So You Want to Be a Rocketeer: Design and Construction ES.333 2014-05-07 | Produced by Jim Clark; created 2014 May 04Table of contents:Beginning: 00:00Motors and Motor Mounts: 2:21Fins: 4:06Body Tube: 6:04Parachutes and Recovery: 7:30Payload: 8:55Conclusion: 9:54This video is for teaching new model rocketeers about some of the design decisions they will have to make and construction techniques they can use to make larger, more advanced rockets. I specifically had middle-school students in mind when I made it -- there is a rocket club at the middle school I attended, and I would like to leave them a resource that is available at all times of the year -- but it is suitable for new model rocketeers of all ages -- young, old, or in between.This video was created as part of MIT's CMS.333 "Production of Educational Videos" class. I chose this topic for several reasons. First, it's one that I know very well -- I've been a model rocketeer for many years, and as of June 2014, I'll have a degree in aerospace engineering. Secondly, there is that middle school club I mentioned earlier. Finally, I've been writing a book about model rocketry, called "So You Want to Be a Rocketeer" (still to be released -- I'll link to it here when it's done), and with a video, I can teach construction techniques far more effectively than I could just by writing about them. I've got a couple more videos in the "So You Want to Be a Rocketeer" series: "How (Not) to Fly" (youtube.com/watch?v=dhxYjBZf070), which is all about using checklists and datasheets to be scientific and effective when flying, and "Stability" (youtube.com/watch?v=EYaqJ3YSipA), which is an introduction to stability, and building rockets so that they fly high and safely.I'm generating all of this material about model rocketry as part of a master plan to get people more familiar with science, technology, engineering, and mathematics, especially aerospace engineering. Model rocketry (and real rocketry) is spectacular and grabs attention, and the process of designing, building, and flying a rocket provides a clear connection between the theoretical scientific and mathematical work and the engineering and technology outcome.For more information about model rocketry, check out G. Harry Stine's Handbook of Model Rocketry from your local library (or buy it from your bookstore of choice). The National Association of Rocketry's website (http://nar.org) has links to model rocket clubs and contests and maps to find the ones closest to you. The Team America Rocketry Challenge homepage (http://rocketcontest.org) has contest rules, registration forms, and lists of mentors and model rocket vendors.Also, check out this newsletter from Apogee Components about where the body tube numbers used by Estes come from: http://www.apogeerockets.com/downloads/Newsletter09.pdfCredits and Thanks:Creator, Actor, Voice: Jim ClarkCourse instructors: Graham Ramsay and Dave CusterTechnical advice from Aaron Clark, Youssef Marzouk, and Bill LitantHistorical images and video from NASA.Soundtrack: "Americana" Kevin MacLeod (http://incompetech.com)Licensed under Creative Commons: By Attribution 3.0 http://creativecommons.org/licenses/by/3.0
Cosmology for the Science Enthusiast ES.333 2014-08-30 | Produced by Christian Cardozo; created May 2014This project comes as a fusion of three age-old interests of mine: the universe, teaching, and video production. It was first conceived as a paper for a science writing class I took my fall semester at MIT, then as a lecture I delivered to high school students sampling classes at the Institute, and, in February of 2014, as a stand-alone video introduction to cosmology. It is intended for audiences with some interest or experience in the sciences, though those less experienced but keenly interested may also find it valuable.The video serves to take the viewer through the story of the cosmos, from the first instant of time to today, in an accessible, concise manner.Thanks to Graham Ramsay and Dave Custer, who aided me in conceiving and obtaining equipment required for several sequences and, perhaps most essentially, narrowing the focus of my project to one most suitable for a ten-minute video.Another thanks to my old friend Michael Castaño, without whom finding someone to follow me around with a camera may have proven a much more tricky endeavor. Thanks as well to John Copeland, who provided the rights to several essential animations seen in the video. And last, but certainly not least, thanks to Paola Rebusco, whose technical support steered the finalization of the project's script.Universe zooms, pan-throughs, and images were obtained from NASA's HubbleSite.Stock footage composited into the animations in the project was obtained from FootageIsland, a YouTube channel offering royalty-free, high quality footage for download.Animation of Earth's formation (8:20-9:00) was provided by the American Geosciences Institute (AGI).Music and sound effects used in the project source from Apple's loop and jingle library, included with Final Cut Pro X.
