2020(S08) Lecture:week 4 - Revision history

Nkuldell at 15:12, 29 February 2008

Nkuldell — Fri, 29 Feb 2008 15:12:14 GMT

←Older revision		Revision as of 15:12, 29 February 2008
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	==Challenge: <font color = blue>Backyard Biology</font color>==		==Challenge: <font color = blue>Backyard Biology</font color>==
	===Cookin' up some DNA in your kitchen===		===Cookin' up some DNA in your kitchen===
-	#Pour ~20 ml of water into a small white cup	+	#Pour ~50 ml of water into a small white cup
-	#Add 1/4 tsp wheat germ and mix with a coffee stirrer for 3 minutes	+	#Add 1 tsp wheat germ and mix with a coffee stirrer for 3 minutes
-	#Add one glop of liquid soap ~~and mix~~ a little bit every 1 minute for 5 minutes	+	#Add one glop of liquid soap
		+	#Mix a little bit every 1 minute for 5 minutes
	#Add 1/4 tsp meat tenderizer and mix		#Add 1/4 tsp meat tenderizer and mix
	#Add 1/2 tsp baking soda and mix		#Add 1/2 tsp baking soda and mix
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	#Dribble some rubbing alcohol down the side of the cup so it sits on top of but does not mix with the wheat germ liquid		#Dribble some rubbing alcohol down the side of the cup so it sits on top of but does not mix with the wheat germ liquid
	#Over the next 5 minutes watch to see what happens at the interface between the wheat germ liquid and the rubbing alcohol		#Over the next 5 minutes watch to see what happens at the interface between the wheat germ liquid and the rubbing alcohol
-	#Try to scoop out some of the goop with a paper clip hook	+	#Try to spool or scoop out some of the goop with a paper clip hook or eyedropper

	===Lego™phoresis===		===Lego™phoresis===
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 1 tablespoon agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 1/2 tablespoon agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

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	==Follow-up homework==		==Follow-up homework==
-	You can find the term "biohacking" increasingly tossed into conversations and presentations. There are examples ranging from [http://biohackery.com/taxonomy/term/3 "how to" websites] to an [http://web.mit.edu/newsoffice/2007/comm-vestspeech-0608.html MIT commencement address.] Begin your follow-up work from today's lecture by '''reading Freeman Dyson's 2007 New York Times article''' in which he writes about [http://www.nybooks.com/articles/20370 "our biotech future."] He foresees a domestication of biotechnology that will dominate our lives for the next 50 years. He foresees an "era of Open Source biology (in which) the magic of genes will be available to anyone with the skill and imagination to use it."	+	There are 2 parts to today's follow-up!
		+	*First, real quick: The "Backyard Biology" project involved four independent tasks
		+	**1: isolating DNA
		+	**2: building a gel casting apparatus
		+	**3. casting a gel
		+	**4: building an electrophoresis rig
		+	Was your team able to complet all four tasks in teh tie alloted? If not, how could you have organized your team differently at the start of the challenge so that you might have had a better chance of finishing.
		+	*Second: You can find the term "biohacking" increasingly tossed into conversations and presentations. There are examples ranging from [http://biohackery.com/taxonomy/term/3 "how to" websites] to an [http://web.mit.edu/newsoffice/2007/comm-vestspeech-0608.html MIT commencement address.] Begin your follow-up work from today's lecture by '''reading Freeman Dyson's 2007 New York Times article''' in which he writes about [http://www.nybooks.com/articles/20370 "our biotech future."] He foresees a domestication of biotechnology that will dominate our lives for the next 50 years. He foresees an "era of Open Source biology (in which) the magic of genes will be available to anyone with the skill and imagination to use it."
	Based on your backyard biology experience today, what do you think of the present and future possibilities of biohacking? As a point of comparison you might consider the [http://www.builderau.com.au/blogs/byteclub/viewblogpost.htm?p=339270810 hacking of the iPhone]. Here are some other questions you might consider as you think about this topic:		Based on your backyard biology experience today, what do you think of the present and future possibilities of biohacking? As a point of comparison you might consider the [http://www.builderau.com.au/blogs/byteclub/viewblogpost.htm?p=339270810 hacking of the iPhone]. Here are some other questions you might consider as you think about this topic:
	*Who can hack computers and who can hack biology?		*Who can hack computers and who can hack biology?

