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Radon Lesson 1 PDF
Radon Lesson 1 PDF
Radon
Lesson
1
RADON: LESSON ONE
What is Radioactivity?
CORE
UNDERSTANDING/OBJECTIVES
By
the
end
of
this
lesson,
students
will
have
a
basic
understanding
of
radioactivity,
radioactive
isotopes,
the
process
of
radioactive
decay,
half-‐life
and
the
procedure
for
balancing
radioactive
reactions.
Specific
learning
objectives
and
standards
addressed
can
be
found
on
pages
44
and
45.
SUGGESTED
READINGS
Beneficial
uses
of
radiation:
http://1.usa.gov/11A9qUH
Marie
Curie
and
the
science
of
radioactivity:
http://bit.ly/c3me02
Radiation
risk
from
Mars
travel:
http://nyti.ms/12Mh40M
1
Radon
Lesson
1
Optional
Demonstration:
INDIAN
EDUCATION
FOR
ALL
Place
an
undeveloped
roll
of
film
next
to
a
radioactive
Radiation
and
radioactive
materials
have
been
and
continue
to
be
a
part
of
source
in
a
drawer
for
many
Native
American
cultures.
Some
examples
include
sun
dances,
food
approximately
24
hours.
preservation
(e.g.,
drying
salmon),
and
navigation
using
the
sun.
Granite,
Develop
the
film
and
which
can
contain
naturally
occurring
radioactive
isotopes,
was
also
used
for
discuss
with
students
how
and
why
the
film
was
tools
(e.g.,
harvesting
mauls)
and
in
sweat
lodges
(i.e.,
heating
granite
rocks).
partially
exposed.
ENGAGE
Before
introducing
the
lesson,
distribute
3
x
5
index
cards
or
a
half
sheet
of
paper
to
each
student
and
have
students
number
1
through
4
on
one
side
of
the
card,
allowing
for
some
space
to
write
under
each
number.
Instruct
students
to
write
their
names
on
the
top
right
corner.
Ask
students
to
record
in
their
own
words,
1)
How
would
you
define
radioactivity?,
2)
List
3
natural
sources
of
radioactivity,
and
3)
List
3
manmade
sources
of
radioactivity,
4)
How
does
radioactivity
play
a
role
in
our
lives?
When
students
are
finished
recording
their
answers,
collect
all
of
the
cards
and
explain
to
the
students
that
you
will
come
back
to
their
original
responses
at
a
later
time.
Note:
This
allows
time
in
between
assessing
students’
knowledge
about
radioactivity
and
the
“Vapor
Trails”
and
“Pennicium,
Pennithium,
&
Pennium”
experiments,
allowing
for
a
true
guided-‐inquiry
experience.
VOCABULARY
Copies
of
blank
student
vocabulary
banks
(see
page
4)
can
be
distributed
for
completion
as
either
a
classroom
or
homework
assignment.
EXPLORE
Distribute
Lab
1:
“Vapor
Trails”
(p.
6-‐8)
for
students
to
complete
in
small
groups.
This
activity
is
a
great
way
to
help
the
students
visualize
radiation.
Notes
to
the
teacher:
1)
Depending
on
available
materials,
the
teacher
may
choose
to
complete
one
experiment
and
have
students
make
observations
in
small
groups,
2)
The
teacher
may
choose
to
assemble
the
experiments
prior
to
the
class
arriving
to
allow
time
for
the
chamber
to
cool,
3)
The
teacher
may
want
to
have
an
alternate
activity/discussion
(e.g.,
see
suggested
readings)
while
students
wait
for
their
chambers
to
cool,
4)
To
facilitate
rapid
cooling
of
the
experiment,
use
dry
ice
as
soon
as
possible.
EXPLAIN
Once
students
complete
the
“Vapor
Trails”
lab,
distribute
Comprehension
1:
“What
is
Radioactivity”
(p.
11-‐14)
for
students
to
review
individually
during
the
remainder
of
the
class
or
as
a
homework
assignment.
At
the
beginning
of
the
next
class,
lead
a
class
discussion
to
review
the
Vapor
Trails
lab
and
Comprehension
1.
2
Radon
Lesson
1
ELABORATE:
Distribute
Lab
2:
“Pennicium,
Pennithium,
&
Pennium”
(p.
18-‐19)
for
students
to
complete
in
pairs
or
small
groups.
For
teacher
instructions
see
page
16.
When
students
have
completed
the
lab,
pass
out
“Calculating
Half-‐Life”
for
students
to
complete
individually
or
in
pairs.
Note:
there
are
two
versions
of
the
Calculating
Half-‐Life
activity,
A
(p.
22-‐23)
and
B
(p.
27-‐28).
Calculating
Half-‐Life
(A)
uses
a
graph
and
the
half-‐life
equation,
and
should
be
appropriate
for
most
students.
Calculating
Half-‐Life
(B)
involves
the
use
of
logarithmic
properties
and
may
be
appropriate
for
students
who
have
completed
Algebra
II
or
above.
The
teacher
may
choose
to
have
students
complete
one
of
the
Calculating
Half-‐Life
exercises
or
both
when
appropriate
and
time
allows.
Following
the
half-‐life
exercise,
the
teacher
can
distribute
“Comprehension
2:
Half-‐Life”
(p.
29-‐33)
for
students
to
read
in
its
entirety
either
individually
or
as
a
group.
When
all
students
have
completed
the
assigned
tasks,
review
the
lesson
material
as
a
class
and
check
for
understanding
using
some
of
the
following
discussion
points:
• How
does
ionizing
radiation
differ
from
penetrating
radiation?
(To
guide
students
in
answering
this
question,
the
teacher
can
refer
students
to
their
vocabulary
lists.)
• What
is
radioactive
decay?
• Explain
what
the
half-‐life
of
an
isotope
is
in
your
own
words.
• How
do
alpha,
beta,
and
gamma
decay
differ?
• Why
does
the
dentist
put
a
lead
apron
over
you
during
dental
x-‐rays?
• Do
you
think
there
are
potential
health
risks
associated
with
radiation
exposure?
EVALUATE
Distribute
blank
3
x
5
index
cards
to
each
student
and
have
students
number
1
through
3
on
one
side
of
the
card.
Instruct
students
to
write
their
names
on
the
top
right
corner.
Ask
students
to
record
in
their
own
words,
1)
How
would
you
define
radioactivity?,
2)
List
3
natural
sources
of
radioactivity,
and
3)
List
3
manmade
sources
of
radioactivity.
When
students
are
finished
recording
their
answers,
hand
out
the
student’s
original
cards
that
they
completed
prior
to
the
Lesson
1
activities.
Review
questions
1
through
3
as
a
class
and
ask
students
to
discuss
how
their
answers
changed
from
the
first
time
they
answered
the
three
questions.
At
the
end
of
the
class,
ask
students
to
turn
in
both
of
their
cards.
Vocabulary
sheets,
lab
sheets,
Comprehension
Guiding
Questions,
and
the
Evaluation
Questions
(p.
36-‐39)
all
provide
opportunities
for
formal
assessment.
Notes:
3
Radon
Lesson
1
Atomic
nuclei:
Ionizing
radiation:
Penetrating
radiation:
Progeny:
Isotope:
Radioactive
decay:
Radioactivity:
4
Radon
Lesson
1
Atomic
nuclei:
The
central
region
of
an
atom
consisting
of
protons
and
neutrons
Ionizing
radiation:
Radiation
with
enough
energy
to
alter
chemical
bonds
(i.e.,
removing
or
knocking
out
electrons
from
atoms),
thus
resulting
in
positively
charged
ions
Penetrating
radiation:
Radiation
with
enough
energy
to
penetrate
the
skin
and
reach
internal
organs
and
tissues.
Isotope:
A
form
of
a
chemical
element
that
has
the
same
atomic
number
(number
of
protons),
but
a
different
atomic
mass
(protons
+
neutrons)
Radioactive
decay:
The
spontaneous
disintegration
of
a
radionuclide
accompanied
by
the
emission
of
ionizing
radiation
in
the
form
of
alpha
or
beta
particles
or
gamma
rays.
Note:
Nuclide
is
a
general
term
describing
a
unique
atom
with
an
atomic
number
and
mass
number
Radioactivity:
The
act
of
spontaneously
emitting
particles
and/or
radiation
from
unstable
atomic
nuclei
or
as
the
result
of
a
nuclear
reaction
5
Radon
Lesson
1
Lab
1:
Vapor
Trails
Guiding
Question:
How
can
you
see
high-‐energy
particles?
Teacher
Directions
Note:
The
teacher
may
choose
to
set
up
this
demonstration
and
allow
students
to
observe
the
experiment
individually
or
in
small
groups,
or
the
teacher
may
choose
to
show
the
YouTube
video
of
the
Vapor
Trails
experiment
(https://www.youtube.com/watch?v=a9tl7O7AWhE
-‐
also
known
as
the
Cloud
Chamber
experiment)
to
the
students
and
have
the
students
observe
the
vapor
trails
experiment
in
the
classroom.
An
added
benefit
of
the
video
is
that
the
video
can
be
stopped
and
the
length
of
the
different
ions
can
be
measured,
and
their
speed
can
be
calculated.
One
to
three
different
source
materials
can
be
used,
showing
a
radioactive
source(s)
(e.g.,
Fiesta
dinnerware
and
Lead-‐210)
and
a
non-‐radioactive
source
(e.g.,
a
piece
of
concrete).
The
teacher
may
also
choose
to
use
one
large
chamber
with
multiple
sources.
This
approach
would
ensure
that
the
amount
of
vapor
would
be
the
same
for
each
source
material.
Note:
The
isotopes
suggested
for
use
in
this
demonstration
emit
very
low-‐level
radiation
and
are
not
harmful.
1. Cut
a
circular
piece
of
black
blotter
or
construction
paper
large
enough
to
cover
the
bottom
of
two
to
three
clear
containers
(e.g.,
a
glass
or
plastic
petri
dishes
with
lids).
2. Insert
the
paper
inside
each
container,
covering
the
bottom
of
the
container.
3. Cut
a
½-‐1
inch
section
of
black
blotter
or
construction
paper
long
enough
to
cover
the
bottom
½
inch
–
1
inch
of
the
sides
of
each
container.
4. Insert
the
blotter/construction
paper
inside
the
bottom
of
the
containers,
fitting
it
snuggly
against
the
sides.
