Study Objectives: At the LMU Munich students of medicine pass their practical courses in physics and physiology in the third and fourth semester. Understanding physiology needs more than basic physical knowledge. Transfer of knowledge is required, to answer physiological questions with physical arguments. In the context of an interdisciplinary dissertation these questions have been addressed: Are students able to connect physical und medical concepts by themselves? Can they answer a physiological question with physical arguments? Can these skills be improved by addressee-specific experiments in the physics lab course? Methods: These questions are addressed in a field-study and exemplary discussed for the electrical physiology ("Propagation of Excitation and Nerve Cells"). Therefore the knowledge of about 300 medicine students of two years (third semester in winter 2008/09 and 2009/10) of the LMU is each tested. The test takes place within the practical course in physiology, after the students have passed their practical course in physics, and consists of constructing a concept map and answering multiple choice questions. By analyzing concept maps we do not only get an overview about the amount of students´ knowledge but also about its structure. Results: During the first phase of the study we have seen, that classical experiments are not adequate to teach physics in a physiological reasonable way (Plomer et al. 2009). The test of the second phase after introducing new addressee-specific experiments lasts until December 2009. A first look at the evaluated data shows, that students are not only more satisfied with the new experiments, but also have a significant higher level of knowledge. The number of explained propositions in the concept maps has improved by a factor of 1.9. Final results will be presented in the talk. Supported by Hanns-Seidel-Stiftung. References: Plomer, M., Jessen, K., Rangelov, G. & Meyer, M. Acta Physiologica 2009; Volume 195, Supplement 669 :O334