US EPA Radiation Education Activities Radiation Exposure


UX EPA Radiate Educate Activities.

Kadiaii°n Expire

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U.S. EPA Radiation Education Activities:

Radiation Exposure

Radiation is energy that travels in the form of waves and makes up the electromagnetic
spectrum. The electromagnetic spectrum is divided into two major categories: ionizing radiation
and non-ionizing radiation.

Target Audience and Activity Topics

The Radiation Exposure activities are designed to help students understand the properties of
ionizing and non-ionizing radiation. With this understanding, students will be able to identify
sources of non-ionizing and ionizing radiation in our world. Students will also examine how they
may be exposed to ionizing radiation, evaluate the benefits and risks associated with radiation
exposure, and identify situations in which they may choose to control or limit their exposure to
ionizing radiation. Students will learn about the penetrating powers of different types of radiation
and with this knowledge they can correct the myths associated with radiation exposure.

NOTE: The term "radiation" used in the activities generally refers to ionizing radiation unless
otherwise indicated.

Activity Times

All U.S. Environmental Protection Agency (EPA) Radiation Education Activities can be used
individually or modified and combined to create multiple lessons. Activity options allow you to
customize the activities to fit the time you have available (e.g., 1-2 class periods) and meet the
needs and interests of your students.

The time needed to complete activities is between 45-60 minutes, not including optional
activities or extensions.

Next Generation Science Standards

The concepts within these activity sets can be used to support the following science standards:

• PS4. Waves and Electromagnetic Radiation

• LS2. Matter and Energy in Organisms and Ecosystems

Common Core State Standards (CCSS)

The concepts in the Vocabulary Activities align with the following CCSS English Language Arts
Standards for Literacy in History/Social Studies, Science, & Technical Subjects:

• Key Ideas and Details: CCSS.ELA-LITERACY.RST.6-12.2

• Craft and Structure: CCSS.ELA-LITERACY.RST.6-12.4

• Vocabulary Acquisition and Use: CCSS. ELA-LITERACY.L.6-12.6

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Table of Contents

Radiation Exposure: Teacher Background Information	4

Radiation Exposure Vocabulary Activities	7

Activity 1: Types of Radiation	10

Radiation Types and Sources Worksheet	13

Radiation Worksheet	14

Radiation Worksheet Teacher Answer Key	16

Radiation Sources in Our Community Worksheet	17

Radiation Sources in Our Community Teacher Answer Key	18

Activity 2: Sources of Annual Radiation Exposure	19

Annual Radiation Exposure — 1987	22

Annual Sources of Radiation Exposure Pie Chart	23

Annual Radiation Exposure — 2009	24

NCRP Sources of Radiation Exposure—2009	25

Relative Doses from Radiation Sources	26

Activity 3: Penetrating Powers of Ionizing Radiation	27

Penetrating Powers of Ionizing Radiation Worksheet	30

Penetrating Powers of Ionizing Radiation Teacher Answer Key	31

Penetrating Powers of Ionizing Radiation Image	32

Activity 4: Exposure Pathways	33

Activity 5: Radiation Health Effects	36

Activity 6: Acute versus Chronic Exposure	38

Acute versus Chronic Exposure Worksheet	40

Activity 7: Radiation: Fact or Fiction?	41

Superheroes Worksheet	44

Superheros Teacher Answer Key	45

Radiation: Fact or Fiction? Quiz	46

Radiation: Fact or Fiction? Teacher Answer Key	47

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Radiation Exposure: Teacher Background
Information

Radiation is part of our daily lives, it is all around us and has been present since the birth of this
planet. Two main types of radiation — non-ionizing and ionizing — form the electromagnetic
spectrum. We are routinely exposed to naturally occurring (background) radiation that comes
from outer space, the sun, the ground, and even from within our own bodies, as well as man-
made sources of ionizing and non-ionizing radiation.

