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Further Physics

(Physics

– P2)

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

P3.1 – Medical applications of physics

1

Intro and keywords

Resources

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

2

X-rays

3

Ultrasound

Speaker (to get messy) cornflour and water mixture in speaker cone.

Signal generator.

4

Refractive index

5

Total internal reflection

6

Lenses

Glass or Perspex rectangular blocks

Protractors

Ray boxes with lenses, psus

A4 Blank paper

D block

Protractors


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.

7

Lenses and Ray Diagrams

8

The Eye and Camera

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. different power lenses

9

Power of Lenses

10

LASER eye surgery

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


Activity and Resources.

Lesson 1

P3.1 –

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

Lesson objective; Lesson outcomes

Specification p3.1 keywords

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:



Lesson 2

P3.1 –

Title: X-

Rays

Text book

Collins further pages

Keywords

Frequency, wavelength,

CT (CAT) scan, cells, tumour, cancer, filament, cathode, anode, tungsten, ionisation,

CCD.


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


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.


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 X-

Rays. 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)


In powerpoint – will need to print slide 16 for cards and 19




A – discussion

K – Practical

L – discussion



PLTS:.


ECM: stay safe – how to identify and minimize risk

Assessment –




Safety:



Lesson 3

P3.1 –

Title:

Ultrasound

Text book

Collins further pages 138

Keywords frequency, speed, time, distance,

Hertz, sonar, A-

Scan, echo


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 = v x t

Objective: Be able to describe what Ultrasound is and how we can calculate distances using it.


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


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


Speaker (to get messy) cornflour and water mixture in speaker cone. Signal generator.




A – discussion

K – Practical

L – discussion



PLTS:.


ECM:

Assessment –




Safety:



Lesson 4

P3.1 –

Title:

Ultrasound

Uses

Text book


Keywords

Refractive index, deviation,

Snell’s Law, apparent depth


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.


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


Starter

Review what the wrote about ultrasound being used in prenatal-scans last lesson.

Main Activities

Snell’s Law experiement

Plenary –

Numeracy Calculations


Glass or Perspex rectangular blocks

Protractors


A4 Blank paper




A – discussion

K – Practical

L – discussion



PLTS:.



Assessment –




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.



Lesson 5

P3.1 –

Title: TIR

Text book


Keywords

Critical angle, refraction, snell’s law, opyical fibres, endoscope


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

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.

•

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?


D block

Protractors



A4 Blank paper

Wiggly glass block demo

Print out of info on uses to summarise

Teaching and learning /

Assessment



A – discussion

K – Practical

L – discussion



PLTS:.



Assessment –








Lesson 6

P3.1 –

Title: Lenses

Text book


Keywords

Converge, convex, diverge, power, focal length, magnification, object, real image, virtual image, parallel


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.


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.

•


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


Ray box

Shape cut out of card as object or cross wires

Convex lens

Screen

Metre rule

Smoke/Lens box




A – discussion

K – Practical

L – discussion



PLTS:.



Assessment –








Lesson 7

P3.1 –

Title: Lenses and ray diagrams

Text book

Collins further pages 144-145

Keywords

Converge, convex, diverge, power, focal length, magnification, object, real image, virtual image, parallel


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


science

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.


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


Sheets in folder – students will need copies of each one.




A – discussion

K – Practical

L – discussion



PLTS:.


ECM:

Assessment –




Safety:



Lesson 8

P3.1 –

Title: Eye and Camera

Text book

Collins further pages 146-147

Keywords

Optic nerve

Optic disc

Retina

Iris

Pupil

Cornea

Ciliary muscle

Lens

Suspensory ligament


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.


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.

•


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


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.




A – discussion

K – Practical

L – discussion



PLTS:.



Assessment –




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.



Lesson 9

P3.1 –

Title:

Text book


Keywords

Focal length, dioptre


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.

•


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


Could give out different power lenses for students to examine




A – discussion

K – Practical

L – discussion



PLTS:.



Assessment –




Safety:


Lesson 10

P3.1 –

Title: laser eye surgery

Text book



Specification c) The laser as an energy source for cutting, cauterising and burning.

Objective:

HSW:

Outcomes:

• ALL MUST

• MOST SHOULD

• SOME COULD

Keywords

Laser, laser eye surgery, cornea, lens



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


On powerpoint




A – discussion

K – Practical

L – discussion



PLTS:.


ECM: stay safe

– how to identify and minimize risk

Assessment –




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

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