How do scientists discover the basic biology underlying human diseases? Simple organisms such as baker's yeast, nematodes, fruit flies, zebrafish, mice and rats have allowed biologists to investigate disease at multiple levels, from molecules to behavior. In this course students will learn strategies of disease modeling by critically reading and discussing primary research articles. We will explore current models of neurodegenerative diseases such as Parkinson's disease, childhood genetic diseases such as Fragile X syndrome, as well as models of deafness and wound healing. Our goal will be to understand the strategies biologists use to build appropriate models of human disease and to appreciate both the power and limitations of using simple organisms to analyze human disease. This course is one of many Advanced Undergraduate Seminars offered by the Biology Department at MIT. These seminars are tailored for students with an interest in using primary research literature to discuss and learn about current biological research in a highly interactive setting. Many instructors of the Advanced Undergraduate Seminars are postdoctoral scientists with a strong interest in teaching.

Students use authentic spectral data from the Cassini mission of Saturn and Saturn's moon, Titan, gathered by instrumentation developed by engineers. Taking these unknown data, and comparing it with known data, students determine the chemical composition of Saturn's rings and Titan's atmosphere.

Students are presented with a biomedical engineering challenge: Breast cancer is the second-leading cause of cancer-related death among women and the American Cancer Society says mammography is the best early-detection tool available. Despite this, many women choose not to have them; of all American women at or over age 40, only 54.9% have had a mammogram within the past year. One reason women skip annual mammograms is pain, with 90% reporting discomfort. Is there a way to detect the presence of tumors that is not as painful as mammography but more reliable and quantifiable than breast self-exams or clinical breast exams? This three lesson/three activity unit is designed for first-year accelerated or AP physics classes. It provide hands-on activities to teach the concepts of stress, strain and Hooke's law, which students apply to solve the challenge problem.

This short video and interactive assessment activity is designed to teach second graders about using symbol maps with compound units.

This short video and interactive assessment activity is designed to teach third graders about using timelines to 1-minute increments.

This short video and interactive assessment activity is designed to teach fourth graders about using timelines to 1-minute increments.

Students are given a difficult challenge that requires they integrate what they have learned so far in the unit about wait blocks, loops and switches. They incorporate these tools into their programming of the LEGO MINDSTORMS(TM) NXT robots to perform different tasks depending on input from a sound sensor and two touch sensors. This activity helps students understand how similar logic is implemented for other every day device operations via computer programs. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

Students use the spectrograph from the "Building a Fancy Spectrograph" activity to gather data about different light sources. Using the data, they make comparisons between the light sources and make conjectures about the composition of these sources.

This short video and interactive assessment activity is designed to teach fourth graders about using a scale and subtraction to find weight in grams.

Students develop a physical understanding for the meaning of equality by trying to find equal lengths using rods.

Bioscience Instructional Resources including Program Technical Standards, Professional Skill Standards, Blueprint for Instruction and Assessment, Instructional Framework, Terminology, and Identified Industry Certifications List.

A Scope and Sequence document is a tool which provides a brief outline of the standards and recommended teaching order for a particular course.A Scope and Sequence document outlines for each year of the program three crucial learning criteria:The Technical and Professional Skill Standards to be taught in each unitThe suggested order for teaching the content and skillsThe number of units to be included in each grading cycle or quarter

In this lesson, students will explain what a solution is and its components as well as explain what a mole is.  Then they will perform solution calculations and explain the two (2) methods for making a solution.

In this lesson, students will identify biological storage containers used in a stock room and list the two (2) main categories of chemicals.  Then they will list subcategories of chemicals and where those groups should be stored in a stock room before designing a proper biological and chemical stock room set up.

In this lesson, students will explain the terms biological and chemical as well as read a chemical/ biological label and MSDS sheet.  Then they will explain the importance of proper chemical and biological labeling before filling out a chemical/ biological storage label.

In this lesson, students will demonstrate an understanding of how to correctly dilute a solution via specific and serial dilution, and then dispose of it correctly.