Nkuldell at 14:57, 29 February 2008

Nkuldell — Fri, 29 Feb 2008 14:57:33 GMT

←Older revision		Revision as of 14:57, 29 February 2008
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	=<center>Week 4 Thursday</center>=		=<center>Week 4 Thursday</center>=
-	Starting today and continuing into the next two weeks we'll consider intentional manipulation of DNA.	+	''"The new techniques, which permit combination of genetic information from very different organisms, place us in an area of biology with many unknowns."'' <br>
		+	Summary Statement of the Asilomar Conference on Recombinant DNA Molecules<br>
		+	Berg et al PNAS 1975 72:1981.
		+
		+	Starting today and continuing into the next two weeks, we'll consider intentional manipulation of DNA. During this time we'll consider some of the scientific advances that have enabled genetic engineering. For instance, almost any string of genetic material can now be reliably re-ordered. Additionally, the cross-species barriers to DNA transfer have been reduced to a point that its now commonplace to get a gene of interest expressed in an organism even when that gene came from a wholly different critter. These feats would have seemed like science fiction just 50 years ago when Watson and Crick published the double helical structure for DNA. And just as a replication mechanism did not escape Watson and Crick's attention when they described DNA's structure, the potential for positive and negative outcomes from recombinant DNA techniques did not escape anyone's notice when these techniques were developing. Everyone took notice: the scientists involved, the government oversight groups,t he media and the public. As a class, we will consider some of the ethical, legal and policy issues that arose with the advent of recombinant DNA technology. But today we'll step back and consider the DNA material itself.
		+	*Is DNA (the physical material) inherently dangerous?
		+	*What makes it (or could make it) dangerous?
		+	*How can you tell if it’s dangerous?
		+	*Are there special places that DNA (the physical material) should be kept?
		+	*Are there rules that can be enforced about its manipulation?
		+	If you've spent time in a research lab, there's a good chance you've worked with DNA there. Is that the only place DNA can be manipulated? What if the techniques and facilities for manipulating DNA were available to everyone? What if they already are? If you've never spent time working with DNA, then you're in for a treat. Today you'll isolate and purify some DNA using materials found in most any kitchen or garage.
		+
	==Challenge: <font color = blue>Backyard Biology</font color>==		==Challenge: <font color = blue>Backyard Biology</font color>==
	===Cookin' up some DNA in your kitchen===		===Cookin' up some DNA in your kitchen===

Nkuldell at 02:41, 28 February 2008

Nkuldell — Thu, 28 Feb 2008 02:41:59 GMT

←Older revision		Revision as of 02:41, 28 February 2008
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	=<center>Week 4 Thursday</center>=		=<center>Week 4 Thursday</center>=
		+	Starting today and continuing into the next two weeks we'll consider intentional manipulation of DNA.
	==Challenge: <font color = blue>Backyard Biology</font color>==		==Challenge: <font color = blue>Backyard Biology</font color>==
	===Cookin' up some DNA in your kitchen===		===Cookin' up some DNA in your kitchen===

Nkuldell at 15:23, 27 February 2008

Nkuldell — Wed, 27 Feb 2008 15:23:39 GMT

←Older revision		Revision as of 15:23, 27 February 2008
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt ~~2 tablespoons~~ agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 1 tablespoon agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

Nkuldell at 15:21, 27 February 2008

Nkuldell — Wed, 27 Feb 2008 15:21:45 GMT

←Older revision		Revision as of 15:21, 27 February 2008
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt ~~2tsp~~ agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 2 tablespoons agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

Nkuldell at 14:54, 27 February 2008

Nkuldell — Wed, 27 Feb 2008 14:54:28 GMT

←Older revision		Revision as of 14:54, 27 February 2008
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	*agar-agar		*agar-agar
	*running buffer		*running buffer
-	**~~1 L~~ bottled water	+	**500 ml bottled water
	**pinch of table salt		**pinch of table salt
-	**1/2 tsp baking soda	+	**1/4 tsp baking soda
-	**Aquarium pH kit to check pH 7.5	+	**Aquarium pH kit to check pH ~7.5
	**adjust with more water or baking soda as needed		**adjust with more water or baking soda as needed
	*microwave		*microwave
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 2tsp agar-agar with running buffer and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 2tsp agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

Nkuldell: /* Nip and Tuck */

Nkuldell — Wed, 27 Feb 2008 01:45:33 GMT

Nip and Tuck

←Older revision		Revision as of 01:45, 27 February 2008
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	* what challenge your team will address		* what challenge your team will address
	* what ideas you have agreed to work on (at least 3, no more than 5)		* what ideas you have agreed to work on (at least 3, no more than 5)
-	As you develop your ideas, you might also want to keep in mind the requirements for your [http://openwetware.org/wiki/20.020:_3_ideas_presentation "3 ideas presentations"] that will take place in two weeks. Think about what you will have to present, and how you would like to present it. Maybe the work could/should be divided up or maybe you need to hash out ideas on the spot together. You will use the remaining time today and all of next week studio time to make real progress on these high level questions about your project. At a minimum, today's work should allow ~~include~~ your team's Facebook page ~~getting~~ uploaded to the Team Project section of the homework dropbox that's [https://stellar.mit.edu/S/course/20/sp08/20.020/homework/ here.]	+	As you develop your ideas, you might also want to keep in mind the requirements for your [http://openwetware.org/wiki/20.020:_3_ideas_presentation "3 ideas presentations"] that will take place in two weeks. Think about what you will have to present, and how you would like to present it. Maybe the work could/should be divided up or maybe you need to hash out ideas on the spot together. You will use the remaining time today and all of next week studio time to make real progress on these high level questions about your project. At a minimum, today's work should allow your team's Facebook page to be uploaded to the Team Project section of the homework dropbox that's [https://stellar.mit.edu/S/course/20/sp08/20.020/homework/ here.] Make sure one of your team makes this his/her responsibility.

	=<center>Week 4 Thursday</center>=		=<center>Week 4 Thursday</center>=

Endy: /* Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman] */

Endy — Tue, 26 Feb 2008 15:34:30 GMT

Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman]

Endy: /* Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman] */

Endy — Tue, 26 Feb 2008 15:28:47 GMT

Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman]

←Older revision		Revision as of 15:28, 26 February 2008
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	Jumping ahead ~100 years, note that we (i.e., humans) are now pretty good at building "first-order" flying machines (e.g., the [http://www.youtube.com/watch?v=dd9NM9vsGD8 Boeing 777]). How come? Well, one reason is that the engineering community has developed powerful tools to help with the design of flying machines. Check out this [http://www.youtube.com/watch?v=ER8qjvdHEyQ video] of simulated airflow around a model for a plane. Next, consider this [http://www.youtube.com/watch?v=b4qROcBXs6Y simulation] of airflow past an unmanned aerial vehicle. Also, consider this [http://www.youtube.com/watch?v=pe9PVaFGl3o movie] showing a wing loading test for a 777. Discuss at your table both (a) what these movies are showing, (b) how such tools or methods would help with the design of flying machines, (c) why Boeing conducted an expensive wing loading test if their design tools are so great?<br>		Jumping ahead ~100 years, note that we (i.e., humans) are now pretty good at building "first-order" flying machines (e.g., the [http://www.youtube.com/watch?v=dd9NM9vsGD8 Boeing 777]). How come? Well, one reason is that the engineering community has developed powerful tools to help with the design of flying machines. Check out this [http://www.youtube.com/watch?v=ER8qjvdHEyQ video] of simulated airflow around a model for a plane. Next, consider this [http://www.youtube.com/watch?v=b4qROcBXs6Y simulation] of airflow past an unmanned aerial vehicle. Also, consider this [http://www.youtube.com/watch?v=pe9PVaFGl3o movie] showing a wing loading test for a 777. Discuss at your table both (a) what these movies are showing, (b) how such tools or methods would help with the design of flying machines, (c) why Boeing conducted an expensive wing loading test if their design tools are so great?<br>
	<br>		<br>
-	Can the same tools that are used to help design airplanes also be used to understand how natural flying machines work? Check out three videos before discussing and answering this question: [http://www.youtube.com/watch?v=u6Xrhdkuqr0 Movie 1], [http://www.youtube.com/watch?v=x3th_3BZVHQ Movie 2]. Do you think that these simulators are good enough to help us understand how natural flying machines really work?<br>	+	Can the same tools that are used to help design airplanes also be used to understand how natural flying machines work? Check out three videos before discussing and answering this question: [http://www.youtube.com/watch?v=u6Xrhdkuqr0 Movie 1], [http://www.youtube.com/watch?v=x3th_3BZVHQ Movie 2]. First, have a quick discussion to make sure that everybody understands what these movies depict. Once settled, do you think that these simulators are good enough to help us understand how natural flying machines really work?<br>
	<br>		<br>
	Finally, check out these videos:<br>		Finally, check out these videos:<br>
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	#[http://harvardmagazine.com/web/extras/robotic-fly Robotic Fly]		#[http://harvardmagazine.com/web/extras/robotic-fly Robotic Fly]
	#[http://www.youtube.com/watch?v=l131fSveof8 MIT Daedalus]		#[http://www.youtube.com/watch?v=l131fSveof8 MIT Daedalus]
-	Discuss with your table-mates what you think flight will be like 100 years from today.	+	Discuss with your table-mates what you think flight will be like 100 years from today. Also, consider what lessons you might draw from the last 100 years of humans studying and building flying machines that could be relevant to the next 100 years of humans studying and building biological machines.
	<br>		<br>
	'''Before leaving lecture''' today, complete your response log entry. In your response, you should note:		'''Before leaving lecture''' today, complete your response log entry. In your response, you should note:

