High School Juniors
Lea Marie Kapes
Fission and Fusion
Chemistry: 2 Blocks - 180 minutes
NCSCOS
4.04 Analyze nuclear energy:
 Fission and Fusion.
Lesson Objectives
Students will be able to:
1. Compare and contrast nuclear fission and nuclear fusion.
2. Evaluate uses of nuclear fission and nuclear fusion in terms of energy production.
Lesson Targets
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I can define nuclear fission and nuclear fusion.
I can explain the process of nuclear fission and nuclear fusion.
I can give examples of where nuclear fission and nuclear fusion occur.
I can write nuclear fission and nuclear fusion reactions.
I can compare and contrast nuclear fission and nuclear fusion in terms of energy production.
I can evaluate the benefits and consequences of using nuclear energy.
I can compare possible alternatives to nuclear energy.
Essential Vocabulary
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Atomic number
Fission
Fusion
Isotopic symbol
Mass number
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Neutron
Neutron absorption
Neutron moderation
Nuclear energy
Nuclear reactor
11. Nuclear waste
12. Nucleus
13. Proton
Problem Statement
Although the use of nuclear energy meets the growing demand for electricity; however nuclear fusion is
not yet sustainable and nuclear fission produces radioactive bi-products that can be devastating.
*Tie to current events and global impact – Nuclear Meltdown in Japan and location of nuclear reactors
in the United States and North Carolina.
Materials
Whiteboards, dry erase markers, computers with internet access, journal and/or graphic organizer,
PowerPoint and rubrics.
Lab Supplies: 2 mL of Joy or Dawn dish detergent, glycerin, water, Graduated cylinder, small plastic tray,
wire and wood splint
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Agenda
Day 1 – 90 minutes
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Bell Ringer – 5 minutes
Word Collage – 10 minutes
Nuclear Fission and Nuclear Fusion Lab – 20 minutes
PowerPoint Lecture – 10 minutes
Nuclear Nonsense Debate Research– 20 minutes
Begin Nuclear Nonsense Mini-Project – 20 minutes
Report to teacher on Mini-Project progress – 5 minutes
Day 2 – 90 minutes
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Bell Ringer – 5 minutes
Nuclear Meltdown in Japan Literature Circle – 15 minutes
Finish Nuclear Nonsense Mini-Project - 30 minutes
Peer Review of Mini-Project – 15 minutes
Nuclear Nonsense Class Debate- 25 minutes
Nuclear Nonsense Mini-Project Journal Reflection – 10 minutes (If time permits. If not, use as
Bell Ringer.)
Engage
Bell Ringer
1. Student Engagement:
a. Students will access the class Wiki for the Fission and Fusion Lesson at
http://kapesl.wikispaces.com
2. Teacher Input:
a. Take attendance.
b. Check homework, journals or pass out papers/supplies.
Word Collage
1. Student Engagement:
a. Students will gather materials for word collage: whiteboard and 4 different color
markers.
b. In groups of four, students will write 5 words each (no-repeat) using the prompt, “What
is nuclear energy?”
c. Each group will explain their word collage.
2. Teacher Input:
a. Facilitate Word College activity and monitor student progress.
b. Assess students’ prior knowledge.
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Explore
Nuclear Fission and Nuclear Fusion Lab
1. Student Engagement:
http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/FissionFusionST.htm
a. Students will distinguish between nuclear fission and nuclear fusion by creating a simple
model to visualize each process.
b. In groups of 4, students will complete the lab and discuss their observations and
interpretations.
c. Students will explain their findings to the class.
2. Teacher Input:
http://galileo.phys.virginia.edu/Education/outreach/8thgradesol/FissionFusion.htm
a. The teacher will guide students as they explore the concepts of nuclear fission and
nuclear fusion.
b. Monitor lab safety and the use of lab materials.
c. Facilitate student lead discussion of observations and interpretations.
