1 About Science

Learning Objectives1. After studying Chapter 1, students will be able to:2. Outline the 5 steps of the scientific method.3. Distinguish between an observation and a fact.4. Distinguish between a fact and a hypothesis.5. Distinguish between a hypothesis and a law or principle.6. Distinguish between the everyday meaning and the scientific meaning of theory.7. Explain why the refinement of theories is a strength in science.8. Distinguish between science and technology.

Lab Manual:1. Tuning the Senses (observation) 2. Making Cents (scientific methods)

2 Newton’s First Law of Motion—The Law of Inertia

Learning Objectives1. After studying Chapter 2, students will be able to:2. Distinguish between Aristotle’s classifications of natural and unnatural motion.3. State the difference between Aristotle’s focus on classification and Galileo’s focus on

experimentation.4. Describe Galileo’s contribution to the science of motion. 5. Distinguish between speed and velocity.6. Define inertia. 7. State Newton’s first law of motion. 8. Distinguish between force and net force.9. Explain what the Equilibrium Rule, F = 0, means.10. Define support force.11. Distinguish between static equilibrium and dynamic equilibrium.12. Explain how an object not connected to the ground continues moving with the moving

Earth. Possible Misconceptions to Correct

1. Not so! Speed and velocity are two words for the same concept.2. Not so! Constant motion requires a force.3. Not so! Inertia is a force. 4. Not so! The Sun moves around the stationary Earth.

Demonstration Equipment 1. Coat hanger and clay blobs (pictured in the following lecture) 2. Wooden block stapled to a piece of cloth (to simulate table-cloth pull) 3. Tablecloth (without a hem) and a few dishes (for the table-cloth pull)

In the Explorations Practice Book: 1. Inertia2. Static Equilibrium3. Vectors and Equilibrium

4. The Equilibrium Rule: ΣF = 0 In the Lab Manual:

1. Go! Go! Go! (graphing motion) 2. Sonic Ranger (graphing motion in real time) 3. Walking the Plank (equilibrium)

3 Newton’s Second Law of Motion—Force and Acceleration

Learning ObjectivesAfter studying Chapter 3, students will be able to:

1. Define acceleration, and distinguish it from velocity.2. State the relationship between acceleration and net force.3. Distinguish between volume, weight, and inertia.4. State the relationship between acceleration and mass.5. Distinguish between the concepts of directly proportional and inversely proportional to.6. State Newton’s second law of motion. 7. Explain how friction affects motion.8. Apply Newton’s second law to explain why the acceleration of an object in free fall does

not depend on the mass of the object.9. Describe what happens to the acceleration and the velocity of a falling object in the

presence of air drag. Possible Misconceptions to Correct

1. Not so! If an object has zero acceleration, then it must be at rest. 2. Not so! Constant velocity requires a force. 3. Not so! Even if no force acts on it, a moving object will eventually stop.4. Not so! Mass and weight are two names for the same thing. 5. Not so! Mass and volume are two names for the same thing. 6. Not so! Heavy objects always fall faster than light objects. 7. Not so! Objects have no weight in a vacuum.

Demonstration Equipment 1. Spring balance and wood block (that you’ll pull across the table at constant speed) 2. Iron ball, about 1 kg, with hooks for attached strings (mass versus weight demo) 3. Hammer and heavy weight (or sledge hammer and blacksmith anvil) 4. In the Explorations Practice Book: 5. Free Fall Speed6. Acceleration and Free Fall7. Mass and Weight8. Converted Mass to Weigh9. Friction 10. Falling and Air Drag11. A Day at the Races with Newton’s Second Law: a = F/m 12. Dropping Masses and Accelerating Cars

In the Lab Manual: 1. The Weight (mass and weight) 2. Putting the Force Before the Cart (Newton’s second law) 3. Reaction Time (free fall)

4. The Newtonian Shot (Newton’s second law and free fall)

4 Newton’s Third Law of Motion—Action and Reaction

Learning ObjectivesAfter studying Chapter 4, students will be able to:

1. Define force in terms of interaction. 2. Explain why at least two objects are involved whenever a force acts.3. State Newton’s third law of motion. 4. Explain why the accelerations caused by an action force and by a reaction force do not

haveto be equal.5. Explain why action and reaction forces don’t cancel.

