~ t a t e of ~ ofua 1952 SCIENTIFIC AND SOCIAL ASPECTS OF ATOMIC ENERGY (A Source Book /or General Use in Colleges) Volume IV The Iowa Plan for Atomic Energy Education Issu ed by the D epartment of Public Instruction J essie M. Parker Superintendent Des Moines, Iowa Published by the State .of Iowa ''The release of atomic energy on a large scale is practical. It is reasonable to anticipate that this new source of energy will cause profound changes in our present way of life." - Quoted from the Copyright 1952 Atomic Energy Act of 1946. by The State of Iowa "Unless the people have the essential facts about atonuc energy, they cannot act wisely nor can they act democratically."-. -David I Lilienthal, formerly chairman of the Atomic Energy Com.mission. IOWA PLAN FOR ATOMIC ENERGY EDUCATION FOREWORD Central Planning Committee About five years ago the Iowa State Department of Public Instruction became impressed with the need for promoting Atomic Energy Education throughout the state. Following a series of Glenn Hohnes, Iowa State Col1ege, Ames, General Chairman conferences, in which responsible educators and laymen shared their views on this problem, Emil C. Miller, Luther College, Decorah plans were made to develop material for use at the elementary, high school, college, and Barton Morgan, Iowa State College, Ames adult education levels. This volume is a resource hook for use with and by college students. M. J. Nelson, Iowa State Teachers College, Cedar Falls Actually, many of the materials in this volume have their origin in the Atomic Energy Day Hew Roberts, State University of Iowa, Iowa City programs which were sponsored by Cornell College and Luther College two or three years L. A. Van Dyke, State University of Iowa, Iowa City ago. Lectures given on these occasions seemed to contain such valuable content that they were rewritten and brought up-to-date for inclusion in this present publication. Additional Jessie M. Parker, State Superintendent of Public Instruction (Ex­ chapters were added as seemed needed to give a well-rounded coverage of the subject. A officio) tho~·ough examination of the newer literature and audio-visual materials was made so that Guy Wagner, Iowa State Teachers College, Cedar Falls, Editor all such references would he especially significant and up-to-date. As suggested in the Introduction this publication is largely a resource Inanual contannng much of the basic information about atomic energy and its social implications which in­ College Production Committee formed college students ought to know. It is expected that colleges will adapt these materials to their local curriculum patterns; consequently there is little in this volume suggesting spe­ Harley A. Wilhelm, Iowa State College, 'Ames, General Chairman cific ways for teaching about atomic energy. F. E. Brown, Iowa State College, Ames, Sub-Chairman in Science Despite the increase in college enrollment during recent years the college student remains W. E. Dreeszen, Iowa State College, Ames, Science an educationally-privileged citizen. It is reasonable to expect that he will become aware of Joseph B. Gittler, Iowa State College, Ames, Social Studies the"tren1endous importance of nuclear energy in our present-day world. As a college edu­ cated person he should feel an equal measure of responsibility for at least a modest know­ George Glockler, State University of Iowa, Iowa City, Science ledge of the science of the atom and its social implications. It is his duty to play the part of Donald Howard, Iowa State Teachers College, Cedar Falls, Sub- an inteHigent citizen in the great task of making atomic energy work for a world at peace. Chairman in Social Studies Emil C. Miller, Luther College, Science JESSIE M. PARKER, Superintendent Hew Roberts, State University of Iowa, Social Studies Iowa State Department of Public Instruction R. A. Rogers, Iowa State Teachers College, Cedar Falls, Science December, 1952 TABLE OF CONTENTS P age FOREWORD INTRODUCTION . 1 CHAPTER: I. The Structure of Matter . 3 Molecules . 3 Atoms ........................ .. ... ...... ... ... .... .. 4 Structure of Atoms . 5 Nuclear Chan ges- R adioactivity . 6 Nuclear Changes - Nuclear R eactions . 7 Fission ............... ... ..... ........... ........ .. .. .. .. 8 II. Energy- Its Nature and Sources . 9 A General Concept of Energy . 9 Physical Energy . 9 Chemical Ener gy . 9 Nuclear Energy . ..... .. ..... .... .. ... .. .. ..... .. .......... 10 Some Comparisons of Magnitude ... ... .. .. ... .. ......... 10 Summary and Conclusion s . .. ... .. .. .. .. .. .. .... ....... 11 III. Atomic Fuels ..... .... .. .... .. ...... .. ......... .. .... ..... 12 Atomic Fission . .. .... ........ ............. .. ............. 13 Chain Reactions ... ........... ...... ... .. .. .. .. .. .. .. 