Topic+7

=Topic 7=

LAB SKILLS REFRESHER--first week of school
 * Spaghetti-linear IA lab

= = = Topic 7: Atomic and Nuclear 9 hours = (Last three weeks of September to middle of october) What do we want kids to know?
 * **7.1** KNOW: Vocab and structure of atom and nucleus
 * UNDERSTAND: electrostatic forces keep it together
 * UNDERSTAND: How do we know what we know about this? How has it changed over time? (NOS)


 * **7.2** DO: balance decay equations
 * DO: Determine half life from a decay curve
 * DO: solve half life decay problems
 * KNOW: types of radiation, biological affects, decay vocab
 * UNDERSTAND: there are moral, social, environmental aspects : AIM 8


 * **7.3** DO: nuclear equations balancing
 * DO: e=mc^2
 * DO: use the binding energy graph/problems
 * KNOW: artificial transmutations
 * KNOW: vocab (unified mass unit)
 * KNOW: mass defect*7.3.7
 * UNDERSTAND: binding energy relationship to mass defect 7.3.7
 * UNDERSTAND: the processes of fission and fusion and energy release

Topic 7: Atomic and Nuclear physics What is the story of the Atom? What is Radioactive decay? What is a radioactive Half-life? What is E=mc 2  ? 2. mass defect relationship to binding energy, graph, problems How can a nucleus change?
 * 1) Students should be able to describe what an atom is.
 * 2) This description should outline: How we know that it is Nuclear? One limitation of this model? How we know electrons have energy levels? What happens inside the nucleus?
 * 1) Students should be able to describe the process of radioactive decay.
 * 2) Description should include: Why decay occurs? The properties of alpha, beta, and gamma radiation (including ionization.) What this radiation does to living things? Use of the terms: nuclide, isotope nucleon, nucleon number A, proton number Z and neutron number N
 * 1) Students should be able to explain what radioactive half-life is.
 * 2) Solve half-life problems using decay curves and integral numbers of half-lives.
 * 1) mass and energy relationship via Einstein
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">a. Students must be familiar with the units MeV c <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 9px; text-decoration: none; vertical-align: super;"> −2 <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> and GeV c <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 9px; text-decoration: none; vertical-align: super;"> −2 <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> for mass.
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">b. Students should be familiar with binding energies plotted as positive quantities.
 * 1) <span style="background-color: transparent; color: #000000; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Artificial changes, fusion and fusion (the sun)
 * 2) <span style="background-color: transparent; color: #000000; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Binding energy changes in fusion/fission

Lesson Planning Notes <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 26px; text-decoration: none; vertical-align: baseline;">**7.1** What is the story of the Atom? 7.1 ATOMIC EXISTENCE
 * 1) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students should be able to describe what an atom is.
 * 2) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">This description should outline: How we know that it is Nuclear? One limitation of this model? How we know electrons have energy levels? What happens inside the nucleus?
 * Set the stage: you are in 1800- what do YOU think that stuff is made out of? What is fundamental?- Discuss class ideas-
 * **Furry elephant** http://www.furryelephant.com/player.php?subject=physics&jumpTo=re
 * __Democritus__ thought of atoms (means "unbreakable")
 * __Laviosier__ thought about conservation of mass with balance and bell jar. considered mass stays the same but there are different kinds of mass
 * __Dalton__ did weather research on pressure systems- determined that total pressure is equal to sum of partial pressure and projected the existance of an indivisible atom (also related to combinations that were possible like NaCl and H2O--even common stuff is divisible in discrete packets.)

ELECTRON EXISTENCE So this was great until...
 * Recap on what is known about electricity and magnetism- by late 1800's- RHR, current carrying wires will move how in a magnetic field?
 * **Show a CRT/geissler tube, crookes tube, TV, monitor, oscilliscope-**explain that scientists didn't really understand what it was but it lit up when a voltage was applied across +/- terminals
 * at first they thought maybe the "cathode rays" might be light because they moved in straight lines (Maltese Cross), but then they could turn Crookes light weight wheel (Crooke's railway), so then they thoguht particle. German James Plucker showed a magnet could deflect cathode rays. Ampere figured out they were negatively charged particles, not light, and that they were just normal atoms that were charged negative by the high voltage. But then Thompson observed that they didn't react to +/- charged plates, but then Perrin showed the beam could charge an electroscope! Thompson then changed his experiment and saw that the beam would react to the plates if the vacuum was better. Thompson goes on to to the e/m ratio experiment (done by balancing the motion of a cathode ray between the Force of a magnetic field and the force of an electric field. Once he's figuring that he hypothesizes there's a NEW particle that's in every atom--atoms are made of smaller stuff! Hence the pudding model. Irish dude Stoney had already coined the term electrons, but Thompson put it all together.
 * Have students determine the effects of a magnet on the ray. Try the RHR to see whether the beam is a ray of + or - charge.
 * Think Pair Share- After using magnets with a CRT, what conclusions might __Thompson__ have made about atoms?--SHOW
 * Discuss chocolate chip cookie/"insert favorite desert" model of the atom- Electrons in a positive goo
 * Draw this model

