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PULMONARY AND RENAL PRESSURE-FLOW RELATIONSHIPS: WHAT SHOULD BE TAUGHT?

University of South Dakota, Division of Basic Biomedical Sciences, School of Medicine, Vermillion, South Dakota 57069

Abstract

This article is from a symposium presented at the annual meeting of the Human Anatomy and Physiology Society (HAPS) on June 11, 2000. The presentation was funded under the auspices of a National Science Foundation Course, Curriculum, and Laboratory Improvement Program entitled "Development of Active Learning Materials for Physiology and Functional Anatomy: A Cooperative HAPS-APS Initiative." This symposium was part of the first module to be developed on "gradients and conductances: what flows where and why?" This presentation was designed to model the usefulness of the general model of gradients and conductances in the physiology and pathophysiology of the respiratory and renal systems. Thirteen different examples of pressure-flow-resistance and concentration-flux relationships are introduced; several ideas for active-learning activities and simple figures appropriate for undergraduate physiology classes are included. The symposium assumes that undergraduate students have already learned about diffusion, osmosis, and the basic principles of cardiovascular physiology. The presentation was designed to follow a symposium entitled: "Cardiovascular pressure-flow relationships: what should be taught?"

Key words: concentration-flux; airflow; blood flow; Starling’s hypothesis

This article has been cited by other articles:

				R. G. Carroll CARDIOVASCULAR PRESSURE-FLOW RELATIONSHIPS: WHAT SHOULD BE TAUGHT? Advan Physiol Educ, June 1, 2001; 25(2): 8 - 14. [Abstract] [Full Text] [PDF]