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Year 11 Autumn term. P3.1 – Medical Applications of Physics
This document contains
Page 1: lesson outline with overview of resources
Page 2 –11: individual lesson plans
Further Physics
(Physics – P2)
P3.1 – Medical applications of physics
Resources
1
Intro and keywords
2
X-rays
3
Ultrasound
4
Refractive index
5
Total internal reflection
6
Lenses
7
Lenses and Ray Diagrams
8
The Eye and Camera
Printed resources in folder: wave equation worksheet, keyword quiz,
reflection, plenary questions, slide 5
In powerpoint – will need to print slide 16 for cards and 19
Speaker (to get messy) cornflour and water mixture in speaker cone.
Signal generator.
Glass or Perspex rectangular blocks
Protractors
Ray boxes with lenses, psus
A4 Blank paper
D block
Protractors
Ray boxes with lenses, psus
A4 Blank paper
Wiggly glass block demo
Print out of info on uses to summarise
Ray box
Shape cut out of card as object or cross wires
Convex lens
Screen
Metre rule
Smoke/Lens box
Sheets in folder – students will need copies of each one.
Eyeball for dissection and tiles and scalpels
White lab coats
Goggles
Old SLR camera (dismantled)
A3 paper, colouring pens/pencils
9
Power of Lenses
10
LASER eye surgery
Big A3 print outs – laminated - of starter material in folder, 8 copies,
one for each group of 4.
different power lenses
Laser set up with spray or chalk dust to see it
Computer room
Collins separate sciences text book
This material will be assessed by the y11 mock in November
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 1
P3.1 –
Lesson objective; Lesson outcomes
Specification
p3.1 keywords
Title:
Introduction
Text book
Collins further
pages p134-135
Keywords
Reflection,
refraction,
diffraction,
transmission,
sound, light,
mechanical,
electromagnetic
spectrum,
frequency,
period,
wavelength,
incident ray,
wave speed,
echo
Objective: Be able to define keywords in the topic and select
appropriate equations.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST be able to use the resources given to select
the correct equations for the topic.
•
MOST SHOULD be able to define the key terms
associated with the topic.
•
SOME COULD explain the importance of physics in
medical applications.(X-Rays, Ultrasound)
Suggested teaching activities
Starter
Seating plan
Introduce course
Give out books
Main Activities
Keyword quiz
Look at planner pages
Labeling waves (print slide 5)
Wave equation worksheet
Refraction, reflection, diffraction revision – draw it
EM spectrum revision – watch video and write out
order
Plenary –
Consolidate
Exam race – use exam style questions to be answered
within the group
Tell me 2 things
Additional Resources and web links –
Printed resources in folder: wave equation
worksheet, keyword quiz, reflection, plenary
questions, slide 5
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM:
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety:
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 2
P3.1 –
Title: XRays
Text book
Collins further
pages
Keywords
Frequency,
wavelength,
CT (CAT)
scan, cells,
tumour,
cancer,
filament,
cathode,
anode,
tungsten,
ionisation,
CCD.
Lesson objective; Lesson outcomes
Specification
P3.1.1 X-rays
a) X-rays are part of the electromagnetic spectrum.
They have a very short wavelength and cause ionisation.
b) X-rays can be used to diagnose and treat some medical
conditions.
c) Precautions to be taken when X-ray machines and CT scanners
are in use.
Objective: Be able to describe what X-Rays are, how they are
used and the precautions to take when using them
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST be able to state 3 properties of X-Rays, 3
uses, 1 danger and 3 precautions we can take around
them.
•
MOST SHOULD be able to describe how X-Rays are
formed and explain why they are used to check broken
bones.
•
SOME COULD explain the dangers of X-Rays and compare
them to other medical uses of waves to explain why we
use X-Rays in the way we do.
•
Suggested teaching activities
Teaching and learning / Assessment
Starter
Literacy exercise displayed on board. Students
connect info learnt about EM-spectrum last lesson.
Draw a sketch diagram of the EM spectrum and
describe 2 dangers and precautions to take around XRays. Then discuss how they think they may be
produced.
