Science Learning Packet CHEM A Nuclear Chemistry Packet · Intro: For the Nuclear Unit, we will be developing a pro/con argument for the study of nuclear science. By the end of the

Science Learning PacketCHEM A:

Nuclear Chemistry Packet science learning activities for SPS students during the COVID-19 school closure.

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CHEM A (Nuclear Science) Seattle Public Schools

Science Learning Packet

March 2020

Nuclear science is a hotly debated area of research. Many people feel uncomfortable with nuclear energy because of how it has been used or famous meltdowns such as Chernobyl. The scientific community views nuclear research as the next step toward a sustainable future. Both sides of the debate have valid reasoning, but to participate fully, you must fully understand the science and arguments on both sides.

Throughout this unit, you will complete an activity or group of activities to understand different forms of nuclear change. You will then read a pro and con article about the effects of this type of nuclear change.

Why should you do this?

The nuclear unit dives into two key standards that all high school students are expected to know by their Junior year. These two standards are not taught in any other science course in high school.

How can you do the labs?

The nuclear unit has a few labs that are used to model different changes.

4.5a requires 15 marshmallows and 15 gummy bears. These can be replaced with any candies or items (candy is more fun because you can eat them!). You could also just use your imagination and draw the different atoms.

4.8a requires 50-100 pennies (or any item with two sides) and the same amount of paper clips (or another item to replace the pennies over time). Following the instructions should make it easy to complete. There is a video at the end of the assignment if you do not have materials.

4.4a and 4.7a both require java. Many home computers have java and you are able to download it onto your school computer, but it is difficult. There are linked videos as alternatives if you cannot get them to work.

What resources do I have to be successful?

All the materials you need are on this OneNote. In order to participate in the final discussion, you will need to go onto schoology. Your teachers are still available to you and will communicate in means that work for them and you.

Use the timeline below to keep track and learn as much as you can within the time you have away from the school building.

Week 1: Finish 4.1, 4.2, and 4.3a-c, SIR PART 1 - be sure you understand the band of stability, fill in the learning tracking tool

Week 2: Finish 4.4, 4.5, and 4.6, SIR PART 2- be sure you can draw simple models of fission and fusion, fill in learning tracking tool

Week 3: Finish 4.7a-c – be sure you can draw simple models of alpha and beta decay, fill in learning tracking tool

Week 4: Finish 4.8a-b, SIR PART 3, and 4.9 - be sure you can explain half-life and what happens to unstable atoms, finish learning tracking tool

Week 5: Finalize understanding of Nuclear Sciences, fill in discussion assignment on schoology (4.9), contact teacher for any assessments

INTRODUCTION: Take Home Unit – Nuclear Science

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Driving Question: Does the pursuit of Nuclear Science benefit or harm society?

Intro: For the Nuclear Unit, we will be developing a pro/con argument for the study of nuclear science. By the end of the unit, you shall be able to argue FOR and AGAINST the pursuit of nuclear science.

Directions: Answer the two questions below BEFORE continuing in the activity. Then watch videos showing the costs of nuclear science. You will then answer questions about the costs. After that, you will do independent research about the benefits.

BEFORE watching the videos or hearing the story, answer these two questions:

1. What are some costs of nuclear science?

2. What are some benefits of nuclear science?

WARNING: You are going to watch a video about the devastation from the Atomic Bombs dropped on Hiroshima and Nagasaki. These are real events where numerous people died.

CBBC Newsround: Hiroshima - A survivor's story in animation

Now watch these videos to continue thinking about the costs of Nuclear Science:

The Atomic Bombing of Hiroshima | The Daily 360 | The New York Times

4.1 Nuclear Phenomenon Tuesday, March 17, 2020 11:20 AM

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https://www.youtube.com/watch?v=ya3et3mhdWw&feature=youtu.behttps://www.youtube.com/watch?v=Hgp6ZH-by-E

Hanford nuclear site is America's most toxic place

COSTS: Reflect on what you've seen so far.

3. What are some costs to nuclear research and technology?

4. Discuss the costs with a family member or friend. What did they say?

BENEFITS: Go to this website and look around: https://www.nei.org/advantages

Pick TWO advantages to read about and take notes.

5. Take notes from the site:

Topic 1 Picked:

Notes (must take at least 3 notes on the benefits):

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https://www.youtube.com/watch?v=66dALYGDySohttps://www.nei.org/advantages

Topic 2 Picked:

Notes (must take at least 3 notes on the benefits):

6. Discuss your advantage with a family member or a friend. Summarize what they said:

Add to your Learning Tracking Tool what you discovered in this first activity. Be sure to had a BENEFIT and a COST.7.

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Pre Activity questions:

1. What is an isotope?

Atom Protons Electrons Neutrons

A 3 3 4

B 3 2 3

2. Examine the table above - are the atoms A and B of the same element? Explain how you know.

Lab Objective: Why is there a decimal for the mass of elements on the periodic table?

Below is a data set for a same of hydrogen atoms. A 1 gram sample of hydrogen was evaluated for all the different types of isotopes within the sample:

Isotopes Found Hydrogen-1 Hydrogen-2 Hydrogen-3

Atomic Mass 1 AMU 2 AMU 3 AMU

Total mass within 1g sample 0.99g 0.099g 0.001g

Percent of total mass 99% 0.99% 0.01%

3. The atomic mass recorded on the periodic table for Hydrogen is 1.01 AMU. Notice that each isotope of Hydrogen is ALWAYS a whole number. Where do you think the decimal came from looking at the data above?

The mass on the periodic table is called a WEIGHTED AVERAGE. This means that the mass is not of a single atom, but it is the average of all possible isotopes found of that atom. To calculate weighted average, you take the mass of each isotope, multiply it by the percent of the sample it makes up, and then add them together. Divide this number by 100 and you get the AVERAGE ATOMIC MASS.

(99 X 1) + (.99 X 2) + (.01 X 3) = 101 ÷ 100 = 1.01 AMU

4. Using the above paragraph, explain why the mass on the periodic table is a decimal.

5. For hydrogen, which isotope is closest to the mass recorded on the periodic table? Why do you think this is based on the data for hydrogen?

Below is the data set for a sample of Carbon

Isotopes Found Carbon-12 Carbon-13 Carbon-14 Other Isotopes

Atomic Mass 12 AMU 13 AMU 14 AMU Various

Total Mass within 1g sample 0.99g 0.009 0.0009 0.0001g

Percent of total mass 99% 0.9% 0.09% 0.01%

12a.12.01b.13c.

6. Based on the data above, which of these would most likely be the recorded mass of Carbon on the periodic table?

4.2 Isotopes Tuesday, March 17, 2020 11:23 AM

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13c.13.01d.14e.14.01f.

Explain your answer to 6:7.

If you had 1000 carbon atoms and pulled out just one atom, what would its mass most likely be?8.


Fill in the table below comparing the 3 isotopes.a.

Protons

Electrons

Neutrons

Mass

If were able to separate out a single sulfur atom from a 1g sample, how many neutrons would you expect it to have? Explain your answer using the mass on the periodic table.

b.

Based on the average atomic mass on the periodic table, examine the 3 isotopes of Sulfur. 10.

The chart below shows the isotopes that exist for the first six elements. Use the chart and a periodic table to answer questions 11 and 12.

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How many isotopes does hydrogen have? How are they different from each other?11.

Fill in the bolded boxes with the isotope symbol for the isotopes of lithium, beryllium, and boron. You may have to use the drawing tool. Or you could create a text box and drag it over.

12.

Give the isotope name and symbol of the only naturally occurring isotope of phosphorus.13.

Use the Isotopes of Elements Chart (4.3b) to answer questions 13-15

14. Which element has the most isotopes? How many isotopes does this element have?

Fill in the top box with the isotope symbol and isotope name for 3 possible isotopes. a.

15. Find Tin (50)

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Fill in the top box with the isotope symbol and isotope name for 3 possible isotopes. a.Determine number of protons, electrons, neutrons and mass for each isotope.b.Circle the isotope that you would mostly like have if you managed to isolate a single atom of tin.c.

Protons

Electrons

Neutrons

Mass

Additional Practice

Explain why the periodic table has a decimal:16.

Determine the most common isotope of elements based on the number on the period table:17.

Use the phet below and play around with the Mixtures tab. You should be able to answer these two questions when you finish:

Isotopes and Atomic Mass

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https://phet.colorado.edu/sims/html/isotopes-and-atomic-mass/latest/isotopes-and-atomic-mass_en.html

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Objective: Determine if an atom is stable, unstable (aka radioactive), or does not exist based on the Isotopes graph.

Background Info: Isotopes of elements found in nature are all located within the band of stability on the graph (4.3b). Those elements found in the middle of the band have a very stable nucleus, while those elements on the outer edges of the band have an unstable nucleus and are said to be radioactive. However, some combination of protons and neutrons in the nucleus are so unstable that they cannot even exist long enough to be recognized as elements and these fall outside the band of stability.

