To be recommended for the degree of Bachelor of Science, students must have attended the Institute not less than three regular academic terms, which ordinarily must include the term of graduation. Also, students must have satisfactorily completed programs of study approved in accordance with the faculty regulations, including the General Institute Requirements described on the following pages, and the departmental program of the Course in which the degree is to be awarded. A student must petition the Committee on Curricula for any substitutions in the General Institute Requirements. Departures from the departmental programs are allowed with departmental permission. The departmental programs and degree requirements appear in Part 2.
[see chart of General Institute Requirements]
MIT expects its graduates to have an understanding and appreciation of the basic concepts and methods of the physical and biological sciences. These concepts and methods are needed in most degree programs at the Institute. More important, they are an essential part of the background that MIT graduates bring to their roles as professionals and as broadly educated citizens in a world strongly influenced by science and technology.
Students begin with six science core subjects in mathematics, physics, biology, and chemistry, and then add the Science, Laboratory, and Restricted Electives in Science and Technology (REST) Requirements, both described later in this section. These programs introduce basic elements of the scientific method: experimental foundations and techniques, mathematical analysis, and conceptual models for experimental facts. Important experimental as well as conceptual aspects are introduced by the chemistry and biology requirements and by the Laboratory Requirement. Mathematical methods common to much of science and technology are explored in the mathematics requirement. Basic concepts that underlie many physical phenomena are defined and elucidated in the physics and REST requirements.
In addition to a rigorous introduction to the sciences, these requirements are intended to stimulate and challenge each student to review critically his or her knowledge, and to explore alternative conceptual and mathematical formulations which may provide better explanations of natural phenomena or may lead to better applications of technology.
The development of critical and constructive approaches to both theory and practice in science, engineering, and other professions is a central objective of the Institute's educational programs.
The Institute requirement in biology may be satisfied by one of three introductory subjects, 7.012, 7.013, or 7.014. These three subjects, denoted as Biology (GIR), cover the same core material, which includes the fundamental principles of biochemistry, genetics, molecular biology, and cell biology. In addition, each subject has its own distinctive material. Subject 7.012 is offered in the fall term; 7.013 and 7.014 are taught in the spring.
The Institute requirement in chemistry can be satisfied by taking 3.091 Introduction to Solid-State Chemistry, or 5.111 or 5.112 Principles of Chemical Science. These three subjects are denoted as Chemistry (GIR). Subject 3.091 is designed for students who are particularly interested in the chemistry of the solid state. Subjects 5.111 and 5.112 present an introduction to chemistry with an emphasis on basic principles and their applications. Subject 5.112 is intended for students with a strong background in high school chemistry.
The Institute requires all students to complete single variable calculus [18.01 or equivalent, denoted as Calculus I (GIR)] and multivariable calculus [18.02 or equivalent, denoted as Calculus II (GIR)].
Students with advanced-standing, advanced-placement, or transfer credit for 18.01 may go directly into multivariable calculus, which is offered in several versions in the fall term. Of these, 18.02 is the most basic version, 18.022 is somewhat more theoretical, and 18.023 emphasizes applications. Each of these options presents calculus as it is used in science and engineering.
The sequence 18.014–18.024 Calculus with Theory assumes a substantial background in calculus and emphasizes proofs.
Students with a year of high school calculus may qualify for 18.01A–18.02A. This sequence covers the material in one and a half terms. (See Part 3 for more information.)
Students with advanced-placement, advanced-standing, or transfer credit for 18.01 will lose it if they take 18.01, will receive 3 units of elective credit if they take 18.01A, and will receive 9 units of elective credit if they take 18.014.
The Institute requirement in physics may be satisfied through several combinations of introductory physics subjects. Subjects 8.01, 8.01L, 8.011, and 8.012 are denoted as Physics I (GIR); 8.02 and 8.022 are denoted as Physics II (GIR). Most students find the 8.01–8.02 sequence suited to their needs. The sequence 8.012–8.022 covers essentially the same subject matter as 8.01–8.02, but is more advanced mathematically; calculus is used freely from the beginning of the term. Subject 8.01L is offered in the fall term for students who have had little exposure to physics with calculus in high school. A student may switch from a Physics I (GIR) subject in one sequence to a Physics II (GIR) subject in another.