5. Pour
ethyl
alcohol
into
each
container
until
approximately
1/8
inch
of
alcohol
covers
the
bottom
of
the
containers.
Note:
The
paper
will
absorb
some
of
the
alcohol.
6. Using
forceps,
place
the
source
material
in
the
center
of
one
container.
7. In
the
center
of
the
other
container(s),
place
a
non-‐radioactive
material
(e.g.,
a
dinnerware
fragment,
rock,
iron,
etc.)
8. Next,
place
blocks
of
dry
ice
(large
enough
to
cover
the
bottom
of
your
containers)
in
a
flat
tray
or
on
a
piece
of
aluminum
foil.
9. Carefully
set
your
containers
on
top
of
the
dry
ice
and
let
them
cool
for
approximately
5-‐10
minutes.
Note:
Longer
cooling
times
will
have
better
results.
10. Turn
off
the
lights
and
shine
a
flashlight
through
the
top
or
the
sides
of
the
containers.
11. Observe
what
is
happening
by
looking
through
the
lid
or
the
sides
of
the
containers.
12. (Optional)
Have
students
share
their
data/tables
on
the
whiteboard
in
question
#5
so
the
students/groups
can
compare
their
data
to
the
class
data.
6
Radon
Lesson
1
In
this
lab,
two
to
three
chambers
will
be
set
up.
Each
chamber
will
contain
a
different
source
material.
Follow
the
directions
below
to
complete
this
lab.
1. Once
the
lights
are
turned
off,
view
the
inside
of
each
chamber
for
a
minimum
of
three
minutes.
Describe
your
observations.
2. Are any of your observations measurable or quantifiable? If so, please describe.
3. Two
to
three
different
tracks
or
trails
should
be
emitted
from
one
or
more
of
the
source
materials.
Develop
a
table
below
to
record
your
data
(e.g.,
estimate
the
length,
describe
the
shape
or
speed
of
your
observations,
etc.).
4. Hypothesize
as
to
the
relationship
between
your
observations
and
the
source
material(s).
7
Clean
Air
and
Healthy
Homes:
Radon
Lesson
1
5. One
or
more
of
the
source
materials
provided
contained
radioactive
isotopes.
(Note:
These
isotopes
emit
very
low-‐level
radiation
and
are
not
harmful.)
Radioactive
isotopes
are
unstable,
and
therefore
they
are
constantly
decaying
and
emitting
radiation.
There
are
three
main
types
of
radiation
emitted
during
radioactive
decay
–
Alpha
and
Beta
particles
and
Gamma
rays.
Alpha
particles
are
slower
moving
particles
that
extend
in
a
straight
line
approximately
one
centimeter
or
less
in
length.
Beta
particles
move
at
a
faster
speed
than
alpha
particles,
and
extend
in
thinner
straight
lines
approximately
three
to
ten
centimeters
in
length.
Gamma
rays
(if
present)
may
be
seen
as
fast,
spiraling
puffs
of
vapor.
Using
your
data
and
answers
from
question
3,
determine
if
the
tracks
you
observed
were
Alpha
or
Beta
particles,
and/or
Gamma
rays.
Support
your
findings
with
data.
6. If
possible,
view
the
chambers
for
two
to
three
more
minutes
to
confirm
your
observations
above.
Record
any
new
or
revised
observations
below.
7. Based on your observations how would you modify your data table?
8. If
you
had
a
sample
of
Polonium-‐214
(a
radioactive
isotope
known
to
emit
alpha
particles)
what
would
you
expect
to
see?
Explain
your
reasoning.
8
Radon
Lesson
1
In
this
lab,
two
to
three
chambers
will
be
set
up.
Each
chamber
will
contain
a
different
source
material.
Follow
the
directions
below
to
complete
this
lab.
1. Once
the
lights
are
turned
off,
view
the
inside
of
each
chamber
for
a
minimum
of
three
minutes.
Describe
your
observations.
Students
should
notice
that
there
are
two
distinct
types
of
vapor
trails
produced.
One
of
the
types
of
trails
is
shorter
and
the
particles
(alpha
particles)
appear
to
move
a
little
slower
than
the
particles
(beta
particles)
that
produce
trails
that
are
significantly
longer.
2. Are any of your observations measurable or quantifiable? If so, please describe.
Students
could
determine
approximate
lengths
of
the
vapor
trails
produced,
they
could
record
relative
speed,
and
they
could
count
the
relative
number
of
each
type
of
vapor
trail
produced
over
a
specified
time
period.
3. Two
to
three
different
tracks
or
trails
should
be
emitted
from
one
or
more
of
the
source
materials.
Develop
a
table
below
to
record
your
data
(e.g.,
estimate
the
length,
describe
the
shape
or
speed
of
your
observations,
etc.).
Table 1: Comparisons of Vapor Trails Produced in the Cloud Chamber
Type
of
Vapor
Trail
Approximate
Vapor
Relative
Speed
of
Relative
Number
of
Trail
Length,
cm
Particle
Particles
Do
not
introduce
the
names
of
the
different
particles
at
this
point
so
students
have
to
develop
their
own
labels
for
the
“Type
of
Vapor
Trail”
column.
To
determine
the
relative
number
of
particles,
suggest
to
students
that
they
count
the
number
of
trails
produced
over
a
specified
time
period
such
as
a
minute.
Students
should
do
several
trials
here
as
this
is
not
easy.
These
counts
are
much
easier
to
do
using
the
video
suggested
in
the
instructions.
4. Hypothesize
as
to
the
relationship
between
your
observations
and
the
source
material(s).
Based
on
the
data
collected
in
question
3
above,
the
source
material
appears
to
produce
two
different
types
of
particles
in
approximately
equal
numbers.
One
of
the
particles
produces
shorter
vapor
trails
and
moves
more
slowly
than
the
second
particle.
9
Clean
Air
and
Healthy
Homes:
Radon
Lesson
1
5. One
or
more
of
the
source
materials
provided
contained
radioactive
isotopes.
(Note:
These
isotopes
emit
very
low-‐level
radiation
and
are
not
harmful.)
Radioactive
isotopes
are
unstable,
and
therefore
they
are
constantly
decaying
and
emitting
radiation.
There
are
three
main
types
of
radiation
emitted
during
radioactive
decay
–
Alpha
and
Beta
particles
and
Gamma
rays.
Alpha
particles
are
slower
moving
particles
that
extend
in
a
straight
line
approximately
one
centimeter
or
less
in
length.
Beta
particles
move
at
a
faster
speed
than
alpha
particles,
and
extend
in
thinner
straight
lines
approximately
three
to
ten
centimeters
in
length.
Gamma
rays
(if
present)
may
be
seen
as
fast,
spiraling
puffs
of
vapor.
Using
your
data
and
answers
from
question
3,
determine
if
the
tracks
you
observed
were
Alpha
or
Beta
particles,
and/or
Gamma
rays.
Support
your
findings
with
data.
The
tracks
labeled
shorter
in
Table
1,
question
3,
are
alpha
particles
as
they
are
shorter
in
length
and
the
particles
producing
the
tracks
move
more
slowly.
The
tracks
labeled
longer
are
beta
particles
as
the
vapor
trails
are
longer
and
the
particles
producing
the
trails
move
faster.
6. If
possible,
view
the
chambers
for
two
to
three
more
minutes
to
confirm
your
observations
above.
Record
any
new
or
revised
observations
below.
Students
may
notice
the
trajectories
of
the
vapor
trails
vary;
some
are
relatively
straight
while
others
appear
to
be
arcs.
The
alpha
particles
appear
to
produce
more
arcing
trails
than
the
beta
particles.
7. Based on your observations how would you modify your data table?
This
response
would
depend
on
the
student’s
original
table
developed
in
question
3.
After
observing
the
cloud
chamber
over
a
period
of
time,
they
should
recognize
that
they
can
collect
data
in
at
least
three
areas
–
length
of
vapor
trail,
relative
speed
of
the
particles,
and
relative
number
of
particles.
8. If
you
had
a
sample
of
Polonium-‐214
(a
radioactive
isotope
known
to
emit
alpha
particles)
what
would
you
expect
to
see?
Explain
your
reasoning.
According
to
the
data
collected
in
Table
1,
question
3,
and
the
information
from
question
5,
students
should
observe
relatively
short
vapor
trails
of
approximately
1
cm
in
length.
Students
would
not
be
able
to
supply
information
on
the
speed
of
the
particles
or
relative
number
of
particles
produced
because
there
would
not
be
other
types
of
trails
produced
for
comparison.
10
Radon
Lesson
1
COMPREHENSION 1
In
order
to
gain
an
understanding
of
radioactivity,
one
must
have
a
basic
understanding
of
radiation
science.
WHAT
IS
RADIATION?
Radiation
is
a
general
term,
defined
as
a
process
in
which
energy
is
transmitted
or
propagated
through
matter
or
space.
Radiation
exists
on
Earth
and
comes
to
Earth
from
outer
space
from
the
sun
and
in
the
form
of
cosmic
rays.
Light,
sound,
microwaves,
radio
waves,
and
diagnostic
x-‐rays
are
all
examples
of
radiation.
Most
radiation
is
not
detected
by
our
senses
–
we
cannot
feel
it,
hear
it,
see
it,
taste
it,
or
smell
it.
However,
if
radiation
is
present
it
can
be
detected
and
measured.
11
Clean
Air
and
Healthy
Homes:
Radon
Lesson
1
visualize
a
miniature
solar
system
where
the
sun
represents
the
nucleus
and
the
orbiting
planets
represent
electrons.
In
a
normal
situation
or
in
the
case
of
a
neutral
atom,
the
number
of
electrons
orbiting
a
nucleus
equals
the
number
of
protons
in
the
nucleus.
When
an
atom
or
molecule
gains
or
loses
electrons,
it
becomes
an
ion.
Ions
can
be
either
positively
or
negatively
charged.
A
positively
charged
ion
(i.e.,
cation)
results
from
the
removal
of
one
or
more
electrons,
while
a
negatively
charged
ion
(i.e.,
anion)
results
from
gaining
extra
electrons.
Radioactive
decay
processes
can
be
natural
or
manmade.
Radiation
that
has
enough
energy
to
remove
or
knock
out
electrons
from
atoms,
and
thus
create
positively
charged
ions
is
known
as
ionizing
radiation.
Many
types
of
ionizing
radiation
exist,
but
the
most
well
known
include
alpha,
beta
and
gamma
radiation.
These
basic
types
of
ionizing
radiation
are
also
Different
units
exist
for
emitted
during
the
process
of
radioactive
decay,
which
is
described
below.
radiation.
These
units
are
Radioactive
Decay.
Many
atomic
nucleuses
are
radioactive
or
in
other
words,
dependent
on
what
is
being
unstable.
As
a
result,
these
nuclei
often
give
up
energy
to
shift
to
a
more
stable
measured:
state.
Known
as
radioactivity,
this
spontaneous
disintegration
of
unstable
Biological
damage
from
atomic
nuclei,
results
in
the
emission
of
radiation.
radiation
is
measured
in
Sources
of
Radiation
Exposure.
We
are
exposed
to
radiation
every
day.
For
millirems.
example,
radon
is
a
radioactive
gas
produced
from
uranium
decay.
Radon
gas
Absorbed
energy
from
can
be
dispersed
into
the
air
as
well
as
ground
and
surface
water.
Radioactive
radiation
is
measured
in
rads.
potassium
(which
comes
from
uranium,
radium,
and
thorium
in
the
Earth’s
crust)
can
be
found
in
our
food
and
water.
Radiation
can
also
come
to
us
via
The
decay
rate
of
a
cosmic
rays
and
the
sun.
These
are
all
examples
of
natural
or
background
radioactive
substance
is
radiation.
In
the
United
States,
it
is
estimated
that
a
person
is
exposed
to
an
measured
in
curies.
average
of
300
millirems
of
background
radiation
each
year.
However,
300
millirems
only
equates
to
half
of
an
adult’s
average
yearly
exposure.
The
other
Radiation
intensity
of
x-‐rays
300
millirems
of
exposure
come
from
manmade
sources
of
radiation,
primarily
or
gamma
rays
is
measured
from
medical
tests
such
as
x-‐rays
and
CT
scans.
Some
additional
manmade
in
roentgens.
radiation
sources
that
people
can
be
exposed
to
include:
tobacco
or
cigarettes,
television,
smoke
detectors,
antique/vintage
Fiesta
dinnerware,
lantern
The
biological
equivalent
mantles,
and
building
materials.
dose
to
human
tissue
is
measured
in
sieverts.
Radioactive
Isotopes.
An
isotope
of
an
element
is
a
form
of
a
chemical
element
that
has
the
same
atomic
number
(proton
number)
but
a
different
atomic
mass
(protons
+
neutrons).
An
element
can
have
more
than
one
isotope.
For
example,
Thorium,
a
heavy
metal
that
occurs
naturally
in
the
Earth’s
crust,
has
26
known
isotopes.
Although
most
elements
have
isotopes,
not
all
isotopes
are
radioactive.
For
example,
the
most
common
isotopes
of
hydrogen
and
oxygen
are
stable
or
non-‐reactive.
A
commonly
studied
radioactive
isotope
is
Uranium-‐238
(U-‐238).
When
U-‐
238
decays
over
time,
a
cascade
of
different
decay
products
(also
known
as
daughters
or
progeny)
are
formed.
Of
these
daughters
or
progeny,
a
number
12
Radon
Lesson
1
of
them
also
go
through
radioactive
decay
leaving
Lead-‐206
(Pb-‐206)
remaining.
This
cascade
of
decay
stops
with
Pb-‐206
because
it
is
a
stable
isotope.
Notes:
13
Radon
Lesson
1
2. Who was primarily responsible for the discovery of radioactivity? When was this discovery made?
3. Explain
how
ionizing
radiation
affects
an
atom.
What
radioactive
particles
are
primarily
responsible
for
causing
ionization
to
occur?
How
are
those
radioactive
particles
produced?
4. What is an isotope? Why do some isotopes produce high-‐energy, radioactive particles?
5. A
number
of
radioactive
progeny
are
produced
by
the
decay
of
Uranium
238.
Why
does
the
decay
ultimately
end?
14
Radon
Lesson
1
Radiation
is
a
general
term,
defined
as
a
process
in
which
energy
is
transmitted
or
propagated
through
matter
or
space.
Radiation
exists
on
Earth
and
comes
to
Earth
from
outer
space
from
the
sun
and
stars.
Examples
include
visible
light,
microwaves,
radio
waves,
and
diagnostic
x-‐rays.
Radioactivity
results
from
the
spontaneous
decomposition
of
an
atom
(i.e.,
radioactive
decay),
resulting
in
the
formation
of
a
new
element
or
isotope.
These
changes
are
often
accompanied
by
the
emission
of
particles
and/or
rays.
2. Who was primarily responsible for the discovery of radioactivity? When was this discovery made?
Radioactivity
was
discovered
in
1896
by
Henri
Becquerel
and
grew
as
a
result
of
later
investigations,
including
those
of
Pierre
and
Marie
Curie.
In
1902,
Ernest
Rutherford
and
Frederick
Soddy
determined
that
radioactivity
results
from
the
spontaneous
decomposition
of
an
atom
(i.e.,
radioactive
decay),
resulting
in
the
formation
of
a
new
element.
3. Explain
how
ionizing
radiation
affects
an
atom.
What
radioactive
particles
are
primarily
responsible
for
causing
ionization
to
occur?
How
are
those
radioactive
particles
produced?
Radiation
that
has
enough
energy
to
remove
or
knock
out
electrons
from
atoms,
and
thus
create
positively
charged
ions
is
known
as
ionizing
radiation.
Alpha
and
beta
particles
are
the
radioactive
particles
that
cause
ionizing
radiation
to
occur.
Alpha
and
beta
particles
are
produced
during
radioactive
decay.
4. What is an isotope? Why do some isotopes produce high-‐energy, radioactive particles?
An
isotope
of
an
element
is
a
form
of
a
chemical
element
that
has
the
same
atomic
number
(proton
number)
but
a
different
atomic
mass
(protons
+
neutrons).
An
element
can
have
more
than
one
isotope.
Unstable
isotopes,
such
as
those
in
the
decay
series
of
U-‐238
undergo
radioactive
decay,
which
emit
radioactive
particles.
5. A
number
of
radioactive
progeny
are
produced
by
the
decay
of
Uranium
238.
Why
does
the
decay
ultimately
end?
Uranium
decays
through
a
number
of
radioactive
elements
and
isotopes.
The
decay
series
ultimately
ends
with
the
stable
isotope
Lead-‐206.
15
Clean
Air
and
Healthy
Homes:
Radon
Lesson
1
Teacher
Instructions
In
this
activity,
students
will
be
working
with
three
(fictitious)
distinct
isotopes:
Pennicium-‐100,
Pennithium-‐80,
and
Pennium-‐30.
The
teacher
can
have
students
complete
the
data
tables
for
all
of
the
isotopes
in
small
groups
or
break
the
class
up
into
groups,
assigning
one
isotope
to
each
group.
Note:
If
the
math
is
too
advanced
for
a
specific
class
of
students,
the
teacher
can
go
through
the
different
types
of
regression
with
the
class
to
determine
the
type
of
regression
used
in
question
#9.
The
teacher
can
also
demonstrate
how
to
determine
the
equation
for
the
line
of
best
fit
in
question
#10.
The
students
can
then
follow
this
example
and
complete
questions
#11-‐15
in
small
groups.
When
each
group
has
finished
collecting
data
for
their
assigned
isotope,
they
can
then
write
their
data
and
equations
on
the
board
for
the
other
students
to
analyze
when
completing
the
rest
of
the
activity.
A
TI
graphing
calculator
or
the
freeware
program,
Meta-‐Calculator
2.0,
can
be
used
to
determine
the
regression
equation
for
the
student-‐generated
graph.
L1
L2
0
100
1
54
2
20
3
12
4
6
5
4
16
Radon
Lesson
1
5. When
the
data
is
entered
into
the
calculator
according
to
steps
1-‐3,
the
following
information
should
be
presented:
! = #×% & , # = 92.98, % = 0.5154, 0 1 = 0.9867, 0 = −0.9933.
6. When
the
equation
is
graphed
according
to
step
4,
the
graph
displayed
above
should
result.
Meta-‐Calculator
2.0
Option:
1. Proceed
to
the
web
address
http://www.meta-‐calculator.com/online/
and
open
the
Statistics
Calculator.
2. Open
the
Regression
Analysis
window
and
enter
the
number
of
shakes
in
the
xi
column
and
the
number
of
heads
remaining
in
the
fi
column.
Select
Exponential
as
the
type
of
regression
then
press
the
Analyze>>
button
at
the
bottom
of
the
page.
The
Regression
Analysis
window
will
show
the
regression
equation
in
the
form
y=a∙b^x
and
it
will
also
show
the
co-‐efficient
of
co-‐relation,
r,
as
well
as
the
co-‐efficient
of
determination,
r2.
3. To
graph
the
equation,
press
the
Plot
Graph>>
at
the
bottom
of
the
Regression
Analysis
window.
A
graph
will
appear
with
options
for
changing
the
minimum
and
maximum
X
and
Y
values.
If
a
student’s
line
is
not
a
good
fit,
he/she
probably
did
not
choose
the
exponential
regression
option
so
they
should
review
the
options
from
question
8,
choose
a
different
regression
option,
and
repeat
steps
2
and
3.
The
graph
can
be
saved
as
an
xi
fi
image
file
by
right-‐clicking
on
it
(the
Save
Graph
function
is
1.
0
100
not
operational).
2.
1
54
Example
Using
Actual
Experimental
Data:
3.
2
20
4.
3
12
5.
4
6
6.
5
4
4. After
the
data
is
entered
according
to
step
2
and
the
Analyze>>
button
is
pushed,
the
following
information
will
be
provided:
Regression
Analysis
17
Radon
Lesson
1
Guiding
Question:
How
can
the
rate
of
radioactive
decay
be
determined
by
using
isotopes
of
Pennicium,
Pennithium,
and
Pennium?
In
this
activity,
you
will
be
working
with
three
distinct
isotopes,
Pennicium-‐100,
Pennithium-‐80,
and
Pennium-‐30.
Follow
the
directions
below
to
determine
the
rate
of
radioactive
decay
for
each
isotope.
Student
Directions
1. Obtain
100
pennies
(i.e.,
Pennicium-‐100)
and
place
them
in
a
cup
or
Ziploc
bag.
2. Shake
the
contents
of
your
container
and
empty
the
pennies
onto
a
flat
surface.
3. Remove
all
of
the
pennies
with
the
tails
side
facing
up.