Endy: /* Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman] */

Endy — Tue, 26 Feb 2008 15:25:43 GMT

Challenge: [http://batman-versus-superman.com/Statistics.html Superman vs Batman]

←Older revision		Revision as of 15:25, 26 February 2008
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	#[http://harvardmagazine.com/web/extras/robotic-fly Robotic Fly]		#[http://harvardmagazine.com/web/extras/robotic-fly Robotic Fly]
	#[http://www.youtube.com/watch?v=l131fSveof8 MIT Daedalus]		#[http://www.youtube.com/watch?v=l131fSveof8 MIT Daedalus]
-		+	Discuss with your table-mates what you think flight will be like 100 years from today.
-		+	<br>
-	~~#[http://hardware.slashdot.org/article.pl?sid=08/01/30/2244228 birds inform swarmbots] or [http://science.slashdot.org/article.pl?sid=08/02/08/0113231 birds inform plane designers]~~	+
-	~~#[http://harvardmagazine.com/web/extras/robotic~~-~~fly robotic fly]~~	+
-	~~#[http://www~~.~~youtube.com/watch?v=pe9PVaFGl3o 777 wing load test]~~	+
-	~~#[http://www.youtube.com/watch?v=PmZyB_ghpa0 flying dude]~~	+
-	~~#[http://www.msnbc.msn.com/id/3737728/ Kitty Hawk, NC 100 years later]~~<br>	+
	'''Before leaving lecture''' today, complete your response log entry. In your response, you should note:		'''Before leaving lecture''' today, complete your response log entry. In your response, you should note:
	* what the activity was		* what the activity was

←Older revision		Revision as of 15:23, 27 February 2008
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt ~~2 tablespoons~~ agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 1 tablespoon agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

←Older revision		Revision as of 15:21, 27 February 2008
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	[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]		[[Image:Lego1.png\|300px\|left\|thumb\|Cut ends off small container and tape closed]]
	[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]		[[Image:lego2.png\|300px\|right\|thumb\|Arrange Lego™s for casting wells]]
-	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt ~~2tsp~~ agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]	+	[[Image:lego3.png\|300px\|left\|thumb\|\|Melt 2 tablespoons agar-agar with 1/2 cup running buffer in a paper cup and pour gel ~1cm thick. Lego™ casting wells should be embedded in agar-agar while liquid but not touch bottom of container. You might consider resting the casting tray in a larger container in case the tape leaks.]]
	[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]		[[Image:lego4.png\|300px\|right\|thumb\|Once gel has solidified, remove Lego™s, tape and add DNA with glycerin/red food coloring]]

