Types of Ionizing Radiation Lab and Simulation

Lab Activity

While my students are walking into my classroom, I start the topic of radiation by turning on one of my radiation detectors and letting it beep as it picks up background radiation. It does not take long for students to start asking “what is that beeping noise?” I then show students the radiation detector and we discuss what they already know about radiation. I show students the different radioactive samples (I tape over the labels so they don't know what they are) and ask the students if they can think of any ways that we could determine if the samples are all the same or if they could be different. Students usually suggest comparing the counts/minute but soon find that those data are not reliable enough to make a conclusion. Once they see the pile of shielding materials on my desk, they get to the conclusion that you could try blocking the radiation with different materials. 

From there, I set students off with the guiding question, “How many types of radiation are represented by these samples?”. Students then design their own experiments with the materials from the shielding kit as well as their own materials to determine if the 6 samples are the same or different. I do not have to give very much guidance at this point, sometimes just a nudge for students to select a wider range of materials. The alpha-emitter can be blocked by just a sheet of paper, the beta-emitter can be blocked by lead or even a thick piece of wood and the gamma-emitter can only be blocked by multiple layers of lead. Students usually get creative and use their notebooks, phones, hands, shoes and anything else they have lying around to answer the question.

When students finish collecting their data, I ask them to whiteboard their results and conclusion using the Claim-Evidence-Reasoning (CER) model. Students must state their claim at the top of the whiteboard (their answer to the guiding question), provide their data in an organized manner and provide an explanation as to how their data supports their claim. 

Simulation Activity

The simulation is a little more guided than the lab activity though it does not have to be. The worksheet I attached will guide students through the data collection process. You could also show students how to use the simulation and then let them design their own experiment based on the same guiding question from the lab activity. They will simply have less options when they run their tests. 

You could also have students present their simulation data with the same CER framework as the lab activity and ask the same extension questions. One of the benefits of the simulation is it gives you fun facts about the nuclides you are testing. 

Additional Notes for Remote Learning

In a remote learning environment, you may not be able to demonstrate how a radiation detector works to peak student interest. I recommend assigning students the video “The Most Radioactive Places on Earth” from Veritasium prior to assigning the simulation discussed above so they get a general understanding of what a radiation detector or Geiger counter is measuring and what the units mean. 

 

The Most Radioactive Places on Earth

The Most Radioactive Place on Earth - Veritasium, Dec 17, 2014 (accessed 7/1/2020)

 

The attached worksheet and questions below can be adapted for whatever learning platform you are using to support remote learning. You may want to add more specific directions for using the simulation like “select a nuclide and drag it to the circular holder on the left side of the simulation screen” or “select a shielding material and drag it to the material holder in the middle of the simulation screen” to help students navigate. As always, make sure to test the simulation on a student device if possible before assigning it to your class. 

Additionally, the USEPA Radiation Basics website can serve as a great additional resource for students to connect what they saw in the simulation to the technical terms and knowledge about types of radiation.