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Alternative Energy: Nuclear Energy

Creatred By: Nicole Charland: Elementary Education

Kyle Lewin: Elementary EducationAlex Spooner: Elementary Education

CPRE 370 12/1/20116th Grade

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Table of Contents Scope and Sequence …………………………………………………………………….. Page 3

Rationale.................................................................................................................... Page 4

Unit Objectives ……………………………………………………………………………. Page 5

Unit Standards and Co-curricular standards…………………………………………..... Page 6

Logic Flow……………………………………………………………………………….….. Page 7

Lesson 1: Introduction……………………………………….………………………….…. Page 8

Lesson 2: Flashlight ……………………………………………………………………...... Page 11

Lesson 3: Nuclear Energy ………………………………………………………………..... Page 13

Lesson 4: Pro and Cons …………………………………………………………………..... Page 16

Lesson 5: Big Project ……………………………………………………………………..…. Page 17

Bibliography …………………………………………………………………………………... Page 19

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Scope and SequenceStandards: Objectives:

Science: Understand and apply knowledge of the interdependence of matter, energy, and organization of living systems.

Describe a process of Nuclear Energy after the direct instruction by class discussion

Science: Understand and apply knowledge of forms of energy and energy transfer

Identify energy in different forms by answering the questions given by the teacher.

Science: Think critically and logically to make the relationships between evidence and explanations

Discuss the advantages and disadvantages of using nuclear energy.

Employability Skills: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.

State up to one reason why they think we need Nuclear Energy or general Energy throughout the world by having a class discussion.

Employability Skills: Demonstrate productivity and accountability while aspiring to meet high expectations.

Complete the website effectively using information learned previously throughout the Unit.

Technology Literacy: Understand the underlying structure and application of technology systems

Apply information learned through Unit in website provided proficiently

Day 1:

- Standard: Understand and apply knowledge of forms of energy and energy transfer- Objective: Identify energy in different forms by answering the questions given by the teacher.

Day 2:

- Standard: Think critically and logically to make the relationships between evidence and explanations

- Objective: State up to one reason why they think we need Nuclear Energy or general Energy throughout the world by having a class discussion.

Day 3:

- Standard: Understand and apply knowledge of the interdependence of matter, energy, and organization of living systems.

- Objective: Describe a process of Nuclear Energy after the direct instruction by class discussion

Day 4:

- Standard: Think critically and logically to make the relationships between evidence and explanations

- Objective: Discuss the advantages and disadvantages of using nuclear energy.

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Day 5:

- Standard: Understand the underlying structure and application of technology systems- Objective: Apply information learned through Unit in website provided proficiently

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Rationale We chose Nuclear Energy because we wanted to challenge ourselves. We knew that

teaching 6th graders about Nuclear Energy would be difficult but we also know not to

underestimate their abilities. They could learn and then comprehend the lessons given to them

in this Unit. This benefits the students because they learn something new and are challenged to

understand a concept that has not been reviewed entirely. During this unit students will be able

to do several hands on activities that help them connect the direct instruction about Nuclear

energy with the real thing. After this unit the students will be more confident with their

knowledge about Nuclear Energy.

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Unit ObjectivesThese are a list of Objectives listed throughout the Unit:

Lesson 1:

□ Demonstrate their knowledge of the word radiation by having a class discussion.□ Identify energy in different forms by answering the questions given by the teacher. □ Examine the different temperatures from the activities by recording it onto paper.

Lesson 2:

□ State up to one reason why they think we need Nuclear Energy or general Energy throughout the world by having a class discussion.

□ Compare and contrast differences between why they think we need energy before the activity then again after and notice the changes of their opinions.

□ Detect the conclusion of the activity given and purpose of this activity by writing a reflection

Lesson 3:

□ Describe a process of Nuclear Energy after the direct instruction by class discussion. □ Build a Nuclear Energy generator given the materials and instruction to do this task. □ Compare similarities between Nuclear Energy and the activity by writing thoughts down

Lesson 4:

□ Discuss the advantages and disadvantages of using nuclear energy.□ Analyze their opinions in light of the information they have learned over the course of the unit.□ Form an opinion on whether or not they believe the risks of nuclear energy outweigh the

rewards or vice versa.

