nuclear energy 1-mc-11.13.17 · student periodic tables-laminated 12 each 1 per 2 students 3. band...

PARC

Nuclear Energy, Kit #1:Isotopes and Radioactive Decay

NUCLEARENERGY

PARC Nuclear Energy Kit #1: Isotopes & Radioactive Decay

Table of Contents

Kit Materials List ………………………………………………………………………………………..…. 1

Module Overview ………………………………………………….…………………….……..…………. 3

Topic 1 – Nuclear Survey ……………..………………….……………………………………………… 4

Topic 2 – Atomic Nuclei …………………………..……………………………………………………. 9

Topic 3 – Band of Stability ……………….………….………..…………………………………………. 13

Topic 4 – Chart of Nuclides ………….………………………………………………………………….… 17

Topic 5 – It’s All Greek to Me ………….…………………………………………………….…………... 25

Topic 6 – Uranium Decay Chain ………………………………………..………………..……………... 31

Topic 7 – Personal Exposure …………………………………………..………………….……………... 35

Topic 8 – Isotope Bingo ……………………………………………..…………………..…………….….. 37

Topic 9 – Particle Accelerators ……………………………………………………….………………….. 39

Topic 10 – Nuclear Power Plants ………………………………………………………………….…….. 45

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PARC Nuclear Energy

Kit # 1 Isotopes & Radioactive Decay

Materials Included in Kit #1

Ø 1 Copy PARC Nuclear Energy: Isotopes & Radioactive Decay Ø 1 Copy of the Marble Nuclei Instructional Materials

Activity Title Item Qty Unit Distribute 1. Nuclear Survey Worksheet-Nuclear Survey 1 Each Copy 1 per student

2. Atomic Nuclei

Worksheet - Atomic Nuclei 1 Each Copy 1 per student Set of Magnetic Marbles: (12 green, 12 yellow, 1 red, 1 blue, and 2 silver)

12 Set 1 set per 2 students

Student Periodic Tables-laminated 12 Each 1 per 2 students

3. Band of Stability

Worksheet -Band of Stability 1 Each Copy 1 per student Large Posters-Chart of Nuclides 2 Each for classroom Student Chart of Nuclides 12 Each 1 per 2 students Student Periodic Tables-laminated 12 Each 1 per 2 students

4. Chart of Nuclides

Worksheet -Chart of Nuclides 1 Each Copy 1 per student Set of Magnetic Marbles (from 2)) 12 Set 1 set per 2 students Large Posters-Chart of Nuclides 2 Each For classroom Student Chart of Nuclides 12 Each 1 per 2 students Student Types of Radioactive Decay 12 Each 1 per 2 students Student Periodic Tables-laminated 12 Each 1 per 2 students

5. It’s All Greek to Me Worksheet-It’s All Greek to Me 1 Each Copy 1 per student

6. Uranium Decay Chain Worksheet-Uranium Decay Chain 1 Each Copy 1 per student Uranium Decay Cards 12 Set 1 set per 2 students Student Periodic Tables-laminated 12 Each 1 per 2 students

7. Personal Exposure Worksheet-Personal Exposure 1 Each Copy 1 per student

8. Isotope Bingo Bingo Cards 24 Each 1 per student Bingo Markers, bag ~30 24 Each 1 per student Set of Magnetic Marbles (from 2)) 12 Set 1 set per 2 students

9. Particle Accelerators Worksheet-Particle Accelerators 1 Each Copy 1 per student Set of Magnetic Marbles (from 2)) 12 Set 1 set per 2 students Fragmentation Boxes 3 Each Share in classroom

10. Nuclear Power Plants Nuclear Power Plant Cards, set 1 Set For class use 2” Post-it notes 6 Pad For Class Use

Materials provided by the teacher: • Computers & Internet Access (Topics #7 & #10) • Map of the World (Topic 10)

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Module Overview

The Greek philosopher Democritus is credited as being the first person to conceive of the notion of atoms; small particles that make up everything. The word atom derives from the Greek word ‘atomos’, which means indivisible.

At the beginning of the 20th century, scientists began to provide evidence for the existence of subatomic particles; particles of matter that are smaller than an atom. In 1897, JJ Thomson demonstrated that a cathode ray is made of a stream of negative particles, what we know today are electrons. In 1922, Ernest Rutherford showed that the atom has a dense nucleus with positively charged particles that are now called protons. Then in 1932, James Chadwick provided evidence for another particle in the nucleus, the neutron, which did not have an electrical charge. In the activity ‘Atomic Nuclei’, students will use marble models to identify the number of subatomic particles in an element. They will also learn different ways to write the name of an isotope.

Marie and Pierre Curie identified the natural decay of unstable isotopes, a process called radioactivity. In the activity ‘Band of Stability’, students will learn why some isotopes are stable, while others are unstable (radioactive). In the ‘Chart of Nuclides’ activity, the marble models will be used to learn the different types of radioactive decay. Students will write the equations for alpha, beta and gamma decay in ‘It’s All Greek to Me’. This skill is practiced in “Uranium Decay”, in which students use cards to reconstruct the actual decay sequence occurring continuously in earth’s crust.

When they calculate their ‘Personal Exposure’, students recognize that natural sources of ionizing radiation usually comprise a person’s greatest exposure. The air we breathe, the food we eat, and the ground we stand on all expose humans to normal levels of ionizing radiation. Medical procedures and nuclear waste represent unnatural and potentially harmful sources of ionizing radiation.

The ‘Nuclear Power Plants’ activity has students act out the parts of a nuclear reactor, then map the location of nuclear reactors around the world.

The ‘Particle Accelerator’ activity demonstrates how accelerators work. Using a model, students will mimic the process used by scientists to create radioisotopes for medicine and research.

Together, these activities give students an understanding of the fundamental concepts of nuclear science while also providing examples of how this knowledge is applied.

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Nuclear Energy Topic Title Nuclear Survey Associated PARC Curriculum

Nuclear Energy

Associated Content Or Subject

Nuclear Misconceptions

Summary

Misconceptions exist throughout science; they are especially abundant regarding nuclear topics. Before beginning a study of nuclear topics, it is useful to have students consider the misconceptions they might harbor.

Materials Needed Nuclear Survey Anticipation Guide

Recommended Grade Level(s)

Grades 8 - 12

Related NGSS Standards

NA

Activity Instructions Provide each student with a copy of the Nuclear Survey. To the left of each statement, students should place a checkmark under T if they think it is true and under F if they think that it is false. If they are unsure, they should make an educated guess. Be sure to explain that there is no penalty for incorrect answers; this guide is meant to assess prior knowledge. As they complete the activities in this unit, they will revisit these statements and correct misconceptions if needed, marking T or F to the right of each statement.

