Students Identify and solve a problen using the basics of TinkerCAD to create an invention.

Students research ideas online, create a rough draft design, and list materials for their prototype.

Students design and build a model, first iteration, get feedback and Beta Test, make improvements again for a second iteration.

Students reflect, recording their progress and processes, and create a presentation Pitch to sell their idea to others.

They spread like wildfire. For a new factory to beat the competition, it had to be built quickly. Laborers needed fast, cheap housing located close to work. Roads would be hastily built to connect the factory with the market. There was no grand design, and consequently, the new American city spread unpredictably. Urban sprawl had begun. But the growing beast brought benefits that raised the standard of living to new heights.

In this engineering, math, and sustainability project students answer the question, “Can I ride 53 miles on a bike from the energy of a single burrito?” They must define their variables, collect and analyze their data, and present their results. By the end of this project, developed by Allen Distinguished Educator Mike Wierusz, students should have all the information they need to design a burrito that would provide them with the exact caloric content necessary to ride 53 miles.

This activity focuses on getting the students to think about disabilities and how they can make some aspects of life more difficult. The students are asked to pick a disability and design a new kind of sport for it.

An analysis of historical structures is presented in this class, presented in themed sections based around construction materials. Structures from all periods of history are analyzed. The goal of the class is to provide an understanding of the preservation of historic structures for all students.

Students develop an app for an Android device that utilizes its built-in internal sensors, specifically the accelerometer. The goal of this activity is to teach programming design and skills using MIT's App Inventor software (free to download from the Internet) as the vehicle for learning. The activity should be exciting for students who are interested in applying what they learn to writing other applications for Android devices. Students learn the steps of the engineering design process as they identify the problem, develop solutions, select and implement a possible solution, test the solution and redesign, as needed, to accomplish the design requirements.

Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

" This is the second undergraduate design studio. It introduces a full range of architectural ideas and issues through drawing exercises, analyses of precedents, and explored design methods. Students will develop design skills by conceptualizing and representing architectural ideas and making aesthetic judgments about building design. Discussions regarding architecture's role in mediating culture, nature and technology will help develop the students' architectural vocabulary."

Establishes basic attitudes toward architectural organization and its reflection in form. Includes projects where imposed conditions of site, program, and building system emphasize the interrelationship of fundamental elements in the pattern of decision-making that constitutes architectural design. Develops presentations through drawings and models. Intended for entering M.Arch. students. Course Description This studio explores the notion of in-between by engaging several relationships; the relationship between intervention and perception, between representation and notation and between the fixed and the temporal. In the Exactitude in Science, Jorge Luis Borges tells the perverse tale of the one to one scale map, where the desire for precision and power leads to the escalating production of larger and more accurate maps of the territory. For Jean Baudrillard, "The territory no longer precedes the map nor survives it. ĺÉit is the map that precedes the territory... and thus, it would be the territory whose shreds are slowly rotting across the map." The map or the territory, left to ruin-shredding across the 'other', beautifully captures the tension between reality and representation. Mediating between collective desire and territorial surface, maps filter, create, frame, scale, orient, and project. A map has agency. It is not merely representational but operational, the experience and discursive potential of this process lies in the reciprocity between the representation and the real. It is in-between these specific sets of relationships that this studio positions itself.

This course is particularly focused on helping you develop visual literacy skills, but all the college courses you take are to some degree about information literacy. Visual literacy is really just a specialized type of information literacy. The skills you acquire in this course will help you become an effective researcher in other fields, as well.

Students learn how forces are used in the creation of art. They come to understand that it is not just bridge and airplane designers who are concerned about how forces interact with objects, but artists as well. As "paper engineers," students create their own mobiles and pop-up books, and identify and use the forces (air currents, gravity, hand movement) acting upon them.

" This is an intermediate workshop designed for students who have a basic understanding of the principles of theatrical design and who want a more intensive study of costume design and the psychology of clothing. Students develop designs that emerge through a process of character analysis, based on the script and directorial concept. Period research, design, and rendering skills are fostered through practical exercises. Instruction in basic costume construction, including drafting and draping, provide tools for students to produce final projects."

Students learn about biomimicry and how engineers often imitate nature in the design of innovative new products. They demonstrate their knowledge of biomimicry by practicing brainstorming and designing a new product based on what they know about animals and nature.

Students will understand the structural importance of the arch shape in bridge design. Students will compare and contrast modern arch bridges to historical arch bridges. Students will design and sketch their own arch bridge design.

Students will understand what a cable-stayed bridge is and its structural importance. Students will identify the different key parts of a cable-stayed bridge. Students will study how the forces of compresion and tension are distributed on this type of bridge. Students will make comparisons between cable stayed bridges and other bridges that they are familiar with. Students will design and construct a scale sketch of their own cable-stayed bridge.

Students will understand how suspension bridges work. Students will identify the main parts of a suspension bridge. Students will know the signifigance of suspension bridges to modern construction. Students will design and draw their own suspension bridge. Students will learn what civil engineers put into consideration when designing a suspention bridge.

Students will learn the geometry and structural importance of a truss which allows it to be used to make bridges. Students will work in pairs to design, build, and test the strength of their own small wooden truss bridge. Students will know the importance of materials used in truss bridges.