NUCLEAR EXISTENCE
 * Science of the 1900 at very start of the century was radio activity! Quick aside about excitement that radioactivity was causing in science world and the race to study everything radioactive- Rutherford with Geiger and Marsden (IB seem to only refer to G and M, not Rutherford--Rutherford designed it but G&M carried it out) as helpers was researching alpha particles by shooting them through a layer of gold foil-
 * **Black box stuff**-lead into Rutherford gold foil experiment
 * Here was the mystery: 99.9999% of particles went straight through. A few were defected and a few bounced back.
 * Think Pair **pHET**- What might this data tell Rutherford/G/M about the inside of an atom?- Chech the phet rutherford ap with your partner after discussing- compare plum pudding model predicted results with what happened for real. What do we now know is inside the atom? How do we know the nucleus is + and not -?
 * Draw the model of the atom- listen to first **sound byte** from Charley [] about rutherford finding the atom was empty.

ISSUE WITH ELECTRONS SPIRALING INTO THE NUCLEUS--BACK TO ELECTRONS
 * Short discussion of sub-atomic forces- why don't the protons explode out of the nucleus?
 * Does this model explain why electrons don't spiral in towards nucleus? No- not yet!
 * New data: spectral lines for different elements- what do they mean??- Have students look at s**pectral lines of gas tubes**and maybe even the glowing pickle. Mention we saw absorption lines on the sun we had never even seen on Earth- Rydberg figured it out- energy level diagrams- conceptually- for Hydrogen
 * Mention but don't dwell on E=hf (Einstein 1905) IBO won't require usage but it demonstrates quantized energy by h.
 * Brief discussion on electron cloud vs. orbitals. Listen to **second sound byte** from Charley- same link as above, second few mins.
 * **Video clip** from Charley on how they might be trying to make even bigger atoms - gives a good discussion of atomic number and how strong force hols protons together- in addition to cool cutting edge research on a possible new element 114![|http://www.pbs.org/wgbh/nova/physics/stability-elements.html](13 minutes)

NUCLEAR STRUCTURE (mostly review)
 * isotopes-chemically identical, different masses
 * neutron-found as a penetrating outcome from bombarding berillium with alpha particles.
 * nucleon number
 * proton number
 * (neutron number)
 * Strong nuclear interaction--

<span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 26px; text-decoration: none; vertical-align: baseline;">**7.2** What is Radioactive decay? <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 26px; text-decoration: none; vertical-align: baseline;">What is a radioactive Half-life?
 * 1) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students should be able to describe the process of radioactive decay.
 * 2) <span style="background-color: transparent; color: #000000; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Description should include: Why decay occurs? The properties of alpha, beta, and gamma radiation (including ionization.) What this radiation does to living things? Use of the terms: nuclide, isotope nucleon, nucleon number A, proton number Z and neutron number N
 * 1) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students should be able to explain what radioactive half-life is.
 * 2) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Solve half-life problems using decay curves and integral numbers of half-lives.

NATURAL RADIOACTIVITY (i have this as a ppt if anyone wants it)
 * __rocks. geiger counter__, Berquerel, uranium salts, 1896.
 * Rutherford "discovers" alpha and beta (uses same magnetic field techniques as before)
 * Dirac/Anderson/Irene Curie/Joliet predict and detect positron
 * Curies, 1Ci =3.7x10^10 disintegrations/sec
 * Villiard identifies gamma
 * From instability we have radiation
 * alpha, beta, positron and gamma examples with __geiger counter (anana, Fiestaware)__
 * alpha, beta, positron, and gamma decay equations

RADIOACTIVITY ACTIVITIES---half-life notes: Just the half life examples with solutions ( I posted this as extra info)

