- Science Source Textbook
- Next Generation Science Standards Pdf
- Next Generation Science Source Worksheets Answer Key 2009
Radiation Exposure Activity
Radiation is used for many different types of products and technologies. A form of radiation called non-ionizing radiation, has very low frequency wavelengths that transmit data through phone lines or cell towers. Another type of radiation, ionizing radiation, can be used to treat or diagnose illness. Even the sun’s rays are a type of radiation! This activity helps students understand the distinction between ionizing and non-ionizing radiation using interactive worksheets and critical thinking skills. This activity is intended for middle and high school students.
On this page:
Matter and Energy in Organisms and Ecosystems Modeling Your Thinking Print out several pictures of different species of animals (e.g. Bears, deer, butterflies, mice, etc.) along with some plant species and a photo of the sun.
Objectives
Students will:
- Differentiate between non-ionizing and ionizing radiation.
- Explore real-world sources of each.
- Gain an increased awareness of their everyday exposure to radiation.
Next Generation Science Standards
The concepts in this activity can be used to support the following science standard:
- PS4. Waves and Electromagnetic Radiation
Materials and Resources
Each italicized document title can be found at the bottom of this page, and is available for printing and distribution.
- Radiation Types and Sources Worksheet (one per student, pair or group)
- Electromagnetic Spectrum image; display with computer and projector
- Radiation Worksheet (one per student, pair or group) and Radiation Worksheet: Teacher Answer Key
- Marbles — approximately eight to ten marbles per group. Use unique sizes or colors with one marble representing the nucleus, five marbles representing electrons and the remaining two to four marbles representing radiation (e.g., one white, five blue and two to four red marbles)
- Radiation Sources in Our Community Worksheet (one per student, pair or group) and Radiation Sources in Our Community Teacher Answer Key (optional activity or extension)
- Student computers with Internet access (optional)
Time
45-60 minutes, not including optional activities or extensions.
Vocabulary
- Atom
- DNA
- Electromagnetic spectrum
- Gamma rays
- Ionizing radiation
- Non-ionizing radiation
- Radiation
- X-rays
Directions
- Start with a vocabulary activity if students are not familiar with radiation and the terms used in this activity, or provide students with the terms and definitions. Terms and definitions are available in the Vocabulary Activity developed as part of this series.
- Ask students to hypothesize whether all sources of radiation are the same or different. For example, have students explain whether there is a difference between the radiation from a cellphone, the radiation from the sun, and the radiation used in x-ray machines.
- Distribute the Radiation Types and Sources Worksheet. Explain that radiation is energy that travels in the form of waves or high speed particles (photons) and makes up the electromagnetic spectrum in the form of non-ionizing and ionizing radiation. The energy of the radiation shown on the spectrum increases from left to right as the frequency rises.
- Direct students to cut out the radiation source images and place them under the matching type of radiation on the electromagnetic spectrum.
- Alternatives:
- Have students label each source image with the matching type of radiation.
- Have eight students write a type of radiation on a sheet of paper (extremely low frequency radiation to gamma rays) and line up in the order of the electromagnetic spectrum. Provide nine other students with a radiation source image (use those provided or larger images of these items) and have them line up accordingly with the students representing the electromagnetic spectrum.
- Alternatives:
- Display the Electromagnetic Spectrum image so students can use it to check their work.
- Distribute the Radiation Worksheet and direct students to complete the demonstrations and record their observations. Students should complete the critical thinking questions following the demonstrations. A Radiation Worksheet: Teacher Answer Key has been provided.
- Demonstration A shows that non-ionizing radiation can cause atoms to vibrate and move. A potential effect is heat generated from the vibration or movement. You can prompt students to think about how we use microwaves to heat our food or how cell phones get warm with use.
- Demonstration B shows that ionizing radiation can change the structure of an atom by breaking chemical bonds in molecules or removing tightly bound electrons from atoms and creating charged molecules or atoms (ions). A potential effect is cell or DNA damage when this occurs.
- Have students share their responses.