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Nuclear Survey What misconceptions might you have about nuclear science?

T F T F

Atomic Nuclei

The atom is the smallest particle in nature.

Most space occupied by an atom is "empty".

All atoms of a given element are identical.

Band of Stability

Radioactivity is unnatural.

It did not exist in the world until created by scientists.

The human body naturally contains a small quantity of radioactive material.

Personal Exposure

Electromagnetic radiation should be avoided at all costs.

All radiation causes cancer.

Individuals vary widely in their ability to absorb radiation safely.

Physicians can distinguish cancer caused by radiation exposure from cancer having other causes.

Televisions emit radiation.

The largest quantity of human-produced radiation comes from nuclear power plants.

Home smoke detectors may contain radioactive materials.

Human senses can detect radioactivity.

Nuclear Medicine

Cells that divide rapidly are more sensitive to radiation than cells that divide slowly.

Radiation can be used to limit the spread of cancer.

Physicians use injections of radioactive elements to diagnose and treat disorders.

Medical X-rays involve potential risks as well as benefits.

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T F T F

Nuclear Power

The main difference between a nuclear power plant and a coal-fired power plant is the fuel used to boil the water.

A nuclear power plant uses a much smaller mass of fuel than does a coal-fired plant.

Nuclear reactors were originally designed to generate electricity.

Nuclear power plants are the only electric power plants that create serious hazards to public health and the environment.

Nuclear power plants do not emit air pollution during normal operation.

No one has died from radiation released from nuclear power plants.

An improperly managed nuclear power plant can explode like a nuclear bomb.

Nuclear power plants produce material that could be converted into nuclear weapons.

More federal funds have been spent on nuclear power development than on all other "alternative" energy sources combined.

Some states have banned construction of new nuclear power plants.

A nuclear power plant is less expensive to build than a coal-fired plant.

Nuclear power presently supplies more than 10% of our country's total energy needs and is increasing in importance every year.

Regardless of risks, nuclear power plants are needed to keep the nation functioning and less dependent on foreign oil.

The US should increase its reliance on nuclear power to generate electricity.

Nuclear Waste

Most nuclear waste generated to date has come from nuclear power plants.

Nuclear wastes are initially "hot", both in temperature and in radioactivity.

Some nuclear wastes must be stored for hundreds of years to prevent dangerous radioactivity from escaping into the environment.

The rate of radioactive decay can be slowed by extreme cooling.

Nuclear wastes can be neutralized or made non-radioactive.

A national system for long-term storage of radioactive wastes is now operating.

If the half-life of a radioactive substance is six hours, all of it will decay in 12 hours.

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Nuclear Energy Topic Title Atomic Nuclei

This activity has been adapted from the Marble Nuclei Project, JINA/NSCL outreach by Zach Constan. http://www.jinaweb.org/outreach/marble/


Nuclear Energy, Chemistry

Summary

Students use marble models to practice counting subatomic particles and identifying the corresponding element.

Materials Needed Magnetic Marbles Worksheet Atomic Nuclei Periodic Tables


Grades 7 - 12


MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. 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.

Activity Instructions Distribute copies of the worksheet Atomic Nuclei. Evaluating the Bohr Model: Students should read the introductory section that follows the title ‘You are made of atoms’. The familiar Bohr model is shown at the top of the page. Students are asked to identify the strengths and weaknesses of this model. Drawing attention to the features of a model helps dispel the notion that they are correct or incorrect. A model is a tool that is designed to help us understand features. It is not an exact replica, so some features will be shown better than other. Students need to develop this habit of evaluating models and recognizing their limitations. Strengths: three different subatomic particles are shown; protons and neutrons are in the nucleus, electrons orbit outside the nucleus; protons and neutrons are about the same size…. Weaknesses: the electrons should be much smaller and farther away; electrons are found at different distances from the nucleus; electrons are in motion in a cloud, not in rigid orbits, etc. Distributing and Evaluating the Magnetic Marble Models: Explain to students that they will now be given a three dimensional model to use as a representation of an atom. Point out the features of this model: the green marbles represent neutrons and the yellow marbles represent protons. There are twelve sets in the PARC materials, which should be enough to provide one for each pair of students. Warn the students that they should be careful with the silver neodymium magnet in the center; they are very strong and the students could pinch their fingers on them. Ask the students what they think this silver marble represents. Some students might figure out that this is the marble holding the others together, so it represents the strong force. Point out to the students that unlike the marble, a force is not a thing - this is a limitation of the model. You might also consider distributing some electrons. Tell the students that this is a scale model, so the electrons are almost two thousand times smaller than the protons and neutrons. Walk around with a handful or tiny beaker full of this invisible component and pretend to sprinkle it into their hands. The fact that electrons are many times smaller is reinforced.

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Activity Instructions Naming Nuclei:

Have students work in pairs to complete the part of the worksheet titled Naming Nuclei. When the font in the reading passage is italicized, it indicates that the students need to create a model or answer a question. Each person should make the model as directed, and the shoulder partners should compare their models to check for accuracy. Check for understanding of the key concept (bulleted with a key): Isotopes of an element have the same number of protons but different numbers of neutrons. Isotope Models: On the reverse side of the page, students are directed to make several models and to practice writing the names several ways. Students will need periodic tables to complete this part of the lesson. Have the shoulder partners answer the questions, then practice making models and naming them according to the rules. Answers to questions: Why isn’t the atomic number written with the isotope’s name or symbol? It isn’t necessary because the atomic number does not change; the number of protons (atomic number) determines the identity of the element. The number of neutrons changes depending on which isotope of an element is represented. In the name, the mass is indicated because that number will vary for an element depending on which isotope is present. Write the name of each isotope in three different ways: boron-10 lithium-9 beryllium-6 B-10 Li-9 Be-6 10B 9Li 6Be

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Atomic Nuclei What is an isotope? How do we write isotope symbols?

