytical theory, computational methods, and recent applications in engineering, finance, and economics. Theories: finite dimensional derivatives, convexity, optimality, duality, and sensitivity. Methods: simplex and interior-point, gradient, Newton, and barrier. Prerequisite: CME 100 or MATH 51 or equivalent.

Introduction to the engineering of computer applications emphasizing modern software engineering principles: object-oriented design, decomposition, encapsulation, abstraction, and testing. Emphasis is on good programming style and the built-in facilities of respective languages. No prior programming experience required. Summer quarter enrollment is limited. Alternative versions of CS106A are available which cover most of the same material but in different programming languages: Java [Fall, Win, Spr, or Sum qtr enroll in CS106A Section 1] Javascript [Fall qtr enroll in CS 106A Section 2] Python [Winter or Spring qtr enroll in CS 106A Section 3]

Abstraction and its relation to programming. Software engineering principles of data abstraction and modularity. Object-oriented programming, fundamental data structures (such as stacks, queues, sets) and data-directed design. Recursion and recursive data structures (linked lists, trees, graphs). Introduction to time and space complexity analysis. Uses the programming language C++ covering its basic facilities. Prerequisite: 106A or equivalent. Summer quarter enrollment is limited.

Intensive version of 106B for students with a strong programming background interested in a rigorous treatment of the topics at an accelerated pace. Additional advanced material and more challenging projects. Winter quarter assignments will be based in CS department research. Prerequisite: excellence in 106A or equivalent, or consent of instructor. Winter quarter enrollment limited to 30.

Introduction to environmental quality and the technical background necessary for understanding environmental issues, controlling environmental degradation, and preserving air and water quality. Material balance concepts for tracking substances in the environmental and engineering systems.

The theory and practice of teaching public speaking and presentation development. Lectures/discussions on developing an instructional plan, using audiovisual equipment for instruction, devising tutoring techniques, and teaching delivery, organization, audience analysis, visual aids, and unique speaking situations. Weekly practice speaking. Students serve as apprentice speech tutors. Those completing course may become paid speech instructors in the Technical Communications Program. Prerequisite: consent of instructor.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

Design of linear feedback control systems for command-following error, stability, and dynamic response specifications. Root-locus and frequency response design techniques. Examples from a variety of fields. Some use of computer aided design with MATLAB. Prerequisite: EE 102B, CME 102 (Math 53) or ME 161.

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 24. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See http://engr110.stanford.edu/. Designated a Cardinal Course by the Haas Center for Public Service.

This course investigates how culture, and diversity, including gender, shape who becomes an engineer, what problems get solved, and the quality of designs, technology, and products. We first examine the characteristics of engineering cultures -- what are the interactions, symbols and ideas, and practices that define engineering? We then investigate how gender and other markers of diverse identities are interdependent and culturally constructed, how gender and other kinds of diversity are experienced in engineering cultures, and how these experiences have consequence for engineering innovation and the engineering profession. Finally, we analyze examples of cultural change in engineering and implications for engineering knowledge and practice. The course involves weekly presentations by distinguished scholars and engineers, readings, short writing assignments, small-group discussion, and exercises around one's own experiences in and related to engineering. Those taking the course for 3 units will also complete a research-based project, and must take the course for a letter grade to meet the undergraduate WAY-ED requirement.

Fundamental ethical responsibilities of engineers. Ethical responsibilities to society, employers, colleagues, and clients; ethics, cost-benefit-risk analysis, and safety; informed consent; ethical responsibilities of radical engineering design; the ethics of whistleblowing; ethical issues engineers face as expert witnesses, consultants, and managers; ethical issues in engineering research, design, testing, and manufacturing; ethical issues arising from engineering work in foreign countries; and ethical issues arising from the social, cultural, and environmental contexts of contemporary engineering work. Contemporary case studies. Enrollment strictly limited to 60. Students seeking a slot must attend and complete an application at the first class session.

How do you create a successful start-up? What is entrepreneurial leadership in a large firm? What are the differences between an idea and true opportunity? How does an entrepreneur form a team and gather the resources necessary to create a great enterprise? Mentor-guided project focused on developing students' startup ideas, immersion in nuances of innovation and early stage entrepreneurship, case studies, research on the entrepreneurial process, and the opportunity to network with Silicon Valley's top entrepreneurs and venture capitalists. For undergraduates of all majors who seek to understand the formation and growth of high-impact start-ups in areas such as information, energy, medical and consumer technologies. No prerequisites. Limited enrollment.

In this lab, students develop the practical skills of data science by solving a series of increasingly difficult, real problems. Skills developed include: data manipulation, data visualization, exploratory data analysis, and basic modeling. The data challenges each student undertakes are based upon their current skills. Students receive one-on-one coaching and see how expert practitioners solve the same challenges. Limited enrollment; application required. See http://datalab.stanford.edu for more information.

Computation and visualization using MATLAB. Differential vector calculus: analytic geometry in space, functions of several variables, partial derivatives, gradient, unconstrained maxima and minima, Lagrange multipliers. Introduction to linear algebra: matrix operations, systems of algebraic equations, methods of solution and applications. Integral vector calculus: multiple integrals in Cartesian, cylindrical, and spherical coordinates, line integrals, scalar potential, surface integrals, Green¿s, divergence, and Stokes¿ theorems. Examples and applications drawn from various engineering fields. Prerequisites: 10 units of AP credit (Calc BC with 5, or Calc AB with 5 or placing out of the single variable math placement test: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext), or Math 19-21.

Analytical and numerical methods for solving ordinary differential equations arising in engineering applications: Solution of initial and boundary value problems, series solutions, Laplace transforms, and nonlinear equations; numerical methods for solving ordinary differential equations, accuracy of numerical methods, linear stability theory, finite differences. Introduction to MATLAB programming as a basic tool kit for computations. Problems from various engineering fields. Prerequisite: 10 units of AP credit (Calc BC with 5, or Calc AB with 5 or placing out of the single variable math placement test: https://exploredegrees.stanford.edu/undergraduatedegreesandprograms/#aptext), or MATH 19-21. Recommended: CME100.

Probability: random variables, independence, and conditional probability; discrete and continuous distributions, moments, distributions of several random variables. Topics in mathematical statistics: random sampling, point estimation, confidence intervals, hypothesis testing, non-parametric tests, regression and correlation analyses; applications in engineering, industrial manufacturing, medicine, biology, and other fields. Prerequisite: CME 100/ENGR154 or MATH 51 or 52.

Special studies, lab work, or reading under the direction of a faculty member. Often research experience opportunities exist in ongoing research projects. Students make arrangements with individual faculty and enroll in the section number corresponding to the particular faculty member. May be repeated for credit. Prerequisite: consent of instructor.

Technical writing in science and engineering. Students produce a substantial document describing their research, methods, and results. Prerequisite: completion of freshman writing requirements; prior or concurrent in 2 units of research in the major department; and consent of instructor. WIM for BioMedical Computation.

How to write clear, concise, and well-ordered technical prose. Principles of editing for structure and style. Applications to a variety of genres in engineering and science. This offering for CEE SDC students only.

Individualized writing instruction for students working on writing projects such as dissertations, proposals, grant applications, honors or engineering theses, journal articles, conference papers, and teaching and research statements. Weekly one-on-one conferences with writing instructors from the Technical Communication Program. Students receive close attention to and detailed feedback on their writing. No prerequisite. Grading: Satisfactory/No Credit. This course may be repeated for credit.

How to write clear, concise, and well-ordered technical prose. Principles of editing for structure and style. Applications to a variety of genres in engineering and science.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 24. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See http://engr110.stanford.edu/. Designated a Cardinal Course by the Haas Center for Public Service.

Apply the "Lean Startup" principles; "business model canvas," "customer development" and "Agile Engineering" to prototype, test, and iterate your idea while discovering if you have a profitable business model. This is the class adopted by the NSF and NIH as the Innovation Corps. Apply and work in teams. Info sessions held in November and December. Team applications required in December. Proposals can be software, hardware, or service of any kind. Projects are experiential and require incrementally building the product while talking to customers/partners each week. See course website http://stanfordleanlaunchpad.weebly.com/. Prerequisite: interest and passion in exploring whether a technology idea can become a real company. Limited enrollment.

The combination of always-on smartphones, instant access to information and global social sharing is changing behavior and shifting cultural norms. How can we design digital experiences that make this change positive? Join the d.media team and find out! This course is project-based and hands-on. Three projects will explore visual design, interaction design and behavioral design all in the context of today's technology landscape and in service of a socially positive user experience. See http://dmedia.stanford.edu, Admission by application. See dschool.stanford.edu/classes for more information.

For course assistants (CAs) and tutors in the School of Engineering tutorial and learning program. Interactive training for effective academic assistance. Pedagogy, developing course material, tutoring, and advising. Sources include video, readings, projects, and role playing.

This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.

Interdepartmental. Problems in all branches of fluid mechanics, with talks by visitors, faculty, and students. Graduate students may register for 1 unit, without letter grade; a letter grade is given for talks. May be repeated for credit.

Special studies, lab work, or reading under the direction of a faculty member. Often research experience opportunities exist in ongoing research projects. Students make arrangements with individual faculty and enroll in the corresponding section. Prerequisite: consent of instructor.

Master's and Ph.D. seminar series driven by student interests. Possible topics: time management, career choices, health and family, diversity, professional development, and personal values. Guest speakers from academia and industry, student presentations with an emphasis on group discussion. Graduate students share experiences and examine scientific research in these areas. May be repeated for credit.

In this lab, multi-disciplinary teams of students tackle high-impact, unsolved problems for social sector partners. Teams receive mentorship and coaching from Stanford faculty, domain experts, and data science experts from industry. Sample projects include innovations for: poverty alleviation in the developing world, local government services, education, and healthcare. Limited enrollment; application required. May be repeated for credit. See http://datalab.stanford.edu for more information.