A report on a school activity done during online classes

2. Driving questions:
1. What shouldour stance be on buildinganuclearpowerplantinourneighborhood?
2. How can we make more people aware of energyproblems?
Products:debate, posters,reports(Anoxfordstyle debate competitionwasplannedbut canceled)
Lesson plan for project based learning
Gimnazija Zajecar
Subject: physics
Topic: nuclear energy
Class: fourt year (final year)
Teachers: Mladen Sljivovic
Short description: Sometimes it’s hard to motivate students of last year to do their own research and
experiments, especially when they have final exams approaching, and entrance exams for faculties.
In order to solve that problem we started with following imagined situation: Local community has
been given an offer from multinational energy producing company to build a nuclear power plant in
their municipality. Public debate has been organized and our school has been called to give its opinion.
What should our stance be?
We found a great game called Nuclear INC 2 in which player runs the nuclear power plant. But before
we let our students play we organized a brainstorming on what would pro and cons of nuclear energy
be and what we need to learn before we are able to give accurate opinion.
We originally planned this activity as regular teaching activity in classroom but changed it to online
with Covid epidemic. The first part (brainstorming and introduction to nuclear physics) was done in
classroom, but epidemic prevented us from finishing it.
We then decided to do this activity online in Google classroom with one or two assignments each
weak. We started with another brainstorming activity, followed by few simulations (α and β decay
and chain reaction) and finally ended with a game Nuclear INC 2. Debating competition was
unfortunately cancelled, but we had our students give their opinion in another form.

3. Day 1
Activity Description Time
Brainstorming Usingmentimeter.comappwe askedourstudentstotell us
firstassociationwhenworknuclearenergyismentioned
NA
Experiments UsingPhetColoradoapplicationswe preparedtwo
experimental setupforourstudents(α andβ decay)
NA
BRAINSTORMING
Studentswere give poll createdonMenti inordertoget themcuriousaboutlessonthatwill followin
nextthree weeks
Result of our mentimeter brainstorming (result are in Serbian, as law requires to held classes in Serbian language)
. Together with students we analyzed words mentioned and came to conclusion that most students
have associationsthatcan be splitin two groups. One group of words represents Danger and accidents
(most commonly mentioned), while other group of words relates to physics terms.
RESULTS
Group 1 – danger (most
mentioned)
Group 2 – physics
Bomb Nuclearpowerplant
Chernobyl Atom
Nuclearwaist Core
Danger Energy
Explosion Neutron
Radioactivity Proton

4. EXPERIMENT
We decided to use Phet Colorado simulations which can provide teachers with plenty of free online
experiments (a great source of simulations). For this opportunity we picked two that are related to
nuclear energy, as a great way of introduction to topic. Now to be honest before Covid epidemic we
alreadylearnedaboutstructure of nucleusandtypesof radiation. This two simulations of experiments
were a greatway to helpstudentremindthemself andpractice theirdeductionskilsatsame time. One
simulationwas aboutα decay and the other about β decay. Students were given instructions and time
to perform experiment and draw conclusions.
Screenshot of simulation. (Phet Colorado is available in many languages)
Students were given following talks for α decay.
In simulation of α decay observe SINGLE ATOM decay. Choose 𝑷𝒐
𝟖𝟒
𝟐𝟏𝟏
What happens? How does that
change the atom? After what time does it happen?
The ideabehind experiment was for our students to see the process of transformation of polonium to
lead.Andwhatwe alsohoppedwasfrom themtosee that thisprocessis statistical, meaning that there
isno particulartime inwhichitwill happen.Everysimulationwouldbe different.Anothereffectthatcan

5. be noticed is so called tunnel effect, in which α particle stays for some time inside nucleus, before
passing barrier and leaving.
Screenshot of simulation.
In second experiment (β decay) we give students following tasks.
Open β decay simulation. Set to Multiple Atoms and choose 𝑯
𝟏
𝟑
. Add as many atoms as you can from
the bucket.Observe what happens.What doesthe half-life markrepresents? Let’s create a big mutual
experiment
Like we saidbefore, every time simulation is played results would be different. This is what statistical
physics is all about. To get large number of atoms (needed in order for statistical physics to work) we
had our students (all 59) collect results and add the. Following graph was created as result of mutual
experiment.
51%
49%
Number of decays
Before
After

