The resource "LC natural response - derivation" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response derivation 1" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response derivation 2" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response derivation 3" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response derivation 4" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response example" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response intuition 1" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LC natural response intuition 2" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "LED eyes" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Home-made robots" topic area.

Students gain first-hand experience with the steps of the scientific method as well as the overarching engineering design process as they conduct lab research with the aim to create a bioplastic with certain properties. Students learn about the light mechanism that causes ultraviolet bead color change, observe the effect of different light waves on a phosphorescence powder, and see the connection between florescence, phosphorescence and wavelength. Students compose hypotheses and determine experimental procedure details, as teams engineer variations on a bioplastic solid embedded with phosphorescence powder. The objective is to make a structurally sound bioplastic without reducing its glowing properties from the powder embedded within its matrix. Groups conduct qualitative and quantitative analyses of their engineered plastics, then recap and communicate their experiment conclusions in the form of a poster, slides and verbal presentation. As an extension, teams make their own testing apparatuses. As a further extension, they combine all the group results to determine which bioplastic matrix best achieves the desired properties and then “manufacture” the optimum bioplastic into glowing toy figurine end products! Many handouts, instructions, photos and rubrics are provided.

The resource "Labeling voltages" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

The resource "Ladder Diagrams" is included in the Fluid Power Control topic of the EICC Engineering Techology Simulations resource series. This series is segment of a Department of Labor grant awarded to the Eastern Iowa Community Colleges (EICC) of Clinton, Muscatine, and Scott.

Mars Science Laboratory engineers have a dress rehearsal for Curiosity's landing day on the Red Planet.

The learning of linear functions is pervasive in most algebra classrooms. Linear functions are vital in laying the foundation for understanding the concept of modeling. This unit gives students the opportunity to make use of linear models in order to make predictions based on real-world data, and see how engineers address incredible and important design challenges through the use of linear modeling. Student groups act as engineering teams by conducting experiments to collect data and model the relationship between the wall thickness of the latex tubes and their corresponding strength under pressure (to the point of explosion). Students learn to graph variables with linear relationships and use collected data from their designed experiment to make important decisions regarding the feasibility of hydraulic systems in hybrid vehicles and the necessary tube size to make it viable.

Students gain perspective on the intended purpose of hydraulic accumulators and why they might be the next best innovation for hybrid passenger vehicles. They learn about how hydraulic accumulators and hydraulic systems function, specifically how they conserve energy by capturing braking energy usually lost as heat. Students are given the engineering challenge to create small-scale models from which their testing results could be generalized to large-scale latex tubing for a hydraulic accumulator. After watching a video clip of an engineer talking about his lab-based model to test the feasibility of using an elastomer as an energy accumulator, they brainstorm ideas about how latex can be used in a hydraulic system and how they could test the strength of latex for use in a hydraulic accumulator. The concepts of kinetic energy and energy density are briefly discussed.

Video of the Mars Science Laboratory spacecraft launch from Cape Canaveral, Florida on Nov. 26, 2011, onboard an Atlas V rocket.

This NASA video segment explores how Newton's third law of motion applies to aerospace. An instructor at NASA's National Test Pilot School defines the third law and explains how a jet engine works to move an aircraft forward. There is also a discussion about the four forces involved in flying an aircraft. This resource, "Newtons Third Law Video" is included in Lesson 4 Newton's Third Law Applied which is a part of Unit 04 Newton's Laws and Aerospace Application included in ASA - Course 1 of the Aerospace & Mechanical Engineering subject area.

The resource "The Law of Gravity" is included in the Physics Fundamentals topic of the EICC Engineering Techology Simulations resource series. This series is segment of a Department of Labor grant awarded to the Eastern Iowa Community Colleges (EICC) of Clinton, Muscatine, and Scott.

The resource "Lead Lag" is included in the "Electrical engineering" course from Khan Academy. This resource is one of the sub-topics in the "Circuit analysis" topic area.

Many of today’s global challenges require tech-driven solutions — climate change, the growth of the world population, cyber security, the increasing demand for scarce resources, digitalization, the transition from fossil fuels to renewable energy. With this in mind, it is no surprise that one fourth of the CEOs of the world’s 100 largest corporations have an engineering degree.

Solving these global problems requires leaders who, in the first place, are comfortable with technology, models and quantitative analyses — Leaders who see systems instead of isolated problems. However, simply understanding technology is not enough. Successful leaders today must have both the ideas and the know-how to put these ideas into action by working collaboratively with others, winning their hearts and minds.

We need leaders who know how to seize opportunities in a networked world, and can mobilize people and other stakeholders for large-scale change. Leaders who lead fulfilling lives and who are able to move themselves and others from the ‘me’ to the ‘we’. Leaders who are long-term oriented and who deliver economic profit, while also making positive contributions to society and the environment. We call these leaders ‘sustainable leaders’.