Students who score a 5 on Parts I and II of the Physics C Advanced Placement test will receive credit for 8.01.
Students with advanced-placement or advanced-standing credit for 8.01 who elect to take 8.012 will receive 6 units of elective credit in place of 8.01.
The Communication Requirement makes the development of effective writing and speaking an integral part of undergraduate education at the Institute. The Communication Requirement ensures that all undergraduates receive substantial instruction and practice in general expository writing and speaking and the forms of discourse common to their professional fields.
All students who entered MIT from summer 1999 through spring 2001, and transfer students only who entered summer 2001, are subject to the Writing Requirement (revised) instead of the Communication Requirement and should contact the director of Writing Across the Curriculum, Dr. Leslie Perelman, 617-253-3375, write@mit.edu.
The Communication Requirement consists of four Communication-Intensive (CI) subjects sequenced throughout a student's undergraduate career. Students take two CI subjects in the humanities, arts, and social sciences (CI-H) and two CI subjects in their major program (CI-M). Students must maintain a minimum rate in completing their CI subjects in order to remain in good standing with the Communication Requirement. They must complete one of their CI subjects by the end of the first year, two by the end of the second, three by the end of the third year, and four by graduation.
Students must earn a passing grade to receive CI credit, and only one CI-H subject per term may be counted toward completion of the Communication Requirement. However, students may receive credit for more than one CI-M subject in the same term or a CI-H and a CI-M taken concurrently.
The general structure of the requirement is described below. Additional information can be found at http://web.mit.edu/commreq/ and in the section of the Bulletin on the HASS Requirement, and specifics on the CI-M subjects for each major appear in the descriptions of the individual undergraduate degree programs.
First year. Students must pass one CI-H subject by the end of their second term at the Institute.
Before entering MIT, all students are asked to take the Freshman Essay Evaluation (FEE). The FEE is a placement tool, which is used to determine the best program for each undergraduate within the Communication Requirement. Students who receive a score of "CI-H/CI-HW Required" on the FEE or receive a score of 5 on either the Advanced Placement Language and Composition Test or the Advanced Placement Literature and Composition Test have the option of taking any CI-H subject, including specially designated expository writing subjects (CI-HW): 21F.222 Expository Writing for Bilingual Students; 21L.000J/21W.734J Writing About Literature; 21W.730 Writing on Contemporary Issues; 21W.731 Writing and Experience; and 21W.732 Introduction to Scientific and Technical Communication.
All other students must take one of the designated CI-HW expository writing subjects as their first CI subject.
Students who do not complete a CI-H/CI-HW subject in their first term at MIT are limited to 45 units in addition to an appropriate CI-H/CI-HW subject and may not advance to sophomore standing in their second term.
Second year. Students must pass at least two CI subjects by the end of their fourth term at the Institute. In most cases, these first two CI subjects will satisfy the CI-H portion of the requirement, providing a foundation in written and oral exposition.
Third year. Students must pass at least three of the four required CI subjects by the end of their sixth term. Most students will take their first CI-M subject as juniors and begin to develop the communication skills specific to the professional and academic culture of their discipline.
Before receiving an SB degree. Students must complete two CI-H subjects and the two CI-M subjects specified for their SB degree program prior to receiving their degree.
Double degrees (for students who entered prior to the 2008–2009 academic year). Students who wish to receive two SB degrees must pass two CI-H subjects and complete the CI-M subjects that fulfill the communication component of each major. Normally, these students will take four CI-M subjects, that is, two in each major program. However, a CI-M subject may be used to fulfill the communication component of two majors simultaneously if the subject is approved by both departments and by petitioning the Subcommittee on the Communication Requirement. To be consistent with MIT policy on double degrees, departments should approve a student's proposed program only if the CI-M subjects in the program would be acceptable for a single degree.
Double majors. Policies regarding the Communication Requirement for the new double major program are being developed. Visit http://web.mit.edu/commreq/ for more information.
MIT provides a substantial and varied program in the humanities, arts, and social sciences that forms an essential part of the education of every undergraduate. This program is intended to ensure that students develop a broad understanding of human society, its traditions, and its institutions. The requirement enables students to deepen their knowledge in a variety of cultural and disciplinary areas and encourages the development of sensibilities and skills vital to an effective and satisfying life as an individual, a professional, and a member of society.