Instructions: a) determine the number of subatomic particles for each element at the top of the next page.

b) locate where the atoms would be on the graph.

c) label each atom after it has been plotted (see Potassium-41 as an example)

Questions to Answer

NOTE: You will need to use the 4.3 Isotopes of Elements graph to complete this assignment

For the elements below, identify how many protons, neutrons, and electrons. Then identify if would be common, radioactive, or non-existent in nature (so radioactive it decays instantly)

1.

# p: # p: # p: # p: # p: # p:

# e: # e: # e: # e: # e: # e:

# n: # n: # n: # n: # n: # n:

CommonRadioactiveNon-Existent






2. Were there any atoms not already plotted on the graph? What does it mean if they are not on the graph?

How can there be two different atoms of iridium? How are they different?3.

Would a small atom (less than 40 protons) be found in nature if it has the same number of protons and neutrons (1:1 ratio)? E xplain. (see the video below if you need extra information)

4.

Would a large atom (more than 40 protons) be found in nature if it has the same number of protons & neutrons (1:1 ratio)? Exp lain.5.

Imagine a chemist was trying to create an atom with 60 protons and a mass number of 155. Would this be possible? Why or why n ot? (Show where it would fall on the graph.)

6.

If an element had 90 protons, how many neutrons would be a good number for it to have in order to be considered a stable elem ent? What element would this be? (Show where It would fall on the graph.)

7.

Stable & Unstable Nuclei | Radioactivity | Physics | FuseSchool

4.3a Band of Stability Tuesday, March 17, 2020 11:25 AM

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https://www.youtube.com/watch?v=UtZw9jfIxXM

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Reading the Isotopes Graph:

1. Start by finding the atomic number of the element on the X axis.

2. From that atomic number, go up until you see the boxes that are lined up with that number

3. Look at where they line up with the number of neutrons (notice it is NOT the mass – you have to calculate that yourself) to figure out which isotopes exist

If the box is BLACK, it is the most commona.If the box is GRAY, it is common but not the mostb.If the box is WHITE, it is radioactive and will naturally decayc.If there is no box, it is not an element that exists in nature. This means that it would be so radioactive that it would immediately decay.d.

e.

4. Thinking about the colors:

4.3b Isotopes of Elements Chart (Band of Stability) Tuesday, March 17, 2020 11:30 AM

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Reading 1: Benefit of Radioactive elements

Radioisotopes

by mouth as a drink or capsules•as an injection into a vein.•

This therapy uses radioactive liquids known as radioisotopes or radionuclides to destroy cancer cells. The liquid can be given:

Cancer cells take in the radioisotope more than normal cells do. This means they get a higher dose of radioactivity. This eventually destroys the cancer cells.

Your team will tell you how you will have your treatment and any possible side effects.

Radiation safety during radioisotope therapy

Your treatment is planned to give you the amount of radiation needed to treat the cancer safely and effectively. But your team are careful to protect other people around you from radiation. Safety measures may be slightly different in different hospitals. Your team will explain what to expect.

After treatment, your body fluids are slightly radioactive for a time. Your team will give you instructions about using the toilet and cleaning up any spilled body fluids safely. You may be advised to avoid close contact with children or pregnant women for a time.

If your treatment involves a stay in hospital, you may be cared for in a single treatment room. You may be asked to stay in your room at all times. Tell your team if you are worried about this so they can help.

Your team will tell you any other safety measures you need to follow.

Iodine-131

This is the most common type of radioisotope therapy. It is mainly used to treat some types of thyroid cancer. It may also be used to treat other rarer neuroendocrine tumours. You usually have it as capsules or a drink. But it can also be given as an injection into a vein in the arm. You may have to stay in hospital to have this treatment.

We have more information about treating thyroid cancer and neuroendocrine tumours.

Strontium-89 and Samarium-153

These radioisotopes can be used to treat some types of cancer that have spread to the bones (metastatic bone cancer). This treatment can help reduce bone pain and improve quality of life. You can usually go home soon after having this treatment.

We have more information about treating metastatic bone cancer.

Radium-223

This radioisotope is sometimes used to treat prostate cancer that has spread to the bones. It may be used if hormone therapy alone is no longer controlling the cancer. You can usually go home soon after having this treatment.

We have more information about treating metastatic bone cancer and about advanced prostate cancer.

Found at: www.macmillan.org.uk/information-and-support/treating/radiotherapy

Radioactive iodine (radioiodine) therapy

The thyroid absorbs almost all iodine that enters a body. Therefore, a type of radiation therapy called

4.3c Radioactive Element ArticlesWednesday, March 18, 2020 1:31 PM

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http://www.macmillan.org.uk/information-and-support/treating/radiotherapy

The thyroid absorbs almost all iodine that enters a body. Therefore, a type of radiation therapy called radioactive iodine (also called I-131 or RAI) can find and destroy thyroid cells not removed by surgery and those that have spread beyond the thyroid. Doctors who prescribe radioactive iodine therapy are usually endocrinologists or nuclear medicine specialists.

Radioactive iodine treatment is an option for some people with papillary and follicular thyroid cancer. Radioactive iodine is used to treat people with differentiated thyroid cancers that have spread to lymph nodes or to distant sites. A small test dose may be given before full treatment to be sure that the tumor cells will absorb the I-131. Patients with MTC or anaplastic thyroid cancer should not be treated with I-131.

I-131 therapy is given in either liquid or pill form. Patients who receive I-131 to destroy cancer cells may be hospitalized for 2 to 3 days, depending on several factors, including the dose given. Patients are encouraged to drink fluids to help the I-131 pass quickly through the body. Within a few days, most of the radiation is gone. Talk with your doctor about ways to limit radiation exposure to other people, including children, who may be around you during this treatment and the days following it.

In preparation for I-131 therapy after surgery, patients are usually asked to follow a low-iodine diet for 2 to 3 weeks beforehand. In addition to the low-iodine diet, patients will be asked to either stop taking thyroid hormone replacement pills temporarily or to receive injections of recombinant TSH (Thyrogen) while taking the hormone replacement. If the hormone therapy is stopped during the preparation period, the patient will likely experience the side effects of hypothyroidism (see above).

It is important to discuss the possible short-term and long-term effects of I-131 therapy with your doctor. On the first day of treatment, patients may experience nausea and vomiting. In certain circumstances, pain and swelling can occur in the areas where the radioactive iodine is collected. Because iodine is concentrated in salivary gland tissue, patients may experience swelling of the salivary glands. This may result in xerostomia, sometimes called dry mouth.

Large or cumulative doses of radioactive iodine may cause infertility, which is the inability to produce a child, especially in men. It is recommended that women avoid pregnancy for at least 1 year after I-131 treatment. There is a risk of secondary cancer with the use of I-131 (see Follow-up Care). Occasionally, patients may require repeated treatments over time. However, there is a maximum total dose of radioactive iodine allowed over time, and once reached, this may prevent further use of this treatment.

Found at: www.cancer.net

Reading 2: Costs of Radioactive Elements and Exposure

Introduction

During the Cold War in the mid-1940s through early 1960s, the U.S. government conducted about 100 nuclear weapons (atomic bomb) tests in the atmosphere at a test site in Nevada, more than 100 in the Pacific, and one—the first ever—in New Mexico. The radioactive substances released by these tests are known as "fallout." They were carried thousands of miles away from the test site by winds. As a result, people living in the United States at the time of the testing were exposed to varying levels of radiation.

Among the numerous radioactive substances released in fallout, there has been a great deal of concern about and study of one radioactive form of iodine--called iodine-131, or I-131. I-131 collects in the thyroid gland. People exposed to I-131, especially during childhood, may have an increased risk of thyroid disease, including thyroid cancer. Thyroid cancer is uncommon and is usually curable. Typically, it is a slow-growing cancer that is highly treatable. About 98 out of 100 people who are diagnosed with thyroid cancer survive the disease for at least five years after diagnosis.

The thyroid controls many body processes, including heart rate, blood pressure, and body temperature, as well

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http://www.cancer.net

The thyroid controls many body processes, including heart rate, blood pressure, and body temperature, as well as childhood growth and development. It is located in the front of the neck, just above the top of the breastbone and overlying the windpipe.

Although the potential of developing thyroid cancer from exposure to I-131 from nuclear weapons testing is small, it is important for Americans who grew up during the atomic bomb testing between 1945 and 1963 to be aware of risks.

How Americans Were Exposed to I-131

Because of wind and rainfall patterns, the distribution of I-131 fallout varied widely after each test. Therefore, although all areas of the United States received fallout from at least one nuclear weapons test, certain areas of North America received more fallout than others.

Scientists estimate that the larger amounts of I-131 from the Nevada test site fell over some parts of Utah, Colorado, Idaho, Nevada, and Montana. But I-131 traveled to all states, particularly those in the Midwestern, Eastern, and Northeastern United States. Some of the I-131 collected on pastures and on grasses. Depending on the location, grazing cows and goats sometimes consumed contaminated grasses resulting in I-131 collecting in the animals' milk. Much of the health risk associated with I-131 occurred among milk-drinkers--usually children. From what is known about thyroid cancer and radiation, scientists think that people who were children during the period of atomic bomb testing are at higher risk for developing thyroid cancer.

