Using Physiology to Teach Physics

1. Using Physiology to Teach Physics or Putting a little English on Physics Dr. Michael J. Brienza Fairfield University

2. Agenda • Objectives • The Golden Rules • Implementation Strategies • Prototype Modules Completed and Tested • Modules Under Development

3. Objectives • To enhance the understanding of physics

4. Objectives • To enhance the understanding of physics • Increase the retention of basic physical principles

5. Objectives • To enhance the understanding of physics • Increase the retention of basic physical principles • Establish linkages between physical principles and real-life experiences

6. Objectives • To enhance the understanding of physics • Increase the retention of basic physical principles • Establish linkages between physical principles and real-life experiences • To create hands-on experiences that are “slightly” more exciting and relevant than “watching the grass grow”

7. The Golden Rules • It’s all about the students

8. The Golden Rules • It’s all about the students • Reread Rule #1

9. Strategy • Build on the interests of the major customer groups of students

10. Strategy • Make the experience as “visual” as possible

11. Strategy • Provide a clear path from concept to relevant demonstration

12. Strategy • Provide conceptual observations, quantitative activities and exposure to modern laboratory equipment

13. Strategy • Provide Interactive wrap-up discussions between instructors and students

14. Strategy • Provide homework exercises based on recall of the laboratory experience

15. Strategy • Provide for student feedback -- It’s all about the students – Listen to what they have to say!

16. Strategy • Use Human physiology as the venue for the physics laboratory/demo experience

17. Module Development Partially Funded by NSF Grant # 0127245 • Principal Investigator Michael J. Brienza • Co-PI Nancy M. Haegel • Co-PI Olivia Harriott • Major Student Contributors • Eric Portante • Sean Harrell • New Team members • John Eyzaguirre • Sergei Biryukov

18. Independent (for credit) Study Contributors • Jaime Bugajewski • Charles Yetter • Rita Schneider • Aaron Kingi

19. Module Template • Investigate the fundamental physical principles of the module • Investigate a physiological application with a simulation experiment • Investigate the physiological application directly on a human subject • Discuss the physiological implications • Provide homework exercises & solicit student feedback

20. Modules Under Development • Waves, Sound and Hearing • Optics, Imaging and Seeing • Hydrostatics, Pascal’s Principle and Body Fluid Pressures • Torque, Mass Distribution and Body Center of Gravity

21. Signal Generator Waves, Sound and Hearing • Sound Propagation • Observe a traveling sound wave • Physically measure wavelength • Calculate velocity and compare to standards

22. Waves, Sound and Hearing • Simulation of the Phase Difference Two-Ear Hearing Uses to Locate a Single Source

23. Waves, Sound and Hearing • Sound Location by phase difference of received signals of two ears

24. Optics, Imaging and Seeing • 10x scale eye simulation Video Monitor (Brain) Eye Focusing System Additional Len(s) Matrix Sensor (Retina)

25. Far Point Optics, Imaging and Seeing • Demonstrate and correct nearsightedness

26. d Discrimination Distance (D) Optics, Imaging and Seeing • Determine the angular resolution of the eye

27. Optics, Imaging and Seeing • Determine the persistence of eye Signal Generator

28. Hydrostatics, Pascal’s Principle and Body Fluid Pressures • Investigate the basic principles of pressure in a fluid • Measure positive and negative pressure of lungs • Investigate Pascal’s principle • Simulate the process of blood pressure measurement on an artificial arm • Blood pressure measurement on a human subject • Discussion, wrap-up and homework exercises

29. Inspiration Negative Pressure Expiration Positive Pressure Hydrostatics, Pascal’s Principle and Body Fluid Pressures • Pressure Measurements with 2-meter manometer

30. Large Wt. on large area piston Hydrostatic head Pascal’s Principle • Observe and take measurements for the “hydraulic lift” configuration

31. Artificial Arm and Blood Pressure Measurement • With the “artery” of the arm attached to an elevated reservoir, compare the “blood” pressure measured in the “arm” with the calculated hydrostatic pressure

32. Artificial Arm and Blood Pressure Measurement

33. Human Subject Blood Pressure • With a subject standing erect, measure the blood pressure at the heart level (upper arm) and compare it to blood pressure in the lower leg. Correlate the differences with the hydrostatic pressure differential • Repeat the pressure measurements with the subject in a horizontal position.