Lesson 5:

□ Apply information learned through Unit in website provided proficiently. □ Complete the website effectively using information learned previously throughout the Unit. □ Explain the brief process of Nuclear Energy by recording it on paper.

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Unit Standards and Co-standards Science: Understand and apply knowledge of the interdependence of matter, energy, and organization of living systems.

Science: Understand and apply knowledge of forms of energy and energy transfer

Science: Think critically and logically to make the relationships between evidence and explanations

Employability Skills: Communicate and work productively with others, considering different perspectives, and cultural views to increase the quality of work.

Employability Skills: Demonstrate productivity and accountability while aspiring to meet high expectations.

Technology Literacy: Understand the underlying structure and application of technology systems

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Logic Flow

Lesson 1: Introduction

There are scientific properties used in all forms of energy.

Lesson 2: Flashlight

There is a limited amount of energy in the world.

Lesson 3: Nuclear Energy

There are alternative ways to collect energy.

Lesson 4: Pros and Cons

There are pros and cons to using nuclear energy.

Lesson 5: Big Project

There are ways to show knowledge about nuclear energy.

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Lesson 1 Day 1: IntroductionLogic Flow: There are scientific properties used in all forms of energy.

Overview: Students will review scientific properties: radiation/energy/thermodynamic laws then do two activities to apply their knowledge to something they can view.

Objectives: Students will:□ Demonstrate their knowledge of the word radiation by having a class discussion.□ Identify energy in different forms by answering the questions given by the teacher. □ Examine the different temperatures from the activities by recording it onto paper.

Materials:

1. Paper and pencil2. Cup for boiling water (activity)3. Piece of metal (activity)

Teacher Preparation: Bring the materials needed for the lesson for the students. Be familiar with all of the scientific properties given throughout this lesson.

Student Preparation: Bring paper and pencil.

Anticipatory Set

“Good Morning class, for the next few days, we will be discussing and looking into one type of alternative energy: Nuclear Energy. Nuclear energy has been around for a long time and you probably at least know one thing about it. When you hear “nuclear energy” what is the first thing that pops into your heard?

This will almost definitely be the word “radiation.”

“Yes, radiation is one of the first things people think of when they think of nuclear energy. We’ve talked about radiation before; do any of you remember what we said about it? What do we mean when we say radiation?”

If they remember previous lessons on energy, the students will hopefully be able to come up with something close to “Radiation is the emission of energy from a source.” In the case of Nuclear energy, we are dealing with radiation in the form of heat.

“Very good. Often, when we think of radiation, we think of gross mutated monsters, but radiation is really just the emission of energy from a source. Today, we are going to be reviewing radiation and energy in general, so that when we talk about nuclear energy in more detail, we will have a solid foundation for understanding how it woks.”

Procedure Steps

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1. Begin with direct instruction, reviewing the first two laws of thermodynamics.

“We have talked previously about energy in a couple of different ways, because we use the word “energy” to mean different things depending on what we are talking about. Who can tell me something about energy?”

Answers should range from different types of energy to scientific laws that describe how energy works.

In particular, students need to be guided towards the first two laws of thermodynamics. Also make sure that the idea that heat = energy is recalled from previous lessons

“As with almost all of our discussions and research involving energy, laws of thermodynamics are very important to keep in mind. Does anyone remember what the first law of thermodynamics is?”

1st Law: The Conservation of Energy – states that the total amount of energy in the universe is constant. If energy is lost somewhere, it is gained somewhere else. There can never be an unequal transfer of energy.

2nd Law: Everything moves toward equilibrium (such as when a gas moves to fill a vacuum). In terms of energy, this means that it is impossible to move heat from something with a lower temperature to something with a higher temperature unless work/energy is added to the system because the two objects, when they come in contact with each other, will try to reach an equilibrium (a glass of cold water taken from the refrigerator and left on the table will not remain cold, it will eventually be the same temperature as the room).

“Very good. Now, let’s do some experiments to test these laws and make sure we understand them and to make sure that when we talk about them later in the context of nuclear energy, you will have something to think back on to help you remember them better.