Nuclear testing by other nations elsewhere in the world (mainly in the 1950s and 1960s)•Nuclear power plant accidents (such as the Chernobyl accident in 1986 and the Fukushima accident in 2011 (primarily Americans in Japan)

•

Releases from atomic weapons production plants (such as the Hanford facility in Washington state from 1944 to 1957)

•

In addition to nuclear testing in Nevada, the Pacific, and New Mexico, Americans were potentially exposed to I-131 from a number of events, including:

Scientists are working to find out more about ways to measure and address potential I-131 exposure. They are also working to find out more about other radioactive substances released by fallout and their possible effects on human health.

The Search for Answers

Congress directed government health agencies to investigate the I-131 problem many years ago, and to make recommendations to Americans who might have related health risks. Gathering information turned out to be very complicated. Record-keeping was incomplete at the time of the bomb testing. Much of the information needed to calculate an individual's dose of I-131 and associated risk is either unreliable or unavailable.

Despite such challenges, government agencies organized expert scientific teams that have devoted many years to learning more about I-131. A number of reports have been published documenting what they have learned (1997, 1999). This information was put together to educate the American people about the potential health risks from exposure to I-131 from nuclear weapons testing.

I-131's Rapid Breakdown

The "active" in "radioactive" means that unstable substances produced in nuclear reactions break down and change, so that they eventually become stable and no longer release radiation. The rate of breakdown can occur quickly in some radioactive substances, often within a few days. Half of the I-131 released during each atomic bomb test was gone in about 8 days. Almost all of it was gone (less than 1 percent remained) 80 days after the test.

Like all radioactive substances, I-131 releases radiation as it breaks down. It is this radiation that can injure human tissues. But I-131's steady breakdown means that the amount of I-131 present in the environment after a bomb test steadily decreased. Therefore, farm animals that grazed in fields within a few days after a test

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a bomb test steadily decreased. Therefore, farm animals that grazed in fields within a few days after a test would have consumed higher levels of I-131 than animals grazing later.

The Milk Connection

Their age during the testing period (between 1945 and 1963)•The amount and source of milk they drank in those years•Where they lived during the testing period•

People younger than 15 at the time of aboveground testing (between 1945 and 1963) who drank milk, and who lived in the Mountain West, Midwestern, Eastern, and Northeastern United States, probably have a higher thyroid cancer risk from exposure to I-131 in fallout than people who lived in other parts of the United States, who were over the age of 15 in the 1940s, or who did not drink milk. Their thyroid glands were still developing during the testing period. And they were more likely to have consumed milk contaminated with I-131. The amount of I-131 people absorbed depends on:

Age and residence during those years are usually known. But few people can recall the exact amounts or sources of the milk they drank as children. While the amount of milk consumed is important in determining exposure to I-131, it is also important to know the source of the milk. Fresh milk from backyard or farm cows and goats usually contained more I-131 than store-bought milk. This is because processing and shipping milk allowed more time for the I-131 to break down.

About Thyroid Disease

There are two main types of thyroid diseases:

Noncancerous Thyroid Disease

Some thyroid diseases are caused by changes in the amount of thyroid hormones that enter the body from the thyroid gland. Doctors can screen for these with a simple blood test.

Noncancerous thyroid disease also includes lumps, or nodules, in the thyroid gland that are benign and not cancerous.

Thyroid Cancer

Thyroid cancer occurs when a lump, or nodule, in the thyroid gland is cancerous.

Thyroid Cancer and I-131

Thyroid cancer accounts for a little less than 4 percent of all cancers diagnosed in the United States. Incidence has been going up in recent years, in part due to increased detection. Researchers suspect that rising rates of obesity are also influencing rates. However, these two factors do not fully explain the increases. Typically, thyroid cancer is slow-growing, highly treatable, and usually curable. About 98 out of 100 people who are diagnosed with thyroid cancer survive the disease for at least five years, and about 92 out of 100 people survive the disease for at least 20 years after diagnosis.

The cause of most cases of thyroid cancer is not known. Exposure to I-131 can increase the risk of thyroid cancer. It is thought that risk is higher for people who have had multiple exposures and for people exposed at a younger age. But even among people who have documented exposures to I-131, few develop this cancer. It is known that children have a higher-than-average risk of developing thyroid cancer many years later if they were exposed to radiation. This knowledge comes from studies of people exposed to x-ray treatments for childhood cancer or noncancerous head and neck conditions, or as a result of direct radiation from the atomic bombings of Hiroshima and Nagasaki.

The thyroid gland in adults, however, appears to be more resistant to the effects of radiation. There appears to be little risk of developing thyroid cancer from exposure to I-131 or other radiation sources as an adult.

For more on thyroid cancer, see NCI’s Thyroid Cancer page.

Who's at Risk?

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Who's at Risk?

How can people reach a sound decision about their risk of thyroid cancer? When is it time to visit a doctor?

Age—People who are now 50 years of age or older, particularly those born between 1936 and 1963 and who were children at the time of testing, are at higher risk.

•

Milk drinking—Childhood milk drinkers, particularly those who drank large quantities of milk or those who drank unprocessed milk from farm or backyard cows and goats, have increased risk.

•

Childhood residence—The Mountain West, Midwest, East, and Northeast areas of the United States generally were more affected by I-131 fallout from nuclear testing.

•

Medical signs—A lump or nodule that an individual can see or feel in the area of the thyroid gland requires attention. If you can see or feel a lump or nodule, it is important that you see a doctor.

•

A "personal risk profile" includes four key points that may influence a person's decision to visit a doctor or other health professional for evaluation:

Key Facts

I-131 breaks down rapidly in the atmosphere and environment•Exposure was highest in the first few days after each nuclear test explosion•Most exposure occurred through drinking fresh milk•People received little exposure from eating fruits and leafy vegetables as compared to drinking fresh milk because although I-131 was deposited on fruits and leafy vegetables, the I-131 in fallout was deposited only on the surface; people generally wash or peel fruits and leafy vegetables

•

Thyroid cancer is uncommon, usually curable, and approximately 2 to 3 times more common in women•

Scientists know that:

Risk for thyroid cancer increases with exposure, but even among people exposed to I -131, few develop this cancer

•

People exposed as children have a higher risk than people exposed as adults•

Reliable information about I-131's impact on human health has been difficult to collect, but scientists think that:

Taking Care of Yourself

Using the "personal risk profile" described above (see Who's at Risk?)•Using the thyroid dose and risk calculator to estimate radiation dose and risk of developing thyroid cancer from fallout exposure from nuclear tests

•

Taking this material to a health care professional to discuss dose estimates and steps—if any—required for further evaluation

•

Getting more information by calling NCI's Cancer Information Service at 1-800-4-CANCER•

Key steps to estimating personal risk of thyroid cancer, and taking charge of personal thyroid health include:

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https://www.cancer.gov/about-cancer/causes-prevention/risk/radiation/i-131#who

SIR PART 1: Nucleus of the AtomMonday, March 23, 2020 11:26 AM

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Answer the questions below:

Calculate the atomic mass of boron if it has the following distribution in a sample of 100 atoms: (20 atoms are boron-10, 80 atoms are boron-11). Show your work.

1.

The atomic mass of chlorine is 35.45 amu. Why is this number not a whole number?2.

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Describe 2 different ways that the nucleus of an atom could change?3.

Scientists who study the creation of new elements must take a lot of safety precautions. Why is that?

4.

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Explain the concept of a “chain reaction” in terms of subatomic particles and energyA.Connect the concept of nuclear fission of uranium with a chain reaction. B.Explain how a nuclear reactor works and how a fission reaction is monitored C.

Learning Goals:

This is a Java phet, so it will need to be downloaded and opened.

Phet: https://phet.colorado.edu/en/simulation/nuclear-fission

If you cannot open the simulation, you may do these things:

Watch this video: https://kcts9.pbslearningmedia.org/resource/nvhe.sci.chemistry.fission/a-fission-chain-reaction/1.

Use this visualization. If it stops and says "Subscription" just refresh the page and try again.2.

https://www.edumedia-sciences.com/en/media/491-fission

There is a video at the bottom of the page of the simulation. Watch that as well.3.

Answer all questions using those resources4.

You will begin on the “one nucleus screen.”i.You will see a “gun” that will fire a particle at the nucleus.ii.To fire the gun, click on the red circle.iii.To the right of the simulation area you will see the legend of the symbols for the simulation.iv.In the chart at the bottom you will see the blue line that represents the potential energy of the nucleus.v.The gold line represents the total energy of the nucleus/system.vi.

Part 1: “Fission: One Nucleus”

Instructions:

Write the uranium nucleus being used in the Atomic Symbol Format. 1.

Questions:

Fire the particle gun at the nucleus, draw a picture with captions that describes what happens to the nucleus. You may use the draw tool here or draw on a separate piece of paper and describe with words what you drew.