34. Torque, Mass Distribution and Body Center of Gravity (c.g.) • Investigate principles of torque and rotational equilibrium • Investigate and measure the effect of mass distribution on the location of the c.g. • Determine the location of the c.g. of a simulated human body • Determine the location of the c.g. of a human subject and compare to known standards • Discuss human body c.g. and its effect on stability and safety

35. Scales Torque & Rotational Equilibrium • Measure and Calculate Various Torque Configurations with Beam Apparatus and Weights

36. Scales C.G. Determination • Location of c.g. of various mass distributions

37. Scales C.G. Determination • Location of c.g. of sandbag model of a human body

38. Scales Torque, Mass Distribution and Body Center of Gravity • Human Subject Measurement

39. Prototype Testing & Student Feedback • Prototypes were used in regular General Physics Laboratory • Students performed both the new and traditional experiments dealing with the same physical principles • Feedback on effectiveness were solicited and evaluated • The modules relating to optics (eye) and sound (hearing) were tested

40. Prototype Testing & Student Feedback • Prototypes were used in regular General Physics Laboratory • “Real-life” test with the target groups • Normal cross-section of students • Normal environment • Usual problems • The unexpected

41. Prototype Testing & Student Feedback • Students performed both the new and traditional experiments dealing with the same physical principles • Comparison of the learning experiences for the same physical principles

42. Prototype Testing & Student Feedback • Quantitative feedback on effectiveness of the experiment to • Reinforce concepts learned in lecture • Assist learning of concepts encountered in lecture • Enhance appreciation of relationship of concepts to other areas of study • Enhance retention of the concepts learned

43. Prototype Testing & Student Feedback • Average Scores – 1 to 5 [Disagree to Agree] • Reinforcement of concepts learned in lecture • Waves W-1 3.84 • Hearing 3.60 • Optics W-3 3.38 • Eye 4.27

44. Prototype Testing & Student Feedback • Average Scores – 1 to 5 [Disagree to Agree] • Learned concepts not understood/encountered in lecture • Waves W-1 3.58 • Hearing 3.55 • Optics W-3 3.71 • Eye 4.20

45. Prototype Testing & Student Feedback • Average Scores – 1 to 5 [Disagree to Agree] • Appreciation of relationship to other areas of study • Waves W-1 3.58 • Hearing 4.00 • Optics W-3 3.43 • Eye 4.00

46. Prototype Testing & Student Feedback • Average Scores – 1 to 5 [Disagree to Agree] • Aided retention of concepts learned in lecture • Waves W-1 3.68 • Hearing 4.82 • Optics W-3 3.57 • Eye 4.20

47. Prototype Testing & Student Feedback • Qualitative feedback on each effectiveness question and were also solicited with students rising to the opportunity to compare the traditional and non-traditional experiments. • “The physiologically emphasized experiments better illustrated physical concepts” • “The experiment hurt my ears” • “The non-conventional experiments were more interactive and therefore sparked more interest” • “The sound experiment was definitely interesting but a bit long” • “The eye experiment was interesting…and since we were part of the experiment, it was more intriguing” • “The conventional experiments were more effective at providing data acquisition and analysis” • “I enjoyed the hearing test much more because it allowed for a chance to play with high-tech equipment, and it was overall more interesting” • “They were both good” • “Both had the same effectiveness” • “They [the new experiments] didn’t help”

48. Remaining work • Summer – develop prototypes of pressure and c.g. modules • Fall – incorporate and test remaining two modules into first semester of General Physics Laboratory • Jan 31, 2004 Conclusion of current grant

49. The troops (Sometimes workers)

50. The patients practicing on the doctor