Fourth Year- Physics
Energy and the Environment
be necessary for exploitation of such work for profit.” This material has been developed within the Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM Project Management Unit and the source must be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Students should have understood that RADIATION is a means of transmitting energy
commonly in the form of heat. It is important to activate this learning to relate it with the concepts in this Learning Guide.
Strategy:
Word association is strategy that would stimulate students to think of words or phrases which are related or associated with the given word. In this topic, radiation.
Materials
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Activity 1: RADIATION?
• Organize the class into desired numbered of groups.
• Write the word RADIATION on the chalkboard. Ask the students to think of words or phrases that they may associate with it.
• Have them brainstorm in their groups and ask them to organize their responses in a graphic organizer using the materials given. See sample on TRS 1, Sample Word Association, page 10.
• Provide ample time for discussion and decision making. Visit them during their discussion to keep track of their progress.
• Conduct the reporting session and remind them not to give comments yet at this stage for their responses will be revisited later in Stage 6, Closure.
Roundup
Use the students' responses to generate a whole class discussion about the topic, and to identify and deal with any misconceptions that may arise. You may need to include another activity at this point to update the students' knowledge.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
In this stage, the activity will let the students focus on the benefits and risks of nuclear radiation. This will be done to set their minds on the topic to be discussed.
Strategy:
Analyzing notes. This strategy will enable students to think about the statement given. By this, their thinking skill would be enhanced.
Activity2- Wanna Guess?
• Write the statement on a manila paper and bring it to students' attention.
Countries declare 'nuclear–free zones' but allow hospitals and other industries to use radiation for diagnosis, therapy and other uses in industries.
• Ask them: "What does the statement imply?"
• If they can not guess the right idea, you may give more examples leading to the idea of the benefits and risks of nuclear radiation.
• Tell them of the objectives of the topic as well.
Roundup
Students should have been introduced to the topic and its objectives.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
Students will investigate the benefits and risks of nuclear radiation in the world of medicine, industry and agriculture. They will be engaged in activities to help them learn about the topic.
Strategy: Expert Jigsaw
The strategy emphasizes cooperation and shared responsibility within groups of students. It is particularly effective in increasing the involvement of each student in class, since the success of each group in completing the work is dependent on the individual efforts of each member. There will be “HOME GROUPS” with five (5) members each. There will be 5 topics to be studied. The Home Group will then be reorganized into EXPERT group
members. All 1s will be called Expert Group 1 and will study topic 1, Expert Group 2 will study topic 2 and so on, so that there are five expert groups. When done, the expert group members will return back to their home groups to share the information they have
learned.
Materials
Student Activity Sheets on pages 13-20
Teacher Resource Sheet 3, Nuclear Radiation,page 12
Activity3 -Help Me
• Organize students into home groups with 5 members assigning numbers to them as 1,2,3,4,5,.While students are in their home groups, tell them that they will be going back to this setting later when the task in the expert group is done.
Expert Groups
• Reorganize them again to compose the expert groups, all ones will be group1, all twos group 2 and so on.
• Remind the experts of their responsibility .Tell them that there are tasks to be done, meaning questions will be answered by them. Here are the assignments:
Expert group 1 Activity sheet 3.1-Radioisotopes in Medicine Expert group 2 Activity sheet 3.2-Radioisotopes in Agriculture.
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Expert groups 3 Activity sheet 3.3-Radioisotopes in Other Industries Expert Group 4 Activity sheet 3.4-Radiation Level and its Effects. Expert Group 5 Activity sheet 3.5-Nuclear Accidents
Option 1
• Before distributing the activity sheets,conduct a lecture about the meaning of radioisotope citing examples (see Teacher's Resource Sheet 2, Radioisotopes page ).
• Allow the expert groups to read the activity sheets and find the answers to the given questions. Shuttle around to each of the expert groups to keep track of their progress.
