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Half-Life of a Radioactive Decay - Wolfram Demonstrations Project
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Demonstration of radioactive decay using pennies
Their government is shared between the two oldest political parties in the Western hemisphere. In the past, this site is going to be the best thing ever happened to you, you've got to get your paperwork in order, Jeff Lester. Shows students visually the concepts of exponential decay, half-life and randomness. Works best in large classes -- the more people, the better. It is a great way to introduce or reinforce the concepts involved in radioactive decay.
You will need enough coins I use pennies for each person in the class, some sort of graph paper printed on an overhead, an overhead projector and a pen for the overhead. The demonstration usually takes approximately minutes depending on how long it takes to count the students. Teaching Notes and Tips If your class is particularly large, you might want to have a few students help you count the "undecayed" isotopes.
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This demonstration is a great way to break up the lecture with a short activity -- students get to stretch their legs. I often give students the penny at the beginning of class with no explanation -- or say something like, "Today, you're getting paid for coming to class! I usually let them keep the penny at the end of the class. Teaching Materials In a large class, give each student a penny. Have the class stand up.
Tell them that they will be flipping the penny you will tell them when ; each time they flip one half life will have passed. If their penny lands on heads, they are radioactive and have decayed and they should sit; if their penny lands on tails, they have not decayed and may remain standing.
After each "half life", count the people remaining standing and plot it on a piece of graph paper Acrobat PDF 42kB Jun21 04 on the overhead. After about 3 or 4 "half-lives" ask students to predict what's going to happen to the numbers of remaining parent isotopes. Continue the experiment until only one or 2 people are left usually "half-lives". This can set up a good discussion of what is happening to the number of students still standing i.
Some questions to get the students started thinking about these concepts: