Results for ME

This course is intended to be the starting point for Mechanical Engineering majors. It will cover the concepts, engineering methods, and common tools used by mechanical engineers while introducing the students to a few interesting devices. We will discuss how each device was conceived, design challenges that arose, application of analytical tools to the design, and production methods. Main class sections will include lectures, demonstrations, and in-class group exercises. Lab sections will develop specific skills in freehand sketching and computational modeling of engineering systems. Prerequisites: Physics: Mechanics, and first quarter Calculus.

The basic principles of thermodynamics are introduced in this course. Concepts of energy and entropy from elementary considerations of the microscopic nature of matter are discussed. The principles are applied in thermodynamic analyses directed towards understanding the performances of engineering systems. Methods and problems cover socially responsible economic generation and utilization of energy in central power generation plants, solar systems, refrigeration devices, and automobile, jet and gas-turbine engines.

Elements of fluid mechanics as applied to engineering problems. Equations of motion for incompressible ideal flow. Hydrostatics. Control volume laws for mass, momentum, and energy. Bernoulli equation. Dimensional analysis and similarity. Flow in ducts. Boundary layer flows. Lift and drag. Lab experiment demonstrations. Prerequisites: ENGR 14 and 30.

Mechanics of materials and deformation of structural members. Topics include stress and deformation analysis under axial loading, torsion and bending, column buckling and pressure vessels. Introduction to stress transformation and multiaxial loading. Prerequisite: ENGR 14.

Lecture/lab. Visual thinking and language skills are developed and exercised in the context of solving design problems. Exercises for the mind's eye. Rapid visualization and prototyping with emphasis on fluent and flexible idea production. The relationship between visual thinking and the creative process. Limited enrollment, attendance at first class required.

Designed to accompany 203. The fundamentals of engineering drawing including orthographic projection, dimensioning, sectioning, exploded and auxiliary views, assembly drawings, and SolidWorks. Homework drawings are of parts fabricated by the student in the lab. Assignments in 203 supported by material in 103D and sequenced on the assumption that the student is enrolled in both courses simultaneously.

The course employs a design thinking approach to help students develop a point of view about their life and career. The course focuses on an introduction to design thinking, the integration of work and worldview, and practices that support vocation formation. Includes seminar-style discussions, role-playing, short writing assignments, guest speakers, and individual mentoring and coaching. Open to juniors, seniors and 5th year coterms, all majors. Additional course information at http://www.designingyourlife.org.

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session. DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to design mindsets and practices. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Additional course information at http://www.designingyourstanford.org.

Freehand sketching, rendering, and design development. Students develop a design sketching portfolio for review by program faculty. May be repeated for credit.

Building upon foundation design principles, project-based individual / group exploration and critique facilitates a self-guided learning process, where analytical problem-solving approaches are cultivated through real-time implementation in digital tools. A series of diverse projects are brought together in conjunction with related student project portfolio development. Class Prerequisites: Students must have completed ME110 with high levels of understanding, engagement. May be repeat for credit

Lecture/lab. Characteristics of machine elements including gears, bearings, and shafts. Design for fatigue life. Electric motor fundamentals. Transmission design for maximizing output power or efficiency. Mechanism types, linkage analysis and kinematic synthesis. Team-based design projects emphasizing the balance of physical with virtual prototyping based on engineering analysis. Lab for dissection of mechanical systems and project design reviews. Prerequisites: 80, 101. Recommended: 203, ENGR 15.

Problem-finding, problem-solving, intermediate creativity methods and effective techniques for researching human factors and presenting product concepts. Individual- and team-based design projects emphasizing advanced visual thinking and prototyping skills.

The principles of heat transfer by conduction, convection, and radiation with examples from the engineering of practical devices and systems. Topics include transient and steady conduction, conduction by extended surfaces, boundary layer theory for forced and natural convection, boiling, heat exchangers, and graybody radiative exchange. Prerequisites: 70, 30 (formerly listed at ENGR30). Recommended: intermediate calculus, ordinary differential equations.

Engineering applications involving compressible flow: aircraft and rocket propulsion, power generation; application of mass, momentum, energy and entropy balance to compressible flows; variable area isentropic flow, normal shock waves, adiabatic flow with friction, flow with heat addition. Operation of flow systems: the propulsion system. Turbomachinery: pumps, compressors, turbines. Angular momentum analysis of turbomachine performance, centrifugal and axial flow machines, effect of blade geometry, dimensionless performance of turbomachines; hydraulic turbines; steam turbines; wind turbines. Compressible flow turbomachinery: the aircraft engine. Prerequisites: 70, ENGR 30.

