THE STATI OF IOWA 0.. Molntt State of Iowa 1950

THE ATOM AND YOU A Unit for Secondary Schools

VOLUME I I I

THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION

ISSUED BY THE DEPARTMENT OF PUBLIC INSTRUCTION JESSIE M . PARKER SUPERINTENDENT DES MOINES , IOWA

PUBLISHED BY THE STATE OF IOWA State of Iowa 1950

THE ATOM AND YOU THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION

A Unit for Secondary Schools CENTRAL PLANNING COMMITTEE G. E. Holmes, Department of Public Instruction, Des Moines, Chairman Emil C. Miller, Luther College, Decorah Barton Morgan, Iowa State College, Ames M. J . Nelson, Iowa State Teachers College, Cedar Falls Hew Roberts, State University of Iowa, Iowa City L.A. Van Dyke, State University of Iowa, Iowa City Jessie M. Parker, State Superintendent of Public Instruction (Ex-officio)

Production Committee ) for VOLUME THE ATOM AND YOU John H. Haefner, University High School, State University of THE IOWA PLA N FOR Iowa, Chairman Richard W. Burns, University High School, State University of Iowa ATOMIC ENERGY EDUCATION William B. Hutchison, State University of Iowa John L. Martin, State University of Iowa (Now at Coronado Schools, Coronado, California) Emil C. Miller, Luther College, Decorah, Iowa Don E. Rhoades, Corning High School, Corning, Iowa ISSUED BY THE Alvin H. Schild State University of Iowa (Now at University of Kansas) DEPARTMENT OF Willard D. Unsicker, University High School, State University of Iowa PUBLIC INSTRUCTION Cover Design: by Russ Paulding, State University of Iowa JESSIE M. PARKER SUPERINTENDENT DES MOINES , IOWA

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PUBLISHED BY THE STATE OF IOWA TABLE OF CONTENTS Page I. Introduction ------1 Specific Aspects of the Secondary Education Program______1 How to Use This ManuaL______2

II. General Objectives ------3

III. Keyed References and Kits of Materials ------4

IV. Teacher Lesson Plans and Student Assignments ------5

V. .Supplementary and Follow-Up Activities ------35 Copyright 1950 VI. Suggested Audio-Visual Aids ------36 by THE STATE OF IOWA VII. Evaluation and Test Suggestions ------·------37 VIII. Recommended Books, Pamphlets, Documents, and Magazines on Atomic Energy for the School Library ------43

IX. Appendices ------·------45 . A. Summary of the Kinetic Molecular Theory of Matter ______45 B. Demonstrations for Problem L ______45 C. Atomic Weight Supplement______46 D. Demonstration for Problem 4------···----·---- 46 E. The Peacetime Applications of Atomic Energy ______46 F. Definitions ------50 G. Historical Data ------51 H. Basic Scientific Facts and Principles as Appli ed to Matter and Energy ------·------52

) THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION THE ATOM AND YOU (A Unit for Secondary Schools)

I. INTRODUCTION

Atomic energy is a part of our lives today and it will Specific Aspects of the Secondary progressively become a more important part. When man Education Program learned to release energy by breaking the nucleus of the atom, a ,fundamental advance of knowledge was made, The purpose of this manual is to aiel in accomplishing as great as man has ever witnessed; an advance of the purposes of the "Iowa P lan for Atomic JL'nergy lmowleclge which has tremendous implications for all Education" as they pertain to the high school. It is aspects of our life, socially, politically, and economically. intended, first, to demonstrate that teaching about An awareness of atomic energy on the part of the public atomic energy at the high school level is possible; was first brought about by the use of atomic energy as a second, to suggest what can and should be clone in the weapon. The atomic bomb, however, is only the first high school; third, to suggest procedures and techniques application or the new knowledge, the potential appli­ which it is believed will prove successful; and fourth, cations of which seem a lmost limitless. Atomic energy to introduce ancl make available suitable materials for holds forth great promise for a better and happier life both teachers and pupils. For those schools which have for this ancl succeeding generations. It also presents a developed programs and materials, it is hoped that this serious threat to our present civili zation. In ancl o[ manual will serve as a supplement and as a source for itself, atomic energy is neither goorl nor bad but what additional suggestions and materials. The manua l pre­ man does with it may be either or hoth. sents specific objectives, lesson plans, and text refer­ ences, not for the purpose of limiting programs of study, The existence of atomic energy poses important and but rather to give concrete aid to those schools who far reaching problems, both international and domestic want to teach about atomic energy but are somewhat at in scope. These problems are vital, real, and demanding a loss as to what to do and how to begin. of a solution. An intelligent and correct solution to these problems will make possible the potential bene­ The teaching of atomic energy is not entirely new to fi cial results o•f atomic energy. The price we may have the high schools of Iowa. The recently published state to pay for wrong solutions will be great, perhaps devas­ course of study includes units which contain most of tating. Attempting to ignore the problems or relying the scientific facts and some of the social implications upon impulse and emotion for a solution is a certain of atomic energy. The present material expands upon means of ensuring wrong solutions. Intelligent, rational, the suggestions given there and represents a conscious and correct solutions can result only from knowledge effort at correlation between science and the social and understanding. The very basis of our democracy is studies. The program is conceived as consisting of a sound judgment rendered by a rational, informed fifteen-day unit taught in the social studies class. It is citizenry. It is essential that Americans know ancl un­ recommended that the science teacher conduct the social derstand the facts and issues involved in atomic energy; studi es cJass for the first seven clays of the unit ancl that they realize the price which might have to be paid that the social studies teacher conduct it for the re­ for wrong choices; and that it is up to them as to maining eight clays. If possihle, it would be desirable whether atomic energy will make their lives better or for both teachers to be present during the entire unit. destroy them. They must r ealize that the atomic bomb A correlated program as here suggested involves some and intemational control are only manifestations of a administrative problems in that teacher assignments larger problem. The domestic issues involved are will have to be adjusted so as to free the science teacher similarly far reaching, and decisions conceming them from regular duties during the hours be teaches the will greatly affect this and succeeding generations. social studies class. This does not seem to constitute an insurmountable problem relative to the advantages The absolute necessity of American citizens gaining involved in a correlated program. It does, however, atomic literacy quickly, places a heavy responsibility place a measure of responsibility for the effective func­ upon education at all levels. It is possible, through tioning of this program upon the administration. Even education, to acquire the necessary facts and under­ though it is highly recommended that the administration standings for intelligent decisions concerning atomic make possible the adoption of the above procedure. the energy, The basic information is neither secret nor plan does not rule out one teacher's teaching the entire difficult. That our citiz ens do acquire such lmowledge unit. The material is adequate and the manual so de­ is a responsibility which no educator can avoid. signed that either the science or the social studies teacher can conduct the entire program. "The Iowa Plan for Atomic Energy Education" is an attempt to partially meet the need as indicated above. The logical grade placement of a unit on atomic Tt is an attempt to help remove fears concerning atomic energy seems to be in eleventh grade social studies, energy and to assist in pointing the way toward a and this for several reasons: (1) eleventh grade social sensible and sane consideration or what American studies is required of all pupils and this material is of citizens can and should know and do about atomic such vital importance that all pupils must be included; energy. It is a plan which extends from the elementary (2) e leventh grade social studies commonly consists of grades through adult education. This teaching unit. American history and atomic energy constitutes a para­ THE ATOM AND YOU, represents only one phase of mount problem in the United States today; and (3) the more inclusive program. physics is often taught at the eleventh grade level and -1- thts facilitates a corre lated program. Even though it The Student Assignment Sheet is so prepared that iL is recommended that this material be presented at the can be r eproduced and distributed to the pupils. lt eleventh grade level, in some schools it may fit better states the problem to be considered, gives the student in the twelfth grade program and, therefore, schools assignment with reading references, and lists study should adapt this recommendation to their local guide questions. If this sheet cannot be reproduced, it situation. can be given to the pupils orally or placed on the black­ board. The Student Assignment Sheet for the 5th day, This material may be presented either early in the for example, should be distributed to the pupils on the school year or toward the close of the second semester. 4th day. The advantage Oil' presenting the ma teria l toward the end of the year is tha t it will serve as an excellen t The lesson plans for the 1st and 15th days are not in culmina ting unit for the year's work and chronologically strict conformity with the a bove, for the 1st day is it belongs. at the end of the year. It is also felt that devoted to an introduction and motivation and tbe 15th pupils who are taking science will have acquired day to evaluation. Ample suggestions are included for valuable background material by this time. There are, both days. The suggested test consists of multiple­ however, some very important advantages in teaching choice item s, and again, this is not meant to imply that the unit early in the year. It is sincerely hoped that this other types of questions are not suitable or desirable. unit will not end completely after fifteen days, but In some instances it was felt that a dditional material or rather, that it will result in a continuing acquisition of suggestions for demonstrations would be helpful. There­ more knowledge and better understanding and som e fore, a supplement has been attached to some T eacher action on the part of the pupils to contribute to a Lesson Plans. solution of the problems studied. The follow-up activities One of the purposes of this manual is to indicate and suggested in this unit are considered a very importa nt make readily available to the schools the best materia l part of the unit-a part that no school should overlook. on atomic energy presently available at the lowest possi­ The possibility of successfully and eff ectively carrying ble cost. In order to accomplish this the following out these follow-up activities, such as an assembly procedure has been adopted. From the great a mount of II. GENERAL OBJECTIVES program, is much greater if the unit is taught early in printed material available, that which is listed under 1. 'l'o realize the sig ·fi the year. Each school must decide which time best fits Keyed R eferences and Kits of Materials was selected as United St a t es anclm thecance world. of atomic energy for the futttJ'e of the its local situation. best suited and contains both teacher and pupil r efer· ences. These materials are availa ble through the State 2. To understand the fundamental . . . . A copy of THE ATOM AND YOU is made available energy as related to atomic e nes~~~nttfi c pnnclples Oil' matter and Department of Public Instruction and for convenience to every teacher of Iowa who is concerned with teaching in ordering are packaged in kits as indicated under 3· To acquire a basic scientifi k , atomic energy. This m anual contains : (1) a list of objec­ an understanding of its c . nlo~vl e d?·e

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Ill. KEYED REFERENCES AND KITS OF MATERIALS Each item in this r eference list has a number. b. Remarks by Commissioner Lewis L. Strauss at These numbers are r eferred to in the keyed r eferences Town Hall, Los Angeles, Calif., Nov. 9, 1949. of the teacher's daily lesson plans. In these keyed (Re production) referen ces, the item number is given first, in 15. U. S. Atomic Energy Proposals (Baruch Report), parentheses, with t he page num bers fo llowing; e.g., (7) Dept. of State Pub. # 2560. 5-6 m eans item #7, pages 5-6. In some cases (e.g., cer­ tain pamphlets), page numbers ar e not given. 16. Comparison of the UN Plan of Atomic Energy Con­ The available kits of materials are listed at th e encl. trol with Soviet Control P roposals, Dept. of State. (Reproduction) * * 1. Basic Text: Burnett, R. W ., Atomic Energy, Double­ 17. Farm People and the Atom, Address by David E. Edged Sword of Science, Charles E. Merrill Co., Lilienthal. (Reproduction) IV. TEACHER LESSON PLANS AND R ev. Ed., 1950. · 18. Crary, Evans, Gotlieb, Light, The Challenge of 2. Evan s , Crary, Hass, Operation Atomic Vision, Na­ Atomic Ene rgy, Teachers ·College, Columbia U ni­ STUDENT ASSIGNMENTS tional Educat ion Association, 1948. versity. 3. The World Within the Atom, Pamphlet, \Vesting­ 19. H ersey, Jobn, Hiroshima, A lfred A. Knopf, lnc., 1946. house Electric Corp., 1946. 20. Atomic Energy Here to Stay, U. S. Office of Edu­ 4. The Atom, LIFE Repr int, May 16, 1949. cation, Supplement to SCHOOL LIFE, March , 5. Musial, Joe, Learn How Da gwood Spl its the Atom, 1949. King Features Syndicate, Inc., 1949. (Out of pri nt) 21. Atomic Energy Act of 1946, Public Law 585, U. S. 6. Adventures Inside the Atom, Adven tur e Series, Government Printing Office. General Electric Co., 1948. 22 . Minutes to Midnight ( International Control of Atomic ) Energy), Bulletin of Atomic Scientists, 1950. 7. Atoms, Ene rgy, Electrons, F. E. Compton and Co., R eprint, 1950. 23. a . Youth in the Atom ic Age, Address by David E. Lilienthal. (Reproduction) 8. Atoms at Wor k, Co uncil on Atomic Implications, Inc., b. Opportunity and Responsibility in the Atomic Age, 1950. Address by Dr. Robert Bacher. (Reproduction) 9. a. How You Can Survive an A-Bomb Blast, SATUR­ DAY EVENING POST, Jan. 7, 1950. (Repro­ S U PPLEMENTARY MATERIALS duced by permission). 24. Any standard high school physics textbook. b. The Hydrogen Bomb, DES MOINES REGISTER 25. Any recent encyclopedia. " R eprint. 10. Atomic Energy Education, U. S. Office of Education, AVAILABLE KITS OF MATERIALS Reprint from SCHOOL LIFE, March, 1949. Kit A- Teach er's Kit- Includes. all listed reference ma­ 11. Medic a l Aspects of Atomic Weapons, U. S. Gover n­ terials from (1) through (23). m ent Printing Office, 1950. Kit B-Stuclent's Kit- Includes a ll listed m a terials from 12. City of Washington and An Atomic Bomb Attack, (1) through (17), plus (23). A.E.C. Pamphlet. (Reproduction) Kit C- Basic T ext Kit- Includes Basic T ext (No. 1) 13. The At omic Energy Act of 1946, Brief for Action, only, put up in numbers o.f' five per kit. League of vVomen Voters. (Reproduction) Kit D-Basic Teaching Materials-Includes one Basic 14. a . Domestic Control of Atomic Energy, Address by Text (No. 1) plus complete Teacher's Manual Commissioner Sumner 'f. Pike. (Repr oduction) for th e unit.

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-5 - TEACHER LESSON PLAN-1st Day STUDENT ASSIGNMENT-2nd Day SUGGESTED INTRODUCTORY AND MOTTVATING 9. Have a qualified speaker give an address on the ACT IVITlES: significance of atomic energy a nd the citizen's re­ Problem 1. What are some of the character­ 4. What is the smallest physical unit of matter? spon sibility of knowing more about it. From this list of activities, select those best s nitetl l 0. Organize a committee to poll people of' various oc­ istics and properties of matter? 5. What is a physical change? to your school situation. Some activities should be pre­ cupations, educational levels, and ages in order to viously assigned to students; others can be developed ASSIGNMENT: 6. What is a chemical change? during the first class period. determine their knowledge of and attitudes towarrl 1. The Atom, LIFE Re print, pp. 4-7. 7. What are some of the characteristic properties or ' atomic energy. (Teacher should provide questions or 2. Any stand arC! high school physics text such as: matter by which it is described and identifi ed? 1. Solicit and list on the blackboard questions con­ give careful guidance in their selection by students.) Summarize answers to questions and have them re­ a. Physics for the New Age, Carleton and vVil­ 8. 'iVhat is the eli fference between weight and ma·ss? cerning atomic energy to which the pupils desire liams, pp. 52-54. answers. ported to class or placed on bulletin board. 9. How small are molecules? b. Modern Physics, Dull, pp. 3-13, 89-93. 11. Appoint a committee to prepare news articles re­ 2. Record current conceptions held by students regard­ c. Dynamic Physics, Bower and Robinson, pp. 10. What is the Kinetic Molecular Theory of Matter? porting on current pha es of class study of atomic ing atomic energy and alter erroneous ones as new 26-30, 33-36, 153-156. energy. Give special emphasis to any exhibits or 11. Of what small particles are molecules composed? generalizations and understandings develop. projects the class has completed. Submit repor ts to 3. Summary of the Kinetic Molecular Theory of 12. What is an element? Matter, Appendix A, p. 45 (this manual). 3. Compile a list of possible sources of information local newspaper. 13. What is a compound? about atomic energy to be used with the unit and for 12. Appoint a committee to be r esponsible for the follow-up activities. STUDY GUIDE QUESTIONS AND ACTIVITIES: 14. Select at least one of the fo llowing phenomena preparation of a summary of the unit which they can 1. Define matter in your own words. and be able to explain it in terms of the Kinetic 4. Appoint a committee to check books and magazines present before a school assembly. Molecular Theory of Matter. 2. In what three basic forms or states is all matte1· a lready in the public and school libraries and make 13. Read several challenging statements made by a. Air pressure found? a report to the class on useful a rticles found. prominent people regarding atomic energy, and/or b. Pressure of any en closed gas read selected sections from Must Destruction Be Our 5. Show any of these films if available: (See Section 3. Can any one kind of matter exist naturally in all c. Diffusion Destiny ? by Harrison Brown, or Modern Man Is VI, p. 36 for sources) three forms? Explain. d. Evaporation Obsolete by Norman Cousins. Portions of John a. Atomic Energy Hersey's Hiroshima (included in Kit A) are a lso b. Atomic Power suitable for motivation. Either a teacher or a pupil NOTES: c. One World or None may select portions a nd read th em to the class. Dis­ d. How To Live With The Atom (Highly cuss briefly the signifi cance of the statements or recommended filmstrip) sections. 6. Prepare brief biographies of scientists who !1ave had Note: Be sure to make lhis assignment for fol ­ a part in the progress of nuclear physics. lowing clay. 7. Appoint a class committee to prepare a bulletin board on atomic energy and k eep it up-to-date with STUDENT ASSIGNMENT FOR FOLLOWING DAY: newspaper and periodical clippings. 1. LIFE Reprint, The Atom, pp. 4-7 . 8. Delegate one member of the class to check radio 2. Any standard high school physics text such as: programs for any significant broadcasts about atomic a. Physics for the New Age, Carleton and energy. Broadcast times and stations should be Williams, pp. 52-54. posted in the classroom. If a wire or tape recorder b. Modern Physics, Dull, pp. 3-13, 89-93. is available, record the best programs broadcast c. Dynamic Physics, Bower and Robinson, pp. when the class is not in session. 26-30, 33-36, 153-156.

