Classroom

Professor Anant Agarwal, director of MIT’s Computer Science and Artificial Intelligence Laboratory, leads the course.

Professor Anant Agarwal, who teaches the campus course, leads the MITx course as well.

Don’t know what lumped circuit abstraction has to do with Maxwell’s equations? MITx can fix that. Starting in the world of physics with the electron, you can travel through the digital gates of new devices thanks to MIT’s new educational venture–MITx.

Just announced in December, MITx aims to stimulate research and platform development of interactive online learning tools while offering the world’s independent learners a focused course that can result in an MITx certificate.

You can sign up now to take the pilot, 6.002x Circuits and Electronics, which is based on a core electrical engineering and computer science course taught to engineering students on campus.

Here’s how it will work:

To access the course, registered students will log in at mitx.mit.edu, where they will find a course schedule, an e-textbook for the course, and a discussion board. Each week, students will watch video lectures and demonstrations, work with practice exercises, complete homework assignments, and participate in an online interactive lab specifically designed to replicate its real-world counterpart. Students will also take exams and be able to check their grades as they progress in the course. Overall, students can expect to spend approximately 10 hours each week on the course.

Check the course description to learn what physics and math you need to be successful, watch a short introductory video, and enroll. The course, which runs March 5-June 8, is free but you must register and complete the assignments to earn an MITx certificate.

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Prototype of HelmetHub

Click the image to view a demo from the student inventors.

Urban bike sharing arrived in Boston last summer to great success. Hubway offered 60 modular solar-powered stations and 600 bikes, which residents and tourists put to good use, logging more than 140,000 trips in four months. But one thing was missing from 70 percent of the riders: helmets. Which, as we all know, save lives.

So some MIT students in the 2.009 Product Engineering Processes class set about finding a solution and developed a prototype of what they call HelmetHub. The solar-powered vending machine, which occupies half the space of soda machine, would offer headgear that adjusts to fit most head sizes.

Urban bike sharing

According to Boston.com, the machines are currently being imagined as both sale and rental kiosks. Hubway users could return an $8 helmet for a partial refund if they desired. The students hope to begin beta testing next summer.

Want to learn more?

Explore prototyping and field implementation in OpenCourseWare’s Prototypes to Products class. Also check out the resources offered by the website for the class textbook, Product Design and Development, by Karl Ulrich and Steven D. Eppinger.

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Each fall, freshmen involved with the Discover Product Design (DPD) pre-orientation program document their weeklong class experience—of campus lab tours, visits to design firms, and various design exercises and activities—with photo essays. These are intended to teach basic photography, but DPD also shows students how to document work for a design portfolio and conduct ethnographic research for understanding existing behavior to inform the design process.

Take a look at the gallery of each student’s top three photos. During the week, they designed a product for their dorm room (created on a laser cutter in thin acrylic), created posters to encourage student life, and disassembled existing products to learn how they are manufactured.

DPD is run by members of the MIT Ideation Lab, a mechanical engineering research group studying early-stage design processes. Check out some of the designs from the 2010 program.

Want to create your own photo essay? Check out Sensing Place: Photography as Inquiry on OpenCourseWare for instruction (including videos) and inspiration, especially the student image galleries that explore things like light, significant detail, and landscape poetics.

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Professor Patrick Henry Winston ’65, SM ’67, PhD ’70

Like all years, it was the best of years and the worst of years. People of future influence were born; people of past influence died. Companies started up; countries almost went broke.

At MIT, it was a special year because we made it to our 150th birthday, and all the celebrating encouraged us to think about the next 150 years. Here is my prediction: MIT will change more in the next 20 years than it has in the past 100. We have to. Our students learn differently. They have the web. They have Skype. They are on line. We have an obligation and an opportunity to change the way we engage with them.

Many of our successes will be exportable. So, I’m betting that if MIT lasts another 150 years, 2011 will be known as the year when the Provost Rafael Reif launched MITx. Here is what he had to say:

Many members of the MIT faculty have been experimenting with integrating online tools into the campus education. We will facilitate those efforts, many of which will lead to novel learning technologies that offer the best possible online educational experience to non-residential learners. Both parts of this new initiative are extremely important to the future of high-quality, affordable, accessible education.