You are made of atoms. Atoms are tiny building blocks of matter that come in any different types (elements) and make up all the objects you know: pencils, cars, the Earth, the Sun. Atoms consist of a nucleus of protons and neutrons surrounded by a “cloud” of electrons. A Bohr model of the atom is shown to the right. What features of an atom does this model show well? What features of an atom are not clearly shown by this model? The nucleus of the atom is small. If an atom was the size of a football field, the nucleus would be an apple sitting on the 50-yard line. Yet this tiny nucleus is critical to how our universe works, so scientists around in the world study it at advanced research facilities. This activity lets you picture a nucleus and what it can do by building a model out of magnetic marbles. The green marbles represent neutrons; the represent and the blue represent electrons. The silver sphere in the photo is the super-strong magnet that helps hold your marble nuclei together. It doesn’t actually represent a particle. Be careful, this magnet is strong and can pinch your fingers! Naming Nuclei The Periodic Table features the known elements in our universe. Each element has a unique atomic number - all atoms of that element have that number of protons in their nucleus. For example, all atoms of the element beryllium have four protons. Build a model beryllium nucleus by attaching four yellow “proton” marbles to a silver magnet. If this were a neutral atom, there would be an equal number of positive protons and negative electrons. Add the correct number of electrons to your model to make a neutral atom of beryllium. Almost all nuclei contain neutrons as well as protons, so your model will also contain green marbles. Examine the nucleus shown to the right. It has 4 protons, which makes it the element beryllium. It also has 5 neutrons, for a total of 9 particles. Thus, that nucleus is beryllium-9, which can also be written as 9Be. Build a beryllium-9 nucleus by adding five green “neutrons” to your model. You could imagine the beryllium nucleus having fewer neutrons; for instance, only 4, for a total of 8 particles. Change your marble nucleus into beryllium-8, then a beryllium-10 to see the difference. Compare the two varieties of beryllium you made (and in the figure); both are the same element (same number of protons) with the same chemical properties. The number of neutrons can go farther up or down, making many varieties of beryllium, also known as “isotopes”. Just as the number of protons determines what element you have, the number of neutrons determines the isotope.

Isotopes of an element have the same number of ________ and different numbers of __________.

4 Be

9.01

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You can name any isotope in a few steps:

1. The atomic number, also called ‘Z’ indicates the number of protons in an element. Count the number of protons to determine the identity of an element.

2. Count the number of neutrons in the isotope. This number is often called “N”. 3. Add the number of protons and neutrons to determine the mass number, which is often called

“A”. Z + N = A 4. Using the element’s name or symbol, write the isotope’s name and mass number as:

“Name-A” or “Symbol-A” or “ ASymbol” For example, the first isotope of beryllium drawn above can be written as: beryllium-6 or Be-6 or 6Be

Why isn’t the atomic number written with the isotope’s name or symbol? Write the name of each isotope in three different ways:

Using the magnetic marbles, create three different isotopes and sketch them below. Write the name of each isotope in three different ways.

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Nuclear Energy Topic Title Band of Stability



Subatomic Particles; Isotopes; Radioactivity

Summary

Students will use a graph that plots the neutrons vs. the protons of all known isotopes. Where an isotope falls on the zone in the middle determines whether it is stable or unstable (radioactive).

Materials Needed Band of Stability Worksheet Periodic Table A Larger Chart of the Nuclides is useful for students to predict, then look up whether any isotope is stable.


Grades 8-12


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. MO EOC Blueprints: Science - Matter and its Interactions-Nuclear Processes

Activity Instructions Part One: Demonstrate how to use the graph Begin by having students examine the chart of the nuclides. When reviewing a new graph, they should learn to first note the axes. In this graph, the x- and y-axis represent the number of protons and neutrons. Demonstrate for the students how potassium was graphed in the model. The periodic table shows that the atomic number for potassium is 19. The x-axis indicates the number of protons, which for potassium is plotted at 19. The mass of the isotope shown is 41. The mass is comprised of the number of protons and neutrons, so the mass number minus the atomic number reveals the number of neutrons. For the potassium-41 isotope shown: 41 = mass number (number of protons and neutrons) 19 = atomic number (number of protons) 41-19 = 22 (number of neutrons) The y axis indicates the number of neutrons, which for potassium-41 is plotted at 22. Part Two: Students plot isotopes After demonstrating how to plot an isotope on the graph, have students plot the five isotopes shown on the top of the page. The most common error is for students to plot the number of protons versus the mass number. That is incorrect. The y-axis indicates the number of neutrons. Students need to subtract the atomic number from the mass number to calculate the number of neutrons. All of the points should be plotted within the gray area - the band of stability. Part Three: Explain the results Isotopes that fall in the center of the band are stable. Isotopes that are near the edge of the band are unstable, and will radioactively decay. They are called radioisotopes. Students should understand the key concept: What determines whether an isotope is stable or unstable is the ratio of protons to neutrons.

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Band of Stability Why are some isotopes unstable?

Isotopes found in nature are all located within the gray area on the graph below (zone of stability). Locate where the following atoms would be on the graph below. Pay careful attention to your calculations. Label each atom after it has been plotted. (Potassium-41 has been plotted for you.)

24 142 195 81 238 Mg Nd Ir Br U 12 60 77 35 92

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Did any of your atoms land outside the gray area? Explain why or why not. How can there be two different atoms of iridium? What does the line on the graph represent? If an atom has the same number of neutrons as it does protons, will it be an isotope found in nature? Explain. Two of the atoms you plotted are radioactive; that is, their nuclei fall apart over time. Which two do you think they are? What is your reasoning? Imagine a chemist was trying to create an atom with 60 protons and a mass of 155. Would this be possible? Why or why not? Where on the graph would you expect the other isotopes of magnesium ( 25 Mg & 26 Mg) to be located? Explain. If an element has 90 protons, how many neutrons would be a good number for it to have in order to be considered a stable element? What element would this be? What do you think that the little island of gray on the graph represents? Which of the following isotopes are you likely to find? Identify the element by name if it is an isotope that you might find in nature. 162 75 112 288 209 260 _____ ______ _____ _____ _____ _____ 63 33 56 115 83 88

What determines whether an isotope is radioactive?

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Nuclear Energy Topic Title Chart of the Nuclides



Subatomic Particles; Isotopes; Radioactive Decay

Summary

In this activity, students will learn how to determine what type of decay a radioisotope undergoes. Students will create models of the atom using the magnetic marbles. These will be classified as stable or unstable (radioactive) using the Band of Stability. The models will be used to replicate the processes that a radioisotope undergoes to become stable (radioactive decay). Students learn that the type of decay depends on whether a radioisotope has more protons or neutrons that a stable isotope.

