atom splitting with- final output

8/2/2019 Atom Splitting With- Final Output

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ATOM SPLITTING WITH

HOMELAND SECURITY TOPICINTEGRATION

June 29, 2011

CHEMISTRYJUDITH BEBORA ABERGOS, JULITA BELCHES


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CONTEXT

The focus of the "splitting-the-atom" story should be on the discoveryof nuclear fission and its impact on world affairs. It is important not tooverlook the science in this episode when considering the ethicaland national-security considerations associated with fission andfusion. It is a measure of its significance that books for the general

reader continue to emerge on this subject. The story of the discoveryof radioactivity and the structure of the nucleus of the atom, alongwith the incredible results that followed in this century, is drama of thehighest order. It also illuminates several features of the scientificenterprise: the role of accidental discovery, the interdependence ofdisciplines, the ability of women to do outstanding work in bothempirical and theoretical science, and the impact of science onworld affairs.

The focus of this lesson is on the Maryland Standard that pertain tothe Curies' involvement in the "splitting-the-atom" story. (Science for

All Americans, p. 155)


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WARM-UP/ MOTIVATION

Activate students' prior knowledge byasking them what they already Knowabout RADIATION; then students

(collaborating as a classroom unit orwithin small groups) set goalsspecifying what they Want to learn;and after viewing students discusswhat they have Learned.

KWL format


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KWLRead this article: The Discovery Of Radioactivity:

The Dawn of the Nuclear Age (reference:

http://www.accessexcellence.org/AE/AEC/CC/radioactivity.php

KW L

__1__2__3__4__5

__1__2__3__4__5

After reading the text and"learning" the material, go back tothe "K" column and see if any ofyour prior knowledge wasinaccurate. Check any of themthat are inaccurate, according tothe text. Rewrite any of yourstatements that were inaccurateso they are correct.Then go to the "W" column andcheck any of your questions thatthe text did not answer. Be

prepared to bring theseunanswered questions up in class,or tell how you will find answers tothem and where you will look toget the answers.


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ENGAGEMENT

Watch a video clip about radiation-Japan Earthquake: Radiation EffectsOn Body (03.14.11) link-

http://www.youtube.com/watch?v=S5jfYTsDYxU

Students are asked to write their

responses and reactions to what theyare reading. Use the graphic organizerto write their responses and reactions:


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Students Worksheet

Notes from the Video Responses and Reaction


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EXPLORATION

Emphasize on Concepts on Radiation

Let them watch the video: Marie Curie Projects ( Thenegative Effects of Radium on Health)

Reference:

http://www.youtube.com/watch?v=sEHGP9XkQz8 Activities:

Classroom Activity 1 The Cloud Chamber How Can You See the Footprints of Radiation?

Classroom Activity 2 Using a Geiger Counter

How radioactive are different materials? Personal Radiation Dose

Reference: http://www.nrc.gov/reading-rm/basic-ref/teachers/unit1.html#class_activities


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CORNELL NOTE TAKINGName_______________ Cornell Note TakingTopic_______________

Questions

Notes/ Main Idea

1. Explain the main

conflict of the story?

2. Describe how thegroup of terrorists orindividual involved

plan to detonatebombs(atomic/nuclear).

5. If you are thedirector of CTU, whatare the 3 things thatyou will do in order toensure the safety of

the human

population


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Watch the video and do cornell note


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Perform Activity 1-3

Classroom Activity 1The Cloud Chamber

How Can You See the Footprints of Radiation?

Classroom Activity 2

Using a Geiger Counter How radioactive are different materials?

Classroom Activity 3Personal Radiation Dose

Note: Keen observation should be takencared of.


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Continue on EXPLORATION : Hands on Activity

Emphasize on Concepts

Calculating the Half-Life of Twizzlersand M&Mium

This lesson plan includes two labsdesigned to teach the concept ofhalf-life. The Twizzler lab is designed to

introduce the topic and is best if usedbefore the M&Mium lab.