More specifically, the objectives of the program are to develop skills in communication, both oral and written; knowledge of human cultures, past and present, and of the ways in which they have influenced one another; awareness of concepts, ideas, and systems of thought that underlie human activities; understanding of the social, political, and economic framework of different societies; and, finally, sensitivity to modes of communication and self-expression in the arts. Work in these areas will, where appropriate, display a special concern with the relation of science and technology to society.
The student's program in the Humanities, Arts, and Social Sciences (HASS) is based on the following Institute requirement:
Minimum. Every candidate for a bachelor's degree must have completed a minimum of eight term subjects (of at least 9 units each) in the humanities, arts, and social sciences. For students entering MIT in the summer 2001 or later, two of the HASS subjects that are designated Communication Intensive may be used toward the Communication Requirement. See the description of the Communication Requirement earlier in this section.
Distribution. Three of the eight subjects must be chosen from a specially designated list of distribution subjects in the humanities, arts, and social sciences. The three subjects may be taken at any stage of the student's undergraduate career, although students are encouraged to complete their HASS-D Requirement by the end of their junior year. Refer to the section below on the HASS Distribution Subjects for specifics.
Concentration. Before the third year, each student selects a field of concentration. The requirements for concentration are set by each field and consist of either three or four subjects. An individual's program of concentration is arranged in consultation with a designated advisor in the field. A distribution subject in a given category or field may also be counted as one of the required concentration subjects with the permission of the concentration advisor. In individual cases, a special interdisciplinary program of concentration may be arranged with the approval of an advisor designated by the Dean of the School of Humanities, Arts, and Social Sciences. This approval must be obtained ahead of time, before the desired combination of subjects has been completed.
Currently, the following fields of concentration are offered:
American Studies
Ancient and Medieval Studies
Anthropology
Archaeology and Archaeological Science
Black Studies
Comparative Media Studies
East Asian Studies
Economics
Ethics
Ethnic Studies
Foreign Languages and Literatures
Chinese, ELS, French, German, Japanese, Spanish
History
History of Art and Architecture
Labor in Industrial Society
Latin American Studies
Linguistics
Literature
Middle Eastern Studies
Music
Philosophy
Political Science
Psychology
Religious Studies
Russian Studies
Studies in International Literature and Cultures (SILC)
Science, Technology, and Society (STS)
Theater Arts
Urban Studies
Visual Arts and Design
Women's and Gender Studies
Writing
Students interested in exploring or registering for a field of concentration should speak with an advisor designated by that field.
HASS Information. For detailed information on distribution subjects and on the concentration requirements in any field, and for assistance with any aspect of the Humanities, Arts, and Social Sciences Requirement, visit the HASS Education Office, Room 14N-410, 617-253-4441, hass-www@mit.edu, or check the HASS Education Office home page at http://web.mit.edu/hass/www/.
Humanities, Arts, and Social Sciences Distribution (HASS-D) subjects are humanistic in orientation, of broad general interest, with a subject matter clearly drawn from one or more of the disciplines in the humanities, arts, and social sciences. Such subjects meet in sections small enough to allow discussions in which every student can participate, and—except for some art and music composition subjects—call for a substantial amount of writing.
Almost all distribution subjects are without prerequisites and are appropriate for students at all levels. Students are encouraged, though not required, to take one or two distribution subjects in their freshman year, in order to begin satisfying the Institute requirement and to sample offerings in different fields.
Students are free to take more than the necessary minimum of three distribution subjects; those taken in excess of the minimum may be used as electives toward completion of the eight-subject requirement or in some cases, with the approval of the relevant field advisor, may be accepted as part of a program of concentration. Note, however, that in no case may more than one subject in a given category be counted toward distribution.
The Humanities, Arts, and Social Sciences Distribution (HASS-D) Requirement was introduced in 1988 to provide increased intellectual structure and cohesion. The HASS-D Requirement is meant to complement the General Institute Requirement in Science, emphasizing modes of inquiry and discourse that are qualitative and contextual. HASS-D subjects aim to develop substantive knowledge and analytical skills. They are to have a broad intellectual range and include a generous view of the alternative and often competing assumptions, perspectives, and intellectual tendencies in the field. They are to incorporate, where appropriate, materials and insights drawn from the full range of contemporary scholarship, including that on women, minorities, and nonwestern cultures. Students who entered MIT prior to the 1988–1989 academic year should consult the HASS Education Office, Room 14N-410, 617-253-4441, for information about the HUM-Distribution requirement.
