The Arizona STEM Acceleration Project
Nuclear Chemistry: Fusion and Fission
Nuclear Chemistry:
Fusion & Fission
A 9-12 grade STEM lesson
Laura Winder
02/10/2023
Notes for teachers
List of Materials
Standards
SCI.9-12
HS+C.P1U1.1- Develop and use models to demonstrate how changes in the number of subatomic particles (protons, neutrons, electrons) affect the identity, stability, and properties of the element.
SCI.9-12
HS+C.P1U3.8- Engage in argument from evidence regarding the ethical, social, economic, and/or political benefits and liabilities of fission, fusion, and radioactive decay.
SCI.K-12.2- Develop and Use Models
SCI.K-12.8- Obtain, Evaluate, and Communicate Information
SCI.K-12.7- Engage in Argument from Evidence
Objectives:
Students will be able to model the difference between fusion of atoms and fission of atoms and describe the difference in energy input and output between the two.
Students will be able to engage in argument regarding the benefits and limitations of power generation through nuclear fission.
Agenda (3 days)
Day 1:
Students are given reference materials and instructions for the project to create a model showing fusion and fission.
Begin watching and taking notes on “Uranium: Twisting the Dragon’s Tail.” A PBS documentary available on PBS Passport or Amazon prime.
Day 2: Finish watching “Uranium: Twisting the Dragon’s Tail.”
Day 3: (Can be scheduled a week later)
Students present their models.
Socratic Seminar on the benefits and risks of power generation through nuclear fission.
Intro
In Arizona 56% of our power comes from Natural gas and coal power plants, 28% comes from nuclear power plants, and the remaining 16% comes from renewable sources such as solar, hydroelectric, and wind*.
Should we increase our nuclear power production to reduce reliance on fossil fuels or reduce the nuclear output to prevent the creation of more toxic radioactive waste?
Hands-on Activity Instructions
Student Instructions:
With a partner create a model that shows fusion or a model that shows fission. Be prepared to discuss the differences between the two and compare the energy output between each and with other sources of energy production currently used.
Choose any of the following media for your choice of 2D or 3D:
2D:
Paint/ color your model on a poster board.
3D:
Digital: Paint 3D
Foam balls
Poof balls
Choose a food item to represent your subatomic particles
Day 2:
Complete watching “Uranium: Twisting the dragon’s tail.”
Have students complete a 2-column note sheet while watching the film. The title of one side should be: “benefits” and the other side should be “drawbacks”.
This will allow students to take notes that they can use during the socratic seminar on Day 3.
Day 3: (Does not need to be exactly 3 days apart. This can take place a week later to give students more time.)
Have the students bring in their models and/or post to a shared folder in our google classroom so everyone can see the work their classmates have completed. Have the students complete both a physical and digital “gallery walk” to view and provide positive feedback to their classmates. This can be done with both paper and digital sticky notes.
Questions to ask to guide the class discussion:
What are the benefits of using nuclear fission to generate power?
What are the drawbacks to using nuclear fission to generate power?
A socratic seminar involves allowing students to take sides on a complex issue. They will stand and divide themselves in the room based on their agreement to the statement: “Nuclear power generation should be increased in Arizona to reduce our reliance on power generation by burning fossil fuels.”
Students will be allowed to argue their points by referring to information provided in any of the digital resources provided to them. Students are free to move from one side to another if they find they agree more with arguments made by one other peers.
This models the importance of revising ideas based on new information and evidence.
Assessment
The socratic seminar is the assessment of the student’s ability to meet the standard:
SCI.9-12.HS+C.P1U3.8- Engage in argument from evidence regarding the ethical, social, economic, and/or political benefits and liabilities of fission, fusion, and radioactive decay.
Participation by contributing at least one argument is required for full credit. Students should also submit their notes showing the information they gathered about the the benefits and drawbacks of nuclear power generation.
Differentiation
Remediation
CK-12 flexbooks allow for different reading levels and can even read the text to the students as needed.
Students can use speech to text on technology to write their notes if available.
Extension/Enrichment
Students can find additional information showing more current research on the status on fusion and what it will take to realistically utilize fusion to generate power on Earth like it is on the sun.