4. Record
the
number
of
“heads”
that
remain
in
the
table
below.
Note:
One
or
more
heads
must
remain
each
time
to
record
an
observation.
If
no
heads
remain,
simply
return
the
remaining
pennies
to
your
container
and
repeat
steps
2-‐4.
5. Weigh
each
group
of
“heads”
and
record
your
findings
in
the
table
below.
Note:
If
a
scale
is
not
available,
you
can
assume
each
penny
weighs
1
g.
6. Place
the
remaining
pennies
back
in
the
container
and
repeat
steps
2-‐4
four
more
times.
7. Repeat
steps
1-‐5
for
Pennithium-‐80
and
Pennium-‐30,
beginning
with
80
pennies
for
trial
2,
and
30
pennies
for
trial
3.
8. Graph
your
results
from
each
experiment
on
one
sheet
of
graph
paper
using
different
colored
pens.
Note:
Make
sure
you
put
your
independent
and
dependent
variables
on
the
correct
axis,
include
a
graph
title,
and
label
your
axes.
Shakes/rolls
Pennicium-‐100
Mass
(g)
Pennithium-‐ Mass
(g)
Pennium-‐30
Mass
(g)
80
0
100
80
30
1
2
3
4
5
9. Using
the
information
below,
determine
what
type
of
trend
line/regression
type
will
produce
the
line
of
best
fit
for
your
data.
Record
your
answer
below.
Linear:
A
linear
trend
line
is
used
when
data
points
resemble
a
straight
line
that
increase
or
decrease
at
a
steady
rate.
Logarithmic:
A
logarithmic
trend
line
is
a
curved
line
where
the
data
increases
or
decreases
at
a
steady
rate
and
then
levels
outs.
A
logarithmic
line
can
contain
negative
and/or
positive
values.
Exponential:
An
exponential
trend
line
is
a
curved
line
that
is
used
when
values
rise
or
fall
at
constantly
increasing
rates.
An
exponential
trend
line
will
approach
zero
or
infinity,
however
data
points
will
never
include
zero
or
negative
values.
Polynomial:
A
polynomial
trend
line
is
a
curved
line
that
is
used
when
data
fluctuates
(e.g.,
one
or
more
bends
in
the
data).
Power:
A
power
trend
line
is
a
curved
line
that
is
best
used
when
data
increases
at
a
specific
rate.
A
power
trend
line
cannot
contain
zero
or
negative
values.
18
Radon
Lesson
1
10. Using
a
TI
graphing
calculator
or
the
online
Meta-‐Calculator
2.0
(http://bit.ly/HXcjnE),
enter
your
data
points
(shakes/rolls
and
mass)
for
Pennicium-‐100
in
the
appropriate
columns.
If
using
a
TI
Calculator:
select
STAT,
Edit,
and
enter
data
points
in
L1
and
L2.
If
using
the
Meta-‐Calculator:
select
“Statistics
Calculator”
and
then
select
the
“Regression
Analysis”
tab;
enter
data
points
in
the
xi
and
fi
columns.
Determine
the
line
of
best
fit
using
the
regression
type
you
chose
above
in
question
8
(TI
Hint:
STAT,
CALC;
META
Hint:
select
type
of
regression
and
click
“Analyze”).
Write
the
equation
below.
11. Graph
your
equation
from
question
10
with
the
data
points
you
entered
in
question
9.
(TI
Hint:
Y=;
enter
equation;
make
sure
Plot
1
is
turned
on;
ZOOM;
select
9;
Meta
Hint:
“Plot
Graph”,
note:
you
may
need
to
change
the
bounds
to
view
full
graph).
How
well
does
the
line
fit
your
data?
If
the
line
is
not
a
good
fit,
review
the
definitions
in
question
8
to
determine
if
there
is
another
regression
type
that
may
produce
a
better
fit.
12. Repeat
steps
9
through
11
with
Pennithium-‐80
and
Pennium-‐30.
Record
the
type
of
regression
used
and
the
equation
for
each
line
of
best
fit
below.
13. Write
the
equations
for
the
lines
of
best
fit
for
Pennicium-‐100,
Pennithium-‐80,
Pennium-‐30
below.
What
does
each
of
your
equations
have
in
common?
14. Thinking
about
the
material
(pennies)
you
began
each
experiment
with,
what
does
the
similarity
you
identified
in
question
13
model?
.
15. If
you
were
given
a
200g
sample
of
the
isotope
Pennercum-‐200,
what
would
the
data
table
and
graph
for
its
radioactive
decay
look
like?
Use
the
space
below
to
sketch
your
data
table
and
graph.
19
Radon
Lesson
1
Guiding
Question:
How
can
the
rate
of
radioactive
decay
be
determined
by
using
isotopes
of
Pennicium,
Pennithium,
and
Pennium?
In
this
activity,
you
will
be
working
with
three
distinct
isotopes,
Pennicium-‐100,
Pennithium-‐80,
and
Pennium-‐30.
Follow
the
directions
below
to
determine
the
rate
of
radioactive
decay
for
each
isotope.
Student
Directions
1. Obtain
100
pennies
(i.e.,
Pennicium-‐100)
and
place
them
in
a
cup
or
Ziploc
bag.
2. Shake
the
contents
of
your
container
and
empty
the
pennies
onto
a
flat
surface.
3. Remove
all
of
the
pennies
with
the
tails
side
facing
up.
4. Record
the
number
of
“heads”
that
remain
in
the
table
below.
Note:
One
or
more
heads
must
remain
each
time
to
record
an
observation.
If
no
heads
remain,
simply
return
the
remaining
pennies
to
your
container
and
repeat
steps
2-‐4.
5. Weigh
each
group
of
“heads”
and
record
your
findings
in
the
table
below.
Note:
If
a
scale
is
not
available,
you
can
assume
each
penny
weighs
1
g.
6. Place
the
remaining
pennies
back
in
the
container
and
repeat
steps
2-‐4
four
more
times.
7. Repeat
steps
1-‐5
for
Pennithium-‐80
and
Pennium-‐30,
beginning
with
80
pennies
for
trial
2,
and
30
pennies
for
trial
3.
8. Graph
your
results
from
each
experiment
on
one
sheet
of
graph
paper
using
different
colored
pens.
Note:
Make
sure
you
put
your
independent
and
dependent
variables
on
the
correct
axis,
include
a
graph
title,
and
label
your
axes.
Shakes/rolls
Pennicium-‐100
Mass
(g)
Pennithium-‐ Mass
(g)
Pennium-‐30
Mass
(g)
80
0
100
261.49
80
209.06
30
79.12
1
61
158.64
39
102.86
15
39.88
2
13
34.28
22
58.06
9
13.79
3
12
32.50
11
29.96
2
5.54
4
9
24.96
5
11.20
2
5.64
5
2
6.16
1
2.52
1
3.11
*Examples
of
student-‐derived
data
are
shown
above
in
red.
Results
will
vary.
9. Using
the
information
below,
determine
what
type
of
trend
line/regression
type
will
produce
the
line
of
best
fit
for
your
data.
Record
your
answer
below.
Linear:
A
linear
trend
line
is
used
when
data
points
resemble
a
straight
line
that
increase
or
decrease
at
a
steady
rate.
Logarithmic:
A
logarithmic
trend
line
is
a
curved
line
where
the
data
increases
or
decreases
at
a
steady
rate
and
then
levels
outs.
A
logarithmic
line
can
contain
negative
and/or
positive
values.
Exponential:
An
exponential
trend
line
is
a
curved
line
that
is
used
when
values
rise
or
fall
at
constantly
increasing
rates.
An
exponential
trend
line
will
approach
zero
or
infinity,
however
data
points
will
never
include
zero
or
negative
values.
Polynomial:
A
polynomial
trend
line
is
a
curved
line
that
is
used
when
data
fluctuates
(e.g.,
one
or
more
bends
in
the
data).
Power:
A
power
trend
line
is
a
curved
line
that
is
best
used
when
data
increases
at
a
specific
rate.
A
power
trend
line
cannot
contain
zero
or
negative
values.
Exponential
20
Radon
Lesson
1
1. Using
a
TI
graphing
calculator
or
the
online
Meta-‐Calculator
2.0
(http://bit.ly/HXcjnE),
enter
your
data
points
(shakes/rolls
and
mass)
for
Pennicium-‐100
in
the
appropriate
columns.
If
using
a
TI
Calculator:
select
STAT,
Edit,
and
enter
data
points
in
L1
and
L2.
If
using
the
Meta-‐Calculator:
select
“Statistics
Calculator”
and
then
select
the
“Regression
Analysis”
tab;
enter
data
points
in
the
xi
and
fi
columns.
Determine
the
line
of
best
fit
using
the
regression
type
you
chose
above
in
question
8
(TI
Hint:
STAT,
CALC;
META
Hint:
select
type
of
regression
and
click
“Analyze”).
Write
the
equation
below.
= 249.5 ∗ (. 50), )
Equations
will
vary
(e.g.,
using
sample
data
above
!
10. Graph
your
equation
from
question
10
with
the
data
points
you
entered
in
question
9.
(TI
Hint:
Y=;
enter
equation;
make
sure
Plot
1
is
turned
on;
ZOOM;
select
9;
Meta
Hint:
“Plot
Graph”,
note:
you
may
need
to
change
the
bounds
to
view
full
graph).
How
well
does
the
line
fit
your
data?
If
the
line
is
not
a
good
fit,
review
the
definitions
in
question
8
to
determine
if
there
is
another
regression
type
that
may
produce
a
better
fit.
The
line
should
fit
the
data
very
well
(similar
to
the
graph
shown
in
question
15
below).
If
not,
the
student
likely
chose
the
incorrect
type
of
regression.
11. Repeat
steps
9
through
11
with
Pennithium-‐80
and
Pennium-‐30.
Record
the
type
of
regression
used
and
the
equation
for
each
line
of
best
fit
below.
12. Write
the
equations
for
the
lines
of
best
fit
for
Pennicium-‐100,
Pennithium-‐80,
Pennium-‐30
below.
What
does
each
of
your
equations
have
in
common?
= 249.5 ∗ (. 50),
Pennithium-‐100:
!
= 65.6 ∗ (. 52)*
Pennithium-‐30:
!
13. Thinking
about
the
material
(pennies)
you
began
each
experiment
with,
what
does
the
similarity
you
identified
in
question
13
model?
