Optional Unit VIII: Atomic Physics
D. Applications

(Teachers should read the section on Controversial Issues in Science: Program Overview and Connections K-12 before covering this section.)

The following applications are among the topics that should be explored in this section. The depth of treatment of any of these applications determines the number that can be reasonably covered. The applications can either be treated separately, or preferably integrated into other key concepts about nuclear energy in this Optional Unit and in Core Unit IV. Throughout Optional Unit VIII, various opportunities will arise to introduce appropriate applications. This also has the potential of leading to a variety of independent learning activities undertaken by the students. It is difficult to foresee new developments and applications relating to nuclear energy which are likely to arise in the future. As such new applications are developed through advances in science and technology, teachers should feel free to incorporate them into the following list.

The understandings and concepts developed through these applications are left to the discretion of the physics teacher. However, regardless of the extent to which these applications are developed, connections should be made which relate the applications to the behaviour of matter and other important physical phenomena.

Furthermore, consideration of these or any other applications in physics should be treated with an emphasis which helps to develop the science, technology, society, and environment (STSE) thrust of the new curriculum. Whenever opportunities arise to develop STSE interrelationships (Dimension D), they should be pursued.

Treatment of the historical context of these applications and developments is encouraged, to put the study of physics into its proper social and historic framework. Students should also be aware that many outstanding achievements in science and other realms of human experience occurred when individuals deviated from accepted norms and practices, bound only by their imagination, often in spite of strong opposition and persecution.

Radioactive dating of archaeological artifacts, geological formations, fossils, etc. Artificial Transmutation

• Rutherford's alpha particle bombardment experiment
• neutron transmutation

Biological Effects of Ionizing Radiation

Uses of Radioisotopes

• medical uses
• industrial uses
• food processing

Nuclear Weapons

• the historical development of the nuclear bomb
• fission and fusion weapons
• neutron bombs
• issues regarding nuclear weapons

Nuclear Reactors

• (This is included to allow teachers to develop the topic in more detail than in section C of Core Unit IV. Student research projects are encouraged. Note that at least one other application of the use of nuclear energy must to be covered if this Optional Unit is selected.)

Risk-Benefit Analysis of the Uses of Nuclear Energy

Learning Outcomes

Students will increase their abilities to:

1. Describe an application of nuclear energy (other than fusion reactors).

2. Identify the type of fuel used in that application.

3. Recognize the role that Saskatchewan and Canada play in that specific application of nuclear technology.

4. Identify some of the main uses of the specific application of nuclear energy.

5. Identify some of the safety precautions that need to be taken in the application being considered.

6. State some of the facts that supporters of nuclear energy use to substantiate their position for the use of that application.

7. Identify some of the concerns that critics raise regarding the use of nuclear energy for the specific application.

8. Suggest what potential concerns regarding the environment emerge as a result of the use of nuclear energy for the application being considered.

9. Develop a position which either supports or rejects the use of nuclear energy for a specific application.

10. Defend a position which either supports or rejects the use of nuclear energy for a specific application.

Teaching Strategies, Activities and Demonstrations

1. Research the series of events that occurred during Three Mile Island, Chernobyl, or other nuclear accidents.

   To what extent was the accident being investigated attributable to so-called "human error?"

2. Conduct a formal or informal debate to resolve important issues regarding nuclear energy.

3. Undertake a community survey or public opinion poll regarding some issue related to the use of nuclear energy. This activity may be a good opportunity to introduce students to important ideas related to research design.

4. Have students obtain a wide variety of resources materials dealing with the application of nuclear energy. They can write away to various agencies and organizations for these. Include such things as newspaper and magazine articles, video programs, brochures, pamphlets, and so on.

   Scrutinize each resource carefully. What are underlying value positions and assumptions being made? What biases are evident? Do the materials present a balanced view, or is one particular position being put forth more strongly than others?

   Develop a variety of similar questions to use when evaluating the materials.