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Ionizing

Extremely
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Low Frequency

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Non-Ionizing Radiation

Non-ionizing radiation includes both low frequency radiation and moderately high frequency
radiation, including radio waves, microwaves and infrared radiation, visible light, and lower
frequency ultraviolet radiation. Non-ionizing radiation has enough energy to move around the
atoms in a molecule or cause them to vibrate, but not enough to remove electrons

Non-ionizing radiation is used in many common tasks. We use:

• Microwave radiation for telecommunications and heating food.

• Infrared radiation for infrared lamps to keep food warm in restaurants.

• Radio waves for radio broadcasting.

High frequency sources of non-ionizing and ionizing radiation (such as the sun and ultraviolet
radiation) can cause burns and tissue damage with overexposure.

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Ionizing Radiation

Ionizing radiation includes higher frequency ultraviolet radiation, x-rays and gamma rays.

Ionizing radiation has enough energy to break chemical bonds in molecules or remove tightly
bound electrons from atoms, creating charged molecules or atoms (ions).

Ionizing radiation can pose a health risk by damaging tissue and DNA in genes. The amount of
damage depends on the type of radiation, the exposure pathway, the radiation's energy, and the
total amount of radiation absorbed. Because damage is at the cellular level, the effect from
small or even moderate exposure may not be noticeable. Most cellular damage is repaired.
However, some cells may not recover as well as others and could become damaged or
cancerous. Radiation also can kill cells.

Sources of Radiation Exposure

The word "radiation" generally brings to mind man-made sources of ionizing radiation such as
nuclear power plants, nuclear weapons or medical procedures, tests and treatments. However,
we are routinely exposed to:

• Natural (background) radiation including naturally occurring ionizing and non-ionizing
radiation sources from outer space, the sun, the ground, and even from within our own
bodies.

• Man-made ionizing and non-ionizing sources such as smoke detectors, microwaves, cell
phones and electrical power lines.

Exposure Pathways and Contamination

The three basic radiation exposure pathways are:

• Direct or external exposure (radioactive substances
coming into contact with the skin).

• Inhalation (breathing radioactive gases, smoke,
dust or particles into the lungs).

• Ingestion (eating or drinking substances that
contain radioactive elements).

Contamination occurs when a person makes direct contact
with, ingests or inhales radioactive materials.

Contamination may occur when radioactive materials are
released into the environment as the result of an accident,
an event in nature or an act of terrorism. After direct
contact, people and personal property must be decontaminated.

Penetrating Power of Ionizing Radiation

When radioactive atoms decay, they give off energy in the form of ionizing radiation. The major
types of ionizing radiation emitted during radioactive decay are alpha particles, beta particles
and gamma rays. Other types, such as x-rays, can occur naturally or be machine-produced.

Alpha particles lack the energy to penetrate even the outer layer of skin, so exposure to the
outside of the body is not a major concern. Inside the body, however, they can be very harmful.
If alpha-emitters are inhaled, swallowed, or get into the body through a cut, the alpha particles
can damage sensitive living tissue. The way these large, heavy particles cause damage makes
them more dangerous than other types of radiation. The ionizations they cause are very close

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together — they can release all their energy in a few cells. This results in more severe damage
to cells and DNA.

Beta particles are more penetrating than alpha particles but are less damaging to living tissue
and DNA because the ionizations they produce are more widely spaced. They travel farther in
air than alpha particles, but can be stopped by a layer of clothing or by a thin layer of a
substance such as aluminum. Some beta particles are capable of penetrating the skin and
causing damage such as skin burns. However, as with alpha-emitters, beta-emitters are most
hazardous when they are inhaled or swallowed.

Gamma rays are a radiation hazard for the entire body. They can easily penetrate barriers, such
as skin and clothing that can stop alpha and beta particles. Gamma rays have so much
penetrating power that several inches of a dense material like lead or even a few feet of
concrete may be required to stop them. Gamma rays can pass completely through the human
body easily. As they pass through, they can cause ionizations that damage tissue and DNA.

Health Effects of Radiation Exposure

Low frequency sources of non-ionizing radiation are not known to present health risks. High
frequency sources of non-ionizing radiation (such as the sun and ultraviolet radiation) can cause
burns and tissue damage with overexposure.