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-7- TEACHER LESSON PLAN-2nd Day STUDENT ASSIGNMENT-3rd Day Problem 1. What are some of the character­ E. Demonstrate combined volume using alcohol istics and properties of matter? and water Problem 2. What is the basic structure of STUDY GUIDE QUESTIONS AND ACTIVITIES: F. Demonstrate molecular m otion apparatus an atom? CONTENT OUTLINE: 1 What is the m eaning of the term atom? G. Show films, (1) Matter and Energy, Cor on et ASSIGNMENT: I. Matter (24); (4): Productions 2. To what known system is the overall structure of A. Definition (2) Molecular Theory of Matter, 1. The Atom, LIFE Reprint, Inside cover, pp. 1, 8-13. an atom usually compared? Expl ain what th is B. Forms a nd states of m atter Encyclopedia Britannica F il m s. system is like. 2. Atomic Energy, Double-Edged Sword of Science, C. Structural units of matter Inc. Burnett, pp. 3-4. 3. Who discovered the electron ? D. Properties of m atter E . P hysical and chemical changes 3. A ny standard hi gh school phys:cs text such as: 4. Vilhere are electrons found? 2. Make class assignment fo r the fo ll owing neutron? 1. Discuss content outli ne using as many of the fo l­ lowing activities as possible. Demonstration direc­ 4. Atoms, Energy, Electrons, Compton's Reprint, pp. 12. Why is the weight of an atom concentrated in tions are given in Appendix B, p. 45, of t his 456-460. its nucleus? manual. 5. Operation Atomic Vision, Evans, Cr ar y, Hass, pp. A. Demonstr ate states of m atter NOTES: B. Demonstrate evaporation 41-43 . C. Demonstrate Brownian movement 6. The World Within the Atom, Vi' esting house E lec­ D. Demonstr ate diffusion tric Corporation, pp. 3-30.

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-8- - 9 - TEACHER LESSON PLAN-3rd Day STUDENT ASSIGNMENT-4th Day Problem 2 . What is the basic structure of TEACHING PROCEDURES AND SUGGESTED an atom? ACTIVITIES: Problem 3. How are all of the atoms and ele­ ments related? 4. What is the meaning of atomic weight? CONTENT OUTLINE: 1. Discuss content outline (make liberal use of black­ board drawings of atomic models ; the photo ASSIGNMENT: 5. What element has been used · as the basis for I. Particles composing an atom (3) 3-31; (1) 3-7 ; models as found in LIFE, The Atom, pp. 12-13, will determining relative atomic weights? Why? ( 4) 10-13: be helpful) . 1. The Atom, LIFE Reprint, p. 14. A. Ele ctron (3) 8-9; (2) 42 6. ~hy are atomic weights not the exact multiples 2. Make class assignment for following da y. 2. Atom ic Energy, Doubl e- Edged Sword of Science, of the atomic weight or hydroge n? B. Proton (3) 13 ; (2) 43 Burnett, pp. 4-7. C. N eutron (3) 16; (2) 43 STUDENT ASSIGNMENT FOR FOLLOWfNG DAY: 7. Wbat is tbe meaning of the wore! isotope? D. Laws of electric charges (7) 316, 457 3. At oms at Work, Council on Atomic Implications 1. The At om, LIFE Reprint, p. 14. Inc., pp. 11-18. ' 8. How do the various isotopes of any one elem ent II. Overall structure of an atom (3) 13; (2) 42-45 ; differ? 2. Atomic Ene rgy, Do u ble-Edged Sword of Science, (1) 3-7; (4) 10-13 ; (7) 458-459; (18) 13-16: 4. Ope ration Atomic Vision, Evans, Crary, Hass, Burnett, pp. 4-7. p. 45. 9. What is the difference between uran ium 235 and A. Solar system model (2) 43; (1) 3; (7) 458; uranium 238 ? (4) 12-13 3. Atoms At Work, Council on Atomic Implications, 5. The World With in the At om, Pamphlet, Westing­ B. Valence shells (1) 4; (7) 459 Inc., pp. 11-18. 10. Which part o>f tbe periodic chart contains the house E lectric Corp., pp. 13-16. C. Nucleus (1) -4 ; (7) 458 metals? Which part contains the non-metals? 4. Operation Atomic Vision, Evans, Crary, Hass, ITI. Specific structure of simpler atoms (3) 14; (7) p. 45 . STUDY GUIDE QUESTIONS AND ACTIVITIES: 11. ~ich part of the atomic chart contains the most act~ve elements and which part contains the least 45 8; (18) 14-15; ( 4) 12-13. 5. T he Wor ld Wit hin the Atom, Pamphlet , \N'esting­ 1. What is tbe atomic chart or the periodic table of active elements? house E lectric Corp., pp. 13-16. the elements? 12. Which part of the atomic chart contains the 2. What relationship exists between the diffe rent heaviest elements and which part the lightest NOTES : elements and the numbers of their electrons? elements? 3. Ho~ do the elements on the atomic chart get th e1r numbers?

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- 11 - TEACHER LESSON PLAN-4th Day STUDENT ASSIGNMENT-5th Day Problem 3. How are all of the atoms and ele­ TEACHING PROCEDURES AND SUGGESTED ACTIVITES: Problem 4. What is the relationship between 3. Why did the concept that matter changed only ments related? 1. Discuss content outline. the atom and energy? into some other form o[ matter persist for so CONTENT OUTLINE: long? 2. Make class assignment [or fo ll owiu g day. ASSIGNMENT: I. Atomic numbers: 4. How do mass changes in nuclear reactions com­ A. Relationship betwee n e lectrons and atomic 1. Atomic Energy, Double-Edged Sword of Science, pare with mass cha nges in c hemical reactions? number (1) 4; (2) 42 STUDENT ASSIGNMENT FOR l<'OLLOWING DAY: Burnett, R. W., pp. 8-10. 5. How large, as compa red with the force of gravity, B. Relationship between p rotons and atomic num­ 1. Atomic Energy, Double-Edged Sword of Science, Z. The Atom, LIFE Reprint, pp. 4.-5. is the binding force holding nuclei together? ber (1) 4-5 Burnett, pp. 8-10. C. Serial listing of the numbe rs (4) 14 3. The World Within the Atom, Pamphlet, Westing­ 6. What is t he meaning of Einstein's ramous 2. The Atom, LIFE Reprint, pp. 4-5. house Electric Corp., 1946, pp. 1 -21. equation E = me"? Jl. Atomic weight: 3. The World Within the Atom, Pamphlet, Westing­ 4. Adventures Inside the Atom, Adventure Series, 7. From what part of the atom does atomic energy A. Oxygen as the standard (See Standard Chemh;­ house E lectric Corporation, pp. 18-2 1. General E lectric Co., 1948, pp. 6-9. come? try Text) B. Relative weight (1) 5-6; Atomic Weight 4. Adventures Inside the Atom, Adventure Series, 5. Operation Atomic Vision, Evans, Crary, Hass, 8. When matter is changed into atomic energy, in Supplement, Appendix C, p. 46, this manual. General Electric Company, pp. 6-9. pp. 43-44. what forms does the e nergy appear? C. Isotopes (1) 6-7; (18) 15-16 ; (8) 11-18 5. Operation Atomic Vision, Evans, Crary, Hass, 6. Atoms, Energy, Electrons, Compton's Reprint, pp. 9. What examples of the release of atomic energy III. Relationship of the elements: pp. 14-44. 344, 463-464. are found in natnre ? A. Metals and non-metals (See Standard Chemis­ 6. Atoms, Energy, Electrons, Compton's Reprint, pp. 10. Com pare the amount of energy re leased when an try Text) 344, 463-464. STUDY GUIDE QUESTIONS AND ACTIVITIES: atom takes part in a nuclear reaction with the B . Active and non-active e lements (7) 460 1. What are the common definitions for the words amount released when it takes part in a chemical C. Light and heavy elements (7) 458 matter and energy ? reaction. 2. \Vhat parts of the atoms are involved in the pro­ NOTES: duction of heat energy from burning carbon?

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- 13 - TEACHER LESSON PLAN-5th Day STUDENT ASSIGNMENT- 6th Day Problem 4. What is the relationship between a. Show the loss of mass in ordinary chemical re­ Problem 5. What are the results of nuclear 4. What products have been found to result from the the atom and energy? action s to be immeasurable by either repeating controlled nuclear fi ssion of uranium ? (U-235). demonstration found in LIFE, The Atom, p. 5, fission and the significance of these results? CONTENT OUTLINE : 5. Would the sam e products result from n e utron or by using LIFE'S explanation of the dem on­ ASSIGNMENT: bombardment of iron? I. Old concept of matter changing un ly tu other stration. 1. Atomic Energy, Doubl e-Edged Sword of Science, · forms o[ matter {1) 8; (24); (4) 5: IJ. Using E (ergs) = m (grams) c" (centimeters 6. ·what a re transu ra ni c elements? Name them. Burnett, pp. 10-17. A. Small change in mass in ordina ry physical and pe r second )', s how what e nergy is produced by How a re they obtained? What i:; th ir import­ chemical reactions not measura ble (1) 8-9; the complete conversion of one gram of matter. t. Any standard big b school physics text s uch as: an ce'? (4) 5 (To convert ergs to kilowatt-hours multiply Physics fo r the New Age, Car leton and ·williams, 7. \Vhat conditions are essen tial to the establi s hment B. Involvement of only outermost electrons (7) ergs by 2.78 X 10-14 • Cost of one kilowatt hour pp. 603-617. of a chain r eaction? 459; (24) averages $0 .05) . 3. Atoms, Energy, Electrons, Compton's Reprint, c. Show what amounts of en ergy are p roduced by pp. 461-469. 8. How ar e radioisotop ~s produced in an atomic pile? II. Nuclear reactions involve the h eart of the a tom the conversion of about 1% of the mass. (One (1) 8-10: 9. Do atomic piles and atomic bombs operate on the per cent used as present efficiency rate.) 4. Operation Atomic Vision, Evans, Crary, Hass, A. Nuclear changes involve r elatively large d. Demonstrate spontaneous radioactivity. Demon­ pp. 45-49. sam e principle? How do they differ? changes in the mass of the r eacting materials stration outline will be found in Appendix D, STUDY GUIDE QUESTIONS AND ACTIVITIES: 10. Why was the discovery of plutonium such a boon (3) 16-19 p. 46, of this manual. to the development of the atomic energy program? B. Mass loss is m easurable (1) 8-9; (3) 18 1. What is the meaning of transmutation of ele­ 2. Make class assignment for th e following day. m ents? 11. How do nuclear fission and nuclear fusion differ III. Interpr etation of E = m e' (18) 19-20 ; (7) 463-464; with respect to: (2) 43-44. STUDENT ASSIGNMENT FOR FOLLOWING DAY: 2. Why is the ne utron commonly used in nuclear a. The process itself IV. Matter and energy as manifestation of the same 1. Atomic Energy, Double-Edged Sword of Science, bombardment to produce fission? b. E lements capable of taking part in each thing (1) 8-10. Burnett, pp. 10-17. 3. Trace the main events leading up to nuclear process V. Binding force holding protons together (1) 8; (7) 2. Any standard high school physics text, such as: fi ssion. c. Results 464 ; (5) 20. VI. Our knowledge of the nucleus is incomplete {1) 8. Physics for the New Age, Carleton & Williams, pp. 603 -617. NOTES: TEACHING PROCEDURES AND SUGGESTED 3. Atoms, Ener gy, Electrons, Compton's R eprint, ACTIVITIES: pp. 461-469. 1. Discuss content outline using as many of the fol­ 4. Operation Atomic Vision, Evans, Crary, Hass, lowing activities as possible : pp. 45-49.

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-14- - 15 - TEACHER LESSON PLAN-6th Day STUDENT ASSIGNMENT-7th Day

3. ln what ways bas r adiation been used in tbe Problem 5. What are the results of nuclear IV. Nuclear Fusion: Problem 6. How can a world at peace benefit tr eatment of disease? fission and the significance of these results? A. Energy resulting from combining nuclei (7) 467-469; (1) 10, 17 from atomic energy? 4. How might agricultur e in Iowa be a id ed as a CO NTENT OUTLINE: B. Fusionable elements (1) 17; (7) 468 ASSIGNMENT: r esult of a tomic r esearch ? I. Historical developments leading to the r ealization 1. Peacetime Application of Atomic Energy, Ap­ 5. ' Vbat are the aspects of nuclear powe r produc tion of atomic fi ssion: TEACHING PROCEDURES AND SUGGESTE'D pendix E, p. 46. (Teache r's Manua l) tbat binde r a utomobile manufacturers from pro­ A. The work of Ruth erford, tbe Curies, F e rmi, ACTJVlTlES: clueing atomic-power ed cars? Hahn and Strassma nn, Meitner a nd Frisch (1) 2. Atomic Energy, Double-Edged Sword of Science, 10-11 ; (7) 461-464 1. Discuss con tent outlin e. Burnett, pp. 20-23. 6. Why is the process of " breeding" s~ d e~ ir ab l e .. ~n tbe production of nuclear powe r for mdustJJ dl B . P roduction of a rtificially radioactive isotopes 2. Make class assignment for fo ll owing day. Assign 3. Atoms At Work, Council on Atomic Impli cations, (1) 10-11 r epor ts to be given on differe nt aspects of the uses? Inc., pp. 20-48. peacetime applications of atomic energy. 7. Ar e there any industries in your community that II. U ranium fi ssion: are using radioactive isotopes? For what purpose A. Meaning of atomic fission (7) 464; (1) 11; STUDY GUIDE QUESTIONS: STUDENT ASSIGNMENT FOR FOLLOWING DAY : a r e they used? (18) 16-17 1. How ar e radioactive isotopes contributing to B. Fission products (7) 465; (1) 11 ; (3) 27 1. Peacetime Applications of Atomic Energy, Ap­ 8. Should we dispose of radioactive was~e mate­ man's knowledge of tbe life processes? (diagram) pendix E (this m a nual ) . rials by putting them in rivers? Explam . 2. Assume a man's arm must be a mputated because III. Implications of atomic fission: 2. Atomic Energy, Double-Edged Sword of Science, of faulty blood circula tion. How might th e s urgeon A. ·Cha in reaction and t he atomic pile (7) 466; Burnett, pp. 20-23 . determine at what point to pe rform th e su rgery? (1) 14-15; (18) 21-26; (2) 45-49 3. Atoms at Work, Council on Atomic Implications, B. Bomb developments (1) 13-16; (7) 467 Inc ., pp. 20-4 8. C. Transuranic elements (7) 466, 468; (1) 14-15; NOTES: (2) 47-49

NOTES :