Connections with Homeland Security


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M-MS LAB

Part 1. Half-life: Determining and Graphing the Half-life of a Twizzler

Background: You should know the term half-life and know how it is related toradioactive

elements. The half-life of a radioactive element is the time it takes for half of itsatoms to decay into something else. For example, iodine-125 (I-125) has a half-lifeof about 60 days; therefore, in 60 days, 1g of I-125 will turn into half a gram of

iodine-125 and half a gram of something else (the radioactive decay products ofradium). After another 60 days have elapsed, only a of the original 1g of I-125 willremain.

Purpose: To determine the half-life of a Twizzler and graph the results.

Materials: 2 Twizzlers (1 for Part I and 1 for Part II) pencil/pen 2 sheets of graph paper


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Procedure: Part I: Amount of Twizzlervs. Bites

1. Hold original Twizzler vertically against the 'y'axis with one end at the origin. Mark the"length".This represents the beginning amount.

2. Wait for further instructions to Take a bite!You must eat HALF (and only half) the length ofthe Twizzler.

3. Repeat step 1, holding the Twizzler a unit fromthe origin. Mark the new length (this is yourycoordinate).

4. Repeat steps 2 and 3 with the class until theinstructor tells you to stop.

5. Draw a smooth Best-Fit line on your graph.


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Tabulated Data

Shake # Trial 1 #

Decayed

Trial 2# Decayed Trial 3

# Decayed

Total Average


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Plot a Graph


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EXPLANATION

Calculate the half-life of M&Mium? (i.e., Whatnumber of shakes are necessary to reducethe radioactive members to one-half?)

Did the Twizzler ever completely disappear?Explain.

2. What was the half-life of the Twizzler in PartII?

3. If you had started with a GIANT Twizzler (2X

the normal size) how would this have affectedthe shape of the graph? Explain.

How your result related to the following video?


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Watching the video:


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More when you watch this video onpenetrating power!


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EXTENSION:

Radium: Narrative of a Moral Dilemma is a writingproject in which the student plays the role of acharacter in an ethical real-life dilemma faced bymedical researchers and patients whenever there

is a breakthrough in the development of aprocedure or drug to cure a disease.

These resources can be used to enhance thestudy of the history of the splitting of the atom,including the work of Lise Meitner, Otto Frish,Enrico Fermi, and others.

Figures In Radiation History

Radioactivity: Historical Figures


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CONT EXTENSION

Students can continue to explore some ofthe social issues involved in thedevelopment of nuclear energy andweapons by examining these resources:

The American Experience: Meltdown atThree Mile Island

The American Experience: Race for theSuper bomb

Andrei Sakharov: Soviet Physics, NuclearWeapons, and Human Rights


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EVALUATION: PODCASTING

Presentation of students report usingPowerPoint and grading based upon thepresentation rubrics.

To summarize and assess student

understanding of the ideas in the centralbenchmarks, have students put the eventssurrounding the splitting of the atom into astory map in which students generate a mapof its events and ideas. In order to map the

story, students must identify the setting,characters, time, and place of the story, theproblem, the goal, the action that took place,and the outcome.


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Steps for the PPT Presentation

Go to start, Open the power pointpresentation and the Microsoft officedocuments.

Go back to start and hit the internet. Googleyour questions ( if essay), video, posters aboutMarie Curies documentation aboutradioactivity.

Copy and paste the research documents.

Choose the design of your power point whichis located at the menu bars. Add animations.


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Rubrics for PPt Presentation1 2 3 4

Organization

Audience cannot

understand

presentation because

there is no sequence

of information.

Audience has

difficulty following

presentation because

student jumps

around.

Student presents

information in logical

sequence which

audience can follow.

Student presents

information in

logical, interesting

sequence which

audience can follow.

____

Content Knowledge

Student does not have

grasp of information;

student cannot

answer questions

about subject.

Student is

uncomfortable with

information and isable to answer only

rudimentary

questions.

Student is at ease

with content, but fails

to elaborate.

Student demonstrates

full knowledge (more

than required)with

explanations and

elaboration.

____

VisualsStudent used no

visuals.

Student occasional

used visuals that

rarely support text

and presentation.

Visuals related to text

and presentation.

Student used visuals

to reinforce screen

text and presentation.

