# Medical Imaging

## CONTENTS OF CURRICULUM UNIT 83.07.05

## The Basic Concepts of Diagnostic Ultrasound1

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## III. Unit Information

1

- I. Purpose and Level
- ____ ____ This unit explains what ultrasound is, how it is produced and why it is useful in medical imaging. A section on mathematics is include
- ____ ____ Basic Concepts of Diagnostic Ultrasound was written to be used primarily in a technological mathematics course for 10
^{ th }and 11^{ th }grade students with a wide range of ability levels.- II. Specific Objectives: Using about 15 class periods, the student should be able to do the following.
- ____ A. Put in writing
- ____ ____ 1. the ultrasound medical imaging process
- ____ ____ 2. the sound frequency range audible to humans and the frequency range used in medical imaging
- ____ ____ 3. how ultrasound is produced
- ____ ____ 4. why ultrasound is important in diagnostic medicine
- ____ B. Sketch illustrations of A-mode, B-mode, Compound B-mode and M-mode
- ____ C. Describe in writing the real-time mode
- ____ D. Do requested work in math section which includes the following.
- ____ ____ 1. Define, illustrate and use the following wave characteristics—frequency, periods, wavelength, propagation speed, amplitude and intensity
- ____ ____ 2. Apply the distance formula in a variety of car and sound situations
- III. Overview
- ____ A. Section I. Diagnostic Ultrasound
- ____ B. Section II. A Little Math Hers and There
- ____ C. Section III. Unit Information
- ____ D. Section IV. Lesson Plans
- ____ E. Section V. Bibliography
- IV. Lesson Plans for Ultrasound
^{ * }

^{ st }Part

2

- 1. Introduce unit using a set of slides and sound
- 2. Explain project and grading for unit
- 3. Students are expected to take notes and for homework learn to outline process for a 4 minute quiz

^{ nd }Part

1. 4 minute quiz

3

- 2. Introduce wave theory
- 3. Read material together
- 4. Homework do 1-3 in math Wave section

^{ rd }Part

4

- 1. Return quizzes
- 2. Review overall process and wave theory with slides
- 3. Discuss transducer and crystal
- 4. Students expected to carefully illustrate the transducer and label parts
- 5. Homework—study wave theory and transducer for a 10 minute quiz

^{ th }Part

5

- 1. 10 minute quiz
- 2. Using slides and text cover the traveling of sound into body tissue and back to transducer
- 3. Explain computer assisted Distance Formula I practice they are expected to do
- 4. Students expected to take notes and do assigned problems in the math section

^{ th }Part

6

- 1. Return quizzes
- 2. Review sound wave traveling into body and back
- 3. With slides discuss A,B and M modes
- 4. Students expected to take notes and illustrate concepts
- 5. Homework—study the process of sound waves entering and returning from body tissues and modes of display
- * Plans are divided into ten parts. A highly motivated group of students could possibly cover one part a day, but it is divided into parts instead of days so that conceptual development will have priority over time.

^{ th }Part

7

- 1. 10 minute quiz
- 2. Discuss real-time, 30 frames per second and how transducer is different
- 3. Discuss three fetus slides, use charts
- 4. Using charts, discuss the parts of the anatomy to be seen next class on real-time tape

^{ th }Part

8

- 1. Return quizzes
- 2. Show and discuss real-time tape

^{ th }Part

9

- 1. Show slides from Lisa Orville’s “Imaging the Human Body With Ultrasound”

^{ th }Part

10

- 1. Work with students on their one page summary of diagnostic ultrasound. Complete for homework.

^{ th }Part

- 1. Students organize notes, quizzes, summary. Have students fill out form evaluating unit. Make relevant cover designs for their papers. Complete for homework.
- Hand in the completed booklets of their work.