- 16- - 17 - TEACHER LESSON PLAN-7th Day STUDENT ASSIGNMENT-8th Day f Problem. 6. How can a world at peace benefit Problem 7. What are the physical, social, 6. What would be the probable physical destructive rom atom1c energy? STUDENT ASSIGNMENT FOR FOLLOWING DAY: and economic effects of atomic bombs? effect on your community in case of a hydrogen CONTENT OUTLINE: 1. Brief re~ding report by several pupil s on import­ bomb explosion in the central part of town? In ant motivatmg phases of Hiroshima by John ASSIGNMENT: an ou tlying a r ea one mile from the city limits; in I. Atom ic Energy in Medicin : H:r~ey and The .Challenge of Atomic Energy, 1. Atomic Energy, Double-Edged Sword of Science, au ou tlying area ten m iles from the city limits? A. By-products of the atom bomb ·o nt ri bu te to ou r Cla ry, Evans, Gotl1 eb, L ig h t, pp. 47-53. B urnett, pp. 16-19. 7. What a re the military limitations of atomic bombs? k~?w l e~ge of normal and patho logical con­ drtwns In th e human body (1) 21-22; (8) 20-34 2. ~~er. or.al report. by one pupil on, "Wll al won ill he 2. Operation Atomic Vision, Evans, Crary, Hass, 8. W hat experiments have been carried on by the B. Atom1c energy's rol · . . soc ! ~ ] , ~hysrca l , and economic effect on ou r (8) _ e Ill medzcal treatment. pp. 11-13, 24-41. U. S. A. to further study t he destructive effects 34 38 commumty If one atomic bomb were dropped in of atomic hom bs? lhe center of town?" 3. Medical Aspects of Atomic Weapons, Pamphlet, II. Atomic Energy in Agriculture: Gov't. Prin ting Office. A. Tracer elemen ts reveal nature's secrets of 3. Atomic Energy, Double-Edged Sword of Science THOUGHT QUESTIONS FOR CLASS DISCUSSION : Burnett, pp. 16-19 . ' 4. City of Washington and An Atom ic Bomb Attack, p lant life (1) 23-24; (8) 38-42 Pamphlet. (Reproduction). 9. "Th e atomic bomb is just another explosive." B. E.ffects .of radiation on plant life (p. 49, App-en­ 4. Operation Atomic Vision, Evans Crary, Hass, dix E, 111 this manua l) pp, 11-13, 24-41. • 5. The Hydrogen Bomb, DE.S MOINES REGISTER Do you agree with this statement? Give your reason. Reprint. III. Atomic Energy in Industry: 5. M e~ ical ~sp~cts of Atomic Weapons, Pamphlet 10. "Atomic explosives deman d not 90 per cent, but A . Science attempts to harness the atom (1) Gov t. P n ntmg Office. ' 20-21; (18) 26-28, 30-33 ST UDY GUIDE QUESTIONS AND ACTIVITIES: 100 per cent defense. T h is we do n ot know h ow 6. City of Washington and an A tomic Bomb Attack, to achieve."-Ivan A. Getting, P r ofessor of B. Industry's new source of k nowledge- the tracer Pamphlet (Reproduction). 1. How does the atomic bomb compare with other P h ysics, Massach usetts Institute of Technology. (1) 22-23; (8) 42-47 explosives in destructive power ? Do you agree with this statement? State your 7. The Hydroge n Bomb, DES MOINES REGISTER reason. TEACHING PROCEDURES AND SUGGESTE'D Reprint. 2. What a re the ways in which people may be in­ A C'DIVIT IES: ju red from an atomic bomb explosion? 11. Be prepared to chall enge or defend: "The only 1. Discuss content outline. 3. W hat would be the best action for you to take in defense is Peace."- Dr. J . R. Oppenheimer, War­ ) case of an atomic bomb attack on your com­ time Director of the Laboratory at Los A la m os. 2. Present. student reports on peacetime applications m un ity? New Mexico. of atom1c energy in: a. Medicine 4. How would you r community as a unit be affected b. Agriculture socia ll y ancl economicall y from a s uccessfu l c. Industry attack? d. Your community 5. What woul d be the probable physical destructive effect on you r community in case ol: an atom ic 3. Make class assignment for fo llowing day. bomb explosion in the central part of town? In an outlying area one mile !'rom the city limits? NOTES: )

NOTES:

-19- - 18 - TEACHER LESSO'N PLAN-8th Day STUDENT ASSIGNMENT-9th Day

6. Make a Jist of the main provisions of the Atomic Problem 7. What are the physical, social, 5. Discuss specific reasons why there can never be an adequate defense against an atomic bomb Problem 8. How are we controlling atomic Energy Act. and economic effects of atomic bombs? energy in the United States? attack. 7. How many members are there on the U. S. CONTENT OUTLINE: Atomic Energy Commission (A. E. C.) and how 6. Have the report on the effect of an atomic bomb ASSIGNMENT: assigned the previous day. Allow sufficient time are they chosen? I. Comparison with other destructive explosives 1. Atomic Energy, Double-Edged Sword of Science, (1) 16-19 ; (11); (9b): for the class to discuss the report. Burnett, pp. 13, 15, 24. 8. vV hat is the purpose of the Congressiona l Com­ A. Ordinary bombs vs. atomic bombs mittee on Atomic Energy? 7. Consider the thought questions in the student as­ 2. Operation Atomic Vision, Evans, Crary, Hass, B. Bikini experimen ts- results signm ent. 9. Tn what way does the Congressional Committee pp. 13-15, 55-63. II. Actual destructive effects (2.) 11-13, 24-31; (11); on Atomic Energy differ from a ll other com­ 8. Make assignment for the following clay. 3. The Atomic Energy Act of 1946- Brief fo r Action (12); (18) 47-50; (19); (9a): mittees set up by Congress? A. Physical effects on cities Pamphlet (Reproduction). STUDENT ASSIGNMENT FOR FOLLOWING DAY: 10. What ar e the duties of th e General Manager or B. Physical effects on people: heat, radiation, 4. Atomic Energy Education, SCHOOL LIFE Re­ the A. E. C.? blast 1. A 5-minute report on t he wartime Manhattan print, pp. 6-7. Project. (Reference: An encyclopedia; or if 11. What are the du ties of the General Advisory Com­ C. Effect on cities as a social and economic unit 5. Domestic Control of Atomic Energy, Commissioner available : Smyth, Atomic Energy for Military Pur­ mittee; of the Mi li tary Liaison Committee? Sumner T. Pike, pp. 1-5 (Reproduction). III. Future military uses and the limitations of the poses; Secret, Chrysle r Corp.; Campbell, The 12. State some or the most important functions of the atomic and hydrogen bombs (1) 16-19 ; (9b): 6. Remarks by Commissioner Lewis L. Strauss at the Atomic Story.) A. Comparison between A-Bombs and H-Bombs: Town Hall, Los Angeles, Cali fornia, November 9, A . E . C. 2. Make a large poster for class use showing the 1. Potentialities 13. Where are the A. E. C.'s great atomic research organization of the U. S. Atomic Energy Com­ 1949, pp. 1-5 (Reproduction). 2. Limitations centers located? miss ion. See Scientific American, July 1949, p. 33. B. Stockpiling of more powerful atomic bombs STUDY GUIDE' QUESTIONS AND ACTIVITIES : 3. Have a committee find out who the present THOUGHT QUESTIONS FOR CLASS DISCUSSION: IV. Lack of adequate defense against atomic bombs members of the U. S. Atomic Energy Commission 1. What is meant by "controlling" atomic energy? 14. One author has called the Atomic Energy Act (1) 16-19 ; (2) 32-4 1; (18) 50-53; ( 11); (9a): ar e; who the present Cha irman of the Con­ 2. Where are the following cities and for what are "America's Most Radical Law." VVhy do you think A. Difficulty of attaining total defense gressional Atomic Energy Committee is. B. What the individual can do to survive they famous: Oak Ridge, Hanford, Los Alamos? it was so call ed? 4. Atom ic Energy, Double-Edged Sword of Science, 3. \Vhy did Congress, after World vVar II, decide to 15. Why is the development of atomic energy not Burnett, pp. 13, 15, 24. keep atomic energy under governmental control ? being left to private companies, as was done for TEACHING PROCEDURES AND SUGGEST ED 5. Operation Atomic Vision, Evans, Crary, Hass, ACTIVITIES : 4. Why did Congress decide to have civilian rather r a dio, aviation, etc.? pp. 13-15, 55-63. than military control? 16. Why should every citizen know something about 1. Show either film, "Tale of Two Cities," or " One 6. The Atomic Energy Act of 1946- Brief for Action and be concerned with the poli cy and activities \Vorld or None," if available. 5. In what year was the Atomic Energy Act passed Pamphlet (Reproduction). of the A. E. C.? by Congress? 2. Show fi lm strip, "One World or None." 7. Atomic Energy Education, SCHOOL LIFE Re­ 3. Have r eading r eports by students from Hiroshima print, pp. 6-7 . NOTES : by John Hersey and The Challenge of Atomic 8. Domestic Control o·f Atomic Energy, Commissioner Energy by Crary, Evans, Gotlieb, Light. Sumner T. Pike, pp. 1-5 (Reproduction). 4. Have a class discussion on th e physical effects o[ 9. Remarks by Commissioner Lewis L. Strauss at h eat, radiation, and blast on people. the Town Hall, Los Angeles, Cali fornia, Nov. 9, 1949, pp. 1-5 (Reproduction).

NOT'ES :

-20- - 21 - STUDENT ASSIGNME.NT-1 Oth Day TEACHER LESSON PLAN-9th Day

3. Why is m uch of the work of the A. E. C. kept Problem 9. What are some problems of Fed­ Problem 8. How are we controlling atomic TEACHING PROCEDURES AND SUGGESTE'D eral control of atomic energy? secret? energy in the United States? ACTIVITIES: 4. Does Congress have the right and duty to check ASSIGNMENT: CONTENT OUTLINE: 1. Have a 5-minute report on the Manhattan Project. on the activities or the A. E . C.? 1. Remarks by Commissioner Lewis L. Strauss at the 2. Use map of U. S. to locate Oak Ridge, Hanfon'l, 5. ·who pays for the huge expenditm es of the I. Control of atomic energy development dul'ing Town Hall, Los Angeles, California, Nov. 9, 1949, World War II: the Manhattan P roject (1) 13, 15; Los Alamos. pp. 6-7 (Reproduction) . A. E. C.? Does the A. E. ·C. have any incom e? (25); Smyth, Atomic Energy for Military Pur­ 3. Discuss need for domestic atomic control. 2. Domestic Control of Atomic Energy, Commissioner 6. What is the main activity of the A. E. C. at the poses; Campbell, The Atomic Story: Sumner T. Pike, pp. 5-10 (Reproduction). pr esent time? A. Cost 4. Develop on the board a list of the main provisions B. Oak Ridge, Hanford, Los Ala mos: of t h e Atomic Energy Act. 3. Operation Atomic Vision, Evans, Crary, Hass, THOUGHT QUESTIONS FOR CLASS DISCUSSION: 1. Reason for these sites 5. p. 15. Use student-prepared poster when discussing the 2. Present status A. E. C. 7. What are some possible reasons why the govern­ 4. Atomic Energy Education, SCHOOL LIFE. Reprint, C. The Smyth Report- nature and significance ment is having difficulty attracting top-ranking 6. Have committee report on present members of the pp. 6-7. scien tists for work with the A. E. C.? II. Wby was continued public control of atomic Commission, names later to be placed on poster. 5. Read about current problems of the A. E. C. in energy considered necessary after World War II? 8. Some authorities have said that the U. S. is more 7. Develop on the board a list of functions of the (a) recent encyclopedia; (b) cunent magazines. (10) 6-7; (18) 34-36: likely to obtain security through achievement than A. E. C. Emphasize widespread activities a nd through secrecy. What did they mean? A. Civilian or military control ? cost. STUDY GUIDE QUESTIONS AND ACTIVITIES: B. Private or publi c control ? !l. W hat dangers are there to the development of 8. Make assignment for the following day. 1. What a re some reasons why our atomic energy science, and to democracy itself, in secrecy, I fL The Atomic Energy Act of 1946 (13); (18) 34-35; program has been difficult to administer? loyalty checks, and FBI investigations of scientific (21): A . Purpose STUDENT ASSIGNMENT FOR FOLLOWING DAY: 2. How does the A. E. C. work with private com ­ workers? Is any of this necessary under present B. Main provisions L. panies? Ts t hi s arrangement always satisfactory? conditions? 1. Remarks by Commissioner Lewis Strauss at the vVhy or why not? C. R evolutionary nature of t he act Town Hall, Los Angeles, California, Nov. 9, 1949, pp. 6-7 (Reproduction). TV. The U. S. Atomic Energy Commission (A. E. C.) 2. Domestic Control of Atomic Energy, Commissioner NOTES: (1) 13, 15, 24; (2) 13-15, 55-63; (14 a, b); (18) 35-36; (20) 5: Sumner T. P ike, pp. 5-10 (Reproduction). A. Organization and personnel 3. Operation Atomic Vision, Evans, Crary, Hass, B. Functions p, 15. C. Magnitude of ils opera lions a.ncl bud ge! 4. Atomic Energy Education, SC:HOOL LIFE Reprint, pp. 6-7 . 5. Read about problems or t he A. E . C. in (a) r ecent encycloped ia ; lb) cunent magazines.

NOTES:

-23- -22- TEACHER LESSON PLAN-10th Day STUDENT ASSIGNMENT-11th Day

6. What is the purpose of the U nited Nations Atomic Problem 9. What are some problems of Fed­ TEACHING PROCEDURES AND SUGGESTED Problem 10. How are we attempting to se­ Energy Commission? What countries have mem­ eral control of atomic energy? A CTIVITTES: cure international control of atomic energy? l> ership on the Commission? CONTENT OUTLINE: 1. Use teach er presentation to h elp point up prob­ ASSIGNMENT: 7. What is t he Acheson-Lilienthal Report? The lems; questions and discussion to bring out 1. Atomic Energy, Double-Edged Sword of Science, Baruch Report? f. Administrative problems of th e A. E. C. (14a) R-Hi: opinions and develop proper attitudes. A. Gigantic n ew venture Burnett, pp. 25-28. 8. ·what are the main provisions of the Majority Plan 2. Develop on the board a Jist of the m a jo1· 2. Operation Atomic Vision, Evans, Crary, Hass, B . Policy fo r international control of atomic energy ? (This C. Getting first-class personnel problem s. pp. 32-41, 63-68. pla n is essentiall y t hat proposed by the U. S.) 3. U. S. Atomic Energy Proposals (Baruch Report), D. R elations with contractors 3. Make assignmen t fo r th e following day. 9. What ar e the main proposals of the Russian Plan? De pt. of State Publication 2560 . n. The problem of public vs. · private en terprise 4. Comparison of the UN Plan o·f Atomic Energy 10. Make out a chart to show the areas of agreement (10) 6-7. ST UDENT ASSIGNMENT FOR FOLLOWING DAY: Control with Soviet Control Proposals, Dept. of and disagr eement between the Majority Plan 1. If a pan el is to be used in the n ext lesson , explain State (Reproduction). III. The problem of security (18) 36-41 ; (14b) 8: and Russia's plan for interna tional control. briefly the problem to be discussed, and ask for A. How much secrecy is n ecessary? Arrange the fo llowing questions in a column and volunteers (3 students) . STUDY GUIDE' QUESTIONS AND ACTIVITIES: indicate after each one whether the Majority and B. Loyalty checks and FBI investigation s- effect Russia would a nswer "yes" or "no" to the on personnel 2. Atomic Energy, Double-Edged Sword of Science, 1. What facts about atomic energy and the atomic C. Dangers of extrem e security measures in Burnett, pp. 25-28. bomb make it necessary that some form of inter­ question. 1 ) Is control possible? 2) Should an international peacetime to freedom of scientific inquiry and na tional control be worked out? 3. Operation Atomic Vis·ion, Evans, Cr ary, Hass, control authority be set up? 3) Should such an to democracy. pp. 32-41, 63-68. 2. Would outlawing atomic bombs by interna tional authority be given power to carry on production TV . Oth er problems (2) 15. agreement be e nough? Why or why not? activities, i.e. own and manage mines, plants, 4. U. S. Atomic Energy Proposals. (Baruch Re port), Dept. of State Publication 2560. 3. What seem to be som e basic r eq uirem ents of a ny etc.? 4) Should there be complete, continuous in­ effective system of international control of atomic s pection of all a tomic energy activities? 5) Should 5. Comparison of the UN Plan of Atomic Energy ins pection be subject to veto in the Security energy? Control with Soviet Control Proposals, Dept. of Council ? 6) Should enforcem ent of the agreement, State (Reproduction) . 4. '\Vh er e do the raw materials for the atomic bomb such as punishment f or violations, be subject to com e from? Does the United States have n. veto? 7) Should atomic bombs be ou tlawed as a monopoly on these materials? w eapon of war ? 8) Should existing atomic bombs NOTES: 5. Make a time line listing in chronological order the be r etained until after controls have been set up ? major steps that h ave been taken toward inter­ national control of atomic energy.