1.

NOTE: Watch carefully, because you want to describe the process from the time that the particle strikes the nucleus until the nucleus changes.

When the nucleus changes, describe everything that comes out.3.

Create a nuclear decay equation for this process. The first part of that equation is written below. The two daughter nuclei formed are Krypton-92 and Barium-141. Note: your equation should show a middle part and an ending, so a second arrow to the equation

4.

What happens to the amount of energy in the atom the moment the neutron is added?a.Do all the pieces have more or less energy than the Uranium-236? b.Why do you think this happens?c.

Now, pay attention to the chart at the bottom of the simulation. Answer these questions to analyze the graph:5.

Describe what you would do to make U-235 unstable.6.

4.4a Fission Phet Tuesday, March 17, 2020 11:30 AM

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https://phet.colorado.edu/en/simulation/nuclear-fissionhttps://kcts9.pbslearningmedia.org/resource/nvhe.sci.chemistry.fission/a-fission-chain-reaction/https://www.edumedia-sciences.com/en/media/491-fission

Be sure you understand a single atom going through fission before moving on!

Part 2: “Chain Reaction”

Select the “Chain Reaction” tab at the top. i.Experiment with settings- change them, shoot the neutron gun and watch what happens. ii.Set the initial number of U-235 nuclei to 100iii.

Instructions:

What happens when you fire the neutron gun? Note: the gun can rotate; grab it to drag it around.7.

Questions:

Explain why this is called a “chain reaction”.8.

Set the initial number of U-238 nuclei to 100.

Explain what happens when you fire the gun and if this is a chain reaction or not. 9.

Record your results of each combination below.10.

Set the initial numbers of U-235 nuclei and U-238 nuclei to the numbers in the following table.

Table of Experimentation with Chain Reactions of different Uranium Isotopes

U-235 100 70 50 30 0

U-238 0 30 50 70 100

% of 235U fissioned after 1 firing

# firings required to fission all 235U N/A

What happens to the reaction as the proportion of U-238 nuclei increases?11.

If you were trying to design the most efficient fission reactor possible, what ratio of U-235 to U-238 would you want? Explain why.12.

Click on the containment vessel box as shown to the right and experiment with adjusting the number of U-235 and U-238 atoms in the vessel. Also experiment with adjusting the size of the containment vessel.

What factor(s) affect whether or not the containment vessel explodes / creates a bomb. Explain.13.

Be sure you understand Chaing Reaction before moving onto the Nuclear Reactor

Part 3: “Nuclear Reactor”

Select the “Nuclear Reactor” tab at the top. i.Experiment with changing the settings and firing the neutrons and watch what happens. ii.

Instructions:

Note: As the reactor get darker orange in color this indicates that it is approaching meltdown. A meltdown can destroy the reactor and release dangerous nuclear material into the environment.

The bar graphs on the right of the display show the “Power Output” and the “Energy Produced”. What is the difference between these two quantities? In your answer, discuss how these two graphs have an influence on the temperature inside of the reactor as shown by the little thermometer next to the reactor.

14.

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What happens if the neutrons hit another nucleus?a.What happens if the neutrons hit a control rod?b.What might the control rods contain? Explain.c.

Watch the fission reactions closely as they happen. Specifically watch what happens to the loose neutrons after the reaction?15.

Compare the chain reaction that occurs when the control rods are inserted further into the reactor versus when they are pulled all/mostly out of the reactor.

16.

If the purpose of a nuclear reactor in a power plant is to produce energy, why are there control rods? Answer this question using the words: energy, power and temperature.

17.

Name 2-3 things about the control rods that you would like to know more about in order to understand how they work in a reactor. Why would knowing these things help you to explain how the rods work?

18.

Describe the similarities and differences between a nuclear reactor and a nuclear bomb.19.

Watch This Video to answer question 20:

PWR Nuclear Power Plant Animation

After watching, describe in a short paragraph how heat released from a nuclear reactor turns into electric energy that we can use to live our everyday lives.

20.

Part 4: Fission Guided Notes

Nuclear Fission is the (splitting/combining) of a(n) (stable/unstable) atom into two or more smaller nuclei. 1.An unstable atom is referred to as (radioactive/an isotope) because it will go through decay or fission.2.For the fission of Uranium, the atom starts as mostly (stable/unstable) but then the atom is hit with a (proton/neutron/electron).

3.

During the nuclear reaction, the added particle causes the big atom to now be more (stable/unstable).4.At the end, there are two smaller, more (stable/unstable) atoms.5.Nuclear fission releases a (small/large/massive) amount of energy in the form of heat, light, and sound.6.

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https://www.youtube.com/watch?v=Qthg5xE196w

The left side of the equation above is called the (reactants/products) and the right is called the (reactants/products).

7.

The mass in the reactants is (equal to/greater than/less than) the mass in the products. Hint: be sure to add them all up

8.

The proton amount in the reactants is: _______, in the products it is: ________.9.The mass amount in the reactants is: _______, in the products it is: ________.10.Fission Nuclear Reactors release a massive amount of energy because they cause a ____________________________ between many atoms of Uranium.

11.

Fission Screencast

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https://www.youtube.com/watch?time_continue=80&v=l2pWv9Aa6Y4&feature=emb_logo

Part 1: Reading Read this interview about Coal and Power Plants: https://www.researchgate.net/publication/281715047_One_gram_of_uranium_is_equivalent_to_15 -2_tons_of_coal

Complete the table below as you read:

Nuclear Power Coal

Amount of electrical power made per mass of substance

Nuclear waste versus mercury contamination

Amount of nuclear waste vs amount of waste for coal

Emissions of Nuclear Waste vs Emissions of coal

You may continue to read more articles. If you do, add your notes here:

Part 2: WatchingWatch the 3 short videos at the bottom of the page and add to the table below as you watch.

Is Nuclear Power beneficial?

Yes - Reasoning No - Reasoning

General Information:

Video 1: General Info Video – Add at least SEVEN notes to your general information below the table above.

Nuclear Energy Explained: How does it work? 1/3

Video 2: Why Nuclear is NOT beneficial – must write the 3 main points and have at least TWO details for each point.

3 Reasons Why Nuclear Energy Is Terrible! 2/3

4.4b Fission Power Plants vs Coal Tuesday, March 17, 2020 11:30 AM

Chem A Unit Page 26

https://www.researchgate.net/publication/281715047_One_gram_of_uranium_is_equivalent_to_15-2_tons_of_coalhttps://www.youtube.com/watch?v=rcOFV4y5z8chttps://www.youtube.com/watch?v=HEYbgyL5n1g

Video 3: Why Nuclear IS beneficial – must write the 3 main points and have at least TWO details for each point.

3 Reasons Why Nuclear Energy Is Awesome! 3/3

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https://www.youtube.com/watch?v=pVbLlnmxIbY

Part 1: Fusion in StarsThe Most Astounding Fact - Animated

First read this article: https://www.popsci.com/neutron-star-gold/#page-2

What did you learn from the videos and article?1.

Where do most our heavy elements come from?2.

Would this suggest fusion releases/needs a lot of energy or a little bit of energy? Explain3.

Would these resources suggest that fusion is natural or unnatural?4.

Then watch this video: https://www.nytimes.com/2017/10/16/science/ligo-neutron-stars-collision.html?smid=pl-share

PART 2: Modeling Nuclear Fusion in Stars

15 White Marshmallows (or one type of candy)1.15 Gummy Bears (or another type of candy)2.

MATERIALS

The materials represent the following:1.1 Gummy Bear = 1 Proton•1 White Marshmallow = 1 Neutron•Use the candies to create the models of: 1H, 2H and 3H shown below, then eat them. Fill in the numbers below each image.2.

INSTRUCTION FOR CANDY FUSION

1H 2H 3H

4.5a Fusion Activity Tuesday, March 17, 2020 11:30 AM

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https://www.youtube.com/watch?v=Di73YH8vW7ghttps://www.popsci.com/neutron-star-gold/#page-2https://www.nytimes.com/2017/10/16/science/ligo-neutron-stars-collision.html?smid=pl-share

Number of Protons in Hydrogen-1:Number of Neutrons in Hydrogen-1:



Create models three identical atoms of Helium-4. Sketch your models, but keep them for the next steps.3.

Smoosh all the He atoms together to make one new element. 4.What element did you make (count the gummy bears and use the periodic table)? a.

Label it with the appropriate symbol (use isotopic notation format)b.

Draw the elementc.

How many protons (in total) were present before the reactions (add all Helium together)? How many were present after the reac tion?d.

How many neutrons (in total) were present before the reactions? How many were present after the reaction?e.

What element would you make if you fused another 4He with the carbon atom you created in Step 4? 5.Model the reaction (in other words, make it with the candies)a.Draw the productb.

Label it with the appropriate symbol.c.

What element would you make if you fused another 4He with the oxygen atom you created in Step 5?6.Model it with the candiesa.Complete the nuclear equation for the reaction below.b.