• Let the expert groups decide how they will present their findings. Some possibilities include:
– Mock interviews
– News report
– Discussion paper
Option 2 (If your students have access to the Internet)
Let the expert groups search the Internet for information about their selected topics. Some useful sites to begin with include:
• http://www.world-nuclear.org/
• http://en.wikipedia.org/wiki/Radionuclide
• http://www.ndt-ed.org/EducationResources/HighSchool/Radiography/radioactivity.htm ... but there many others
This activity provides the opportunity to introduce students to the effective use of the Internet, particularly Search Engines. A discussion about the integrity of the information on the Internet could follow.
Back to the Home Group
When done, ask them to go back to their home groups and relay the information learned from their expert groups.
Facilitate debriefing and use an enlarged Teacher Resource Sheet 3, Nuclear Radiation, page 12 to summarize the concepts. As the groups report, fill in the table with the needed information.
Formative Assessment
Students' performance could be assessed using the rubric on page . Rubric in Assessing Internet Research on page 26.
Roundup
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or Purpose
It is important to assess whether students are able to grasp and absorb the concepts being emphasized in the activities. This stage will check whether the concepts are understood.
Strategy:Questions on dice
Rolling a die with questions written on its sides is a good strategy because it adds
excitement and fun while learning and encourages full participation of students. This will also arouse students' interest to compete with other students outside of their group.
Materials
4 question dice-with a string of yarn attached (see Teacher Resource Sheet 4 on page 22
Activity 4 – My Turn
• Before the activity, prepare 24 questions and 4 dice. Write the questions on small sheets of paper to be pasted on the sides of a die. Each die should have 4questions on it.
• You may use a die made of cartoon or wood.
Note: See Teacher Resource Sheet 4 on page 22 for possible questions and an illustration of a sample die.
• During the activity,you may arrange students in a semi-circle manner to allow everyone to see each other. If it is not possible due to limited space, chairs maybe arranged where half of the class will stay on one side and the other half, on the opposite side. Members in a group should stay close to enable them to help one another in answering a question.
• Use the "home groups" in this activity. The string of yarn will be used as a pointer to determine which home group will answer a question on the die.
• Roll the die. The side of the die that faces you will be the question to be asked.
• Tally correct answers on the board to motivate students to win. Giving of prizes is optional.
Formative Assessment
Correct responses could be a form of determining the level of understanding among the students. Use the opportunity to get students involved in discussing the responses to the questions. You may need to provide extra input to address areas of misunderstanding, or lack of understanding.
Roundup
Students should have displayed their understanding of the concepts as evidenced by their responses/performance in the activity, and by the follow up discussions resulting from the students' responses.
5. Practice and Application
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Background or purpose
An issue has to surface to motivate students to think and simulate them to increase their interest on nuclear radiation and apply their learning .
Strategy:
Poster Making is a strategy which hopes to enhance the learners' interest in drawing. This is done to let them express their understanding in a creative way.
Issue-Based Science. Any science topic can be structured in a way which incorporates the study of the relationship between science and society. Issues and problems relating to science and its impact on society are reported daily in media. The public is often interested in new ideas affecting them. The strategy will help students become critical thinkers.
Materials
(for Activity 5.1) cut-out pictures related to nuclear radiation, scissor, glue, cartolina, drawing materials
(for Activity 5.2) enlarged picture of irradiated fruits Teacher Resource Sheet 9, page 27
Activity 5.1 Keep Me Posted!
• Revisit the responses of students in Learning Stage 1 and tell them: “You are going to depict your ideas of radiation through a poster. You may cutout pictures, or draw photos which are radiation related. You should be creative in making your posters.”
• Before the activity, tell students to bring all the needed materials for the activity. The cut-out pictures should be radiation related. Tell them that these may come from magazines, print materials, or they may surf the Internet.
• During the activity, divide the class into seven groups or as the case maybe.
• Tell them to make a poster out of the materials they brought. The title of the poster is:
Radioisotopes. Remind them that they can also draw or illustrate an idea to be added to their posters.
• When finished, let them post their outputs Encourage other groups to ask questions about ideas found in the posters.
Activity 5.2– Irradiation, a Friend or a Foe?
• Show the enlarged picture of irradiated fruits and explain the significance of the “radura logo” which symbolizes irradiation of foods.
• Brief students about the activity to be done.
• Conduct a class discussion to determine who among the students would give a stance on: Irradiation, Beneficial or Not ? Refer to the readings on Food Irradiation on page 28.
• Tell them to react and state their opinions and insights, thoughts and feelings
• You may correct their ideas whenever necessary to reinforce their learning.
Formative Assessment
Roundup
Students should have realized that one should be critical with any given issue. They should have expressed their views as reflected in their performance and/or outputs.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
At this stage,the lesson will be formally closed and students will be asked to exhibit their learning and insights about uses of nuclear radiation through a journal.
Strategy:
3-2-1 Journal-a strategy which asks the learners to reflect their insights about the topic. They will write 3 things they learned; 2 things they find interesting; and 1 thing they want to ask.
Material
Teacher Resource Sheet 11, 3-2-1 Journal, page 29
Activity My Thoughts
• Present the sample 3-2-1 Journal. Have the learners copy it on their pad paper.
• Guide the students on how it will be filled in. This should be done individually.
• When done, collect them and use their responses to guide you on the next steps to be taken to enhance the lesson or proceed to the next topic.
Roundup
Students should have expressed their insights about the topic discussed.
Teacher Evaluation
(To be completed by the teacher using this Teacher's guide) The ways I will evaluate the success of my teaching this unit are: 1.
ENERGY AND THE ENVIRONMENT: USES OF NUCLEAR RADIATION
Teacher Resource Sheet 2
Radioisotopes
Radionuclides are often referred to by chemists and
physicists as radioactive isotopes or radioisotopes,
and play an important part in the technologies that
provide us with food,water and good health. However,
they can also constitute real or perceived dangers.
What is a radioisotope?
Isotopes are different forms of an atom of the same
chemical element. They have identical chemical
properties but a different relative atomic mass. While
the number of protons is the same,the number of neutrons in the nucleus differs.
Some isotopes are referred to as 'stable' and others 'unstable' or 'radioactive'. It is
the radioactive nature of these unstable isotopes, usually referred to as
radioisotopes which gives them so many applications in modern science and
technology. Any isotope can be used as a tag to follow the movement of some
material. Examples of radioisotopes are:
Technetium-99
Americium—241
Iridium-192
Gallium-67
Iodine-123
Phosphorus-32
Nitrogen-15
Samarium-153
Krypton-81
Iodine-131
Indium-111
Xenon-133
Carbon-60
Thallium-201
Uranium-235
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Teacher Resource Sheet 3
Nuclear Radiation
FIELD
NUCLEAR RADIATION
BENEFITS RISKS SAFETY MEASURES
Medicine
Agriculture
Other Industries ●
Activity 3.1
Help Me
Expert Group 1
Read the information and then discuss the answers to the guide
questions in your group.
Guide questions:
1. How are radioisotopes used in radiation therapy?
2. What are the risks involved in using nuclear medicine?
3. What should medical employees do to safeguard themselves from the
hazards of radiation in their workplace?
Uses of Radioisotopes in Medicine
Therapy
The uses of radioisotopes in therapy are few, but
important. For instance,Iridium-192 implants in the form of
a wire are being used to give a precise doses to limited
areas. Iodine 131 is used to treat thyroid cancer and other
conditions. Some cancers are treated using gamma rays
from an external Cobalt-60 source while others are using
internal beta radiation. There is a new treatment nowadays
that uses Samarium-153 mixed with organic phosphate to
relieve the pain of secondary cancers in bones.
Tracers
Radioisotopes are used in medicine as tracers. To
examine certain body tissues and organs in
detail, radioactive substance is injected into the
bloodstream or taken orally. In a process called
labeling, a minute quantity of the radionuclide
(the tracer) becomes chemically attached to a
molecule which is readily used by the body.
Gamma ray detector (scintillation detectors) can
now monitor the radiation coming from labeled chemical and trace its path through
the body.
Iodine -131 for diagnosis and treatment of thyroid
disorders
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Radioactive radiation is very harmful for life i.e. for
human being. Therefore, we must have precautions
against them:
1. One should keep a safe distance away from the
'radiation emitting source'.
2. The doctor, while giving the treatment to a patient
by radiation should take the minimum possible
time for radiation exposure.
3. The radiation from a nuclear reactor are shielded by thick concrete walls.
4. In a laboratory, where radioactive materials are handled, the radioactive
substance must be covered.
Radioactive iron is the radioisotope chosen for the uptake in
spleen. In a normal spleen, there is a balance of red cells
production and destruction. In abnormal conditions like
polycythemia vera, there is an increased red cell production
in spleen, and in refractory anemia, the spleen destroys the
red cells at abnormal rate.
Activity 3.2
Help Me
Expert Group 2
Read the information and then discuss the answers to the guide questions in your
group.
Guide questions:
1. How is/are nuclear radiation/radioisotopes used in agriculture?
2. What are some possible risks in using radiation in this field?
3. Suggest at least 2 possible safety measures to avoid the risks.
Uses of Radioisotopes in Agriculture
Fertilizers are expensive and when improperly used can damage
the environment. Efficient use of fertilizers is a concern to both
developing and developed countries. Fertilizers 'labeled' with
radioactive isotope; such as Nitrogen-15 and Phosphorus-32
provide a means of finding out how much is taken up by a plant
and how much is lost.
To induce mutations in plant breeding, ionizing radiation has
been used for several decades, and some 1800 crop varieties
have been developed in this way. Gamma or neutron irradiation
is often used in conjunction with other techniques, to produce
new genetic lines of root and tuber crops, cereals and oil seed
crops.
New kinds of sorghum,garlic,wheat, bananas,beans and peppers are more resistant
to pests and more adaptable to harsh climatic conditions.
Fertilizer
Genetic Variability
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Insect Control
Crop losses caused by insects may amount to more than 10%
of the total harvest worldwide. Stock losses due to tsetse in
Africa and screwworm in Mexico have also been sizable
Chemical insecticides have for many years been our main
weapon in trying to reduce these losses, but they have not
always been effective. Some insects have become resistant
to the chemicals used, and some insecticides leave
poisonous residues on the crops.
The Sterile Insect Technique (SIT) involves rearing large numbers of insects then
irradiating them with gamma radiation before hatching, to sterilize them. The
sterile males are then released in large numbers in the infested areas When they
mate with females, no offspring are produced. With repeated releases of sterilized
males, the population of the insect pest in a given area is drastically reduced.
Food Irradiation
In all parts of the world there is a growing use of
irradiation technology to preserve food because some
25-30% of the food harvested is lost as a result of spoilage by
microbes and pests. In a hungry world, we cannot afford
this. In over 40 countries,health and safety authorities
have approved irradiation of more than 60 kinds of food,
ranging from spices, grains and grain products to fruit,
vegetables and meat. Raw foods are exposed to high
levels of gamma radiation which kills bacteria and other
harmful organisms without affecting the nutritional value
of food itself or leaving any residue. It is the only means
of killing bacterial pathogens in raw and frozen foods.
Activity 3.3
Help Me
Expert Group 2
In your group, read the information and then discuss the answers to the guide
questions.
Guide questions:
1. How is/are nuclear radiation/radioisotopes used in other industries?
2. What are some possible risks from a nuclear power plant?
3. Suggest at least 2 possible safety measures to avoid the risks.
_____________________________________________________________________
Uses of Radioisotopes in Other Industries
Smoke Alarms
Smoke alarms contain a weak source made of Americium-241.
Alpha particles are emitted from here, which ionize the air,
conducts electricity and a small current flows. If smoke enters
the alarm,this absorbs the particles; the current reduces and the
alarm sounds.
