Course Overview: https://www.youtube.com/watch?v=sdom7zBIfkE Statics is the most fundamental course in Mechanics. In this course, you will learn the conditions under which an object or a structure subjected to time-invariant (static) forces is in equilibrium - i.e. the conditions under which it remains stationary or moves with a constant velocity-. You will also learn how to calculate the reaction forces as well as the internal forces experienced throughout the structure so that later you can properly design and size the foundation and the members of the structure to assure the structure’s safety and serviceability. This course is suitable for learners with interest in different Engineering disciplines such as civil engineering, architecture, mechanical engineering, aerospace. Non engineering disciplines may also find the course very useful, from archaeologist who are concerned about the stability of their excavation sites to dentists interested in understanding the forces transmitted through dental bridges, to orthopedic surgeons concerned about the forces transmitted through the spine, or a hip or knee joint. The content will be primarily delivered using light board. Prof. Katafygiotis is going to write and sketch with color markers directly on the board while facing you. You will have an exciting and interactive learning experience online!

This course can also be taken for academic credit as ECEA 5607, part of CU Boulder’s Master of Science in Electrical Engineering degree. Displays Course Introduction The course will dive deep into electronic display devices, including liquid crystals, electroluminescent, plasma, organic light emitting diodes, and electrowetting based displays. You'll learn about various design principles, affordances and liabilities, and also a variety of applications in the real world of professional optics. Course Learning Outcomes At the end of this course you will be able to… (1) Select a display technology for a given application (LIDAR, imaging, microscopy etc.) (2) Design a system around the limitations of a given display technology (ie. addressing) (3) Design a system that maximizes contract

Solar and wind offer clean and renewable ways to produce large amounts of electricity. They have boomed over the last few years, evolving from an eco-daydream to a major market and showing unprecedented growth rates. Yet, installing solar panels and wind turbines is by no means the end of the story. The electrical grid, which connects production means to the end-users’ sockets, is not a simple electron pipe. It is the beating heart of our electricity system and ensures its stability. Solar and wind raise specific challenges for the grid, and these challenges will have to be tackled if we want to deploy larger amounts of renewable sources. The aim of this lecture is to introduce these challenges and some approaches considered to overcome them. We are convinced that everyone involved in this journey, from investors, to entrepreneur, policy makers or simple customer should be aware of these issues if we want to make sure they don’t become a bottleneck limiting further development of renewable sources.

This course is an advanced study of bodies in motion as applied to engineering systems and structures. We will study the dynamics of rigid bodies in 3D motion. This will consist of both the kinematics and kinetics of motion. Kinematics deals with the geometrical aspects of motion describing position, velocity, and acceleration, all as a function of time. Kinetics is the study of forces acting on these bodies and how it affects their motion. --------------------------- Recommended Background: To be successful in the course you will need to have mastered basic engineering mechanics concepts and to have successfully completed my course entitled Engineering Systems in Motion: Dynamics of Particles and Bodies in 2D Motion.” We will apply many of the engineering fundamentals learned in those classes and you will need those skills before attempting this course. --------------------------- Suggested Readings: While no specific textbook is required, this course is designed to be compatible with any standard engineering dynamics textbook. You will find a book like this useful as a reference and for completing additional practice problems to enhance your learning of the material. --------------------------- The copyright of all content and materials in this course are owned by either the Georgia Tech Research Corporation or Dr. Wayne Whiteman. By participating in the course or using the content or materials, whether in whole or in part, you agree that you may download and use any content and/or material in this course for your own personal, non-commercial use only in a manner consistent with a student of any academic course. Any other use of the content and materials, including use by other academic universities or entities, is prohibited without express written permission of the Georgia Tech Research Corporation. Interested parties may contact Dr. Wayne Whiteman directly for information regarding the procedure to obtain a non-exclusive license.

By the end of this project, you will be able to create a detailed storyboard illustrating an entire overview of a person’s routine. Throughout the project, you will be able to use and control the tools in the Storyboarder software to develop detailed illustrations. Moreover, you will create and apply pre-defined functions. This guided project is for beginner designers and/ or new business developers who want to visualise their observation research into a diagram. By creating a detailed storyboard it will help the designers/ entrepreneurs to analyse the entire daily routine of a user. This will help them highlight key problems/ struggles in a user’s day. This leads to the next step which is to choose one of those key problems and create an innovative design solution. In this project, we’ll be using Storyboarder, which is a completely free platform where we can write and create our storyboard.

