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Objectives: including TEKS 6B, 9A, 9B, 9C, 9D, 11B, 11C
Students will be able to describe what background radiation is, where it comes from and their
approximate annual exposure.
Students will be able to define radioactivity and relate nuclear stability to the neutron to proton ratio.
Students will be able to describe the properties of alpha, beta and gamma radiation.
Students will be able to write nuclear equations representing the decay or bombardment of nuclides.
Students will be able to write nuclear equations for a simple decay series.
Students will be able to apply the concept of half-life both graphically and in problems.
Students will be able to describe common uses of radioactive isotopes in medicine, industry, research,
etc.
Students will be able to compare and contrast generating electricity from fossil fuels and uranium.
Students will be able to compare and contrast the processes of nuclear fission and fusion.
Students will be able to evaluate issues related to the storage, containment, and disposal of nuclear
waste.
I have taught this unit in a variety of places in the curriculum including our discussion of
the atom, before and after chemical reactions and equations and also at the end of the year.
I believe this is a crucial unit for my students because they have so many misconceptions
and don’t realize how much nuclear chemistry is a part of their daily lives.
We are on a 90-minute alternating block schedule and I like to spend at least 5 ½ days on
this unit.
I have a video that I like to show when I have time. It is a 60-minute episode of Frontline
entitled “Nuclear Reaction” that you might be able to order through pbs/wgbh.
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
Approximate Lesson Plan (90 minute periods)
Class Agenda Resources
• students complete the nuclear survey (turn on Geiger Personal radiation dosage
counter so students can’t see it) chart from ans
Block One • spend a couple of minutes sharing responses -
(30 min) especially statements for which they put U
• ask about background noise – lead into background
radiation
• pie chart of sources of background radiation
Homework: complete personal radiation dosage
• define radioactivity and properties and symbols for 10 min video “A Look at
α β γ (demonstrate or show video clips if Radiation” from nsc
possible)
Block Two • discuss the zone of stability and neutron to proton Radiation: Questions and
(90 min) ratio Answers brochure from nei
• illustrate decay/emission processes with nuclear
equations Nuclear Wall Chart - order
• guided practice on Nuclear Balancing from Boreal
Homework: complete nuclear balancing: read in
textbook and take notes on uses of radioisotopes
• generate Top Ten Uses of radioisotopes list as class – Half-Life Lab
Block answer questions students have – especially on things
Three like tracers
(90 min) • Half-Life lab – follow up with debrief as a class
• work a couple of half life problems as examples
Homework: complete half-life problems
• check over half-life homework problems brochures from nie:
Block Four • discuss how electricity is generated with wind, water − How do nuclear power
(90 min) and coal plants work?
• using a diagram, discuss how uranium is used to − Nuclear fuel – a little
generated electricity goes a long way
• have students compare and contrast fossil fuels vs. − How do we keep
uranium as sources for electricity nuclear power plants
safe?
Homework: read and compare/contrast nuclear fission − High level, low level
vs. fusion and transportation of
nuclear waste
animation of nuclear power
plant from nei
Block Five • discuss fission vs. fusion graphics of nuclear waste
(90 min) • focus on the issues surrounding nuclear waste disposal and transportation
• paper and pencil assessment on nuclear basics from nei
including revisiting survey from 1st day
• write 3 questions for the Socratic Seminar
Block Six • Socratic Seminar (structured class discussion) over Socratic Seminar
(60 min) nuclear issues instructions, scoring rubric
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
Nuclear Resources
American Nuclear Society www.ans.org/pi/
Brochures, stickers, and personal radiation dosage charts can be purchased through the ans store.
However, visit the Outreach Department and you can request a single copy for FREE.
Sign up to receive email notification of the next issue of Reactions or look at archived issues.
Find out when nuclear teacher workshops will be held in your area.
Also visit their education site http://www.aboutnuclear.org/ with its Nuclear Science and Technology
and How It Influences Your Life topics.
Request the FREE Understanding Radiation Kit by writing on school letterhead to:
Understanding Radiation Kit
National Safety Council’s Environmental Health Center
1025 Connecticut Ave. NW Suite 1200
Washington, D.C. 20036
or FAX (202)293-0032 or email gooding@nsc.org your request.
Their education site on the ABC’s of Nuclear Science includes lots of good information as well as an
online Teacher’s Guide to the Nuclear Science Wall Chart.
This site has a chart of nuclides that you can access and determine a specific nuclide’s half-life, use and
type of decay.
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
STUDENT RADIATION SURVEY Name______________________________
safe 1 2 3 4 5 dangerous
The greatest radiation exposure for humans per year comes from
a. nuclear power plants
b. consumer products - dishes, building materials, etc.
c. natural sources - soil, rocks, etc.
d. medical uses and X rays
Mark the blanks of the statements that follow to indicate whether you agree (A), disagree (D), or
are unable to answer due to lack of knowledge (U).