- Conclude by explaining that people often view ionizing radiation as harmful. However, it is all around us and has been present since the birth of our planet. As a result, our bodies are adapted to some degree of radiation exposure and have developed mechanisms for repairing cell damage from radiation exposure. Health risks and the amount of cell damage depends on the type of radiation, the exposure pathway, the radiation’s energy and the total amount of radiation absorbed.
- Optional activities or extensions: Direct students to identify sources of radiation in their community and determine whether they are sources of non-ionizing and/or ionizing radiation.
- Provide students with the Radiation Sources in Our Community Worksheet. Direct them to identify the location of the radiation sources and indicate whether they are a source of non-ionizing radiation, ionizing radiation or both. Students can refer to RadTown fact sheets (A to Z Index). A Radiation Sources in Our Community: Teacher Answer Key is provided.
- Direct students to tour their school, home and/or community and identify sources of radiation. Have them generate the list of identified sources by energy range (e.g., radio, microwave, ultraviolet or x-ray) in the electromagnetic spectrum and type (e.g., non- ionizing radiation, ionizing radiation or both).
- Have students research and debate the effects of non-ionizing radiation (e.g., use of microwaves and cellphones).
Common Core State Standards (CCSS)
The concepts in the Types of Radiation Activity align with the following standards:
CCSS English Language Arts Standards for Literacy in History/Social Studies, Science, & Technical Subjects:
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- CCSS.ELA-Literacy.SL.6-12.1 Comprehension and Collaboration
- CCSS.ELA-Literacy.SL.6-12.2 Comprehension and Collaboration
- CCSS.ELA-Literacy.SL.6-12.4 Presentation of Knowledge and Ideas
- CCSS.ELA-Literacy.RST.6-12.7 Integration of Knowledge and Ideas
- CCSS.ELA-Literacy.WHST.6-12.1 Text Types and Purposes
CCSS Mathematics Standards
- CCSS.MATH.PRACTICE.MP1
- CCSS.MATH.PRACTICE.MP2
Printable Worksheets and Classroom Aids
You may need a PDF reader to view some of the files on this page. See EPA’s About PDF page to learn more.- Radiation Types and Sources Worksheet (PDF)(1 pg, 304 K)
- Radiation Worksheet (PDF)(2 pp, 157 K)
- Radiation Worksheet: Teacher Answer Key (PDF)(1 pg, 116 K)
- Radiation Sources in Our Community Worksheet (PDF)(1 pg, 112 K)
- Radiation Sources in Our Community: Teacher Answer Key (PDF)(1 pg, 130 K)
http://www.need.org//Files/curriculum/guides/GreatEnergyDebate.pdf
National Energy Education Development (NEED)
This is a debate-style learning activity in which student teams learn about energy sources and are then assigned to represent the different energy sources. Working cooperatively, students develop arguments on the pros and cons of their source over the others. Activity takes two to three 45-minute class periods.
Learn more about Teaching Climate Literacy and Energy Awareness»See how this Activity supports the Next Generation Science Standards»
Middle School: 2 Performance Expectations, 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 4 Science and Engineering Practices
High School: 2 Performance Expectations, 4 Disciplinary Core Ideas, 1 Cross Cutting Concept, 5 Science and Engineering Practices
Topics
Grade Level
Energy Literacy
Environmental quality is impacted by energy choices.
Other materials addressing: 7.3 Environmental quality.
Humans transfer and transform energy from the environment into forms useful for human endeavors.
Other materials addressing: 4.1 Humans transfer and transform energy.
Different sources of energy and the different ways energy can be transformed, transported and stored each have different benefits and drawbacks.
Other materials addressing: 4.7 Different sources of energy have different benefits and drawbacks.
Energy decisions are influenced by economic factors.
Other materials addressing: 5.4 Economic factors.
Energy decisions are influenced by social factors.
Other materials addressing: 5.7 Social Factors.
Excellence in Environmental Education Guidelines
1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.
Other materials addressing:
C) Collecting information.