2. Playing with the first two laws of thermodynamics

Activity #1 – Students are given a cup of hot water and a cold piece of metal. They will take the temperature of both the metal and the water and record their findings. Then they will place the metal into the cup for about 30 seconds and remove it. They will once more take the temperature of the water and the metal. They should find that the water has gotten colder while the metal has warmed up. Have the students write the initial and final temperature of the metal and the water on the board. Examine whether or not there are any similarities between heat lost by the water and heat gained by the metal.

* Ask the students why they think the water got colder as the metal got warmer. Is it possible to have the metal get warmer without the water getting any cooler?

* Depending on how precise the measurements are, the heat lost might not be exactly the same as heat gained. If this occurs, ask the students where they think the missing heat went to. Even if there is no difference, ask students what they think would have happened if the temperatures didn’t work out precisely.

Activity #2 – Students will be given a cup of hot water and a cup of cold water or ice with equal

amounts in each cup. They will take the temperature of both cups and record their findings; they will then pour the cups into a larger container (if there was ice in the cold water, stir until it is completely melted) then find the new temperature of the water. It should fall roughly half way between the two original temperatures. Record the three temperatures on the board for each group/student and see how close the final temperatures came to being half way between the initial temperatures. As a class, discuss what could account for any discrepancy in the findings.

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* Hopefully, the students will be able to see that the difference comes from heat lost into the air (yet another example of the 2nd law of thermodynamics!).

Closure

“Good work today class. I hope that these experiments have given you a concrete way of remembering the first two laws of thermodynamics. We are going to take a short quiz, just to make sure that you all remember what we’ve learned today and previously. This quiz isn’t worth a lot of points, it is just to make sure that you are understanding the concept, because once we start getting into the specifics of nuclear energy, you will need to understand these things or you won’t be able to make much sense of it.

Student Assessment

Students will take a short quiz to check their understanding and retention of the laws of thermodynamics that had been studied in previous lessons and reviewed today. There should be at least one question that asks for a few sentences explaining which law of thermodynamics was represented by which experiment and how the results of the experiments relate to that law.

Lesson Resources

Lesson was created by Nicole Charland, Kyle Lewin, and Alex Spooner

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Day 2Lesson 2: Flashlight Logic Flow: There is a limited amount of energy in the world.

Overview: Students will take part in an activity that demonstrates the need for increased energy production as our world population grows.

Objectives: Students will:□ State up to one reason why they think we need Nuclear Energy or general Energy by having a

class discussion. □ Compare and contrast differences between why they think we need energy before the activity

then again after and notice the changes of their opinions. □ Detect the conclusion of the activity given and purpose of this activity by writing a reflection

Materials:

1. Paper and pencil2. Flashlights

Teacher Preparation: Bring the materials needed for the activity. Be prepared for any questions the students may ask about the information provided.

Student Preparation: Bring paper and pencil

Anticipatory Set

“Good Morning class, today we will be focusing on the increasing energy needs of the human race. Yesterday we looked at energy again and I told you that we would be focusing on nuclear energy during this unit, but the question we need to ask ourselves is “Why?” Why do we need nuclear energy or any other type of energy, for that matter? We already have electricity, right? Sometimes the power goes off during a storm or maybe the eclectic company turns it off if we haven’t paid our bill on time, but the electricity is still there, isn’t it?

Procedure Steps

1. Have a class discussion before the activity about why they think we need nuclear energy or even energy in general. Allow the students to form their own opinions.

2. The Flashlight Activity.

Pass out flashlights to the students and turn off the lights in the class once everyone is in the correct group.

Those students who represent the percentage of the population with full access to electricity will be given their own flashlights.  

Those who represent the percentage of the population with some, but not full, access to electricity will share a few flashlights between them.  

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Those who represent the percentage of the population with minimal access to electricity will not receive a flashlight.

* Ask the students to look around the room and notice how many people have their own flashlight and how many are huddled around a single light or completely without flashlights.

Change the number of people with flashlights to represent the percentages based on the projected populations in 2020 and then again for 2030.  

Discuss this with students: * For this, we will assume no additional electricity is being produced.  If current levels allow 4.5 billion people out of 6.8 billion to have full access to electricity, then we will look at what percentage 4.5 billion will become out of the growing population.  * Some students with flashlights will have theirs taken from them and some members of the group sharing a flashlight will be sent to the group in the dark.* Those who lose their flashlights must go to the group with only one or two flashlights. Members of that group must move into the group sitting in the dark.

