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11 - 20 of 296 results for: ME

ME 115B: Product Design Methods

Problem-finding, problem-solving, intermediate creativity methods and effective techniques for researching and presenting product concepts. Individual- and team-based design projects emphasizing advanced visual thinking and prototyping skills. Prerequisite: ME115A
Terms: Win | Units: 3 | UG Reqs: GER:DB-EngrAppSci | Grading: Letter (ABCD/NP)

ME 11AX: The Art of Product Branding

This onsite course will present a comprehensive approach to Corporate Product Branding. Students will experience firsthand the development of a product brand from naming and developing positioning to the creation of a logo, website, and collateral. As a final project, students will present their overall brands to corporate executives. This project will include field trips to the client site and workshops with naming, positioning, and design professionals each day.
Terms: Sum | Units: 2 | Grading: Satisfactory/No Credit

ME 11SC: The Art and Science of Measuring Fluid Flows

The roles of fluid flows in natural systems such as swimming protozoa and planet-forming nebulae, and technologies such as biomolecular assay devices and jet engines. The analytical background for fluid sciences. Phenomena such as shock waves and vortex formation that create flow patterns while challenging engineers. Visualization and measurement techniques to obtain full-field flow pattern information. The physics behind these technologies. Field trips; lab work. (Eaton)
Terms: not given this year | Units: 2 | Grading: Satisfactory/No Credit

ME 12SC: Hands-on Jet Engines

How jet engines transformed the world through intercontinental travel causing internationalization in daily life. Competition driving improvements in fuel economy, engine lifetime, noise, and emissions.
Terms: not given this year | Units: 2 | Grading: Satisfactory/No Credit

ME 13N: The Great Principle of Similitude

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.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Santiago, 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: Aut | Units: 3 | UG Reqs: GER:DB-EngrAppSci | Grading: Letter (ABCD/NP)
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: not given this year | Units: 1 | Grading: Satisfactory/No Credit

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: not given this year | Units: 1 | Grading: Satisfactory/No Credit

ME 16N: Energy & The Industrial Revolution - Past, Present & Future

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.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Majumdar, A. (PI)

ME 17N: Robotics Imitating Nature

Preference to freshmen. The dream of constructing robots that duplicate the functional abilities of humans and/or other animals has been promulgated primarily by science fiction writers. But biological systems provide models for the designers of robots. Building electromechanical devices that perform locomotory and sensing functions similar to those of an animal as a way of learning about how biological systems function. Walking and running machines, and the problem of giving a robot the capability to respond to its environment.
Terms: not given this year | Units: 3 | Grading: Letter or Credit/No Credit
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