After each shake/roll (x), approximately half of the material (i.e., mass) remains.
14. If
you
were
given
a
200g
sample
of
the
isotope
Pennercum-‐200,
what
would
the
data
table
and
graph
for
its
radioactive
decay
look
like?
Use
the
space
below
to
sketch
your
data
table
and
graph.
21
Radon
Lesson
1
Calculating
Half-‐Life
(A)
Guiding
Question:
How
are
half-‐lives
calculated?
The
graph
you
developed
in
the
Pennicium,
Pennithium,
&
Pennium
lab
should
resemble
the
graph
below
and
illustrates
the
concept
of
half-‐life
or
the
exponential
nature
of
decay
exhibited
by
radioactive
materials.
Radioactive
decay
is
important
in
a
variety
of
fields
from
medicine
to
energy
production,
astronomy,
and
geology.
Some
of
the
applications
of
the
radioactive
decay
process
include
determining
how
long
spent
nuclear
fuel
poses
an
environmental
danger
and
dating
geological
materials
based
on
their
half-‐lives.
When appropriate, use the graph to solve the following problems:
Example:
Francium-‐223,
one
of
the
most
unstable
and
reactive
elements,
has
a
half-‐life
of
approximately
22
minutes.
If
you
initially
had
a
10.0
g
of
Francium-‐223,
how
many
grams
would
remain
after
55
minutes?
Using the graph, determine what percent of the material remains after 2.5 half-‐lives.
22
Radon
Lesson
1
1. Iodine-‐131
(I-‐131)
has
a
half-‐life
of
approximately
8.0
days.
If
you
started
with
an
80.0g
sample,
how
many
grams
of
I-‐131
would
be
left
after
2
days?
2. There
are
200.0
grams
of
an
isotope
with
a
half-‐life
of
42
hours
present
at
time
zero.
How
much
time
will
have
elapsed
when
76.0
grams
remain?
3. After
15
days,
approximately
70%
of
a
sample
of
a
radioactive
isotope
remains
from
the
original
material.
What
is
the
half-‐life
of
the
sample?
15. The
half-‐life
of
the
radioactive
isotope
phosphorus-‐32
is
approximately
14.3
days.
How
long
until
a
sample
loses
98%
of
its
radioactivity?
9 9
16. Uranium-‐238
has
a
half-‐life
of
4.46
x
10
years.
How
much
U-‐238
should
be
present
in
a
sample
2.5
x
10
years
old,
if
2.00
grams
was
present
initially?
23
Radon
Lesson
1
1. Iodine-‐131
(I-‐131)
has
a
half-‐life
of
approximately
8.0
days.
If
you
started
with
an
80.0g
sample,
how
many
grams
of
I-‐131
would
be
left
after
2
days?
According to the graph, at 0.25 half-‐lives, approximately 80% of the original material will remain:
2. There
are
200.0
grams
of
an
isotope
with
a
half-‐life
of
42
hours
present
at
time
zero.
How
much
time
will
have
elapsed
when
76.0
grams
remain?
First, solve for the percentage of the isotope remaining after time, t.
34 567
!"#$ $&'()$* = 1.4 ℎ'&0 &"1$)×
-‐
589: 9;:<
-‐
= 59ℎ?)
.
3. After
15
days,
approximately
70%
of
a
sample
of
a
radioactive
isotope
remains
from
the
original
material.
What
is
the
half-‐life
of
the
sample?
/
ℎ"#$ #&$'
-‐
= 15 +",-× = 30 +",-
0.2 3456 5789:
-‐
4. The
half-‐life
of
the
radioactive
isotope
phosphorus-‐32
is
approximately
14.3
days.
How
long
until
a
sample
loses
98%
of
its
radioactivity?
If
the
sample
loses
98%
of
its
radioactivity,
then
there
will
be
2%
of
the
original
sample
of
P-‐32
remaining.
According
to
the
graph,
2%
remaining
represents
approximately
5.6
half-‐lives.
12.3 4567
!"#$ = 5.6 ℎ"+, +-./$×
-‐
1 859: 9;:<
-‐
= 80 ?"#$.
9 9
5. Uranium-‐238
has
a
half-‐life
of
4.46
x
10
years.
How
much
U-‐238
should
be
present
in
a
sample
2.5
x
10
years
old,
if
2.00
grams
was
present
initially?
.../ 0 123 45678
!". ℎ%&' &)*+,
-‐
=
9.: 0 123 45678
= 0.56 ℎ%&' &)*+,
-‐
.
According to the graph, approximately 68% of U-‐238 will remain after 0.56 half-‐lives.
24
Radon
Lesson
1
$ &
The
equations
you
calculated
in
the
Pennicium,
Pennithium,
&
Pennium
experiment
should
resemble
! = #
where
a
%
equals
the
number
of
pennies
in
the
beginning,
x
is
the
number
of
shakes/rolls,
and
y
is
the
number
of
pennies
remaining
after
that
throw.
This
equation
illustrates
the
concept
of
half-‐life
or
the
exponential
nature
of
decay
exhibited
by
radioactive
materials.
Radioactive
decay
is
important
in
a
variety
of
fields
from
medicine
to
energy
production,
astronomy,
and
geology.
Some
of
the
applications
of
the
radioactive
decay
process
include
determining
how
long
spent
nuclear
fuel
poses
an
environmental
danger
and
dating
geological
materials
based
on
their
half-‐lives.
A
common
equation
that
is
used
for
the
exponential
decay
process
(shown
below)
is
very
similar
to
the
equation
you
developed
and
can
also
be
used
to
solve
half-‐life
or
radioactive
decay
problems.
*Note
to
Teacher:
The
following
problems
are
optional,
as
they
require
advanced
mathematical
solutions.
For
example,
some
of
the
solutions
require
the
use
of
logarithms
and
therefore
a
minimum
of
an
Algebra
II
background.
Team
teaching
this
exercise
with
a
math
teacher
is
an
option.
To
guide
students
in
the
right
direction,
provide
the
following
logarithmic
property
(shown
in
red
text
in
the
box
below).
Student
worksheet
follows
this
key.
The
following
logarithmic
property
is
needed
to
correctly
solve
some
of
the
( problems
in
this
activity.
% )*/,
! " = !$
Log
Un
=
n*Log
(U)
&
Where:
• ! " = "ℎ% '()*+" ), ' -*.-"'+/% "ℎ'" 0%('1+- ',"%0 ' -2%/1,1/ "1(% " ), 3%/'4
• !" = $ℎ& "()*+,- ,."/+$ "0 $ℎ& 1/21$,+3& $ℎ,$ 4)-- 5&3,6
• ! = !#$%
• !"/$ = ℎ'() (+), -) .ℎ, /,0'1+23 4564.'20,
-‐
Using
the
equation
above,
solve
the
following
problems:
Example:
There
are
200.0
grams
of
an
isotope
with
a
half-‐life
of
42
hours
present
at
time
zero.
How
much
time
will
have
elapsed
when
76.0
grams
remain?
8
1 9:/<
!"#$% 'ℎ) *+,#-+.'#/) ,).+0 )12+'#-$, 4 ' = 4- '- "-=/) >-* ':
2
*
' +, -./01
76# = 200# ! To solve for t, you need to take the log of each side.
(
$%& * 2 $%& $
!"# = !"#
! !"# = -‐.420 ! !"# = -‐.301
'((& +' -./01 ' '((& %
-.#$%
-.&%'
t ! t = 58.6 hours
*42 ℎ-./0 =
1. Iodine-‐131
(I-‐131)
has
a
half-‐life
of
8.0197
days.
If
you
started
with
an
80.0g
sample,
how
many
grams
of
I-‐131
would
be
left
after
2
days?
Use
the
radioactive
decay
equation
to
solve
the
problem
then
compare
your
result
with
the
original
result
derived
from
using
the
graph.
*
' +.,-./
!
" = 80.0
!
! " = 67.3(
(
According
to
the
graph,
2
days
represents
0.25
of
a
half-‐life
of
8
days.
After
0.25
half-‐lives,
approximately
80%
of
the
original
material
remains
-‐
80.0g
×
0.80
=
64.0g.
The
two
answers
are
reasonably
similar.
25
Radon
Lesson
1
2. After
15
days,
two-‐thirds
of
a
sample
remains.
If
the
original
sample
was
87mg,
what
is
the
half-‐life
of
the
sample?
*+ ,-./
2 1 0*/2
87% = 58% à 58% = 87%
3. 3 2
4. To solve for half-‐life, you need to take the log of each side.
$%& )$ +,-. ) $%& $
5. !"# = !"# !
!"# = .176 ! !"# = -‐.301
%'& /0/2 3 %'& %
-.#$%
6. -.&'#
*)#/+ = 15 days ! !"/$ = 15 days * 1.71
8. Radon-‐222
has
a
half-‐life
=
3.8235
days.
How
many
grams
of
a
64.0
g
sample
of
Rn-‐222
will
remain
after
11.5
days?
8 ::.A BCDE
6 9:/< 6 F.G<FA BCDE
!"#$% 'ℎ) *+,#-+.'#/) ,).+0 )12+'#-$, 4 ' = 4- à 4 ' = 64.0
7 7
! " = 7.96(
9. The
isotope
Radium-‐226
has
a
half-‐life
of
1640
years.
Chemical
analysis
of
a
certain
chunk
of
concrete
from
an
atomic-‐bombed
city,
preformed
by
an
archaeologist
in
the
year
6264
AD,
indicated
that
it
contained
2.50
g
of
Ra-‐226.
By
comparing
the
amount
of
Ra-‐226
to
its
end
product
Lead-‐206,
it
was
determined
the
original
amount
of
Ra-‐226
was
9.962
g.
What
was
the
year
of
the
nuclear
war?
8
1 9:/<
!"#$% 'ℎ) *+,#-+.'#/) ,).+0 )12+'#-$: 4 ' = 4- , "->/) ?-* '.
2
,
) -./0 12345
2.50% = 9.962% ! To solve for t, you need to take the log of each side.
*
$.&'( , - $.&'( $
!"# = !"#
! !"# = -‐.600 ! !"# = -‐.301
).)*$( -*.' 01234 $ ).)*$( %
-.#$$
*1640 -./01 = t ! t = 3271 years
-.%$&
10. Carbon-‐14
has
a
half-‐life
of
5730
years
making
it
useful
for
dating
organic
materials.
A
piece
of
charcoal
found
by
an
archaeologist
at
an
excavation
of
an
ancient
campsite
was
found
to
have
30.0%
of
that
in
living
trees.
What
is
the
approximate
age
of
the
piece
of
charcoal?
8
1 9:/<
!"#$% 'ℎ) *+,#-+.'#/) ,).+0 )12+'#-$: 4 ' = 4- , "->/) ?-* '.
2
)
& *+,- ./012
. 30 = 1.00 ! To solve for t, you need to take the log of each side.
'
$.&$' * ( $.&$' $
!"# = !"#
! !"# = -‐.523 ! !"# = -‐.301
(.$$' +,&$ ./012 3 (.$$' %
-.#$%
*5730 ./012 = t ! t = 9956 years
-.%&'
26
Radon
Lesson
1
The
equations
you
calculated
in
the
Pennicium,
Pennithium,
&
Pennium
experiment
should
resemble
where
a
equals
the
number
of
pennies
in
the
beginning,
x
is
the
number
of
shakes/rolls,
and
y
is
the
number
of
pennies
remaining
after
that
throw.
This
equation
illustrates
the
concept
of
half-‐life
or
the
exponential
nature
of
decay
exhibited
by
radioactive
materials.
Radioactive
decay
is
important
in
a
variety
of
fields
from
medicine
to
energy
production,
astronomy,
and
geology.
Some
of
the
applications
of
the
radioactive
decay
process
include
determining
how
long
spent
nuclear
fuel
poses
an
environmental
danger
and
dating
geological
materials
based
on
their
half-‐lives.
A
common
equation
that
is
used
for
the
exponential
decay
process
(shown
below)
is
very
similar
to
the
equation
you
developed
and
can
also
be
used
to
solve
half-‐life
or
radioactive
decay
problems.
(
% )*/,
! " = !$
&
Where:
• ! " = "ℎ% '()*+" ), ' -*.-"'+/% "ℎ'" 0%('1+- ',"%0 ' -2%/1,1/ "1(% " ), 3%/'4
• !" = $ℎ& "()*+,- ,."/+$ "0 $ℎ& 1/21$,+3& $ℎ,$ 4)-- 5&3,6
• ! = !#$%
• !"/$ = ℎ'() (+), -) .ℎ, /,0'1+23 4564.'20,
-‐
Using
the
equation
above,
solve
the
following
problems:
Example:
There
are
200.0
grams
of
an
isotope
with
a
half-‐life
of
42
hours
present
at
time
zero.
How
much
time
will
have
elapsed
when
76.0
grams
remain?
8
1 9:/<
!"#$% 'ℎ) *+,#-+.'#/) ,).+0 )12+'#-$, 4 ' = 4- '- "-=/) >-* ':
2
*
' +, -./01
76# = 200# ! To solve for t, you need to take the log of each side.
(
$%& * 2 $%& $
!"# = !"#
! !"# = -‐.420 ! !"# = -‐.301
'((& +' -./01 ' '((& %
-.#$%
-.&%'
t ! t = 58.6 hours
*42 ℎ-./0 =
1. Iodine-‐131
(I-‐131)
has
a
half-‐life
of
8.0197
days.
If
you
started
with
an
80.0g
sample,
how
many
grams
of
I-‐131
would
be
left
after
2
days?
Use
the
radioactive
decay
equation
to
solve
the
problem
then
compare
your
result
with
the
original
result
derived
from
using
the
graph.
27
Radon
Lesson
1
2. After
15
days,
two-‐thirds
of
a
sample
remains.
If
the
original
sample
was
87mg,
what
is
the
half-‐life
of
the
sample?
3. Radon-‐222
has
a
half-‐life
=
3.8235
days.
How
many
grams
of
a
64.0
g
sample
of
Rn-‐222
will
remain
after
11.5
days?
4. The
isotope
Radium-‐226
has
a
half-‐life
of
1640
years.
Chemical
analysis
of
a
certain
chunk
of
concrete
from
an
atomic-‐bombed
city,
preformed
by
an
archaeologist
in
the
year
6264
AD,
indicated
that
it
contained
2.50
g
of
Ra-‐226.
By
comparing
the
amount
of
Ra-‐226
to
its
end
product
Lead-‐206,
it
was
determined
the
original
amount
of
Ra-‐226
was
9.962
g.
What
was
the
year
of
the
nuclear
war?
5. Carbon-‐14
has
a
half-‐life
of
5730
years
making
it
useful
for
dating
organic
materials.
A
piece
of
charcoal
found
by
an
archaeologist
at
an
excavation
of
an
ancient
campsite
was
found
to
have
30.0%
of
that
in
living
trees.
What
is
the
approximate
age
of
the
piece
of
charcoal?
28
Radon
Lesson
1
COMPREHENSION 2
The
half-‐life
of
a
radioactive
isotope
is
important
as
it
dictates
its
behavior,
its
effects
on
the
environment,
and
the
amount
of
radiation
it
emits.
For
example,
a
radioactive
isotope
with
a
long
half-‐life
will
emit
its
radiation
infrequently.
However,
a
radioactive
isotope
with
a
short
half-‐life
will
emit
its
radiation
repeatedly
in
a
short
period
of
time.
Not
only
is
radiation
emitted
when
the
radioactive
isotope
decays,
but
the
decay
products
of
an
isotope
can
also
give
off
radiation.
As
discussed
earlier,
these
decay
products
are
referred
to
as
daughters
or
progeny.
Alpha,
Beta,
and
Gamma
Radiation.
Although
there
are
several
forms
of
ionizing
radiation
(i.e.,
when
the
energy
produced
is
strong
enough
to
knock
electrons
out
of
molecules
and
create
ions
or
free
radicals,
we
will
concentrate
on
just
three.
These
three
types
of
radiation
-‐
alpha,
beta,
and
gamma
-‐
result
from
the
decay
of
radioactive
isotopes.
Alpha
particle
An
alpha
particle,
beta
particle,
or
gamma
ray
is
emitted
during
radioactive
decay.
Each
time
an
alpha
particle
is
emitted
the
number
of
protons
decreases
by
2
and
the
number
of
neutrons
decreases
by
2.
This
is
always
the
same
because
an
alpha
particle
is
made
up
of
2
protons
and
2
neutrons,
identical
to
a
helium
nucleus
(i.e.,
He+).
A
beta
particle
is
formed
when
a
neutron
breaks
Beta
particle
apart
into
a
proton
and
an
electron.
A
beta
particle
is
essentially
an
electron
emitted
from
a
nucleus.
When
a
beta
particle
(i.e.,
the
newly
formed
electron)
is
emitted,
the
atomic
number
increases
by
one.
This
can
be
thought
of
as
a
conversion
of
one
neutron
into
one
proton
to
account
for
the
loss
of
the
negatively
charged
beta
particle.
Although
the
atomic
number
changes
during
beta
emission
(thus
creating
a
new
element),
the
mass
number
stays
the
same.
Gamma
ray
Alpha
particles
are
comparatively
larger
particles
with
an
electrical
charge
(+2).
For
these
reasons,
alpha
particles
travel
at
relatively
slow
velocities
and
have
low
penetration
depths.
Alpha
particles
can
be
stopped
by
one
to
two
29
Radon
Lesson
1
inches
in
air,
a
thin
sheet
of
paper,
or
the
body’s
outer
layer
of
skin.
Outside
of
the
human
body,
alpha
particles
are
not
considered
a
hazard
because
they
are
stopped
by
our
body’s
first
line
of
defense
–
the
skin.
However,
when
alpha
particles
are
inhaled
or
swallowed,
they
interact
with
live
tissues
and
cells.
When
this
occurs,
alpha
particles
can
produce
large
amounts
of
ionizing
radiation,
thus
causing
internal
tissue
and
cell
damage.
Compared
to
alpha
particles,
beta
particles
are
much
faster
and
lighter.
Beta
particles
can
also
travel
farther
(~
10
feet
in
air)
and
can
penetrate
past
the
most
outer
(dead)
layer
of
skin.
Since
beta
particles
can
cause
damage
to
the
skin,
they
are
considered
both
an
internal
and
external
hazard.
Solid
materials
such
as
clothing
or
a
thin
layer
of
metal
or
plastic
can
stop
these
particles
and
the
effects
of
damaging
radiation.
Gamma
rays
are
high
energy,
electromagnetic
waves
that
travel
at
the
speed
of
light.
Gamma
rays
have
no
mass
and
can
travel
farther
distances
than
alpha
and
beta
particles,
reaching
distances
up
to
thousands
of
yards
in
air.
Gamma
rays
can
pass
through
human
tissue
and
can
only
be
stopped
by
dense
materials
such
as
lead,
cement,
or
steel.
X-‐rays,
another
type
of
electromagnetic
radiation,
are
similar
to
gamma
rays
and
also
produce
penetrating
radiation
(i.e.,
radiation
capable
of
penetrating
the
skin
and
reaching
internal
organs
and
tissues.)
The
ionizing
radiation
produced
from
alpha,
beta,
or
gamma
decay
can
be
especially
harmful
because
it
can
change
the
chemical
makeup
of
many
things,
including
the
chemistry
of
the
human
body
and
other
living
organisms.
X-‐rays
and
CT
scans
are
good
examples
of
ionizing
radiation.
If
possible,
it
is
good
to
avoid
any
unnecessary
exposure
to
ionizing
radiation.
30
Radon
Lesson
1
The
accepted
way
of
denoting
the
atomic
number
(i.e.,
protons
or
p)
and
mass
number
(i.e.,
protons
plus
neutrons
or
p
+
n)
of
Uranium
is
shown
below:
!+#
! $
Mass # 238
Atomic #
92U or
As
we
discussed
before,
alpha
decay
occurs
when
a
particle
with
two
protons
and
two
neutrons
is
emitted.
This
alpha
particle
is
identical
to
a
helium
nucleus
or
42#$ .
As
shown
below,
the
original
element’s
(E1)
mass
decreases
by
four,
and
it’s
atomic
number
decreases
by
two.
This
results
in
a
new
element
(E2)
and
a
helium
nucleus.
!+# (! + #) − 4
! $1 → !-2
$2 + 42./
Now
let’s
look
at
a
real-‐world
example
of
alpha
decay,
such
as
Radium-‐226.
When
Radium-‐226
decays,
the
resulting
products
are
Radon-‐222
and
an
alpha
particle
(or
He).