NOTES : )

-24 - - 25 - TEACHER LESSON PLAN-11th Day

STUDENT ASSIGNMENT-12.th Day Problem 10. How are we attempting to se­ TEACHING PROCEDURES AND SUGGESTED cure international control of atomic energy? ACTIVITIES: 1. Discuss the need for inte rnational con trol. 5. Make a li st of present barriers to international CONTENT OUTLINE: understanding. For each barrier suggest a possi­ 2. List cooperative ly on the board, in chronological Problem 11. Are we achieving international I. \\Thy is some form of international control of control of atomic energy? ble means of overcoming it. order, the major steps that have been taken atomic energy conside red necessar y? (1) 18-19 ; (2) toward international con tt·ol. ASSIGNMENT: 32-41, 63-65; (18) 36-46, 51-53; (22) 9·10, 22. THO GHT QUESTIONS FOR CLASS DISCUSSION : 3. Have a panel of thr ee students present the es­ 1. Operation Atomic Vision, Evans, Crary, Hass, n . Is intemational con trol technically possible? (1) sentials of the Majori ty P la n , the Russ ian P lan, 6. Should th e U. S. l{eep on making more and bigger pp. 66-76. 25; (18) 53-54; (22) 25-26. atomic bombs while trying to r each an agreement and the areas of agr eement and disagreemen t. 2. Atomic Energy, Double-Edged Sword of Science, on control of atomic ene rgy? III. vVhat major steps (in chronological order) have 4. As a lt ernative to 3, develop on the board a n out­ Burnett, pp. 28-30, 16-17. line (#10 in Student Study Guide Questions) 7. Russ ia now has t he atomic bomb. Do you see any been taken toward international control ? (1) 26-27. showing areas of agreement and disagreement be­ il . Atomic Energy Education, SCHOOL LIFE R e print, possible effect that this might have on negoti­ IV. What is the United Nations Atomic Energy Com­ tween the Majority P lan and the Russian P lan for pp. 7·8. ations for control? mission (UNAEC) a nd what is its purpose? (1) 26; international control. 4. Comparison of the UN Plan of Control with the 8. H and when some form of inte rnational control is (22) 23-24. 5. Make assignment for following day. Soviet Control Proposals, Dept. of State (Re­ established, will our domestic control act have to V. What was the Ach eson-Lilientha l Report? (22) production). be changed? 26-39 . STUDENT ASSIGNMENT FOR FOLLOWING DAY: 5. The Hydrogen Bomb, DES MOINES REGISTER 9. What do you think of the idea, expressed by som e Reprint. people, that weapons of war (atomic born bs, VI. What a r e the main provisions of the Majority 1. Operation Atomic Vision, Evans, Crary, Hass, rockets, guided missiles, bacteria, etc.) are getting P lan (essentially the American, or Baruch, P lan) pp. 66-76. for internationa l con trol ? (1) 26·27; (2) 65; (15); STUDY GUIDE QUESTIONS AND ACTIVITIES: so terrible that nations will never start anothe r 2. Atomic Energy, Double·Edged Sword of Science, war? (18) 54-64; (22) 43-86. 1. Why will the U. S. not accept the Russian P la n Burnett, pp. 28-30, 16-17. fo r international control of atomic energy? 10. Man y scie ntists, statesmen, and other thinkers be· VII. What are the main provisions of the R ussia n 3. Atomic Energy Education, SCHOOL LIFE R eprint, lieve that the only answer to the atomic bomb is P lan? (1) 27; (2) 66; (18) 54-64; (22) 87-100. 2. What are some possible reasons why Russ ia does pp. 7-8. a n effective world government in place otf our not want to accept the Majority Plan for atomic VITI . What a re the a r eas of agreement a nd disagree­ pr esen t U nited Nations. Can you give any argu­ 4. Comparison of the UN Plan of Control with the ment in th e two plans? (1) 27-28; (2) 66; (16); control ? ments to support this belief? W hat is meant by Soviet Control Proposals, Dept. of State (Re­ (18) 64-67; (22) 101-113, 12H24. il. What othe r world problems are re lated to the world government? \\Th at are some important production ). p roblem of atomic ener gy control? differe nces between world government and the 5. The Hydrogen Bomb, DES MOINES REGISTER 4. Because of the failure of the Western nations a nd p resent Unite d Nations? R e p)'int. Russia to reach agreement on atomic control ami other problems, what is now happening? NOTES:

NOTES:

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-26 -

- 27- STUDENT ASSIGNMENT-13th Day TEACHER LESSON PLAN-12th Day

Problem 12. What are the social impli- 3. How have a rma m ents races in the past affected Problem 11. Are we achieving international TEACH ING PROCEDURES AND SUGGESTED cations of the atomic age? Part I. the American public ? control of atomic energy? ACTIVIT IES: 4. How would an atomic armaments race compare ASSIGNMENT: CONTENT OUTLINE: 1. Discuss content outline. (The situation may with armaments races of the past? change g reatly in a short time. Consult curren t I. What are the areas of agreement a nd disagree­ 1. Atomic Energy, Double-Edged Sword of Science, 5. \ 'Vbat might be the results of mass fear on the newspa pers and magazines.) B urnett, pp. 18-24. part of peopl es throug hout the world, other than m e nt between the Majority P lan and the Russia n P lan for inter national control ? (Review). 2. Try by ca lm discuss ion to develop optimism and 2. Operation Atomic Vision, Evans, Crary, Hass, an a rma ments r ace, if atomic ener gy is not inter­ understanding of the problems rather than fear , pp, 11-13, 32-41, 63-65, 68-76. nationally controlled? ll. \ 'Vhat are som e probable reasons for the dead lock ? hysteria, and a fatalistic attitude. (2) 66-67; (10) 7-8; (18) 64-68 ; 3. Atomic Energy Education, SCHOOL L IFE R epri nt , 6. Do we have a moral respons ibility to lead in 3. P lan a pane l disc ussion for the fo ll owing day A. From the American viewpoint pp, 6, 8. t he control of atomic ene rgy? dealing with the gap be tween worl dwide scientifi c B. F rom the Russian viewpoint 4. The Hydrogen Bomb, DES MO INES REG ISTER 7. What is social lag? and social developments. HI. What are some of the e ff ects of the dead lock'? R e print. 8. How serious is the social lag? ·what evide nce is 4. Make assignment lf or the fo llowing clay. (1) 16-19; (18) 36-41. 5. U. S. Atomic Energy Proposals, (Baruch R e port) there? Dept. of State Pub. 2560, pp. 1-3. 9. What social c hanges are like ly to come about IV. What is the outlook? (2) 67-76; (1) 16-19, 28-30; ST UDENT ASSIGNMENT FOR FOLLOWING DAY: 6. Far m People and the Atom, David E . Lilienthal through peacetime uses of a tomic en ergy? (18) 67-68 ; (22) 101-128; "The H-Bomb," Scientific 1. Atomic Energy, Double-Edged Sword of Science, (Reproduction) . American, March, April, May, J une, 1950 ; current Burnett, pp. 18-24. THOUGHT QUESTIONS FOR CLASS DISCUSSION: magazines and n ewspapers : 7. The Challenge of Atomic Energy, Crary, Evans, A. What approach is needed? 2. Operation Atomic Vision, Evans, Crary, Hass, Gotlieb, Light, pp. 36-46. 10. Be pre pared to challenge or defend both state­ B. \'Vbat is the effect of R ussia's atomic explosion ; pp. 11-13, 32-41, 63-65, 68-76. m ents: of the U. S. decision to make the H-Bomb? 3. Atomic Energy Education, SCHOOL LIFE Reprint, STUDY GUIDE QUESTIONS AND ACTIVITIES: "\'Vhy not outlaw the bomb as poison gas was C. Ar e weapons getting so terrible that nations pp, 6, 8. outlawed?" - will be deterred from using them? ) 4. The Hydrogen Bomb, DES MOINES REGISTER 1. W hat are the civil rights enjoyed by American s "The bomb won't be used in war. It's just like D. Who sh ould determine our poli cy, e.g., on de­ R e print. today? poison g a s, a ll sides were a fra id to use it." ciding to make t he H-Bomb ? 2. How may our civil rights be jeopardized if inter­ 11. Be prepared to discuss: " The atomic bomb e nd ed E. Is world government a part of this problem? 5. U. S. Atomic Energy Proposals (Baruch Report) na tional control of atomic energy fails? one civilization and created a new one." De pt. of State Pub. 2560, pp. 1-3 . 6. Farm People a nd the Atom, David E. L.i lien thal (Reproduction ). NOTES : 7. The Challenge of Atomic Energy, Cra ry, ~Jva n s , Gotlie b, Light, pp. 36-46. (Must be [urnis be cl from T eacher's Kit A.) ------NOTES:

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- 29 - - 28 - STUDENT ASSIGNMENT-14th Day TEACHER LESSON PLAN-13th Day

Problem 13. What are the social impli­ 6, How can we better understand the problems of Problem 12. What are the social impli- this atomic age? 4. By means of a talk, point out to the students both cations of the atomic age? Part II. cations of the atomic age? Part I. sides of our moral responsibility to control atomic ASSIGNMENT: 7. Why must we continue to keep informed? CONTENT OUTLINE.: energy. 8. Make a list of the present and future opportunities 1. Atomic Energy, Double-Edged Sword of Science, I. What will be the r esults tf atomic e nergy is not 5. Following the above talk, call on two students to in this new field of atomic energy which could Burnett, pp. 2, 28-30. internationally controll ed? (1) 18-19 ; (2) 11-13, present the case for and two students to present affect your future employment. 32-41, 63-65; (9b); (18) 36-41: the case against the proposition, " The U . S. has a 2. Operation Atomic Vision, E'vaus, Crary, Hass, moral responsibility to control atomic energy." pp. 13-23, 77-83. A. Fear THOUGHT QUESTIONS l<~OR CLASS DISCUSSION: B. Armaments race- cost G. Have the panel discussion on the gap between 3. Atomic Energy Education, SCHOOL LIFE Reprint, C. Effects of secrecy on c ivil rights scientific and social d evelopment, assigned the pp. 2, 8. 9. Be prepared to chall enge or de fend: "It's not our business. Leave it to the experts to solve this pre vious day. 11. What are some of the prospects [or the future i[ 4. Youth in the Atomic Age, David E. Lilienthal problem"; "[ guess the answer is for a ll of us to atomic energy is controll ed? (1) 20-24; (2) 6-11; 7. Make assignment for the following day. (Reproduction) . move to the country." (17); (18) 41-46. 5. Opportunity and Responsibility in the Atomic Age, 10. What are the implications of the following state­ STUDENT ASSIGNMENT FOR FOLLOWING DAY: Dr. Robert Bacher (Reproduction), especially the ment? "Science, which gave us this dread power, HI. Do we have a moral responsibility to control atomic energy? (2) 63-65, 68-76; (15); (22) 16-18. 1. Atomic Energy, Double-Edged Sword of Science, last few pages. shows that it can be made a giant help to Burnett, pp. 2, 28-30. humanity, but scien ce does not s how u s how to IV. How serious is the social lag? (10) 8; (18) 1-11; STUDY GUIDE QUESTIONS AND ACTIVITIES: prevent its baleful use. So, we have been ap­ (20) 1: 2. Operation Atomic Vision, E'vans, Crary, Hass, pp. 13-23, 77-83. pointed to obviate that peril by finding a meeting A. What is social lag? 1. What are the responsibilities of individual citizens of the minds and hearts of our peoples. Only in in regard to atomic energy? B. What are some evidences of social lag? 3. Atomic Energy Education, SCHOOL LIFE Reprint, the will of mankind lies the answer."-Bernard pp. 2, 8. 2. How can citizens become better informed? M. Baruch. TEACHING PROCEDURES AND SUGGESTED 4. Youth in the Atomic Age, David E. Lilienthal (Re­ 3. \liThy must each citizen do independent thinking 11. How does the fol lowing statement apply to the ACTIVITIES: production). concerning atomic energy? atomic age? "Circumstances are beyond the con­ 1. Discuss the possible socia l and econom ic effects 5. Opportunity and Responsibility in the Atomic Age, trol of man, but his conduct is in his own power." 4. Why is open-m{nd edness especially important in of peacetime uses of atomic energy. D1·. Robert Bacher (Reproduction), especiall y the regard to the proble m s of atomic energy"? 'vVhat - Disraeli. last d'ew pages. 2. Compare the v\lorld War H armaments race with are the dangers from lack of open-mindedness? an atomic a rmaments race. 5. What can we as individuals and as a c lass do to 3. Discuss the civil rights wh ich may suffer harm inform the people of our community about atomic from inadequate control of atomic energy. ene rgy?

NOTES: NOTES :

-31- - 30- TEACHER LESSON PLAN- 14th Day TEACHER LESSON PLAN-15th Day d. Discuss r ecent information on opportunities in 3. It may be desirable, if time permits, to have the Problem 13. What are the social impli­ Problem 14. How can we evaluate this unit? cations of the atomic age? Part II. the atomic field for graduating high school students exchange test papers and correct them students. CONTENT OUTLINE: High Points of the Unit: in class. This should be accompanied by class CONTENT OUTUNE: discussion. 2. Have a short written assignment on "Why In­ I. Scientific fundamentals of atomic energy: I. What are the r esponsibilities of individual citi­ dividual Action?" or "What Can I Do?". A. Characteristics and property of matter 4. It would be of great value to make a grouP zens? (1) 28-30; (1) 2, 8; (18) 1-11 ; (20 ) 1-2, 4: B. Structure of the atom evaluation of the unit. The discussion should in­ A. Be informed 3. Discuss ways a nd m eans of carrying out com­ C. Relationship of atoms and elements clude such questions as: B. Do independent thinking munity projects as part of a follow-up program. D. Relationship of atoms and energy a . Do you think a study of atomic energy in C. Be open-minded Make plans, such a appointing committees, for E. Significance of nuclear fission high school is worth-while? Is this the right actually carrying out such projects. F. Peacetime applications of atomic energy- agri­ class in which to teach it? What s uggestions II. What can youth do'! (1) 2, 29-30; (2) 13-23, 77-83; a. Individual student talks before comm unity culture, industry, m edi cine do you have as to problems to be omitted (10) 2, 8; (18) 69-78; (20) 11 ; (23a); (23b) : organizations. or added? A. Understand problems I.J. Panel discussion for parents and other groups H. Fundamental social iss ues of the Atomic Age: b. Were the materials used interesting, ade­ B. Interest others in the problems and issues o[ during school assemblies and at evening P. T . A. A. The destructiveness of the bomb raises the quate, and readable? How can we system­ atomic energy meetings. problem of atomic energy control atically collect additional materials? C. Keep informed c. Present plays or skits. B. Present day control of atomic energy in the c. Did the class activities and procedures work D. Be active in discussions and programs d. Enlist the cooperation of local radio facilities United States well? What suggestions can we make for E. Be aware of opportunities in this new field in presenting information to the public. C. Problems of government control in the United teaching this unit to next year's class? e. Write articles (features or editorials) for school States TEACHING PROCEDURES AND SUGGESTED publication and local newspapers. D. Issues of inte rnational control of atomic energy 5. If at all possible, an additional day should be de­ voted to planning specific follow-up activities ACTIVITIES: f. \'Vrite to and con verse with public officials. E. Significance of atomic energy for the individual g. Enlist the services of guest speakers who are which your class can organize and carry out. Some 1. Discuss content outline: qualified authorities, for group, meetings. suggestions are made in the lesson plan for the a. Discuss all available sources people can use to TEACHING PROCEDURES AND SUGGESTED 14th day. Additional suggestions are made in become informed and to keep informed about 4. Make assignment for following day. ACTIVITIES: section V , page 35, of this Teaching Manual. matters pertaining to atomic energy. 1. Develop a cooperative r eview with the students b. Discuss open-mindedness a nd indep e nd e nt STUDENT ASSIGNMENT FOR FOLLOWING DAY: over the high points of the unit. thinking (what they are, how we achieve 1. R e view materia ls covered in previous fourteen 2. Administer a n examination over the unit. For them, how we recognize people who are open­ days. suggestions on evaluation and suggested t est items, minded and who think). see section VII, page 37, of this Teaching Manual. l:. Discuss how understand ing o[ the problems o[ atomic en e rgy can be increaseu.