6. In a conclusion half-life shouldbe time needed for approximately half of starting number of nucleus to
decay. But if we start withonly100 nucleusesthereis big chance that we will not get 50 decays before
half-time, and 50 after. Statistic works only with large numbers. Luckily we had more than 50 students
working together on experiment.
Screenshot of Google classroom (student’s answers to experiment with 10 and 100 nucleus)

7. Day 2
Activity Description Time
Chainreaction Studentwere givensimulationof chainreaction,a processthat
occurs innuclearpowerplantsandnuclearweapon
NA
CHAIN REACTION
Another great simulation by PHET Colorado to help you see what happens, and not just to be told by
teacher. In this simulation by firing neutrons at uranium nucleus you can cause fission, and possible
chainreaction.We wantedour studentstoobserve andnotice whathappens.Theywere givenfollowing
tasks.
Task 1
Set simulation to One Nucleus. Observe what happens. Pay attention to neutrons. To which side they
go?
Screenshot of simulation
Aimof thistask was forstudentstonotice that whenneutronhits 𝑈
92
235
fora time it becomes 𝑈
92
236
after
whichitbreaksapart releasing three new neutrons. New neutrons are launched at completely random
direction (has a big role in explanation of later task)

8. Task 2
Set simulation to Chain reaction. What happens if neutron hits 𝑼
𝟗𝟐
𝟐𝟑𝟖
? Play with different amount of
𝑼
𝟗𝟐
𝟐𝟑𝟓
. Try placing 1, 10, 50, 100… nucleuses. Do you notice any differences? What if we mix 𝑼
𝟗𝟐
𝟐𝟑𝟓
and
𝑼
𝟗𝟐
𝟐𝟑𝟖
?
Screenshot of simulation.
The aim of this lesson was for student to notice couple of things. For example unlike from 𝑈
92
235
when
neutronhits 𝑈
92
238
itturns himin to 𝑈
92
239
, whichdoesnotbreaksin fission.Butmostimportantthing that
happens is that when one 𝑈
92
235
breaks neutrons that have been released now have a chance to hit
another nucleus, and repeat the process, again and again… In fact the more nucleuses there are the
more chance for one more to be hit with neutron. This is what chain reaction is all about. And our
students had a chance to see for themselves and learn from observing and experimenting. Not to
mention, that this was all done in safe manner without any radiation.

9. Screenshot of Google classroom used to communicate with students
In Google classroom students reported on their observation. What we most liked was the positive
commenttheygave us.(I feltlike JamesBondwith that neutron gun; I liked that I was able to see what
happens; etc)
We were ready for final week and game.

10. Day 3
Activity Description Time
Game NuclearINC2 Androidgame wasgiventostudentwiththe set
of questionstoanswerduringthe game.
NA
Feedback Once again mentimeterpoll wasorganized NA
GAME
Nuclear INC 2 is a free (for Android) simulation game in which players take the control over nuclear
powerplant.Eventhoughmuchsimplerthan a real one, the game is still a great choice as it includes all
the elementsneededforagood lesson: nuclearfuel,control rods,coolingsystemandenergyproduction
system.
Screenshot of Nuclear INC 2
Our student had one week to play the game, pass as much levels as they can, and give us a report
explainingwhatare the fuel roads, how do control roads work, what is the role of cooling system, why
do we need to replace old fuel roads and what happens with an old ones, how many nuclear power
plantare there in Europe and which are nearest our towns, what are the benefits of nuclear produced
energy and what are the dangers?
The best part is that game gives you some information, but if you want to know more you will have to
search and find.
Screenshot of Nuclear INC 2

11. Example of reports our students submitted (pages screenshot)
In order to wake students’ interests in this lesson we also prepared few questions for students to
answer:What happenedinFukushima?What is Vinca accident? How many nuclear power plants there
are in Europe? Which three nuclear power plant are nearest to our town?
Judging by student comment the game was a huge success.