Materials Needed Magnetic Marbles Worksheet - Chart of Nuclides Reference Chart of Nuclides (color coded) Periodic Table


Grades 8-12



Activity Instructions As was done in the ‘Atomic Nuclei’ activity, students might work in pairs to complete this worksheet. Students can take turns reading out loud. When the font in the reading passage is italicized, it indicates that the students need to create a model or answer a question. Each person should make the model as directed, and the partners should compare their models to check for accuracy. Begin by distributing copies of the worksheet and the Chart of Nuclides Reference Chart. Also provide one set of magnetic marbles to each student. Each student should receive a silver neodymium magnet representing the strong force, as well as six green and six yellow marbles, representing six neutrons and six protons, respectively. This model represents the isotope carbon-12. Remember to caution the students that the central neodymium magnet is very strong, so they must be careful not to pinch their fingers. Beta Minus Decay: Have the students look up this isotope on the Chart of the Nuclides Reference Sheet. The isotope carbon-12 is shown in a white square, illustrating that it is a stable isotope.

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Activity Instructions Next, students are directed to make a model of beryllium-10. The model should have 4 yellow marbles, because beryllium always has four protons, and it should have 6 green marbles, because beryllium-10 would have six neutrons (atomic mass - atomic number = number of neutrons). Students should find this isotope on the Chart of the Nuclides Reference Sheet. The isotope beryllium-10 is shown in a blue circle, showing that it is an unstable isotope.

To have students mimic the process that happens to make the isotope stable, they should physically remove a green marble (neutron) from their model and add a yellow marble (proton). This is what happens in the type of radioactive decay known as beta minus decay. Students should then follow what they modeled on the chart of nuclides. The x-axis indicates the number of neutrons, which changed from six to five (one neutron was lost).

The y-axis indicates the number of protons, which changed from four to five (one proton was gained).

Because the new isotope formed has a different number of protons, a new element has been created, boron. Because the square for boron-10 is white, the reference sheet indicates that the isotope formed is stable. If a student asks about the antineutrino and energy released (as described in the reading), you can acknowledge that this feature is not well represented by the model. An antineutrino is imperceptibly small compared to the rest of the atom.

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Activity Instructions Beta Plus Decay: Students should make a model of beryllium-7. (Four yellow marbles represent protons and three green represent neutrons.) Students should also identify the location of this isotope on the Chart of the Nuclides Reference Sheet. The isotope beryllium-7 is shown in a pink diamond, indicating that it is an unstable isotope.

The key identifies the type of decay it will undergo: beta plus.

Additionally, It can be reasoned from the marble model that there are too many protons relative to the neutrons, so this isotope will undergo beta plus decay. To have students mimic the process that happens to make the isotope stable, they should physically remove a yellow marble (proton) from their model and add a green marble (neutron). This is what happens in the type of radioactive decay known as beta plus decay. Students should then follow what they modeled on the chart of nuclides. The y-axis indicates the number of protons, which changed from 4 to 3 (one proton was lost).

The x-axis indicates the number of neutrons, which changed from 3 to 4 (one neutron was gained).

Because the new isotope formed has a different number of protons, a new element has been created, lithium. Because the square for lithium-7 is white, the reference sheet indicates that the isotope formed is stable.

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Chart of the Nuclides What determines the type of radioactive decay?

Scientists who study the nucleus have created a chart of the nuclides that organizes isotopes. This chart of nuclides contains information about all known isotopes for each element and is very useful for nuclear scientists. There are over 3000 boxes on this chart, and each specifies the element name and mass number. The simplified version of the Chart of Nuclides on the Quick Reference Sheet only shows the tiny bottom left corner. Stable isotopes (e.g. O-16, below to the left) have white boxes. “Stable” means unchanging and permanent. They list an “abundance”, or the percent of that element on Earth that will be of that element. Unstable isotopes (e.g. O-15, below to the right) don’t last forever. They list half-lives (with shorter time periods indicating greater instability) and colored shapes representing the type of radioactive decay that the nucleus will likely undergo.

What makes an isotope unstable? Objects in our universe tend to move to the lowest possible energy state (a ball rolling down a hill is a good example), and so high-energy arrangements of protons and neutrons tend to be short-lived. What this means is that stable nuclei have a combination of protons and neutrons that is low energy, at least compared to nuclei around them on the Chart. Unstable nuclei are teetering at high energy. The stable isotopes appear in a diagonal line on the chart, called the “valley of stability” which makes a lot of sense if you think of the stable, low-energy isotopes as a “valley” (low point), and the isotopes on either side with increased energies as “mountains.” Build a carbon-12 nucleus. According to the rules above, should it be stable?

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Beta Minus Decay Unstable isotopes will decay in the best way to directly reduce their energy, while obeying certain physical laws like conservation of energy. Make a model of Be-10. It’s unstable because the number of protons and neutrons is imbalanced. How can it lower its energy? But it can’t just lose a particle... it has to go somewhere. How does the mass of a neutron compare to the mass of a proton? How does the charge of a neutron compare to the charge of a proton and electron? A neutron can convert to a proton and electron (and antineutrino), since that doesn’t change charge or mass + energy (to balance exactly, you need to count the kinetic energy of the electron and neutrino). Exchange one of the neutrons in your Beryllium-10 for a proton and electron, then let the electron “radiate” (speed away). What has your nucleus become? Now, look at your Chart of the Nuclides. In moving from Be-10 to your final nucleus, which direction have you traveled on the Chart? Is the new nucleus a lower energy, and why? This kind of radioactive decay is called “beta-minus” (the original name of the radiation before it was discovered to be an electron, which is the kind of radiation you get here), and is represented on your Chart by a blue circle. Note where all the blue circles are on your chart - knowing which direction beta-minus decay moves your nucleus. Towards what part of the chart will those decays always move? Beta Plus Decay Beryllium-7 decays in a similar way; it has slightly more protons than neutrons, and would be at a lower energy if the situation were reversed. Make a Be-7 model. In this case, we need to swap out a proton for a neutron, plus something else to balance the charge and mass. In this case, it’s a positron, or “beta-plus” particle. Thus, the proton essentially turns into a neutron and positron (plus neutrino), and the positron escapes as radiation. Again, charge and mass + energy are unchanged. Exchange one of the protons in your Beryllium-7 for a neutron and positron, then let the positron “radiate” (speed away). What is your new nucleus? Look at the Chart of the Nuclides. In moving from Be-7 to your final nucleus, which direction have you traveled on the Chart? Is the new nucleus a lower energy, and why? Isotopes that undergo “beta-plus” decay are represented on your Chart by a pink diamond. Note where all the pink diamonds are on your Chart. Knowing which direction beta-plus decay moves your nucleus, towards what part of the chart will those decays always lead?