Introduction
Use the powerpoint slides to introduce how X-Rays
are created, what they are used for and what
precautions we must take around them.
Main Activities
Sort the cards into groups of properties, medical
uses, dangers and precautions.
Memory board to describe how they are produced
Think pair share to explain uses and dangers.
Plenary –
Pop quiz (based on outcomes)
Additional Resources and web links –
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
In powerpoint – will need to print slide 16 for
cards and 19
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety:
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 3
P3.1 –
Title:
Ultrasound
Text book
Collins further
pages 138
Lesson objective; Lesson outcomes
Specification
a) Electronic systems can be used to produce ultrasound waves,
which have a frequency higher than the upper limit of hearing for
humans.
b) Ultrasound waves are partially reflected when they meet a
boundary between two different media.
The time taken for the reflections to reach a detector can be used
to determine how far away such a boundary is.
c) Calculation of the distance between interfaces in various media.
s=vxt
Objective: Be able to describe what Ultrasound is and how we can
calculate distances using it.
Keywords
frequency,
speed,
time,
distance,
Hertz,
sonar, AScan, echo
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL must be able to construct an image using Ultrasound
readings
•
MOST SHOULD modify equations in order to calculate
distance
•
SOME COULD argue your opinion on the use of Ultrasound
during pregnancy. Justify your answer
•
Suggested teaching activities
Teaching and learning / Assessment
Starter
Connect to last lesson – what did the learn last
time. What would they like to know today?
Human hearing test – use signal generator and
speaker to generate different frequencies – as per
powerpoint
Watch echolocation youtube clip – blind man who
uses sound clicks to navigate
Main Activities
AO1 – numeracy - Worksheets – ultrasound imaging
and practice with calculations
WOW – cornflour and water in speaker (nothing to do
with ultrasound but looks amazing)
AO3 – literacy – arguing whether ultrasound the best
way to see unborn babies
Plenary –
Going Up – describe the lesson to your partner in
the time it takes for a lift to reach the top floor –
120seconds
Additional Resources and web links –
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
Speaker (to get messy) cornflour and water
mixture in speaker cone. Signal generator.
ECM:
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety:
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 4
P3.1 –
Title:
Ultrasound
Uses
Text book
Collins further
pages 138
Keywords
Refractive
index,
deviation,
Snell’s Law,
apparent
depth
Lesson objective; Lesson outcomes
Specification
a) Refraction is the change of direction of light as it passes from
one medium to another.
(c) refractive index = sin i / sin r)
Objective: Be able to select and apply Snell’s Law.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST be able to carry out a practical safely
•
MOST SHOULD calculate the refractive index of glass
•
SOME COULD be able to apply the refraction equation to
different situations
•
Suggested teaching activities
Teaching and learning / Assessment
Starter
Review what the wrote about ultrasound being used
in prenatal-scans last lesson.
Main Activities
Snell’s Law experiement
Plenary –
Numeracy Calculations
Additional Resources and web links –
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
Glass or Perspex rectangular blocks
Protractors
Ray boxes with lenses, psus
A4 Blank paper
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety: ray boxes will get hot. Allow
them to cool before packing up otherwise
students could burn their fingers.
Care must be taken with them as
lightbulbs are fragile, if broken, sharp
glass could be spread causing cuts. If
glass is smashed it must be swept up by
teacher asap.
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 5
P3.1 –
Title: TIR
Text book
Collins
further
pages
Lesson objective; Lesson outcomes
Specification
a) Total internal reflection and critical angle.
refractive index = 1 / sin c
b) Visible light can be sent along optical fibres.
c) The laser as an energy source for cutting, cauterising
and burning.
Objective: Be able to describe why things get charged up
with static and what forces are felt.
HSW: AF2 – Understanding the applications and implications
of science
Keywords
Critical
angle,
refraction,
snell’s law,
opyical
fibres,
endoscope
Outcomes:
•
ALL WILL
•
Carry out a practical safely.
•
MOST SHOULD
•
Use Snell’s Law to show how the critical angle is
related to the refractive index.
•
SOME COULD
•
Explain in detail how TIR is used by doctors.