So You Want to Be a Rocketeer: How (Not) to Fly ES.333 2014-05-15 | "So You Want to Be a Rocketeer: How (Not) to Fly"By Jim Clark, 2014 May 04This video is for showing model rocketeers why aerospace engineers use launch procedures and datasheets to better control their launches (for rocket competitions, being able to precisely control and record every aspect of every launch is key to victory). It also shows some sample forms that are suitable for model rocketeers. The forms shown in the video will be linked here when they are uploaded online.For more information on the "So You Want to Be a Rocketeer" series, check out "So You Want to Be a Rocketeer: Design and Construction" (youtube.com/watch?v=z7pXQrYVYic), which is the main video in the series.Credits and Thanks:Creator, Actor, Voice: Jim ClarkCourse instructors: Graham Ramsay and Dave CusterTechnical advice from Aaron Clark, Youssef Marzouk, and Bill Litant
So You Want to Be a Rocketeer: Stability ES.333 2014-05-15 | "So You Want to Be a Rocketeer: Stability"By Jim Clark, 2014 May 14This video is for teaching model rocketeers about the basics of stability, and how to design rockets to be stable.The rocket computer-aided design programs I mentioned can be found online:RockSim: http://www.apogeerockets.com/RockSim/RockSim_InformationOpenRocket: http://openrocket.sourceforge.netSpaceCAD: http://www.spacecad.comFor more information on the "So You Want to Be a Rocketeer" series, check out "So You Want to Be a Rocketeer: Design and Construction" (youtube.com/watch?v=z7pXQrYVYic), which is the main video in the series. Also, check out the National Association of Rocketry (http://nar.org) and the Team America Rocketry Challenge (http://rocketcontest.org) for information on rocket clubs and contests.Credits and Thanks:Creator, Actor, Voice: Jim ClarkCourse instructors: Graham Ramsay and Dave CusterTechnical advice from Aaron Clark, Youssef Marzouk, and Bill Litant
Quadcopters: An Inside Look ES.333 2014-05-07 | Produced by David Mayo; created May, 2014When I first tried to build my own quadcopter I found it difficult to learn about what exactly is going on inside the "black box" that is the flight control board or brain of the quadcopter. I created this video in order to explain the underlying concepts behind how quadcopters work and also provide a general introduction to quadcopters. Through this video I hope to inspire viewers to learn more about the control theory concepts that are fundamental to how a wide variety of robotics function.This video was produced for the course ES.333/CMS.333, "Production of Educational Videos", at the Massachusetts Institute of Technology. It is intended for both quadcopter enthusiasts and the general public.Special thanks to Graham Ramsay, Dave Custer, Andy Barry, and Marshall Wentworth for their assistance in the production of this video.
Acid Base Chemistry as Applied to Targeted Drug Delivery ES.333 2014-05-07 | Produced by Chew Chai; created: 05/04/2014The purpose of this video is to inspire and provide high school students a real-world application of Acid-Base Chemistry. This video is intended for high school students with AP Chemistry background. It not only introduces Organic Chemistry acid-base but also provides ways we can apply our knowledge in targeted drug delivery. This video is produced to give students an idea of how simple concepts they learn in class can make the world a better place. By knowing where to apply, the students will have a better understanding on the materials as well as are motivated to go after their passion. Relevant MIT Coursework: 5.12Reference for Peptide Synthesis Process: youtube.com/watch?v=jECl5nCNGzQAcknowledgements: I would like to thank Graham Ramsay, Dave Custer and Molly Sowers for support and great advice. I also would like to thank my friend, Brandon Benson, Sylvia Li, and Cindy Ng for making this video possible.