We are going global, and, eventually, you will be able to earn certificates for completing subjects from MIT, anytime, anywhere, at any pace, at any age, and it won’t cost $50,000/year. And perhaps the best part is that we are doing it all open source and inviting other universities to join with us.

Of course, distance education has been around for a long time. What’s new is that technical advances have just about reached a threshold where on-line is not just a poor shadow of the real thing but rather a different thing with relative advantages and disadvantages, just as movies are different from live theater, with relative advantages and disadvantages.

No one has a crystal ball good enough to see what lies on the other side of the coming education revolution. Are we talking about adjustments or starting over? Are we freeing faculty to spend more time with students one-on-one or are we automating the faculty out of work? And of course it is easier to predict the future than it is to predict when it will happen.

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Professor Patrick Henry Winston ’65, SM ’67, PhD ’70

I was rummaging around in the attic when I stumbled across my notes and quizzes from my first term, fifty years ago. I opened up the binder and there it was: the dreaded 8.01 quiz #2.

When I was a freshman, I always wrote down F = Ma, force is equal to mass times acceleration, as the first step toward solving 8.01 problems. Writing it down got the formula into my visual field, which generaly is a good idea, because visual problem solving is an important contributor to problem solving.

Alas, on that 8.01 quiz #2, writing F = Ma got me into big trouble.

This was the problem: an open railroad car rolls along a frictionless track at constant speed, v. Then, it starts to rain into the car. What force is required to keep the car going at constant speed?

I concluded that each drop went from zero horizontal velocity to v instantaneously, but then I was baffled, not knowing yet about impulses.

I should written F = d mv/dt, because force is equal to the derivative of momentum, mv. Usually, mass is fixed and velocity changes, so F = m dv/dt = ma; but in the quiz problem, velocity is constant, but the mass is changing, so F = v dm/dt.

Simple, but I muffed it, and because it was simple, and because I was extremely sore at myself for muffing it, I couldn’t ever forget it, so I would never make that kind of mistake again.

Curiously, this year’s 8.01 quiz #2 also featured rail cars moving along a frictionless track.

I wonder if any of the freshmen will remember the problem 50 years from now. Probably just the ones who got it wrong.

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Photo Credit: MIT News

Stephanie Lin ’12, a biology major with an applied international studies minor, has received a Rhodes Scholarship to study next year at Oxford University. She is one of 32 American recipients selected by the Rhodes Trust and the 45th MIT student since the scholarships were first awarded to Americans in 1904.

Lin will pursue a doctorate in medical anthropology, with a focus on viruses and infectious diseases and their application in international medicine. A fluent speaker of Spanish and Mandarin, she is active member of the MIT Global Poverty Initiative and has led public health-focused trips to rural Mexican villages where her team assessed dietary issues and worked to prevent the high death rates due to diabetes.

Heavily involved in MIT’s medical community, she has conducted research at the Whitehead Institute for Biomedical Research, studying the Kaposi’s Sarcoma virus, a cancer virus that commonly infects AIDS patients. This research built on her previous work at the Chao Cancer Research Center in California and at El Instituto de Investigación Biomédica in Barcelona.

From The Tech:
“My experiences abroad really drew me into global health, particularly because there is such a huge disparity in health care quality between developed and developing nations,” she noted. “My interest in infectious diseases ties well with international health issues, because of the presence of malaria and tuberculosis in some developing nations.”

A native of Irvine, Calif., Lin is vice president for education in her sorority, Kappa Alpha Theta, and editor-in-chief of MIT’s literary magazine, Rune.  She is also the resource coordinator with Health Leads Boston, a volunteer program that works with physicians and health care providers to meet vulnerable families’ needs.