Notice
in
the
equation
below,
that
the
same
number
of
protons
and
neutrons
exist
on
both
sides
of
the
equation,
resulting
in
a
balanced
equation.
226
88
$% → 222$( + 42+,
86
In
beta
decay,
an
unstable
neutron
turns
into
a
proton
and
an
electron.
This
results
in
a
gained
proton,
while
a
neutron
is
lost.
The
beta
particle
is
actually
the
newly
formed
electron
being
emitted
from
the
nucleus.
This
decay
process
results
in
a
new
atomic
number
(i.e.,
from
gaining
a
new
electron),
while
the
mass
actually
stays
the
same
(i.e.,
a
neutron
was
turned
into
a
proton).
!+#
!
$1 → (! + !1)++1(#-1)$2 + -1
0
-
Another
example
of
beta
decay
is
when
Cesium
decays
to
Barium,
resulting
in
the
emission
of
an
electron.
This
reaction
is
shown
below.
Notice
once
again,
the
equation
is
balanced
and
the
number
of
protons
and
neutrons
on
the
left
equals
the
number
on
the
right.
137 0
55
%& → 137 *+ + -1 /
56
The
last
type
of
decay
we
discussed,
gamma
decay,
is
very
different
from
alpha
and
beta
decay.
In
gamma
decay,
the
number
of
protons
and
neutrons
does
not
change
and
it
is
not
possible
to
show
the
decay
process
in
the
form
of
an
equation.
Essentially,
the
protons
and
neutrons
reconfigure
themselves
within
the
nucleus,
and
release
high
levels
of
energy
in
the
form
of
electromagnetic
rays
or
gamma
rays.
31
Radon
Lesson
1
C)
24
11
0
$% → ( + -1 , - = /01ℎ% 3,4%5 67 8,9% 3,4%5
Students
can
calculate
their
personal
annual
radiation
dose
D)
52
26
$% → 52
27
)* + , - = /01ℎ3 4%536 *7 8%93 4%536
by
completing
the
“Annual
Radiation
Dose
Worksheet”
or
E)
232
%ℎ → 228 *+ + - . = 012ℎ+ 345+6 78 94:+ 345+6
visiting:
http://bit.ly/PMU9w4
90 88
32
Radon
Lesson
1
1. Does
radioactive
decay
proceed
at
the
same
rate
for
every
radioactive
isotope?
How
do
nuclear
scientists
determine
how
long
it
takes
for
a
radioactive
isotope
to
decay?
Why
is
the
rate
of
decay
important?
2. Will
a
radioactive
element
with
a
relatively
short
half-‐life
emit
more
or
less
radiation
than
a
radioactive
element
with
a
relatively
long
half-‐life?
3. When
comparing
alpha
and
beta
radiation
to
gamma
radiation,
what
is
the
basic
difference?
4. When
balancing
radioactive
chemical
equations,
how
is
alpha
decay
different
from
beta
decay?
5. When
balancing
radioactive
chemical
equations,
how
is
alpha
decay
the
same
as
beta
decay?
6. What
are
the
biological
hazards
associated
with
alpha
and
beta
particles,
and
gamma
rays
respectively?
33
Radon
Lesson
1
1. Does
radioactive
decay
proceed
at
the
same
rate
for
every
radioactive
isotope?
How
do
nuclear
scientists
determine
how
long
it
takes
for
a
radioactive
isotope
to
decay?
Why
is
the
rate
of
decay
important?
Each
radioactive
isotope
decays
at
its
own
signature
rate,
known
as
the
half-‐life.
The
rate
of
decay
is
important
because
it
determines
how
and
when
a
radioactive
isotope
will
emit
radiation.
2. Will
a
radioactive
element
with
a
relatively
short
half-‐life
emit
more
or
less
radiation
than
a
radioactive
element
with
a
relatively
long
half-‐life?
Elements
with
a
short
half-‐life
rapidly
emit
their
radiation
more
intensely
over
a
short
period
of
time,
while
those
with
a
long
half-‐life
emit
their
radiation
very
slowly.
3. When
comparing
alpha
and
beta
radiation
to
gamma
radiation,
what
is
the
basic
difference?
Alpha
and
beta
decay
both
involve
the
emission
of
a
particle,
where
as
gamma
decay
does
not.
4. When
balancing
radioactive
chemical
equations,
how
is
alpha
decay
different
from
beta
decay?
Alpha
decay
must
be
balanced
based
on
the
emission
of
helium
nucleus
(2
protons
and
2
neutrons).
Beta
decay
involves
the
emission
of
an
electron.
5. When
balancing
radioactive
chemical
equations,
how
is
alpha
decay
the
same
as
beta
decay?
The
number
of
particles
present
must
be
taken
into
consideration
for
both.
6. What
are
the
biological
hazards
associated
with
alpha
and
beta
particles,
and
gamma
rays
respectively?
Alpha
particles
can
be
stopped
by
one
to
two
inches
in
air,
a
thin
sheet
of
paper,
or
the
skin.
Outside
of
the
human
body,
alpha
particles
are
not
considered
a
hazard
because
they
are
stopped
by
the
skin.
However,
when
alpha
particles
are
inhaled
or
swallowed,
they
interact
with
live
tissues
and
cells,
thus
causing
internal
tissue
and
cell
damage.
Beta
particles
can
travel
farther
than
alpha
particles
(~
10
feet
in
air)
and
can
penetrate
past
the
most
outer
(dead)
layer
of
skin.
Since
beta
particles
can
cause
damage
to
the
skin,
they
are
considered
both
an
internal
and
external
hazard.
Solid
materials
such
as
clothing
or
a
thin
layer
of
metal
or
plastic
can
stop
these
particles
and
the
effects
of
damaging
radiation.
Gamma
rays
have
no
mass
and
can
travel
farther
distances
than
alpha
and
beta
particles,
reaching
distances
up
to
thousands
of
yards
in
air.
Gamma
rays
can
pass
through
human
tissue
and
can
only
be
stopped
by
dense
materials
such
as
lead,
cement,
or
steel.
The
ionizing
radiation
produced
from
alpha,
beta,
or
gamma
decay
can
be
especially
harmful
because
it
can
change
the
chemical
makeup
of
many
things,
including
the
chemistry
of
the
human
body
and
other
living
organisms.
34
Annual
Clean
Air
and
Healthy
Homes:
Radon
Lesson
1
Radiation
Dose
Worksheet
For
questions
1-‐5,
write
the
letter
of
the
best
answer
in
the
space
before
the
question.
1. ____
Radiation
and
radioactivity
are
synonymous
terms.
3. ____
Which
of
the
following
would
represent
the
penetrating
power
of
alpha,
beta,
and
gamma
radiation
ranked
from
highest
penetrating
power
to
the
lowest?
A.
alpha,
beta,
gamma
B.
beta,
gamma,
alpha
C.
gamma,
beta,
alpha
D.
none
of
the
above
4. ____ Which of the above mentioned types of radiation does not involve the emission of a particle?
A. alpha B. beta C. gamma D. none of the above
5. ____ The vapor trail produced by alpha radiation is longer than that produced by beta radiation.
6. Using
the
blank
graph
below,
draw
a
radioactive
decay
curve,
be
sure
to
label
both
axes,
then
use
your
decay
curve
to
answer
questions
7-‐12
below.
36
Radon
Lesson
1
8. Using
the
radioactive
decay
curve,
what
percentage
of
your
radioactive
isotope
exists
after
three
half
lives?
9. Carbon
14
has
a
half-‐life
of
5,730
years.
If
you
have
a
.01
gram
sample
of
carbon
14,
what
is
the
mass
of
carbon
14
remaining
after
two
half-‐lives?
10. The
element
Osmium-‐182
has
a
half-‐life
of
21.5
hours.
How
much
time
would
have
elapsed
if
a
10.0
g
sample
of
Os-‐182
decays
so
that
a
1.8
g
sample
remains?
37
Radon
Lesson
1
11. In
a
galaxy
far,
far
away
there
exists
a
material
known
as
Confusium-‐406,
Cn-‐406.
Over
a
24.0
day
period,
128.0
g
of
Cn-‐406
will
decay
so
that
5.12
g
of
the
original
material
remains.
What
is
the
half-‐
life
of
Cn-‐406?
(
% )*/,
Use
the
half-‐life
equation
! " = !$
to
answer
questions
12-‐17:
&
12. At
time
zero,
there
are
10.0
grams
of
Tungsten-‐187.
If
the
half-‐life
is
23.9
hours,
how
much
W-‐187
will
be
present
at
the
end
of
two
days?
13. The
half-‐life
of
Hydrogen-‐3,
also
known
as
tritium,
is
12.26
years?
How
much
time
will
be
required
for
a
sample
of
tritium
to
lose
75%
of
its
radioactivity?
14. The
bristle
cone
pine,
found
in
the
White
Mountains
of
California,
is
the
oldest
living
thing
on
earth
and
they
are
unusual
in
that
their
cones
are
blue.
Some
samples
of
these
blue
cones
dating
back
10,000
years
have
been
identified.
Suppose
you
have
a
sample
from
such
a
cone
that
presently
contains
5.00
g
of
Carbon-‐14,
half-‐life=5730
yrs.
Determine
the
amount
of
C-‐14
that
was
present
in
the
cone
sample
10,000
years
ago.
38
Radon
Lesson
1
15. In the equation above, what kind of decay particle is produced?
17. For
the
decay
chart
of
uranium
238
to
lead
206,
provide
2
examples
of
transition
to
a
different
element
that
produce
beta
particles.
39
Radon
Lesson
1
For
questions
1-‐5,
write
the
letter
of
the
best
answer
in
the
space
before
the
question.
1. ____
Radiation
and
radioactivity
are
synonymous
terms.
3. ____
Which
of
the
following
would
represent
the
penetrating
power
of
alpha,
beta,
and
gamma
radiation
ranked
from
highest
penetrating
power
to
the
lowest?
A.
alpha,
beta,
gamma
B.
beta,
gamma,
alpha
C.
gamma,
beta,
alpha
D.
none
of
the
above
4. ____ Which of the above mentioned types of radiation does not involve the emission of a particle?
A. alpha B. beta C. gamma D. none of the above
5. ____ The vapor trail produced by alpha radiation is longer than that produced by beta radiation.
6. Using
the
blank
graph
below,
draw
a
radioactive
decay
curve,
be
sure
to
label
both
axes,
then
use
your
decay
curve
to
answer
questions
7-‐12
below.