The point of this exercise is to illustrate how many people around the world have almost no access to electricity and that unless our energy production keeps pace with our reproduction, many of us will be left without electricity.

3. Following this activity, we will discuss why they think we need Nuclear Energy or general energy, compare and contrast what they thought from the beginning, and then the class will discuss how we can meet our growing energy needs. Is it as simple as making the power plants produce more energy (is that even possible)? Will we need to just make more power plants? If we are simply going to make more power plants, what will they use for energy? If we are using a specific source of fuel for our energy needs, will we always be able to use that same source?

Closure

“Good work today class. I hope that you all feel that you learned something and that you came to understand a little more about the world. We live in a country that is very fortunate and sometimes we forget that not everyone lives in the same type of country or in a country that has so many advantages. The energy needs of the human race is a very difficult topic to deal with because, as we discussed, there are some drawbacks to just “making more energy,” but at the same time we can’t simply leave some people or countries to sit in the dark while we enjoy the luxury of constant, affordable electricity. I want you to keep this in mind tomorrow and the following days as we start looking at nuclear energy. As we’ve touched on briefly both today and yesterday, nuclear energy brings out some strong reactions from people. It can be a very powerful and abundant source of energy, as you’ll see more of tomorrow, but it also has some very serious drawbacks. Chances are this generation will be the one that has to decide if those drawbacks are worth what we get out of it.”

Student Assessment

4. Students will be asked to write a brief reflection on what they experienced with the flashlights. In particular, they should focus on why they think we need for more energy production in light of the growing world population and how they felt being either in the dark or one of those with a personal flashlight while others were forced to go with no or limited light. This assignment will be turned in the next day.

Lesson Resources

Lesson created by: Nicole Charland, Kyle Lewin, and Alex Spooner

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Day 3Lesson 3: Nuclear Energy Logic Flow: There are alternative ways to collect energy.

Overview: Students will learn about Nuclear Energy and do an activity to relate the direct instruction with an actual generator.

Objectives: Students will:□ Describe a process of Nuclear Energy after the direct instruction by class discussion. □ Build a Nuclear Energy generator given the materials and instruction to do this task. □ Compare similarities between Nuclear Energy and the activity by writing thoughts down

Materials:

1. Paper and pencils 2. Small cardboard box (activity 1)3. Copper Wire (activity 1)4. Nail (Activity 1)5. Four magnets (Activity 1)6. Small light bulb (Activity 1)7. Thin Tube (Activity 2)8. Large Beaker (Activity 2) 9. Small hot plate (Activity 2)

Teacher Preparation: Bring all of the needed materials for the activities. Ask the science department if any of these supplies are available. Consider brief construction of activity one for time purposes. Be very familiar with the process of Nuclear Energy, this will be the lesson it is taught.

Student Preparation: Bring paper and pencils.

Anticipatory Set

“Good Morning class, today we will be focusing on how nuclear energy works. In particular, we will take a look at a nuclear energy generator and how it produces electricity.”

Procedure Steps

1. Direct Instruction.

Nuclear power plants – like all other power plants except for solar, wind, and hydroelectric plants – produces electricity by converting water into steam that spins the blades of a turbine which spins the shift of a generator. Inside the generator, there are coils of wire that interact with magnetic fields to produce electricity.

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What makes the power plant a “nuclear power plant” is the material used to turn the water into steam. Everything else about the power plant is essentially the same as a coal, oil, or gas power plant.

The heat needed to boil the water in a nuclear plant is produced by the splitting certain types of uranium atoms (these “types of atoms” are called “isotopes,” they are different because they have different numbers of neutrons). This uranium is formed into small pellets about the size of the end of your finger and these pellets are inserted into long tubes (called fuel rods) that are located in the power plant generator. These tubes are lowered into the water that needs to be boiled.

When a free neutron runs into one of the uranium atoms, it changes it into a different type of uranium atom (uranium-235 becomes uranium-236), but the new atom is unstable and breaks apart. When this happens, the parts that made up the uranium atom break into different types of atoms giving off a tremendous amount of energy in the form of heat and – most importantly for the continuing of this process – release a few more neutrons, which will go and run into other uranium atoms.

