| Topic # |
Old Topic |
Old # Hrs |
New Topic # |
New Topic |
New # Hrs |
| D |
Biomedical physics (originally SL & HL option) |
15/22 |
I |
Medical physics |
22 |
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I1 |
The ear and hearing |
6 |
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I.1.1 |
Describe the basic structure of the human ear. The structure should be limited to those features affecting the physical operation of the ear. |
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I.1.4 |
State and explain that a change in observed loudness is the response of the ear to a change in intensity. |
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I.1.5 |
State and explain that there is a logarithmic response of the ear to intensity. |
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I.1.6 |
Define intensity and also intensity level (IL). |
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I.1.7 |
State the approximate magnitude of the intensity level at which discomfort is experienced by a person with normal hearing. |
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I.1.8 |
Solve problems involving intensity levels. Aim 7, aim 8: Data logging may be used to investigate traffic noise, etc. |
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I.1.9 |
Describe the effects on hearing of short-term and long-term exposure to noise. Students should be aware of temporary and permanent deafness, tinnitus and selective frequency losses. They should show an appreciation of the social implications of hearing loss on an individual. Aim 8: Legislation and the moral responsibility of employers could be considered. |
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I.1.10 |
Analyse and give a simple interpretation of graphs where IL is plotted against the logarithm of frequency for normal and for defective hearing. |
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| D1 |
Scaling laws-size, form and function |
3 |
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| D2 |
Sound and hearing |
5 |
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| D3 |
Medical imaging |
7 |
I2 |
Medical imaging |
10 |
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I.2.1 |
Define the terms attenuation coefficient and half-value thickness. Students may study these concepts in the context of a parallel beam of X-rays but should appreciate their wider application. |
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I.2.2 |
Derive the relation between attenuation coefficient and half-value thickness. |
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I.2.3 |
Solve problems using the equation I = Ioe-µx Students may use simulation exercises to study X-ray attenuation. |
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I.2.5 |
Explain standard X-ray imaging techniques used in medicine. Students should appreciate the causes of loss of sharpness and of contrast in X-ray imaging. They should be familiar with techniques for improving sharpness and contrast. |
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I.2.7 |
Describe the principles of the generation and the detection of ultrasound using piezoelectric crystals. |
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I.2.8 |
Define acoustic impedance as the product of the density of a substance and the speed of sound in that substance. |
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I.2.9 |
Solve problems involving acoustic impedance. Students should understand the use of a gel on the surface of the skin. |
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I.2.12 |
Outline the basic principles of nuclear magnetic resonance (NMR) imaging. Students need only give a simple qualitative description of the principle, including the use of a non-uniform magnetic field in conjunction with the large uniform field. |
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I.2.13 |
Describe examples of the use of lasers in clinical diagnosis and therapy. Applications such as the use in pulse oximetry and in endoscopes should be discussed. Students should be familiar with the use of a laser as a scalpel and as a coagulator. |
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Biomedical physics HL only |
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| D4 |
Biomechanics |
3 |
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| D5 |
Radiation in medicine |
4 |
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Radiation in medicine |
6 |
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I.3.2 |
Discuss the precautions taken in situations involving different types of radiation. Students should consider shielding, distance and time-of-exposure factors. They should be familiar with the film badge. TOK: They should appreciate that current practice is determined from a gradual increase in available data. |
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I.3.3 |
Discuss the concept of balanced risk. Aim 8, Int, TOK: Students should appreciate that codes of practice have been developed for conduct involving the use of radiations. |
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I.3.7 |
Solve problems involving the choice of radio-isotope suitable for a particular diagnostic or therapeutic application. Students should be familiar with a variety of techniques. Where reference is made to a specific technique, sufficient description will be given for the student to be able to answer any questions on that technique. |
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I.3.8 |
Solve problems involving particular diagnostic applications. For example, assessment of total blood volume. Where reference is made to a specific technique, sufficient description will be given for the student to be able to answer any questions on that technique |
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