NO'I'ES: NOTES:

- 32 - - 33 - V. SUPPLEMENTARY AND FOLLOW-UP ACTIVITIES (Some of these activities may be carried out while the unit is being studied, others after the unit is completed.) 1. Demonstrations that may be given by either the 15. Prepare an ora l or written report on one of the students or the teacher: following topics: a. Physical change- dissolve a salt such as copper a. The Prospects of Power from Atomic Energy. sulphate in water. b. The Effects of Atomic Radiation on the Human b. Physical change- melting of some substance like Body. paraffin. c. How Atomic E ne rgy W'orkers a re Protected c. Physical change-crystal formation from a super­ ·while Working with Radioactive E lements. saturated solu tion. d. A Brief H istory of t he Atom. d . Ch emical change- h eat intensely equal parts of e. The Cyclotr on, Betatron, and Other Modern powdered zinc and sulfur. Atom Smashers. e. Chemical change- burn a small strip of magne­ f. The Geiger Counter and Its Uses. sium r ibbon. g. The Use o.f Radioactive Isotopes in one of th e f. Chemical change-the action of an acid on m e­ following: tallic zinc, copper, etc. 1) Agriculture, 2) Industry, 3) Medicine. g. Law of electric charges-charge pith balls on h . Opportunities for You th in Atomic Energy. an electroscope to show attractive or r epulsive i . The Activities of the Atomic Energy Com­ for ces. mission. h. Chemical activity- place a very small piece of j. The Necessity for International Control of metallic sodium in a pan or dish of water. Atomic Energy. HANDLE WITH CARE! k. Some Suggestions for ' Tmproving International i. Chain r eaction-the mousetrap demonstration Understanding. as pictured on page fifteen (15) of Atomic I. Current Even ts in Atomic E n ergy. Energy, Double-Edged Sword M Science, Burnett. m. vVhat Every Citizen Should Know About Atomic j. Chain reaction- t he match demonstration as pic­ Energy. tured on page ten (10) of Adventures Inside the n. The Construction and ·working of an Atomic Atom, General E lectric Co., Pamphlet. P ile. 2. Make a coll ection of elements for display either to o. The Story of Radium. the class or for a bulletin boar d. p. The Release of Energy by Fusion, or th e H­ 3. Make posters showing the structure of som e o•f t he Bomb. simple atoms. q. Mining and Processing of U ranium Ore. 4. Construct plastocene models of atomic nuclei. r. Transur anic E lements, or the Work of Glenn 5. P r epare a bulletin board display showing the r e­ Seaborg at the University of California. lation ships between Einstein's fo rmula E = mc2 and 16. Arrange with the librarian o,f the public library to th e r elease of energy from a small amount of matter. display a collection of readable books on atomic Draw the pictorial concepts. energy, and to have an annotated bibliography 6. Have a committee coll ect news items and editorials avail able for di stribution in m imeographed form. abou t atomic energy and post them on the bulletin (Perhaps a permanent shelf for atomic energy m a­ board or keep a clipping fil e. terial can he provided.) 7. Consult one or two newspapers daily for three weeks 17. Present one or more assembly programs on som e a nd read every article concerning atomi c energy. phase of atomic energy. This might be a science Make a li st of the "atomic terms" needed to under­ lecture-demonstration, a panel discussion on peace­ stand these articles. Make a similar list for radio time uses of atomic energy or on the problem of n ews r eports. atomic control, a debate, a skit, or a series of fi lms 8. Have a committee make a systematic check of on atomic energy. Invite parents to attend this magazines in t he school and public libraries and re­ assembly. port to th e class as to articles avail able concerning 18. Presen t panel discussions, debates, or other kinds of curren t developments in atomic energy. programs on various aspects of atomic en ergy to 9. Build a model or make a chart illustrating som e basic ad ult groups in the community (or over a radio sta­ fact or principle about atomic energy. Display it in tion, if avail able). Groups which might be interested the hall. in such programs include : PTA, League o.f vVomen 10. Prepare brief biographies of famous people who have Voters, Kiwanis, Rotary, Lions, church clubs, study been associated with atomic energy development, clu bs, and veterans' organizations. such as Einstein, Fermi, Urey, Oppenheimer, Comp­ 19. Tf ther e is an Adult Evening Sch ool in your com­ ton , Groves, Baruch, Lilienthal, etc. munity, try to work out with th em a joint program for presenting some o.f the facts and implications of' 11. P repare brie•f biographies of famous people associ­ atomic ener gy to adults. ated with the scientifi c discoveries leading up to 20. Appoint a committee r esponsible for collecting n ew the development of atomic en ergy, such as the materials on atomic energy such as books, pamphlets, Curies, Roentgen, Thompson, Chadwick, Rutherford, m agazine articles, films, film strips, exhibits, charts. Soddy, Becquerel, etc. and recordings. When such materials are free of 12. Write an article for the school newspaper on some charge, have the committee write letters and add the aspect of atomic energy. materials to the school library. 13. Prepare news articles for the local paper, reporting 21. Carry out any other activities, su ch as those listed in : on class activities in learning about atomic energy. a. Atomic Energy Here to Stay, SCHOOL LIFE 14. Read in an interesting book on some aspect of atomic Supplement, p. 10. energy, such as Hiroshima by H ersey ; Modern Man b. Atomic Energy, Double-Edged Sword of Science, is Obsolete by Cousins; No Place to Hide by Brad­ Burnett, p. 32. ley; Must Destruction Be Our Destiny? by Brown; c. Operation Atomic Vision, Evans, Crary, Hass, Atomic Energy in the Coming Era by Dietz; The pp. 77-81. Atomic Story by Campbell. Give a brief report or d. The Challenge of Atomic Energy, Crary, Evans, write a brief review of the book. Gotlieb, Light, pp. 69-78. -35- '-

VI. SUGGESTED AUDIO-VISUAL AIDS VII. EVALUATION AND TEST SUGGESTIONS Films Filmstrips and Charts 1. The Molecular Theory of Matter, Encyclopedia 1. Atomic Energy Suggestions for Evaluation ...... 1. What is the major obstacle in developing atomic A general overview of the scientific principles of power for commercial use? Britannica Films, Inc. Evaluation of a unit should consist of evaluating both The film shows molecular activity in gases, liquids, atomic energy, the bomb, isotopes, atomic control, the unit itself and the work of the pupils in the unit. a) Unsolved technical .and engineering prob- and peacetime uses. Useful as a review. Available lems and solids, and explains diffusion of gases, evapor­ Evaluation cannot consist entirely of tests nor can it from The New Yo r k Times, School Service, Times b) Lack of sufficient raw materials ation of liquids, and transformation of liquids into be confined to the last clay of the unit. It is a continuous solids. Presented in the fi lm is a microscopic view Square, New York. 2.00. (including script). process, some part of it being clone each clay. Jn c) Inability to dispose of radioactive wastes cl) High cost of atomic fuel of Brownian movement. (One reel- 11 minutes) 2. The Atom at Work (color) evaluating the unit itself, the teacher must consider to 2. Atom ic Energy, Encyclopedia Britannica Films, Inc . Summarizes the peacetime uses of atomic energy what degree the materials, activities, and procedures ...... 2. 'Vhat are the most importa nt products ol' nuclear T he film identifies atomic structure, outlines mass­ in industry, agriculture, medicine and biology, and contributed to the accomplishment of the objectives. fission in maintaining a chain reaction? energy relationships, and defines chemical and power. 35 mm. Society of Visual l!:ducation, In c., a) Electrons One factor affecting this, which should be consiclerecl, atomic energy. Explanations for the forms of atomic 1345 W. Diversey Ave., Chicago 14, 111. 6.00. b) Neutrons is the student reaction to the materials, activities, pro­ energy release are presented as are illustrations of (including script) . c) Protons cedures, and problems of the unit. In evaluating the atomic fission and the chain reaction. (One reel- 11 3. Let's Look at the Atom (color) pupil's work, the teacher should consid er oral and d) Alpha particles m inutes) Presents the basic information on atoms and written reports, participation in class discussion, panel ...... 3. Why is uranium 238 important in atomic energy 3. Matter and Energy, Coronet Productions energy. Drawings and photographs and everyday discussions, library reading reports (oral and written), production? The film pictures the different forms of matter, analogies are used. 35 mm. Society of Visual Edu­ and contributions in those culminating activities that a) It undergoes fission and emits protons and discusses pictorially- elements, compounds, cation, Inc., 1345 W. Diversey Ave., Chicago 14, Ill. lend themselves to evaluation. Some suggestions which b) lt may be changed into U-235 in an atomic physical and chemical change. A brief discussion $6.00. (including script). may be helpful in evaluation follow: pile of atomic energy is included in the fi lm. (One reel- 1. The teacher should keep anecdotal records as an 4. How to Live W ith the Atom c) It may be used in place of graphite in con­ Excellent introductory filmstrip ; amusing pointed evaluating device. He should note and retain 11 minutes) structing an atomic pile cartoons. 35 mm. Comes with narrator's script and r elevant information about each pupil's study 4. Atomic Power, March of Time d) It may be changed into plutonium The film provides a good description of the his­ a good discussion outline. Film Publishers, Inc., 25 habits, contributions to class discussions, and Broad St., New York 4. N. Y. 3.00. (including quality of performance in special assignments. 4. ·which best illustrates the most important knowl­ torical events leading to atomic fission and atomic bomb development. Included is a discussion of 2. Library readings are perhaps best evaluated by edge we have obtained by using atomic energy script). atomic fission and the resulting energy release. oral reports to the class or teacher, although in agricultural research? 5. On e Wor ld or None some form of card report can be used. a) Plant growth is greatly stimulated by radio­ (One reel- 17 minutes) Filmstrip version of motion film noted a.hove. active ferti lizers ~- The teacher may gain additional insight as a !i. Report on the Atom, March of Time 35 mm. Film Publishers, Inc., 25 Broad St., New basis for making his evaluation by letting the h)• Certain m ethods using fertilizers are more Although the fi lm gives little attention to the York 4, N. Y. 3.00. (with script) . student evaluate the unit. Discuss with the stu­ efficient than others destructive aspects of atomic energy, it provides an G. World Control of Atomic Energy rlents the following points: c) Radioactive fertilizers are damaging to all excellent treatment of the problems concerned with Car toon fi lmstrip that discusses in more detail the a. What parts of the unit did you think most plant life man's attempt to harness the atom for peacetime setting up of an international atomic contr ol agency. worth while? d) Twenty per cent of the phosphorus which a uses, and it pictures effectively the different uses of Included are tbe elements of the original United b. What parts of the unit rlicl you think least plant utilizes is furnished by commercial radioactive materia ls in medicine, industry, agn­ States and Russian positions (since somewhat successful? fertilizers culture and biology. (One reel-20 minutes) modified), which discussion should bring up to date. c. What activities did you like the best? The ...... 5. In what way has atomic energy contributed most 6. One World or None, F ilm Publishers Film Publishers, Inc., 25 Broad St., New York ~ • least? to m edicine? Emphasized in this fi lm are the needs for inter­ N. Y. 3.00. (including script) . cl. What changes would you suggest in this a) It has enabled physicians to cure cancer national control, lack of defense against the atomic 7. The Atom unit for another year? b) It has provided remedies for tuberculosis bomb, and the horrors of modern warfare. The A simple and understandable explanation of the and heart disease 4. On the teacher lesson plans and student assign­ highlights of tlie fi lm are centered around world structure and behavior of the atom to accompany the ment sheets you use, write in comments about the c) It has greatly stimulated medical research government. (One reel-9 minutes) LIFE Reprint. LIFE Filmstrips, 9 Rockefeller P laza, success O·f different procedures. Make notations d) It has been effective in diagnosing diseases 7. Tale of Two Cities, Army Signal Corps New York 20, N.Y. $4.50. (including script). of the endocrine glands of possible changes a nother year. • Write in com­ This fi lm presents the destructive results of the 8. Nuclear Physics Charts m ents of your own a bout the materials used...... 6. Which is the best description of a molecule? J)'ombing of Hiroshima and Nagasaki. Many close-up A set of six 25 x 37 inch wall charts in color, with 5. File the test items which have proved useful. Try a) Two or more atoms physically united to shots that show the effect of th e blast and radiation accompanying booklet. Westinghouse School Serv­ to reword faulty test items while you are still form a mixture on buildings and materials are included. (Free rental ice, Westinghouse Electric Corporation, 306 Fourth aware of the student reactions. b) Two or more atoms united to form a chemi­ - one reel-20 minutes) Ave., P . 0. Box 1017, Pittsburgh 30, Pa. (1948) 1.00. cal compound Available from Signal Corps F ilm Libraries at The tests used in the evaluation of this unit should be c) Several atoms chemically united in a chain Governor's Island, N. Y.; Post Office Building, Balti­ ADDITIONAL AUDIO-VISUAL AIDS are listed in: based on the objectives of the unit. Several types o[ to form a compound more, Md. and Atlanta, Ga.; Fort Sam Houston, San (a) Atomic Energy He re to Stay, SCHOOL tests may be used. Essay tests may effectively be used to d) More than one atom bound together to form Antonio, 'fexas ; Civic Operations Building, Chicago, LIFE Supplement, pp. 12-13. evaluate the ability of the student to organize material a new material Ill.; Presidio of San Francisco, Calif.; Fort Meyer, (b) The Ch a ll enge of Atomic Energy, Crary, within a given time; to evaluate the ability to interpret Evans, Gotlieb, Light, pp. 79-85...... 7. Which statement ahout electrons is most n early Va. ; and Fort Riley, Kansas . materials and facts and draw conclusions from them; to (c) Operation Atom ic Vi s ion, Evans, Crary, conect? R. The Church in the Atomic Age, Produced by RKO evaluate the ability to summarize and to express himself Hass, pp. 92-94. a) They exist only in the shells of atoms. Pathe for the Federal Council of Churches of Christ clearly. Objective tests are adaptable to testing basic in America. (New title: The Atom Bomb- Right or understandings, skills, and attitudes. These tests may be b) They have a charge equal in magnitude to SOME SOURCES OF AUDIO-VISUAL AIDS: that of a proton Wrong ?) of the true-false, multiple-choice, or matching variety. 1. Encyclopedia Britannica Films, Inc., 20 N . Wacker c) They are n egative units of matter having no This is one of the two best fi lms available (along As a method of combined evaluation, review, and test Drive, Chicago 6, Ill. weight with One World or None). Factually and unemotion­ preparation, the class may be asked to prepare test 2. March of Time Forum Films, 369 Lexington Ave., New d) They are small, light, positive charges of ally it develops its conclusion that any future war items to turn in. The value of this procedure is more York 17 , N. Y. matter will' bring not a solution to a problem but only in­ for review and evaluation, but may be help,fu l in test comparably greater problems; that modern tech­ 3. Bureau of Audio-Visual Instruction, Extension Division, construction...... 8. Which of the following statements is lea st re­ niques as never before make war itself impossible to S. U. I., Iowa City, Iowa. lated to the others? condone; and that the individual's responsibility for 4. Audio-Visual Aids Dept., Iowa State College, Ames, Sample Multiple-Choice Items for a Test Over a) Atomic weights are average weights working to prevent war is inescapable. It is fast­ Iowa. T HE ATO M AND YO U b) Some atoms weigh more than others of the paced, interest-holding, with a strong appeal to any 5. Film Publishers, Inc., 25 Broad Street, New York 4, same element general audience and not merely to church groups. N. Y. _) Directions: To answer each question, first decide c) Atoms combine in ratio to their atomic Motion Picture Association of America, 28 W. 44th 6. Society for Visual Education, Inc., 1345 West Diversey which is the best answer, then place the letter that weights St., New York, N. Y. (One reel-19 minutes) Ave., Chicago 14, Ill. corresponds with the best answer in the blank pre­ d) Atoms of hydrogen with different weights ceding the question. are called isotopes -36- - 37- ······-· 9. Which statement a bout atomic nuclei is correct? ...... 17. In ordinary ch emical reactions, what pa rt of the a ) They always carry a positive charge atom is actively involved? ______24. How many m embers are there on the U nite d ...... 32. Judg ing by present experiments with atomic b) They contribute very little to the weight of a) All of the a tom States Atomic Energy Commission ? power, which of the following seem s most the atom b) Only the outer electrons a) 3 likely to occur? c) They contain one or more neutrons c) The outer e lectrons and the nuclear protons b ) 5 a) The cost of a ll other form s of power will be d) They are mainly r esponsible for the chemi­ d ) Only the nucleus c) 9 gr eatly reduced to m eet competition cal activity of the atom d ) 18 b ) Electricity a nd s t eam will, in time, be ·--- -- 18. Which of the following statements a bout e lec­ Which best describes the meaning o,f a tomic largely repl aced by atomic power -- ---· 10. trons is true? weights? ...... 25. ·which of the following represents most n early c) Atomic power will be used for many pur­ a) All e lectrons are a like a) They a r e relative weights based on the the present a nnua l budget, in dollars, of the poses by countries having n o coal or oil, b) Electrons in one subs tance may differ from weight of an oxygen atom U . S. Atomic Energy Commission ? but for only certain major installations in those in another substance b) They are the weights, expressed in g rams, a) On e million other countries c) The electrons -found in any one atom are of equal volumes of the elements b) T en million d) There will never be much use made of a like; those in differ en t atoms a r e differ ent c) The weights of a ll atoms are based on the c) One hundred million atomic power because it is too dangerous d) Electrons are found in everything having fact that the weight of helium is one (1) d) One billion and expen sive ' m ass d) They indicat e the different weights of the ...... 33. FoJ· what purpose wa,s the United Nations Atomic isotopes for any one element ...... 19. What is the greatest disadvantage of using an ______26. ·whe re does the U . S . Atomic Energy Com­ Energy Commission established ? alpha particle as a " bullet" for splitting an mission get the money to carry on its activities? ...... 11. How does diffus ion support the molecular theory a) To a dminister the internationa l atomic con­ atom? a) From priva te companies working under con- of matter? trol organization that was expected to be a) Its speed and direction are too erra tic tract with the Commission a) It shows that molecules of one substance set up b) It is r e pelled by positive charges b ) From the U. S. Depa r tm ent of Defense are unlike those of any other s ubstance b ) To study the atomic energy control prob­ c) It cannot be properly slowed down c) From appropriations made by Congress b) It shows that molecules have energy of lem a nd make r eports to the Security d) It is composed of two electrons and is d ) From companies, ins titutions, and individu­ motion Council therefore too light a ls who purchase the materials produced in c) It shows that matter is electrical in nature c) To a dvise the Atomic Energy Co mmissions the Commission's plants d) It shows that molecules are composed of ...... 20. What happens to a r a dium atom when it d e­ of the epa rate m e mber nations on common atoms atomic problems composes spontaneously? ______27. What is the chief activity of the United States ...... 12. a) The nuc leus is spli t into equal parts and a d ) To supervise the in tern a tiona I distribution \Vbich definition do you think best describes an Atomic Energy Commission at the present time? of radioactive isotopes for r esear ch pur­ atom? compa ratively large amount of energy is a) Making atomic bombs poses a) It is the basic unit of electricity r eleased b) Producing atomic power h) It is one of the basic e lectrical units of b) Alpha and beta particles are given off and c) Doing basic r esear ch on the atom 34. Which of the following countries was m ade a matter a comparatively small amount of energy is d) Ma nufacturing and distributing radioactive m e mber of the United Nations Atomic Ener gy c) It is a particle that cannot be divided into released isotopes Commission, principa lly because of its la rge smaller units c) Only small pieces of the nucleus are broken uranium deposits? d) It is the smallest ch emical unit of matter off and no energy is r e leased a) Canada d) The nucleus r emains whole but a lpha pa r­ ...... 28 . Radioactive isotopes are sold by the A. E . C...... 13 . What is the significance of atomic numbers? b) Mexico ticles are given off and shipped from the plant at: a) They indicate the total electrical charge on c) Brazil a) Oak Ridge an atom d) Norway ...... 21. What is the most revolutionary feature of the b) Los Alamos b) They show th e negative charge on the c) ·washington Atomic Energy A ct of 1946? nucleus of an atom d) New York 35. In which of the following will you find th e a) It gives to a governmental commission United States proposals for internationa l control c) They show t he pos itive charge on the a uthority to le t contracts without consulting of atomic energy ? nucleus of an atom Congress ...... 29. Concerning which of the fo llowing is secrecy d) charge a) Acheson-Lilienthal R eport They show the electrical on the b) It provides for the m a nufacture of atomic about the atomic bomb most important to our outer orbit national security? b) Baruch R eport bOIJ1 bs by civilians a) Basic principles only c) Ma nhattan Project R eport ...... 14. Which statement about valence do you consider c) It provides for public ownership of a large b) Engineering d etails only d ) Smyth R eport least appropriate? indus try c) All matters concerning the bomb a) Any one valence indicates the pattern by d ) It r equires a n independent governmental ...... 36. ·which of the following is the most important d ) The location of our chief atomic energy which elements may combine commission to make frequent r eports on its reason why international control of atomic plants b) Atoms have valence which indicates how a ctivities to Congress en ergy is needed? they combine with other atoms a) With international control, secrecy in atomic ··- -- - 22 . What is the chief function of the Joint Cmlgres­ ...... 30. What is the chief reason why secrecy is con­ c) Valence indicates the combining power of research will no longer be needed s ional Committee on Atomic Energy? sidered harmful to scientifi c progress? molecules b ) \Vith in ternational control, there will be a a) To give final a pproval to contracts let by a) Tt prevents work on many projects which d) Valence shows an electron tra nsfer or part­ more r a pid development of ben efi cia l uses the U. S. Atomic Energy Commission by their very na ture cannot be k e pt secret nership of atomic energy b) To submit to the President names of p er­ b) It increases the cost of research because Which of the following pa irs r epresents one and c) \Vith,out internationa l control, nations will ...... 15. sons recommended for appointment to the the la bora tories must have many guards continue to make and stockpile atomic the same thing ? U . S. Atomic Energy Commission c) It discourages scie ntists from doing their a) Gamma rays and beat bombs c) To bold hearings and investiga tions on mat­ best work because they will not receive b) Proton and he lium nucleus d) Without international control, the cost of ters of security within the atomic ene rgy publicity or credit for their achievements c) Alpha particles and protons our domestic atomic energy program will program d) lt prevents workers in the sam e field from d) Beta particles and electrons continuous ly increase rl) To make studies of the activities a nd prob­ making use of the di scoveries of others ...... 16 . If an element has an atomic number of two (2) lems of th e U . S. Atomic Energy Com ­ ...... 37. \Vhat b as been an important effect of the failure and an atomic weight of .four (4) , what would be mission 31. Which of the following is most important for ou r of the Western na tions and Russia to r each an its structure? nationa l security, according to the U. S. agreement rega rding control of atomic ener gy? a) Four nuclear protons and four orbital elec­ 23. What was the main reason why Congress d e­ Atomic Energy Commission? a) An a rma m ents race is occurring trons cided on governmental control of atomic energy a) Greater scie ntific leadership and achieve­ b ) Ther e has been complete suspension of b) Four nuclear neutrons and four orbital el ec­ in the United States? ment than that of other countries atomic energy discussions among the trons a) Speed up basic atomic research b) Complete secrecy on all atomic matters United Nations c) Two nuclear protons, four nuclear neutrons ,.b) Prevent private companies from making c) Sharing of all atomic secr e ts with our World c) Preparations a r e underway for a m eeting- of and two orbital electrons large profits in this new fi eld \Var II allies other than Russia the chief executives of the United States. d) Two nuclear protons, two nuclear neutrons c) Provide for our national security d) Development of a powerful force of large Great Britain, and Russia and t wo orbital electrons d) Prevent waste of scarce ura nium supplies planes for carrying the increased number of d) Atomic resear ch is practically at