First course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem. Projects are based on themes addressing most pressing needs of human society; for 2017-2018 the theme is clean energy. Learn and utilize industry development process; first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes engineering analysis, design risk assessment, build, test and iteration. Learn and apply professional communication skills in the areas of speaking, presenting, writing, and listening. This is the first quarter of a 2-quarter course. Students must also enroll in ME 170b; completion of 170b required to earn grade in 170a. Enrollment limited, by application only.

Directed study and research for undergraduates on a subject of mutual interest to student and staff member. Student must find faculty sponsor and have approval of adviser.

Student must find faculty honors adviser and apply for admission to the honors program.nn (Staff)

Integrated experience involving need finding, product definition, conceptual design, detail design, prototype manufacture, public presentation of outcomes, archiving and intrepreting the product realization process and its results. Presents an overview of manufacturing processes crucial to the practice of design. Corequisite: 103D or CAD experience. Recommended: 101.

Lecture/lab. The engineering and artistic execution of designing and building a bicycle frame. Fundamentals of bicycle dynamics, handling, and sizing. Manufacturing processes. Films, guest lecturers, field trips. Each student designs and fabricates a custom bicycle frame. This course is now a two part course series ME204A&B. Limited enrollment. Prerequisite: 203 or equivalent.

Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu

Learn the ins and outs of high-speed filmmaking in the digital age; writing, directing, shooting, and editing. We¿ll do it through a rapid prototyping approach to filmmaking. Whether you have tons of experience or none, you¿ll leave with new tactics that will up your storytelling, filmmaking, and design chops simultaneously. These techniques are useful whether you plan to move to Hollywood or create a video for the web.n Project-based: students will design, write, shoot, edit, and screen a short film in the span of one week. It¿s going to be quick but intense, kind of like cross-fit for your storytelling and video creating muscles. You¿ll sweat a bit, but you¿ll feel confident afterwards. Students should be prepared to spend significant amount of out of class work-time creating movies: for one week + one weekend, see "Notes" for specific dates. Admission by application. See dschool.stanford.edu/classes for more information.

Technologies involved in mechatronics (intelligent electro-mechanical systems), and techniques to apply this technology to mecatronic system design. Topics include: electronics (A/D, D/A converters, op-amps, filters, power devices); software program design, event-driven programming; hardware and DC stepper motors, solenoids, and robust sensing. Large, open-ended team project. Prerequisites: ENGR 40, CS 106, or equivalents.

Summary project using knowledge, methodology, and skills obtained in Product Design major. Students implement an original design concept and present it to a professional jury. Prerequisite: 216A.

Lecture/lab. Second in team design project series on programmable electromechanical systems design. Topics: user I/O, timer systems, interrupts, signal conditioning, software design for embedded systems, statecharts, sensors, actuators, noise, and power supplies. Lab fee. Limited enrollment. Prerequisite: 218A or passing the smart product design fundamentals proficiency examination.

The course follows the patent application process through the important stages: inventor interviews, patentability analysis, drafting claims, drafting a specification, filing a patent application, and responding to an office action. The subject matter and practical instruction relevant to each stage are addressed in the context of current rules and case law. The course includes four written assignments: an invention capture, a claim set, a full patent application, and an Office Action response.Pre-requisites: Law 326 (IP:Patents), Law 409 (Intro IP), ME 208, or MS&E 278.

Formerly CEE 261. An introduction to the analysis and modeling of wind energy resources and their extraction. Topics include the physical origins of atmospheric winds; vertical profiles of wind speed and turbulence over land and sea; the wind energy spectrum and its modification by natural topography and built environments; theoretical limits on wind energy extraction by wind turbines and wind farms; modeling of wind turbine aerodynamics and wind farm performance. Final project will focus on development of a new wind energy technology concept. Prerequisites: CEE 262A or ME 351A

Students design and fabricate a highly refined chair. The process is informed and supported by historical reference, anthropometrics, form studies, user testing, material investigations, and workshops in wood steam-bending, plywood forming, metal tube bending, TIG & MIG welding, upholstery & sewing. Pre-req: ME 203 Design and Manufacturing. May be repeat for credit.