>>
 * __Cloud Chambers__ (take about 30 minutes)
 * __Radioactive decay activit__y: Pick from dice, paper punches, or computer modeling.
 * [[file:Lab 24-Radioactivity Models Activity.doc]][[file:lab 24-radioactive decay dice example.ga3]]
 * **Just wondering, what do you guys know about these exponentials?? How should they be?
 * Explore learning for nuclear decay: []
 * user: "WL2" pswd: "WL2"

IONIZING PROPERTIES OF RADIATION, human effects, etc. --This is in my Notes 40 (above)
 * PET scans
 * CT scans
 * background radiation--AWESOME from Sci. American:[| http://www.scientificamerican.com/article.cfm?id=exposed-graphic-science]
 * Hewitt "cookies question" (also in notes 40) []
 * (okay additional info) Exposure levels:[]

EPA PROJECT []

<span style="background-color: transparent; font-family: Times New Roman; font-size: 24px; text-decoration: none; vertical-align: baseline;">**7.3** What is E=mc <span style="background-color: transparent; font-family: Times New Roman; font-size: 14px; text-decoration: none; vertical-align: super;">2 <span style="background-color: transparent; font-family: Times New Roman; font-size: 24px; text-decoration: none; vertical-align: baseline;"> ? <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">a. Students must be familiar with the units MeV c <span style="background-color: transparent; font-family: Times New Roman; font-size: 9px; text-decoration: none; vertical-align: super;"> −2 <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> and GeV c <span style="background-color: transparent; font-family: Times New Roman; font-size: 9px; text-decoration: none; vertical-align: super;"> −2 <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> for mass. <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">b. Students should be familiar with binding energies plotted as positive quantities. <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">2. mass defect relationship to binding energy, graph, problems
 * 1) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">mass and energy relationship via Einstein

ENERGY AND MASS---BINDING ENERGY STABILITY > <span style="background-color: transparent; color: #0000ff; font-family: Times New Roman; font-size: 24px; text-decoration: none; vertical-align: baseline;">How can a nucleus change? Here is the best article I could find- it might be an interesting preface to the fusion lab- I don't know what the status of this experiment is now- clearly this was a few years ago. Have any of you found something more directly related to the structure of the atom? @http://www.opposingviews.com/i/end-of-nuclear-waste-or-beginning-of-incredible-hulk
 * E=mc^2 video http://player.discoveryeducation.com/index.cfm?guidAssetId=A97A31AA-3DCE-4193-84C3-A39B157EF0BC&blnFromSearch=1&productcode=US
 * Using E=mc^2 with Joules, Kg, and m/s
 * Mass defect in u, convert to MeV/c^2 with 1u=931.5 Mev/c^2
 * convert to binding energy with E=mc^2 (the c^2 cancels out)
 * [[file:IBNotes42.ppt]]about e=mc^2, mass defect and Binding energy including a sample activity. For the activity you could likely use the info on:[]It's got all the actual masses for all the isotopes on the table
 * Charley's idea: have them do the mass defect/binding energy for various isotopes that will help them build the binding energy per nucleon graph.
 * Binding energy homework: [[file:PS 3 Binding Energy.pdf]] and solutions:[[file:solution_pdf.pdf]]
 * Phet--Build an atom[| http://phet.colorado.edu/en/simulation/build-an-atom]
 * 1) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Artificial changes, fusion and fusion (the sun)
 * 2) <span style="background-color: transparent; color: #0000ff; font-family: times new roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Binding energy changes in fusion/fission

FUSION/FISSION > http://player.discoveryeducation.com/index.cfm?guidAssetId=35B0A19C-B72D-4502-92AF-6CB6C9078CC9&blnFromSearch=1&productcode=US
 * Nuclear energy video: NOT AWESOME but has decent clips of historic videos (20 minutes)
 * Fission/Fusion notes: [[file:IBNotes43-fission and fusion.ppt]]
 * Fusion lab with pingpong balls--from Charley
 * Hewitt has a Fusion/Fision page that's really simple but great if you're having them find energy released for each one.
 * My new and better presentation on energy released for fission and fusion
 * [[file:IBNotes43-fission and fusion NEW.ppt]] (blank)
 * [[file:IBNotes43-fissionand fusionNEW.pdf]] (with solutions)

REVIEWS:
 * Review questions from the orange review book?
 * Review questions from Tsokos?

ASSESSMENT: TEST from IB aligned questions. katey has it, ask for it in an email. REASSESSMENT:
 * Charley's 20 new questions on 7.1