Scheme of work: ASC 6b Medical Physics The following scheme of work offers a route through the Applied General Science Unit 6B Medical Physics, covering all the sections in a logical order. The order is by no means prescriptive and there are many alternative ways in which the content could be organised. Assumed coverage This scheme of work is a plan of what will be covered in each week or session of the learning programme or course. It will detail over 30 weeks the delivery of the applied science course content for the examination. The scheme of work will also give resources and ideas for practical work that can illustrate the written content. PO1 Understand imaging methods Specification content Learning objectives Additional guidance Session number Learning activities and resources PO1: Understand imaging methods. P1: Describe the underlying theory behind two of the imaging methods listed. Tutor observation of discussion. Oral communication during discussion. Research. 1 Tutor led discussion on the different types of imaging methods listed. Emphasise the difference between imaging and therapy. Look at the history, recent developments and equipment required. Individual learner led research on Learners can be shown actual images from X-rays, MRI scans etc.
PO1: Understand imaging methods. P1: Describe the underlying theory behind two of the imaging methods listed. M1: Link the underlying theory behind both of the imaging methods to explain how the images are produced. Tutor observation of plenary. Written evidence (P1, M1). Oral communication during discussion. Spelling and scientific nomenclature for report. Research. 2 Tutor led link to previous week. Learners led activity to a report on findings, make sure scientific language is used. Learners to give a plenary (discussion/PowerPoint) on the research they have carried out. Those learners doing M1 to include underlying theory of the image production for each method. Learner working independently. PO1: Understand imaging methods. P2: Select one medical condition and identify a suitable and an unsuitable technique for investigating the condition. Tutor observation of discussion and answers to questions. Written evidence (P2). Oral communication during discussion. Spelling and scientific nomenclature for report. Research skills. 3 Tutor led discussion on different medical conditions that can be imaged using the imaging methods listed. Discuss suitability; would you use MRI to diagnose a broken leg? Learner led research and write up for P2. Learner working independently.
the use of radioactive tracers. for a radiotherapy technique. Spelling and scientific nomenclature. Research skills. Learners select and identify the properties of one radioisotope that is used for radiotherapy. Independent research, with no help from the tutor. PO2: Understand radiotherapy techniques and the use of radioactive tracers. P4: Identify the properties of one radioisotope used for a radiotherapy technique. M4: Explain the importance of these properties. Written evidence (P4, M4). Spelling and scientific nomenclature. 11 Those learners attempting M4 need to explain the importance of these properties to the relevant therapy. Learners work independently and work is handed in on time. PO2: Understand radiotherapy techniques and the use of radioactive tracers. D3: Provide quantitative support for the explanations. Tutor observation of calculations. Written evidence (P4, M4, D3). Spelling and scientific nomenclature. Research skills. 12 Learner led research into decay, emission reactions and half-life calculations for radioisotopes. Independent research, with no help from the tutor.
techniques and the use of radioactive tracers. data of the two radioactive tracers. Written evidence and calculations (P5, M5, D4). Spelling and scientific nomenclature. Research skills. Formulas and calculations. Independent research, with no help from the tutor. PO2: Understand radiotherapy techniques and the use of radioactive tracers. P6: Describe the dangers of radioactivity and the precautions taken to protect medical staff and patients. Tutor observation of discussion. observation of research and PowerPoint. Written evidence (P6). Oral communication during discussion. Spelling and scientific nomenclature for PowerPoint. Research. 16 led discussion on the dangers of radioactivity and on the precautions taken to protect medical staff and patients. Look at the different ways that radioactivity is used in medicine and the various practitioners that use and prepare the doses. Learners to research and produce a PowerPoint that covers the key learning objective. A visit to a hospital or medical unit would be helpful. Learners work without help from the tutor. PO2: Understand radiotherapy M6: Written evidence (P6, M6). 17 Learner led activity to complete PowerPoint from previous week (P6) and give explanations (M6).