The seminar will feature guest lectures from industry and academia to discuss the state of the affairs in the field of Robotics, Artificial Intelligence (AI), and how that will impact the future Education. The time of robotics/AI are upon us. Within the next 10 to 20 years, many jobs will be replaced by robots/AI. We will cover hot topics in Robotics, AI, how we prepare students for the rise of Robotics/AI, how we Re-design and Re-invent our education to adapt to the new era

Students from different backgrounds work on real-world design challenges. The Design Thinking process with emphasis on: ethnographic techniques, need finding, framing and concept generation. The Design Thinking process as a lens to explore ways to better understand people and their culture. Cultural differences as a source of design inspiration, with the understanding that design itself is a culturally embedded practice.

Experimental techniques to study human and animal movement including motion capture systems, EMG, force plates, medical imaging, and animation. The mechanical properties of muscle and tendon, and quantitative analysis of musculoskeletal geometry. Projects and demonstrations emphasize applications of mechanics in sports, orthopedics, and rehabilitation.

Introduction to the mechanical behaviors of biological tissues in health and disease. Overview of experimental approaches to evaluating tissue properties and mathematical constitutive models. Elastic behaviors of hard tissues, nonlinear elastic and viscoelastic models for soft tissues.

Technologies from the steam engine to the microprocessor have been mixed gifts, at once benefitting humankind and creating many of the problems facing humanity today. This class will explore how innovators can use forecasting methods to identify new challenges, develop responsive innovations and anticipate unintended consequences. Students will produce a long-range forecast project, applying a variety of methodologies including research, expert interviews and graphical exploration.

Skills involved in working with precious metals at a small scale. The course gives equal attention to design and the techniques involved in investment casting.

For master's students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the Student Services Office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.

For Ph.D. students. Educational opportunities in high technology research and development labs in industry. Students engage in internship work and integrate that work into their academic program. Following internship work, students complete a research report outlining work activity, problems investigated, key results, and follow-up projects they expect to perform. Meets the requirements for curricular practical training for students on F-1 visas. Student is responsible for arranging own internship/employment and faculty sponsorship. Register under faculty sponsor's section number. All paperwork must be completed by student and faculty sponsor, as the student services office does not sponsor CPT. Students are allowed only two quarters of CPT per degree program. Course may be repeated twice.

Geometric interpretation of partial differential equation (PDE) characteristics; solution of first order PDEs and classification of second-order PDEs; self-similarity; separation of variables as applied to parabolic, hyperbolic, and elliptic PDEs; special functions; eigenfunction expansions; the method of characteristics. If time permits, Fourier integrals and transforms, Laplace transforms. Prerequisite: CME 200/ME 300A, equivalent, or consent of instructor.

Automated vehicles are on the verge to productization and have been subject to a lot of news recently: GM bought a self-driving tech startup for presumably more than $1 billion. BMW, Intel and MobilEye teamed up to "bring fully autonomous driving to streets by 2021". Uber acquired Otto (another startup) for reportedly $680 million to lead Uber¿s self-driving car effort. MobilEye and Delphi announced "a partnership for Level 4/5 automated Driving solution for 2019". Ford announced to put a fleet of Level 4 autonomous vehicles on the road in 2021. Tesla is continuing to working on its Autopilot. Intel bought MobilEye. Sounds exciting ¿ if you have an idea what the terms and levels mean, and what the technology actually is, which is driving the vehicle automation. This class will provide a holistic introduction to the field of vehicle automation: The first three lectures will provide an overview, clarify terminology and categories, and dive into the legal and policy aspects of automated driving. The next three lectures discuss the technologies enabling vehicle automation and outline applications. Students are asked to work on a class assignment in groups discussing current topics of vehicle automation. The results of the group work will be presented in the final 2 lectures of the class. This is the second course of a 3-quarter seminar series, which build on one another but can be taken independently. This course, lectured by an industry expert, will introduce students to the technology behind the systems, the benefits, challenges, and future perspectives of this exciting field. Students will develop an understanding for the interactions of the technology, business, and public policies with a specific automotive focus.

