EDU625: Are You Ready to GxmO?: Physics

Are You Ready to GxmO?: Physics

Integrated Technology Learning Object


Are You Ready to GxmO?  is a student friendly web-based course designed to help the first-year radiography student obtain the information necessary to pass the state of Ohio’s general x-ray machine operator’s licensing examination (GXMO).   Along with completing lab positioning simulations, students must answer questions in the following categories:  radiographic physics, the x-ray beam, the radiographic image, digital imaging and darkroom techniques, and radiation protection & biology.  Radiography students do not receive in depth instruction on radiographic physics until the fall of their second year.  If students want to take the GXMO prior to that, they must have the classroom instruction in physics.  This module addresses radiographic physics.



Audience:  First-year radiography students who are preparing to sit for the state of Ohio’s GXMO examination.

Location:  online: Desire2Learn (  Students have access to D2L as part of their college experience, although they must log on to access it.

Time Frame: Modules are available 24-hours a day, seven days a week.  There is no beginning and end time for completing the modules, although most modules can be completed in less than two hours, and the modules and be taken in any in any order.  The advantage to this is students can participate in the learning activities as many times as they wish.

Pre-requisites: Students must first have completed one year of the associate’s program in radiologic sciences or have permission from the program chair.  Students must have successfully completed: RAD 130: Intermediate Principles of Radiography and RAD 131: Radiology Practicum III.


Learning Objectives:

By the end of this module, students will be able to:

  • Understand the parts of the atom
  • Understand and apply radiologic quantity and units of measurements
  • Apply and evaluate the properties of magnetism and electromagnetism.
  • Analyze the principles of electromagnetic radiation. (Bushong, 2001; Ohio Department of Health, 2011).


Learning Activities:  (Bloom’s level in italics)

Remembering: Students will click the first link under “content” and watch a Prezi presentation on radiographic physics.  Prezi will pose question, each having it own unique number, when key learning points are reached.  When prompted, the student will click on the “Prezi question number” given in the presentation and type in the answer in the pop-up box.  Feedback is given immediately.  An incorrect answer will direct the student where to look for the correct information, either in the Prezi lecture through a replay or in the physics book by page.


Understanding: Students will click the next link to watch the You Tube video “The Atom Song” (ParrMr, 2011).   Students will then post a comment on the blog link below the embedded you tube video box paraphrasing how, based on what they know about atoms, electrons are used to form x-rays.


Applying: Students click on the “Arcade” link to participate in the following activities:

  • “Building the Atom” (, 2011): in this activity, students build an atom form protons, neutrons and electrons.  As they add these elements, the element represented by the atomic arrangement is display, along with the appropriate charge, mass and weight information.  As students change the nuclear make-up, they see the new element produced.  It is fun and engages the student by showing them how small changes yield large results.
Build an Atom

Click to Run


  • “John Travoltage” (, 2011): in this activity, students see how a static charge is created and discharged.  By moving John’s leg with the cursor, the student can see the electrons being picked up by his moving foot, and see them travel up his leg, building up in his body, increasing his negative charge.  The faster John’s foot is moved, the more electrons are building up throughout John’s body.  Students can then move his finger to the metal door knob with the cursor, creating the discharge his finger.  If too many electrons are built up by moving John’s foot too quickly, the charge can actually jump from him to the knob without touching it.
John Travoltage

Click to Run


  • The Magnetism Game (, 2011): in this activity, students will play challenging games of skill involving metal object and magnets.  The will understand the laws of attraction by dropping metal balls in the proximity of a magnet(s) trying to hit a specified target.  There are two games (easy and hard), each have ascending levels of play.


  • High School Physics Games (, 2012): in this activity, students will participate in the games listed on the page. In each game, students can chose matching, listening or flash card mode.  Students are presented with a term and 4 possible definitions.  Students then click on their choice and are given immediate feedback whether they care correct.  When the student has completed the list of words in the game, they are given a score, a badge of merit and a link for bragging rights and to solicit social interaction on Facebook.


Analyzing: Students will click the next link labeled “Units of Radiation Concept Map” and create a concept map depicting the different units of radiation measure (, n.d.).  Click on any space on the screen and a bubble appears.  Click on the bubble and add text.  Click on another space on the screen.  Another bubble appears ready for text.  Click on the top of a bubbles and a connecting line appears.  The line can be lengthened or shortened by grabbing an end with the cursor and dragging it for placement.  All bubbles can be dragged to other areas of the screen for proper placement.  There are print and save functions for them to keep their mini project.  The site is simple and intuitive.


Evaluating: Students will click on the “discussion board” link and leave comments on any or all of the threads available.  Topics will include, but are not limited to: site learning content, questions and answers, concept map display, or helpful study hints.  Discussion board is on D2L LMS.


Creating: Students will click the “Study Blue” link and create a deck of flash cards on the information they have learned (, 2012).  Students will open a free account and enter their school name.  Then students will begin making flash cards by entering the text onto the cards.  The cards can be reviewed in a flash card mode or as a quiz.  All cards created by the student are kept in their backpack.  All quizzes taken by the student are remembered and recommendations of areas the student needs more study in are given.  As students continue through the other modules, they will have this option as well, so by the end of all five modules they will have a comprehensive study tool in their digital backpack.


Instructors accessing this course:

Since the course was designed to be delivered in an online distance learning format, it is student-directed learning.  For questions concerning the course or its contents, online students can email the instructor or click the “page” button for assistance if it is lit (a “lit” button designates an instructor is online and logged on to D2L).  If the module is being presented in a classroom (via laptop or projected on a screen),  instructors will work directly with the students, or better still, participate as if a student and ask the students for help on key points you don’t understand.  These will aide students in understanding, and applying analytical skills, thus promoting critical thinking.


Assessment Evidence:

At the end of the module and activities, assessments include:

      • The Physics Quiz: best answer, multiple choice quiz, reflective of the GXMO exam they are preparing to take (formative/summative).
      • Mock GXMO exam: consists of 60 questions, in the same format at the actual test (summative).
      • End of module survey: through D2L (summative).  When the student completes the physics quiz, they will be redirected to the end of course survey pinpointing their thoughts and recommendations on the module they have just completed  (Bloom’s evaluate, create)
      • “Quote Me”: a link where students can create a testimonial to leave for future students about their experience and their best advice for success at Are You Ready to GxmO?  (Bloom’s create).



Atom Song:

Build and atom:

Concept map generator:

Discussion board:

Exit survey:

Flash card creator:

John Travoltage:

Magnetism game:

Module quiz:


Physics games:


Resource notes:

The resources chosen for this learning module are free, intuitive and offer the student options in learning delivery.  Some sites may require an account.  Each resource can be accessed by computer, tablet, or handheld device with an internet connection and browser.  While there is no special training required for utilizing these resources, it is advisable to explore and familiarize yourself with their functionality them prior to presenting them, so you can efficiently respond to student questions.



Bushong, S. C. (2001).  Radiologic science for technologists: Physics, biology, and protection, (8th Ed.)  St Louis, Mo.: Elsevier Mosby, Inc.

Churches, A. (2009).  Blooms digital taxonomy: It’s not about the tools it’s about using the tools to facilitate learning (PDF).  Retrieved from (2012).  High school physics study guides.  Retrieved from http://dynamo. (n.d.).  Magnetism.  Retrieved from (n.d.).  Concept map.  Retrieved from /courses/research/conceptMap.html

Ohio Department of Health (2011, July 10).  General x-ray machine operator (GXMO) licensure requirements.  Retrieved from

ParrMr. (2011, Aug.21).  Parts of the Atom (Video file).  Retrieved from com/watch?v=O5iaw5WNuB0

Prezi (2012).  Make your presentations zoom.  Retrieved from

Phet (2011).  Build an atom.  Retrieved from

Phet (2011).  John Travoltage.  Retrieved from

StudyBlue (2012). Study Blue: Study beautifully online and on your phone.  Retrieved from


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