- 40 - - 41 - VIII. RECOMMENDED BOOKS, PAMPHLETS, DOCUMENTS, AND MA ·.GAZINES ON ATOMIC ENERGY FOR THE SCHOOL Ll BRARY The total cost of all materials listed is approximately Cousins, Norman, Modern Man is Obsolete, New $25.00, with school discount. All materials listed under York: Viking Press, 1946, 59 p. $1.00 #1 may be purchased for $5 .00; the combined #1 and Masters, Dexter, and \Vay, Katherine (eels.), One #2 lists ,for $10 .00; and the combined #1, #2, and World or None, New York: McGr aw-Hill, 1946, #3 lists for $15.00. 79 p. $1.00 Potter, R. D., Young People' s Book of Atomic 1. Book s, Pamphlets , a nd Documents ($5.C.O purchase ) : Energy, New York: Robert M. McBride and Co., Bradley, David, No Place to Hide, Bantam Book 1948. 2.50 edition, 1948. 25¢ Swing, Raymon d, In the Name of Sanity, New York: Dietz, David, Ato mic Ener gy in the Coming Er a , Harper and Broth ers, 1946, 116 p. $1.00 Pocket Book edition, 1945. 25¢ Stou t, W. W ., Secret , Detroit, Michigan: Chrysler 3. Books, P a mphlets and Documents (if purchased with Cor p., 1947, 79 p . Free #1 a n d #2, total $15.00): Bush, Vannevar, Moder n Arms an.d F ree Men, New Brown, Harrison, Must Destruction Be Our Destiny ? York: Simon and Schuster, 1950. $1.00 edition, N e w Yor k: Simon and Schuster, Inc., 1946, 159 p. paper $2.00 Gotlieb, Albert, Ach ieving International Control of Lapp, R. E., Must We Hide ? Cambridge, Mass.: Atomic Energy-Critica l Thinking f or a New Age, Addison-Wesley Press, 1949. $3.00 New York : Bureau of Publications, Teachers Col­ ''' Atomic Energy Development, 1947-1948. 45¢ lege, Columbia U., 1947, 66 p . 75€ * Recent Scientific and Techn ical Developments in the Higinbotham, W., and Lindley, E. K., Atomic Chal­ Atomic Energy Program of the U. S ., 1948, 192 p. lenge, New York : Foreign Policy Ass ociation 35¢ (Headline Series No. 63, May-Ju ne 1947), 63 p. 35c ''' International Control of Atomic Energy-Growth of Lerner, Max, W or ld of the Great Powers, Foreign a Policy, Dept. of State Publication #2702, 281 p. Policy Association, 22 E. 38th St., New York 16 45¢ (Headline Series No. 61, Jan.-Feb. 1947 ), 94 p. 35c ''' International Control of Atomic Energy-Policy at The Politics of Atomic Ene rgy, Woodrow 'Wilson the Crossroads, Dept. of State Publication #3161, Foundation, 45 E. 65th St., New York 21, 1946, 251 p. 45¢ 56 p. 25¢ ''' Sixth Semi-An n ual Repo rt of the AEC (Atomic 4. Books, Pamphlets and Magazines (which complete Energy and the Life Sciences) 45¢ the total $25.00 purchase. Includes a ll listed m a­ ''' Seventh Semi-Annual Repo rt of the AEC (Atomic teria ls in #1, #2, #3, #4) Ener gy and the Physical Sciences) 50¢ Eiclinoff, M. L. and Ruchlis H., Atomics for the ''' Eighth Semi- Annual Re port of the AEC 50¢ Millions, New York: McGraw-Hill, 1947, 281 p. ''' Atomic Impasse, 1948, 48 p. 15¢ 3.50 *Smyth, Hen ry D., Developme nt of Methods for Campbell, John 'vV ., The Atomic Story, New York: Using Atom ic Energy for Military Pur poses (The Henry Holt, 1947, 297 p. 3.00 Smyth Report), 1947, 182 p. 40c Lang, Daniel, Early Tales of the Atomic Age, Garden * Ha ndling Radioactive Wastes in the Atomic Energy City, New York: Doubleday a n d Co., 1948, 223 p. Progra m , 1949, 30 p. 15¢ $2.75 '' J\1ed ical Aspects of Atomic Weapons, 1950, 24 p. 10¢ Lauren ce, W illiam L., Dawn Over Zero, New York: Knopf, 2ncl eel ., 1947. $3 .00 2. Bo oks, P a mphlets and Doc ume nts (if purchased with Bulletin of the Atomic Scientists, 53 W. Jackson #1, total 10.00): B lvd., Chicago 4, Ill. Monthly. $5.00 per year.

*Materials avai lable f r om Superintendent of P ublic Docu-ments, Gove rnme nt Printing Office, \Vas hington 25, D . C.

