American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: email@example.com; Web site: http://scitation.aip.org/tpt
Journal Articles; Reports - Descriptive
Two of the most frustrating things for me as a teacher are the way units and jargon can get in the way of understanding concepts. When I teach pre-nursing and medical students about blood pressure, they end up memorizing a lot of information that would be obvious if they had remembered some of their basic physics--particularly the ability to change units. Of course, the other solution would be to use units that make sense to the students. Some non-majors taking physics classes are thinking about careers in the medical field, but often don't see the connection between physics and their interest in medicine. However, there are a number of ways instructors can build on students' interests to help them explore real-world applications of physics "and" medicine. This laboratory exercise provides an example of one such connection, by engaging students in considering why large "g"-forces may cause individuals to "black out." We have used this activity with success in a pre-nursing physiology class and believe it could be easily adapted for teachers of high school physics.
High Schools; Higher Education; Postsecondary Education; Secondary Education