Ionizing radiation can damage living tissue by changing cell structure and damaging DNA. The
amount of damage depends on the type of radiation, the exposure pathway, the radiation's
energy and the total amount of radiation absorbed.

Children are more sensitive to ionizing radiation than adults because children are still in the
process of growing. There are more cells dividing and a greater opportunity for radiation to
disrupt the growth process. Recent U.S. Environmental Protection Agency (EPA) radiation
protection standards take into account the differences in sensitivity due to age and gender.

How Do We Know Ionizing Radiation Causes Cancer?

The greatest risk from exposure to ionizing radiation is cancer. Much of our knowledge about
the risks is based on studies of more than 100,000 survivors of the atomic bombs in Hiroshima
and Nagasaki, Japan, at the end of World War II. Studies of radiation industry workers and
people receiving large doses of medical radiation are also important sources. Scientists learned
many things from these studies, including:

• The higher the radiation dose, the greater the chance of developing cancer.

• The chance of developing cancer (not the seriousness or severity of the cancer)
increases as the radiation dose increases.

• Cancers caused by radiation do not appear until years after the radiation exposure.

• Some people are more likely to develop cancer from radiation exposure than others.

Additional Resources:

• RadTown USA: www.epa.gov/radtown

• Radiation: Non-Ionizing and Ionizing: www.epa.gov/radiation/understand

• Radiation: Facts, Risks and Realities: www.epa.gov/radiation/docs/402-k-10-008.pdf

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Rgdiati°n Expire Vocabulary Activities

The concepts surrounding radiation can be complex. By conducting a vocabulary activity before
beginning an activity or series of activities, students will have a shared base knowledge.

Materials and Resources

•	Vocabulary Materials document.

•	Materials noted in activity suggestions.

Common Core State Standards (CCSS)

The concepts in this activity align with the following CCSS English Language Arts Standards for
Literacy in History/Social Studies, Science, & Technical Subjects:

•	Key Ideas and Details: CCSS. ELA-LITERACY.RST.6-12.2

•	Craft and Structure: CCSS.ELA-LITERACY.RST.6-12.4

•	Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.6-12.6

Vocabulary by Activity

Activity 1: Types of
Radiation

•	Atom • Ionizing radiation

•	Electromagnetic spectrum • Non-ionizing radiation

•	DNA • Radiation

•	Gamma rays • X-rays

Activity 2: Sources of
Annual Radiation
Exposure

•	Cosmic radiation • Radiation

•	Dose (optional) • Radon

•	Ionizing radiation • Rem (optional)

•	Man-made radiation • Terrestrial radiation

•	Natural (background)
radiation

Activity 3: Penetrating
Powers of Ionizing
Radiation

•	Alpha particles • Ionizing radiation

•	Beta particles • Radiation

•	Direct exposure • Radiation exposure

•	Exposure pathways • Radiation protection

•	Gamma rays • Radioactive contamination

•	Ingestion • X-rays

•	Inhalation

Activity 4: Exposure
Pathways

•	Alpha particles • Man-made radiation

•	Beta particles • Natural (background) radiation

•	Direct exposure • Radiation

•	Gamma rays • Radiation exposure

•	Ingestion • Radiation protection

•	Inhalation • X-rays

•	Ionizing radiation •

E

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Activity 5: Radiation
Health Effects

•	Alpha particles • Ionizing radiation

•	Beta particles • Man-made radiation

•	Direct exposure • Natural (background) radiation

•	Gamma rays • Radiation

•	Ingestion • Radiation exposure

•	Inhalation • X-rays

Activity 6: Acute versus
Chronic Exposure

•	Alpha particles • Ionizing radiation

•	Beta particles • Man-made radiation

•	Direct exposure • Natural (background) radiation

•	Gamma rays • Radiation

•	Ingestion • Radiation exposure

•	Inhalation • X-rays

Activity 6: Acute versus
Chronic Exposure

•	Alpha particles • Ionizing radiation

•	Beta particles • Man-made radiation

•	Direct exposure • Natural (background) radiation

•	Gamma rays • Radiation

•	Ingestion • Radiation exposure

•	Inhalation • X-rays

Activity 7: Radiation:
Fact or Fiction?