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IX. APPENDICES APPENDIX A : SUMMARY OF THE KINETIC 2. De monst rat ion of Space Between Molecu les (Water MOLECULAR THEORY OF MATTER and Alcohol Comb ined Vol um e ) : a. F irst suggested method: 1. All matter is made up of extremely small particles Obtain a piece of glass tubing of about one-fourth called molecules. (1,.0 inch inside diameter and one meter in length. 2. Molecules have mass and weight. Stopper one end tightly. Fill the tube to one-half 3. Mo lecules are not packed close together; but rather, (%) its length with water and then carefully they have space between them. pour in alcohol w ithout mixing until the tube is 4. The space between molecules is related to density fi lled. Close top of tube with finger. Invert tube and the states of matter. The more dense a substance several times, being careful not to spill any of the is the less space there is between its molecules. mixture. •Compare total volumes of the two liquids Gases have the most space between their molecules, before and after mixing. liquids less space and solids the least of all. 5. All the molecules od' any one substance are alike b. Second suggested method: while the molecules of different substances are Obtain a tall 1000 cc. glass graduated cylinder and different. pour in water to the 500 cc. level. Then add 6. The molecules of all matter are constantly in exactly 500 cc. of alcohol and mix the two liquids rapid motion. In gases the speed of movement is thoroughly. Read the combined volume level. tremendous, in liquids the speed is reduced, while in solids, the movement may best be described as a 3. Demonstrat ion of Molecular Motion : slight vibration. a. Materials: 7. The large molecules (those with the most mass) (1) Molecular demonstration apparatus, or- move more slowly than do the small ones. The speed of movement varies inversely with the mass. (2) Test tube (1 inch in diameter) with one-hole In other words, the molecules of a heavy gas travel rubber stopper to fit. Mercury (small amount). more slowly than do those of a light gas. Small fragments of colored glass. Vacuum 8. Sometimes the speed of molecules in liquids and pump. Bunsen burner. Rubber tubing (2 or gases becomes great enough so that the molecules at 3 feet) . Glass tubing (8 em.) the surface can overcome the cohesive forces holding b. Directions: them together and they fiy off into space. This is represented by evaporation and boiling. Warm over a Bunsen flame a test tube containing about % to 1 inch of mercury with the colored ) 9. Since molecules are constantly moving they must run glass particles floating on top, the mercury and into each other and also the walls of any vessel in colored glass particles being sealed in or main­ which they are contained. This striking force is tained under a partial vacuum. what causes the pressure of an e nclosed gas to be exerted on the sides of the container. 10. When any gas is compressed or made more dense 4. Demonst rat io n of Stat es of Matt er: there are more molecules per unit volume and there­ a. First suggested method : fore the number of collisions increases. In other The easiest method of showing the three basic words, when a gas is compressed, its pressure in­ states of matter is with solid ice, liquid water and creases. gaseous steam. Any freezing mixture such as ice 11. When any substance is heated, energy is added to it and salt or dry ice and acetone will freeze water and this addition is evidenced by an increase in the in the laboratory. The dry ice and acetone gives speed of the moving molecules. When a body of a very low temperature and is the quickest matter is cooled, the speed of its component mole­ method to use. For every 4 ounces of crushed cules is decreased. dry ice in a beaker, pour in 2 ounces of acetone. 12. When the molecules making up a substance are Avoid a ny personal contact with the mixtu re. moving fast the temperature of that substance is The presence of steam can readily be shown by high and when the molecules are slowed down the holding a cold object above a container of boiling temperature of that substance decreases. water. 13. When molecules collide the motion of any one mole­ b. Second suggested method: cule may be transferred to another; however, the Use mercury instead of water. The dry ice and total kinetic energy after the collision is the same acteone mixture will freeze mercury readily. as the original. Mercury vapor may be obtained by heating a very s ma ll a mount of mercu ry in a test tube. The tube APPENDIX B: DEMONSTRATIONS FOR if heated only at the bottom will show the mercury PROBLEM NO. 1 condensing in small droplets near the mouth of 1. De monstration of Diffu sion : the tube. Avo id inhal ing the mercury vapor as a . Potassium permanganate (K Mn 0 .,) in water : prolonged exposure causes mercury poisoni ng . Drop a few crystals of potassium permanganate (K Mn 0,) into a tall beaker or cylinder of water. 5. Demon stration of Brown ia n Move ment: (Drops of dye or India ink may be used in place a. l~irst suggested method: of the potassium permanganate.) Let stand until Secure a standard Brownian movement apparatus the dye spreads throughout the liquid. and fill the smoke chamber with match or b. Bromine vapors in air: cigarette smoke. Place the chamber with the Pour one or two drops of liquid bromine into a tall thin glass plate up so it can be viewed with the cylinder and observe what happens. The upward high power of a microscope. Shine a stron g light diffusion of the bromine vapor is accomplished (a pencil fl ashlight will do) through the lens on even though the bromine is about five times as the side of the chamber. Each smoke particle will heavy as air. appear as a bright point source of light. -45- genes normally duplicate themselves during cell division patient's veins. In a few minutes the blood has carried b. Second suggested method : The development of atomic piles has now proviclecl us is one of living matter's greatest achievements. it to the brain. The Geiger counter, picking up the Another m ethod is to place a small bit of tita nium wi th a twofold supply of riches. Neutrons, in hither to Recognizable deviations from the normal occur less tell-tale radiation from the iodine, locates the dye. Any oxide (powder ) on a drop of water on a slide. undreamed of number, will be available both for direct than one time in a million. However, such changes do abnormally large concentration of the materia l is indic­ View with the high power of a mi croscope and ob­ therapy and for the production of many different man­ occur, and they are known as mutations- be they favor­ ative of a brain tumor. serve the movements of the sma ll particles of m a de racl ioactive atoms. vVith these great assets oxide. able or unfavorable. Radioactive iodine has also been used with success to stemming from the harnessing of atomic energy, we may As a result of intensive r esearch, it has been de­ find bits of thyroid cancer which have broken away from look forward hopefully to r ewa rd s that will far out­ termined that high energy radiation may produce genetic the original cancer mass. After a cancerous thyroid has APPENDIX C: ATOMIC WEIGHT weigh the unfortunate and destructive potential of effects in living cell s in three ways: been removed by surgery these scattered bits of cancer SUPPLEMENT atomic bombs. Before we consider in som e detail the role of atomic (1) Indirectly through the production of substances tissue sometimes begin to pick up large amounts of The atomic weight of a n e lement is a number that energy in modern medicine, let us r eview some im­ that have secondary genetic effects. For ex­ iodine from the blood. Radioactive iodine concentrated g ives the weight of an atom of t hat element as com­ portant biological facts. All living things are composed ample, X-rays produce hydrogen peroxide which in them can be found with the Geiger counter, and these pared to the weight of an oxygen atom which is 16.0000. of cell s, and these cells vary enough in their size, shape is poisonous in living cells. small g rowths removed. A similar technique involving Most non-technical accounts of atomic energy give the use of raclloactive phosphorus has been used to and behavior to accomplish a ll the manifold functions of (2) Through direct effects on such organic mole­ h yd rogen (symbol H ) as being the standa rd on which diagnose cancer of the breast. the living organisms that inhabit the earth. Regardless cules as the genes. Direct ionization of the our system of atomic weig hts is based. This is not Unlike external cancers, deep-seated cancers such as exactly correct, but is an approximation. of their diverse fun ctions, all cells are constructed ac­ molecules is probably the chief effect of radi­ cording to pretty much the same pla n. Within the body those of lung, stomach, pancr eas and intestine, are Oxygen was chosen as the standard upon which our ation. This will r esult in breaking chemical of ma n, the small, rapidly re producing blood cells bear usually detected at such an advanced stage that only a system of weights is based because of its abundance in bonds, which no doubt permanently a lter genes. no external resemblance to the thread-like, long-lived small fraction of them have yielded to treatment. With nature and willingness to react with other elements. (3) Through the breaking of chromosome threads. nerve cells. Nor do they 1· esemble the muscle cells increased supplies of radioactive m aterials available for The figure 16.0000 was arbitrarily selected as a m a tter that provide m echa nical energy. Yet a ll these cells medical resear ch, it is hoped that some readily applied of convenien ce so that the lightest element known contain the same elementa l materials, arranged in tests will be discovered that will give us suitable (hydrogen, H) would be at least a whole number. A knowledge of these facts has necessitated the ut­ warning at an early stage so as to make early diagnosis similar basic patterns. most precautions on the part of all persons who a re and treatment of these cancers possible. In the rapid and continuous process of life- in the concerned with any of the various aspects of atomic APPENDIX D: DEMONSTRATION FOR building up and breaking down of tissue, the replace­ research. The value of radioactive material goes beyond its use PROBLEM NO. 4 m ent of nutrients and removal of wastes, the production in diagnosing cancerous conditions. When these ma­ However, not only has the atomic age brought with it DEMONSTRATION OF SPONTANEOUS of muscular energy, the reproduction of the whole terials will concentrate in cancer tissue we can use them organism- t he complex, living molecules break up and new and urgent r easons for investigating the subtlest of for actual treatment as well as diagnosis. vVe know RADIOACTIVITY: life processes; it has a lso given us a n ew and powerful Observe a luminous clock or watch dial under a recombine in a multitude ot1' ways. Yet a lways, they that the rays they produce will kill cancer cells. The combine in ways that preserve their electrical balance. tool for their study- the radioactive isotope-an aid to problem in this connection is to have them absorbed by microscope or ha nd lens of sufficient power to see medical r esearch comparable to the discovery of the minute fl ashes of light. (There is a trace of radium To destroy that balance would be to damage or kill the the abnormal tissues in order to attack them from within. living material. This is exactly what radiation does. microscope. Thus, there would be fa r less exposure of norma l t issue mixed with a fluorescent material, such as zin c The abnormal growth of tissue that we refer to as sulfid e, in the paint used on such dials.) Excessive amounts of radiation from radioactive ma­ to the atomic rays and much less chance of injuring the terials attack, disrupt and destroy the delicate balance cancers or tumors have plagued man throughout patient's genera l health than is involved in using X-rays Demonstrate Geiger counter if available. the pages of recorded history. Today over 200,000 in the atoms, molecules and protein combinations within or radium. the bodies of living things. As a r esult, it damages and people die of cancer each year in our own United States. To date, only radioactive iodine has proved significant APPENDIX E. THE PEACETIME APPLI­ kills the cells of which those atoms and molecules are In oth er words, it accounts for almost ten percent of in the internal a pproach to cancer treatment. Because CATIONS OF ATOMIC ENERGY a part. If enough cell s are destroyed, the whole organism deaths. The cause of cancer as well as its very n ature it naturally collects in the thyroid gland, its rays have Mo re than fiv e years have passed since Hiroshima is severely injured and dies. are still unknown. \Ve do know that in cancerous e ff ectively checked the g rowth of one form of thyroid and Nagasaki we re reduced to ashes. Shortly after Since all living things are made up of molecules, and tissues there appears to · be an uncontrolled growth otf cancer. This treatment has r esulted in r emarkable the world r ealized that modern science could release • sin ce 1·adiation apparently can damage any molecule, cells causing serious interference with the normal improvement in some of the cases. Since thyroid can­ processes and functions of the organ in question. The atomic energy, journali sts, in imagination, had crowded the e ff ects of radiation on life are varied and extensive. cer is itself quite rare, this singular success makes but the highways with a utomobiles powered by atomic Some injuries, such as skin burns, seem relatively problem, therefore, is to find out exactly bow the body a little dent in the total problem, but it does show energy, fill ed the air with planes similarly propelled, sim pie, but repeated damage of this kind can result in builds cell s normally. and then to detect when that enough results to spur scientists on in their sear ch for and envisioned entire cities deriving their power from cancer. Other radiation damage is much more subtle. process breaks down in cancerous formations. Radio­ other tracers that will concentrate in the more common a couple of ounces of uranium. Moreover, trips to the Gamma rays or neutrons emitted by radioactive ele­ active tracers are the best tools yet found for this {onns of cancerous tissues. r esearch. 111001~, in a tomic po\\"ered rockets, were being planned by ments accidentally taken into the body may prevent Radioactive phosphorus is being used in experiments the production of blood cells, or damage the intestine 01· Let's consider a specifi c example which illustrates the some adventurous science writers while others had with cancers of the breast, brain, bone marrow, stomach, the reproductive organs. Radiation most centainly can use of radioactive materials in attempting to get at visions of producing crops, with the aid of atomic kidneys, h eart and liver. It first attracted attention as a alter the functioning of the complex protein molecules the cause of cancer formations. Concerning cancer of fertilizer, that would make Jack's wondrous beanstalk treatment for leukemia, in which the body produces an look undernourished. called enzymes. Although not too much is known about the liver, the following facts have been known for oversupply of white blood cell s; and in polycythemia them, enzymes probably govern and assist the many sometime: The time has most certainly come when well-informed vera, in which an oversupply of red blood cells is manu­ Americans should be able to differentiate between fact biochemical activities in our bodies. (1) \ Vhen the liver is damaged it sometimes ac­ factured. Leukemia has often been called the cancer and fan cy with r e pect to the peacetime applications of High energy radiations, in addition to causing burns cumulates fat until it becomes considera bly of the blood, since it too is caused by some atomic energy. Basically, the constructive uses of atomic and radiation illness, may r esult in changes in the enlarged. strange upset in the body's ability to control cell manu­ energy appear most promising in two r espects. One is cellular material which governs h eredity in people, ani­ (2) A fatty liver is likely to develop cancer. facture. Both red and white blood cells are fo rmed in the use of atomic radiation in finding out more a bout the mals a nd plants, and thus cause changes in the the bone marrow. Scientists seeking remedies for these physical world, about living organisms and the biological cha racteristics passed from one genera tion to th e next. blood diseases have turned to radioactive phosphorus processes- those things upon which industry and human Not all of these effects are harmful-some, such as Armed with these facts, medical research men have because it naturally concentrates in the bone marrow. health are built. The other use is in the development of changes in corn fo r example, may be used to improve induced liver damage in experimental animals and have Having collected in the marrow, its rays might kill the an entirely ne w source of energy. yield s, food quality and disease resistance of h ybrid then injected them with radioactive phosphorus. surplus blood cells at their source. Furthermore, such varieties. At the present time, however, man does not (Phos phorus plays an important r ole in the normal a localized treatment might be less rigorous than the -In Medicine: know how to control the radiation so it will produce the li ver's conversion of fat into energy.) By comparing the steady dosage of X-rays now being used in an attempt effects he desires; he must take the bad with the good. use of phosphorus by normal and fatty livers, investi­ to clear up the condition. Today, though no cures are In the course of unlocking the secrets of the a tom, man 'Ve know that higher pla nts and animals develop gators hope to get clown to the truth of the relationship claimed, radioactive phosphorus is the standard trea t­ has acquired new a nd powenful techniques with which within the nuclei of their germ cells, t iny units (prob­ between diet and the formation of liver cancer . ment for some types of leukemia . It reduces s uffering to stud y disease, and to attack som e of the plagues ably protein in nature) call ed genes, and these gen es At the present time, radioactive tracer elements a re and has prolonged the life of•many patients. that have bu rdened m ankind for many centuries. This are arranged along rod-like bodies call ed chromosomes. being used to a limited extent in diagnosing cancerous If tracers will not naturally collect in can cer tissue, important search began s hortly after the discovery of EJach kind of plant or a nima l has a set number of conditions. The U niversity of Minnesota has reported various other materials m ay be used to give them a X-rays and the isolation of radium. A r ecen t invention chromosomes in its cell s. Gen eticists believe that each s uccess in diagnosing brain tumors by combining radio­ "lift" to their chosen destination. They could be com­ known as t he cyclotr on has furnished us with a power­ of the 10,000 or more genes in a human cell is unique _) active iodine with a dye which tends to collect in cancer bined, ,foJ· exam ple, with certain colloids such as India ful source of high speed particl'es that can be applied and that each performs a special job in the development tissue. This dye combination is injected into the ink- which concentrates in the liver and the s pleen. to medical research, diagnosis a nd treatm ent. of functions of the body. The precision with which - 47 - -46- Besides iodine and phosphorus, radioactive gold is answer is found by "marking" the fertilizer- a small :; lowly revealing some of Nalure's highly guarded At the present time, quacks are attempting to exploit secrets concerning photosynthesis. Time alone will tell u~ed in ~orne cases where the material can be injected amount of radioactive phosphorus will do the job. the creative p~wers of atomic energy. For example, Radioactive phosphorus is like the normal element whether man will ever be able to set up industrial fac­ directly mto the cancerous tissue. In some cases radio­ active strontium is used in the treatment of bone cancer. they are makmg great claims for radioactive bath except that one of its atoms decomposes occasionally. tories to artificially produce the carbohydrates, sugars, powders, U-235 drinking water, atomic skin plasters and ~n effective radioactive treatment for two types of The rays which are discharged when this decomposition and proteins and fuels the world so badly needs. other products which are either worthless or dangerous. occurs can be easily detected; hence we can trace the It is true that such ideas as these are both dramatic ski~ ca~cer has been developed at the University of Cal!forma. Radioactive phosphorus in the form of a As we have pointed out, atomic energy- in the form of phosphorus anywhere in the plant. (One-half of the and fanciful- but they may be no more fantastic than radioactive isotopes manufactured in the atomic pile­ white crystalline salt is dissolved in water and absorbed radioactive phosphorus is destroyed in two weeks. the atomic bomb. The bomb was successfully developed, has made some amazing progress in the treatment and by a piece of blotter. The blotter is then cut to fit over Consequently, this marking can be followed for only first, because the basic principles were known, and diagnosis of pathological conditions. But its powers are the cancer and is simply taped to the skin. Within a about six months.) second, because governments were ready to devote the not yet thoroughly understood and it can be employed The final evaluation is quite simple. If the phosphate necessary funds and scientific personnel to the task. It day or two the superficial cancer is wiped out by the rays from the phosphorus. safely only by skilled doctors and technicians under separated from the crop is only one-eighth as radio­ is not likely that the atomic bomb project would have rigidly controlled hospital conditions. In clinical re­ No scientist now would dare to predict where or active as the applied fertilizer, then only one-eighth of been undertaken had there not been a crisis in human search with patients, physicians must use radio isotopes when the final break will come in the struggle against it came from the fertilizer. The remainder must be affairs- a threat of defeat for the western democracies. with great caution and carefully select the element used unmarked phosphorus obtained from the soil. Plants There may be approaching another crisis in human c~ncer. We can be certain, however, that atomic energy Will contribute greatly to the final victory. acc_ording_ to t~e type of emission it radiates, the length or parts of plants can be harvested at any time to affairs: permanent large scale food shortages. Star­ of Its radiOactive life, the place to which it goes in the measure the response. vation and malnutrition are slow processes, and their The use of radioactive elements is certainly not body and its toxicity as a chemical. threat may seem less urgent than sudden death from co?fined to cancer research studies; rather we see The radioactive isotopes are used in such experiments Among those whom the Food and Drug Administration as tracers to determine how fertilizers act. It is purely bombs and bullets. At what point in this crisis the evidence of its worth in nearly every aspect of medical ~as already caught and convicted in the federal courts a research tool and should not be confused with the social, economic and political barriers will be breached research. Defective circulation in the body extremities Is a woman who extolled the merits of radioactive cannot be predicted. If such a crisis becomes a reality, can be studied by injecting radioactive sodium com­ claimed stimulative effect of radiations on plant growth. drinking water. She offered it as a cure for polio gout let us hope that science will be ready with the knowl­ pounds into the patient's blood. A Geiger co unter An extensive cooperative experiment carried on by the rheumatism, cancer and some fifty other disorders'. edge needed to enable the waters of the earth to come placed close to the patient's toe will show how fast the Sh~ U. S. Department of Agriculture in fourteen states using also sponsored a penetrating healing balm whose atomic uranium, radium and other sources of radiation on to the rescue of the overburdened land. injected sodium has traveled to this extremity. An important use of radioactive isotopes of iodine has rays co~ ld build tissue, relax the nerves, relieve sinus eighteen crops has shown no beneficial effect of such congestion, clear up skin infections and correct chronic radiations upon either crop growth or quality. recently been realized with the disclosure of successful -In Industry: experimentation in the treatment of non-cancerous appendicitis. A third product she offered was radio­ The problem of photosynthesis is an old one. Ever active_ bath powder for the treatment of diabetes and since its recognition in 1840, chemists have been con­ Long before scientists succeeded in splitting the atom, ~hyroid conditions. A deficient functioning of this gland 1s called hypothyroidism, and frequently results in great neunt1s. There's not a speck of radioactive materials cerned with an attempt to understand it. As early as we realized that our supplies of coal and oil were controlled by the A. E. -G . in these products. The Com­ 1850, it was recognized that the overall process was limited, and that from a long range point of view, new loss of mental and physical vigor. Hyperthyroidism excessive activity of this gland, leads to nervous and mission g uards its isotopes with zealous care and just this- the conversion of water and carbon dioxide sources of energy were essential for a continuation of r~leases them for research and treatment only 