Why do unstable isotopes decay?

What determines the type of radioactive decay?

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Alpha Decay Green checkerboards (e.g. Be-8) represent alpha decay. This type of decay appears much less often than beta decays in your abbreviated Chart of Nuclides, but alpha decay occurs often among extremely heavy elements. Alpha decay indicates that the nucleus emits an alpha particle, also known as a helium nucleus (He-4): two protons and two neutrons. Build a Be-8 and recreate this “alpha decay” with your marble nucleus. Again, charge and mass is the same before and after decay (conserved). Proton Decay Yellow triangles (e.g. Be-6) represent proton decay. Proton decay simply means that the nucleus ejects a proton. Towards what part of the chart will those decays always lead? Build Be-9 and recreate this “proton decay” with your marble nucleus. What product forms as a result of this decay? Gamma Decay Many of these nuclear reactions also release electromagnetic radiation in the form of gamma rays. The number of protons, neutrons and electrons does not change in this process. Build Be-9 and recreate this decay. What product forms as a result of this decay? Chart Practice Use the Quick Reference Sheet to remember the direction each decay will move on the Chart of Nuclides. Build a carbon-9 nucleus.

Is it stable or unstable? What kind of decay will it undergo? Which direction will it move on the chart? What will the carbon-9 become after decay?

The newly formed isotope is also unstable. What kind of decay will it undergo? Which direction will it move on the chart? What will it become after decay?

The newly formed isotope is also unstable. What kind of decay will it undergo? Which direction will it move on the chart? What stable isotope does it finally become?

This is called a “decay chain,” a series of changes to an unstable nucleus that end in a stable one. It has reached the lowest energy it could.

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Nuclear Energy Topic Title It’s All Greek to Me Associated Content Or Subject


Summary

Students will practice writing equations that represent alpha, beta minus and beta plus decay.

Materials Needed Worksheet: It’s All Greek to Me


Grades 8-12



Activity Instructions This activity is written using a POGIL format. Using the information in each model, students should be able to figure out what happens to the subatomic particles and identity of the element undergoing each type of decay. Model One presents three alpha decay equations. An alpha particle is the same thing as a helium nucleus. Students should see that two protons and a mass of four are lost with each decay. Overall, the Law of Conservation of Matter is obeyed - the number of protons and neutrons stay the same overall, but a part of the parent isotope is lost as an alpha particle. In a previous activity (Band of Stability), students learned why this happens; the ratio of protons to neutrons makes it unstable. The daughter isotope that is produced has a different number of protons, so a new element is produced with an atomic number that is reduced by two. Model Two presents three beta-minus decay equations. Once again, students should study the model to determine what happens in this type of decay. In beta minus decay, a neutron is lost and a proton is gained, so the mass number stays the same. Because the daughter isotope has one more proton, a new element is produced. Model Three illustrates three different kinds of decay: gamma, positron emission (beta-plus) and electron capture. In reality, gamma equations are not usually written as equations, because nothing changes, but writing them out reinforces that this type of decay only releases energy, not matter. In positron emission, a proton is lost and a neutron is gained, so the daughter isotope has one fewer proton and a new identity. Electron capture is different than the equations previously seen because in this equation, the particle is written as a reactant, not a product. As was observed in all of the previous equations, the mass of the reactants equals the mass of the products and the total number of protons in the reactants equals the total number of protons in the products.

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It’s All Greek to Me How are nuclear equations written?

Model One

1) Look at the decay equation for francium-220.

a. What are the products? b. What is the total number of protons in the reactant? What’s the total number of protons in products? c. What is the total mass number of the reactant? What is the total mass number of the products?

2) Look at the decay equation for lawrencium-256.


3) Look at the decay equation for protactinium-231.


When a helium nucleus is released from a radioactive nucleus, this type of decay is called alpha decay. The helium nucleus is also called an alpha particle and may be written using the symbol α The other particle produced is called the daughter isotope. The reactant is the parent isotope. 4) Regarding alpha decay…

a. What is the change in the atomic number when an alpha particle is emitted from a nuclide? b. What is the change in the mass number when an alpha particle is emitted from a nuclide? c. When a radioactive isotope undergoes alpha decay, is the Law of Conservation of Matter obeyed?

5) Write the equation for the alpha decay of the following isotopes: 230Ra 214Bi 238U

6) If polonium-215 is produced by alpha decay, what was the parent isotope?

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Model Two

7) Look at the decay equation for iodine-131. a. What are the products? b. What is the total number of protons in the reactant? What’s the total number of protons in products? c. What is the total mass number of the reactant? What is the total mass number of the products?

8) Look at the decay equation for nitrogen-16. a. What are the products? b. What is the total number of protons in the reactant? What’s the total number of protons in products? c. What is the total mass number of the reactant? What is the total mass number of the products?

9) Look at the decay equation for sodium-24.


In beta minus decay, a neutron breaks apart and becomes a proton, which remains in the nucleus, and a fast moving electron, which is released from the nucleus. The symbol for the electron has a subscript of − 1 where the atomic number would be written. This represents the electron’s negative charge. The superscript 0 where a mass number would be written represents the extremely small mass of the electron compared to that of a proton. The electron emitted in beta decay may also be written using the symbol β 10) a. What is the change in the atomic number when a beta particle is emitted from a nuclide?

b. What is the change in the mass number when a beta particle is emitted from a nuclide? c. When a radioactive isotope undergoes beta decay, is the Law of Conservation of Matter

obeyed? 11) Write the equation for beta decay of the following isotopes:

14C 47Ca 121Sn 12) If fermium-260 is produced by beta minus decay, what was the parent isotope?

