This study presents the redesign of physics practical's for students of nutritional sciences at the University of Vienna, addressing long-standing challenges in motivation, relevance, and learning outcomes. Traditional physics exercises, originally developed for physics majors, often lack contextual alignment with the needs and backgrounds of non-physics students. To bridge this gap, the method of Didactic Reconstruction was applied, emphasizing learner-centered design, contextual relevance, and cognitive accessibility. Through a structured process involving expert consultation, learner perspective analysis, and iterative development, a new set of practical exercises was created. These exercises integrate interdisciplinary contexts, interactive digital tools, and adapted instructional strategies. Evaluation results, based on surveys and performance assessments, demonstrate improved student engagement, conceptual understanding, and perceived relevance to nutritional sciences. This paper outlines the methodological framework, implementation process, and key outcomes, offering a scalable model for similar interdisciplinary educational settings.