Advances in Physiology Education, Vol 259, Issue 6 4-S7, Copyright © 1990 by American Physiological Society
Hands-on laboratory experience in teaching-learning physiology
W. C. Randall and T. Burkholder
Department of Biology, Taylor University, Upland, Indiana 46989.
Reactivation of several model 5 (vacuum tube) Grass polygraphs for active
hands-on laboratory experiments by small student groups, in contrast to
demonstrations and pretaped illustrations of physiological principles,
resulted in remarkable rejuvenation of interest and excitement for learning
in premed and introductory science classes at Taylor University. Accurate
and perceptive observations were performed on the students themselves, each
recording his own electrocardiogram, for example, as well as direct
recordings from the pithed frog, the turtle heart, the anesthetized rabbit,
and noninvasive recordings from students subjects during exercise. In the
latter experiment, sweat recruitment patterns were recorded initially on
the lower extremities, followed by successive appearances on thigh and
abdomen and with final occurrence on the upper extremities and face. To our
knowledge, this is the first report of such recruitment patterns during
exercise. Results of actual student participation, with organized group
discussions, convince us that laboratory teaching remains the premiere
mechanism for teaching and learning organ-system physiology.