Undergraduates must take three HASS-D subjects from three different categories listed below. Each category consists of subjects that are appropriate for students who may never take another subject in that area of learning, and the five categories together offer a range of choices suited to the different interests, abilities, and preparations of MIT undergraduates.
Language Option. Because the Institute regards competence in foreign language as a fundamental value, a student may substitute one language subject at level III or IV for one HASS-D subject. The two remaining HASS-D subjects may be taken from any two categories.
The 2008–2009 HASS-D subjects listed by category areas are as follows:
Category 1: Literary and Textual Studies
This category consists of subjects devoted to the interpretation
of texts, to literary traditions, and to genres.
| 21F.010 | |
Introduction to European and Latin American Fiction |
| 21F.022J | |
International Women's Voices [SP.461J] |
| 21F.311 | |
Introduction to French Culture |
| 21F.716 | |
Introduction to Contemporary Hispanic Literature and Film |
| 21L.003 | |
Reading Fiction |
| 21L.004 | |
Reading Poetry |
| 21L.006 | |
American Literature |
| 21L.007 | World Literatures | |
| 21L.009 | |
Shakespeare |
| 21L.012 | |
Forms of Western Narrative |
| 21L.421 | |
Comedy |
| 21W.735 | Writing and Reading the Essay | |
| 21W.775 | Writing about Nature and Environmental Issues |
Category 2: Language, Thought, and Value
Subjects in this category focus on the study of concepts, principles,
and modes of expression basic to our efforts to understand individuals
and their place in the universe.
| 21F.059 | Paradigms of European Thought and Culture | |
| 21L.001 | |
Foundations of Western Culture: Homer to Dante |
| 21L.002 | |
Foundations of Western Culture: The Making of the Modern World |
| 21L.017 | |
The Art of the Probable |
| 21L.448J | |
Darwin and Design [21W.739J] |
| 21W.742J | |
Writing about Race (SP.575J) |
| 21W.747 | |
Rhetoric |
| 24.00 | |
Problems of Philosophy |
| 24.01 | Classics of Western Philosophy | |
| 24.02 | |
Moral Problems and the Good Life |
| 24.04J | |
Justice [17.01J] |
| 24.06J | Bioethics [STS.006J] | |
| 24.09 | Minds and Machines | |
| 24.900 | Introduction to Linguistics | |
| STS.011 | |
American Science: Ethical Conflicts and Political Choices |
Category 3: Visual and Performing Arts
Subjects in this category are drawn from music, the visual arts, drama and dance,
and film. Some are historical and analytical; others are more directly concerned
with the creation of art.
| 4.301 | |
Introduction to the Visual Arts |
| 4.601 | |
Introduction to Art History |
| 4.602 | |
Modern Art and Mass Culture |
| 4.605 | |
Introduction to the History and Theory of Architecture |
| 4.614 | |
Religious Architecture and Islamic Cultures |
| 21L.005 | |
Introduction to Drama |
| 21L.011 | |
The Film Experience |
| 21L.016 | |
Learning from the Past: Drama, Science, Performance [meets with 21M.616J, listed below] |
| 21M.011 | |
Introduction to Western Music |
| 21M.013J | |
The Supernatural in Music, Literature, and Culture [21A.113J] |
| 21M.026 | |
Jazz |
| 21M.030 | |
Introduction to World Music |
| 21M.065 | Introduction to Musical Composition | |
| 21M.223J | Folk Music from the British Isles and North America [21L.423J] | |
| 21M.301 | |
Harmony and Counterpoint I |
| 21M.611 | |
Foundations of Theater Practice |
| 21M.616 | |
Learning From the Past: Drama, Science, Performance [subject meets with 21L.016] |
| 21M.617 | |
Science and the Theatrical Imagination |
| 21M.621J | |
Theater and Cultural Diversity in the US [SP.595J] |
| 21M.670J | |
Traditions in American Concert Dance: Gender and Autobiography
[SP.591J] |
Category 4: Cultural and Social Studies
Subjects in this category study human societies by examining forms of social, cultural, economic, political, and religious organization and behavior.
| 3.986 | |
The Human Past: Introduction to Archaeology |
| 11.002J | |
Making Public Policy [17.30J] |
| 14.63 | |
The American Labor Force in a Changing Economy |
| 14.72 | |
Capitalism and Its Critics |
| 17.20 | |
Introduction to the American Political Process |
| 17.40 | |
American Foreign Policy: Past, Present, and Future |
| 17.42 | Causes and Prevention of War | |
| 17.50 | Introduction to Comparative Politics | |
| 17.55J | |
Introduction to Latin American Studies [21A.224J, 21F.084J] |
| 21A.100 | |
Introduction to Anthropology |
| 21A.109 | |
Understanding Culture |
| 21F.064 | Introduction to Japanese Culture [meets with 21F.592] | |
| 21F.076 | Globalization: The Good, the Bad, and the In-Between | |
| 21H.467J | Soviet and Post-Soviet Politics and Society, 1917–Present [17.57J] | |
| 21W.784 | Becoming Digital: Writing about Media Change | |
| CMS.100 | Introduction to Media Studies | |
| SP.401 | Introduction to Women's and Gender Studies | |
| SP.409 | Women and Global Activism in Media and Politics | |
| STS.010 | |
Neuroscience and Society |
Category 5: Historical Studies
Subjects in this category study the development of people, institutions,
or countries over a considerable period of time.
| 21A.441 | |
The Conquest of America |
| 21H.001 | |
How to Stage a Revolution |
| 21H.102 | |
American History Since 1865 |
| 21H.104J | |
Riots, Strikes, and Conspiracies in American History [11.015J] |
| 21H.105 | |
American Classics |
| 21H.301 | |
The Ancient World: Greece |
| 21H.302 | |
The Ancient World: Rome |
| 21H.416J | |
Medieval Economic History in Comparative Perspective [14.70J] |
| 21H.421 | |
Introduction to Environmental History |
| 21H.433 | |
The Age of Reason: Europe from the 17th to the Early 19th Centuries |
| 21H.504 | |
East Asia in the World, 1500–2000 A.D. |
| 21H.523 | |
History of Modern Japan, 1853–2000 |
| 21H.601 | |
Islam, the Middle East, and the West |
| 21H.912 | |
The World Since 1492 |
| 21W.746 | |
Humanistic Perspectives on Medicine: From Ancient Greece to Modern America |
| STS.001 | |
Technology in American History |
| STS.002 | |
Toward the Scientific Revolution |
| STS.003 | The Rise of Modern Science | |
| STS.005 | |
Disease and Society in America |
Enrollments in some HASS-D subjects may be limited. Students who did not get their first choice HASS-D in the HASS-D Lottery are guaranteed a spot in the subject the next time it is offered, but they must contact the HASS Education Office in order to exercise this option. All other students enter their preferences for HASS-D subjects into a computerized lottery system prior to each term in order to be assigned to subjects. For details see the Guide to the Humanities, Arts, and Social Sciences, available in the Humanities, Arts, and Social Sciences Education Office, Room 14N-410, or on the web at http://web.mit.edu/shass/undergraduate/.
The remainder of the eight-subject requirement, above and beyond Distribution and Concentration, may be fulfilled by the approved subjects in the humanities, arts, and social sciences. These elective subjects may be chosen from among most undergraduate subjects offered in the School of Humanities, Arts, and Social Sciences, a substantial number of subjects in the School of Architecture and Planning, and a smaller number from the other schools. Subjects which may be used to fulfill the HASS Requirement without petition are designated as HASS subjects in Part 3. (Please note, however, that subjects in the Sloan School of Management cannot be used to satisfy the HASS Requirement unless the subject description specifically indicates it may be used for this purpose.)
Appropriate subjects taken by cross-registration at Harvard University or Wellesley College may also count toward the requirement; however, in most cases a petition must be submitted. Graduate subjects (designated as G subjects in Part 3) may be used to satisfy the requirement only by petition, which must include the instructor's signature.
Further information on elective subjects may be found in the HASS Guide.