•
Suggested teaching activities
Starter
Show video:
http://www.youtube.com/watch?v=rFbnxnf6HRQ&feature=plcp
Optical fibre demo
Main Activities
Do critical angle prac
Relate n=1/sin c
Do questions - numeracy
Demo wiggly block – use info on powerpoint slides to summarise
optical fibres, mention that the laser as an energy source for
cutting, cauterizing and burning. And can be sent down and
optical fibre.
Plenary –
Recap and T/F quiz (use white boards)
Which PLT have you used today?
Additional Resources and web links –
D block
Protractors
Ray boxes with lenses, psus
A4 Blank paper
Wiggly glass block demo
Print out of info on uses to summarise
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify
and minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety: ray boxes will get hot. Allow
them to cool before packing up
otherwise students could burn their
fingers.
Care must be taken with them as
lightbulbs are fragile, if broken,
sharp glass could be spread causing
cuts. If glass is smashed it must be
swept up by teacher asap.
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 6
P3.1 –
Title: Lenses
Text book
Collins further
pages 144
Keywords
Converge,
convex,
diverge,
power, focal
length,
magnification,
object, real
image, virtual
image,
parallel
Lesson objective; Lesson outcomes
Specification
b) A lens forms an image by refracting light.
c) In a convex or converging lens, parallel rays of light are brought
to a focus at the principal focus.
The distance from the lens to the principal focus is called the focal
length.
refractive index = sin i / sin r
d) The nature of an image is defined by its size relative to the
object, whether it is upright or inverted relative to the object and
whether it is real or virtual.
e) The nature of the image produced by a converging lens for an
object placed at different distances from the lens.
f) The use of a converging lens as a magnifying glass.
g) The nature of the image produced by a concave or diverging
lens.
Objective: To understand the nature of the image produced in
converging lens and to understand the uses of a converging lens in
a camera.
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST be able to carry out a practical safely
•
MOST SHOULD be able to describe how to make
converging lenses stronger.
•
SOME COULD explain how lenses may be used.
•
Suggested teaching activities
Teaching and learning / Assessment
Starter
Describe what lenses are and how they are used – use
powerpoint
Main Activities
Demonstrate smoke lens box
Lenses practical
Plenary –
Tweet what you’ve learnt
Additional Resources and web links –
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
Ray box
Shape cut out of card as object or cross wires
Convex lens
Screen
Metre rule
Smoke/Lens box
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety: ray boxes will get hot. Allow
them to cool before packing up
otherwise students could burn their
fingers.
Care must be taken with them as
lightbulbs are fragile, if broken, sharp
glass could be spread causing cuts. If
glass is smashed it must be swept up by
teacher asap.
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 7
P3.1 –
Title: Lenses
and ray
diagrams
Text book
Collins further
pages 144-145
Lesson objective; Lesson outcomes
Specification
h) The construction of ray diagrams to show the formation of
images by converging and diverging lenses.
i) The magnification produced by a lens is calculated using the
equation: magnification = image height / object height
Objective: Construct ray diagrams to show the formation of
images by diverging lenses and converging lenses.
How to calculate the magnification produced by a lens using the
formula
HSW: AF2 – Understanding the applications and implications of
science
Keywords
Converge,
convex,
diverge,
power, focal
length,
magnification,
object, real
image, virtual
image,
parallel
Outcomes:
•
ALL MUST know what the object, real image and virtual
image is for a lens.
•
MOST SHOULD be able to draw ray diagrams for images
formed by converging and diverging lenses.
•
SOME COULD be able to work out the magnification of a
lenses.
•
Suggested teaching activities
Starter
Learn keywords, object, real image, virtual image
Main Activities
Introduce how to work out magnification
Lenses ray diagrams sheets (mathematical ability)
Plenary –
Lenses quiz
Additional Resources and web links –
Sheets in folder – students will need copies of
each one.
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM:
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety:
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 8
P3.1 –
Title: Eye
and Camera
Text book
Collins further
pages 146-147
Lesson objective; Lesson outcomes
Specification
a) The structure of the eye.