14 Critical Mass ....... .... .. .... .. .. ........... ... .... .... 15 The First Atom Bomb .. .. ............. .................. 15 The Atomic "Pile" ......... .... .. .. .. .. ... ..... ... ... 16 IV. Atomic Energy for Power . .. .. ....... ..................... .. 19 The R elease of Atomic Power . .. ... .......... ...... ...... 19 The Problem s of Atomic Power . ..... ............... .. ... ..... 19 V. R adioactive Isotopes in Service . .... .. ...... ......... .... .. .. 21 The Production of Tracers .... .... ..... ............. .. .. .. 22 Isotopes as Sources of Radiation . ... .. .. .. .. .. ....... .. ... 23 Isotopes as Tracers in Chemistry ........ .. .. .. .... .... .. 25 Isotopes as Tracers in Biology ... ........ .. .. ....... ...... 25 I sotopes as Tracers in Agriculture ... ·"= .... ... .. .... ... • .. ... 26 '- INTRODUCTION VI. Social Trends and Atomic Energy . • . .. ... .. •. .. •... 28 Technology and Social Change .. .. .. ... ... .. · .. .. · · · · · · · · · · 28 social Implications of Atomic Energy in a World at War . .. · · 28 THE NATURE OF THIS BOOKLET evitably more rigid at th e college level than at others. While colleges are increasingly interested in general edu­ social Implications of Atomic Energy in a World at Peace . .. .. 29 Unlike the oth er volumes in the Iowa Plan for Atomic cation, their programs and procedures in this area differ Energy Education, the present volume is not a program greatly. It is not possible to design one specific atomic The Lag Between Technology and Social Science . .. .. ... .. .. 29 of recommended activities but a resource m anual de­ energy program suitable for all colleges. Moreover, the signed to contain many of the basic facts to wh ich in­ continual a ddition of new courses serves to complicate formed' citizens may wish to refer and which a person administration, raises difficulties of accreditation, and VII. Government in the Atomic Age . .. .. .. · . · · · . · · · · · · · · · · · · · 31 with a college education may be reasonably expected to sometimes confuses rath er than enligh tens students. The know. present booklet was th erefore designed to be of maximum Popular Fallacies . .. ... .. .. ... .. · · · · · · · · · · · · · · · · · · · 31 The harnessing of Atomic Energy is not only a notable use in existing courses at th e college level and at the same time to be a general resource book for workshops ... .. ... .. ... .. ... .. .. .......... 32 scientific achievement; it is also the fundamental social The Atomic Energy Act fact of today. I t h as changed th e strategy of war and and special intensive short courses devoted to the subject. The Atomic Energy Act at Work . .. ... .. .. .. .. ... · · · · · · · · · 33 added urgency to the search for a basis of permanent For the same reason, it was decided that the printed peace. It h as modified th e structure of Government and lecture was th e best form of presentation. For the stu­ Internal F rictions .. .. .... .. ..... .. · · · · · · · · · · · · · · · · · · · · · 34 given rise to revolutionary international plans involving dent who is asked' to read, the published lecture is as national sovereignty. It has increased human well-being International Frictions .. .. ... .. .. .. ... · · · · · · · · · · · · · · · · · 35 valuable a form of information as any other printed through new processes in m edical, agricultural and in­ document. For the lecturer in the social sciences who Education and Government . ...... .. .. ... .. · · · . · · · · · · · · · · · · 36 dustrial research. In the forseeable future it will modify m ay wish his students to be acquainted with some of the industrial economy and can change the economic geo ­ . .. ..... ... .. ...... .. ... 37 basic facts of atomic energy before discussing its prob­ Summary and Implications graphy of whole continents.l In short, the release of lems, the existence of authoritative ready-made lectures Atomic Energy h as made more urgent the search for should be of value. The sam e is true for the science solutions to th e existing social problems th at confront lecturer who wish es his students to consider occasionally BIBLIOGRAPHY ... .. .. .. · . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 39 human society in a scientific age and' has created several th e social implications of scientific endeavor without com­ new problems equally difficult to solve . mitting them to extra courses in th e social studies. Selected Readings on Atomic Energy . ... .. .. · · · .. · · · · · · · · · · · · 39 It should be obvious to anyone who lives in the almost Science students and those in allied fields become ac­ Audio-Visual Materials . .. .. .. .. .. · · .. · · · · · · · · · · · 41 constant revolutions of the 20th Century