•	Ionizing radiation • Radioactive atom

•	Radiation • Radioactive material

•	Radiation exposure • Radiation exposure

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Activity Suggestions

•	Identifying images.

o Print the applicable images from the Vocabulary Materials document,
o Display the images around the room or spread them out in an open area on the floor,
o Pronounce the vocabulary words one at a time. NOTE: You can provide the

definition of the given word at this time or after students have identified the words,
o Have students take turns identifying the words in an active manner. Suggestions
include having students move to and identify the correct image, use a flashlight to
point to the correct image (review safety rule: never shine the light in another
person's eyes), drive a remote control car to the correct image, or throw a bean bag
to land on the correct image.

•	Matching words and images.

o Print the applicable words and images from the Vocabulary Materials document,
o Give each student a vocabulary word or image. Options: Fold or ball up the copies
and let each student select one. Have students trade their copy with another student
once or twice. NOTE: You may need an even number of participants,
o Direct students to find the person with the matching word or image,
o Review the matches to confirm they are correct,
o Pronounce each word and provide a definition.

•	Spelling the words.

o Print the applicable words and images from the Vocabulary Materials document,
o Display the words and images,
o Pronounce each word and provide a definition,
o Conduct a spelling activity:

¦	Have students create a word scramble or word find activity, trade papers and
complete the activity.

¦	Play spelling basketball. Divide the class into two teams. Pronounce a
vocabulary word. Have a student (alternating between teams) spell or write the
word on the board. Students that spell the word correctly are given an
opportunity to shoot a basket (use a trash can) with a ball of paper (ball) from a
designated distance (or varying distances for a different number of points). The
team that scores the most points wins. You can have students provide a
definition for extra points.

•	Creating definitions.

o Print the applicable words and images from the Vocabulary Materials document,
o Display the vocabulary words and images,
o Pronounce the vocabulary words.

o Have students work in pairs or small groups to hypothesize and create a definition

for each vocabulary word,
o Options: Direct one student from each pair/group to rotate and join another

pair/group or have two pairs/groups join together. Direct the newly formed groups to
compare their definitions and modify them if desired,
o Review each pair/group's definitions, have students discuss what they
agree/disagree with and share the accurate definition.

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Activity 1: TypeJ °f Radiati°n

Objectives

Students will:

•	Differentiate between non-ionizing and ionizing radiation.

•	Explore real-world sources of each.

•	Gain an increased awareness of their everyday exposure to radiation.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standard:

•	PS4. Waves and Electromagnetic Radiation.

Materials and Resources

•	Radiation Exposure: Teacher Background Information,

•	Vocabulary Materials.

•	Radiation Types and Sources Worksheet (one per student, pair or group or group).

•	Electromagnetic Spectrum image (included in the Radiation Exposure: Teacher
Background Information or the Vocabulary Materials); display with computer and
projector.

•	Radiation Worksheet (one per student, pair or group or group) and Radiation Worksheet
Teacher Answer Key.

•	Marbles — approximately eight to ten marbles per group. Use unique sizes or colors
with one marble representing the nucleus, five marbles representing electrons and the
remaining two to four marbles representing radiation (e.g., one white, five blue and two
to four red marbles).

•	Radiation Sources in Our Community Worksheet (one per student, pair or group) and
Radiation Sources in Our Community Teacher Answer Key (optional activity or
extension).

•	Student computers with Internet access (optional).

Time

45-60 minutes, not including optional activities or extensions.

Vocabulary

•	Atom

•	Electromagnetic spectrum

•	DNA

•	Gamma rays

•	Ionizing radiation

•	Non-ionizing radiation

•	Radiation

•	X-rays

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Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Ask students to hypothesize whether all sources of radiation are the same or different. For
example, have students explain whether there is a difference between the radiation from a
cellphone, the radiation from the sun, and the radiation used in x-ray machines.

3. Distribute the Radiation Types and Sources Worksheet. Explain that radiation is energy that
travels in the form of waves or high speed particles (photons) and makes up the
electromagnetic spectrum in the form of non-ionizing and ionizing radiation. The energy of
the radiation shown on the spectrum increases from left to right as the frequency rises.

