Adv Physiol Educ Add DOIs to your references at manuscript stage!
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Advan. Physiol. Edu. 33: 293-296, 2009; doi:10.1152/advan.00045.2009
1043-4046/09 $8.00
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Google Scholar
Right arrow Articles by Giuliodori, M. J.
Right arrow Articles by DiCarlo, S. E.
PubMed
Right arrow PubMed Citation
Right arrow Articles by Giuliodori, M. J.
Right arrow Articles by DiCarlo, S. E.
ADV PHYSIOL EDUC 33:293-296, 2009
© 2009 American Physiological Society

RESEARCH-ARTICLE

Hooke's law: applications of a recurring principle

Mauricio J. Giuliodori1, Heidi L. Lujan2, Whitney S. Briggs2, Gurunanthan Palani2 and Stephen E. DiCarlo2

1Cátedra de Fisiología, Facultad de Ciencias Veterinarias, Universidad Nacional de La Plata, La Plata, Argentina; and 2Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan

Address for reprint requests and other correspondence: S. E. DiCarlo, Wayne State Univ. School of Medicine, 540 E. Canfield Ave., Detroit, MI 48201 (e-mail: sdicarlo{at}med.wayne.edu).

Abstract

Students generally approach topics in physiology as a series of unrelated phenomena that share few underlying principles. However, if students recognized that the same underlying principles can be used to explain many physiological phenomena, they may gain a more unified understanding of physiological systems. To address this concern, we developed a simple, inexpensive, and easy to build model to demonstrate the underlying principles regarding Starling's Law of the Heart as well as lung and arterial elastic recoil. A model was chosen because models significantly enhance student understanding. Working with models also encourages research-oriented learning and helps our students understand complex ideas. Students are drawn into discussion by the power of learning that is associated with manipulating and thinking about objects. Recognizing that the same underlying principles can be used to explain many physiological phenomena may help students gain a more complete understanding of physiological systems.

Key words: Starling's Law of the Heart; elastic recoil; educational model






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Visit Other APS Journals Online
Copyright © 2009 by the American Physiological Society.