| Student Name
| Centre
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| Unit Title Code 11030 Medical Uses of Radioisotopes | |||
| Assignment Title – Medical Uses of Radioisotopes
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| This unit is graded Grade descriptors: 1, 2, 3, 5 & 7 | No of credits: 3 | ||
| Date set
| Date due | Date submitted | |
| If a resubmission
| Date due | Date submitted | |
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Student Declaration:
I understand that copying / taking ideas from other sources (e.g. reference books, journals, internet, and tutor handouts) without acknowledging them is plagiarism. I confirm that:
- This assignment is all my own work
- All contributions taken from other reading and research have been referenced accurately
- Any direct quotations taken from other reading and research have been acknowledged and attributed accurately
- I have attached a bibliography listing all sources used in producing this assignment.
- I have added the word count below.
- I have read and understood the Ascentis document entitled ‘Policies and Procedures for Dealing with Malpractice’ provided by the tutor and understand the consequences of non-compliance with this document.
| To be completed by student on submission and in confirmation of above declaration: | |
| Student name (printed)
| Student signature
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| Word count | |
| To be completed by tutor: | |
| Tutor name (printed)
| Tutor signature
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| Unit grade awarded: | Word count confirmed as accurate: |
| To be completed by the ISM (Internal Standards Moderator) if work has been internally moderated: | |
| ISM name (printed)
| ISM signature
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| Date internally moderated | |
| Answer all questions | |||||||||||||||||||
| Q1 AC1.1 | Define the terms ‘radioisotope’ and ‘radiopharmaceutical’. | ||||||||||||||||||
| Q2 AC1.2 | Describe the production processes used to prepare samples of the following radioisotopes :
a) Technetium-99m b) Cobalt-60 c) Iodine-131
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| Q3 AC1.3 | Referring to the table below: a) Describe the radiological properties of diagnostic and therapeutic radionuclides that make them suitable for purpose. b) Describe the biological properties of radionuclides that make them suitable for purpose.
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| Q4 AC2.1 | State the function of a gamma camera and explain how it works. Include a labelled diagram. | ||||||||||||||||||
| Q5 AC2.2 | Compare and contrast the use of the following radioisotopes in diagnostic imaging. Summarise their radiological and biological properties, identifying the imaging equipment required for their use.
a) Thallium-201 (201Tl) b) Xenon-133 (133Xe) c) Technetium-99m (99mTc) d) A radioisotope of your choice
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| Q6 AC2.3 | Identify the appropriate treatment (therapeutic radionuclide, brachytherapy or x-ray therapy) for the following types of tumour and justify your choice.
· Multiple small tumours · Shallow isolated tumour · Tumour in close proximity to a radiosensitive organ
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| Q7 AC3.1 | Explain the possible effects of a range of types of radiation on animal cells. Identify stochastic effects and deterministic effects. Briefly describe methods of monitoring radiation dose and outline how this information can help to alleviate deterministic effects.
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| Q8 AC3.2 | Compare and contrast the consequences of radiation damage to somatic cells and to germ line cells.
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| Q9 AC3.3 | Estimate the number of decays each day for the following radioisotopes: a) Diagnostic radioisotope with activity 52MBq. b) Therapeutic radioisotope with activity 3800TBq.
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| Q10 AC3.3 | Patient X has a 175g tumour and receives 18J of energy as part of their radiotherapy treatment. Calculate the absorbed dose received by the patient.
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| Q11 AC3.3 | Patient Y is a worker in the nuclear medical industry. They wear a dosimeter which records their exposure to ionising radiation. During their regular check-up, the dosimeter shows that they have received an absorbed dose of 15mGy from gamma rays and an absorbed dose of 7μGy from alpha particles.
a) Calculate the total equivalent dose received by the patient b) Calculate the effective dose received on the lungs by the patient using the tissue weighting factor WT of 0.12 |
| Learning Outcomes | Assessment Criteria | Achieved Y / N |
| The student should be able to: | The student has achieved this outcome because s/he can: | |
| 1 Understand the production of radioisotopes and their properties | 1.1 Define the terms ‘radioisotope’ and ‘radiopharmaceutical’
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| 1.2 Describe the production of radioisotopes for use in radiopharmaceuticals and imaging
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| 1.3 Explain the key properties of radioisotopes that are intended for medical use | ||
| 2 Understand some of the techniques used in nuclear medicine and imaging | 2.1 Explain the use of the gamma camera | |
| 2.2 Explain the use of radioisotopes in diagnostic imaging and give examples | ||
| 2.3 Explain the advantages from the use of radiopharmaceuticals for treatment as opposed to irradiation using external sources of radiation | ||
| 3 Understand the effects of radiation on living cells and methods for monitoring radiation exposure | 3.1 Describe the effects of different types of radiation on cells | |
| 3.2 Distinguish between the somatic and hereditary effects of radiation | ||
| 3.3 Perform calculations involving absorbed dose, exposure, relative biological effect and effective dose |
Grading the assignment
Once the learning outcomes for this assignment are achieved, the student is eligible for grading against specific grade descriptors (these are identified on the following pages)
There are no descriptor components for Pass. Students achieve a Pass by meeting the requirements of all the assessment criteria of a unit
| 2 Application of knowledge | Only the components that are ticked apply to this assignment | ||
| Merit | Distinction | ||
| The student, student’s work or performance makes use of relevant a | The student, student’s work or performance makes use of relevant a | ||
| • ideas | ü | • ideas | ü |
| • facts | ü | • facts | ü |
| • theories | ü | • theories | ü |
| • perspectives | • perspectives | ||
| • models | • models | ||
| • concepts | ü | • concepts | ü |
| with either b breadth or depth that goes beyond the minimum required to Pass and/or | with both b breadth and depth
and/or | ||
| c very good levels of | c excellent levels of | ||
| • consistency | ü | • consistency | ü |
| • precision | ü | • precision | ü |
| • accuracy | ü | • accuracy | ü |
| • insight | ü | • insight | ü |
| • analysis | ü | • analysis | ü |
| • synthesis | • synthesis | ||
| • creativity | • creativity | ||
| 3 Application of Skills | Only the components that are ticked apply to this assignment | |||
| Merit | Distinction | |||
| The student, student’s work or performance: | The student, student’s work or performance: | |||
| a generally selects appropriate | a consistently selects appropriate | |||
| • skills | • skills | |||
| • techniques | • techniques | |||
| • methods | ü | • methods | ü | |
| and / or | and / or | |||
| b applies appropriate (selected or given) | b applies appropriate (selected or given) | |||
| • skills | • skills | |||
| • techniques | • techniques | |||
| • methods | ü | • methods | ü | |
| c with very good levels of | c with excellent levels of | |||
| • confidence | • confidence | |||
| • consistency | ü | • consistency | ü | |
| • creativity | • creativity | |||
| • innovation | • innovation | |||
| • precision | ü | • precision | ü | |
| • accuracy | ü | • accuracy | ü | |
| • efficiency | • efficiency | |||
| 5 Communication and presentation | Only the components that are ticked apply to this assignment | ||
| Merit | Distinction | ||
| The student, student’s work or performance shows very good command of: | The student, student’s work or performance shows excellent command of: | ||
| § format | ü | § format | ü |
| § structure | § structure | ||
| § use of images | ü | § use of images | ü |
| § language (including technical or specialist language) | ü | § language (including technical or specialist language) | ü |
| § syntax | § syntax | ||
| § register | § register | ||
| § spelling | ü | § spelling | ü |
| § punctuation | ü | § punctuation | ü |
| § referencing | ü | § referencing | ü |
| 7 Quality | This grade descriptor applies to all units | ||
| Merit | Distinction | ||
| The student, student’s work or performance: | The student, student’s work or performance: | ||
| a is structured in a way that is generally logical and fluent | ü | a is structured in a way that is consistently logical and fluent | ü |
| b puts forward arguments or ideas which are generally unambiguous but which are in a minor way limited or incomplete | ü | b puts forward arguments or ideas which are consistently unambiguous and cogent | ü |
| c taken as a whole, demonstrates a very good response to the demands of the brief/assignment | ü | c taken as a whole, demonstrates an excellent response to the demands of the brief/assignment | ü |
Tutor Feedback
| Credits awarded: Yes / No | Number of credits
| Resubmission Yes / No | Date for resubmission | Referral Yes / No | ||
| Comments:
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| Tick if applicable to this assignment | Tutor comments | Performance against descriptor (P / M / D) | ||||
| 1 Understanding of the subject | ||||||
| 2 Application of knowledge | ||||||
| 3. Application of skills | ||||||
| 5 Communication and presentation | ||||||
| 7 Quality | ||||||
| Overall unit grade | ||||||