This course is the scientific communications portion of course 7.02, Experimental Biology and Communication. Students develop their skills as writers of scientific research, skills that also contribute to the learning of the 7.02 course materials. Through in class and out of class writing exercises, students explore the genre of the research article and its components while developing an understanding of the materials covered in the 7.02 laboratory.

In this class, students engage in independent research projects to probe various aspects of the physiology of the bacteriumĺĘPseudomonas aeruginosa PA14, an opportunistic pathogen isolated from the lungs of cystic fibrosis patients. Students use molecular genetics to examine survival in stationary phase, antibiotic resistance, phase variation, toxin production, and secondary metabolite production. Projects aim to discover the molecular basis for these processes using both classical and cutting-edge techniques. These include plasmid manipulation, genetic complementation, mutagenesis, PCR, DNA sequencing, enzyme assays, and gene expression studies. Instruction and practice in written and oral communication are also emphasized. WARNING NOTICE The experiments described in these materials are potentially hazardous and require a high level of safety training, special facilities and equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT shall have no responsibility, liability, or risk for the content or implementation of any of the material presented. Legal Notice

Laboratory uses yeast as an experimental system to study fundamental problems in understanding cell cycle and chromosome segregation. Experimental work combines genetic approaches with the tools of molecular and cell biology to identify and characterize novel genes that act on these processes. Instruction and practice in written and oral communication provided.

Designed for students without previous experience in techniques of cellular and molecular biology, this class teaches basic experimental techniques in cellular and molecular neurobiology. Experimental approaches covered include tissue culture of neuronal cell lines, dissection and culture of brain cells, DNA manipulation, synaptic protein analysis, immunocytochemistry, and fluorescent microscopy.

Junior Lab consists of two undergraduate courses in experimental physics. The courses are offered by the MIT Physics Department, and are usually taken by Juniors (hence the name). Officially, the courses are called Experimental Physics I and II and are numbered 8.13 for the first half, given in the fall semester, and 8.14 for the second half, given in the spring.The purposes of Junior Lab are to give students hands-on experience with some of the experimental basis of modern physics and, in the process, to deepen their understanding of the relations between experiment and theory, mostly in atomic and nuclear physics. Each term, students choose 5 different experiments from a list of 21 total labs.

Gain practical insight and improved understanding of engineering experimentation through design and execution of "project" experiments. Building upon work in 16.621, students construct and test equipment, make systematic experimental measurements of phenomena, analyze data, and compare theoretical predictions with results. Written final report on entire project and formal oral presentation. Includes instructions on oral presentations. Provides valuable link between theory and practice.

Introduces laboratory experimental techniques. Principles of experimental design and reliable measurement. Laboratory safety. Instruction in effective report writing and oral presentation, including revision of written work. Selection and detailed planning of an individual research project, including design of components or equipment. Preparation of a detailed proposal for the selected project carried through to completion under 16.622.

The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example.

Students apply what they know about light polarization and attenuation (learned in the associated lesson) to design, build, test, refine and then advertise their prototypes for more effective sunglasses. Presented as a hypothetical design scenario, students act as engineers who are challenged to create improved sunglasses that reduce glare and lower light intensity while increasing eye protection from UVA and UVB radiation compared to an existing model of sunglasses—and make them as inexpensive as possible. They use a light meter to measure and compare light intensities through the commercial sunglasses and their prototype lenses. They consider the project requirements and constraints in their designs. They brainstorm and evaluate possible design ideas. They keep track of materials costs. They create and present advertisements to the class that promote the sunglasses benefits, using collected data to justify their claims. A grading rubric and reflection handout are provided.

This collection uses primary sources to explore early exploration of the Americas. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

The first comprehensive, peer-reviewed open access textbook for biological anthropology courses. Produced with support from the Society for Anthropology in Community Colleges (a section of the American Anthropological Association) and a grant from Minnesota State. Available free of charge for use in any setting.

In February, 2020 ancillary materials will be published, including test banks, PowerPoint slides and study guides. If you (adopting faculty) develop any ancillary materials you would be willing to share as open access materials on this website, please contact us at: explorationstextbook@gmail.com

If you adopt part of all of this textbook, please let us know by filling out our Adoptions survey. This information will help us report back to our funding agencies and, ultimately, help us develop more high quality, open access educational materials.

Students conduct an experiment to study the acceleration of a mobile Android device. During the experiment, they run an application created with MIT's App Inventor that monitors linear acceleration in one-dimension. Students use an acceleration vs. time equation to construct an approximate velocity vs. time graph. Students will understand the relationship between the object's mass and acceleration and how that relates to the force applied to the object, which is Newton's second law of motion.

Study of physical effects in the vicinity of a black hole as the basis for understanding general relativity, astrophysics, and elements of cosmology. Extension to current developments in theory and observation. Energy and momentum in flat spacetime; the metric; curvature or spacetime near rotating and nonrotating centers of attraction; the Global Positioning System and its dependence on general relativity; trajectories and orbits of particles. Subject has online component and classroom lectures are replaced with online interactions: manipulation of visualization software, access to websites describing current research, electronic submission of homework, and structured online discussions between undergraduates and alumni and with instructors and graduate specialists in the topics covered.

In this activity, students will explore two given websites to gather information on Bone Mineral Density and how it is measured. They will also learn about X-rays in general, how they work and their different uses, along with other imaging modalities. They will answer guiding questions as they explore the websites and take a short quiz after to test the knowledge they gained while reading the articles.

The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.

Students observe multiple examples of capillary action. First they observe the shape of a glass-water meniscus and explain its shape in terms of the adhesive attraction of the water to the glass. Then they study capillary tubes and observe water climbing due to capillary action in the glass tubes. Finally, students experience a real-world application of capillary action by designing and using "capillary siphons" to filter water.

Uses primary sources to explore the impacts World War I had on the struggle for civil rights in Connecticut and America.

Students learn about energy, kinetic energy, potential energy, and energy transfer through a series of three lessons and three activities. They learn that energy can be neither created nor destroyed and that relationships exist between a moving object's mass and velocity. The associated activities give students hands-on experience with examples of potential-to-kinetic energy transfers. The activities also provide ways for students to apply the core concepts of energy through engineering practices such as building and testing prototypes to meet design criteria, planning and carrying out investigations, collecting and interpreting data, optimizing a system design, and collaborating with other research groups. The fundamental concepts presented in this unit serve as a good foundation for future lessons on energy technologies and electricity production.

Students are introduced to the concept of energy conversion, and how energy transfers from one form, place or object to another. They learn that energy transfers can take the form of force, electricity, light, heat and sound and are never without some energy "loss" during the process. Two real-world examples of engineered systems light bulbs and cars are examined in light of the law of conservation of energy to gain an understanding of their energy conversions and inefficiencies/losses. Students' eyes are opened to the examples of energy transfer going on around them every day. Includes two simple teacher demos using a tennis ball and ball bearings. A PowerPoint(TM) presentation and quizzes are provided.