Practical classes in neurophysiology reinforce and complement the theoretical background in a number of ways, including demonstration of concepts, practice in planning and performance of experiments, and the production and maintenance of viable neural preparations. The balance of teaching objectives will depend upon the particular group of students involved. A technique is described which allows the embedding of real compound action potentials from one of the most basic introductory neurophysiology experiments—frog sciatic nerve, into interactive programs for student use. These retain all the elements of the “real experiment” in terms of appearance, presentation, experimental management and measurement by the student. Laboratory reports by the students show that the experiments are carefully and enthusiastically performed and the material is well absorbed. Three groups of student derive most benefit from their use. First, students whose future careers will not involve animal experiments do not spend time developing dissecting skills they will not use, but more time fulfilling the other teaching objectives. Second, relatively inexperienced students, struggling to produce viable neural material and master complicated laboratory equipment, who are often left with little time or motivation to take accurate readings or ponder upon neurophysiological concepts. Third, students in institutions where neurophysiology is taught with difficulty because of the high cost of equipment and lack of specific expertise, may well have access to a low cost general purpose microcomputer system.
X-ray Determination of Compressive Residual Stresses in Spring Steel Generated by High-Speed Water Quenching