______ + _______ à _______

How could you form magnesium from the element you created in Question 6?7.Model ita.Write a nuclear equation for the reaction below (remember to use an arrow)b.

PART 3: Analysis Chem A Unit Page 29

Does nuclear fusion affect the total of the mass numbers before and after the reaction? Cite specific evidence to support your answer.8.

PART 3: Analysis

Does nuclear fusion affect the total of the atomic numbers before and after the reaction? Cite specific evidence to support your answer.9.

In normal function of stars, iron is the heaviest element formed. What is a fusion reaction that could produce 52Fe? 10.

Is energy absorbed or produced by nuclear fusion? (Hint: think about where fusion occurs)11.

What are some limitations of using candies as a model for fusion?12.

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Reading 1 (COST – Weaponry)

Hydrogen Bomb vs. Atomic Bomb: What's the Difference?By Stephanie Pappas, Live Science Contributor | September 22, 2017 04:53pm ET

North Korea is threatening to test a hydrogen bomb over the Pacific Ocean in response to President Donald Trump ordering new sanctions on individuals, companies and banks that conduct business with the notoriously reclusive country, according to newsreports.

"I think that it could be an H-bomb test at an unprecedented level, perhaps over the Pacific," North Korea's Foreign Minister Ri Yong Ho told reporters this week during a gathering of the United Nations General Assembly in New York City, according to CBS News. Ri added that, "it is up to our leader."

Hydrogen bombs, or thermonuclear bombs, are more powerful than atomic or "fission" bombs. The difference between thermonuclear bombs and fission bombs begins at the atomic level.

Fission bombs, like those used to devastate the Japanese cities of Nagasaki and Hiroshima during World War II, work by splitting the nucleus of an atom. When the neutrons, or neutral particles, of the atom's nucleus split, some hit the nuclei of nearby atoms, splitting them, too. The result is a very explosive chain reaction. The bombs dropped on Hiroshima and Nagasaki exploded with the yield of 15 kilotons and 20 kilotons of TNT, respectively, according to the Union of Concerned Scientists.

In contrast, the first test of a thermonuclear weapon, or hydrogen bomb, in the United States in November 1952 yielded an explosion on the order of 10,000 kilotons of TNT. Thermonuclear bombs start with the same fission reaction that powers atomicbombs — but the majority of the uranium or plutonium in atomic bombs actually goes unused. In a thermonuclear bomb, an additional step means that more of the bomb's explosive power becomes available.

First, an igniting explosion compresses a sphere of plutonium-239, the material that will then undergo fission. Inside this pit of plutonium-239 is a chamber of hydrogen gas. The high temperatures and pressures created by the plutonium-239 fission cause the hydrogen atoms to fuse. This fusion process releases neutrons, which feed back into the plutonium-239, splitting more atoms and boosting the fission chain reaction.

Governments around the world use global monitoring systems to detect nuclear tests as part of the effort to enforce the 1996 Comprehensive Test Ban Treaty (CTBT). There are 183 signatories to this treaty, but it is not in force because key nations, including the United States, did not ratify it. Since 1996, Pakistan, India and North Korea have carried out nuclear tests. Nevertheless, the treaty put in place a system of seismic monitoring that can differentiate a nuclear explosion from an earthquake. The CTBT International Monitoring System also includes stations that detect the infrasound — sound whose frequency is too low for human ears to detect — from explosions. Eighty radionuclide monitoring stations around the globe measure atmospheric fallout, which can prove that an explosion detected by other monitoring systems was, in fact, nuclear.

Reading 2 (BENEFIT – Energy)

We Are Closer Than Ever to Unlimited Clean Energy

Even a small fusion reactor could power more than 150,000 homes.

For centuries, humans have dreamed of harnessing the power of the sun to energize our lives here on Earth. But we want to go beyond collecting solar energy, and one day generate our own from a mini-sun. If we’re able to solve an extremely complex set of scientific and engineering problems,

4.5b Fusion Readings Tuesday, March 17, 2020 11:30 AM

Chem A Unit Page 31

mini-sun. If we’re able to solve an extremely complex set of scientific and engineering problems, fusion energy promises a green, safe, unlimited source of energy. From just one kilogram of deuterium extracted from water per day could come enough electricity to power hundreds of thousands of homes.

Since the 1950s, scientific and engineering research has generated enormous progress toward forcing hydrogen atoms to fuse together in a self-sustaining reaction – as well as a small but demonstrable amount of fusion energy. Skeptics and proponents alike note the two most important remaining challenges: maintaining the reactions over long periods of time and devising a material structure to harness the fusion power for electricity.

As fusion researchers at the Princeton Plasma Physics Lab, we know that realistically, the first commercial fusion power plant is still at least 25 years away. But the potential for its outsize benefits to arrive in the second half of this century means we must keep working. Major demonstrations of fusion’s feasibility can be accomplished earlier – and must, so that fusion power can be incorporated into planning for our energy future.

Unlike other forms of electrical generation, such as solar, natural gas, and nuclear fission, fusion cannot be developed in miniature and then be simply scaled up. The experimental steps are large and take time to build. But the problem of abundant, clean energy will be a major calling for humankind for the next century and beyond. It would be foolhardy not to exploit fully this most promising of energy sources.

Why Fusion Power?

In fusion, two nuclei of the hydrogen atom (deuterium and tritium isotopes) fuse together. This is relatively difficult to do: Both nuclei are positively charged, andtherefore repel each other. Only if they are moving extremely fast when they collide will they smash together, fuse and thereby release the energy we’re after.

This happens naturally in the sun. Here on Earth, we use powerful magnets to contain an extremely hot gas of electrically charged deuterium and tritium nuclei and electrons. This hot, charged gas is called a plasma.

The plasma is so hot – more than 100 million degrees Celsius – that the positively charged nuclei move fast enough to overcome their electrical repulsion and fuse. When the nuclei fuse, they form two energetic particles – an alpha particle (the nucleus of the helium atom) and a neutron.

Heating the plasma to such a high temperature takes a large amount of energy – which must be put into the reactor before fusion can begin. But once it gets going, fusion has the potential to generate enough energy to maintain its own heat, allowing us to draw off excess heat to turn into usable electricity.

Fuel for fusion power is abundant in nature. Deuterium is plentiful in water, and the reactor itself can make tritium from lithium. And it is available to all nations, mostly independent of local natural resources.

Fusion power is clean. It emits no greenhouse gases, and produces only helium and a neutron.

It is safe. There is no possibility for a runaway reaction, like a nuclear-fission “meltdown.” Rather, if there is any malfunction, the plasma cools, and the fusion reactions cease.

All these attributes have motivated research for decades, and have become even more attractive

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All these attributes have motivated research for decades, and have become even more attractive over time. But the positives are matched by the significant scientific challenge of fusion.

From: https://futurism.com/fusion-energy-provides-a-clean-unlimited-source-of-power

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https://futurism.com/fusion-energy-provides-a-clean-unlimited-source-of-power

SIR PART 2: Fission/Fusion and StabilityMonday, March 23, 2020 11:26 AM

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Analysis and reading questions:

Describe the difference between fission and fusion.1.

Why are the neutrons released during fission important to a fission chain reaction?2.

A common statement from science is, “We are all stardust.” Use your understanding of fusion, explain why this statement is true.

3.

Do you believe nuclear power is a good form of energy? Explain two arguments that support your position and one argument that does not support your position.

4.

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Introduction: Radioactivity is often thought of as scary and rare, when in reality it is happening around us all the time! Th ere is a way to actually SEE that atoms are breaking apart. It is called a cloud chamber.

How to Build a Cloud Chamber!

Once you have a cloud chamber, you can put a radioactive material in it and actually collect evidence of what it looks like! You don't need to look far. A simple banana piece would be enough to see decay.

Cloudylabs cloud chamber working approx 50 min [720p]

Note: this video is very long, but you only need to watch a few minutes to collect your data.

Analysis:

1. From the video, you should be able to see THREE different paths. Two of them look very similar, but if you look closely, y ou'll see that their trails are a bit different. Pay attention to how far they travel, how big the paths seem, and how straight the paths are.

Record in words the paths you see, then draw them in the circle starting at the middle X:

Written Description

A

B

C

Which type of tracks tend to be the farthest from the source? 2.Why do you think that is? 3.The Cloud Chamber in the video above is zoomed in, but you WOULD be able to see the tracks with your naked eye. What does thi s tell you about how scientists can study forms of nuclear change?

4.

The object in the video could be something as simple as a banana bought from a grocery store. What does this tell you about n uclear decay? Should we always be afraid of nuclear changes?

5.

x

4.6 Cloud Chamber Lab Tuesday, March 17, 2020 11:30 AM

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https://www.youtube.com/watch?v=pewTySxfTQkhttps://www.youtube.com/watch?v=ZiscokCGOhs

Part 1: Alpha Decay

Web search “alpha decay phet” or go to https://phet.colorado.edu/en/simulation/alpha-decay (This phet is a java phet. If you can not get it to open, please see the videos at the very bottom of this assignment.)