←Older revision		Revision as of 15:34, 26 February 2008
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	=<center>Week 4 Tuesday</center>=		=<center>Week 4 Tuesday</center>=
	==Challenge: <font color = blue>[http://batman-versus-superman.com/Statistics.html Superman vs Batman] </font color>==		==Challenge: <font color = blue>[http://batman-versus-superman.com/Statistics.html Superman vs Batman] </font color>==
-	'''Instructions:''' If you're looking to start an argument on a playground, ask a few ~~of the~~ elementary school kids who would win if Superman fought Batman. Superman has a number of innate "super" abilities, while Batman comes prepared with a handy utility belt plus plenty of training. It would be a close fight, for sure, but there's little agreement about which character would remain standing after a head to head battle. At your tables you should decide the winner and what powers ~~and~~ properties of ~~that character~~ tipped the balance for your group. Start by considering each hero's	+	'''Instructions:''' If you're looking to start an argument on a playground, ask a few different elementary school kids who would win if Superman fought Batman. Superman has a number of innate "super" abilities, while Batman comes prepared with a handy utility belt plus plenty of training. It would be a close fight, for sure, but there's little agreement about which character would remain standing after a head-to-head battle. At your tables you should decide the winner and what powers or properties of the victor tipped the balance for your group. Start by considering each hero's
	* mobility,		* mobility,
	* fighting abilities,		* fighting abilities,
	* fighting style and,		* fighting style and,
	* vulnerabilities. <br>		* vulnerabilities. <br>
-	~~You~~ might want to list the strengths and weaknesses of each character or you might want to read up on the histories of the heroes and their battles. '''After 15 minutes''' we will reconvene as a class to list the attributes that each table has considered and to tally the Superman vs Batman votes. May the best superhero win. <br>	+	To support your discussion, you might want to list the strengths and weaknesses of each character or you might want to read up on the histories of the heroes and their battles. '''After 15 minutes''' we will reconvene as a class to list the attributes that each table has considered and to tally the Superman vs Batman votes. May the best superhero win!<br>
	<br>		<br>
-	'''Framing comment:''' The Batman vs Superman battle can help to illustrate the ~~relationship~~ of science ~~and~~ engineering. This coupling is particularly apt in Biological Engineering because so much of the natural living world remains to be discovered and understood (Biology =? Superman), while at the same time engineers are working evermore to make new tools and products (Biotechnology =? Batman). <br>	+	'''Framing comment:''' The Batman vs Superman battle can help to illustrate the relationships of science to engineering. This coupling is particularly apt in Biological Engineering because so much of the natural living world remains to be discovered and understood (does Biology = Superman?), while at the same time engineers are already working evermore to make new tools and products (does Biotechnology = Batman?).<br>
	<br>		<br>
	'''From Science to Engineering, and Back Again:''' To further examine the coupling between science and engineering, we'll consider the history of humans and flight. Our conversation in class will consider both natural flying systems (e.g., birds) as well a man-made flying objects (e.g., planes, paper or otherwise)!<br>		'''From Science to Engineering, and Back Again:''' To further examine the coupling between science and engineering, we'll consider the history of humans and flight. Our conversation in class will consider both natural flying systems (e.g., birds) as well a man-made flying objects (e.g., planes, paper or otherwise)!<br>
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	First, consider this [http://www.youtube.com/watch?v=EqGY3uNR4ko movie] of birds flying. How many different, independent features or functions can you observe and define about flight by watching these natural flying machines? As a group, compile a list of all the features or functions that you can observe, including whether or not any particular feature is essential for flight. Can you define each function or feature such that one is independent from the next?<br>		First, consider this [http://www.youtube.com/watch?v=EqGY3uNR4ko movie] of birds flying. How many different, independent features or functions can you observe and define about flight by watching these natural flying machines? As a group, compile a list of all the features or functions that you can observe, including whether or not any particular feature is essential for flight. Can you define each function or feature such that one is independent from the next?<br>