Possible Misconceptions to Correct1. Not so! Pushes and pulls are applied only by living things.2. Not so! Things such as high-speed projectiles contain force.3. Not so! A reaction force occurs slightly after action force is applied. 4. Not so! Action and reaction forces are equal and opposite only under certain conditions.

Demonstration Equipment 1. Piece of rope for a classroom tug-of-war

In the Explorations Practice Book: 1. Newton’s Third Law2. Nellie and Newton’s Third Law

In the Lab Manual: 1. The Force Mirror (Newton’s third law) 2. Blowout (acceleration and Newton’s laws of motion)

5 Momentum

Learning ObjectivesAfter studying Chapter 5, students will be able to:

1. Define momentum. 2. Calculate momentum given the mass and velocity in terms of mv. 3. Define impulse and relate it to momentum.4. Give examples of how both the size of the force and the length of the time interval affect the

change in momentum.

5. State the law of conservation of momentum. 6. Distinguish between an elastic collision and an inelastic collision. 7. Possible Misconceptions to Correct8. Not so! Impulse equals momentum rather than a change in momentum.9. Not so! Momentum is conserved only when a collision is elastic.10. Not so! Impact force and impulse are the same.

Demonstration Equipment 1. Air track and carts of equal and unequal mass (if you’re so fortunate!)

In the Explorations Practice Book: 2. Momentum3. Conservation of Momentum

In the Lab Manual: 3. Egg Drop (impact time affects impact force) 4. Bouncy Board (impulse)

6 Energy

Learning ObjectivesAfter studying Chapter 6, students will be able to:

Determine the amount of work done when given the force and the distance moved.1. Determine the amount of power when work done and time are given.2. Calculate work as the product of force and distance.3. Calculate the amount of power when work done and time are given.4. Define work in terms of energy.5. Distinguish between potential and kinetic energy.6. Describe how the kinetic energy of an object depends on mass and speed.7. State the law of conservation of energy.8. Describe the function of a lever. 9. Define efficiency in terms of work done and work input.

Possible Misconceptions to Correct1. Not so! Momentum and kinetic energy are much the same concept.2. Not so! Energy is conserved only under certain conditions.3. Not so! It is possible to get more energy out of a machine than is put into it.

Demonstration Equipment 1. A simple pendulum (any ball tied to a length of string) 2. The swinging balls apparatus (optional)

In the Explorations Practice Book: 1. Work and Energy2. Conservation of Energy3. Energy and Momentum Challenge

In the Lab Manual: 1. An Uphill Climb (work) 2. The Fountain of Fizz (physics in the soda pop geyser)

7 Gravity, Projectiles, and Satellite Motion

Learning ObjectivesAfter studying Chapter 7, students will be able to:

1. Explain Newton’s idea that the Moon falls toward the Earth like an apple does.2. Explain why the Moon does not fall into the Earth and the planets do not fall into the Sun.

3. State Newton’s law of universal gravitation.4. Explain the significance of an inverse-square law.5. Describe for a projectile the changes in the horizontal and vertical components of its

velocity.6. Explain why a projectile moves equal horizontal distances in equal time intervals, when air

drag is negligible.

7. Show the connection between a fast-moving projectile and an Earth satellite.8. Describe how the speed of a satellite changes for different portions of an elliptical orbit.9. Describe what is meant by an escape speed.

Possible Misconceptions to Correct1. Not so! Newton discovered gravity rather than discovering that gravity is universal.2. Not so! Above the atmosphere there is no gravity.3. Not so! The Moon and planets are beyond the pull of Earth’s gravity.4. Not so! Ocean tides are higher on the side of the Earth nearest the Moon. 5. Not so! The Moon produces tides in the fluids of our body that affect our behavior.6. Not so! A projectile needs a force to keep it going. 7. Not so! Satellites are beyond the main pull of Earth’s gravity.8. Not so! Satellites are pulled upward by a centrifugal force.

In the Explorations Practice Book: 1. Inverse-Square Law2. Weight3. Projectile Motion4. Circular and Elliptical Orbits5. Mechanics Overview

In the Lab Manual: 1. The Big BB Race (horizontal and vertical motion) 2. Bull’s Eye (projectile motion) 3. Worlds of Wonder (orbital mechanics)

8 Fluid Mechanics

Learning ObjectivesAfter studying Chapter 8, students will be able to:

1. Describe what determines the pressure of a liquid at any point.2. Explain what causes buoyant force on an immersed or submerged object.3. Relate the buoyant force on an object to the weight of fluid it displaces.4. Describe what determines whether an object will sink or float in a fluid.5. Describe how Pascal’s principle can be applied to increase forces.6. Describe the relationship between the speed of a fluid at any point and the pressure at that point,

for steady flow.7. Explain how horizontal flight is possible.