40
Radon
Lesson
1
The
graph
from
question
1
is
not
specific
for
any
single
radioactive
isotope
because
it
does
not
consider
the
length
of
a
half-‐life.
All
radioactive
isotopes
will
have
the
same
percentage
of
material
remaining
at
the
end
of
each
half-‐life.
8. Using
the
radioactive
decay
curve,
what
percentage
of
your
radioactive
isotope
exists
after
three
half
lives?
There would be approximately 17% of the original material remaining after three half-‐lives.
9. Carbon
14
has
a
half-‐life
of
5,730
years.
If
you
have
a
.01
gram
sample
of
carbon
14,
what
is
the
mass
of
carbon
14
remaining
after
two
half-‐lives?
According
to
the
graph
in
question
1,
there
would
be
25%
of
the
original
material
remaining
after
two
half-‐lives:
grams
C
=
0.01
g
x
0.25
=
0.0025
g
C.
10. The
element
Osmium-‐182
has
a
half-‐life
of
21.5
hours.
How
much
time
would
have
elapsed
if
a
10.0
g
sample
of
Os-‐182
decays
so
that
a
1.8
g
sample
remains?
According to the graph, 18% of the material remaining represents approximately 2.5 half-‐lives.
-‐
-‐
41
Radon
Lesson
1
11. In
a
galaxy
far,
far
away
there
exists
a
material
known
as
Confusium-‐406,
Cn-‐406.
Over
a
24.0
day
period,
128.0
g
of
Cn-‐406
will
decay
so
that
5.12
g
of
the
original
material
remains.
What
is
the
half-‐
life
of
Cn-‐406?
According
to
the
graph,
4.00%
of
the
original
material
remaining
represents
approximately
4.7
half-‐
lives.
-‐
-‐
(
% )*/,
Use
the
half-‐life
equation
! " = !$
to
answer
questions
12-‐17:
&
12. At
time
zero,
there
are
10.0
grams
of
Tungsten-‐187.
If
the
half-‐life
is
23.9
hours,
how
much
W-‐187
will
be
present
at
the
end
of
two
days?
13. The
half-‐life
of
Hydrogen-‐3,
also
known
as
tritium,
is
12.26
years?
How
much
time
will
be
required
for
a
sample
of
tritium
to
lose
75%
of
its
radioactivity?
14. The
bristle
cone
pine,
found
in
the
White
Mountains
of
California,
is
the
oldest
living
thing
on
earth
and
they
are
unusual
in
that
their
cones
are
blue.
Some
samples
of
these
blue
cones
dating
back
10,000
years
have
been
identified.
Suppose
you
have
a
sample
from
such
a
cone
that
presently
contains
5.00
g
of
Carbon-‐14,
half-‐life=5730
yrs.
Determine
the
amount
of
C-‐14
that
was
present
in
the
cone
sample
10,000
years
ago.
42
Radon
Lesson
1
15. In the equation below, what kind of decay particle is produced?
Beta
decay
is
represented
in
the
equation
above
where
a
neutron
from
carbon
is
converted
into
a
proton
and
an
electron,
,
or
beta
particle.
Alpha
decay
produces
a
helium
nucleus
as
part
of
the
radioactive
decay
process
as
in
the
radioactive
decay
of
radium-‐226:
17. For
the
decay
chart
of
uranium
238
to
lead
206,
provide
2
examples
of
transition
to
a
different
element
that
produce
beta
particles.
During
the
radioactive
decay
of
U-‐238
to
Pb-‐206,
beta
particles,
electrons
-‐
,
are
produced
when
thorium-‐234
decays
to
protactinium-‐234
and
when
proctactinium-‐234
decays
to
uranium-‐234.
43
Radon
Lesson
1
Radon Lesson 1:
Specific Learning Objectives and Standards
Specific
Learning
Objectives
Upon
completion
of
this
lesson,
students
will
be
able
to:
HS-‐PS1-‐8
Develop
models
to
illustrate
the
changes
in
the
composition
of
the
nucleus
of
the
atom
and
the
energy
released
during
the
processes
of
fission,
fusion,
and
radioactive
decay.
HS-‐PS1-‐7
Use
mathematical
representations
to
support
the
claim
that
atoms,
and
therefore
mass,
are
conserved
during
a
chemical
reaction.
HS-‐LS3-‐2
Make
and
defend
a
claim
based
on
evidence
that
inheritable
genetic
variations
may
result
from:
(1)
new
genetic
combinations
through
meiosis,
(2)
viable
errors
occurring
during
replication,
and/or
(3)
mutations
caused
by
environmental
factors.
Science
Content
Standard
1:
Students,
through
the
inquiry
process,
demonstrate
the
ability
to
design,
conduct,
evaluate,
and
communicate
the
results
and
form
reasonable
conclusions
of
scientific
investigations.
1.2
select
and
use
appropriate
tools
including
technology
to
make
measurements
(in
metric
units),
gather,
process
and
analyze
data
from
scientific
investigations
using
appropriate
mathematical
analysis,
error
analysis
and
graphical
representation.
Science
Content
Standard
2:
Students,
through
the
inquiry
process,
demonstrate
knowledge
of
properties,
forms,
changes
and
interactions
of
physical
and
chemical
systems.
44
Radon
Lesson
1
2.1
A
proficient
student
will
describe
the
structure
of
atoms,
including
knowledge
of
(a)
subatomic
particles
and
their
relative
masses,
charges
and
locations
within
the
atom,
(b)
the
electrical
forces
that
hold
the
atom
together,
(c)
fission
and
fusion,
and
(d)
radioactive
decay.
(9)
SB3.3
The
student
demonstrates
an
understanding
of
the
interactions
between
matter
and
energy
and
the
effects
of
these
interactions
on
systems
by
recognizing
that
atoms
emit
and
absorb
electromagnetic
radiation.
(10)
SB3.2
The
student
demonstrates
an
understanding
of
the
interactions
between
matter
and
energy
and
the
effects
of
these
interactions
on
systems
by
recognizing
that
radioactivity
is
a
result
of
the
decay
of
unstable
nuclei.
SA1
Students
develop
an
understanding
of
the
processes
of
science
used
to
investigate
problems,
design
and
conduct
repeatable
scientific
investigations,
and
defend
scientific
arguments.
(10)
SA1.1
The
student
demonstrates
an
understanding
of
the
processes
of
science
by
asking
questions,
predicting,
observing,
describing,
measuring,
classifying,
making
generalizations,
analyzing
data,
developing
models,
inferring,
and
communicating.
Goal
1.2:
Understand
Concepts
and
Processes
of
Evidence,
Models,
and
Explanation
11-‐12.C.1.2.2
Create
and
interpret
graphs
of
data.
Goal
1.6:
Understand
Scientific
Inquiry
and
Develop
Critical
Thinking
Skills
9-‐10.B.1.6.3
Use
appropriate
technology
and
mathematics
to
make
investigations.
45
Radon
Lesson
1
Resources
LESSON
1:
RADIOACTIVITY
Chemistry.
By
Raymond
Chang,
1984
(Second
Edition).
Random
House,
Inc.,
New
York,
NY.
Cloud
Chamber.
American
Nuclear
Society,
Michigan
Section,
Radiation
Resources
CD-‐ROM
Index.
Available
online
at:
http://local.ans.org/mi/Teacher_CD/Activities/Cloud_Chamber.pdf
Designing
Effective
Projects:
What
Does
This
Graph
Tell
You?
Intel,
Designing
Effective
Projects:
Project-‐Based
Units
to
Engage
Students.
Available
online
at:
http://educate.intel.com/en/ProjectDesign/UnitPlanIndex/WhatDoesThisGraphTellYou/graphing_trendlines.htm
General
Chemistry:
An
Active
Learning
Approach.
By
Mark
S.
Cracolice
and
Edward
I.
Peters,
2003.
Brooks/Cole
Publishing,
Pacific
Grove,
CA.
Lesson
Plans
-‐
Unit
1:
Radiation.
The
United
States
Nuclear
Regulatory
Commission
(U.S.
NRC).
Available
online
at:
http://www.nrc.gov/reading-‐rm/basic-‐ref/teachers/unit1.html
Pennium-‐123.
American
Nuclear
Society.
Michigan
Section,
Radiation
Resources
CD-‐ROM
Index.
Science,
Society,
and
America's
Nuclear
Waste,
Teacher
Guide.
Available
online
at:
http://local.ans.org/mi/Teacher_CD/Activities/pennium-‐halflife-‐activity.pdf
Personal
Annual
Radiation
Dose
Calculator.
The
United
States
Nuclear
Regulatory
Commission
(U.S.
NRC).
Doses
in
Our
Daily
Lives.
Available
online
at:
http://www.nrc.gov/about-‐nrc/radiation/around-‐
us/calculator.html
Radiation
Measurement
Units
-‐
International
(SI)
System.
Table
available
at:
http://www.civildefensemuseum.com/southrad/conversion.html
Radiation
Measurement.
Idaho
State
University,
The
Radiation
Information
Network,
Page
9.
Available
online
at:
http://www.physics.isu.edu/radinf/measure.htm
Radiation
Risk.
Georgia
State
University,
Department
of
Physics
and
Astronomy,
HyperPhysics.
Available
online
at:
http://hyperphysics.phy-‐astr.gsu.edu/hbase/Nuclear/radrisk.html
Radioactive
Decay
of
M&Ms.
US
Department
of
Energy.
Nuclear
Energy
Student
Zone,
Science
Projects.
Available
online
at:
http://www.ne.doe.gov/students/activities_mmDecay.html
The
Basics
of
Radiation
Science.
Department
of
Energy
(DOE).
Office
of
Health,
Safety
and
Security.
DOE
Openness:
Human
Radiation
Experiments:
Roadmap
to
the
Project,
ACHRE
Report.
Available
online
at:
http://www.hss.doe.gov/healthsafety/ohre/roadmap/achre/intro_9.html
The
Discovery
of
Radioactivity.
Nuclear
Science
Division
and
the
Contemporary
Physics
Education
Project
(CPEP).
Guide
to
the
Nuclear
Wall
Chart.
Available
online
at:
http://www.lbl.gov/abc/wallchart/chapters/03/4.html
Types
of
Decay.
Khan
Academy.
Chemistry,
Radioactive
Decay.
Available
online
at:
http://www.khanacademy.org/science/chemistry/radioactive-‐decay
46