The heat given off by the breaking apart of the atom is transferred to the water that the rods are sitting in. As this happens, the temperature of the water rises until it begins to boil and become steam. The steam turns the turbines, the turbines spin the coils of wire, and those coils interact with the magnetic field to produce electricity.

That, in a nutshell, is how nuclear energy works. Simple, right? Talk through anything they are confused with. This is where teacher preparation is essential.

If needed, have a minor discussion to check student knowledge.

2. Generator activities.

We don’t have any uranium pellets for you to experiment with, which I’m sure is a big disappointment to everyone, so you are going to have to use your imaginations and pretend that a radioactive isotope is producing heat to boil water and spin your turbines.

First Experiment (see: http://amasci.com/amateur/coilgen.html for construction walkthrough)* Note: It might be a good idea, for time purposes, to have much of this construction completed. The box should be made and the hole in place so the students need only wrap the wire and place the magnets to see the results.1. Students will be given some copper wire, a small cardboard box, a nail, a set of four magnets, and a small light bulb.2. They will wrap the poke the nail through the center of the cardboard box (on the longest side), to mark their spot and to make sure that the magnets can fit in the middle and spin without touching the sides.3. After removing the nail, the students will wrap the wire around the box about 200 times, making sure to leave a space at the nail’s hole.4. Once the wire is wrapped, the nail is placed into the box and the magnets are attached to each side. Students will want to check to make sure that they can spin their nail and have the magnets rotate easily within the box5. Lastly, students should attach the light bulb to the wire and spin the nail. If constructed correctly, the light bulb should light up.6. Have students try to spin the nail and magnets faster to see if there is a noticeable effect on the light bulb (if they can manage it, the light bulb will glow brighter, of course).

Second Experiment1. Students will receive a thin tube that has built onto it (essentially a small turbine), a large beaker of water, and a small hot plate.2. Students will place their turbine into a holder that can sit next to the hotplate, upon which the water will sit, so the water is directly below the turbine.3. As the water boils, the turbine will spin. * If possible, try to find a way of attaching the turbine to the simple generator from the first

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experiment. If the tube is metal and roughly the same diameter as the nail, it should be possible to connect the experiments allowing the steam to generate some electricity that powers the light bulb.

Once the experiments are completed (or as each one is completed) students will write a few sentences explaining how these same processes are done in a nuclear power generator.

Closure

“Good work today class. You’ve all had a chance to see a generator in action and to build a very simple steam powered turbine. Before that, we discussed how a nuclear power generator works. Now, who can put it altogether for me? How do these experiments and what you heard during the lecture fit together?”

A good answer will explain that as the uranium breaks apart, it produces heat, which boils the water. The steam generated by this process turns the turbine, which spins the magnets inside a coil of wires, which in turn produces electricity.

Student Assessment Students will turn in their answers to the questions about the two experiments, showing an

understanding of how nuclear energy is used to produce electricity inside a power plant.

Lesson Resources Lesson created by: Nicole Charland, Kyle Lewin, and Alex SpoonerInformation and lesson found at: http://amasci.com/amateur/coilgen.html

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Day 4Lesson 4: Pros and Cons Logic Flow: There are pros and cons to using nuclear energy.

Overview: The teacher will lead a brief discussion over the pros and cons of using nuclear energy and whether the effects are good or bad for the environment or the health of the Earth’s population.

Objectives: Students will:□ Discuss the advantages and disadvantages of using nuclear energy.□ Analyze their opinions in light of the information they have learned over the course of the unit.□ Form an opinion on whether or not they believe the risks of nuclear energy outweigh the

rewards or vice versa.

Materials: 1. Bag with Slips of paper

Teacher Preparation: Bring Materials for Lesson

Student Preparation: None

Procedure Steps:

Activity: Have the students get into groups of 4-5 people depending on class size and give out pre-made bags that include inside little slips of paper. These papers will have various facts about nuclear energy and the students will be required to divide them into a pile for pros and a pile for cons. They will discuss with their classmates which item goes where, the reason for its placement, and what specific facts make it an advantage or disadvantage.  They will then fill out a worksheet by listing which items they placed under “Pros” and “Cons.”

