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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