This page focuses on the course 6.849 Geometric Folding Algorithms: Linkages, Origami, Polyhedra as it was taught by Prof. Erik Demaine in Fall 2012.
This course is about folding forms, which encompasses any kind of reconfigurable structure that can change shape dynamically. There is a lot of excitement about applying folding to various disciplines such as science and engineering. The applications motivate the underlying mathematics of how to understand reconfigurable structures, the algorithms of how to fold your robotic arm into a desired shape, and even how to design new origami or new folding structures that do whatever you want.
In the following pages, Prof. Demaine describes various aspects of how he teaches 6.849 Geometric Folding Algorithms: Linkages, Origami, Polyhedra.
6.046J/18.410J Design and Analysis of Algorithms, or equivalent background in discrete mathematics and algorithms. Alternatively, permission from the instructor.
H-Level graduate credit
Every other fall semester
The students' grades were based on the following activities:
2/3 undergraduate upperclassmen; 1/3 graduate students
Mainly Electrical Engineering and Computer Science majors and Mathematics majors, with a few Architecture majors
Prof. Demaine reflects on the range of students that enroll in this course:
“This is a graduate course, so while it’s ostensibly for graduate students, there are very advanced MIT undergraduates who choose to take the course—occasionally even a freshman! Usually more upperclassmen undergrads take this course because they have run out of undergraduate courses to take and want to take cool graduate courses.
While 6.849 gets a lot of students from computer science and mathematics, we usually also get between three to five architects, which is a fun challenge for me because they have a really strong design background and come up with interesting applications for folding that I don’t always think about. While that has led in a lot of cool directions, their mathematics background is a bit weaker so I have tried to make the course as broadly accessible as possible. I have crafted the content so that it still captures the mathematical spirit without always going into the details of the proofs, or at least minimally so that they can be appreciated by those with a more intuitive, geometric understanding as opposed to a rigorous mathematics background.”
During an average week, students were expected to spend 12–14 hours on the course, roughly divided as follows: