Abstract
In an introductory physics for life-science course examples that make interdisciplinary connections with students' other coursework in biology and chemistry are particularly effective at fostering interest.
Highlights
Attempts have been made for decades to reform introductory physics to better meet the needs of a growing population of biology and pre-health-profession students [1,2], there has been a renewed focus on these efforts in recent years [3,4,5,6]
These efforts have come in response to a series of national calls to better train future physicians, biologists, and medical researchers in physics, calls that emphasize the increasingly prominent position that physical tools and technologies occupy in the life-science toolkit [7,8,9]
The motivation for these reform attempts has largely been framed in terms of the importance of training life-science students in the quantitative reasoning and physical and computational modeling skills that are required of them as they move on to upper-division coursework and modern careers in clinical research and medicine
Summary
Attempts have been made for decades to reform introductory physics to better meet the needs of a growing population of biology and pre-health-profession students [1,2], there has been a renewed focus on these efforts in recent years [3,4,5,6] These efforts have come in response to a series of national calls to better train future physicians, biologists, and medical researchers in physics, calls that emphasize the increasingly prominent position that physical tools and technologies occupy in the life-science toolkit [7,8,9].
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