This course is a continuation of 24.951. This semester the course topics of interest include movement, phrase structure, and the architecture of the grammar.

This studio will investigate the social, physiological and phenomenological elements of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and reinforce the sense of "play" through a sensible organization of the program. The place will foster a casual discovery of a sense of "being": a reflection upon the student's own existence based upon an intellectual attitude of acting and group events. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio.

" This studio will investigate the social, programmatic, tectonic and phenomenological performance and character of a student gathering place on the MIT campus. Whether it is simply for socializing or for more specific events, the student gathering place will serve as a refuge from the vigorous educational environment of the Institute, and it will reinforce a critical sense of "place" through the almost logical organization of its program. The place will foster a casual discovery of "being": a reflection upon the student's own existence based upon participation in group events and an intellectual attitude toward acting. To create a space that inspires, rather than imposes: such a discovery is the foremost challenge of this studio."

This is a two-part teaching unit about the controversy among conservationists over a proposal to turn part of Yosemite National Park into a dam to furnish water to San Francisco. The first part explores the history of the conservation movement in general, while the second links to primary records, such as Congressional debates, of Hetch Hetchy itself.

Students extend their knowledge of the skeletal system to biomedical engineering design, specifically the concept of artificial limbs. Students relate the skeleton as a structural system, focusing on the leg as structural necessity. They learn about the design considerations involved in the creation of artificial limbs, including materials and sensors.

This subject provides an introduction to fluid mechanics. Students are introduced to and become familiar with all relevant physical properties and fundamental laws governing the behavior of fluids and learn how to solve a variety of problems of interest to civil and environmental engineers. While there is a chance to put skills from Calculus and Differential Equations to use in this subject, the emphasis is on physical understanding of why a fluid behaves the way it does. The aim is to make the students think as a fluid. In addition to relating a working knowledge of fluid mechanics, the subject prepares students for higher-level subjects in fluid dynamics.

The Engineering and the Human Body unit covers the broad spectrum of topics that make-up our very amazing human body. Students are introduced to the space environment and learn the major differences between the environment on Earth and that of outer space. The engineering challenges that arise because of these discrepancies are also discussed. Then, students dive into the different components that make up the human body: muscles, bones and joints, the digestive and circulatory systems, the nervous and endocrine systems, the urinary system, the respiratory system, and finally the immune system. Students learn about the different types of muscles in the human body and the effects of microgravity on muscles. Also, they learn about the skeleton, the number of and types of bones in the body, and how outer space affects astronauts' bones. In the lessons on the digestive, circulatory, nervous and endocrine systems, students learn how these vital system work and the challenges faced by astronauts whose systems are impacted by spaceflight. And lastly, advances in engineering technology are discussed through the lessons on the urinary, respiratory and immune systems while students learn how these systems work with all the other body components to help keep the human body healthy.

SPARK goes into rehearsals with butoh dancer Ledoh, as he explores the ancient, agrarian roots of his Ka-Ren ancestry in Burma with his group The Salt Farm Butoh Dance Company. This Educator Guide traces the history of butoh to its origins in post-war Japan and its diverse contemporary forms.

Studies of invertebrate locomotion and biomechanics provide unusual opportunities to interrelate biology, physics, and math in engaging ways. The authors have produced an original videotape and CD, entitled, "Invertebrate LocOlympics," which document locomotion in numerous invertebrates including: nematode, oligochaetes, leech, Daphnia, ostracod, copepod, centipede, millipede, and springtail. This documentation, together with the following write-up, allow quantitative investigation and analysis of several types of locomotion, namely: undulatory swimming, swimming with appendages, walking, running, jumping, ciliary gliding, and others. Direct measurements from freeze-frame video or PowerPoint file images (on CD) allow inter-species comparisons of movement trajectory, forward velocity, wave velocity, wave frequency, and Reynolds Numbers.

Twister provides an excellent opportunity to discuss shared responsibilities at home/school as well as to demonstrate working together in a "movement" situation. Young children will enjoy the movement involved while learning directional words, such as right, left, etc. This lesson incorporates literature, technology, and motor skills.

is a curriculum-oriented guide to a home in Waterloo, New York in which several early abolitionists, women's rights advocates, and social reformers lived. The site uses photos and drawings of the house as a beginning point to lead into readings about the First Woman's Rights Convention in nearby Seneca Falls in 1848.

This lesson covers the topic of muscles. Students learn about the three different types of muscles in the human body and the effects of microgravity on muscles. Students also learn how astronauts need to exercise in order to lessen muscle atrophy in space. Students discover what types of equipment engineers design to help the astronauts exercise while in space.

This collection of songs and images highlights the role of music in the Civil Rights movement.

This is a collection of downloadable video clips on the theme of Movement of People and Goods, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "To Have and Have Not" (2002), "Border Jumpers" (2005).

This activity helps students learn about the three different types of muscles and how outer space affects astronauts' muscles. They will discover how important it is for astronauts to get adequate exercise both on Earth and in outer space. Also, through the design of their own microgravity exercise machine, students learn about the exercise machines that engineers design specifically for astronaut use.

Surveys general principles and specific examples of motor control in biological systems. Emphasizes the neural mechanisms underlying different aspects of movement and movement planning. Covers sensory reception, reflex arcs, spinal cord organization, pattern generators, muscle function, locomotion, eye movement, and cognitive aspects of motor control. Functions of central motor structures including cerebellum, basal ganglia, and cerebral cortex considered. Cortical plasticity, motor learning and computational approaches to motor control, and motor disorders are discussed.

The sensing, thinking, moving body is the basis of our experience in the world; it is the very foundation on which cognitive intelligence is built. Physical Intelligence, then, is the inherent ability of the human organism to function in extraordinary accord with its physical environment. This class--a joint DAPER/ME offering for both PE and academic credit--uses the MIT gymnastics gym as a laboratory to explore Physical Intelligence as applied to ME and design. Readings, discussions and experiential learning introduce various dimensions of Physical Intelligence which students then apply to the design of innovative exercise equipment.

For all of the bodies attached to the many great minds that walk the Institute's halls, in the work that goes on at MIT the body is present as an object of study, but is all but unrecognized as an important dimension of our intelligence and experience. Yet the body is the basis of our experience in the world; it is the very foundation on which cognitive intelligence is built. Using the MIT gymnastics gym as our laboratory, the Physical Intelligence activity will take an innovative, hands-on approach to explore the kinesthetic intelligence of the body as applicable to a wide range of disciplines. Via exercises, activities, readings and discussions designed to excavate our physical experience, we will not only develop balance, agility, flexibility and strength, but a deep appreciation for the inherent unity of mind and body that suggests physical intelligence as a powerful complement to cognitive intelligence.