Nuclear Powered Warships
Nuclear power propels the huge bulk of the
Abraham Lincoln
through the water. Part of
the fleet of the U.S. Navy, the
Abraham
Lincoln
provides a flight deck for high
performance planes.
Radioactive Dating
Animals and plants have a known proportion of Carbon-14 (a radioisotope of
Carbon) in their tissues. When they die, they stop taking carbon in, the amount of
C-14 goes down at a known rate. The age of ancient organic materials can be found
by measuring the amount of Carbon-14 that is left.
Nuclear Powered Aircraft Carrier
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Nuclear power plants use Uranium-235 as fuel to
generate electrical energy. It is inexpensive since
1
kilogram of the fuel is already equivalent to 16
barrels of petroleum fuel. Nuclear power stations
are often called thermal nuclear reactors and
their purpose is to generate heat which can be
converted to steam to turn turbines and generate
electricity.
However, mining and purifying Uranium has not,
historically, been a very clean process; spent fuel
from nuclear power plants is toxic for centuries,
and, as yet, there is no safe, permanent storage
for it; transporting nuclear fuel to and from plants poses some risks. Improperly
functioning nuclear power plants can create big problems like the Chernobyl
disaster which scattered tons of radioactive dust into the atmosphere.
Environmental and Industrial Tracers
Radioisotopes play an important part in
analyzing and detecting pollutants. Nuclear
techniques have been applied to a range of
many pollution problems including smog, sulfur
dioxide contamination, oil spillage and sewage
disposal from ocean outfalls. By adding small amounts of radioactive substance to
materials used in various processes, it is possible to study the mixing and flow rates
of wide range of materials, including liquid, powders and gases to locate leaks.
Thickness Gauging
In paper mills, the thickness of the paper can
be controlled by measuring how much beta
radiation passes through the paper to a geiger
counter. The counter controls the pressure of
the rollers to give the correct thickness. With
paper or plastic, or aluminum foil, the beta rays
are used, because alpha will not go through the
paper. We choose a source with a long half-life
so that it does not need to be replaced often.
Palo Verde Nuclear Power Plant, Arizona,U.S.A.
Activity 3.4
Help Me
Expert Group 4
Read the data in the table and discuss the answers to the following questions:
1. Describe the meaning of gray and sieverts.
2. How many sieverts can cause cancer?
3. How many sieverts is usually used in the medical field?
4. What is the minimum dose received by all humans anywhere on Earth?
Radiation Level and their Effects
The following table gives an indication of the likely effects of a range of whole
body radiation doses and dose rates to individuals:
10,000 mSv (10 sieverts) as a short-term and whole-body dose would
cause immediate illness, such as nausea and decreased white blood cell
count, and subsequent death within a few weeks.
Above about 100 mSv
, the probability of cancer (rather than the severity
of illness) increases with dose. The estimated risk of fatal cancer is 5 of
every 100 persons exposed to a dose of 1000 mSv (ie. if the normal
incidence of fatal cancer were 25%, this dose would increase it to 30%).
50 mSv is, conservatively, the lowest dose at which there is any evidence
of cancer being caused in adults. It is also the highest dose which is
allowed by regulation in any one year of occupational exposure.
20 mSv/yr averaged over 5 years is the limit for radiological personnel
such as employees in the nuclear industry, uranium or mineral sands
miners and hospital workers (who are all closely monitored).
2 mSv/yr (approx) is the typical background radiation from natural
sources, including an average of 0.7 mSv/yr from radon in air. This is
close to the minimum dose received by all humans anywhere on Earth.
0.3-0.6 mSv/yr is a typical range of dose rates from artificial sources of
radiation, mostly medical.
Absorbed radiation
dose
The rad is a unit of absorbed radiation dose in terms of energy actually deposited in the tissue. The rad is defined as an absorbed dose of 0.01 joules of energy per kilogram of tissue. The more recent SI unit is the gray, defined as 1 joule of deposited energy per kilogram of tissue.
