This course is intended to provide students with the fundamentals of fencing, including footwork, bladework, bouting and refereeing. It will allow students to develop the ability to analyze a fencing bout, and promotes creativity in applying acquired skills in a fencing bout.

This lesson describes the major components and functions of the immune system and the role of engineers in keeping the body healthy (e.g., vaccinations and antibiotics, among other things). This lesson also discusses how an astronaut's immune system is suppressed during spaceflight due to stress and other environmental factors.

" We are now at an unprecedented point in the field of neuroscience: We can watch the human brain in action as it sees, thinks, decides, reads, and remembers. Functional magnetic resonance imaging (fMRI) is the only method that enables us to monitor local neural activity in the normal human brain in a noninvasive fashion and with good spatial resolution. A large number of far-reaching and fundamental questions about the human mind and brain can now be answered using straightforward applications of this technology. This is particularly true in the area of high-level vision, the study of how we interpret and use visual information including object recognition, mental imagery, visual attention, perceptual awareness, visually guided action, and visual memory. The goals of this course are to help students become savvy and critical readers of the current neuroimaging literature, to understand the strengths and weaknesses of the technique, and to design their own cutting-edge, theoretically motivated studies. Students will read, present to the class, and critique recently published neuroimaging articles, as well as write detailed proposals for experiments of their own. Lectures will cover the theoretical background on some of the major areas in high-level vision, as well as an overview of what fMRI has taught us and can in future teach us about each of these topics. Lectures and discussions will also cover fMRI methods and experimental design. A prior course in statistics and at least one course in perception or cognition are required."

" This team-taught multidisciplinary course provides information relevant to the conduct and interpretation of human brain mapping studies. It begins with in-depth coverage of the physics of image formation, mechanisms of image contrast, and the physiological basis for image signals. Parenchymal and cerebrovascular neuroanatomy and application of sophisticated structural analysis algorithms for segmentation and registration of functional data are discussed. Additional topics include: fMRI experimental design including block design, event related and exploratory data analysis methods, and building and applying statistical models for fMRI data; and human subject issues including informed consent, institutional review board requirements and safety in the high field environment. Additional Faculty Div Bolar Dr. Bradford Dickerson Dr. John Gabrieli Dr. Doug Greve Dr. Karl Helmer Dr. Dara Manoach Dr. Jason Mitchell Dr. Christopher Moore Dr. Vitaly Napadow Dr. Jon Polimeni Dr. Sonia Pujol Dr. Bruce Rosen Dr. Mert Sabuncu Dr. David Salat Dr. Robert Savoy Dr. David Somers Dr. A. Gregory Sorensen Dr. Christina Triantafyllou Dr. Wim Vanduffel Dr. Mark Vangel Dr. Lawrence Wald Dr. Susan Whitfield-Gabrieli Dr. Anastasia Yendiki "

Presents the anatomy, physiology, biochemistry, biophysics, and bioengineering of the gastrointestinal tract and associated pancreatic, liver, and biliary systems. Emphasis on the molecular and pathophysiological basis of disease where known. Covers gross and microscopic pathology and clinical aspects. Formal lectures given by core faculty, with some guest lectures by local experts. Selected seminars conducted by students with supervision of faculty. Permission of instructor required. (Only HST students may register under HST.120, graded P/D/F.) The most recent knowledge of the anatomy, physiology, biochemistry, biophysics, and bioengineering of the gastrointestinal tract and the associated pancreatic, liver and biliary tract systems is presented and discussed. Gross and microscopic pathology and the clinical aspects of important gastroenterological diseases are then presented, with emphasis on integrating the molecular, cellular and pathophysiological aspects of the disease processes to their related symptoms and signs.

Lectures and clinical case discussions designed to provide the student with a clear understanding of the physiology, endocrinology, and pathology of human reproduction. Emphasis is on the role of technology in reproductive science. Suggestions for future research contributions in the field are probed. Students become involved in the wider aspects of reproduction, such as prenatal diagnosis, in vitro fertilization, abortion, menopause, contraception and ethics relation to reproductive science. This course is designed to give the student a clear understanding of the pathophysiology of the menstrual cycle, fertilization, implantation, ovum growth development, differentiation and associated abnormalities. Disorders of fetal development including the principles of teratology and the mechanism of normal and abnormal parturition will be covered as well as the pathophysiology of the breast and disorders of lactation. Fetal asphyxia and its consequences will be reviewed with emphasis on the technology currently available for its detection. In addition the conclusion of the reproductive cycle, menopause, and the use of hormonal replacement will be covered.