Possible Misconceptions to Correct

1. Not so! Pressure and force are the same. 2. Not so! Density and weight are the same. 3. Not so! Object denser than water will always sink in water. 4. Not so! Atmospheric pressure is negligible on everyday things.5. Not so! Air has very little weight, even a lot of it. 6. Not so! Only lighter-than-air craft can fly. 7. Not so! As the speed of water increases, pressure in the water also increases.

Demonstration Equipment 1. Pascal’s vases 2. Overflow can, graduated cylinder or a liquid-measuring cup, and a metal or stone weight to

lower into water by a string 3. Pair of scales, metal block or stone, vessel filled with water, and smaller vessel to catch

overflow (as shown in Figure 8.12 in the text)

In the Explorations Practice Book:1. Archimedes’ Principle I2. Archimedes’ Principle II3. Gas Pressure

In the Lab Manual: 1. Tire Pressure and 18-Wheelers (force and pressure) 2. Sink or Swim (Archimedes’ Principle) 3. Eureka! (Archimedes’ Principle) 4. Boat Float (Archimedes’ Principle)

Heat

9.10 Energy Changes with Changes of Phase Learning ObjectivesAfter studying Chapter 9, the students will be able to:

1. Define temperature and explain how it is measured.2. Describe the relationship between temperature and kinetic energy.3. Define heat and explain why it is incorrect to think of matter as containing heat.4. Describe what determines if heat will flow into or out of a substance. 5. Distinguish between thermal energy and heat.6. Describe how the quantity of heat that enters or leaves a substance is measured.7. Describe the concept of absolute zero.8. Compare the specific heat capacity of different substances, given the relative amounts of

energy required to raise the temperature of a given mass by a given amount.

9. Give examples of how the high specific heat capacity of water affects climate.10. Give examples of the expansion of solids as they become warmer.11. Explain the function of a bimetallic coil in a thermostat.12. Compare the thermal expansion of liquids to solids.13. Describe the unusual behavior of water as it is heated from 0°C to 15°C. 14. Explain why water at certain temperatures contract as it becomes warmer.

15. Explain how heat is transmitted through empty space.16. Compare the ability of an object to emit radiant energy with its ability to absorb it.

Possible Misconceptions to Correct1. Not so! Heat and temperature are two words for the same thing. 2. Not so! Hot objects contain heat.3. Not so! Surfaces that feel cooler than others have a lower temperature. 4. Not so! A blanket is a source of heat energy. 5. Not so! Walking barefoot without harm on red-hot wooden coals involves nonscience

considerations. 6. Not so! Only hot things radiate energy.7. Not so! Constant temperature of something indicates that all the molecules have the same

energy.

Demonstration Equipment 1. Metal ball and ring apparatus 2. Bimetallic strip and a flame 3. Aluminum soda pop cans, hot plate, pan of water 4. Metal bar, sheet of paper, and a flame 5. Paper cup filled with water and a flame

In the Explorations Practice:

1. Temperature Mix2. Absolute Zero3. Thermal Expansion

In the Lab Manual: 1. Dance of the Molecules (temperature at the molecular level) 2. Temperature Mix (heat capacity of water) 3. Spiked Water (specific heat capacity) 4. Canned Heat: Heating Up (thermal absorption) 5. Canned Heat: Cooling Down (thermal radiation) 6. I’m Melting! I’m Malting! (conduction and radiation)

10 Electricity

Learning ObjectivesAfter studying Chapter 10, the students will be able to:

1. Describe electrical forces between objects.2. Explain, from the point of view of electron transfer, how an object becomes positively

charged or negatively charged and relate this to the object’s net charge.3. Describe the relationship of the electrical force between two charged objects, the charge of

each object, and the distance between the charges.

4. Distinguish between a conductor and an insulator.5. Distinguish between electric potential energy and voltage.6. Describe the conditions necessary for electric charge to flow.