M7: Relate the results of the experiments to the use of radioisotopes in medical treatments. Research skills. Learner led activity to write a report on the procedure to measure half-life (P7). Included in the report is the risk assessment and information for (M7) which relates the results to the use of radioisotopes for medical treatment. Independent working PO3: Demonstrate the ability to work with radioisotopes in the laboratory. D5: Summarise the advantages and disadvantages of alpha, beta and gamma radioisotopes in medical treatments. Written work (P7, M7, D5). Spellings and grammar used in report. Research skills. 22 Learner led activity to complete report for PO3. For D5 learners will research the properties of Learners to analyse these to work out advantages and disadvantages for use in medical treatments. Independent working. PO4 Understand the medical uses of optical fibres and lasers Specification content Learning objectives Additional guidance Session number Learning activities and resources
PO4: Understand the medical uses of optical fibres and lasers. P8: Describe the structure of optical fibres and how they transmit light. Tutor observation of discussion. Tutor observation of practical work and risk assessment. Oral communication during discussion. Practical skills and health and safety. Calculation of total internal reflection. 23 Tutor led discussion about : transmission (total internal reflection) and image formation. Experiment to show Learners work independently. PO4: Understand the medical uses of optical fibres and lasers. M8: Explain how optical fibres are used in medical treatments. Written work (P8, M8). Tutor observation of written and research skills. Spellings and grammar used in report. Research skills. 24 Learner led activity to write information from previous week for P8 and to research into the Look at different medical uses for the endoscope and what makes up its components. Learners work independently. PO4: Understand the medical uses of optical fibres and lasers. P9: Follow standard procedure to measure the refractive of a Tutor observation of practical work and adherence to risk assessment. Calculation of refractive index. 25 Tutor led introduction to refractive index and the experimental procedure, including risk assessment.
sample of glass or Perspex. Practical skills and health and safety. Learner led practical work to of glass (could also experiment using different types and shapes of glass). Comparison of results. Independent practical work. PO4: Understand the medical uses of optical fibres and lasers. P9: Follow standard procedure to measure the refractive index of a sample of glass or Perspex. Tutor observation of practical work and adherence to risk assessment. Written work (P9). Calculations for refractive index. Spellings and grammar used in report. Ability to work unsupervised. Practical skills and health and safety. 26 led introduction to experiment from the previous week. Experiment from previous week repeated using Perspex. Learner led practical work to find the (could also experiment using different shapes and types of plastic). Comparison of results. Learners to write up an experimental report. Independent practical/written work. PO4: Understand the medical uses of optical fibres and lasers. P10: Identify two medical conditions where laser bight is used as a treatment. Written work (P10). Spellings and grammar used in written work. 27 Tutor led introduction into . What it is used for, how it is done and the risks involved.
Learner led research and written work for P10. PO4: Understand the medical uses of optical fibres and lasers. M9: Explain the basic scientific principles behind the use of lasers in treating both medical conditions. Written work (P10, M9). Spellings and grammar used in written work. 28 Tutor led review of work from previous week; and outline of basic scientific principles of laser treatment. Learner led task to explain principles related to the two conditions that they have picked for P10. Independent work. PO4: Understand the medical uses of optical fibres and lasers. D6: Compare the advantages and disadvantages of and non-laser treatments for a specific medical condition. Written work (D6). Spellings and grammar used in written work. 29 Learner led task to carefully choose a medical condition that can be treated by laser and by another type of therapy. The treatments are then compared using advantages and disadvantages. PO3: Demonstrate the ability to work with radioisotopes in the laboratory. P7: Follow standard procedures to measure the half-life of one radioisotope. Written work (P7, P8, P9, P10, M7, M8, M9, D5, D6). Spelling, grammar and scientific nomenclature for report. 30 Learner led workshop session to complete written work for PO3 and PO4. Working independently to produce accurate work. Work handed in on time.