Through Restricted Electives in Science and Technology (REST) Requirement subjects, students can broaden and deepen the educational foundation in basic science begun in the first-year program and further the understanding of scientific inquiry. These subjects are designed to give students the opportunity to proceed further in areas already studied, or to explore other areas of potential interest.
REST subjects vary in approach and emphasis. Some give a systematic introduction to the fundamental concepts and principles of a field; others illustrate through examples some of the attitudes, concerns, and methods that characterize professional work in the field. In general, REST subjects are not too specialized, too advanced, or devoted chiefly to instruction in a particular skill. Students typically take REST subjects in the second year, although with the proper prerequisites they may begin taking them in the first year.
Students meet the REST Requirement by taking two subjects from the list below. Of the subjects used to fulfill the requirement, the student can take no more than one in his or her department. However, subjects designated with a J that are offered jointly with another department do not fall under the departmental limitation.
In many cases, subjects required by a Departmental Program for the SB degree are also on the lists of REST and Laboratory Requirement subjects. Thus, students who follow a particular Departmental Program may simultaneously satisfy some part of these requirements.
| 1.00 | |
Introduction to Computers and Engineering Problem Solving |
| 1.018J | |
Ecology I: The Earth System [7.30J] |
| 1.050 | |
Engineering Mechanics I |
| 2.001 | |
Mechanics and Materials I |
| 2.003J | |
Dynamics and Control I [1.053J] |
| 2.005 | |
Thermal-Fluids Engineering I |
| 3.012 | Fundamentals of Materials Science and Engineering | |
| 3.046 | |
Thermodynamics of Materials |
| 4.42J | |
Fundamentals of Energy in Buildings [1.044J, 2.66J] |
| 4.440 | |
Basic Structural Design |
| 5.07J | |
Biological Chemistry I [20.507J] |
| 5.12 | |
Organic Chemistry I |
| 5.60 | |
Thermodynamics and Kinetics |
| 5.61 | |
Physical Chemistry |
| 6.00 | |
Introduction to Computer Science and Programming |
| 6.002 | |
Circuits and Electronics |
| 6.041 | |
Probabilistic Systems Analysis |
| 6.042J | |
Mathematics for Computer Science [18.062J] |
| 6.071J | |
Introduction to Electronics [22.071J] |
| 7.03 | |
Genetics |
| 7.05 | |
General Biochemistry |
| 8.03 | |
Physics III |
| 8.04 | |
Quantum Physics I |
| 8.20 | |
Introduction to Special Relativity |
| 8.282J | |
Introduction to Astronomy [12.402J] |
| 8.286 | |
The Early Universe |
| 9.01 | |
Introduction to Neuroscience |
| 10.301 | |
Fluid Mechanics |
| 12.001 | |
Introduction to Geology |
| 12.002 | |
Physics and Chemistry of the Terrestrial Planets |
| 12.003 | |
Physics of the Atmosphere and Ocean |
| 12.102 | |
Environmental Earth Science |
| 12.400 | |
The Solar System |
| 12.425 | |
Extrasolar Planets: Physics and Detection Techniques |
| 14.30 | |
Introduction to Statistical Method in Economics |
| 16.001 | |
Unified Engineering I |
| 18.03 | |
Differential Equations |
| 18.034 | |
Differential Equations |
| 18.05 | |
Introduction to Probability and Statistics |
| 18.06 | |
Linear Algebra |
| 18.700 | |
Linear Algebra |
| 20.110J | Thermodynamics of Biomolecular Systems [2.772J] | |
| 22.00 | Introduction to Modeling and Simulation [1.021, 3.021, 10.333] | |
| 22.01 | |
Introduction to Ionizing Radiation |
| 22.02 | Introduction to Applied Nuclear Physics |
The Laboratory Requirement (one subject of 12 units or two subjects of 6 units) is met by enrolling in subjects designed for this purpose, and normally is fulfilled in the first two years. The available subjects are listed below.
A typical laboratory subject offers the student an opportunity to set up and carry out experiments dealing with phenomena of the natural world. Under faculty supervision, the student plays a substantial role in planning the design of the experiment, selecting the measurement technique, and determining the procedure to be used for validation of the data.
Hypotheses are formulated and then tested by comparing them with the results of the experiments. The student then compares and discusses the experimental results in terms of the current state of knowledge and prepares progress reports and final reports of the work.
