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The rules of dimensional analysis were formulated by Isaac Newton, who called it The Great Principle of Similitude. On its surface, it is a look at the relationships between physical quantities by exploring their basic units. In fact, it is a powerful and formalized method to analyze complex physical phenomena, including those for which we cannot pose, much less solve, governing equations. Valuable to engineers and scientists as it helps perform back-of-the- envelope estimates and derive scaling laws for the design of machines and processes, the principle has been applied to the study of complex phenomena in biology, aerodynamics, chemistry, social science, astrophysics, and economics. Focus is on tools to perform such analyses. Examples include estimating the running speed of a hungry velociraptor, the probability of serious injury in a car accident, the cost of submarines, and the energy released by an atomic weapon. Students identify problems in everyday life and/or current world events to analyze with this tool.

When you flip a light switch, or drive to your neighborhood grocery store or do a Google search, it is easy to forget that we receive the benefit of 250 years of industrial revolution, which has been arguably the most remarkable period of human history. This revolution has resulted in exponential growth in the world¿s economy as well as unprecedented prosperity and improvements in our quality of life. The industrial revolution has been largely about how we sourced, distributed and used energy. It was and continues to be predominantly based on fossil energy. But the impact of our traditional energy sources on climate change is one of the most daunting issues of the 21st century because it will affect the world as a whole - the 7-10 billion people, businesses, nations, ecosystems. nnThe choice that our society is asked to make is often posed as follows: Should we continue our exponential economic growth based on fossil fuels and ignore the environment, or should we reduce our greenhouse gas emissions at the cost of our economic growth? This is a false choice because it is based on extrapolating the past. It does not account for the capacity for innovations in technology, finance and business to create sustainable energy future, one that allows the economy and our environment to be mutually inclusive. In short, we need a new industrial revolution. nnThis seminar course will: (a) provide a view of the current energy landscape and the magnitude of the challenge; (b) discuss some techno-economic trends that we are currently witnessing; and (c) identify opportunities to innovate in technology, finance and business that could create the foundations for a new industrial revolution.

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.

Students in this class will learn how to build, program, and control haptic devices, which are mechatronic devices that allow users to feel virtual or remote environments. In the process, students will gain an appreciation for the capabilities and limitations of human touch, develop an intuitive connection between equations that describe physical interactions and how they feel, and gain practical interdisciplinary engineering skills related to robotics, mechanical engineering, electrical engineering, bioengineering, and computer science. In-class laboratories will give students hands-on experience in assembling mechanical systems, making circuits, programming Arduino microcontrollers, testing their haptic creations, and using Stanford¿s student prototyping facilities. The final project for this class will involve creating a novel haptic device that could be used to enhance human interaction with computers, mobile devices, or remote-controlled robots.

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. Freshmen and Sophmores are recommended to take this section of ME101. Limited enrollment. Attend the first day of class.

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 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 and seniors of all majors. Admission to be confirmed by email to Axess registered students prior to first class session. More information at http://www.designingyourlife.org. Effective Autumn 2012, course is no longer repeatable for credit.