Computerizing Physics and Chemistry Laboratories for Life Science Students

跨学科（99）化学（12）生物科学（61）物理（13）基本上所有的学生在慈悲学院谁是采取物理和化学课程正在准备医疗，健康，或生物科学的职业生涯。在这个时代的不断增长的医学和生物学的复杂性和技术，这些学生不仅需要物理和化学原理的坚实基础，但需要能够应用这些原则在科学推理中涉及决策和判断有关人类和生物系统。有没有物理或化学专业的慈悲，所以我们能够致力于这个特殊的学生观众的需求。我们正在将计算机技术以协调的方式纳入物理和化学课程，以便更好地为这些学生的进一步课程和职业生涯做好准备。物理学的修改是基于实时物理学，车间物理学和入门物理学教程的适应方面，以创建旨在为生命科学专业的学生提供直接相关的新实验。在化学方面，由中大西洋发现化学项目开发的计算机接口活动以及与其他现有实验室实验一起沿着的几个ChemLinks模块的适应为新工作提供了基础。通过使用笔记本电脑（其便携性允许多次使用），我们正在利用接口和传感器设备将普通物理和普通化学实验室活动计算机化。在这样做的时候，我们正在纳入人类/生物相关性和基于探究的教学法。计算机也被用来计算生物化学课程和非科学专业化学课程的实验室活动。最后，正在建立一个科学学习中心，其中计算机被用作网络主动学习资源。该中心由导师组成，他们在科学教师的指导下，为学生提供使用基于网络和CDROM的主动学习材料的支持。

Interdisciplinary (99) Chemistry (12) Biological Sciences (61) Physics (13) Essentially all the students at Mercy College who are taking physics and chemistry courses are preparing for medical, health, or bioscience careers. In this era of ever-increasing medical and biological sophistication and technology, these students not only need a firm foundation of physics and chemistry principles but need to be able to apply these principles in the scientific reasoning involved in making decisions and judgements about human and biological systems. There are no physics or chemistry majors at Mercy so we are in a position to devote ourselves to the needs of this particular student audience. We are incorporating computer technology into the physics and chemistry curriculum in a coordinated way in order to better prepare these students for their further coursework and their intended careers. The modifications in physics are based on adapting aspects of Realtime Physics, Workshop Physics, and Tutorials in Introductory Physics to create new experiments designed to provide direct relevance for students majoring in the life sciences. In chemistry, adaptation of computer-interfaced activities developed by the Middle Atlantic Discovery Chemistry Project and of several ChemLinks modules along with other existing laboratory experiments provide the basis for the new work. Through the use of laptop computers, whose portability allows multiple use, we are computerizing the general physics and general chemistry laboratory activities utilizing interface and sensor equipment. In doing so, we are incorporating human/biological relevance and inquiry-based pedagogy. The computers also are being used to computerize laboratory activities in the biochemistry course and in the non-science major chemistry course. Finally, a Science Learning Center is being established in which the computers are used as a networked active learning resource. This center is staffed by tutors who offer students support in the use of web-based and CDROM active learning materials, under the guidance of the science faculty.