After three years of teaching an integrated calculus and physics course, a number of observations on student learning have been made which suggest how teachers of the two subjects might better support and take advantage of the efforts of each other to improve the educational experience for the students. Physics teachers, for example, may well overestimate the depth of understanding their students have of the concepts of calculus, while underestimating their computational skills. Calculus teachers, on the other hand may be unaware of what their students actually need to know to succeed in physics and other quantitative disciplines. In the following, several of the areas of mismatch between calculus and physics will be discussed, as evidenced by student performance in our course, and recommendations will be made as to how the physics teacher might better take advantage of the knowledge of calculus students actually have while striving to improve the compatability of the two subjects.

The Biot theory of Quid-saturated poroelastic media is extended to include the electrokinetic effects of streaming potential and electro-osmosis in the low-frequency or "resistive" domain. The equations presented are shown to reduce to the familiar equations under steady-state conditions, where they also satisfy the Onsager reciprocity conditions. Plane-wave solutions to the linearized equations show that significant electric potentials accompany the passage of compressional waves for a broad range of material properties and frequencies. Mechanical motion is shown to be essentially unaffected by the electrorn. echanical coupling as it is in second order in the electrokinetic effects.

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