Open course ware

so I'm gonna tell you about the spectroscopic Antonian okay we call that the effective Hamiltonian it's a matrix it's a fit model it represents everything that you can observe first diatomic molecule it is not the exact cameltoe a quantum chemist would not calculate that they could derive it if they chose to from what they can calculate but it's different in several important ways okay fundamental to the effective Hamiltonian is a separation of variables to nuclear variables and electronic Y that's called the born-oppenheimer approximation so we get electronic vibrational and rotational these are nuclear this is electronic [Music] No and now we're all out okay and so the born-oppenheimer approximation that allows us to make this separation nothing really allows us to make this separation what we do it what is it what is this separation good form well it enables us to approach the problem of a mini electron atom how many electrons molecules without ...

PROFESSOR: If you tell someone solve this equation for l equals zero-- so you have this effective potential for the real equation-- solve it for l equals zero and you find some energies. You solve it for l equals 1, and you've found some energies. You solve it now for l equals two and you found some energies. Well, we found them all together, but something extraordinary happened there was no a priori reason the system should have been so simple. It might have happened that these states would have not been aligned with the previous states. Nothing we've explained in this course predicts that this would have happened, this perfect alignment with extreme amount of degeneracy. Because you have an l equals 2 multiplet here. That means five states. So there is degeneracy, but that's implicit in angular momentum. It has an explanation. But why would there be a degeneracy between l equals 1 solutions and l equals 2 solutions? Total mystery, actually. And this led to a...

INTERVIEWER: Hi. Can you tell us your name and what course you teach? NEPF: I am Heidi Nepf. And I teach the course 1.061 which is Environmental Transport Processes. INTERVIEWER: And what department is this in? NEPF: And that is in Civil and Environmental Engineering. INTERVIEWER: So can you tell me what the goals are for this class? NEPF: Well, the goals of the course are two-fold. Obviously, it is to expose the students to the environmental transport processes which include air, water exchange, advection, dispersion. But there is also a secondary purpose of the course to introduce the concept of scale analysis or, in particular time scale analysis which is a methodology by which you can compare processes using the unit of time. INTERVIEWER: OK. And why do you teach this particular class? NEPF: This is a core class for the environmental engineering degree, although I do every year get a handful of students of outside of what we call the 1E program. And it sets the ground...

INTERVIEWER: Hi. Can you tell us your name and what course you teach? PROF. WAITZ: My name is Ian Waitz and I teach Unified Engineering. INTERVIEWER: Can you tell us a bit about the class? PROF. WAITZ: It is a large class that is put together by several different faculty members. We have taught it this way for about 25 or 30 years. INTERVIEWER: In which department? PROF. WAITZ: In Aeronautics and Astronautics. And it provides education in several of the important disciplines for Aerospace Engineering or Aeronautics and Astronautics; structures, fluids, propulsion, thermodynamics, computers and programming, signals and systems and systems engineering. And those are all taught in an integrated way over a year long period. And it is two semesters with two subjects per semester, so it is the equivalent of four subjects put together in one. INTERVIEWER: And how many students take this and what year are they? PROF. WAITZ: It is the entry-level subject, or set of subjects for ou...

INTERVIEWER: Can you tell us your name and what course you teach? BUCCIARELLI: Larry Bucciarelli. I am a professor in the School of Engineering. And the course I teach in civil engineering is Solid Mechanics. The number is 1.050. INTERVIEWER: Can you tell us how the materials that you have made available through Open Courseware are actually used in the context of the class? BUCCIARELLI: Well, on the site you will find the textbook which is not completed. Probably never will be completed. Engineering Mechanics for Structures. And that is the textbook which the students purchase for the price of replication by our copy shop, but the chapters are also available on the Web as pdf files. INTERVIEWER: OK. And what do the students do with the materials in class? Do they read it as homework? Do you have them do exercises in class? BUCCIARELLI: I found that the textbook works very well, for me anyway because, of course, I have written it. And so, I don't lecture so much anymor...

INTERVIEWER: Hi. Can you tell us your names and what course you teach? LERMAN: I'm Steve Lerman. HARWARD: And I am Judd Harward. LERMAN: And we teach course 1.00 which in MIT is Introduction to computation and engineering problem solving. INTERVIEWER: And can you tell us what are the goals of this particular class? LERMAN: The course is designed for students who are not majoring in computer science but need to have a basic comprehension of computational methods and computer programming. So we draw students from all the departments of MIT. Even once in a while a computer science major takes the course. So our goals are to teach students about computing, teach them a programming language, and introduce them to some introductory algorithms in several different areas. INTERVIEWER: So what happens on a daily basis in class? HARWARD: We used to teach it as a standard lecture and problem set course, but we found that many of the students would delay until the night before th...

SARAH HANSEN: Could you tell us a little bit about the history and development of 18.065, this new course? GILBERT STRANG: Yes, OK. So this was my adventure into the subject of deep learning. So that's a special part of machine learning, a highly important part. It's in the newspaper all the time. And students are graduating knowing about the deep learning and getting good jobs. And it's really amazing. So and then the other beautiful part is that it depends so heavily on linear algebra. SARAH HANSEN: You've been known to say, "I certainly learned that projects are far better than exams. Students ask their own questions and write their own programs. From now on, projects." GILBERT STRANG: That's right. Yeah. Sort of late to learn this because with the 18.06 linear algebra, totally conventional course with maybe three exams during the semester and a final exam. And maybe that's appropriate. But it's changing. And then with this new cou...