12. ASSESSMENT OF STUDENT’S WORK
All students had to send a report on their tasks (also done in Google’s classroom)
In orderto successfullygrade student’sreportswe usedthe followingrubric.Thisrubricrepresentswhat
teacher expected from students to learn in this activity. All the statements here represent part of
lessons in physics about nuclear reactors and chain reaction.
Part Statement Is statement true?
Chain
reaction
Studentnoticed that U235 becomes U236 when neutrons hit it for a
short time
YES NO
Studentnoticedthatafterfissiontwonew nucleuses appear as well
as three neutrons
YES NO
Student noticed that each time fission happens nucleons fly to
random direction
YES NO
Studentnoticedthatwhenneutron hits U238 it turns him in to U239 YES NO
Student noticed that U239 does not subdue to fission YES NO
Student noticed that there is chance that neutrons form fission hit
another U235
YES NO
Studentnoticed thatchance for chainreaction is getting bigger with
larger number of U235
YES NO
Student noticed that when mixing U235 and U238 chance for chain
reaction are being reduced as U238 absorbs some of neutrons
YES NO
Nuclear
INC
2
Student explains what is the role of roads with uranium in nuclear
reactors
YES NO
Student explains the role of control road YES NO
Studentdescribesthe processinwhichcontrol roadabsorbsneutron YES NO
Student describes process of depleting uranium fuel and explains
why it happens
YES NO
Student points out that used uranium roads are still radioactive YES NO
Studentdescribesthe methodof keepingnuclearwaste atsafe place YES NO
Student point out the dangers nuclear waste can have on
environment
YES NO
Student knows the role of cooling systems YES NO
Student knows the dangers of malfunction in cooling system YES NO
Student used reliable sources when investigating how nuclear
reactors works and included them out in report
YES NO
Basedon student’s answersinreportteacherwasable to conclude whether they manage to get to that
conclusion or not. If student did not fulfilled any of statements we would advise them to repeat
experiment, pay better attention, or give them a guiding question.

13. IINTERDISCPLINIARITY
Biology
What we kept as secret is that in game human
operatingthe systemcandie if exposed to too
much radiation.
We wanted students to try to find out
themselves what role biology shield has in
nuclearpower plants. And we are all aware of
dangerradiationcan bringbutwe also wanted
our studentstofindoutmore about the effect
radiation has on living beings. In game you
have to buy protection for your worker or he will die and you would lose level.
We also had few more questions for students to research. For example we wanted them to find out
more about Vinca’s incident, a nuclear disaster in Belgrade, that eventually lead to first bone marrow
transplantation, an experimental procedure at the time, that is now being used to save lives.
At same time studentsresearchedaboutFukushimaandChernobyl.Some of thempointedoutthatwith
years that passed by nature has been restoring in Chernobyl, but others pointed out above average
percent of cancer in Hiroshima.
This activity can be easily expanded to include more of biology.
Mathematics
Probabilitytheoryin mathematicsis something that’s not so easy for students to understand. Here we
had a great example howchancesforsomethingtohappenchange whenyouinfluence parameters. For
example if we are to place 50 nucleus of U235, in most of case after neutron has been fired you would
be left with a 3 nucleuses after chain reaction, but NOT all the time. This is what we paid special
attentiontowhenreadingreports.If studentwere claimingthatthere isexactly3atomsleft,we suggest
to him to repeat experiment.

14. FEEDBACK
Once again we used mentimeter this time for a students’ final evaluation on the question we started
from: Should nuclear power plant be allowed to
Screenshot of final mentimeter pressentation
At the end if our school (three classes we did this activity anyway) was to vote it would vote against.
Most studentsare worriedaboutaccidentlike Chernobyl andare worried about safe storage of nuclear
waste. Those who would vote yes on constructing nuclear power plant, on the other hand, point out
that it would reduce amount of carbon emitted, but also remind that stuff should be well trained.

15. Results of public vote
Best players were given diplomas (we prepared them and are waiting for this situation to end to
officially give them)
Diplomas for students who passed the whole game
41%
5%
54%
Should we build nuclear power plants
YES
NOT SURE
NO