'under into sugar and starch. With the development of radio­ the world's industrial pace. Before the smoke had easily excitable state of mind, and accelerated heart ngorous restrictions. active carbon, scientists are more hopeful than ever cleared at Hiroshima, many scientists foresaw in tbe activit_y. Hyp~thyroid cases can be diagnosed by noting The uses and examples that we have already men­ that they will be able to discover the complex processes process of atomic fission a possible fulfillment of this that little radiOactive iodine is taken up and used by tioned by no means cover all of the research being done by which carbon dioxide is converted in the plant from need for a new source of industrial power. the gland, whereas persons with overactive thyroids at the present time. Many large medical centers and its initial state into its final state through the agency s how a characteristic rapid iodine intake. Since Hiroshima, science has continued to forge universities and more and more industrial laboratories light. Iodine has likewise played a role in relieving pain ur ahead, and bit by bit scientists are solving the technical have research programs using radioactive materials. It was clear that the simplest kind of experiment and theoretical problems which stand as the major and d!stress in two types of heart disease- angina would be to feed a plant in the light some labeled obstacles to the realization of this peacetime application pectoris and congestive heart failure. Previous studies carbon dioxide and give the plant just a very short of atomic energy. As the world moves into the second s~o~v~d that lessening of thyroid activity would so -In Agriculture: time in which to carry on photosynthesis. By ex­ half of the twentieth century, we can only speculate cl!mm1sh the body's demands upon the heart as to reduce markedly the choking sensations and pain of angina amining the compounds present in the plant after concerning the vast changes that may occur if the In agricu~ture, as in medicine, scientists are finding exposures of various durations, it should be possible potential power of atomic fission becomes a world-wide pectoris and the shortness of breath and dropsy char­ ne':' and vaned applications of radioactive isotopes in by reducing the period of exposure to eventually find reality. We need not speculate, however, concerning acteristic of congestive heart failure. Useful in a small their quest for more knowledge and more power. Once only one compound formed by the labeled carbon. The the knowledge we now possess which points the way to percentage of cases that do not yield to other therapy, again, however, we must be able to differentiate be­ beginning of the process-the first chemical reaction­ future ideas on atomic energy use; furthermore, we treatment to reduce activity of the thyroid by use of tween glowing predictions on the one hand and actual would thus be known; and then by lengthening the should recognize the nature of the problems for which radioactive iodine bas been tried on only a limited accomplishments on the other. ' period of exposure under careful control, it should be science has yet to provide answers. number of patients. Over half of this group experienced almost complete relief. A great deal of research has been carried out in an possible to follow the labeled carbon atom into each In our study of atomic fission we noted that several atte~pt to understand just how fertilizers help the succeeding compound. It would thus be possible to products result from the splitting of U-235. The list This is not intended to represent any comprehensive ~rowwg plant. Unfortunately few of us realize just how understand the entire conversion process. includes fission fragments such as barium and krypton, report of the role which atomic energy has to play in Important plant fertilizers are. It seldom occurs to us By using such methods, research workers have identi­ from one to three neutons, high energy gamma rays, modern medicine. It is hoped that this presentation that, w~ile in the growing stages, practically every food fied some fifteen compounds as having been fo rmed in and tremendous amounts of energy in the form of heat. will point up the fact that the use of radioactive iso­ we eat IS dependent on some form of fertilizer. Nor are ninety seconds of photosynthesis. Not until the time Olf All of these products figure in man's efforts to transform ~opes as tools for medical research is one of the most w_e aware of the fact that the food we eat today can be photosynthesis is reduced to five seconds do we have atomic energy into electrical power. The manner in Important aspects of the rapid development of atomic energy. higher in nutritional value than it was a century ago only four or five compounds formed. It would appear which an atomic pile could be used to power an engine partly as a result of improved fertilizers and a bette1: then, that these are the first compounds into which is not difficult to foresee. If the temperature of the pile If the combined efforts of many hundreds of chemists understanding of their use. In 1948 alone the American radioactive carbon is incorporated by the green plant. is permitted to rise high enough to boil water and physicists, biologists, engineers and mathematicians and farmer spent well over 700,000,000 on commercial At the present time, there is evidence which suggests produce steam, then we can obtain our power by con­ the expenditure of two billion dollars could achieve the fertilizers. This sum still represents only a part of that the first compound to appear in the fixation of necting the steam supply thus produced to a steam J~ir~cle of atomic energy, there is a possibility that what should be spent if all farming practices were to carbon dioxide by the green plant is phosphoglyceric turbine. The most likely use for such power would be Similar expenditures can perform equal miracles in the utilize to the fullest extent the fertilizers that are acid. Furthermore, we are beginning to get some clues to operate a large generator for the production of elec­ prolongation of human life. If the coordinated scientific needed. attack as exemplified in the atomic bomb project can concerning the order of appearance of compounds in the trical energy." Water is not the only material that migbt Th~ usual way of testing a fertilizer is to apply a photosynthetic process. The ability to duplicate this be used for circulating in the pile. Helium gas and be appli ed to medicine, there is every reason to expect defi1ute amount, and compare the change in crop yield that many of the ailments that afflict mankind may be cycle in the laboratory could be applied in several molten metals are being experimented with as possible that r~sults with former yields. While this appears to directions: the production of foods and fuels in the heat transfer media. cured or prevented. Such an attack should make sub­ be a Simple method, it is complicated by crop response laboratory; the farming of the seas which cover some The production of useful power from atomic energy stantial progress towards the elimination of the common to soil fertility, weather, method of application and seventy percent of the world's surface; and the im­ (and the possible production of new fissionable materials cold, infantile paralysis, tuberculosis, heart disease, can­ many other factors. Now, however, we are able to get cer and the other plagues besetting us. provement of the photosynthetic process itself. for use as fuel) is to be accomplished by means of a direct measure of a fertilizer's value. In the case of a Indeed we are far from realizing these goals at the nuclear reactors- structures similar to the atomic pile. Thus it appears that medicine stands on the threshold phosphate "carrier" we can determine the actual amount present time. In fact, about all that can be said with A reactor is a very special assemblage of fissionable of a tn1ly new era in its development and it is only a of phosphorous that it supplies to the crop. certainty is that in research laboratories in our country, fuel containing: moderating material to control the matter of time before man may fully enjoy the fruits How can the phosphate supplied by the fertilizer be of this peacetime application of atomic energy. and in other nations as well, intensive research is energy of the neutrons, coolant to remove the heat, distinguished from that derived from the soil? The - 49- - 48- various structural materials to form the supporting vantage of this breeding r eaction. Though theoretically 3. ATOMIC NUMBER: framework, shielding to confine the intense radiation attainable, the process of " breeding" has yet to be 19. NEUTRON: and some means of controlling the rate at which The measure of the electric charge on the nucleus th~ demonstrated. An ~ lectricall y neutral particle of mass one (1) , nuclear reaction proceeds. Problems of waste removal and disposal serve to of an atom or the number of protons in the nucleus found 111 the nucleus of atoms, and simply described or the humber of electrons outside of the nucleus. What will a nuclear power plant look like? As yet compli cate further man's attempt to capitalize on t he as a fundamental particle being composed of an potential power of the atom. As the chain reaction pro­ electron and a proton. there is not enough fundamental knowledge or experi­ 4. ATOMIC WEIGHT: ence to provide an accurate answer. There are at least ceeds in the reactor, and as more and more of the . The measure of the mass of an atom or, more 20. NUCLEUS: four or five basic approaches to reactor design with atomic fuel is used up, fission fragments in the form of snnply, the weight of an a tom based on a r elative The positively charged central part of an atom many variations that must be tested before it can be barium and krypton coll ect and must be removed if scale on which the weight of oxygen is fixed at containing practically a ll of the weight of an atom said which one is best and for which specifi c appli­ these "ashes" are not to "smother the fire." The dis­ 16.0000. nearly all of the energy, and composed of proton~ cations. Presented on page twenty of Atomic Energy, posal of flue gases and ashes from a conventional 5. BETA PARTICLE: and neutrons. Double-Edged Sword of Science, by R. Will Burnett, furnace is a simple matter, but this is far from being is a schematic nuclear power plant which uses U-235 true for the highly radioactive wastes from a nuclear The same as an electron only possessing high 21. PROTON: speed as emitted fr om certain radioactive sub­ as fuel, a solid moderator, molten metal as heat transfer reactor. While it is true that some of the "waste" stances. The simplest unit of positive electricity, corr·e­ medium, and steam as working fluid to operate con­ materials can be put to useful purposes in medicine spondll1g and equal in charge to the electron and ventional power equipment. and other fields of science most of the fis sion products 6. CHAIN REACTION: approximately 1837 times as heavy as an electr~n. at present must be disposed of as waste. lt is important for us to realize that installations Any. nuclear reaction which sustains itself by 22. RADIOACTIVITY: of this kind must be practically foolproof, for the What are the future possibilities for large scale releasmg neutrons, which in turn split other nuclei. utilization of nuclear power? This is a question we The spontaneous nuclear breakdown of atoms intense radiations within the r eactor make the com­ can't hope to answer adequately at this time because 7. COMPOUND: whereby such atoms change themselves into others ponent parts so radioactive that adjustments and repairs there is not enough data or experience available. \ Ve Any substance which is made up of elements ~assessing different properties; occurring naturally are difficult if not impossible even after the reactor have a complex series of interdependent factors: raw chemicall y united in definite proportions by weight. 1!1 elements where atomic number is greater than has been shut down. \Ve can get some idea of the material availability and costs, fissionable material 8. CRITICAL MASS: that of lead and artificially (after bombardment) in engineering problems involved in this undertaking when all elem ents. we realize also that the materials of the reactor are production tasks, incomplete information concerning The smallest amount or mass of fissionable ma­ subject to corrosion by the gaseous or liquid coolant engineering problems on nuclear processes, materials of terial that will susta in a chain r eaction. medium. Furthermore, the interior of the reactor is construction, engineering designs, capital investment, 9. ELECTI}ON: APPENDIX G: HISTORICAL DATA filled with intense radiations, particularly gamma rays maintenance and operating costs. The ~mp lest unit of negative electricity having a and n eutrons which have the ability to penetrate con­ David Lilienthal, in a report issued shortly before he mass of approximately 1/ 1837 of a proton. 400 B. C.-Democritus, a Greek philosopher, first de­ siderable thicknesses of the materials and cause dis­ resigned as chairman of the A. E . C., predicted real scnbed the smallest pieces of matter termed progress in the use of atomic energy for power in from 10. ELEMENT : placements of the atoms composing these materials. Haton1s." These displacements may result in a kind of internal ten to twenty-five years. Continuing, he suggested Any one of the basic types of atoms from which corrosion and decomposition of reactor materials, making that nuclear power could find its greatest uses in areas 1774-1777- Joseph Priestley, English, and Antoine Lau­ all compounds are made and which in itself cannot them unfit for prolonged operation. For this reason, where other fuels are scarce, and that nuclear energy rent Lavoisier, French, laid the foundations be broken down into s impler units by chemical some of the best high-temperature alloys developed for was far more likely to supplement our existing power means. for modern chemistry. ordinary power plants cannot be used in the construction sources than to supplant them. Finally, he stated that 11. ENERGY: 1807-John Da lton, British, advanced his "atomic of these reactors. atomic power plants for large ocean going vessels are a development that can be expected in the near future. The capacity to do work or the capacity to make theory" of matter. Future developments concerning the amount and Though it appears that American industry will have a force act through a distance. Forms such as cost of fissionable fuel available for use in the reactors 1811- 0madeo Avogadro, Italian, gave meaning to to wait some time before nuclear power will be avail­ electrical, heat, chemical, li ght, sound, etc. will figure most importantly in the degree to which the difference between atoms and molecules. able for industrial uses, atomic energy is today playing atomic energy will be used in power production. Uranium 12. FISSION: a major role in our industrial program. As in medicine. . A particular phenomenon describing the splitting 1864- J ames Clerk Maxwell, Scotch, published t he ore, the primary raw material of atomic energy, is dis­ tributed widely throughout the earth's crust, but most radioactive tracers are adding tremendously to our m.to two nearly equal parts of certain atomic nuclei electromagnetic wav!'! theory for light and knowledge of industrial processes. New industrial uses radio waves. of the deposits are of such low grade that they are With an accompanying r elease of energy. for these tracers are being found every day. Several very expensive to refine. The U. S. at present obtains firms have recently been established to further the use 13. FUSION: 1871- Dmetri Ivanovich Mendelyeev. Russian, formu­ most of its uranium ore from the rich deposits of the of radioactive atoms in industry. Tracerlab, Inc. of A phenomenon describing the uniting of light lated the periodic relationships of the ele­ Belgian Congo, while the relatively small production in Boston became the nation's first firm with a business nuclei or PMticles with an accompanying release of ments. this'country has been from the low grade carnotite ore energy. built entirely on the by- products of the atom bomb. 1879- J. J. Thompson, English, first determined the of the Colorado Plateau. An intensive search for new uranium deposits is going on in this country and Such firms make available to recognized businesses 14. GAMMA RAY: ratio of the charge of an electron to its mass. throughout t be world, and the search has progressed tracer elements to be used in industry. Tracerlab ex­ A_ high energy group of waves like light waves. pects to develop new industrial applications for radio­ 1896-Henry Becquerel, French, found that uranium sufficiently for the Atomic Energy Commission to report It I S nonmaterial pure energy that con stitutes a that there is an adequate supply of uranium to permit activity and to expand its list of commercial products. radiation of extreme in tensity and penetrability ore was radioactive. the use of atomic energy on a "substantial scale." In industry, as in agriculture and medicine, scientific coming from the atomic nuclei of some radioactive 1898-1899-Marie Curie, Polish, and Pierre Curie, French, research in the field of atomic energy is contributing atoms. Unless the theoretical possibility referred to as chscovered and isolated radioactive polonium to ou1· knowledge of processes a nd to our sources of "breeding" becomes an engineering accomplishment, 15 . ISOTOPE: and radium. available power. These hold great promise for the some method of introducing new fuel into the reactor future of mankind. The extent to which future gener­ Any type of atom differing from other atoms of 1905--Albert Einstein, Swiss, gave science the must be devised. This breeding process consists of the the same element in weight, due to a difference in ations will benefit from the increasing knowledge and mathematical formula E = me~ for the mass production of fissionable material in a reactor in greater the number of neutrons in its nucleus; but, ch emi­ sources of power depends upon what use man decides equivalence of energy. amoun ts than is used up in the fission process. You to make of them. cally identical with other atoms of the same will recall that uranium happens to be found in nature element. 1907-J. J. Thompson, English, devised the first in two forms which differ only in atomic weight-U-235 16. MASS: m ethod of positive ray analysis and dis­ and U-238. In a pile of natural uranium containing 139 DEFINITIONS covered isotopes. APPEN'DIX F: ~he n~aterial equivalent of energy-different from atoms of U-238 to each atom of U-235, the fission of a we1ght 111 that it neither increases nor decreases 1910-R. A. Millikan, American, determined the U-235 atom will provide one neutron to continue the 1. ALPHA PARTICLE: with gravitational force. amount of electrical charge possessed by chain reaction among other U-235 atoms, and another Same as the helium atom nucleus. containing two neutron to convert a -238 atom into fissionable protons and two neutrons and produced by cer tain 17. MATTER: each electron. (For this discovery he was later awarded the Nobel Prize.) plutonium. Thus the reaction, besides releasing energy nuclear reactions or rearrangements such as the Commonly defined as anything possessing weight in the form of heat, will (as long as there is some U-238 decomposition of radium. and occupying space. 1910-Frederick Soddy, English, invented the term present) continue to create new fissionable fuel. The 18. MOLECULE: isotopes for elements having the same atomic new atomic power plant being constructed for the 2. ATO ) A. E. C. at the Oak Knolls atomic power laboratory in The fundamental or smallest unit of which a A chemical combination of two or more atoms number, but different atomic weights. Schenectady, New York, is being designed to take ad- chemical element is made. representing the basic unit (smallest quantity) of a 1913- Niels B?hr, Danish, developed the Bohr theory compound that can exist. of atomic structure (solar system model). -50- -51- 1913- Henry Moseley, British, usect X-ray spectra 11. Protons are the basic positive units of matter. They analysis to classify the elements according are very heavy and are found in the nuclei o[ to their atomic num her. atoms. 12. Ne utrons are the basic electrically neutral units of 1916- R. A. Millikan, American, by a single ex­ matter. They weigh about the same as a proton, are periment, verified E instein's photoelectric commonly thought to be composed of a proton and equation and made the first accurate de· electron and are found in the nuclei of atoms. termination of the value of P lanck's constant. 13. Atoms are often thought of as being like solar 1919- Ernest Rutherford, British, changed nitrogen systems with a compact nucleus of protons and into oxygen which represented the first arti· neutrons and orbits which are paths in which the ficial transmutation of an element. electrons revolve around the nucleus. 14. The force which holds the electrons in their orbits 1931- Ernest 0 . Lawrence, American, invented the is e lectr ical in nature. first cyclotron at the University of Cali fornia. 15. The chemical propert ies of an element are de­ termined by the number of orbital electrons, which 1932-James Chadwick, British, bombarded the ele­ is equal to the atomic number. ment beryllium with alpha particles and 16. The number of electrons in the outermost orbit or identified the neutron. valence shell controls the combining power of atoms. 1932- John Douglas Cockroft and Ernest T. S. 17. The sum of the weights of all the particles com­ Walton, British, broke up the lithium atom in posing an atom represents the atomic weight. the laboratory and gave experimental proof 18. Some atoms of an element called isotopes differ in to Einstein's formula. weight from others of the same element due to a difference in the number of neutrons in the nucleus. 1934- Irene Curie Joliot and Frederic Joliot, French, 19. Isotopes of the same element have identical chemical discovered radioactive phosphorus. properties. 1934-1938- Enrico Fermi, Italian, transmuted forty (40) 20. Hydrogen is the simplest of all atoms with one of sixty (60) different elements. proton in its nucleus and one electron revolving around the nucleus making the atomic number and 1939- 0tto Hahn and F. Strassmann, German, the atomic weight each one (1). bombarded uranium with neutrons and formed 21. Hydrogen (Symbol H) bas an isotope known as the two elements barium and krypton. deuterium (Symbol D) which contains one neutron and one proton in its nucleus and so the atomic 1939- Lise Meitner, Austrian, and Otto Robert weight of D is just twice that of H , but the atomic Frisch, English, described the process of number of each is the same. Hahn and Strassmann scientifically and 22. The electrons revolve around the nuclei of atoms at coined the term "fission." a great distance from them so the space taken up 1942- Enrico Fermi, Italian, produced first chain by an atom is large, but the total volume of the reaction in atomic pile at Chicago. electrons, protons, and neutrons is small. 23 . Even though an atom is mostly space it is quite impenetrable due to the high speed of the electrons APPENDIX H: BASIC SCIENTIFIC FACTS in their orbits making them seem to be everywhere AND PRINCIPLES AS APPLIED TO at once. 24. Under special conditions small particles of matter MATTER AND ENERGY (fragments of other atoms such as electrons, protons, neutrons) can be made to penetrate atoms like 1. An atom is the smallest particle of an element that bullets. can exist by itself and still retain the properties of 25. Energy is that which has the ability to cause the -that element. exerting of a force through a distance, or the ca­ 2. All matter is composed of basic chemical elements pacity to do work. of which ninety-eight are known at present. 26. All energy is classified as stored (potentia l) or 3. Compounds are chemical unions of atoms of the basic moving (kinetic). elements. 27. All atoms are constantly in motion and so possess 4. The force binding atoms together in compounds is kinetic energy. electrical in nature. 28 . The kinetic energy of any particle of matter depends fi . The small est quantity of a compound that can exist upon its mass and the square of its velocity. is a molecule, which is composed of two or mere 2!1. Chemicals possess potential e nergy due to the various atoms chemically united. arrangements of their atomic particles. G. Elements are represented by symbols such as hydro­ 30. Energy resulting from nuclear forces is the kinil gen ,H' where the subscript number represents the referred to as atomic energy. atomic number and the superscript number repre­ 31. The spontaneous breaking up of an atom with the sents the atomic weight. release of enel'gy used to hold the units together is 7. All atoms possess weight and the relative weights known as radioactivity. of atoms based on the weight of oxygen as 16 is 32. The particles and energies released in radioactive called the atomic weight. decomposition are known as a lph a and beta particles 8. The atomic number of an atom signifies the total and gamma rays. number of positive nuclear charges or the total 33. The loss of alpha and beta particles causes an ele­ number of negative charges of the orbital electrons. ment to change itself into an element of lower atomic 9. All atoms are composed of basic units of matter and weight, this change being known as tra nsmutat ion. energy, the three best known parts being the 34. Matter and energy used to be thought of as each an el ectron, proton, and neutron. indestructible entity; but, now it is known that 10. Electrons are the basic negative units of matter, matteT may be converted into energy and energy ) very light in weight and found in the orbits of atoms. into matter.

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