The Enigma of Glycolysis ES.333 2014-05-07 | Produced by Ahmed Eltahir; created May 5, 2014The purpose of this video is to teach people about the nomenclature behind the names of the molecules in the glycolysis pathway. To fully understand this video, a thorough background in biology is recommended, around that of an introductory biology course. A rough understanding of glycolysis and organic chemistry would be helpful as well.Glycolysis is a subject taught in many places; however the nomenclature is a specific part that is almost never touched upon. This video was created to fill this gap and give students that information. Glycolysis is a subject taught in both 7.05 and 5.07 in MIT. These are both biochemistry courses in MIT from the perspective of a biologist and a chemist, respectively. They cover glycolysis in depth, but the nomenclature is not something covered in these classes.Acknowledgements: Special thanks to Graham Ramsay and David Custer for being my mentors throughout this process. Thank you to all the students of ES.333 for their support and to Patricia Christie for her technical advice.
A Look Into Mean Squared Displacement ES.333 2014-05-07 | Produced by Edgar Aranda-Michel; created May 5, 2014The purpose of this video is to provide an intuitive understanding and working sense of the Mean Squared Displacement algorithm. The audience is MIT students who have taken the Biological Engineering flavored intro thermodynamics class 20.110/20.111 In course 20, Biological Engineering, at MIT, the subject of Mean Squared Displacement comes up in several of the core classes. However, there is an assumed mastery of this subject that is never covered. This video tries to fill this gap to better prepare studentsI first cover the basis behind Brownian motion and how it leads to diffusion. Contextual examples are provided as fluids with greatly differing viscosities are examined. Once this base has been established we introduce the Mean Squared Displacement (MSD) algorithm. A data set is walked through for two times values (Tau=1 and Tau=2) to give a sense of how to apply this algorithm. The different conclusions that can be drawn from MSD are illustrated and explained.Links:Modeling Brownian Motion Java Applet- http://www.phy.ntnu.edu.tw/ntnujava/htmltag.php?code=users.ntnu.fkh.browianmotion_pkg.browianmotionApplet.class&name=browianmotion&muid=2Acknowledgements:Graham Ramsay and Dave Cluster -- Helped out with everythingMaxine Jones -- Expert Script ReviewerProfessor Paco and Professor Hwang -- Brownian SimulationMatlab- Generated all the Gaussian ImagesGoogle and Youtube- The rest of the pictures and the Videos.
Technical Skiing: The Science Behind Making the Perfect Turn ES.333 2014-05-07 | Produced by Katie Marlowe; created May 5, 2014Starring Tyler Marlowe and the MIT Alpine Ski TeamSpecial Thanks to Graham Ramsay, Dave Custer and Gerhard PawelkaThis video is for anyone high school aged and up that are interested in skiing and what to learn more about the mechanics of how it works. Understanding these mechanics can improve one's skiing ability and technique, and can also make one more aware of the physics in our everyday lives. The video covers three main topics: Conservation of Energy (1:40)Friction (4:18), and Centripetal Motion (6:58). To learn more about these basic physics concepts, check out the MIT course, 8.01 (Physics I: Mechanics). To learn more about skiing at MIT, check out the MIT Ski Team Facebook page: www.facebook.com/MIT.Ski.Team. This video was produced as part of CMS/ES.333, Production of Educational Videos at the Massachusetts Institute of Technology.
Relationships and Oxytocin: Its About the Little Things ES.333 2014-05-07 | Produced by Ruth Park; created May, 2014This video was created, inspired by Simon Sinek's video: Why Leaders Eat Last (youtube.com/watch?v=ReRcHdeUG9Y). I found the way Simon connects our attitudes and perceptions of the world with chemical hormones to be very effective. This video focuses on one hormone in particular: oxytocin. While Simon talks about how hormones affect leadership, I talk about the role of oxytocin, a single hormone, in relationships. This video was produced for a class called Production of Educational Videos, but also because I believe it is crucial for people (particularly middle school and beyond-when puberty kicks in) to understand the importance and the impact of love and generosity. Acknowledgements:Music: BREATHe by cdk Breathless Dub MixPapers: Anthony Lane's Oxytocin increases willingness to socially share one's emotions: http://onlinelibrary.wiley.com/doi/10.1080/00207594.2012.677540/abstractPJ Zak's Oxytocin Increases Generosity in Humans: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0001128Actors:Christina SungJin YoonRebekah ChaSarah LiuDynaMIT camp (youtube.com/watch?v=hjNJVbKP9Xo)Special thanks to Dave Custer and Graham Ramsay, the instructors for this course
Sketch to Stock: A Complete Guide to the OMAX Abrasive Waterjet ES.333 2014-05-07 | Produced by Wesley Cox; created May 2014With the information in this video guide, you will have everything you need to operate a waterjet including computer design, toolpath creation, setup, safety, and cutting procedures. Even individuals who have never seen a waterjet will become familiar with its function. Most machine shops require some additional training for any new users, but this guide provides the all the tools you need as a beginner. I hope you enjoy this tutorial for the OMAX abrasive waterjet.This video was made as part of the ES.333 'Production of Educational Videos' class at the Massachusetts Institute of Technology. This work is supported by OMAX Corporation. For more information on their products and services, check out their website: http://www.omax.com Special thanks to Dave Custer, Graham Ramsey, John Copeland, Carl Olsen, Julene Bailie, and Michael Hamaoka for making this video possible.