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Model Three

Gamma rays are energetic electromagnetic waves; they are often emitted in nuclear decay. Because gamma rays have no mass and no electrical charge, the emission of gamma radiation does not alter the atomic number or mass number of an atom. 13) a. Which equation in Model 3 shows the emission of gamma rays?

b. What is the Greek symbol for gamma? c. What is the change in the atomic number during gamma decay? d. What is the change in the mass number during gamma decay? e. When an isotope releases a gamma ray, is the Law of Conservation of Matter obeyed? f. Write the equation for the gamma ray decay of nobelium-262 g. Write the equation for the gamma ray decay of barium-141

Positron emission is a type of radioactive decay in which a proton in a nucleus is converted into a neutron while releasing a positron. A positron has the same mass as an electron, but is positively charged. 14) a. Which equation in Model 6 shows positron emission?

b. How does the symbol for a positron differ from the symbol for an electron? c. What is the change in the atomic number during positron emission? d. What is the change in the mass number during positron emission? e. When an isotope undergoes positron emission, is the Law of Conservation of Matter obeyed? f. Write the equation for positron emission by magnesium-23 g. Write the equation for positron emission by carbon-11

15) Electron capture

a. Which equation in Model 6 shows electron capture? b. How does the symbol for a positron differ from the symbol for an electron? c. What is the change in the atomic number during electron capture? d. What is the change in the mass number during electron capture? e. When an isotope undergoes electron capture, is the Law of Conservation of Matter obeyed? f. Write the equation for electron capture by nickel-56 g. Write the equation for electron capture by titanium-44

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It’s All Greek to Me ANSWER KEY How are nuclear equations written?

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Nuclear Energy Topic Title Uranium Decay Chain

This activity has been adapted from the Radioactive Decay Cards activity, Flinn Scientific

Associated Content Subatomic Particles; Isotopes; Radioactive Decay

Summary

Students will use a set of cards to determine the type of decay each radioisotope undergoes as uranium-238 decays into the stable isotope lead-206.

Materials Needed Periodic Table Uranium decay cards


Grades 8-12



Activity Instructions Provide a set of uranium decay cards to each group of students. Groups of three are ideal, as each person can be responsible for one color of cards. Ask students to place the yellow cards (alpha particles) in one pile, the blue cards (beta particles) in another pile, and the gray cards should be spread out face up so that everyone can see the isotopes written on each card. Ask each group to find the gray card with the isotope symbol for uranium-238.

Then the person on each team who is responsible for the blue cards (beta minus decay) should place one to the right of the uranium-238 card.

Ask the students: If this isotope were to decay by beta minus decay, what would happen to the mass number? It would be unchanged, as a neutron is lost, but a proton is gained. Overall, the mass stays the same. Ask the students: If this isotope were to decay by beta minus decay, what would happen to the atomic number? It would increase by one, because a neutron is lost, but a proton is gained. Ask the students to use their periodic table to determine what element would be produced if this isotope underwent beta minus decay and the atomic number increased by one. It would make neptunium-238. Ask students to look in the gray cards for one that has the isotope symbol for neptunium-238.

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Activity Instructions (continued)

They will not be able to find it - because uranium-238 does not decay by beta minus decay.

Now ask the person on each team who is responsible for the yellow cards (alpha particles) to place one to the right of the uranium-238 card.

Ask the students: If this isotope were to decay by alpha decay, what would happen to the mass number? It would be reduced by four. Ask the students: If this isotope were to decay by alpha decay, what would happen to the atomic number? It would decrease by two. Ask the students to use their periodic table to determine what element would be produced if this isotope underwent alpha decay and the atomic number decreased by two. It would make thorium-234. Ask students to look in the gray cards for one that has the isotope symbol for thorium-234. This time, they will be able to find the isotope card because uranium-238 decays by beta decay.

Thorium-234 does not have a stable ratio of protons to neutrons (as can be determined from the band of stability), so it will continue to decay. Students will need to determine if it decays by alpha or beta decay. A gray card representing the daughter isotope is only available for one of these types of decay, so students should work together to determine the decay type.

The next isotope is also unstable, so students should continue determining the type of decay and daughter isotope for each step, until a stable isotope is produced when all of the cards have been used. When they finish, they can be given the worksheet to record what they learned in this activity.

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Uranium Decay Chain What products are formed in a decay chain?

How many different products are formed as uranium-238 decays to lead-206? How many alpha particles are produced as one atom of uranium-238 decays to an atom of lead-206? How many beta particles are produced as one atom of uranium-238 decays to an atom of lead-206? As uranium-238 decays to an atom of lead-206, in how many steps is gamma radiation released? (Refer to graph) What product will most of the decayed bismuth-214 form after 20 minutes? Write one of the equations for alpha decay in the uranium decay series. Write one of the equations for beta decay in the uranium decay series.

Explain why lead-206 is a stable isotope. Each isotope card provides the element symbol, atomic and mass number. Below the symbol, it identifies the half-life for that isotope. The half-life refers to the amount of time it takes for a radioisotope to decay to half of the initial amount. In the uranium decay series, which isotope has the shortest half-life? In the uranium decay series, which isotope has the longest half-life? What product will most of the decayed radon-222 form? How much of a 20.0 g sample of radon-222 will remain after 3.82 days? 7.64 days?

If half of the original amount remains after one half life, will all of it decay after two half-lives?

When does a radioisotope stop decaying?

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Nuclear Energy Topic Title Personal Exposure Associated Content Or Subject


Summary

In this activity, students will identify the sources from which they receive exposure to ionizing radiation.

Materials Needed Personal Exposure worksheet/table, or access to the internet https://www.nrc.gov/about-nrc/radiation/around-us/calculator.html


Grades 8-12



Activity Instructions After learning about the different types of radioactive decay, students may become unduly concerned about how much their level of exposure. Before determining the amount, it is important to distinguish between ionizing and nonionizing radiation. Displaying the electromagnetic spectrum, remind students that this represents a full spectrum of light energy levels. Energy and wavelength are inversely proportional; the shorter the wavelength, the greater the frequency. The longer the wavelength, the smaller the frequency. Long wavelengths of electromagnetic energy should not raise concern because they do not possess enough energy to cause damage. This is called non-ionizing radiation. The part of the electromagnetic spectrum with short wavelengths represents light that has enough energy to damage cells. This is called ionizing radiation because it can produce ions. The chart on the worksheet or online personal exposure calculators may not explicitly state it, but what they are determining is exposure to ionizing radiation, the high-energy harmful form. Have students calculate their level of exposure. For most people, radon represents their highest source of exposure. They should not worry about it, because it is natural, emitted from the ground when terrestrial uranium decays. When students completed the Uranium Decay Chain activity, radon was one of the isotopes they observed among the daughter products. Although radon is natural, it can build up to harmful levels in enclosed spaces. You might discuss how many homes are tested to determine radon levels and ventilation is adjusted if levels are high. Most other sources are nominal. Some students may have higher levels due to medical procedures, but the benefits of these outweigh the risks. Although some may think that living near a nuclear power plant produces unsafe levels of exposure to ionizing radiation, very little is produced, and the amount of ionizing radiation released from coal powered plants is greater. https://www.scientificamerican.com/article/coal-ash-is-more-radioactive-than-nuclear-waste/

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Personal Exposure What is an acceptable level of exposure to radiation?