I.

Click on “Single Atom”II.Pick Polonium-211 nucleusIII.Run the simulation FOUR timesIV.

Instructions:

Write the atom you are beginning with in atomic symbol notation:1.

Answer the following:

After the alpha decay, what atom are you left with? Write it in atomic symbol notation: 2.

Which element has the same protons as the particle emitted from alpha decay? Write it in atomic symbol notation as well.3.

Use the answers from 1-3 to write the equation for this nuclear reaction:4.

Describe with words and draw alpha decay:5.

Now pay attention to the energy of the atom as decay occurs. The atoms starts with more energy and the moment decay happens, the energy drops. Why do you think this energy change happens?

6.

Why are the protons and neutrons vibrating?7.

What flew off during decay?8.

Why do you think this occurred?9.

Based on your observations, would you say a STABLE or UNSTABLE atom has more energy? Explain your reasoning.10.

4.7a Alpha and Beta Decay Phet Tuesday, March 17, 2020 11:30 AM

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https://phet.colorado.edu/en/simulation/alpha-decay

Based on your observations, would you say a STABLE or UNSTABLE atom has more energy? Explain your reasoning.10.

Part 2: Beta DecayInstructions: web search “beta decay phet” or go to https://phet.colorado.edu/en/simulation/beta-decay

Select the Hydrogen-3 isotope and write the atomic symbol notation for it:12.

Write the resulting isotope in symbol notation:13.

Write the nuclear equation for beta decay: _________ à __________ + __________ + antineutrino +

Gamma Radiation 14.

Select the Carbon-14 isotope and write the atomic symbol notation for it:15.

Write the resulting isotope in symbol notation:16.

Write the nuclear equation for this beta decay: _________ à __________ + __________ + antineutrino + Gamma Radiation17.Describe in words and draw beta decay:18.

Answer the following:

Part 3: Practice Problems

DRAW Pu going through alpha decay. 19.

Alpha Decay:

Why did Pu go through alpha decay? 20.

Write 3 equations of elements going through alpha decay. Try to push yourself by using the Band of Stability (4.3b) to pick elements that are naturally radioactive already (white boxes).

21.

Example: 174 79 Au à 4 2 He + 170 77 Ir + gamma radiation

_________ à __________ + __________ + Gamma Radiationa._________ à __________ + __________ + Gamma Radiationb._________ à __________ + __________ + Gamma Radiationc.

DRAW Li going through beta decay.22.

Beta Decay:

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https://phet.colorado.edu/en/simulation/beta-decay

DRAW Li going through beta decay.22.

Why did Li go through beta decay? 23.

Write 3 equations of elements going through alpha decay. Try to push yourself by using the Band of Stability (4.3b) to pick elements that are naturally radioactive already (white boxes).

24.

Example: 170 69 Tm à 0 -1 e + 170 70 Yb + antineutrino + gamma radiation

_________ à __________ + __________ + antineutrino + Gamma Radiationa._________ à __________ + __________ + antineutrino + Gamma Radiationb._________ à __________ + __________ + antineutrino + Gamma Radiationc.

Video Alternatives (if java isn't able to be opened on your computer):Alpha Decay: Simulation

Beta Decay: Simulation

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https://www.youtube.com/watch?v=U9IGQRRGwichttps://www.youtube.com/watch?v=xDnbmk5C0_w

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Directions: You will be looking at two types of radioactive decay – alpha decay (α) and beta decay (β). Fill in the table below and then use it to help you figure out what is happening during each type of decay.

Fill in the table below using the equations given.

Equation

Change in atomic number

Number of protons lost or gained

Number of neutrons lost or gained

Change in mass number

Alpha or Beta decay?

1 Lost 2 Alpha

2 Lost 2

3

4 Minus 4

5 Plus 1 Beta

What changes take place in the nucleus when an alpha particle is emitted (released)?1.

What element or subatomic particle is an "Alpha Particle"?2.

What changes take place in the nucleus when a beta particle is emitted?3.

What element or subatomic particle is a "Beta Particle"?4.

When an alpha particle is lost from an atom, where on the periodic table would you look to find the product? To the left or right of the initial atom?

5.

Answer the following questions:

Bottom: __, ?: ___a.Top: __, Bottom: __, ?: ____b.Top: __, Bottom: __, ?: ____c.Top: __, Bottom: __, ?: ____d.?: ____e.?: ____f.

Fill in the missing parts of the nuclear reactions below:6.

Does the identity of the atom change during radioactive decay? Why or why not?7.

If an atom of element number 85, astatine, undergoes alpha decay, what atom will be produced?8.

If an atom of element number 87, francium, undergoes beta decay, what atom will be produced?9.

Which isotopes are most likely to decay?10.

4.7b Alpha/Beta Practice Tuesday, March 17, 2020 11:31 AM

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Reading 1: COSTS of exposure to alpha/beta decay

The Effects of Radiation on Matter

IntroductionThere are many types of radiation, but the two most common are electromagnetic radiation and ionizing radiation. Ionizing radiation refers to radioactive particles, such as alpha and beta particles, or electromagnetic waves, such as gamma or ultraviolet rays, which have sufficient energy to detach electrons off of atoms to create ions, hence the name “ionizing radiation.” Electromagnetic radiation, which sometimes can be placed as a subcategory of ionizing radiation, deals with waves or photons from the electromagnetic spectrum. Unlike ionizing radiation, electromagnetic radiation deals with electric and magnetic field oscillations such as with X-rays, radio waves, or gamma rays.

Radioactive decay of atoms creates three radioactive particles, alpha, beta, and gamma. Of the three, alpha particles are known to have the most “ionizing power,” a term describing the number of ion pairs produced per centimeter through a material, followed by beta, then gamma. However, a common misconception is that the higher ionizing power a particle has, the more damaging it is to matter. Electromagnetic waves can also ionize, hence the reason electromagnetic radiation is often placed as part of ionizing radiation.

Penetration and RadiationRadiation, besides having the ability to ionize matter, can also penetrate through matter. How far they penetrate is dependent on the different types of radiation and their ionizing power. Since alpha particles are high in ionizing power, it is difficult for them to penetrate matter thoroughly. This is because alpha particles are likely to ionize the first thing they come into contact with; thus, they hold a small range of penetrating power. The inverse relation between ionizing power and penetrating power can be applied to beta and gamma rays as well. Alpha particles can be stopped with a sheet of paper or a layer of clothing, while beta particles can penetrate up to a fraction of an inch in solids and liquids and several feet in air. Gamma rays, which are electrically neutral and have small ionizing power, are not slowed by collisions with materials and can only be stopped with heavy metals such as lead.

(Courtesy of Ehamberg and Stannered on Wikimedia Commons, available under Creative Commons Attribution 2.5 Generic license.)

Effects of Radiation on Living Matter

4.7c Alpha/Beta ArticlesWednesday, March 18, 2020 1:26 PM

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Prolonged exposure to radiation often has detrimental effects on living matter. This is due to radiation’s ionizing ability, which can damage the internal functioning of cells. Radiation either ionizes or excites atoms or molecules in living cells, leading to the dissociation of molecules within an organism. The most destructive effect radiation has on living matter is ionizing radiation on DNA. Damage to DNA can cause cellular death, mutagenesis (the process by which genetic information is modified by radiation or chemicals), and genetic transformation. Effects from exposure to radiation include leukemia, birth defects, and many forms of cancer.

Most external radiation is absorbed by the environment; for example, most ultraviolet radiation is absorbed by the ozone layer, preventing deadly levels of ultraviolet radiation to come in contact with the surface of the earth. Sunburn is an effect of UV radiation damaging skin cells, and prolonged exposure to UV radiation can cause genetic information in skin cells to mutate, leading to skin cancer.

Alpha, beta, and gamma rays also cause damage to living matter, in varying degrees. Alpha particles have a very small absorption range, and thus are usually not harmful to life, unless ingested, due to its high ionizing power. Beta particles are also damaging to DNA, and therefore are often used in radiation therapy to mutate and kill cancer cells. Gamma rays are often considered the most dangerous type of radiation to living matter. Unlike alpha and beta particles, which are charged particles, gamma rays are instead forms of energy. They have large penetrating range and can diffuse through many cells before dissipating, causing widespread damage such as radiation sickness. Because gamma rays have such high penetrating power and can damage living cells to a great extent, they are often used in irradiation, a process used to kill living organisms.

Reading 2: BENEFIT of using Alpha Decay in Smoke Detectors

About Americium in Smoke Detectors

Smoke detectors are common household items. Ionization smoke

detectors use a small amount of radioactive material, americium-241,

to detect smoke. Alpha particles from the americium source ionize air

molecules, allowing positive and negative ions to flow between

charged plates in the smoke detector. The smoke alarm triggers when

smoke particles disrupt the constant flow of ions.

If you use the smoke detector as directed and do not tamper with it,

there is no radiation health risk.

