>> Publications 1994-1996

BACKGROUND

Teaching radioactivity to fourth formers seems to be a challenging task. Students are interested in the "mysterious" and "magical" characteristics of radioactive emissions when such demonstrations are performed in the laboratory. Nevertheless, students do not retain long the content learned while others tend to mix up the sumbols used. To motivate and sustain the interest of the students, an unconventional approach towards this content area is designed.

OBJECTIVES

1. To help the students differentiate between the properties of radioactive particles ( a, b and g ).
2. To assist and reinforce students' understanding and memory of the characteristics of each radioactive emission.
3. To make the lesson on radioactivity more interesting

BENEFITS FOR TEACHING-LEARNING PROCESS

1. The approach, using story-telling follows by a game, facilitates the teaching and learning process.
2. It increases students' motivation and interest in the subject.
3. It promotes active learning.

APPARATUS / MATERIALS NEEDED

White dan coloured manila cards ( blue, red and yellow )

CONSTRUCTION OF TEACHING AIDS

Basically the teaching material is in the form of a chess game which consists of four parts namely :

(i) The chess board
(ii) radioactive particles / rays
(iii) radioactive detection devices , and
(iv) radioadioactive blocking materials.

1. The Chess Board

2. Radioactive Particles / Ray

3. Radioactive Detection Devices

Figure 3
( Blue Cards)

4. Blocking Materials

Figure 4
(Yellow cards)

IMPLEMENTATION

1. Teacher tells the following analogy before going into the game proper:

Fish, rat and bomb are friends, each having its distinc characteristics. The fish is portrayed as relatively easy to control and less harmful. The rat, on the other hand, is mischevious and is able to destroy cardboards, holes on the wood, and it is more agile than the fish. The bomb is the most destructive and hence most harmful of the three. (Teacher then helps to map the fish-rat-bom analog to the target concepts of alpha, beta and gamma)

2. The game is played in pairs or groups.

3. The two players or groups, depending on whether it is played individually or in groups, consist of :

(a) the 'emitter'
(b) the 'scientist'

4. The game is considered won by the 'scientist' if he / she is successful in containing the spread of all the radioactive emissions before the residential areas are affected.

5. The game is considered won by the 'emitter' if the emission spreads to the residential areas.

PROSEDURE OF THE GAMES

1. Two of the 8 radioactive emission pieces (i.e. 3 alph , 3 beta, and 2 gamma pieces) are picked at random and put aside. The "scientist' does not know which two are being put aside. The remaining 6 pieces are placed face down at the six innermost rings of the chessboard.

2. The 'emitter' must know the identity of all cards on the chessboard.

3. One of the 'emitters' starts with the initial movement of a radioactive emission one step outward.

4. The 'scientist' follows with a radioactive detection device to identify the emission. The 'emitter' will give a response.

5. The 'scientist', based on his deduction from his detection device, tries to put a stop to further movement of the emission towards residential areas.

6. If the blocking material used succeeds in stoping the movement, the emission piece will be turned over to confirm its nature. The game continues for the rest of the radioactive pieces until all of them are blocked.

7. If the blocking material used does not succeed in stoping the movement, the emitter will move a step further outward. The game continues with the repetition of steps 5 and 6 until it is blocked.

The game can be modified at different levels of difficulties by removing one or two blocking materials or detecting devices at random at the beginning of the game or with the radioactive
emission pieces starting at second set of the inner rings signifying the spread of radioactive emissions before the accident is discovered. Other variations can be considered too.

SUGGESTIONS FOR MODIFICATION

1. Sufficient set of materials is encouraged so that all students have a chance to play. Should the students play in groups, monitor for equal participation (i.e. having all students within the group to take turn and talk about his/her ideas/decision before compromising for a consensus).

2. The 'scientist' (or "scientists", if play in groups) should be encouraged to verbalize his thoughts or reasonings as to why a certain detection device is chosen.