2. Knowledge of Environmental Processes and Systems:2.1 The Earth as a Physical System:C) Energy
Other materials addressing:
C) Energy.
Other materials addressing:
C) Energy.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:C) Resources
Other materials addressing:
C) Resources.
Other materials addressing:
C) Resources.
Science Source Textbook
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:D) Technology
Other materials addressing:
D) Technology.
Other materials addressing:
D) Technology.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:A) Identifying and investigating issues
Other materials addressing:
A) Identifying and investigating issues.
Other materials addressing:
A) Identifying and investigating issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:B) Sorting out the consequences of issues
Other materials addressing:
B) Sorting out the consequences of issues.
Other materials addressing:
B) Sorting out the consequences of issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.
3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills:A) Forming and evaluating personal views
Other materials addressing:
A) Forming and evaluating personal views.
Other materials addressing:
A) Forming and evaluating personal views.
Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness.Read what our review team had to say about this resource below or learn more abouthow CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy |Technical Details
Teaching Tips
- All of the items on the worksheets for each energy source are true facts - the debate is to determine if it's an advantage, disadvantage, or neither ('just a fact').
- Ask older students to do their own research and include what information they find in the debate, rather than using the worksheets provided.
- Have students respond individually to the four questions in Step 5 on a worksheet before leading a class discussion - this will provide the opportunity to individually assess each student.
About the Science
- Ten major sources of energy in the United States are explored.
- Students learn that some energy sources are nonrenewable; others are renewable; some affect the environment more than others; some provide a lot of the energy used in the U.S. while others, only a small amount; some provide energy at a low cost, while others do not.
- Students learn that energy is used for transportation, heating, manufacturing, and making electricity.
- Data is gathered from the Energy Information Agency http://www.eia.doe.gov. Educators may want to revisit this site before doing the activity to check if data needs updating.
- Students learn that there are advantages and disadvantages for all energy resources.
- No sources are provided for the data/facts used in the worksheets, so caution should be used when looking at specific quantitative facts. Potentially, students can find sources for data or research to come up with their own fact worksheets (with sources noted).
- Comments from expert scientist: Provides a clearly written and technically accurate list of the pros and cons of 10 major energy sources.
About the Pedagogy
- This is a complete lesson that is likely to be highly engaging for students; requires team-work and critical thinking.
- Students are making the determination whether the given information is an advantage, a disadvantage, or a fact.
- Easy-to-follow, step-by-step instructions are provided for teacher.
- It would be useful to create an 'answer key' for the judges as to which items are advantages, disadvantages, or solely facts.
Technical Details/Ease of Use
- Although there is a a complex structure to the debate process, the directions are easy to follow.
- All materials except yes/no cards are available for printing.
- To run the game, the activity requires 3 judges - it would be best if theses are other adults in the building or parents.
- An alternate plan is provided within the lesson to use the materials in a 'non-game' setting.
Next Generation Science Standards See how this Activity supports:
Middle School
Performance Expectations: 2
MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
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MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Disciplinary Core Ideas: 2
MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
MS-ETS1.C1:Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.
Cross Cutting Concepts: 3
Energy and Matter, PatternsMS-C1.4:Graphs, charts, and images can be used to identify patterns in data.
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
Science and Engineering Practices: 4
Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining ProblemsMS-P1.5:Ask questions that require sufficient and appropriate empirical evidence to answer.
MS-P6.8:Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.
MS-P7.3:Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
MS-P8.4:Evaluate data, hypotheses, and/or conclusions in scientific and technical texts in light of competing information or accounts.
High School
Performance Expectations: 2
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Disciplinary Core Ideas: 4
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C2:Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
HS-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities
HS-ETS1.B1:When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
Next Generation Science Standards Pdf
Cross Cutting Concepts: 1
Energy and MatterHS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
Science and Engineering Practices: 5
Next Generation Science Source Worksheets Answer Key 2009
Asking Questions and Defining Problems, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating InformationHS-P1.7:Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.
HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
HS-P6.5:Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
HS-P7.4:Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.
HS-P8.4: Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.