Chem A Unit Page 47

There is no health threat from ionization smoke detectors as long as

the detector is not tampered with and it is used as directed. The tiny

amount of americium used is encased in ceramic and foil. There are no

special disposal instructions for ionization smoke detectors. They may

be thrown away with household trash, however your community may

have a separate recycling program.

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Purpose: Simulate the transformation of a radioactive isotope over time

Graph the data to define half-life.

Background: Unstable isotopes become more stable atoms. To do this, they undergo radioactive decay. Each atom has a different rate of radioactive decay that can occur. During this simulation we will discover about how much of each atom undergoes decay each time the reaction happens.

Materials:

Container of 100 coins (representing the radioactive isotope) – Tailium (T)

paper clips (representing the new stable atom) – Paperclipium (Pp)

Pre-Laboratory Questions:

What is an isotope? Give one example. 1.

What causes an atom to undergo radioactive decay? 2.

If you have physical supplies (100 pennies and paper clips) If you don't have the physical materials

Procedure:

Put the paperclips to the side. These are the stable atom Paperclipium (Pp)1.Turn all the coins to tails and count the total number of the coins. Record in data table at time zero.

2.

Put all the coins in the cup. These are all radioactive (unstable) atoms called Tailium (T)

3.

Shake all the coins gently. 4.After 30 seconds pour the sample out onto the lab table. This represents 1 year.

5.

Separate the sample into heads and tails and count the tails – these are still Tailium. Record the numbers in data table. Place ONLY these back into the container.

6.

Any coin that is heads up is now Paperclipium, so put them to the side and replace them with paperclips.

7.

Add the paper clips to the container to bring the number of objects back to the starting number (the total number of atoms should NOT change). Shake gently.

8.

Repeat steps 4 through 8 until no Tailium is left (all coins are paperclips).9.Complete the calculations on the data table for individual and class results.10.Graph the amount of Tailium left after each half life on the graph for your data and the class data.

11.

Procedure:

Go to https://www.random.org/coins/1.Set the coin number to 100 and select any coin (preferrably one with obvious heads/tails)

2.

These are all radioactive (unstable) atoms called Tailium (T)3.Select "Flip Coins"4.Count all the coins that are heads up 5.These are all the coins that have now decayed and become Paperclipium6.Record how many Tailium are remaining after 1 year. Record how many Paperclipium there are now.

7.

The remaining coins need to be flipped again – go back to the previous screen.8.Set the number of coins to flip as the number of Tailium you had remaining. (for example, if 47 coins were heads, 100-47=53. You would set the number to 53)

9.

Repeat steps 2-9 until there are zero Tailium Remaining.10.Complete the calculations on the data table for individual and class results.11.Graph the amount of Tailium left after each half life on the graph for your data and the class data.

12.

Remember that Tallium doesn't just disappear. It becomes a new element through decay (Paperclipium)

Data Table:

Trial # Years Tailium Paperclipium % Tailium remaining

0 0 100 0 100%

1 1

2

3

4

5

4.8a Half Life Lab Tuesday, March 17, 2020 11:31 AM

Chem A Unit Page 49

https://www.random.org/coins/

5

6

7

8

9

10

Half-Life: How many years did it take Tailium to only have 50% remaining? ________________3.

Graph your data:

Below is a graph of class data collected last year.

Analysis:

How did your data compare to the class data?1.

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What did the pennies that landed as tails represent? 2.

Why were the pennies that landed as heads removed and replaced by paperclips? 3.

At what point on the graph is there only half of the Tailium remaining? Where did it go?4.

How long did it take for Tailium to go from 50% remaining to 25% remaining? 5.

25% is HALF of 50%. What do you notice about the time it took for 50% of Tailium to change compared to how long it took for Tailium to lose half again(50%-25%).

6.

How long did it take for Tailium to go from 25% remaining to 12.5% remaining?7.

Did the amount of time it take for Tailium to decay by 50% change or stay the same?8.

Conclusion:

When there is only half of the element remaininga.The amount of time it takes for half of a sample to decay into a new elementb.The amount of time it takes for half of a sample to disappearc.The amount of time it takes for a sample to completely decay into a new elementd.

Use questions 4-5 to select the correct definition of “half-life”?9.

Explain your answer to 9.10.

Is half-life a measurement of time or amount? Explain your answer.11.

Time (days) Amount of Substance A (g) Amount of Substance B (g) Percent of A remaining

0 1000 0 100

1 700 300 70

2 500 500 50

3 350 650 35

4 250 750 25

5 175 825 17.5

6 125 875 12.5

7 87.5 912.5 8.75

8 62.5 937.5 6.25

Student A: The half-life of Substance A must be 1 day because that is when data was recorded.Student B: I disagree, the half-life must be 2 days because that is when 50% of Substance A is now Substance B.Student C: I think the half-life is 500g because that is half of what Substance A started with.

Which student do you agree with and why?12.

Confirm your ideas by watching the video at the very bottom of this page. Note: do not worry too much about the math!13.

Three Students analyze the data on the graph below based on this lab:

Exponential Decay: Penny Experiment

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https://www.youtube.com/watch?v=QSACR0kGNXE

GCSE Physics - Radioactive Decay and Half Life #35

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https://www.youtube.com/watch?v=zXw2cOSBB8E

Half-life of 14C = 5,730 yearsa.Half-life of 238U = 4.5 billion yearsb.

Half-life: The time it takes for the amount of a radioactive isotope to decrease by ________________. This varies considerably between different atoms.

1.

After an atom goes through decay, it doesn’t just disappear. This means when half the Carbon-14 atoms have gone through beta decay, they’re not gone – they are now ______________________. Hint: look back at your equations for beta decay (4.7b) to figure out the new element.

2.

To fill in the notes, be sure to watch the video at the very bottom of the page on 4.8a.

Answer these questions using the graph below:

The number of grams present in the original sample of sodium-24 is __________. (don’t forget units!)

3.

The half-life of sodium-24 is ___________. (don’t forget units!)4.After 30 hours, ___________ of sodium-24 are present.5.After 45 hours, about __________ is present. 6.If the sample has 125 g of sodium-24 left, then ________ has passed.7.

4.8b Half Life Notes and Problems Tuesday, March 17, 2020 11:31 AM

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Half Life PracticeNote: Half-life is the amount of time it takes for half of the mass of an unstable atom to decay.

Directions: These problems are both practice with half-life and giving some costs/benefits of using radioactivity. Be sure you are paying attention to the uses of half-life as well as how to calculate it.

Iodine-131 is used to destroy thyroid tissue in the treatment of an overactive thyroid. The half-life of iodine-131 is 8 days. If a hospital receives a shipment of 200 g of Iodine 131, how much I-131 would remain after 32 days?

1.

Trials Half-life (t) Mass Percent To figure out percent (this works for grades too!):Mass Remaining ÷ Total Mass x 100

0 0 200g 100%

1 8 days 100g 50%

2 16 days

3 24 days

4 32 days

Iodine primarily goes through Beta Decay when it decays. What element is 50% of the Iodine-131 atoms after 8 days? _______________________

2.

Technetium-99 is used for brain scans. If a laboratory receives 200g of this isotope and after 24 hours only 12.5 g of this isotope remain, what is the half-life of technetium-99?

3.

Trials Half-life (t) Mass Percent

0 0 200g 100%

1 50%

2 25%

3 12.5%

4 24 hours 12.5g 6.25%

Technetium-99 primarily releases gamma radiation as it decays. This means that after 24 hours, 187.5 grams the atoms of Technetium-99 are still ______________________________, but not giving off gamma radiation.

4.

Mercury-197 is used for kidney scans and has a half-life of 3 days. If the amount of mercury-197 needed for a study is 1.0 gram and the shipment time is 15 days, what is the minimum mass of mercury-197 that needs to be ordered?

5.


0 0 100%

1 3 days 50%

2 6 days 25%

3 9 days 12.5%

4 12 days 6.25%

5 15 days 1.0g 3.125%

Mercury-197 goes through a different kind of beta decay where a proton becomes a neutron. This means that after 15 days, most of the atoms in the sample would be __________________________.

6.

The half-life of strontium-90 is 25 years. How much strontium-90 will remain after 100 years if the initial amount is 4.0 g?7.


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0 0 4.0g 100%

1 25 years

Strontium-90 goes through beta decay. This means that after 100 years, most of the sample will now be _____________.8.

The isotope H-3 has a half life of 12.26 years. Find the percent remaining after approximately 49 years. 9.

Trials Half-life (t) Percent

0 0 100%

1 12.26 years

2 24.52 years

Hydrogen-3 also goes through beta decay. This means it becomes ___________________________ when it decays.10.

How long will it take for 64.0g of Rn-222 (half-life = 3.8235 days) to decay to 8.00g? 11.


0 0 64.0g 100%

1 3.8235 days

Radon-222 goes through alpha decay. This means that the “missing” 56g has actually become _________________.12.

Silicon-31 has a half-life of approximately 2.5 hours. If we begin with a sample containing 1000 mg of Si-31, what is the approximate amount remaining after 10 hours?