16. EVALUATION
Evaluation of activity by students
Studentswere givenlinktoanonymouspoll.We wantedtogetfeedbackonhow do theysee thisactivity
so we focusedonquestionsaboutqualityandhow muchstudentsfeel thattheyhave learned.Here are
results.Inall question1meansthat studentdonotagreeswithstatement,and5 that he/she completely
agrees.
Q1 I thinkthiswayof studdingisgood
Q2 I understoodtermsthatare connectedtonuclearreactors
Q3 Thisactivityshouldbecome apartof regularclassroomactivities
Q4 I wouldlike thiskindof activitiestobe organizedinfuture
Q5 I considerthatI got a betterinsightinhow nuclearpowerplantswork
Q6 I am nowmore aware of dangerthat nuclearwaste represents
Q7 I am nowmore aware of benefitsof nuclearenergy(reducedcarbonemission)
Student’s evaluation
Commentson results
Most studentsabsolutelyagree with statement. In question 1 only 3 students did not like this activity,
but large majority (47) gave positive feedback (rating activity with 4 or 5). 49 students think they have
learnedsomethingfromthe game (Q2),andevenmore (39) absolutelyagreesthatnow they have more
0
5
10
15
20
25
30
35
40
45
Q1 Q2 Q3 Q4 Q5 Q6 Q7
1
2
3
4
5

17. awarenesstowards nuclearwaste and30 studentagree with statement that now they are more aware
on how nuclear power plants reduce carbon emission. 42 students agree or mostly agree that this
activity should be repeated in future (Q3).
Ideas for the next year include competition in Nuclear INC 2 and that debate we had to cancel.
Evaluation of studentsreports by teacher
Usingrubrics givenabove we examinedall students’reports.Whatwe noticedis thatthese mistakes
happenmostoften:
Only 3 atoms remain after fission when starting with 50 nucleuses – As we explained chain reaction
depends from the chance. To say that 3 atoms stay is just not the true all the time. We suggested
student to repeat his experiment several time, and tries to give solution.
Nothing happens when neutron hits U238 – This was obvious mistake of student falling to observe
better. In simulation U238 becomes U239, another isotope of uranium. Once again we would give
student suggestion to repeat again.
Emitted neutrons fly up – If you repeat again and again you would notice that neutron could fly in any
direction NOT just up. This is obviously experiment done only once so we suggested repeating it.
Other than that all student’s submitted reports on time, with full answers.

18. PROFESSIONAL DEVELOPMENT
Teachersneedtolearnas well.While inthe mostcasesteacherslearnoncoursesthistime we used two
different approaches:
1 Learning through students’ questions and findings
2 Learning through links provided by students.
1. Learning through student’s questions and findings
Whenyouhave lot of people searchingforsomethingunexpecteddiscoveriesare boundtohappen.And
we had more than 50 students in search for the answers. Students would find some things that were
unknowntoteacher,and ask questions that demanded that teachers do his own research. In that way
teacheralsoexpendedhisknowledge. Communicationwasboth way (teacher giving takes, but at same
time students asking questions).
Here are some of interesting questions and discoveries by our students.
Molten sault reactor – One of students discovered a type of nuclear reactor that produces less waste
than otherreactors and cannot be meltdown. Imustadmitthat this type was new to me, and that I had
to research about them and why are they not being used more?
How much waste does nuclear power plant produced – I would say a lot before one of my students
discovered that all nuclear waste produced in 60 years in USA could fit football stadium.
Fusion – while we still do not have technology for much safer nuclear fusion reactors recent article
predicts that MIT might produce one by 2025. This type of reactor could be our future. The biggest
problem so far is economy. Students wanted to know more about fusion, and I had to recheck how
much progress have we made in last years and how close we are to it.
Nuclearpowerinspace – We all hear aboutNASA Mars rover Curiosity andamazingworkithad done on
Mars’s surface. But in order to work for more than 8 years rover had to be given a great and steady
source of power.It’snotrelatedtofission,butit is still nuclear power. Students wanted to know if this
energy cab be obtained using nuclear waste which is also radioactive?
Andstudent’shada lotof otherquestionsaswell.Like forexample:Why it takes slow neutron to cause
fission,andnota fastone? Why doesthe waterslow downneutrons? Why do materials used in control
rods are lightelements?Thisquestionsforced teacher to do his own research, a knowledge he will, no
doubt, use again in following years.

19. 2 Learning through links provided by students
We demanded that when writing report students also provide links from where they discovered
something.Inthatwayteacherreceivedvariouswebsites,videos, games, blogs, articles… all related to
topic of nuclear energy. These materials have one big plus at its side. STUDENTS APROVED IT. This
means that they considered this materials as good to learn from, easy to understand and interesting.
The entire links provided by students will be used next year when we repeat this activity.