Group Commercial (2 or 3 people max) DUE FRIDAY at beginning of class

Your goal will be two-fold.

First, synthesize the information from yesterday in some digital format and share it with me. I will need at least 2 points or sentences for each one of the topics.   Additionally, add any information your find about the topic below to your digital document, including your RESOURCES.

Secondly, create a video public service announcement that tells the class about one of the following.  I would prefer you spread out across all the topics, rather than several people doing the same thing.

• Irradiation of spices using cobalt-60
• Cs-133 atomic clock uses
• Iodine-131 uses
• Americium-241 for gauging plastic
• Americium-241 smoke detectors
• CT vs. PETscans using C-11, N-13, or O-15
• Uses of Technicium-99m
• Fresh food irradiation using cobalt-60 to kill ecoli or other bacteria.

The following information must be present in your video clip:

a.  What type of decay is going on?

b.  What is the half-life of the object, and how long will it take for 99% to disappear

c.  How can we protect humans from this type of isotope when we don't want to be exposed to it?

d. Are quarks involved in this process?

e. Is this process used currently?

f.  How is the technology like a particle detector.   Pick two similarities and two differences.

g. Why is radioactivity all around us?   And what's the difference between radioactivity and antimatter.

Upload your video to a youtube account and share with me.

Grading Rubric

Content correctness:  10 points

Entertainment value:  10 points

Use of media to enhance presentation: 5 points

Involvement by all members of group:  5 points

Title or Credits, as appropriate:  5 points.

Text or tweet me with questions.

Day 10: Where Now?

We still haven't figured out the mechanism of a beta decay. Why is it that an ELECTRON would fly out of the nucleus? The answer involves quarks.





A quark is found inside of protons or neutrons. When a quark becomes unstable, a neutron can turn into a proton. To keep charges balanced, an electron also comes ripping out.

BUT YOU DON'T HAVE TO TAKE MY WORD FOR IT.... Instead, check out this website to find out about:
quarks

• the standard model
• antimatter
• particle detectors
• how particle detectors work
• how this benefits science
• how this benefits society

Gather all this information into a digital document (a Linoit or Google Doc is suggested) and include any questions you still have.

Day 7-8 Radioactivity Types

Nuclear Checkers

The Battleship Detector

Rutherford's Experiment Connections

Day 9: Revisiting the Models

Let's start with a look at the BIG Questions.  What comments can you add now?

Take a look at four of the public service videos that your class made.   What are some of the strengths and weaknesses you see?   How do we get people to buy a message that we are sending? Write your thoughts on a whiteboard.









Class Conversation

Individual Problems

• An object taken from a cave has a carbon-14 fraction which is 0.89 of the amount in a

living organism. How old is the object? (half-life for C-14 is 5730 yr)

• Write nuclear equations for the following processes:
  a. Ra-226 decays by α-emission.
  b. The result of the β-decay of an isotope is Mg-22.

• For the following, calculate the value of time elapsed for four half-lifes ofthe isotope:
  a. Th-227, 18.2 day
  b. Pa-234, 6.75 hr
  c. Rn-222, 3.823 day

• The half-life of Pa-234 is 6.75 hr. How much (what fraction) of a sample of this isotope remains after 20.25 hr?
• The half-life of Rn-222 is 3.823 day. What was the original mass of a sample of this isotope if 0.0500 g remains after 7.646 day?

Day 6: Problems

Your goal is to try to answer the problems found below.  For each one you can use a hand-drawn chart like this one, or the table that is attached, but you MUST show your logic for each project.  Just writing down the answer will not get you credit.

1) The half life of iodine-131 is 8.040 days. What percentage of an iodine-131 sample will remain after 40.2 days?
2) The half-life of thorium-227 is 18.72 days How many days are required for three-fourths of a given amount to decay?
3) If you start with 5.32 x 10⁹ atoms of Cs-137, how much time will pass before the amount remaining is 5.20 x 10⁶? The half-life of Cs-137 is 30.17 years.
4) The half-life of the radioactive isotope phosphorus-32 is 14.3 days. How long until a sample loses 99% of its radioactivity?
5) U-238 has a half-life of 4.46 x 10⁹ years. How much U-238 should be present in a sample 2.5 x 10⁹ years old, if 2.00 grams was present initially?   (Hand this in individually)

Part 2:  Radon.  Radon is a big problem in Iowa, and the videos we watched in the last post point this out.   Design some sort of a Public Service Announcement that will highlight this concern to people in Iowa, why it is dangerous, and what they can do about it.

