Science Learning Packet CHEM A: Nuclear Chemistry Packet science learning activities for SPS students during the COVID-19 school closure. Seattle Public Schools is committed to making its online information accessible and usable to all people, regardless of ability or technology. Meeting web accessibility guidelines and standards is an ongoing process that we are consistently working to improve. While Seattle Public Schools endeavors to only post documents optimized for accessibility, due to the nature and complexity of some documents, an accessible version of the document may not be available. In these limited circumstances, the District will provide equally effective alternate access. Due to the COVID-19 closure, teachers were asked to provide packets of home activities. This is not intended to take the place of regular classroom instruction but will help supplement student learning and provide opportunities for student learning while they are absent from school. Assignments are not required or graded. Because of the unprecedented nature of this health crisis and the District’s swift closure, some home activities may not be accessible. If you have difficulty accessing the material or have any questions, please contact your student’s teacher. CHEM A (Nuclear Science) Seattle Public Schools Science Learning Packet March 2020 INTRODUCTION: Take Home Unit – Nuclear Science Nuclear science is a hotly debated area of research. Many people feel uncomfortable with nuclear energy because of how it has been used or famous meltdowns such as Chernobyl. The scientific community views nuclear research as the next step toward a sustainable future. Both sides of the debate have valid reasoning, but to participate fully, you must fully understand the science and arguments on both sides. Throughout this unit, you will complete an activity or group of activities to understand different forms of nuclear change. You will then read a pro and con article about the effects of this type of nuclear change. Why should you do this? The nuclear unit dives into two key standards that all high school students are expected to know by their Junior year. These two standards are not taught in any other science course in high school. How can you do the labs? The nuclear unit has a few labs that are used to model different changes. 4.5a requires 15 marshmallows and 15 gummy bears. These can be replaced with any candies or items (candy is more fun because you can eat them!). You could also just use your imagination and draw the different atoms. 4.8a requires 50-100 pennies (or any item with two sides) and the same amount of paper clips (or another item to replace the pennies over time). Following the instructions should make it easy to complete. There is a video at the end of the assignment if you do not have materials. 4.4a and 4.7a both require java. Many home computers have java and you are able to download it onto your school computer, butit is difficult. There are linked videos as alternatives if you cannot get them to work. What resources do I have to be successful? All the materials you need are on this OneNote. In order to participate in the final discussion, you will need to go onto schoology. Your teachers are still available to you and will communicate in means that work for them and you. Use the timeline below to keep track and learn as much as you can within the time you have away from the school building. Week 1: Finish 4.1, 4.2, and 4.3a-c, SIR PART 1 - be sure you understand the band of stability, fill in the learning tracking tool Week 2: Finish 4.4, 4.5, and 4.6, SIR PART 2- be sure you can draw simple models of fission and fusion, fill in learning tracking tool Week 3: Finish 4.7a-c – be sure you can draw simple models of alpha and beta decay, fill in learning tracking tool Week 4: Finish 4.8a-b, SIR PART 3, and 4.9 - be sure you can explain half-life and what happens to unstable atoms, finish learning tracking tool Week 5: Finalize understanding of Nuclear Sciences, fill in discussion assignment on schoology (4.9), contact teacher for any assessments Chem A Unit Page 1 4.1 Nuclear Phenomenon Tuesday, March 17, 2020 11:20 AM Driving Question: Does the pursuit of Nuclear Science benefit or harm society? Intro: For the Nuclear Unit, we will be developing a pro/con argument for the study of nuclear science. By the end of the unit, you shall be able to argue FOR and AGAINST the pursuit of nuclear science. Directions: Answer the two questions below BEFORE continuing in the activity. Then watch videos showing the costs of nuclear science. You will then answer questions about the costs. After that, you will do independent research about the benefits. BEFORE watching the videos or hearing the story, answer these two questions: 1. What are some costs of nuclear science? 