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Activity 3.5
Help Me
Expert Group 5
Read the selection then discuss the answers to the questions.
1. Describe what happened to the body of the victims right after a large dose
exposure to radiation.
2. Give the effect/s of radiation to plants.
3. Explain the genetic effects brought about by radiation.
Nuclear Accident
Radiation victims from the atomic bombing in Japan before it surrendered
(during the second world war), hair has fallen out, burns, and blisters. The
effects of radiation on the human body vary from situation to situation greatly. It
depends on the dose received and whether the exposure to radiation is slow and
prolonged or large and instantaneous.
Radioactive elements are unstable and give off highly energetic charged particles
that can damage the genetic blueprint of the living cell. Sometimes the cell can no
longer function or repair itself and dies, but occasionally the cell multiplies
uncontrollably and becomes a cancer. Obviously, the size, energy and penetrating
distance of nuclear particles determine the damage to living matter and the
number of breaks and changes in the genetic code.
John Smitherman was one of the 42,000 servicemen
who participated in Able and Baker, the first atomic
bomb test in the Pacific after world war II. The
series was code named “Operation Crossroads.
Smitherman developed lymphodema, a blockage of
the lymph system that causes legs and arms to
swell; he had to have both legs amputated. On
September 11,1983, he died of cancer of the
colon,liver,stomach,spleen and lung.
Source:http://www.eas.asu.edu Observed mutation in leaves after the
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Teacher Resource Sheet 4
Possible Questions for the Dice
➢
Explain the reason/s why nuclear radiation is hazardous.
➢
Point out the risks associated with the use of nuclear energy for power
generation.
➢
What radioisotopes are used as tracers?
➢
How is a radioisotope used as a tracer?
➢
Cite the benefits of nuclear medicine.
➢
Explain food irradiation.
➢
Cite the possible risks when food is being irradiated.
➢
What are the uses of radioisotopes in other industries?
➢
How can radioisotopes be of help in the environment sector?
➢
How is radiation used in paper mills?Why?
➢
What safety measures should be practiced to avoid the hazards of radiation?
➢
Explain radioactive dating.
➢
Give the uses of radioisotopes in agriculture.
➢
Give the benefits of nuclear medicine.
Teacher Resource Sheet 5
Rubric for Assessing Group Performance
Exceptional Admirable Acceptable Amateur
Group Participation All students enthusiastically participate.
At least ¾ of
students in the group actively participate.
At least half of the students in the group confer or present ideas.
Only one or two persons actively participate.
Shared Responsibility Responsibility for
task is shared evenly. Responsibility is shared by most group members.
Responsibility is shared by ½ of the group members.
Exclusive reliance on one person.
Quality of Interaction Excellent listening and leadership skills exhibited; students reflect awareness of other's views and opinions in their discussions.
Students show adeptness in interacting; lively discussion centers on the task.
Some ability to interact; attentive listening; some evidence of discussion or alternatives. Little interaction; very brief conversations; some students were disinterested or distracted.
Roles Within Group Each student assigned a clearly defined role; group members perform roles effectively.
Each student assigned a role but roles not clearly defined or
consistently adhered to.
Students assigned roles but roles were not consistently adhered to';
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Teacher Resource Sheet 6
Rubric to Assess Poster Making
Criteria Excellent ( 10 )
Satisfactory ( 6 )
Needs Improvement ( 2 )
Relevance to the lesson The poster is very relevant
to the lesson relevant to the lessonThe poster is slightly The poster is not relevant to the lesson Attractiveness The poster is very
attractive in terms of design, layout and neatness
The poster is slightly attractive in terms of design, layout and neatness
The poster is distractingly messy or very poorly
designed Visual Impact The overall organization,
design, use of colors and use of space is very good that it helps the poster
interesting and really communicates the message
The overall organization, design, use of colors and use of space is slightly
good that it made the poster a little bit interesting and barely communicates the message
The overall organization, design, use of colors and use of space is not good that made the poster not
interesting and does not convey any message.