Explain
Nuclear Fission and Nuclear Fusion PowerPoint Lecture
1. Student Engagement:
a. Students will follow Fission and Fusion PowerPoint lecture and take notes on a graphic
organizer. Students choose one of the following graphic organizers:
i. Cornell Notes
ii. Foldable
iii. Venn Diagram
iv. T-chart
v. Guided notes or printed slides will be provided if needed.
b. Students will divide graphic organizer into three sections: Nuclear Fission, Both and
Nuclear Fusion.
c. Graphic organizers will be written or taped/glued into journal.
2. Teacher Input:
a. Mini PowerPoint Lecture on Fission and Fusion
i. Comparing and contrasting fission and fusion.
ii. Writing nuclear fission and nuclear fusion reactions.
b. Assist students with graphic organizers.
c. Provide students with examples, guided practice and independent practice problems.
Elaborate
Nuclear Nonsense Debate Research and Mini-Project
1. Student Engagement:
a. Students will host a debate on the costs, benefits, and ultimate value of nuclear fission.
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b. To prepare for the debate, students will represent the perspectives of an economist or
an environmentalist (perspectives will be assigned).
c. Students will research the Costs/Benefits Analysis on Nuclear Fission using 3 to 5
resources.
d. Students will prepare a well developed mini project pertaining to their assigned
perspective. Mini-Project Menu:
i. Letter to Politician – Write a formal business letter urging a local politician to
reconsider policies on the use of nuclear energy. The letter should argue why or
why not nuclear fission should be used to produce energy and contain
supporting research.
ii. Animoto – Use Animoto to create a TV Commercial informing the public why or
why not nuclear fission should be used to produce energy. The commercial
should contain supporting research. School policies and code of conduct apply.
iii. ToonDoo – Create a Political Cartoon/Comic Strip which persuades an audience
why nuclear fission should or should not be used as a means of producing
energy. School policies and code of conduct apply.
2. Teacher Input:
a. Facilitate student research and mini project by providing detailed project description
and rubric.
b. Guide student progress by helping students one-on-one.
c. Provide check points where students report to the teacher during each step of the
learning process.
Nuclear Meltdown in Japan Literature Circle
1. Student Engagement:
a. In groups of 4, students will read an Article on the Nuclear Meltdown in Japan.
b. Each student will have a one role.
i. Looking up vocabulary in a dictionary and/or researching confusing ideas.
ii. Summarize the article.
iii. Write questioner and direct discussion.
iv. Connect the article to what students are learning in class.
c. Students will then discuss the article in terms of their role with their group.
2. Teacher Input/Assessment:
a. Provide students will roles and role descriptions to guide them during their reading.
(http://www.abcteach.com/free/s/summarizer1.pdf)
b. Facilitate and monitor each group’s discussion.
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Evaluate
Peer Review
1. Student Engagement:
a. Students will complete a self assessment of their Nuclear Nonsense Mini-Project using a
rubric.
b. Students will review at least two other students’ Nuclear Nonsense Mini-Project using a
rubric.
c. Students will reflect on their self- and peer assessments by writing 2 or more sentences
about the strengths of their project and 2 or more sentences on how they could
improve or change their project.
2. Teacher Input:
a. Provide students with self assessments and peer assessments rubrics.
b. Facilitate Peer Review.
Nuclear Nonsense Debate
1. Student Engagement:
a. Students will host a debate on the costs, benefits, and ultimate value of nuclear fission.
b. Students will take turns stating their point of view and backing it up with their findings
while they completed their research and mini-project
2. Teacher Input:
a. Facilitate debate by separating the students into two sides, for and against the use of
nuclear fission as a means of producing energy.
b. Guide the student lead debate. For example, helping work through disagreements
positively by state opinions clearly and listening to other students’ perspectives.
Next Lesson
1. Nuclear Nonsense Mini-Project Journal Reflection
2. Calculating Half-Life
Note: Half-life can be worked into the Mini-Project. For example, the economists can
look at the costs associate with how long nuclear waste must be stored and the
environmentalist can determine the half-life of nuclear waste in the environment.
Homework
Assignment: Work on Nuclear Nonsense Mini-project
Purpose: To provide more time to work on Mini-project if needed.
Anticipated Time for the students to complete: 30 minutes
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