Biomedical imaging and the EM spectrum:
1) As students enter the classroom, ask them the following
questions: “As you saw in your previous class,
there are a number of different imaging techniques- some
biomedical, some not. You and your classmates made posters/presentations
earlier in this lesson set. Did you see similarities
or differences among different techniques? How would
you classify the different imaging techniques?” Tell
students they may turn to their neighbor after the first
5 or so minutes to discuss and help inform their answers.
Give the students a small lecture based on the Teacher
Background: EM, waves, Photoelectric effect supplement.
3) Have a transparency of the EM spectrum on the board.
Make sure you address the following:
a. Waves vs. particles
b. Rays and radiation
c. Wavelength, frequency and amplitude
d. General origins of each section of the EM spectrum.
4) Tell students that they will have the opportunity
to rotate through stations describing each of the
methods. Have two final stations that are internet
stations in case they need more information than
is included in
the student generated stations. Each station will
be what the groups put together in the first lesson.
sure they have adequately described diagnostic
uses of each method in the first lesson, otherwise,
be an extra day in this learning cycle.
5) Have students work individually to fill out
an activity sheet that describes what each detection
(compression waves, matter radiation, EM radiation)
and order the wavelengths of each if appropriate.
6) Afterwards, have them rotate through two identical
teacher-generated stations regarding reflectance,
transmittance, absorption and the importance
of different materials.
Have them answer questions on their activity
At the end of the activity, have students meet in groups
of 4 and use a heads together/minds
technique. [In this technique, each group
is assigned a number,
and each student a number within their group.
Students get an appropriate amount of time
to discuss answers
to provided questions in their group. The
spins a dial for a student number and all
the students with that number stand up (i.e.
from all groups) and then the teacher will
spin a second
to determine the student who will orally
answer the question (i.e. group #4). The remaining
students still stand and
will be asked to vote when the answering
is done with her/his presentation. A thumbs-up
with the answer, a thumbs-to-the-side that
they basically agree but have something further
thumbs-down that they disagree (and must
explain why to the class).
For the next question, the teacher spins
8) As homework, make sure they complete their
Students may need time to complete the activity sheet at home.
the heads together/minds together activity, teachers
can assess group answers and accuracy, or they can indirectly
assess based on participation and collaboration. This
activity allows students to use numerous skills- individual
research and evaluation in station rotations, reading
skills, synthesis skills, as well as group collaboration
and cooperation skills.
The completed activity sheets provide opportunity for