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senior engineering students brought Angry Birds to life

Senior engineering students brought Angry Birds to life in Killian Court. Photo: MIT Course 2.009

When Physorg.com writes about an MIT mechanical engineering professor as “over the top, crazy, and fun,” you know something notable happened. Most recently, that thing was bands of senior engineering students armed with catapults, giant crossbows, and bungee cords slinging birds—Angry Birds—at water-balloon pigs on Killian Court. Watch the zany video for the live action.

The Oct. 3 event, the brainchild of Professor David Wallace SM ’91, PhD ’94, was part of the senior capstone MechE course 2.009: Product Engineering Processes. The goal was to build devices to launch stuffed birds aloft for a live-action recreation of the popular digital game, Angry Birds.

And what was at stake? The name of the first team to knock its pig off a pedestal and retrieve its eggs was to be engraved on a full-size foam replica of hockey’s Stanley Cup. Wallace, a Canadian, may be as crazy about hockey as he is about inventive ways to teach students to design and build working alpha prototypes of new products.

Munitions.

Munitions.

The project was as collaborative as it was competitive, as frenetic as it was fun. Physorg describes it this way: “The teams initially had only 10 minutes to design a device that could hurl a stuffed bird 60 feet. While lab assistants built kits based on those designs, students had only 60 minutes to put them together.”

Read the Psyorg article for competition details and see photos on an Admissions blog post by Matt McGann ’00.

Curious about other projects? Check out the Experiments Index for short videos on past years’ efforts—human-powered fire-starting machines and hovercraft and apparatus for walking on water.

 

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Lettvin

by Patrick on September 25, 2011

in Classroom,Events,Prof. Winston's Ideas

Lettvin discussing frogs in Winston's 6.xxx class

 

Professor Patrick Henry Winston ’65, SM ’67, PhD ’70

Jerry Lettvin died just as the spring term was ending, so his friends gathered together today, when more could attend, in the big lecture hall in the Stata Center, near where Jerry did much of his work in Building 20.

 

 

Here is the cover page of the program:

 

 

Many stories were told, as Jerry was not only a great scientist, but also one of MIT’s great personalities, and a role model for many of us who were his students in the classroom or laboratory.

I especially like the one about the time when his wife, Maggie, left him at home to mind their three children. When she came home, the children were sitting motionless, staring off into the distance. “What have you done,” she said. It turned out that he had hypnotized them so he could get some work done.

Once, when I was an undergraduate, I screwed up my courage and went to ask him if he had anything I could do.  His reply: “Have you read Helmholtz?”  Not realizing that this was one of his standard tests of resolve, I dutifully bought the two volumes of Helmholtz and started to read.  Because it was more than 1000 pages, I never finished and never became his student.

When I became a Professor, Jerry always called me Tom.  I felt twice honored: first that he recognized me consistently; second that he seemed to be confusing me with Tom Knight,whom I much respect.

Years later, when I started teaching my boutique, seminar-style subject on computational accounts of human intelligence, I always invited Jerry in, not to lecture, but rather to answer questions and reminisce about his life as a scientist. The students had just read Jerry’s seminal, 1959 paper, “What the Frog’s Eye Tells the Frog’s Brain.”

One year he told the story of the German Scientists. To me, the story reflected what Jerry was all about: big ideas rather than incrementalism, blue-collar dress rather than sartorialism, meritocracy rather than pedigree.

Here is the story as Jerry told it: He got a call one day from a friend in California. The friend said, “I have some foreign visitors who have not been able to duplicate your frog experiment. They are planning to publish a paper that claims your work is a fraud. Will you come show them the technique?”

“Do they wear white lab coats?” Jerry asked.

“Yes.”

“Are they Germans?”

“Yes.”

“I’ll come.”

Jerry spent some time deciding what to wear. He finally settled on a thoroughly stained yellow dress shirt and grubby, well-worn work pants.

When he showed up, he was escorted into the experiment room. He reported that the place looked more like an operating room for open heart surgery on humans than a place to stick needles into the optic nerves of frogs.

“We have assembled some instruments for you,” said his friend, pointing to an immaculate tray of scalpels, clamps, and other paraphernalia.