The laboratory subjects call for a major commitment of the student's attention to one or more experimental problems and emphasize as much as possible work of project type rather than routine experimental exercises. The subjects are designed to stimulate the student's resourcefulness and ideas.
The Laboratory Requirement is not intended primarily to teach specific techniques for later experimental work, provide broad coverage of a particular field, or complement a specific subject. The laboratory subjects are planned to give each student, at an early stage of his or her educational experience at MIT, an opportunity to work on one or more experimental problems, exercising the same type of initiative and resourcefulness as a professional would in similar circumstances. If the subject is more than 12 units, 12 units will be used to meet the Laboratory Requirement and the additional units will be counted as elective units.
| 1.101 | Introduction to Civil and Environmental Engineering Design I (1-3-2) | |
| 1.102 | Introduction to Civil and Environmental Engineering Design II (1-3-2) | |
| 1.106 | |
Environmental Fluid Transport Processes and Hydrology Laboratory (0-4-2) |
| 1.107 | |
Environmental Chemistry and Biology Laboratory (0-4-2) |
| 2.008 | |
Design and Manufacturing II (3-5-4) [gives 6 units of laboratory credit] |
| 2.017J | Design of Electromechanical Robotic Systems (3-4-5) [1.015J] | |
| 2.671 | |
Measurement and Instrumentation (3-3-6) |
| 2.672 | |
Project Laboratory (0-3-3) |
| 3.014 | Materials Laboratory (1-4-7) | |
| 4.411 | |
Building Technology Laboratory (2-4-6) |
| 5.310 | |
Laboratory Chemistry (2-8-2) |
| 5.35 | |
Introduction to Experimental Chemistry (2-8-2) |
| 6.01 | |
Introduction to EECS I (2-4-6) [gives 6 units of laboratory credit] |
| 6.02 | |
Introduction to EECS II (3-3-6) [gives 6 units of laboratory credit] |
| 6.101 | |
Introductory Analog Electronics Laboratory (2-9-1) |
| 6.102 | |
Introductory RF Design Laboratory (2-9-1) |
| 6.111 | |
Introductory Digital Systems Laboratory (3-7-2) |
| 6.115 | |
Microcomputer Project Laboratory (3-6-3) |
| 6.121J | |
Bioelectronics Project Laboratory (2-8-2) [HST.575J] |
| 6.131 | Power Electronics Laboratory (3-6-3) | |
| 6.141J | Robotics: Science and Systems I (2-6-4) [16.405J] | |
| 6.161 | |
Modern Optics Project Laboratory (3-5-4) |
| 6.163 | |
Strobe Project Laboratory (2-8-2) |
| 6.182 | |
Psychoacoustics Project Laboratory (3-6-3) |
| 7.02 | |
Introduction to Experimental Biology and Communication (4-8-6) [meets with 10.702, listed below] |
| 8.13 | |
Experimental Physics I (0-6-12) |
| 8.14 | |
Experimental Physics II (0-6-12) |
| 9.02 | |
Systems Neuroscience Laboratory (2-4-6) |
| 9.12 | Experimental Molecular Biology (2-4-6) | |
| 9.50 | |
Research in Brain and Cognitive Sciences (2-8-2) |
| 9.61 | |
Laboratory in Higher Level Cognition (3-6-3) |
| 9.63 | |
Laboratory in Visual Cognition (3-6-3) |
| 10.467 | |
Polymer Science Laboratory (2-7-6) |
| 10.702 | Introduction to Experimental Biology and Communication (4-8-6) | |
| 11.188 | |
Urban Planning and Social Science Laboratory (3-6-3) |
| 12.105 | Experimental Investigations of the Charles River (3-3-6) | |
| 12.115 | |
Field Geology II (0-18-0) |
| 12.119 | |
Analytical Techniques for Studying Environmental and Geologic Samples (2-6-4) |
| 12.307 | |
Weather and Climate Laboratory (1-4-7) |
| 12.335 | |
Experimental Atmospheric Chemistry (2-4-6) [meets with 12.835] |
| 12.410J | |
Observational Techniques of Optical Astronomy (3-4-8) [8.287J] [gives 12 units of laboratory credit] |
| 14.33 | |
Research and Communication in Economics: Topics, Methods,
and Implementation (3-4-5) |
| 15.301 | |
Managerial Psychology Laboratory (3-3-9) [gives 12 units of laboratory credit] |
| 16.622 | |
Experimental Projects II (1-7-4) |
| 16.821 | Flight Vehicle Development (2-10-6) | |
| 16.831 | Space Systems Development I (2-6-4) [gives 6 units of laboratory credit] | |
| 16.832 | Space Systems Development II (1-5-0) | |
| 17.871 | |
Political Science Laboratory (3-6-6) |
| 18.821 | Project Laboratory in Mathematics (2-6-4) | |
| 20.109 | Laboratory Fundamentals in Biological Engineering (2-8-5) [gives 12 units of laboratory credit] | |
| 22.09 | |