What is the difference between ionizing and nonionizing radiation? Identify sources of ionizing radiation on the electromagnetic spectrum below.

Source Your Dose Cosmic Radiation at sea level (from outer space) 0 feet (sea level) =26mrem 4,000 ft = 39mrem 10,000 ft = 107 mrem

Ground Radiation Atlantic/Gulf Coastal Plain=16mrem Colorado Plateau Area = 81 mrem Rest of the United States = 32 mrem

Radon (varies by location -200 mrem average) Radionuclides in your body (air, water, food) 40 Medical Diagnosis Xrays – extremities (1 mrem), chest (6 mrem), skull (20 mrem), hips (65 mrem) CAT scan (110 mrem), PET scan (2000 mrem), Nuclear medicine (430 mrem each)

Jet Plane Travel .5 mrem per airborne hour Building Materials (living in a stone, brick or concrete building – 7 mrem/year) Consumer Products Natural gas heating, cooking (2 mrem/year) Porcelain crowns or false teeth (0.07 mrem/year) Camping lantern mantles (0.003 mrem/year) Smoke detector (0.008 mrem/year) Computer terminal (.1 mrem/year) Television (1 mrem/year)

Power Plant Living within 50 miles of a nuclear power plant (0.009 mrem/year) Living within 50 miles of a coal fired power plant (0.03 mrem/year)

Total Yearly Dose in mrem

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Nuclear Energy Topic Title Isotope Bingo

This activity has been adapted from the Marble Nuclei Project, JINA/NSCL outreach by Zach Constan.



Summary

Students will play a bingo game and use the magnetic marbles to further their understanding of isotopes.

Materials Needed Magnetic Marbles Bingo Cards Bingo Markers


Grades 8-12



Activity Instructions Please see the Teacher Guide and Student Activities for Learn Nuclear Science – Marble Nuclei Project. http://www.jinaweb.org/outreach/marble/

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Nuclear Energy Topic Title Particle Accelerators




Summary

Students will use the magnetic marbles and particle accelerator models to mimic the processes that take place in a particle accelerator.

Materials Needed Magnetic Marbles Fragmentation Boxes


Grades 8-12



Activity Instructions Please see the Teacher Guide and Student Activities for Learn Nuclear Science – Marble Nuclei Project. http://www.jinaweb.org/outreach/marble/

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Particle Accelerators How are Isotopes created?

Fragmentation: If two nuclei smash into each other at high speed, one or both could “fragment”, breaking into different parts (individual protons, neutrons, and nuclei). The process of fragmentation can create a new, possibly rare and unstable nucleus. We will model fragmentation using gravity as the accelerator and a box for another nucleus.Build a carbon-12 nucleus, then drop it into a box from two feet above. Is your nucleus still carbon-12? If not, what has it become, and is it stable or unstable? Try it three times; do you get different results? The Difficulty of Nuclear Reactions: If new isotopes can be made by nuclear reactions, then why are unstable isotopes so rare on earth? Simple answer: nuclear reactions are hard to accomplish. While decay and fission can occur on earth, fragmentation and fusion/capture require two or more nuclei to get close enough to interact. Because nuclei are SO small and they’re usually SO far apart, the chances of a reaction are VERY unlikely. Even “solid” objects have a lot of empty space between their nuclei. Estimate the diameter of your model carbon-12 nucleus. Multiply that distance by 10,000 to find the size of an atom it would belong to. How many meters across is that? In addition, the electric repulsion between two nuclei (full of protons) keeps them apart. Thus, nuclear reactions occur mostly in places that are dense (lots of nuclei) and hot (nuclei are moving fast). Humans use particle accelerators to replicate these conditions, but there are a few natural ways on earth to force nuclear reactions. Cosmic rays, which are nuclei zooming through space, strike our atmosphere all the time and create fast-moving neutrons. A nitrogen-14 nucleus can capture one of those neutrons. What isotope does it become? Acceleration: Often, to study a particle in physics, scientists make it go fast using an accelerator. Usually accelerators are big and expensive. The marbles in your model use a gravity-based accelerator like the one shown to the right. Set up your accelerator and box as shown, but don’t attach a target nucleus yet. Test the accelerator with a proton (a single yellow marble). If you drop the proton into the lowest opening in the tube, predict what will happen to it and explain why. Test your prediction. Was your hypothesis supported? What will be different if you drop the proton from the opening on the top? Why? Test your prediction. Was your hypothesis supported?

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For the rest of this experiment, particles dropped in the lowest opening will be called “low energy”, while those dropped in the opening on top are “high energy”.

Collision: You’ve just tried out your accelerator by giving the proton different energies (depending on which opening you dropped it in). Let’s see how those energies can be important by smashing the proton into a target. Build a carbon-12 nucleus (6 protons, 6 neutrons). Hang your nucleus in the plastic fragmentation box (the silver magnet should stick to the nail hanging through the metal mesh). You may need to place your target closer to the pipe than as shown. C-12 is now your “target” nucleus into which the proton “beam” will smash. What will happen if you hit the “target”

with a low-energy “beam” proton? Try it, and describe the result. NOTE: if your beam misses, you might need to reposition the target.) W hat will be different if you use a high-energy proton? Try it. (Reset your C-12 nucleus if necessary) and describe the results. More Mass and Energy: Maybe your fast proton (also known as a hydrogen nucleus) did some damage to a C-12 nucleus, or maybe not. Let’s see what something bigger can do! Reset your target C-12 nucleus in the box. Construct a helium-4 (two protons and two neutrons, held together with the silver magnet) to act as your beam nucleus. What will change when you smash a helium-4 “beam” into the carbon-12, rather than just a proton? What do you think will happen to each nucleus (both beam and target)? Try it at low energy. What happened? Is your beam nucleus still helium-4? If not, what is it now? (Use your Reference Chart of Nuclides) Is your target nucleus still carbon-12? What do you think will happen if you give the beam high energy? Try it and describe the results. Was your hypothesis supported? Are the beam and target the same isotopes after the collision as they were before? If not, what are they now? Impact Parameter: You’ve explored different beam energies and masses, but there’s another variable: how directly (head-on or glancing) the collision between beam and target occurs. Set up your target at a short distance directly in front of the beam pipe. Drop a low energy He-4 into a C-12 this way, then try it again at high energy. What would you say is the most likely result of this collision (try it as many times as you like to be sure)? When real nuclei pass through a target, the chance of a head-on collision is low. Move your target to one side, so less than half of it is in the beam path. Drop a low energy He-4 into a C-12 this way, then try it again at high energy. What would you say is the most likely result of this collision (try it as many times as you like to be sure)?