Student Assessment: The students will be given a brief quiz on nuclear energy.  Questions will cover very simple explanations of how nuclear energy works as well as the benefits and concerns inherent in its use that were discussed in class.  The final question will be a brief essay asking for the student’s opinion on the use of nuclear energy and what facts helped them form that opinion.

Lesson Resources: Lesson Created by: Nicole Charland, Kyle Lewin, and Alex SpoonerInformation found at: http://members.tripod.com/funk_phenomenon/nuclear/procon.htm http://www.eng.fsu.edu/~azadini/group/website/ http://online.wsj.com/article/SB121432182593500119.html

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Day 5Lesson 5: Project Logic Flow: There are ways to show knowledge about Nuclear Energy.

Overview: Students will work their way through the website provided to expand their knowledge on nuclear energy. Once they have read the different information provided, the students will have a break from learning and enjoy playing some games available on the website.

Objectives: Students will:□ Apply information learned through Unit in website provided. □ Describe one fact about Nuclear Energy they have learned in this Unit. □ Explain the brief process of Nuclear Energy by recording it on paper.

Materials:     1. Computers and the website provided.

Teacher Preparation: Sign up for a computer lab so that each student has their own computer to work on. Provide the students with the website so they are not confused where to go.

Student Preparation: The students will work individual on getting through the website to expand their knowledge and enjoy a few fun games at the end. This allows the students to have fun at the end of their unit.

Anticipatory Set:

“Good Morning class, today we will be expanding your knowledge over nuclear energy even more. After you work through the website provided, you will be allowed to put your knowledge to the test on a few fun games.”

Procedure Steps

1. Rent out a computer lab with enough computers in order for each student to have their own.

2. Provide the students with the website either on paper or on the whiteboard.

3. Let the students get to the website and then work their way through the readings on the website.

4. Give the students enough time to play the games as a reward for their hard work through the unit.

5. Make sure the students leave the computer lab as it was when they entered.

Closure: “Good work today class. That wraps up our unit on nuclear energy. We will have a short quiz now.”

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Student Assessment: Give the students a few open ended questions about how nuclear energy is formed and the pros and cons about nuclear energy to see if the students learned what exactly what we taught them.

Lesson Resources:

Lesson was created by: Nicole Charland, Kyle Lewin, and Alex Spooner

Activity for Nuclear Energy found at: http://www.ne.doe.gov/students/Track_ura.htm

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Bibliography

Beaty, B. (2005, May 16). Ultra-Simple Electric Generator. SCIENCE HOBBYIST. Retrieved November 19, 2011, from http://amasci.com/amateur/coilgen.html

Home . (n.d.). Iowa Core Curriculum. Retrieved November 28, 2011, from http://www.corecurriculum.iowa.gov/Home.aspx

Jr., R. K., Anderson, D., & Azadian, N. (2006, December 13). Nuclear Power Pros and Cons. FAMU-FSU College of Engineering. Retrieved October 19, 2011, from http://www.eng.fsu.edu/~azadini/group/website/

NRC: Lesson Plans - Unit 3: Nuclear Reactors/Energy Generation . (2011, March 12). NRC: Home Page. Retrieved December 1, 2011, from http://www.nrc.gov/reading-rm/basic-ref/teachers/unit3.html

Office of Nuclear Energy. (n.d.). DOE - Office of Nuclear Energy. Retrieved October 15, 2011, from http://www.ne.doe.gov/students/Track_ura.html

Perrin, M. (n.d.). Thermodynamics for Tots to Teens. Engineering Educations Annual Conference & Exposition. Retrieved October 25, 2011, from soa.asee.org/paper/conference/paper-view.cfm?id=21767

The Pros and Cons of Nuclear Energy. (1998, July 6). Nuclear Chemistry. Retrieved October 19, 2011, from http://members.tripod.com/funk_phenomenon/nuclear/procon.htm

Totty, M. (2008, June 30). The Case For and Against Nuclear Power - WSJ.com. The Wall Street Journal. Retrieved October 19, 2011, from http://online.wsj.com/article/SB121432182593500119.html