____


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Cont rubrics for pptpresentation

Mechanics

Student's

presentation had

four or more spelling

errors and/or

grammatical errors.

Presentation had

three misspellings

and/or grammatical

errors.

Presentation has no

more than two

misspellings and/or

grammatical errors.

Presentation has no

misspellings or

grammatical errors.

____

Delivery

Student mumbles,

incorrectly

pronounces terms,

and speaks too quietly

for students in the

back of class to hear.

Student incorrectly

pronounces terms.Audience members

have difficulty

hearing presentation.

Student's voice is

clear. Student

pronounces most

words correctly.

Student used a clear

voice and correct,

precise pronunciation

of terms.

____


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Rubrics for Podcast Presentation:

CATEGORY 4 3 2 1 Score

Equipment

Preparation

All necesary

equipment/supplies are

located and scheduled

well in advance. All

equipment (sound, light,

video) is checked the day

before the shoot toensure it is operational. A

backup plan is developed

to cover possible

problems with power,

light, etc.

All necesary


located and scheduled a

few days in advance. All

equipment (sound, light,

video) are checked the

day before the shoot toensure they are

operational. A backup

plan is developed.

On the day of the shoot,

all necessary


located and checked to

ensure they are

operational. There may or

may not be a backupplan.

Needed

supplies/equipment are

missing OR were not

checked before the

shoot.

Concept /

Organization

Team has a clear picture

of what they are trying to

achieve. Each member

can describe what they

are trying to do and

generally how his/her

work will contribute to thefinal product.

Team has a fairly clear

picture of what they are

trying to achieve. Each

member can describe

what they are trying to do

overall but has trouble

describing how his/herwork will contribute to the

final product.

Team has brainstormed

their concept, but no

clear focus has emerged

for the team. Team

members may describe

the goals/final product

differently.

Team has spent little

effort on brainstorming

and refining a concept.

Team members are

unclear on the goals and

how their contributions

will help them reach thegoal.

Storyboard Storyboard is completewith sketches for each

scene, detailed notes on

titles, transitions, special

effects, sound, etc.

Storyboard reflects

outstanding planning and

organization for the

visuals in the video.

Storyboard is relatively

complete with sketches

for most scenes, and

notes on titles,

transitions, special


Storyboard reflects

effective planning and



Storyboard has glaring

omissions in scene

planning. There are some

sketches, and notes on

titles, transitions, special


Storyboard reflects

attempts at planning and



Storyboard is not done or

is so incomplete that it

could not be used even

as a general guide.

Storyboard reflects very

little planning of the

visuals.


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Cont rubrics

CATEGORY 4 3 2 1 Score

Teamwork Students meet anddiscuss regularly. All

students contribute to the

discussion and all are

listened to respectfully. All

team members contribute

a fair share of the work.

Students meet and

discuss regularly. Most


discussion and are




A couple of team

meetings are held. Most


discussion and are




Meetings are not held

AND/OR some team

members do not

contribute a fair share of

the work.

Sound SetupMicrophones are

positioned optimally to

ensure that important

sounds and dialogue are

captured. The team has

made every attempt to

anticipate and filter out

unwanted ambient noise

in the recording.

Microphones are

positioned optimally to

ensure that important

sounds and dialogue are

captured.

At least one microphone

(in addition to that on the

camera) is used to ensure

that dialogue is captured.

Little attention was paid to

ensuring quality sound

during the shoot.

Research Note cards indicate thatthe group members

developed questions

about the assigned topic,

consulted at least 3

reference sources,

developed a position

based on their sources,

and correctly cited their

sources.

Note cards indicate that

the group members


reference sources,




sources.

Note cards indicate that

the group members


reference sources,




sources.

There are fewer than two

note cards OR sources

are incorrectly cited

Lighting Setup Additional lighting hasbeen used to eliminate

shadows and glares.

Cameras are set to the

appropriate light level.

Additional lighting has

been used, but may not

be set up optimally.

Cameras are set to the


Cameras are set to

appropriate light level, but

no additional lighting was

used when needed.

Cameras are not set to


Additional lighting may, or

may not, be used.


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THANK YOU!

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