The Science of Snowflakes ES.333 2014-05-07 | Produced by Emily Salvador; created May 5, 2014This video is designed to explore different technical disciplines (Chemistry, Math, and Computer Science) through the topic of snowflakes to motivate students to further explore those disciplines. The audience of this video is middle school students. The vocabulary and content discussed in this video is simplified enough to target that population.This video is part of a group of videos produced by ES.333 (Production of Educational Videos). For more information on Disney Animation's Snowflake Generator, check out this research paper (https://www.math.ucla.edu/~jteran/papers/SSCTS13.pdf). To play around with a neat fractal generator, check out the following simulation (http://www.shodor.org/master/fractal/software/Snowflake.html).Since this video is tailored for middle school students, relevant courses at MIT might be too advanced for our viewers but check out 5.111's class page, 18.01's class page, and 6.01's class page for a more in depth look at some of the technical topics covered in this video. My video can be divided into three sections:Chemistry (0:00-3:58);Randomness (3:58-5:34);Computer Simulation (5:34-6:38)I would like to thank Walt Disney Animation Studio for allowing me to show visuals from their research on snow simulation. I would like to thank my content expert Joseph Azzarelli.
Circuits in Practice: The Wheatstone Bridge, What It Does, and Why It Matters ES.333 2014-05-07 | Producer: Joe Griffin; created: May 4, 2014This video was designed and produced for the benefit of students studying electricity and magnetism from a physics perspective. The intent is to give physics students interested in applying their knowledge of circuits an awareness of how error can affect circuitry and how to address it. The video was produced as the final project for the MIT class ES.333, Production of Educational Videos, and to fill a gap in the space of educational material regarding entry-level circuitry in engineering. Students in MIT's 8.02 and 8.022 classes, equivalent classes at other colleges, and high school physics students studying circuitry are encouraged to watch this video to gain an understanding of the engineering mindset as it pertains to circuitry. Thanks to Dave Custer, Graham Ramsay, and John Copeland for advice regarding the production of the video and to Dr. Paola Rebusco for content supervision. Credit for the music used in the video, which was edited for the purposes of the video, goes to basematic on dig.ccmixter.org.
Chemistry of Breadmaking: An Introduction to the Science of Baking ES.333 2014-05-07 | Produced by Skylar Goldman; created 5/4/14This video is intended to help people interested in chemistry learn something about baking, and those interested in baking learn a little bit about the science behind baking. The target audience is students in either chemistry or baking courses at the middle or high school level, as well as adult hobbyists in either area. This video was produced for the course CMS.333, Producing Educational Videos, at MIT in Spring 2014. As both a chemical engineering student and amateur baker, I was excited to produce a video at this intersection. If you are interested in learning more on this topic, check out these links: http://www.rsc.org/images/BreadChemistry_tcm18-163980.pdfhttp://nzic.org.nz/ChemProcesses/food/6D.pdfhttp://www.exploratorium.edu/cooking/bread/bread_science.htmlThe recipe used to make the bread shown in the video can be found at: http://cfh.scripts.mit.edu/documents/cfhRecipe.pdfSpecial thanks to Dave Custer, Graham Ramsay, and Patti Christie for their assistance with this video.