2. What are some benefits of nuclear science? WARNING: You are going to watch a video about the devastation from the Atomic Bombs dropped on Hiroshima and Nagasaki. These are real events where numerous people died. CBBC Newsround: Hiroshima - A survivor's story in animation Now watch these videos to continue thinking about the costs of Nuclear Science: The Atomic Bombing of Hiroshima | The Daily 360 | The New York Times Chem A Unit Page 2 Hanford nuclear site is America's most toxic place COSTS: Reflect on what you've seen so far. 3. What are some costs to nuclear research and technology? 4. Discuss the costs with a family member or friend. What did they say? BENEFITS: Go to this website and look around: https://www.nei.org/advantages Pick TWO advantages to read about and take notes. 5. Take notes from the site: Topic 1 Picked: Notes (must take at least 3 notes on the benefits): Chem A Unit Page 3 Topic 2 Picked: Notes (must take at least 3 notes on the benefits): 6. Discuss your advantage with a family member or a friend. Summarize what they said: 7. Add to your Learning Tracking Tool what you discovered in this first activity. Be sure to had a BENEFIT and a COST. Chem A Unit Page 4 4.2 Isotopes Tuesday, March 17, 2020 11:23 AM Pre Activity questions: 1. What is an isotope? Atom Protons Electrons Neutrons A 3 3 4 B 3 2 3 2. Examine the table above - are the atoms A and B of the same element? Explain how you know. Lab Objective: Why is there a decimal for the mass of elements on the periodic table? Below is a data set for a same of hydrogen atoms. A 1 gram sample of hydrogen was evaluated for all the different types of isotopes within the sample: Isotopes Found Hydrogen-1 Hydrogen-2 Hydrogen-3 Atomic Mass 1 AMU 2 AMU 3 AMU Total mass within 1g sample 0.99g 0.099g 0.001g Percent of total mass 99% 0.99% 0.01% 3. The atomic mass recorded on the periodic table for Hydrogen is 1.01 AMU. Notice that each isotope of Hydrogen is ALWAYS a whole number. Where do you think the decimal came from looking at the data above? The mass on the periodic table is called a WEIGHTED AVERAGE. This means that the mass is not of a single atom, but it is the average of all possible isotopes found of that atom. To calculate weighted average, you take the mass of each isotope, multiply it by the percent of the sample it makes up, and then add them together. Divide this number by 100 and you get the AVERAGE ATOMIC MASS. (99 X 1) + (.99 X 2) + (.01 X 3) = 101 ÷ 100 = 1.01 AMU 4. Using the above paragraph, explain why the mass on the periodic table is a decimal. 5. For hydrogen, which isotope is closest to the mass recorded on the periodic table? Why do you think this is based on the data for hydrogen? Below is the data set for a sample of Carbon Isotopes Found Carbon-12 Carbon-13 Carbon-14 Other Isotopes Atomic Mass 12 AMU 13 AMU 14 AMU Various Total Mass within 1g sample 0.99g 0.009 0.0009 0.0001g Percent of total mass 99% 0.9% 0.09% 0.01% 6. Based on the data above, which of these would most likely be the recorded mass of Carbon on the periodic table? a. 12 b. 12.01 c. 13 Chem A Unit Page 5 c. 13 d. 13.01 e. 14 f. 14.01 7. Explain your answer to 6: 8. If you had 1000 carbon atoms and pulled out just one atom, what would its mass most likely be? 9. Explain your answer to 8: 10. Based on the average atomic mass on the periodic table, examine the 3 isotopes of Sulfur. a. Fill in the table below comparing the 3 isotopes. Protons Electrons Neutrons Mass b. If were able to separate out a single sulfur atom from a 1g sample, how many neutrons would you expect it to have? Explain your answer using the mass on the periodic table. The chart below shows the isotopes that exist for the first six elements. Use the chart and a periodic table to answer questions 11 and 12. Chem A Unit Page 6 11. How many isotopes does hydrogen have? How are they different from each other? 12. Fill in the bolded boxes with the isotope symbol for the isotopes of lithium, beryllium, and boron.