Responses to the “Scientific Foundations of Future Physicians” report: the effect on Introductory Physics for the Life Sciences. Temple University, October 2012. Suzanne Amador Kane Physics Department Haverford College. Outline.
Temple University, October 2012
Suzanne Amador Kane
…. while biomedical sciences have changed dramatically.
Need for Change Physicians” report: the effect on Introductory Physics for the Life Sciences
Strategy - 1 undergraduate institutions
Undergraduate course requirements should be eliminated and replaced with a list of required competencies.
Strategy - 2 undergraduate institutions
No net increase in premed science requirements
Strategy - 3 undergraduate institutions
Strategy - 4 undergraduate institutions
= broad statement of goal for understanding
competencies in various areas
Examples 1, 2, etc.
Two of the Overarching Principles:
needed for the application of the sciences to human health and disease
2. Demonstrate observational and analytical skills and the ability to apply those skills and principles to biological situations.
5. Make inferences about natural phenomena using mathematical models.
Bottom-down approach: teach physics later see an application ?
“These students see biology in other courses; this is their only chance to learn physics. Teach foundations, the rest will follow.”
Top-down approach: Bio problem motivates physics tools ?
“We know transfer isn’t happening with this approach; teach them what they need to know/use. The extra motivation results in their learning more physics.”
The No-Pain, No Physics-Loss IPLS Solution! undergraduate institutions
But with attention to applications in life sciences
Existing resources include: