5.2.12.A 2011
HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the
processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures
or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary:
Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive
decays.]
Essential Questions
Enduring Understandings
Labs, Investigation, and Student Experiences
1. How do the properties of
materials determine their use?
2. How is nuclear chemistry both
beneficial and detrimental to
our lives?
3. Why was Uranium used to
produce an atomic bomb
4. What happens to a nucleus
during a nuclear fission?
Content Statements
In a neutral atom, the same number
of negatively charged electrons
surrounds the positively charged
nucleus. Atoms of an element
whose nuclei have different
numbers of neutrons are called
isotopes.
● Energy released during
nuclear reactions is much
greater than the energy
released during chemical
reactions.
● Radioactive isotopes have
many beneficial uses and
disadvantages.
● Students will be able to
solve radioactive decay
questions. (half-lifes etc.)
Cumulative Progress
Indicators
Explain how the properties of
isotopes, including half-lives,
decay modes, and nuclear
resonances, lead to useful
applications of isotopes.
5.2.12.A.4
● Inquiry in Action: Investigating Matter through Inquiry, 3rd
edition. Permission is granted in advance for reproduction for
classroom use. Please
include “Reprinted with permission
from Inquiry in Action, Third Edition, Copyright © 2007,
American Chemical Society.”
● National Science Digital Library, Science Digital Literacy
Maps The Physical Setting: Atoms and Molecules
http://strandmaps.nsdl.org/?id=SMS-MAP-1325
● National Science Digital Library, Science Refreshers
http://nsdl.org/refreshers/science/
● Science Curriculum Topic Study: Particulate Nature of Matter
(Atoms and Molecules) p. 169
● Chemistry and Material Discoveries
http://www.nsf.gov/news/overviews/chemistry/index.jsp
● Exploring the material world
http://www.lbl.gov/MicroWorlds/module_index.html
● About Microworld – Information for teachers
http://www.lbl.gov/MicroWorlds/teachers/
Modifications (ELLs, Special Education, Gifted and Talented)
· Teacher tutoring
· Peer tutoring
· Cooperative learning groups
· Modified assignments
5.2.12.A 2011
21st Century Life and Careers
Common Core Standards
Connections
9.3HL.1-.6
9.3ST.1-.6
ELA/Literacy: RST.9-10.7
RST.11-12.1 WHST.9-12.2
WHST.9-12.5 WHST.9-12.7
WHST.11-12.8 WHST.9-12.9
SL.11-12.5
Mathematics: MP.2 MP.4 HSNQ.A.1 HSN-Q.A.2 HSN-Q.A.3
Desired Results
1. While on your casual Sunday walk through Central Park, you
and your friends uncover what appears to be an ancient artifact.
You are determined to prove that this item is at least 2000 years
old. Because you are very familiar with Carbon-14 dating you
choose to utilize this method to complete your objective. Describe
the steps you would undertake to determine a potential age for the
artifact. Suggest alternative methods of analyses to correct for the
carbon-14 limitations in obtaining the most accurate age. (A.4)