7. Relate current in a circuit to the resistance of the circuit and the voltage across it.8. Explain why wet skin increases the likelihood of receiving a damaging electric shock when

a faulty electrical device is touched.9. Distinguish between direct current and alternating current.10. Relate the power used by an electrical device to its current and voltage.11. Distinguish between series circuits and parallel circuits.12. Predict what will happen in a series circuit if there is a break in the wire.13. Relate the current at any point in a series circuit to the current at any other point in the

circuit. 14. Predict what will happen to the current at any point in a series circuit if an additional

device is connected to the circuit.

15. Predict what will happen in a parallel circuit if there is a break in any branch of the circuit.

16. Relate the current in the lead to a parallel circuit to the current in each branch of the circuit.

17. Predict what will happen to the current at any point in a parallel circuit if an additional device is connected to the circuit.

Possible Misconceptions to Correct1. Not so! Electric charges occur in some materials but not in others.2. Not so! A current-carrying wire is electrically charged. 3. Not so! Electric current is a fluid of some kind. 4. Not so! Electric current flows out of a battery, rather than flowing through a battery. 5. Not so! Voltage flows through a circuit, instead of being impressed across a circuit.6. Not so! Power companies deliver electrons, rather than energy, from a power plant to

consumers. 7. Not so! Electrons travel at about the speed of light in a dc circuit.8. Not so! In a series circuit, the amount of current can vary in devices of different electrical

resistances. 9. Not so! Unlike water that flows continuously in a water pipe, electrons can bunch up as they

flow though a circuit.10. Not so! In a parallel circuit, the equivalent resistance of the circuit increases with the

addition of more resistors.

Demonstration Equipment 1. Fur, silk, rubber rod, glass or plastic rod, suspended pith balls 2. Electrophorus 3. Electrostatic generator 4. Batteries, bulbs, and connecting wires 5. A 12-volt automobile battery with metal rods extended from the terminals with alligator

clips used to fasten lamps between them (see the sketch on the next page)

In the Explorations Practice Book: 1. Coulomb’s Law

2. Ohm’s Law3. Circuit Happenings4. Series Circuits5. Parallel Circuits6. Electric Power 7. Compound Circuits

In the Lab Manual: 1. A Force to be Reckoned (electrostatic force) 2. Charging Ahead (effects of electrostatic charge) 3. Ohm, Ohm on the Range (Ohm’s Law) 4. Batteries and Bulbs (electric circuit basics) 5. An Open and Short Case (faulty circuits) 6. Be the Battery (powering a circuit by hand)

11 Magnetism

Learning ObjectivesAfter studying Chapter 11, students will be able to:

1. Describe the differences and similarities between magnetic poles and electric charges.2. Interpret the strength of a magnetic field at different points near a magnet by using the

pattern formed by iron filings.3. Describe what happens to the magnetic domains of iron in the presence of a strong magnet.4. Explain why magnets lose their magnetism when dropped or heated.5. Describe the magnetic field produced by a current-carrying wire and give examples of how

the field can be made stronger.6. Describe the conditions necessary for a magnetic field to exert a force on a charged particle

in the field. 7. Cite some practical applications of a magnetic field exerting a force on a current-carrying

wire. 8. Suggest possible causes for the Earth’s magnetic field.9. Describe how voltage is induced in a coil of wire.10. Relate the induced voltage in a coil to the number of loops in the coil and the rate of

change of external magnetic field intensity through the loops.11. Describe a generator and explain how it works.12. Compare and contrast the motor effect and generator effect.13. Relate the magnitude and direction of an induced electric field to the inducing magnetic

field. 14. Relate the magnitude and direction of an induced magnetic field to the inducing electric

field. 15. Explain how the electric and magnetic fields of an electromagnetic wave regenerate each

other so that the wave pattern moves outward.

Possible Misconceptions to Correct1. Not so! Magnetic poles move in iron in the same way as electrons move in electrical

conductors.

2. Not so! The direction of a magnetic field is in straight lines about magnetic poles. 3. Not so! The magnetic force on charged particles is in a direction along the magnetic field

(rather than perpendicular to the field). 4. Not so! A magnetic field can increase the speed of a charged particle (rather than only

deflect it).

5. Not so! Voltage is produced by a magnet, rather than by the work done when a magnet and closed loops of wire are moved relative to each other.