Part 3:  Radioactive Dating as a Group

Click to Run

Use the applet above to complete as much as you can with your group of this document   Save it to a Google Docs folder and share it with me.

Day 3-5: Radioactivity Continued

• Big Questions
• Half of a Half

Day 2: Radioactivity Models

• Reading 1
• MM/Skittle Models
• Enter and Share Data on Google Spreadsheets
• Read pp. 618-619 in book

• Class discussion

http://imgs.xkcd.com/blag/radiation.png

Day 1: Intro to Physics

Today, we're trying to solve a series of puzzles.   That is what scientists do.   They

a) solve the puzzles by collecting data
b) figure out the rules to the puzzle

DO NOT TELL THE RULES OUT LOUD.   When you think you know, write down a guess.


Puzzle 1
http://www.borrett.id.au/computing/petals-j.htm




Puzzle 2
http://www.wordplays.com/fcgi-bin/daily_cryptogram.pl


Puzzle 3
http://www.logic-puzzles.org/game.php?u=f1ba76a4f80345766f42fc8d41d8da2d


Puzzle 4
http://ed.fnal.gov/projects/labyrinth/games/warpspeed/linac/activity.html?name=

Puzzle 5
In-class

Personal Reflections





Discuss Rules, Science, and the Game

Physics Evaluation

https://docs.google.com/spreadsheet/viewform?formkey=dGRUYjlIUFU4VmI2ZWx6U2x1REN1eGc6MQ

Supercolliders

http://science.howstuffworks.com/atom-smasher.htm/printable

http://particleadventure.org/exp_start.html

http://www.ted.com/talks/brian_cox_on_cern_s_supercollider.html

http://www.particleadventure.org/other/proj_sum.html

http://fnal.gov/

http://www.cernland.net/

http://public.web.cern.ch/public/en/About/History-en.html

Guilty until proven innocent

http://www.edheads.org/activities/crash_scene/swf/index.htm

You must experiment with the WHAT IF scenarios.   You also should be watching the information on the 'collecting evidence' as it directly relates to the activities below.

Guilty Until Proven Innocent

Problem:

How can you use the conservation of momentum to prove to a judge that you were not speeding and therefore do not deserve a ticket for the collision?

Materials:

Poster paper, protractor, ruler, calculator

Procedure:

You leave the school teacher's parking lot and are traveling north when you are broadsided by a car traveling east. The collision occurs in a school zone with a speed limit of 20 mph.  The impact throws you into the band practice field.

Following the collision the police officer determines that both vehicles had a speed of 22 mph (9.8 m/s). The driver of the other car is an adult and claims that you were speeding and consequently should receive a ticket. You are to prove your innocence by using the conservation of momentum.

Research:

What type of a vehicle were you driving?  What type of a vehicle was the other driver riding in?  Look again at the safety and the mass of these vehicles at the NHSTA site (http://www.safercar.gov  ).  Use the same vehicle you looked up earlier this week.

Your vehicle_______________           Mass or weight____________

Their vehicle_______________           Mass or weight____________

Decide on the units for your momentum and record here ____________

Draw a diagram of the two cars just prior to impact. You were headed north, the other car was headed East. Choose a scale (e.g., 1 cm = kg m/s) or freehand draw a diagram of the vehicles before AND after the impact your calculation .  

There are two possible cases.  In Case 1, you were going 20 mph.  In Case 2, they were going 20 mph.  One things for sure.  After the collision, you were stuck together and both of you traveled at 22 mph.

Do one set of calculations for each Case.

Summing Up (each person does this individually,1/2 to 1 page, and hands it in paper clipped to the diagrams)

1. Qualitatively explain, using your diagrams, how you know that you were not going faster than the adult. Remember that a ticket means higher insurance rates and a large fine.

2. Do you think you were you speeding?

3. How would angles affect your logic?

4. What evidence of impulse or guilt would the police collect in this action?
5.  Based on the safety rating of the vehicles involved, what do you think the extent of the injuries would be?
6.  What role did impulse play in the safety factors present in your vehicle?   How would a change in the speed to 33 mph have affected the impulse and/or change in momentum?