Environmental Health Institute - July, 2006 University of Rochester Medical Center

1. Environmental Health Institute - July, 2006University of Rochester Medical Center RADON Kevin Lavarnway Chemistry teacher Schroon Lake Central School

2. How is this set up? This PowerPoint is designed to describe the topics and information in Environmental Health Sciences and Chemistry that would be included in this Learning Experience. Slides which contain content or skills will begin with a question in the Title bar at the top.

3. Strategy: DIRECT INSTRUCTION Slides that tell what teaching technique is being used to deliver the content or skill have the word Strategy in the Title bar at the top. (More information about these strategies is included in the Teacher section of this Learning Experience.)

4. What’s the big deal? RADON IS BUT, MORE IMPORTANTLY,… http://superseal.ca/cf_radon_gas.html

5. What’s the big deal? RADON COULD BE ACCUMULATING IN YOUR HOME! http://superseal.ca/cf_radon_gas.html

6. Strategy: Focused Write The use of video clips and excerpts from stories helps to give the potential problem of radon contamination a focus and urgency. The scale of the media campaign by the federal government gives some reference to the scale of the problem.

7. Where does it come from? Radon comes from the soil and rock below your home. It is one product of the natural decay of uranium in the ground. http://www.lbl.gov/Publications/Currents/Archive/Feb-25-2000.html

8. GIS Technology? Massive amounts of seemingly unrelated data can be organized and displayed in a meaningful way. Patterns are often hidden until they are plotted using this mapping technique. http://fcgov.com/gis/map-products.php?id=17

9. How big is the problem? Every state in the United States has areas with elevated radon levels. The problem is international – it shows up everywhere—

10. What is radioactivity? Radioactive materials give off, or emit, radiation. The radiation may be harmful to living things. EVEN IN ITALY!! http://www.apat.gov.it/site/_images/Decadimento_alfa1.jpg

11. Strategy: Hands-On Use Students will explore real data available on the website that will give them radon levels on locations of their choice. Searching for locations that have specific meaning to the students will help to personalize the issue as well as demonstrate the scope of the problem.

12. Non-ionizing or ionizing? Higher energy radiation can cause damage to living tissue because it can change the structure of the molecules it touches. Alpha and Beta particles and Gamma radiation are three types of ionizing radiation. http://www.epa.gov/radiation/understand/ionize_nonionize.htm

13. Nuclear chemistry? It is an important topic in high school chemistry - with some basic rules on using isotopic notation - includes several types of radiation - includes natural transmutation where one element changes to a different element

14. What are Radioisotopes? Unstable atoms that spontaneously emit radiation from their nucleus, undergo transmutation, and change to an often unstable isotope of a different element.

15. Strategy: PowerPoint The presentation focuses on how to write and interpret the information given in nuclear notation and identify the various radiation particles. Examples of natural transmutations are presented as nuclear equations. Given the type of radiation emitted, students will predict the reaction products and complete the equation.

16. Strategy: Think-Pair-Share Students work individually to solve a given transmutation. They then pair with a partner to help one another in solving the problem. When the answer is reached, they share the results with class as a decay series is discovered.

17. What is a Decay Series? Describes the series of steps in a sequence that finally results in a stable isotope of an element Each step emits a radiation particle U-238 -- Th-234 – Pa-234 – U-234 – Th-230 – Ra-226 – Rn-222 – Po-218 – Pb-214 – Bi-214 – Po-214 – Pb-210 – Bi-210 – Po-210 – Pb-206 (stable)

18. Strategy: Class share & Discovery Students use their pair result to “discover” a class result. Each student writes one answer on a Post-It note using the correct nuclear notation. The answer that each student indicates as a product will be a reactant for another student in the class. The Post-It notes are placed in a horizontal line to show the progression.

19. Is there a better way? The Decay series plotted on the wall so far looks like it is a very “straight line” process. Plotting the isotopes on an X-Y grid will show the difference between an alpha and a beta emission. http://library.tedankara.k12.tr/chemistry/vol1/nucchem/trans90.jpg

20. Strategy: Guided Practice • Convert linear decay series to a 2-D display. • Use a class-size piece of graph paper - large enough to allow the Post-It notes to be placed without touching one another - Atomic number (X-axis) and the Mass number (Y-axis). • Students transfer their Post-It notes to the grid to reveal a subtle, important pattern.

21. Strategy: Extended Practice Students will use the results of class work and create another decay series with a different starting radioisotope. They discover a different sequence of radioisotopes, often of the same elements, as the stable isotope is ultimately formed.

22. Anything special in the list? U-238 -- Th-234 – Pa-234 – U-234 – Th-230 – Ra-226 – Rn-222 – Po-218 – Pb-214 – Bi-214 – Po-214 – Pb-210 – Bi-210 – Po-210 – Pb-206 (stable) Radon-222 is the only radioisotope that is a gas! It is: Nonreactive, Noncorrosive, Odorless, Colorless, but Mobile!

23. What are radon health risks? Radon gas can be inhaled into the lungs where it emits an alpha particle. Long-term exposure can cause abnormal cell growth and lead to lung cancer. http://www.alpineclimatecontrol.com/images/epa_radon_lungs.jpg

24. What are radon health risks? Information is included from the EPA pamphlet and the following article summary: • Biological Effects of Ionizing Radiation (BEIR) VI Report: "The Health Effects of Exposure to Indoor Radon" • Public Summary:The Health Effects of Exposure to Indoor Radon

25. Strategy: Reading Content Information Students will read sections of the EPA publication, A Citizen’s Guide to Radon to learn health risks related to radon exposure. http://www.usinspect.com/Radon/images/EPA%20pic.jpg

26. How can radon be detected? There are kits used to measure levels of radon in the air. They are placed in the home for a length of time and sent to a lab for analysis. http://www.fairbanksmuseum.org/images/240w_test_kit_radon.jpg

27. What will the test tell me? The students will need to understand the units that are used to measure concentration and health implications of the different levels. http://homeradontest.com/images/ltkit.gif

28. Strategy: Hands-On Students will examine an actual radon test kit to read directions and explanation of how the test works. Students will develop a quick flowchart of the steps to follow to actually use the test kit and receive the results from the lab.

29. Strategy: Place a kit in school Students will use the information on the kit to determine locations within the school to place the kit. Students will then interpret the results when they are received. http://www.ces.purdue.edu/CES/Marion/4HSchoolEnrichment/Schoolhouse%20mod.gif

30. How do I decide what to do? Risk must be put in perspective with other activities in our everyday lives. Because radon is present at some level in the environment, you must compare the probability of a negative outcome at the various levels. Look for additional factors or stressors that might influence your personal risk.

31. Strategy: Evaluate test results Students will respond to a request from a “family member” who has received test results. She needs help interpreting them and deciding what, if any, action needs to be taken. Students also need to distinguish between the risk for a smoker and for a non-smoker.