“That’s ok,” said Jerry, “I brought my own.” Then, he reached into his pocket and pulled out a pair of needle-nose pliers and a pair of diagonal cutters.

A minute or two later, with the frog prepared, the German scientists were waiting skeptically to see if anything at all would come out of the speakers attached to the amplifier attached to the needle Jerry had stuck into the frog.

Then, Jerry passed black dot the size of a fly past the frog’s eye.

“Brrrrrrrrrrrrrrrrrrup.”

 

Editor’s Note: Read about Jerry Lettvin’s life in an MIT New Office article.

 

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Famed 1982 hack at the Harvard-Yale football game.

Famed 1982 hack at the Harvard-Yale football game.

White lipstick? That’s a secret ingredient used in the famed 1982 hack that left fans of the Harvard-Yale football game gaping when a weather balloon emerged from the field and inflated  to display large MIT inscriptions.

The secret was revealed by John West ’78, SM ’80, president and CEO of ViaCyte, in early May. West shared the insider knowledge as part of the run up to the legendary 2.007 robot competition, which this year focused on robots that could reenact major campus hacks. Although he didn’t say how he came by this knowledge, he seemed intimate with the design details including how many years in advance the inflating device was made and where it was tested. And the white lipstick? That’s what the student designers used to draw “MIT” on the balloon because of lipstick’s flexibility.

The TARDIS appeared first at MIT and most recently at Stanford.

The TARDIS appeared first at MIT and most recently at Stanford.

Models of MIT’s Great Dome, Killian Court, and the Harvard football field were constructed for the 2011 competition by 2.007 teaching assistants Amelia Servi ’09 and Greg Tao ’10. Students hit the fields with either a multi-functioning robot or several robots each devoted to one task. Competitors, who earned points for every hack accomplished, used video-game controllers, iPads, and laptops to control their ‘bots. You can see short videos of 47 student competitors describing their devices.

And the winner? Sophomore Wyatt Ubellacker took first prize for his formidable team of three robots: a simple coffee-cup-carrying ball dropper, a robo-reeler built to manipulate the Caltech cannon, and a robotic arm that inflated the MIT balloon over the Harvard football field.

Check out Hack History, a student website, for updates including the arrival of the TARDIS at MIT last fall and its mysterious appearance at Caltech, UCBerkeley, and Stanford this year.

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Professor Patrick Henry Winston ’65, SM ’67, PhD ’70

Usually, when I fly into Boston, I head straight to my car. This had been a particularly rough trip and I was hungry, so for the only time in my life, I decided to stop at Au Bon Pain in Terminal A for a cup of soup.

I was about half way through the soup when I heard a voice.

“Are you Professor Winston?”

“I think so,” I said, trying to be funny.

“I’m a postdoc at MIT. I recognized you because I’ve watched your `How to Speak’ talk several times.”

“Oh.”

“The version you recorded at Harvard.”

“Ah.”

“I’ve watched it because, well, times are tough and it is hard to get job offers.”

“Yes.”

“I’m on my way to give my first job talk now, in Europe.”

“Hmm.”

“Actually, I wonder if you would have a minute to look at my presentation?”

“Sure.”

As he was booting up his computer, I said, “Too many words; too many slides.”

“How do you know? You haven’t seen them,” he said.

“Will the sun set?”

The talk had problems, all readily fixed, but I was having trouble finding the job-wining slide, even after looking through the slides a few times. Then, there it was, in small type, buried in a wordy, cluttered slide.

One hundred fifty research labs were using software based on his research. “Aha,” I said, “Every research lab wants to be famous, and that happens if their people are famous. If 150 research labs are using your stuff, you’re famous, but they won’t know that unless you tell them.”

I told him to make a slide titled Used in 150 Research Laboratories and put it up front, making it the second or third slide, so that everyone would see it before fogging out in the technical detail.

He dropped by my office a few weeks later to report he got several offers. He took the one from the place he was headed when, unlikely as can be, he ran into me in Terminal A.

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