This simulation explores the relationship between the amount of surface area in the small intestine and the rate at which it absorbs food particles into the circulatory system. This simulation is used in Lesson 8 of Unit 7.3 of the OpenSciEd curriculum.

This unit serves as an introduction to a course on Human Anatomy and Physiology.  It gives a brief overview of how the human organism is organized, and then introduces the body's 11 body systems.  Major anatomical terminology is presented in this unit including body regions, body planes, anatomical directions, and body cavities.  Major survival needs are discussed along with how these needs are continually balanced within the body as the human organism uses negative and positive feedback mechanisms to maintain homeostasis.

Educators can use the toolkit as a whole or borrow pieces to meet their unique learning objectives and circumstances. You may watch the film in the classroom or assign it to your students to watch on their own time. Many of these activities can be assigned virtually, as many schools will not resume in-person classrooms during 2020. The film can also be useful for student groups and associations.

The film has been divided up into 3 sections to accommodate for classroom viewing. Each section includes discussion questions, a lesson plan, and a lab. All of the student-facing materials are available on the website while the lesson plans and video links are accessible by signing up for a free screening license. All activities have NGSS and/or AP Bio standards alignment.

We also have 2 activities geared toward career exploration. We need young people to enter the fields of science now more than ever! ​Finally, we have some bonus materials that include materials created by other educators that can be useful as well. If you would like to submit an activity for us to include and share with other educators, please email breakthrough@uncommonproductions.com.

LabXchange is an online community for learning, sharing, and collaboration.

Labs are places of exploration and discovery for every field imaginable. In this spirit, you can discover, engage, and share what you learn on LabXchange. We curate and create world-class digital content, delivered on a free, online platform that lets you integrate your learning and research experiences. Here, you take control of your learning and solve real-world problems as a community. Participation will always be free.

For information about upcoming professional development workshops, visit our blog!

Objective
SWBAT explain steps of neurotransmission that lead to neurotransmitter release.

Big Idea
Students will be able to physically model the process of neurotransmission.

This courses focuses on the fundamentals of tissue and organ response to injury from a molecular and cellular perspective. There is a special emphasis on disease states that bridge infection, inflammation, immunity, and cancer. The systems approach to pathophysiology includes lectures, critical evaluation of recent scientific papers, and student projects and presentations. This term, we focus on hepatocellular carcinoma (HCC), chronic-active hepatitis, and hepatitis virus infections. In addition to lectures, students work in teams to critically evaluate and present primary scientific papers.

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.

Objective
SWBAT to explain the relationship between structure of muscular system and its function.

Big Idea
Students develop an argument on how the body, including muscular system, is a system composed of a specialized group of cells and tissues. (MS-LS1-3) (Crosscutting Concepts: Systems and System Models).

Growth and development of normal bone and joints, the process of mineralization, the biophysics of bone and response to stress and fracture, calcium and phosphate homeostasis and regulation by parathyroid hormone and vitamin D, and the pathogenesis of metabolic bone diseases and disease of connective tissue, joints, and muscles, with consideration of possible mechanisms and underlying metabolic derangements.

Objective
SWBAT to explain interaction between the skeletal and the muscular system during movement.

Big Idea
Students develop argument to explain example of how body systems interact with another in human body.

Objective
SWBAT to explain relationship between structure and function of neuron.

Big Idea
Students explore structure and function of neuron.

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.

Physical and physiological mechanisms underlying the transduction and analysis of acoustic signals in the auditory periphery. Topics include the acoustics, mechanics, and hydrodynamics of sound transmission; the biophysical basis for cochlear amplification; the physiology of hair-cell transduction and synaptic transmission; efferent feedback control; the analysis and coding of simple and complex sounds by the inner ear; and the physiological bases for hearing disorders. Based primarily on reading and discussions of original research literature. Topics for this course are based primarily on reading and discussions of original research literature that cover the analysis as well as the underlying physical and physiological mechanisms of acoustic signals in the auditory periphery. Topics include the acoustics, mechanics, and hydrodynamics of sound transmission; the biophysical basis for cochlear amplification; the physiology of hair-cell transduction and synaptic transmission; efferent feedback control; the analysis and coding of simple and complex sounds by the inner ear; and the physiological bases for hearing disorders.

A collection of nine excerpts from historical accounts of epidemics: two from ancient sources, one from the Black Death in 14th century Europe, one from the 1665 Plague of London, one from the late 18th century Yellow Fever outbreak in Philadelphia, two from smallpox epidemics on Native American reservations in the late 19th century, and two from the influenza pandemic of 1918.

All readings include a brief introduction to the historical context, a glossary, discussion questions, and sources. Discussion questions can be edited to support learning in various disciplines.