The structure of the eye is limited to:
■ retina
■ lens
■ cornea
■ pupil /iris
■ ciliary muscle
■ suspensory ligaments.
d) Comparison between the structure of the eye and the camera.
Objective: Be able to describe the structure of the eye and the
camera and describe how they work.
Keywords
Optic nerve
Optic disc
Retina
Iris
Pupil
Cornea
Ciliary muscle
Lens
Suspensory
ligament
HSW: AF2 – Understanding the applications and implications of
science
Outcomes:
•
ALL MUST be able to label the structure of the eye and
a camera.
•
MOST SHOULD be able to describe what the parts of an
eye and a camera do.
•
SOME COULD be able to compare the differences
between how a camera and an eye work.
•
Suggested teaching activities
Starter
Structure of the eye group labeling exercise
Main Activities
Make a revision poster of the eye and the camera
comparing the similarities and differences
Peer feedback
WOW: dissection
Plenary –
wordsplat
Additional Resources and web links –
Eyeball for dissection and tiles and scalpels
White lab coats
Goggles
Old SLR camera (dismantled)
A3 paper, colouring pens/pencils
Big A3 print outs – laminated - of starter
material in folder, 8 copies, one for each group
of 4.
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety: if dissection done. Explain the risk
involved with using scalpels. Very sharp.
Could cut hand. Need to take extreme
caution when handling them. Walk round
lab. Need to wear safety goggles in case of
splash. If anything gets into eye rinse out
well.
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 9
P3.1 –
Title:
Text book
Collins further
pages
Keywords
Focal
length,
dioptre
Lesson objective; Lesson outcomes
Specification
b) Correction of vision using convex and concave lenses to
produce an image on the retina:
■ long sight, caused by the eyeball being too short, or the eye
lens being unable to focus
■ short sight, caused by the eyeball being too long, or the eye
lens being unable to focus.
c) Range of vision. The eye can focus on objects between the
near point and the far point.
e) The power of a lens is given by:
P=1/F
f) The focal length of a lens is determined by:
■ the refractive index of the material from which the lens is made,
and
■ the curvature of the two surfaces of the lens.
g) For a given focal length, the greater the refractive index,
the flatter the lens. This means that the lens can be
manufactured thinner
Objective: To understand the nature of the image produced in
converging lens and to understand the uses of a converging lens in a
camera.
HSW:
Outcomes:
•
ALL MUST be able to describe how to make converging
lenses stronger and describe what long and short
sightedness are.
•
MOST SHOULD be able to draw ray diagrams for
converging and diverging lenses correcting sight and apply
equations to calculate the power of a lens.
•
SOME COULD explain how to make thin glasses stronger.
•
Suggested teaching activities
Starter
Eye test
Main Activities
Simultaneous round table exercise to share
information and test it on sight problems.
Give equation for lens power and explain how to make
lenses more powerful
Do worksheet
Mark worksheet
Plenary –
Tell me 2 things
Additional Resources and web links –
Could give out different power lenses for
students to examine
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety:
Year 11 Autumn term. P3.1 – Medical Applications of Physics
Activity and Resources.
Lesson 10
Lesson objective; Lesson outcomes
P3.1 –
Specification
Title: laser
eye surgery
c) The laser as an energy source for cutting, cauterising
and burning.
Text book
Collins further
pages 148
Objective:
HSW:
Outcomes:
•
ALL MUST
•
MOST SHOULD
•
SOME COULD
Suggested teaching activities
Starter
Demonstrate a laser beam around the class and read
through page 148
Main Activities
Use computers to research what laser eye surgery is,
why people hve it done and the risks involved
Plenary –
Students feedback on their work, email powerpoints
to teacher and tell each other 2 things – as last slide
Additional Resources and web links –
On powerpoint
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W –diagrams and explanations
Key skills:
observing, recording, analysing,
PLTS:. Team workers – Work
collaboratively with others.
ECM: stay safe – how to identify and
minimize risk
Keywords
Laser, laser
eye surgery,
cornea, lens
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: homework doddle –
Safety: laser beam risk. can cause
damage to the retina resulting in
scotoma (blind spot in the fovea). This
wave band is also know as the "retinal
hazard region". Do not look into it