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1 - 10 of 245 results for: ME

ME 1A: ME THEORY

ME 10AX: Design Thinking and the Art of Innovation

This seminar will introduce students to techniques that designers use to create highly innovative solutions to wicked problems that cross domains. The project-based class will emphasize approaches to problem identification and problem solving. Along with a survey of tools such as need finding, structured brainstorming, synthesis, rapid prototyping, and visual communication, the class will include field trips to a local design firm, a robotics lab, and a prototyping lab. A secondary goal of the seminar is to introduce students to the pleasures of creative design and hands-on development of tangible solutions. Design has a unique approach to looking at both the problem domain and the solution domain in issues where technology, social issues, human behavior, and business needs overlap.
| UG Reqs: WAY-CE

ME 12N: The Jet Engine

Preference to freshmen. How a jet engine works; the technologies and analytical techniques required to understand them. Dynamics, thermodynamics, turbomachinery, combustion, advanced materials, cooling technologies, and control systems. Visits to research laboratories, examination of a partially disassembled engine, and probable operation of a small jet engine. Prerequisites: high school physics.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-EngrAppSci
Instructors: Eaton, J. (PI)

ME 14N: How Stuff Is Made

The design and engineering of products and processes, such as machining, fabric, food, and electrical goods. Tradeoffs in choice of materials, features, and process selection. Final project: students research and redesign the engineering and manufacturing aspects of a product and its processes with an eye toward sustainability. Includes several field trips to manufacturing facilities.
Terms: Win | Units: 3 | UG Reqs: GER:DB-EngrAppSci
Instructors: Pruitt, B. (PI)

ME 15: Pre-field Course for Alternative Spring Break: Design for a Sustainable World

Preparation for Alternative Spring Break trip Design for a Sustainable World: Using the design method to create human-centered solutions to address the challenges of global poverty and sustainability. Limited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more information.
Terms: Win | Units: 1
Instructors: Banerjee, B. (PI)

ME 16: Alternative Spring Break - From Classroom to Community: Science Education and Environmental Literacy

This Alternative Spring Break course and trip will examine K-12 science education in California. Though centered in the San Francisco Bay Area, we will be exploring different institutions throughout the state - schools, science museums, non-profit organizations - and their current contributions to the education of California's youth in STEM (Science, Technology, Engineering, Mathematics) fields. These institutions will help us explore the interaction between in-school and out-of-school learning, and the benefits of each. We will particularly focus on disparities (socioeconomic, regional, etc.) present in Californian science education, discussing their effects and how they can be remedied. The trip will involve conversations with teachers, students, and other professional educators centered around improvement to the current science education system in California. All told, we hope to explore the best methods for developing lasting interest and aptitude for science in California students to promote a brighter future.
Terms: Win | Units: 1
Instructors: Sheppard, S. (PI)

ME 16N: The Science of Flames

Preference to freshmen. The roles that chemistry and fluid dynamics play in governing the behaviors of flames. Emphasis is on factors that affect flame microstructure, external appearance, and on the fundamental physical and chemical processes that cause flames and fires to propagate. Topics: history, thermodynamics, and pollutant formation in flames. Trips to labs where flames are studied. Prerequisites: high school physics.
| UG Reqs: GER:DB-EngrAppSci

ME 18Q: Teamology: Creative Teams and Individual Development

Preference to sophomores. Roles on a problem solving team that best suit individual creative characteristics. Two teams are formed for teaching experientially how to develop less conscious abilities from teammates creative in those roles. Reinforcement teams have members with similar personalities; problem solving teams are composed of people with maximally different personalities.
Terms: Aut | Units: 3
Instructors: Wilde, D. (PI)

ME 21N: Renaissance Machine Design

Preference to freshmen. Technological innovations of the 1400s that accompanied the proliferation of monumental art and architecture by Brunelleschi, da Vinci, and others who designed machines and invented novel construction, fresco, and bronze-casting techniques. The social and political climate, from the perspective of a machine designer, that made possible and demanded engineering expertise from prominent artists. Hands-on projectsto provide a physical understanding of Renaissance-era engineering challenges and introduce the pleasure of creative engineering design. Technical background not required.
| UG Reqs: GER:DB-EngrAppSci

ME 23Q: The Worldly Engineer

Preference given to sophomores. Engineering, its practice and products placed in multi-disciplinary context. Topics include the history of the engineering profession and engineering education; cultural influences on design; the role of national and international public policy and economics; dependence on natural resources; environmental impact; contemporary workforce development. Emphasis is on cultivating an appreciation of these issues to enrich the educational and professional pursuit of engineering.
Terms: Spr | Units: 3
Instructors: Su, L. (PI)
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