6. Not so! A generator and a motor are fundamentally different devices.

Demonstration Equipment 1. Iron filings, magnet and transparent plastic 2. Compass and wire that carries DC current 3. DC current-carrying wire and a horseshoe magnet 4. Galvanometer, loop of wire, horseshoe magnet 5. Demonstration motor-generator device 6. Hand-cranked generators and lamps to light them with 7.

In the Explorations Practice Book: 1. Magnetic Fundamentals2. Field Patterns3. Electromagnetism

In the Lab Manual: 1. Seeing the Magnetic Fields (magnetic fields) 2. Electric Magnetism (electric source of magnetic fields) 3. Motor Madness (simple DC motors) 4. Generator Activator (electromagnetic induction and generators)

12 Waves and Sound

Learning ObjectivesAfter studying Chapter 12, students will be able to:

1. Relate the pitch of a sound to its frequency.2. Describe what happens to air when sound moves through it.3. Compare the transmission of sound through air with its transmission through solids, liquids,

and a vacuum. 4. Describe factors that affect the speed of sound.5. Give examples of forced vibrations.6. Describe the conditions for resonance. 7. Describe the conditions for beats. 8. Describe how a shock wave is produced.9. Distinguish between a bow wave and a shock wave.10. Describe how a sonic boom is produced.

Possible Misconceptions to Correct1. Not so! The speed of sound is the same in all media.2. Not so! Combinations of waves can be added but not cancelled. 3. Not so! Changes in wave speed, rather than changes in wave frequency, produce the

Doppler effect. 4. Not so! Resonance is another word for forced vibrations. 5. Not so! Wave speed and wave frequency are the same thing. 6. Not so! When a wave moves in a medium, the medium moves with it.

7. Not so! A sonic boom is a momentary burst of high pressure produced when something exceeds the speed of sound, rather than being a continuous front of high pressure generated by faster-than-sound sources.

Demonstration Equipment 1. Simple pendulum and meter stick 2. Slinky or loose coil of wire 3. Large tuning fork and container of water 4. Large bare loudspeaker and power source 5. Pair of matched tuning forks to show resonance 6. Stereo tape player with mono mode, matching speakers, and switch or jacks to reverse the

polarity of one of the speakers

In the Explorations Practice Book: 1. Vibration and Wave Fundamentals2. Sound3. Shock Waves

In the Lab Manual: 1. Slow-Motion Wobbler (slowing vibrations with a strobe light) 2. Water Waves in an Electric Sink (wave mechanics) 3. Sound-Off (destructive interference of sound)

13 Light, Reflection, and Color

Learning ObjectivesAfter studying Chapter 13, students will be able to:

1. Describe the dual nature of light.2. Describe the relation between light, radio waves, microwaves, and X-rays.3. Explain what happens to light when it enters a substance and how the light frequency

affects what happens.4. Given the direction of light striking a reflective surface, predict the path of the reflected

light.5. Describe the conditions for diffuse reflection. 6. Explain the change in direction of a water wave when it crosses a boundary between deep

and shallow water. 7. Give examples of refraction of light and its effects.8. Explain why black and white are not colors in the same sense that red and green are colors.9. Explain how color television screens are able to display pictures in full color, even though

only spots of red, green, or blue light are produced.10. Define complementary colors and give examples of pairs of them.11. Explain why the sky is blue and why it changes color when the Sun is low in the sky.12. Explain why sunsets are reddish.13. Explain why water is greenish blue.

Explain why clouds are normally white.

Possible Misconceptions to Correct1. Not so! Light and sound have the same wave nature but different frequencies. 2. Not so! Light is fundamentally different than radio waves, microwaves, and X-rays. 3. Not so! Light passes through transparent materials in a way similar to bullets passing

through materials. 4. Not so! The average speed of light is constant in all transparent materials. 5. Not so! The average speed of light and the instantaneous speed of light are the same. 6. Not so! The law of reflection applies only to plane surfaces.7. Not so! Black and white are colors. 8. Not so! Red, yellow, and blue light make white light.9. Not so! Red and green light make brown light.10. Not so! The sky is blue because it reflects the blue ocean.

