An ordinary earthenware or glass jar may be used as a  containing-cell—the larger the better. Through the closed  end of a test-tube seal a short length of platinum wire, and  into the tube pour mercury to a height of 1 inch or more.  Through a wooden cover to the cell, or in some other suitable  manner, as in Fig. 36, suspend the test-tube immersed deeply  in the fluid, and to make connection, dip a wire from the A, Glass jar containing dilute sulphuric acid (1 in 10); B, sheet-lead with  terminal; C, test-tube with platinum point and containing mercury.  positive pole of the source of supply into the mercury. Then  hang over the edge of the cell a piece of sheet-lead reaching to  near the bottom of the fluid, and having a screw at its upper  end to bind a connecting-wire from the negative pole of the  source, and your electrolytic break is complete.

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An excerpt from the preface:

Imaging science has changed considerably over the past twenty years.  These changes have brought an incredible increase in information, understanding and innovation. One result is that, today, imaging technologists, medical physicists and rediologists must know far more than their predecessors. The fund of knowldege recquired of these imaging professionals, especially the imaging technologist, for any of the professional examinations is so vast that the demands on learning and teaching are considerable

Accompanying this expansion of knowledge are substantial changes in occupational opportunities. Limited credentialing, cross-training and job splitting are changing the required competence and responsibilities of those involved in medical imaging. The principal focus of these changes is to obtain more production with fewer professionals. Managed healthcare will conintue to exert economic and occupational restrictions on the imaging professional.

This book is one in a series designed to make the learning process easier for the imaging professional. Computed otmography was predicted by many in the early 1980s to die a slow death because of the introduction of magnetic resonance imaging. However, with the introduction of spiral CT in 1990 and multislice spiral CT in 1992, computed tomography clinical applications are rapidly increasing. It is now possible to image the entire body in a single breathhold.  This volueme presents the essential facts of the physics of computed tomography.

Additional volumes in this series concentrate on other specialty topics and areas of examination.

None of these volumes is a textbook. Sometimes, especially when preparing for an examination, it is easier to commit statements of fact to memory, while working with other sources to gain a better understanding of those facts. Each of these volumes contain extensive statements of fact that the autho blieves are essential for satisfactoy completion of the respective professional examination. These volumes are well illustrated because, “A picture is worth a thousand words”. Where graphs, charts or tables are included, they are practice questions patterned after the respctive professional examinations, such as the ABR, ABMP, ARDMS, CNMT and especially the ARRT and its subspecialty examinations in quaility manangemnet, mammography, computed tomography, cardiovascular-interventional technology ad magnetic resonance imaging.

Most examination panles, especially the ARRT, pricipally use Type A questions: a statement or stem followed by four distractors and one correct word. Type K questions are used less frequently. They contain multiple statements and candidate selects the correct combination of answers. The practice questions provided here are both types.

At the end of this volume, there are three appendices that the student and educator will find particularly helpful. Appendix A is a rather complete gloasary of terms employed in imaging science and technology.  the student should pay particular attention to this appendic and attempt to know and underand each definition. you will find this very helpful at examination time. Appendix B lists the latest textbooks and additional sources of education material covering the respective information areas of this volume.  here, the student will find literature refrences to aid in understanding through additional rading of a particular subject.  The educator will find this secion helpful when assigning special topics or special projects to students. Appendix C contains the answers to the practice questions.

I am particularly grateful to Yvonne Young and Robert Lapsley. Yvonne was expectionally helpful with manuscripts preparation, not only processing but also editing.  Lapsley drew all of the illustrations and was very creative.

Medical imaging as practiced today in all of its forms is based on special principles of physics. To many students, physics is the most feared of subjects– it does not have to be. The purpose of this volume is to ease the learning process, prepare the student for examination and help to MAKE PHYSICS FUN.

- Stewart C. Bushong

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