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Note that because of gravity, moving your target nucleus to one side is the same as moving it farther from the beam tube. As the beam leaves the tube, its trajectory will curve downward as it falls toward the bottom of the box. If the target is far enough away, the beam will likely pass right under it or just clip the bottom. Nuclear Interactions: By now you’ve probably seen a few kinds of interactions these “marble nuclei” can have:

1. Scattering, where the beam bounces off the target with no change to either nucleus, though the beam does change direction - common with low-mass beams and low energies.

2. Fusion, where the beam combines with the target - usually occurs in head-on, low-energy collisions.

3. Fragmentation, where the beam nucleus loses

some particles in a collision with the target - likely at high-energy and/or glancing collisions.

At accelerator laboratories like National Superconducting Cyclotron Laboratory (NSCL), changes in fast beam nuclei are usually what matters. The beam nuclei will go on to an experiment, while the target is stationary.

Neutron Capture: Pick up one green marble - this will be your model of a “free neutron” travelling on its own. Nuclear astrophysicists study neutrons in exploding stars (supernovae) to see how often they are captured by a nucleus, thus making neutron-rich unstable isotopes (that can decay into heavier elements - we think many were made this way)! Let’s test the chances that your neutron will be absorbed by target nuclei. Set up a helium-4 target (two yellow protons and two green neutrons on a silver magnet) right in front of the accelerator exit tube. Make sure there’s less than an inch separating them. Drop your neutron in the low energy environment ten times, recording how many times it sticks to the target. It’s a crude measurement, but what is the percentage chance for your helium-4 to capture the neutron?

Next, set up a carbon-12 target in the fragmentation box, less than one inch away from the exit tube. Repeat the experiment: Drop your neutron in the low energy environment ten times, recording how many times it sticks to the carbon nucleus. What is the percentage chance for your carbon-12 to capture the neutron?

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Which target is more likely to capture neutrons? In this case, it is obvious why: helium-4 leaves the silver magnet exposed so it can catch an extra neutron. Real nuclei can capture particles easily or rarely for many different reasons: size, binding energy, shell structure… Fragmenting the Beam Now you’re going to try beam fragmentation - crashing nuclei into a target to break them into something smaller. This is how the National Superconducting Cyclotron Laboratory at Michigan State University creates rare isotopes! In the activity below, you will fragment your beam nucleus on a target. Afterwards, collect the remains of the beam nucleus (whatever is still attached to the silver magnet core) from the floor of the box, ignoring the target. If the two nuclei have fused together, pull the bottom silver magnet off, and count it (and any marbles that come off with it) as the beam. Build a carbon-12 beam nucleus. Now the beam is as big as the target. How will smashing this beam into the target be different than when the beam was a proton or helium-4 nucleus? Try it at low energy and describe the results. What isotope is the beam nucleus now? Rebuild your C-12 beam and target nuclei and try that collision again at high energy. Was the collision different? What isotope is the beam nucleus now? Creating Rare Isotopes Rebuild a C-12 beam and target. You are going to try fragmenting C-12 on C-12 at high energy several times and see what you produce. Do you think you will get the same result each time? Why or why not? Now drop your C-12 in the high-energy opening and find out what it has become after fragmentation. Mark it on your reference chart of the nuclides and the board at the front of the class. Try carbon-12 at high energy two more times. Recording what isotope the beam becomes each time. Are the three resulting fragmented beam nuclei all the same? What do you think is the reason for your result?

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Check your Reference Chart of the Nuclides. Are the beam isotopes you made all stable (white boxes)? Did all of the isotopes in your beam change into a nucleus that is lighter (fewer protons and/or neutrons) than C-12? Now that you know what NSCL operators do, try to make a specific isotope through fragmentation. Specifically, you will attempt to fragment carbon-12 and make carbon-11. What do you need to know off your beam to do that? Try it, using any beam energy, target nucleus and target position you like. Were you successful? If not, why not? If you were not successful, try again. How many attempts did it take before you were successful?

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Nuclear Energy Topic Title Nuclear Power Plants Associated Content Or Subject


Summary

To understand how they operate, students will act out the parts of a nuclear power plant. Then they will identify where nuclear power plants are located in the United States and around the world.

Materials Needed Nuclear Power Plant Cards (set of 18) 2’ Post-It Notes Maps of the World


Grades 8-12



Activity Instructions Distribute the cards to different students as they enter the classroom. Part One: Use the side with the name of the part written on it. Then inside the class, as you describe each task, have the student act out the function of the part. Ask, which student has the Fuel Rod card? Have that student come to the front of the classroom with their card. Explain that the fuel rod is made of a radioisotope, usually uranium, and it generates heat. The student should then model ‘generating heat’ A student might will rub their hands together, or place their finger on their palm emitting a hissing noise or some other gesture that indicates heat production. Then ask the student who has the Water card to come to the front of the classroom. Explain that what the fuel rod is heating is the water. Have the student holding the water card enact water transitioning from water to steam. Ask the following cards to come to the front of the room one at a time, explaining the role of each and having them act it out the function of each. Control rod - reduces the heat released by the control rods to keep the reactor from going out of control Turbine - spins around when hit by the water. Generator - connected to the turbine, makes electricity Cooling tower - releases excess steam (NOT radioactivity) Containment shell - houses all of the parts; prevents release of radioactivity to outside areas. Electrical wires - carries the electricity from the power plant to houses and businesses. After all individuals have acted out their part, have each student explain to the class what part they represent and what the function is of that part. Then have all the students act out their part together to demonstrate how the parts work together to make an operational nuclear power plant.

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Activity Instructions (continued)

Part Two: Have the students who have the other sides of the card find the one that matches theirs. This second group of students will reenact the part of the power plant that is analogous to their card. They should act it out individually, then as a group, explaining their part and its function. Part Three: On a map of the world have students place the percent of energy generated by nuclear power in that corresponding country on the map. https://www.nei.org/Knowledge-Center/Nuclear-Statistics/World-Statistics

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Nuclear Power Plant Cards

Fuel Rod

Water

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Turbine

Generator

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Electrical Wires

Cooling Tower

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Containment Shell

Coal

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Control Rods

nuclear energy 1-mc-11.13.17 · student periodic tables-laminated 12 each 1 per 2 students 3. band...

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