|
|
Physical bases of thermography for radiotherapists
LÁVIČKA, Šimon
There is currently no educational material for radiological assistants and students in this field to discuss the physical foundations of thermography. In particular, material which is appropriate to the presumed physical and mathematical knowledge required for the field of Radiologic Assistant and other related disciplines. Especially due to the fact that part of the scientific community sees in thermography a promising method for mammologii, rheumatology, orthopedics, angiology and dentistry. This motivation led to the elaboration of this bachelor thesis which set out these following goals: The selection of theory of knowledge transfer to the level of "Radiological Asssistant" and other related fields. The creation of an educational text that respects the chosen theory and reflects the blackbody radiation laws. The monitoring of current state of thermography knowledge in the addressees. There were two hypotheses formulated on the basis of an analysis of the current state and the setting of objectives: The application of theory to the curriculum process can create important components of a project curriculum for a given group of learners. The knowledge of the learners will have a theoretical distribution of the near- normal distribution in the area of physical fundamentals of thermography. As a convenient theory for transferring knowledge from science to the educational sphere has been proved to be the theory of the curricular process. Its applicability was accepted by the international scientific community as well see the impacted publication (Záškodný, 2012). Firstly, it was necessary to remind a generally known relationship of infrared radiation to thermography and than analyze the discovered theoretical physical backgrounds up to date, the most important for thermography also in relation to the radiation of the blackbody. There are also shown and described subsequent physical laws: Stefan-Boltzmann law, Wien displacement law, Rayleigh-Jeansons law and Planck´s radiation law, whereby it is especially necessary to emphasize the relationship of these laws to blackbody radiation whose temperature is between 0 K or -273,15 through the explanation of the emissivity parameter, which is a dimensionless quantity determining the heat emission capability. Its value must be entered in the thermal camera. Subsequently, a knowledge test was created on eighteen questions with a selection of four options, where only one was correct. Twenty-five radiological assistants active in their field at the age of twenty-three to fifty-three, with a length of practice from half a year to thirty-one years, were addressed. The methods of descriptive and mathematical statistics were used in the quantification of the addressees´ knowledge. All twenty-five tests were processed this way. Performing nonparametric testing of the empirical distribution of the scores obtained from these tests revealed that the second of the hypotheses set was not confirmed. The knowledge of the addressees was higher than the hypothetical assumption.
|
|
|
The physic principles of relativistic linear accelerator for radiological assistent
VODVÁŘKA, Marek
As the selected theory of transfer of knowledge from the scientific radiological physics (in the sphere of physical bases of relativistic linear accelerator) to students of radiological branches the theory of curricular process was used. This theory was formulated in the world by M. Pasche, T. G. Gardner, M. Certon, M. Gayl, in the Czech and Slovak Republics by J. Průcha, J. Brockmeyerová, P.Tarábek, P. Záškodný. On the base of the curriculum process theory, in the sphere of radiological physics curriculum process can be defined as a sequence of transformations T1-T5 variant forms of curriculum: "Conceptual curriculum" as a communicable scientific system of radiological physics (first variant form of curriculum as transformation T1 output from a scientific system to a communicable scientific system). "Intended curriculum" as an educational system of radiological physics (second variant form of curriculum as transformation T2 output from a communicable scientific system to an educational system). "Project curriculum" as an instructional project of radiological physics (third variant form of curriculum as transformation T3 output from an educational system to a teaching project). "Implemented curriculum-1" as the preparedness of educator to education inradiological physics (fourth variant form of curriculum as the first transformation T4 output from an educational project to implementation of teaching). "Implemented curriculum-2" as the results of education in radiological physics (fifth variant form of curriculum as the second transformation T4 output from aneducational project to implementation of teaching). "Attained curriculum" as applicable results of education in radiological physics (sixth variant form of curriculum transformation T5 output from implementation of teaching to application of the results of teaching). In this thesis, in the sphere of physical bases of relativistic linear accelerator the transformation between the intended curriculum, project curriculum, implemented curriculum-1 and implemented curriculum-2 were used. These transformations were carried out by binds between educating text, experimental teaching, preparation for experimental teaching and placing of educational test to students of radiological branches to find out the results of experimental teaching in the sphere of physical bases of relativistic linear accelerator. In order to prove the hypotheses of the bachelor thesis, methods of mathematical statistics apart from methods of descriptive statistics were used: Nonparametric tests and two sample t-test. Nonparametric test was used to test the normality of knowledge acquired by experimental teaching. Two-sample t-test was used to compare the knowledge from the sphere of physical bases of relativistic linear accelerator in students of full-time and part-time study programme. The bachelor thesis was based on the verification of two hypotheses: a) an adequate educational text in the sphere of physical bases of relativistic linear accelerator can be created by application of curriculum process b) students´ knowledge in the sphere of physical bases of relativistic linear accelerator acquired on the base of worked out educational text will have normal distribution. Both of these hypotheses were confirmed by statistical processing of the results which were obtained by experimental teaching and by placing of educational test to students. Partial hypothesis was also confirmed that knowledge between full-time students and part-time students will not be statistically different on the level of statistical significance 0.05.
|
guest ::
