以无损检测技术为例，应用于医学诊断领域。所提出的方法有一个指导原则:与需要“看到”的物体相互作用后的能量分布。这三种方法分别采用透射(x射线)、示踪(放射性示踪剂)和反射(超声波)。本单元还讨论每种方法的局限性，同时讨论对各种方法施加的物理限制、技术缺陷和安全考虑。有一章专门讨论电离辐射的生物效应。在他们的研究期间，学生们参加了一个有导游亚博英雄联盟的医院参观。编制了一份教师指南，并举办了在职教师课程，以培训教师在新单位的教学。在三个学年(1983-1985)期间，该单元在15个12年级班级中进行了试验。该单元被评估，使用各种测量方法，包括认知和情感。在相关情况下，实验组与相应的对照组进行比较，对照组没有研究该单元。 The results of the evaluation revealed that the new unit was implemented successfully, and was integrated well into the existing physics program – both in depth and in scope. Students achievements in the unit and in the part of the matriculation examination on Medical Physics were relatively high, and in correlation with their achievements in other topics in physics. The textbook was found to be adequate for students who choose the scientific stream, and the teaching aids developed for the unit were found to be helpful. The teacher's guide was evaluated by the teachers as clear and sufficient. The visit to the hospital helped to demonstrate and clarify the subjects taught in the classroom and contributed to the special emphasis of this unit on practical applications. This new unit was evaluated by the students as the most interesting topic taught in their physics program. Students attributed this interest to the relevance of the subject to everyday life. The study of the biological aspects of ionizing radiation left a particularly high impression, and many students mentioned this subject as valuable information which they can share with their acquaintances. A pre/post study shows that learning the unit led to significant changes in the way students perceived the energetic phenomena dealt with in the unit. Such changes occurred in two dimensions: the perception of the utility of the phenomena, and the danger attributed to them. After the study, the phenomena were regarded as more useful than before. With regard to danger attributed to ionizing radiation, we found that extreme opinions were moderated and the range of opinions was diversified. Students who studied the unit were able to apply a non-destructive testing method, dealt with the unit, to a practical problem outside the realm of medicine, and to adjust the method so it would correspond to the new problem they encountered. In view of students' high interest in the subject, and the variety of research findings, we recommend that applied interdisciplinary subjects with relevance to everyday life will be integrated into the teaching sequence at all stages of high school physics.