Principles of Nuclear Radiation Measurement and Protection (2-6-4) |
The mission of the Physical Education Program is to provide learners with the instruction and skills necessary to lead healthy, active lifestyles and to foster both personal growth and a sense of community through physical activity. The program is designed to enable students to engage in physical activity while they are involved in rigorous academic study. Major emphasis is placed on the development of skills that can be used for lifetime fitness and wellness. Students receive a strong background in the fundamentals of the activity selected. Instruction is offered in fitness, wellness, individual and team sports, martial arts, dance, aquatics, and outdoor adventure activities. Information on classes, including descriptions of current offerings, is available at http://web.mit.edu/pe/.
To satisfy the Physical Education Requirement undergraduates must take four physical education classes (for 8 points) and complete the swim requirement. The swim requirement can be satisfied by taking a beginning swim class or students may elect to test out on fall registration day. In addition to taking classes, students may earn physical education points in the following ways:
Successful students complete their four courses during their freshman year; however, students are responsible for completing their Physical Education Requirement by their sophomore year. Students must attend 11 of 12 sessions to receive the 2 points for a physical education course. Freshmen are expected to complete the swim test during fall registration day or, if they can't swim, register for a swim class during first quarter. Students who do not complete the physical education requirement by the end of their sophomore year must submit a plan for a time extension with the physical education office.
Physical education classes are offered in two six-week quarters during the fall term and during the spring term. A fifth "quarter" is offered during the January Independent Activities Period. Two points are awarded for each class per quarter. Students who enter as freshmen are required to complete eight points (four classes). Transfer students need to complete four points (two classes), as well as the swimming requirement. A student may repeat a class at any level and receive points for the class.
Physical education registration is open to the entire MIT community. Registration is conducted online at http://web.mit.edu/pe/. Information on registration can be obtained through WebSIS at http://student.mit.edu/. Registration dates are posted in the Academic Calendar.
Physical education classes offered last year included Group Exercise (Body Sculpting, Bootcamp Workout, Kickboxing, Pilates, Step, Yoga), Archery, Backpacking/Hiking, Badminton, Basketball, Basketball Officiating, Boxing, Dance (Modern, Choreography, Square, Folk), Fencing, Figure Skating, Flyfishing, Golf, Gymnastics, Ice Hockey, Juggling, Martial Arts (Aikido, Jiu-Jitsu, Shotokhan, Sport Taekwondo, Tae Kwon Do), Pistol, Ropes Adventure, Running/Jogging, Sailing, Scuba, Skating, Skiing/Snowboarding, Soccer (indoor), Squash, Table Tennis, Tennis, Volleyball, and Weight Training.
Students must wear appropriate attire for activity classes. Most classes provide all necessary equipment. Students must supply skates and sticks for ice hockey classes, and rackets for tennis classes. Nonmarking court shoes are required for squash and tennis. Lab fees are required for some courses. Undergraduate and graduate students must activate their MIT ID card to gain access to all sport facilities at no additional charge during the academic year. There is a nominal fee to access sport facilities in the summer.
All faculty, staff, employees, and alumni who use sports facilities for physical education, intramurals, intercollegiate athletic sports, club programs, or any form of general recreation are required to purchase a Department of Athletics, Physical Education, and Recreation (DAPER) membership. Purchase of a DAPER membership allows the user access to all sports facilities.
For further information contact the Physical Education Office, Room W35-297X, 617-253-4291, physedoffice@mit.edu, or visit http://web.mit.edu/pe/.