13.


0 0 1000mg 100%

1 2.5 hours

Silicon-31 goes through beta decay to become _______________________________ as it decays.14.

Cesium-137 was the long lived isotope released during the Chernobyl explosion in Russia that killed 60 people immediately, and potentially another 4000 due to radiation. Cesium has a half-life of 30 years and the reactor released 80,000 KBq. Chernobyl will only be safe to live in again if the levels are less than 1000KBq (less than 1.25% of original amount).

15.


0 0 80,000 KBq 100%

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0 0 80,000 KBq 100%

1 30 years

How long until Chernobyl is livable again (be sure to read question 15 closely)? _______________________________16.

Cesium-137 also goes through beta decay. This means after one half life, 50% of the cesium will now be _________________________.17.

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SIR PART 3: Types of Decay and Half-LifeMonday, March 23, 2020 11:27 AM

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Answer the questions below:

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If I wanted to create thorium-200, would you expect that element to be stable? Why or why not?

1.

Why would gamma radiation be considered more dangerous than alpha or beta radiation? 2.

a.

b.

c.

Complete the following nuclear equations:3.

Complete the following half-life questions. 4.

Mass ½-life Time

Os-182 has a half-life of 21.5 hours. Fill out the following table to figure out how much Os-182 I started with to end up with 10 g after 107.5 hours.

A.

The half-life of Zn-71 is 2.4 minutes. If I start with 100g, how much is left after 7.2 minutes? Show your work.

B.

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For your final ideas on this issue, use your Learning Tracking Tool and what you have learned to debate with your classmates.

You will need to go onto schoology and find the "4.9 Final Nuclear Sciences Debate" discussion to add your comment.

Before you do, prepare by answering the questions here first.

Prep Questions:

What did you learn about why atoms go through nuclear change?1.How are radioactive elements both dangerous and helpful?2.What is fission?3.What is fusion?4.How are fission and fusion both dangerous and helpful?5.What is alpha decay?6.What is beta decay?7.What is half-life?8.How are different types of decay dangerous or helpful?9.

Discussion Question:Your Argument: Is the pursuit of nuclear science beneficial to society or are the costs too great? Be sure to include an explanation as well as at least 2 pieces of evidence.

After answering the question above in the Schoology discussion, you will then need to respond to AT LEAST 2 other students. One response must be an ARGUMENT AGAINST their point.

Expectations:1. Clearly stated instruductory sentence2. Explanation of reasoning with at least 2 different points3. At least 2 pieces of evidence from articles or videos is included4. At lesat 2 responses to other students5. Responses are clearly written and include at least 1 piece of evidence from articles/videos6. Responses are CIVIL and NICE

4.9 Nuclear Science Final Debate Tuesday, March 17, 2020 11:31 AM

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Has the pursuit of Nuclear Science benefited or harmed society?Lesson What did we figure out?

Summarize key information and activities with a description and/or

picture.

Drawing simple models of nuclear change.For each reaction, try to draw a simple diagram of the change

How does this add to our argument of the COSTS of

nuclear sciences?Identify any con arguments

you discovered from this activity.

How does this add to our argument of the BENEFITS of

nuclear sciences?Identify any pros arguments

you discovered from this activity.

Self-Assess:Where am I with my understanding of

the phenomenon?(Example: Ready to debate both sides

using scientific reasoning, starting to get it, need more information)

What questions do I have? What additional information do

you need to understand the phenomenon?

4.1 Nuclear Phenomenon We watched a video about the nuclear bombings in Japan and read some possible uses of nuclear sciences. No additional information needed.

NO DRAWING NEEDED

4.2 Isotopes - How is the atomic mass calculated?

The mass on the periodic table is a decimal because...

NO DRAWING NEEDED NO ARTICLES FOR THIS ACTIVITY

NO ARTICLES FOR THIS ACTIVITY

4.3 Band of Stability - What types of isotopes exist in nature?

If elements are outside the band of stability because of an imbalance of protons and neutrons, it will...

NO DRAWING NEEDED

4.4 Fission Phet - How is the atomic number and mass affected by fission?

How is energy related?

Fission is...

The atomic mass will...

The atomic number will...

The number of atoms coming out of the reaction is (greater/less) than the number of atoms that went into the reaction.

Draw fission:

4.5 Fusion Activity - How is the atomic number and mass affected by fusion?

Fusion is...



The number of atoms coming out of the reaction is (greater/less) than the number of atoms that went into the reaction.

Draw fusion:

4.6 Cloud Chamber Lab - What evidence led to different forms of nuclear decay?

Nuclear change is (common/uncommon) and there (is/is not) evidence of decay.

NO DRAWING NEEDED NO ARTICLES FOR THIS ACTIVITY

Radioactive decay is naturally occurring

4.7 Alpha and Beta Decay - How can we model alpha and beta decay? How do

they change the atom?

Alpha decay is...



The particle that is ejected is...

Beta decay is...



The particle that is ejected is...

Draw Alpha Decay:

Draw Beta Decay:

4.8 Half Life - At what rate do atoms decay? How can we use that

information?

Half life is defined as...

When an element is decaying, it is (disappearing/not disappearing). It is...

NO DRAWING NEEDED

Learning Tracking Tool Tuesday, March 17, 2020 11:31 AM

Chem A Unit Page 65

Pre Activity questions:

1. What is an isotope?

Atom Protons Electrons Neutrons

A 3 3 4

B 3 2 3

2. Examine the table above - are the atoms A and B of the same element? Explain how you know.

Lab Objective: Why is there a decimal for the mass of elements on the periodic table?

Below is a data set for a same of hydrogen atoms. A 1 gram sample of hydrogen was evaluated for all the different types of isotopes within the sample:

Isotopes Found Hydrogen-1 Hydrogen-2 Hydrogen-3

Atomic Mass 1 AMU 2 AMU 3 AMU

Total mass within 1g sample 0.99g 0.099g 0.001g

Percent of total mass 99% 0.99% 0.01%

3. The atomic mass recorded on the periodic table for Hydrogen is 1.01 AMU. Notice that each isotope of Hydrogen is ALWAYS a whole number. Where do you think the decimal came from looking at the data above?

The mass on the periodic table is called a WEIGHTED AVERAGE. This means that the mass is not of a single atom, but it is the average of all possible isotopes found of that atom. To calculate weighted average, you take the mass of each isotope, multiply it by the percent of the sample it makes up, and then add them together. Divide this number by 100 and you get the AVERAGE ATOMIC MASS.

(99 X 1) + (.99 X 2) + (.01 X 3) = 101 ÷ 100 = 1.01 AMU

4. Using the above paragraph, explain why the mass on the periodic table is a decimal.

5. For hydrogen, which isotope is closest to the mass recorded on the periodic table? Why do you think this is based on the data for hydrogen?

Below is the data set for a sample of Carbon

Isotopes Found Carbon-12 Carbon-13 Carbon-14 Other Isotopes

Atomic Mass 12 AMU 13 AMU 14 AMU Various

Total Mass within 1g sample 0.99g 0.009 0.0009 0.0001g

Percent of total mass 99% 0.9% 0.09% 0.01%

12a.12.01b.13c.

6. Based on the data above, which of these would most likely be the recorded mass of Carbon on the periodic table?

4.2 Isotopes Tuesday, March 17, 2020 11:23 AM

Homework Page 66

13c.13.01d.14e.14.01f.


If you had 1000 carbon atoms and pulled out just one atom, what would its mass most likely be?8.


Fill in the table below comparing the 3 isotopes.a.

Protons

Electrons

Neutrons

Mass

If were able to separate out a single sulfur atom from a 1g sample, how many neutrons would you expect it to have? Explain your answer using the mass on the periodic table.

b.

Based on the average atomic mass on the periodic table, examine the 3 isotopes of Sulfur. 10.

The chart below shows the isotopes that exist for the first six elements. Use the chart and a periodic table to answer questions 11 and 12.

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How many isotopes does hydrogen have? How are they different from each other?11.

Fill in the bolded boxes with the isotope symbol for the isotopes of lithium, beryllium, and boron. You may have to use the drawing tool. Or you could create a text box and drag it over.

12.

Give the isotope name and symbol of the only naturally occurring isotope of phosphorus.13.

Use the Isotopes of Elements Chart (4.3b) to answer questions 13-15

14. Which element has the most isotopes? How many isotopes does this element have?

Fill in the top box with the isotope symbol and isotope name for 3 possible isotopes. a.

15. Find Tin (50)

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Fill in the top box with the isotope symbol and isotope name for 3 possible isotopes. a.Determine number of protons, electrons, neutrons and mass for each isotope.b.Circle the isotope that you would mostly like have if you managed to isolate a single atom of tin.c.

Protons

Electrons

Neutrons

Mass

Additional Practice

Explain

Documents

Science Learning Packet CHEM A Nuclear Chemistry Packet · Intro: For the Nuclear Unit, we will be developing a pro/con argument for the study of nuclear science. By the end of the