At MIT, the course 2.679 (Electronics for Mechanical Systems II) operates like a catalyst, transitioning students from passive learners to active innovators and equipping them with essential skills and tools. This transformation is underscored by student testimonials highlighting the class’s practical approach to complex topics.
“The curriculum is structured in a way that demystifies challenging concepts,” states graduating senior Audrey Chen. “I entered with little background knowledge, yet I left with hands-on experience that is directly applicable to future projects. Each week feels like a mini crash course, answering the fundamental question, ‘What do I need to know to implement this?’”
The course is designed to guide students through the intricate journey of designing, fabricating, and assembling a printed circuit board (PCB). This process varies by project, ultimately resulting in a device that is ‘animated’ to perform specific functions.
“The essence of 2.679 is empowering students to envision and create,” explains Tonio Buonassisi, a professor of mechanical engineering. “Between imagining and building lies a vast universe. Our goal is to help students navigate this space successfully.”
Senior Jessica Lam reflects on the depth of her learning in just one semester, crediting the class’s well-structured labs. “In many other courses, information overload is common, with the expectation that you already understand specific software or hardware. However, in 2.679, Steve Banzaert understands our starting point, making it easier to build upon our existing knowledge,” she notes. “I now feel significantly more confident in designing electrical systems and integrating them with mechanical components.”
Banzaert, the technical instructor for the course, emphasizes its role in fostering independent exploration and problem-solving among students. “Every semester, we witness remarkable growth, not just in technical skills, but also in students’ self-awareness of their potential,” he shares.
Chen, who is graduating early to begin her role as a hardware project manager at Formlabs, agrees with this sentiment. “The freedom to choose our final projects allowed us to dive deep into personal interests. This unique approach reduces the pressure to conform to traditional performance standards,” she adds. “Steve reminded us that it’s normal for project scopes to shift as we learn more.”
Banzaert continues, “We discuss essential theoretical concepts since they serve as vital tools for engineers solving real-world problems. This focus often reinforces students’ motivations — their desire to improve the world and their role in that journey.”
Senior Yasin Hamed created a line-following car in 2.679 featuring computer vision capabilities. His design includes a camera that sends images to a Raspberry Pi, enabling real-time processing to navigate the black line while adjusting speed accordingly. Although he previously built a similar system, he remarks that this course deepened his understanding of the requisite power electronics and control circuitry.
“Much of my illumination stemmed from mastering the small electronic details,” Hamed explains. “From learning to solder to designing PCBs, each skill added to my overall competence.”
Jordan Parker-Ashe, another senior, appreciated how 2.679 intertwined lessons on electronics with research insights from Buonassisi’s lab. “Seeing engineering principles applied within research contexts has been inspiring,” she says. Among the many new skills she acquired, Parker-Ashe was particularly surprised to revisit and master OpenCV, a computer vision software she found daunting in her first year. “Using OpenCV in this course feels like a full-circle moment,” she reflects.
“2.679 expanded my horizons, encouraging me to enroll in class 6.131 (Power Electronics), which has transformed my outlook,” Parker-Ashe reveals. “The course instilled a belief in my abilities, paving the way for my future in nuclear-electrical engineering. I now see pathways in electrical engineering that I previously overlooked.”
“Not only that, I’ve discovered ample opportunities for diverse project ideas, exploration, and creative contributions within group dynamics,” she adds. “My hands-on experience in Course 2 has been invaluable.”
Photo credit & article inspired by: Massachusetts Institute of Technology