	<br>		<br>
-	Now check out these two movies of damselflies in flight: [http://www.youtube.com/watch?v=gkFOBgl1P3Y Movie 1], [http://www.youtube.com/watch?v=DGkZLvung_o Movie 2]. Can you add any new functions or features to your list? Again, try to have each feature or function be independent from all others.<br>	+	Now check out these two movies of damselflies in flight: [http://www.youtube.com/watch?v=gkFOBgl1P3Y Movie 1], [http://www.youtube.com/watch?v=DGkZLvung_o Movie 2]. Can you add any new functions or features to your list of what's important for flight? Again, try to have each feature or function be independent from all the others.<br>
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-	Next, consider this [http://www.youtube.com/watch?v=iMhdksPFhCM video] of early flying machines. Again, working as a group, spend a few minutes to decide if there are any new features or functions that you didn't find by watching birds or insects in flight. Write these down so that we can discuss them as a class. Also, see if you can list any essential features of flight you identified by considering birds ~~that~~ these early inventors left out.<br>	+	Next, consider this [http://www.youtube.com/watch?v=iMhdksPFhCM video] of early flying machines. Again, working as a group, spend a few minutes to decide if there are any new features or functions that you didn't find by watching birds or insects in flight. Write these new features down so that we can discuss them as a class. Also, see if you can list any essential features of flight that you identified by considering birds and insects, but which these early inventors left out.<br>
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-	Jumping ahead ~100 years, note that we (i.e., humans) are now pretty good at building "first-order" flying machines (e.g., the [http://www.youtube.com/watch?v=dd9NM9vsGD8 Boeing 777]). How come? Well, one reason is that the engineering community has developed powerful tools to help with the design of flying machines. Check out this [http://www.youtube.com/watch?v=ER8qjvdHEyQ video] of simulated airflow around a model for a plane. Next, consider this [http://www.youtube.com/watch?v=b4qROcBXs6Y simulation] of airflow past an unmanned aerial vehicle. Also, consider this [http://www.youtube.com/watch?v=pe9PVaFGl3o movie] showing a wing loading test for a 777. Discuss at your table both (a) what ~~these movies are~~ showing, (b) how such tools or methods would help with the design of flying machines, (c) why Boeing conducted an expensive wing loading test if their design tools are so great?<br>	+	Jumping ahead ~100 years, note that we (i.e., humans) are now pretty good at building "first-order" flying machines (e.g., the [http://www.youtube.com/watch?v=dd9NM9vsGD8 Boeing 777]). How come? Well, one reason might be that the engineering community has developed powerful tools to help with the design and testing of flying machines. Check out this [http://www.youtube.com/watch?v=ER8qjvdHEyQ video] of simulated airflow around a model for a plane. Next, consider this [http://www.youtube.com/watch?v=b4qROcBXs6Y simulation] of airflow past an unmanned aerial vehicle. Also, consider this [http://www.youtube.com/watch?v=pe9PVaFGl3o movie] showing a wing loading test for a 777. Discuss at your table both (a) what each movie is showing, (b) how such tools or methods would help with the design of flying machines, (c) why Boeing conducted an expensive wing loading test if their design tools are so great?<br>
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-	Can the same tools that are used to help design ~~airplanes~~ also be used to understand how natural flying machines work? Check out ~~three~~ videos before discussing and answering this question: [http://www.youtube.com/watch?v=u6Xrhdkuqr0 Movie 1], [http://www.youtube.com/watch?v=x3th_3BZVHQ Movie 2]. ~~First~~, have a quick discussion to make sure that everybody understands what these movies depict. Once settled, do you think that these simulators are good enough to help us understand how natural flying machines really work?<br>	+	Can the same tools that are used to help design synthetic flying machines also be used to understand how natural flying machines work? Check out two videos before discussing and answering this question: [http://www.youtube.com/watch?v=u6Xrhdkuqr0 Movie 1], [http://www.youtube.com/watch?v=x3th_3BZVHQ Movie 2]. Now, have a quick discussion to make sure that everybody understands what these movies depict. Once settled, do you think that these simulators are good enough to help us understand how natural flying machines really work? Why or why not?<br>
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	Finally, check out these videos:<br>		Finally, check out these videos:<br>