Example:
beta
211
82 Pb → 211
83 Bi + 0
–1 β particle
1. 61
30 Zn → __________ + 0
+1 e
2. __________ → 238
92 U + 4
2 α
3. 9
3 Li → 9
4 Be + __________
4. 209
83 Bi → __________ + 4
2 He
5. 93
44 Ru → 93
43 Tc + __________
6. 40
19 K → 0
–1 β + _________
7. 140
62 Sm → __________ + 0
+1 β
8. 257
102 No → __________ + 4
2 α
9. 30
13 Al → 30
14 Si + __________
10. 3
1 H → __________ + 0
–1 e
11. __________ → 11
6 C + 0
+1 e
12. 238
93 Np → 238
94 Pu + __________
13. 53
23 V → 0
–1 β + __________
14. 238
92 U → __________ + 4
2 He
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
The naturally occurring radioactive nuclide thorium-232 decays through a series of 10 steps similar
to the decay series of uranium-235. For each numbered step below, the type of decay (alpha or
beta) is indicated. Write the nuclear decay equations for all 10 steps and you should reach a stable
nuclide – lead-208 – as a product of step #10.
step #3 beta
step #4 alpha
step #5 alpha
step #6 alpha
step #7 alpha
step #8 beta
step #9 beta
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
DICIUM LAB
This lab procedure is written for the instructor – NOT the student.
Procedure:
1. Each group will receive 24 dice. Begin with all 24 dice in a container with the 1 side up
– these will represent 24 radioactive atoms.
2. Shake the container 5 times and then remove all dice that now have the 6 side turned up –
these now represent the decayed, non-radioactive atoms.
3. Count the number of radioactive atoms still in the container.
4. Repeat steps 2 and 3 for 5 more shaking periods. Then pool and record data for the
whole class.
5. Begin again with all 24 dice in a container with the 1 side up – these will represent 24
radioactive atoms.
6. Shake the container 5 times and then remove all dice that now have the 2 or 4 sides
turned up – these now represent the decayed, non-radioactive atoms.
7. Count the number of radioactive atoms still in the container.
8. Repeat steps 6 and 7 for 5 more shaking periods. Then pool and record data for the
whole class.
9. Begin again with all 24 dice in a container with the 1 side up – these will represent 24
radioactive atoms.
10. Shake the container 5 times and then remove all dice that now have any even side turned
up – these now represent the decayed, non-radioactive atoms.
11. Count the number of radioactive atoms still in the container.
12. Repeat steps 10 and 11 for 5 more shaking periods. Then pool and record data for the
whole class
Analysis:
Once all of the class’ data has been collected. Graph (on paper, a graphing calculator or with
graphical analysis) the number of radioactive atoms remaining as a function of time periods
(shaking periods).
Sample Questions:
• Does the data have a linear relationship?
• What mathematical relationship is the data indicating?
• Find the half-life for each trial (the number of time periods for half of the total sample to
decay).
• Why did the trials have different half-lives and what is the half-life related to?
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
% used in How does it work? Pros Cons
US
Natural Gas
Coal
Nuclear
Oil
Hydro-
power
others -
solar; wind
Conversion of energy:
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
What is a Socratic Seminar?
A Socratic Seminar is a structured discussion in which you, as the teacher, are primarily responsible for
listening to student responses and allowing them to let the discussion proceed naturally.
A good topic is one in which the questions will be very open-ended and often controversial with more
than one possible viewpoint. A big focus for the discussion is on supporting what is said with very
specific details from what has been read, presented, viewed, etc.
The process:
Divide your students up into 2 groups and have them move chairs/desks to form and inside (discussion)
circle and an outside (scoring) circle. Assure them that everyone will have an opportunity to discuss
as well as score.
Tell the groups that the goal of the activity is to have a polite discussion using specific support for their
comments.
Assign a group of 3 outside scorers to 3 inside people to focus on during the discussion. They will
receive points for following directions regarding scoring. Their job is also to help you make sure you
give students all the points that they deserve. Scorers are NOT to talk during the discussion. See the
attached scoring checklist.
As far as the discussion circle goes, I like to give each student paper to make a tent for their name and 3
post-it flags so that they can keep track of their responses. I base my scoring rubric on requiring
every student to make at least one well-supported response to pass. Additional responses with
support earn them successively higher grades. Also, they can earn bonus points for drawing other
students into the discussion, recognizing contradictions between student responses and extending the
discussion by asking a question beyond the one posed. They can lose points for personal attacks,
monopolizing the discussion, not paying attention or distracting others. Also, responses that merely
echo someone else (“I agree with Susie”) are not acceptable unless they include different supporting
material. As each student comments, they are to remove one flag from view – this helps others in the
circle keep track of who has had an opportunity to talk.
5.Toss out a question to start and when the discussion on that one wanes, toss in another one. Watch
your time to make sure you will be ready to switch circles about half way through. I also always try to
give a 5 minute warning as the discussion is ending so some of those quiet ones can jump in.
A sample scoring rubric – total of 50 points since the other 50 is from an individual paper and pencil
assessment:
outside circle 12 points following directions while scoring
inside circle 25 points 1st response with support
30 points 2nd response with support
35 points 3rd response with support
+2 points drawing other in, recognizing contradictions, extending the discussion
-2 points personal attacks, monopolizing the discussion, not paying attention,
distracting others
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003
SOCRATIC SEMINAR CHECKLIST
Scorer's Name ___________________________________Period _____
Possible questions to use. I try to have questions of similar difficulty for the 2 groups.
Jane Smith R.L. Turner High School Carrollton ACT2 Biennial Conference 2003