Demonstration Equipment 1. Three lamps, red, green, and blue, that can be clamped to a lecture table (or the

equivalent) 2. Two trays of tuning forks 3. Transparent container of water and powdered milk, and a source of white light that gives a

strong beam

In the Explorations Practice Book: 1. Light2. Color3. Reflection4. Refraction—Part I5. Refraction—Part II

In the Lab Manual: 1. Pinhole Image (image formation) 2. Pinhole Camera (image formation) 3. Mirror, Mirror, on the Wall (reflection) 4. Trapping the Light Fantastic (total internal reflection)

14 Properties of Light

Learning ObjectivesAfter studying Chapter 14, students will be able to:

1. Explain how a prism separates white light into colors.2. Describe the conditions for a rainbow. 3. Distinguish between a converging and diverging lens.4. Distinguish between a real image and a virtual image formed by a lens.5. Give examples of aberration in lenses.6. Explain why water waves have curved wave fronts after passing through a narrow

opening.7. Describe how waves can cancel. 8. Describe how thin films such as soap produce colors when illuminated with white light.

9. Give evidence to show that light waves are transverse.10. Explain why polarized sunglasses are helpful in decreasing the glare of the Sun

from horizontal surfaces such as water and roads.

Possible Misconceptions to Correct1. Not so! A prism changes (rather than separates) white light into colors.2. Not so! A rainbow is a physical thing that can be approached and grasped.3. Not so! Light cannot be both a particle and a wave.

Demonstration Equipment 1. Glass tank of water with dye added, prism, mirror, and light source (laser) 2. Rainbow sticks (shown on the next page)

In the Explorations Practice Book: 1. Lenses 2. Image of the Sun3. Diffraction4. Interference5. Polarization6. Wave-Particle Duality

In the Lab Manual: 1. A Sweet Mirage (gradual refraction) 2. Diffraction in Action (light wave interference) 3. Laser Tree (light wave interference)

15 The Atom

Learning ObjectivesAfter studying Chapter 15, students will be able to:

1. Describe the relationship between atoms and elements.2. Compare the ages of atoms to the ages of the materials they compose.3. Give examples to illustrate the small size of atoms.4. Identify the parts of the atomic nucleus.5. Explain the significance of the horizontal rows and the vertical columns in the periodic

table.

Possible Misconceptions to Correct1. Not so! Material things are made of thousands of different kinds of atoms. 2. Not so! The atoms that make up a newborn baby were made in the mother’s womb.3. Not so! The age of the atoms in a baby is less than the age of atoms in an old person.

In the Explorations Practice Book:

1. Subatomic Particles2. Atoms and Atomic Nucleus3. Atomic Size

In the Lab Manual: 1. Thickness of a BB Pancake (atomic size) 2. Oleic Acid Pancake (atomic size)

16 Nuclear Energy

Learning ObjectivesAfter studying Chapter 16, students will be able to:

1. Distinguish among the three types of rays given off by radioactive nuclei and compare their penetrating powers.

2. Given the half-life of a radioactive isotope and the original amount of the isotope, predict how much of the isotope will remain at the end of some multiple of the half-life.

3. Given the symbol for a radioactive isotope and the particle it gives off, predict the product of its decay.

4. Explain why additional exposure to radiation is harmful.5. Describe the role of neutrons in causing and sustaining nuclear fission.6. Explain how nuclear fission can be controlled in a reactor.7. Describe current problems associated with the use of fission as a source of power.8. Predict, from a graph of mass per nucleon versus atomic number, whether energy would

be released if a given nucleus split via fission into fragments.9. Distinguish between nuclear fission and nuclear fusion.10. Describe the advantages of fusion over fission as a source of power.11. Describe the current problems associated with using fusion as a source of power.

Possible Misconceptions to Correct1. Not so! Radioactive is sinister, as is everything else we can’t see and can’t understand. 2. Not so! Radioactivity is something that has been introduced since 20th century

technology.3. Not so! Most of the radiation that people receive stems from technology. 4. Not so! Atoms cannot be changed from one element to another.5. Not so! Atoms are the smallest particles of matter that exist. 6. Not so! Atoms exposed to radiation differ from those that are not exposed to radiation. 7. Not so! Nuclear power is sinister, as were electricity, steam power, and other

technological advances when they were introduced. 8. Not so! Nuclear fission and fusion are something new in the universe.9. Not so! Nuclear fusion can only occur at high temperatures.10. Not so! Nuclear power is ecologically more devastating than fossil-fuel power is.

Demonstration Equipment 1. Radiation detector

In the Explorations Practice Book: 1. Radioactivity2. Nuclear Fission and Fusion3. Nuclear Reactions

In the Lab Manual: 1. Get a Half-Life! (radioactivity) 2. Chain Reaction (fission)