What is high performance in design? How could you improve your performance as a designer? Theories and frameworks from research into engineering design and design thinking are translated into action for developing insights into your design behavior and to develop strategies to improve design performance. Focus on performance in four aspects of design thinking: design as social activity, cognitive activity, physical activity and learning activity. Practice of effective team behaviors for concept generation, decision-making, and conflict-handling. Cognitive strategies from design as problem-solving, design as reflection-in-action, and C-K Theory. Prototyping performance improvements through media cascade and boundary object frameworks. Application of Perception-Action framework for improving self-learning in design. Students engage in multiple projects and a lab component.

Your team has RE-framed a solid human-centric need/problem. You have your X. Now explore the solution space. Search for the dark-horse (the impossible solution that actually works). ME310B and ME310C are a single course with one grade in June. Your interdisciplinary team-of-teams is challenged by your industry partners to achieve break-through-innovation. In late March, Stanford students typically visit their international partners to converge on one solution path to be made REAL by June.

The objective of this course is to help students forge a new identity as a design leader. Most people find the transition from individual contributor to team leader challenging because it¿s the first time that work needs to get done through others rather than doing things yourself. In a team leader role, you need to focus on getting things done and motivating, developing, and communicating with people. There is a balancing act between tasks and people and yet there is no simple rule to follow. Letting go of your identity as an individual contributor and helping you embrace a new one as a team leader is the first step into a design leadership role. This course will give you the language and concepts that will allow you to reflect on your own design leadership experience and growth while practicing it.

This class focuses on individuals and their psychological well being. The class delves into how students perceive themselves and their work, and how they might use design thinking to lead a more creative and committed life. As a participant you read parts of a different book each week and then engage in exercises designed to unlock learnings. In addition, there are two self-selected term project dealing with either eliminating a problem from your life or doing something you have never done before. Apply the first day during class. Attendance at first session is mandatory; otherwise, at most one absence is acceptable.

Design course focusing on an integrated suite of computer tools: rapid prototyping, solid modeling, computer-aided machining, and computer numerical control manufacturing. Students choose, design, and manufacture individual products, emphasizing individual design process and computer design tools. Structured lab experiences build a basic CAD/CAM/CNC proficiency. Limited enrollment. Prerequisite: consent of instructor.

Robotics foundations in modeling, design, planning, and control. Class covers relevant results from geometry, kinematics, statics, dynamics, motion planning, and control, providing the basic methodologies and tools in robotics research and applications. Concepts and models are illustrated through physical robot platforms, interactive robot simulations, and video segments relevant to historical research developments or to emerging application areas in the field. Recommended: matrix algebra.

The rational design of linkages. Techniques to determine linkage proportions to fulfill design requirements using analytical, graphical, and computer based methods.

Study of the design and control of haptic systems, which provide touch feedback to human users interacting with virtual environments and teleoperated robots. Focus is on device modeling (kinematics and dynamics), synthesis and analysis of control systems, design and implementation, and human interaction with haptic systems. Coursework includes homework/laboratory assignments and a research-oriented project. Directed toward graduate students and advanced undergraduates in engineering and computer science. Prerequisites: dynamic systems and MATLAB programming. Suggested experience with programming, feedback control design, and hardware prototyping.

This project based course will cover the application of engineering analysis methods learned in the Mechanics and Finite Element series to real world problems involving the mechanical analysis of a proposed device or process. Students work in teams, and each team has the goal of solving a problem defined jointly with a sponsoring company or research group. Each team will be mentored by a faculty mentor and a mentor from the sponsoring organization. The students will gain experience in the formation of project teams; interdisciplinary communication skills; intellectual property; and project management. Course has limited enrollment.

Newton, Euler, momentum, and road-map methods and computational tools for 3-D force and motion analysis of multibody systems. Power, work, and energy. Numerical solutions (e.g., MATLAB, etc.) of nonlinear algebraic and differential equations governing the static and dynamic behavior of multiple degree of freedom systems.

Finite element methods for linear dynamic analysis. Eigenvalue, parabolic, and hyperbolic problems. Mathematical properties of semi-discrete (t-continuous) Galerkin approximations. Modal decomposition and direct spectral truncation techniques. Stability, consistency, convergence, and accuracy of ordinary differential equation solvers. Asymptotic stability, over-shoot, and conservation laws for discrete algorithms. Mass reduction. Applications in heat conduction, structural vibrations, and elastic wave propagation. Computer implementation of finite element methods in linear dynamics. Implicit, explicit, and implicit-explicit algorithms and code architectures.

Introduction to the theories of elasticity, plasticity and fracture and their applications. Elasticity: Definition of stress, strain, and elastic energy; equilibrium and compatibility conditions; and formulation of boundary value problems. Stress function approach to solve 2D elasticity problems and Green’s function approach in 3D. Applications to contact and crack. Plasticity: Yield surface, associative flow rule, strain hardening models, crystal plasticity models. Applications to plastic bending, torsion and pressure vessels. Fracture: Linear elastic fracture mechanics, J-integral, Dugdale-Barrenblatt crack model. Applications to brittle fracture and fatigue crack growth. Computer programming in Matlab is used to aid analytic derivation and numerical solutions.

Design experiments to learn about the relationship between users and products, with an emphasis on quantitative output that is tested with statistics. Students will be exposed to all components of the experimental design process: research proposition, literature review, detailed hypotheses, method selection, experimental instruments, subject selection, pilot studies, analysis approaches, reporting results, and discussing conclusions. Students will receive human subjects training and complete the IRB certificate. Possible experiment design tools include in-person observation and interviews, web surveys, and eye-tracking.

Feedback from users is fundamental to good design. Often this feedback is collected in the form of a survey, resulting in data requiring both analysis and synthesis. Course content will be delivered via live and on-line video lectures, with group classroom time dedicated to completing the lab assignments. You will learn the specific skills necessary to design, launch and collect data using an online survey tool (Qualtrics), how to analyze the results using R for Statistical Computing, and to create simple graphical representations of statistical data. This course is designed to complement ME341 ¿ Design Experiments although enrollment in ME341 is not a prerequisite for this course. One-unit credit requires completion of an analysis project using data collected as part of this class. Auditors welcome.

Cell mechanobiology topics including cell structure, mechanical models, and chemo-mechanical signaling. Review and apply methods for controlling and analyzing the biomechanics of cells using traction force microscopy, AFM, micropatterning and cell stimulation. Practice and theory for the design and application of methods for quantitative cell mechanobiology.

The mechanism and occurrences of fatigue of materials. Methods for predicting fatigue life and for protecting against premature fatigue failure. Use of elastic stress and elastic-plastic strain analyses to predict crack initiation life. Use of linear elastic fracture mechanics to predict crack propagation life. Effects of stress concentrations, manufacturing processes, load sequence, irregular loading, multi-axial loading. Subject is treated from the viewpoints of the engineer seeking up-to-date methods of life prediction and the researcher interested in improving understanding of fatigue behavior. Prerequisite: undergraduate mechanics of materials.

Laminar viscous fluid flow. Governing equations, boundary conditions, and constitutive laws. Exact solutions for parallel flows. Creeping flow limit, lubrication theory, and boundary layer theory including free-shear layers and approximate methods of solution; boundary layer separation. Introduction to stability theory and transition to turbulence, and turbulent boundary layers. Prerequisite: 351A.

Physical description of heat conduction in solids, liquids, and gases. The heat diffusion equation and its solution using analytical and numerical techniques. Data and microscopic models for the thermal conductivity of solids, liquids, and gases, and for the thermal resistance at solid-solid and solid-liquid boundaries. Introduction to the kinetic theory of heat transport, focusing on applications for composite materials, semiconductor devices, micromachined sensors and actuators, and rarefied gases. Prerequisite: consent of instructor.

Topics include quasi-one-dimensional isentropic flow in variable area ducts, normal shock waves, oblique shock and expansion waves, flow in ducts with friction and heat transfer, unsteady one-dimensional flow, and steady two-dimensional supersonic flow.

Survey of the physics underlying a wide range of microfluidic devices. Course will review basic, simple principles around fluid flow; convective heat and mass transfer; flows of bubbles, drops, and particles; Brownian particles; Taylor dispersion; capillarity; electrokinetics; mixing; jetting; and chemical reactions. Applications of these systems include molecular diagnostics, genetic and proteomic analysis, single-cell analysis, chemical detection, microelectronics cooling, and studies of basic physics and chemistry. We will review recent scientific literature with a goal of deducing simplified explanations, scaling arguments, and back-of-the-envelope approximations of the relevant physics and device performance.

Introduction to partially ionized gases and the nature of gas discharges. Topics: the fundamentals of plasma physics emphasizing collisional and radiative processes, electron and ion transport, ohmic dissipation, oscillations and waves, interaction of electromagnetic waves with plasmas. Applications: plasma diagnostics, plasma propulsion and materials processing. Prerequisite: 362A or consent of instructor.