Teacher Resource Sheet 7
Rubric in Assessing Constructed Responses
Level of Understanding Use of Scientific
Terms Use of Supporting Details Synthesis of Information
4
The response shows that the student has a full and complete
understanding on the topic
The use of scientific terms is very appropriate and accurate and it enhances the responses.
Pertinent and complete supporting details demonstrate an integration of ideas.
The response reflects a complete synthesis of information.
3
The response shows that the student has a good understanding on the topic.
The use of scientific terms is generally appropriate with minor inaccuracies.
The supporting details
are generally complete. The response reflects some synthesis of information.
2
The response shows that the student has basic understanding on the topic
The use of scientific terms is just
appropriate.
The supporting details
are adequate. The response provides little or no synthesis of
information.
1
The response shows that the student has some understanding on the topic
The use of scientific terms is not present in the response.
The supporting details are only minimally effective.
The response does not address the question.
0 The student has NO Understanding of the question or problem. The response is completely incorrect or irrelevant.
Adapted from: http://www.mcps.k12.md.us/curriculum/science/forms.rubrictable.pdf
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Teacher Resource Sheet 8
Rubric in Assessing Internet Research
Criteria Unsatisfactory Satisfactory Excellent
Search Engines & Search
Tips Students did not explore various search engines, and did not try various search tips and
strategies.
Students explored several various types of search engines / directories. Students used various search tips in determining how to best conduct a search
Students explored several various types of search engines / directories. Students used various search tips in determining how to best conduct numerous searches
Student Research Students were
unsuccessful in finding sites appropriate for research. Students did not develop a strategy for using the Internet as a Research tool.
Students successfully found some sites
appropriate for research. Students developed a strategy for using the Internet as a Research tool.
Students successfully found many sites
appropriate for research. Students developed a strategy for using the Internet as a Research tool.
Resource Sites Students had difficulty exploring and locating resource sites that could be used for research.
Students successfully explored and located various resource sites that could be used.
ENERGY AND THE ENVIRONMENT USES OF NUCLEAR RADIATION
Teacher Resource Sheet 10
Food Irradiation
Food preservation techniques have been practiced by humans from the earliest
times. Drying, freezing, heating, pickling with both natural and artificial chemicals,
are conventionally acceptable ways of delaying the spoiling of food. Since 1950,
food irradiation techniques have been used extensively around the world. Food
irradiation is the process of exposing food to ionizing radiation in order to destroy
microorganism, bacteria,viruses or insects that might be present in the food.
Further applications include sprout inhibition, delay of ripening,increase of juice
yield and improvement of re-hydration. Irradiation is a more general term of
deliberate exposure of materials to radiation to achieve a technical goal(ionizing
radiation is implied).
The process of irradiation is simple. After 40 years of worldwide experience with
food irradiation, the United nations Investigative Committee concluded:
No toxicological hazard is caused by irradiating any food up to a dose of 10 kg and
hence foods treated in this way no longer needed to be tested for toxicity.
Ten kilograms of gamma radiation is equivalent to 10000 Sv; this is over 4 million
times the average dose received per person per annum from natural background
radiation.
PROBLEMS:
Critics of food irradiation are quick to acknowledge that longer shelf- life for
agricultural produce, and the reduction in use of chemical fumigants, are generally
beneficial to the consumer. Their main concern, however , is that food irradiation:
•
could have detrimental effects on the nutritional value of the foods;
•
has as yet unrecognized adverse side effects on health;
•
could endanger the safety of workers in the industry; and
•
could lead to problems with the disposal of radioactive wastes and the
radioactively contaminated water used in the process.
Teacher Resource Sheet 11
3-2-1 Journal
3 things I learned
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2 things I find interesting
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1 thing I want to ask
ENERGY AND THE ENVIRONMENT: USES OF NUCLEAR RADIATION
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior
Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
