printer friendly pageME 303: Soft Composites and Soft Robotics (MATSCI 333)
Fundamentals of soft materials and soft composites in the aspects of mechanical characterization, polymer physics, mechanics, finite-element-analysis of large deformation, and advanced material fabrication including different 3D printing technologies. Stimuli-responsive soft composites for soft robotics and shape-morphing structures will be introduced. Examples such as material systems that respond to magnetic field, electrical field, pneumatic pressure, light, and heat will be discussed. Prerequisites:
ME80
Terms: Aut
| Units: 3
ME 305: Dynamics and Feedback Control of Living Systems (BIOE 305)
In this course, students will explore feedback control mechanisms that living organisms (cells) implement to execute their function. In addition, students will learn the basics of re-engineering feedback control systems in order for cells to execute new decision making behaviors. The focus will be on molecular level feedback control mechanisms for single cells with mention of cooperative feedback control for multicellular coordination as time permits. We will incorporate principles from Systems Biology, Control and Dynamical Systems Theory with Numerical and Stochastic Simulation. Basic biological mechanisms will be reviewed within the course to provide context and conceptual understanding. Ultimately, students with interest in control theoretic applications will learn how to use notions from control theory to accurately reason about cellular behavior.
Terms: Aut
| Units: 3
Instructors:
Mayalu, M. (PI)
;
Huang, Y. (TA)
ME 306: Engineering Design Theory in Practice
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.
Last offered: Winter 2018
ME 308: Carbon Dioxide and Methane Removal, Utilization, and Sequestration (EARTHSYS 308, ENERGY 308, ENVRES 295, ESS 308)
This is a seminar on carbon dioxide and methane removal, utilization, and sequestration options, and their role in decarbonizing the global energy system. This course will cover topics including the global carbon balance, utilizing atmospheric carbon in engineered solutions, recycling and sequestering fossil-based carbon, and enhancing natural carbon sinks. The multidisciplinary lectures and discussions will cover elements of technology, economics, policy and social acceptance, and will be led by a series of guest lecturers.
Terms: Aut
| Units: 1
Instructors:
Benson, S. (PI)
;
Field, C. (PI)
;
Jackson, R. (PI)
;
Saltzer, S. (PI)
;
Bradley, K. (TA)
ME 310A: Global Engineering Design Thinking, Innovation, and Entrepreneurship
The ME310ABC sequence immerses students in a real-world, engineering design experience in the spirit of a Silicon Valley start-up, managing the uncertainty inherent in entrepreneurial design. Teams of Stanford graduate students often partner with similar teams at international universities for a global perspective. Design challenges are frequently at the human interface: to robots, transportation devices, manufacturing, or medical technologies (
http://me310.stanford.edu). In ME310A teams integrate corporate and market context, user definitions and need-finding, research on competing technologies, and focused early prototyping to deliver a proposal for detailed design in ME310BC.
Terms: Aut
| Units: 4
ME 310B: Global Engineering Design Thinking, Innovation, and Entrepreneurship
ME310BC is a two-quarter continuation of ME310 and typically requires ME310A as a prerequisite. In ME310B the focus is on detailed design and prototyping of novel components and systems, often re-framing the problem and identifying new user populations in light of new information. ME310C focuses on making the design credible from an engineering and business perspective. Teams perform user testing and explore pre-production manufacturing techniques to create their final prototypes. They present their solutions at the EXPE (
http://expe.stanford.edu) and produce a report that documents not only the final solutions but also the alternatives considered. Final reports are archived in the Stanford Engineering Libraries: ME310 Project Based Engineering, Digital Collection.
Terms: Win
| Units: 4
ME 310C: Global Engineering Design Thinking, Innovation, and Entrepreneurship
ME310BC is a two-quarter continuation of ME310 and typically requires ME310A as a prerequisite. In ME310B the focus is on detailed design and prototyping of novel components and systems, often re-framing the problem and identifying new user populations in light of new information. ME310C focuses on making the design credible from an engineering and business perspective. Teams perform user testing and explore pre-production manufacturing techniques to create their final prototypes. They present their solutions at the EXPE (
http://expe.stanford.edu) and produce a report that documents not only the final solutions but also the alternatives considered. Final reports are archived in the Stanford Engineering Libraries: ME310 Project Based Engineering, Digital Collection.
Terms: Spr
| Units: 4-5
ME 311: Leading Design Teams
This class teaches students how to be an effective design team leader using the construct of a multifunction new product development (NPD) team and conceptually places students as the leader of a NPD team - the Product Manager. Topics include leadership self-awareness, a review of various leadership styles and skills in diagnosing team dynamics. The understanding and motivation of non-design engineering members of an NPD team (i.e., Sales, Marketing, Finance, HR) will be explored. Classroom activity will include interactive discussion of case studies, hands-on practice of skills, simulations, outside speakers and team presentations. Homework will include case study and source material reading, weekly reflection journals and outside research. A summary presentation of a leadership exemplar will serve as the final exam.
Last offered: Winter 2021
ME 312: Communication in Design
Communication of design information, ideas, and concepts is central to successful design projects. In this course you will learn about various forms of communication and when/how to apply them in the design process. Topics covered include: structuring communication, selecting key points to communicate, communicating technical information to a non-technical audience. Approaches include: videography, presentations, public speaking. Visual approaches: sketching, storyboarding, journey maps, figures and charts. This course does not cover within-team communication.
Last offered: Spring 2019
ME 313: Human Values and Innovation in Design
Introduction to the philosophy and practice of the Design Impact program. Hands-on design projects are used as vehicles for learning design thinking's tools and methodology. The relationships among technical, human, aesthetic, and business concerns, and drawing, prototyping, and story-telling a will be explored. The focus is on design thinking process and mindsets including: empathy, point of view, ideation, prototyping and testing. For master's students in the Design Impact program only. For a general introduction to design thinking, see
ME 377: Design Thinking Studio, taught Autumn and Winter quarters.
Last offered: Autumn 2020
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