The spectroscopy of gases and laser-based diagnostic techniques for measurements of species concentrations, temperature, density, and other flow field properties. Topics: electronic, vibrational, and rotational transitions; spectral lineshapes and broadening mechanisms; absorption, fluorescence, Rayleigh and Raman scattering methods; collisional quenching. Prerequisite: 362A or equivalent.

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information

In this two-quarter course series ( BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new health technologies to address them, and plan for their implementation into patient care. During the first quarter (winter 2018), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2018), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent health technology experts and/or investors. Class sessions include faculty-led instruction and case studies, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.

Development of quantitative device models for complex energy systems, including fuel cells, reformers, combustion engines, and electrolyzers, using thermodynamic and transport analysis. Student groups work on energy systems to develop conceptual understanding, and high-level, quantitative and refined models. Advanced topics in thermodynamics and special topics associated with devices under study. Prerequisite: 370A.

Heat of reaction, adiabatic flame temperature, and chemical composition of products of combustion; kinetics of combustion and pollutant formation reactions; conservation equations for multi-component reacting flows; propagation of laminar premixed flames and detonations. Prerequisite: 362A or 370A, or consent of instructor.

This course provides an introduction to both combustion synthesis of functional nanomaterials and nanotechnology. The first part of the course will introduce basic principles, synthesis/fabrication techniques and application of nanoscience and nanotechnology. The second part of the course will discuss combustion synthesis of nanostructures in zero-, one- two- and three- dimensions, their characterization methods, physical and chemical properties, and applications in energy conversion systems.

Design Thinking Studio is an immersive introduction to design thinking. You will engage in the real world with your heart, hands and mind to learn and apply the tools and attitudes of design. The class is project-based and emphasizes adopting new behaviors of work. Fieldwork and collaboration with teammates are required and are a critical component of the class. Application required, see dschool.stanford.edu/classes for more information.

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, from engineering design; socio cognitive psychology; and art that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, and small group challenges. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations. Graduate and Co-Term students from all programs welcome.

Directed study for graduate engineering students on subjects of mutual interest to student and staff member. May be used to prepare for experimental research during a later quarter under 392. Faculty sponsor required.

Graduate engineering students undertake experimental investigation under guidance of staff member. Previous work under 391 may be required to provide background for experimental program. Faculty sponsor required.

Required of Ph.D. candidates in solid mechanics. Guest speakers present research topics related to mechanics theory, computational methods, and applications in science and engineering. May be repeated for credit.

What do designers do when they do design? How can their performance be improved? Topics change each quarter. May be repeated for credit.

Investigation of some engineering problems. Required of Engineer degree candidates

Continuation of ME410A. Students will continue developing their invention, integrate additional engineering foresight, and develop an intrinsic innovation mindset. Ongoing discussion of industry examples and contemporary events demonstrate foresight principals and engineering leadership in action.

Lessons from real-world experiences and challenges in European startups, corporations, universities, non-profit research institutes and venture finance organizations. Speakers include entrepreneurs, leaders from global technology companies, university researchers, venture capitalists, legal experts, senior policy makers and other guests from selected European countries and regions. Geographic scope encompasses Ireland to Russia, and Scandinavia to the Mediterranean region. Enrollment open to undergraduates and graduates in any school or department at Stanford.

Transport phenomena on small-length scales appropriate to applications in microfluidics, complex fluids, and biology. The basic equations of mass, momentum, and energy, derived for incompressible fluids and simplified to the slow-flow limit. Topics: solution techniques utilizing expansions of harmonic and Green's functions; singularity solutions; flows involving rigid particles and fluid droplets; applications to suspensions; lubrication theory for flows in confined geometries; slender body theory; and capillarity and wetting. Prerequisites: 120A,B, 300, or equivalents.

Uncertainty analysis in computational science. Probabilistic data representation, propagation techniques and validation under uncertainty. Mathematical and statistical foundations of random variables and processes for uncertainty modeling. Focus is on state-of-the-art propagation schemes, sampling techniques, and stochastic Galerkin methods. The concept of model validation under uncertainty and the determination of confidence bounds estimates. Prerequisite: basic probability and statistics at the level of CME 106 or equivalent.

Required of Ph.D. students. May be repeated for credit.