Prove to potential employers that you’re up to the task by becoming an Autodesk Certified Professional. This online course from Autodesk® introduces you to the advanced features of Revit™ for Structure, a tool to support Building Information Modeling and delivery of 3D digital models and related documentation. The course prepares you by offering an overview of skills that match what is covered on the Autodesk Certified Professional: Revit for Structural Design exam. The lessons are structured to match the exam’s objective domains and follow the typical workflow and features of the Revit software. About the Autodesk Certified Professional: Revit for Structural Design exam: A successful candidate for the Autodesk Certified Professional: Revit for Structural Design certification has a combination of approximately 400-1200 hours of training and hands-on experience with Revit in a structural environment; is familiar with product features and capabilities; and is knowledgeable in relevant workflows, processes, and project objectives. The candidate can perform routine tasks involved in their job role with limited assistance from peers, product documentation, and support services. The minimally qualified candidate can efficiently set up and manage a project and work in collaboration with colleagues. Additionally, the successful candidate can utilize Revit modeling and documentation tools and methodologies to produce quality deliverables working with minimal supervision. The Autodesk Certified Professional (ACP) certifications exams can be taken at a Pearson VUE Testing Center or through OnVUE, Pearson VUE’s online proctored environment. Candidates are given 120 minutes to complete a certification exam and should review the testing center polices and requirements before scheduling. Ready to take the exam? Schedule to take the exam online or find a testing center near you on Pearsonvue.com/Autodesk. Looking for more skill-building courses? Check out Autodesk’s additional learning resources to help with your learning journey: https://www.autodesk.com/learning

Before the advent of quantum mechanics in the early 20th century, most scientists believed that it should be possible to predict the behavior of any object in the universe simply by understanding the behavior of its constituent parts. For instance, if one could write down the equations of motion for every atom in a system, it should be possible to solve those equations (with the aid of a sufficiently large computing device) and make accurate predictions about that system’s future. However, there are some systems that defy this notion. Consider a living cell, which consists mostly of carbon, hydrogen, and oxygen along with other trace elements. We can study these components individually without ever imagining how combining them in just the right way can lead to something as complex and wonderful as a living organism! Thus, we can consider life to be an emergent property of what is essentially an accumulation of constituent parts that are somehow organized in a very precise way. This course lets you explore the concept of emergence using examples from materials science, mathematics, biology, physics, and neuroscience to illustrate how ordinary components when brought together can collectively yield unexpected, surprising behaviors. Note: The fractal image (Sierpinkski Triangle) depicted on the course home page was generated by a software application called XaoS 3.4, which is distributed by the Free Software Foundation under a GNU General Public License. Upon completing this course, you will be able to: 1. Explain the difference in assumptions between an emergent versus reductive approach to science. 2. Explain why the reductivist approach is understood by many to be inadequate as a means of describing and predicting complex systems. 3. Describe how the length scale used to examine a phenomenon can contribute to how you analyze and understand it. 4. Explain why the search for general principles that explain emergent phenomena make them an active locus of scientific investigation. 5. Discuss examples of emergent phenomena and explain why they are classified as emergent.

This course can also be taken for academic credit as ECEA 5601, part of CU Boulder’s Master of Science in Electrical Engineering degree. Optical instruments are how we see the world, from corrective eyewear to medical endoscopes to cell phone cameras to orbiting telescopes. This course will teach you how to design such optical systems with simple mathematical and graphical techniques. The first order optical system design covered in the previous course is useful for the initial design of an optical imaging system but does not predict the energy and resolution of the system. This course discusses the propagation of intensity for Gaussian beams and incoherent sources. It also introduces the mathematical background required to design an optical system with the required field of view and resolution. You will also learn how to analyze these characteristics of your optical system using an industry-standard design tool, OpticStudio by Zemax.

This course explains how to analyze circuits that have alternating current (AC) voltage or current sources. Circuits with resistors, capacitors, and inductors are covered, both analytically and experimentally. Some practical applications in sensors are demonstrated.

The development of hydro, wind and solar power is growing strongly with as one objective to limit and reduce greenhouse gas emissions. All these renewable energies are intermittent with more or less strong variability. This course provides the basis for estimating the resource of these different modes of production and understanding the physical causes of intermittency and seasonal variability. The different modes of electricity production are detailed as well as the sensitivity induced by meteorological variations. Short and medium term forecast becomes a fundamental issue in the development of these renewable energies and in their integration to the electricity network. We therefore present the methods and tools used for a reliable forecast of the electricity production of hydro, wind and solar power plants. This MOOC has been supported by Ecole Polytechnique and was developed in the frame of the Energy4Climate Interdisciplinary Center of Institut Polytechnique de Paris in collaboration with Ecole des Ponts