4. Direct students to cut out the radiation source images and place them under the matching
type of radiation on the electromagnetic spectrum. Alternatives:

• Have students label each source image with the matching type of radiation.

• Have eight students write a type of radiation on a sheet of paper (extremely low
frequency radiation to gamma rays) and line up in the order of the electromagnetic
spectrum. Provide nine other students with a radiation source image (use those provided
or larger images of these items) and have them line up accordingly with the students
representing the electromagnetic spectrum.

5. Display the Electromagnetic Spectrum image (included in the Radiation Exposure: Teacher
Background Information or the Vocabulary Materials) so students can use it to check their
work.

6. Distribute the Radiation Worksheet and direct students to complete the demonstrations and
record their observations. Students should complete the critical thinking questions following
the demonstrations. A Radiation Worksheet Teacher Answer Key has been provided.

• Demonstration A shows that non-ionizing radiation can cause atoms to vibrate and
move. A potential effect is heat generated from the vibration or movement. You can
prompt students to think about how we use microwaves to heat our food or how cell
phones get warm with use.

• Demonstration B shows that ionizing radiation can change the structure of an atom by
breaking chemical bonds in molecules or removing tightly bound electrons from atoms
and creating charged molecules or atoms (ions). A potential effect is cell or DNA
damage when this occurs.

7. Have students share their responses.

8. Conclude by explaining that people often view ionizing radiation as harmful. However, it is
all around us and has been present since the birth of our planet. As a result, our bodies are
adapted to some degree of radiation exposure and have developed mechanisms for
repairing cell damage from radiation exposure. Health risks and the amount of cell damage
depends on the type of radiation, the exposure pathway, the radiation's energy and the total
amount of radiation absorbed.

9. Optional activities or extensions: Direct students to identify sources of radiation in their
community and determine whether they are sources of non-ionizing and/or ionizing
radiation.

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•	Provide students with the Radiation Sources in Our Community Worksheet. Direct them
to identify the location of the radiation sources and indicate whether they are a source of
non-ionizing radiation, ionizing radiation or both. Students can refer to the RadTown
USA website (www.epa.gov/radtown). A Radiation Sources in Our Community Teacher
Answer Key is provided.

•	Direct students to tour their school, home and/or community and identify sources of
radiation. Have them generate the list of identified sources by energy range (e.g., radio,
microwave, ultraviolet or x-ray) in the electromagnetic spectrum and type (e.g., non-
ionizing radiation, ionizing radiation or both).

•	Have students research and debate the effects of non-ionizing radiation (e.g., use of
microwaves and cellphones).

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Radiation Types and Sources Worksheet

Name:	 Date:	

Radiation is energy that travels in the form of waves or high speed particles (photons) and
makes up the electromagnetic spectrum . Radiation within the electromagnetic spectrum is
divided into two major categories: ionizing radiation and non-ionizing radiation.

Electromagnetic Spectrum

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Ultraviolet

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Gamma
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Low Frequency

Higw "Frequency

Sources of Radiation

Cut out the sources of radiation images. Place them on the electromagnetic spectrum under the
appropriate type of non-ionizing or ionizing radiation. Some types of radiation may have more
than one source image.

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Radiation Worksheet

Name:

Date:

The images and demonstrations represent the effects of radiation when it is absorbed by atoms
(represented by the white circles). Complete the demonstrations, record your observations and
answer the questions.

Image A: This type of radiation
can cause atoms to vibrate and
move.

Radiation

Demonstration A:

1. Place your hands together. Your hands represent
atoms.

2. Rub them against each other for 10 to 20 seconds.

3. Observe and record what happens to the "atoms" and
the potential effects.

Image B: This type of radiation
can change the structure of an
atom by removing tightly bound
electrons from atoms.

Radiation

Demonstration B:

Equipment: 8 to 10 marbles. Select one marble to

represent an atom nucleus. Select five marbles to

represent electrons that surround the atom nucleus.

Select two to four marbles to roll at the atom.

1. Place one marble (representing the nucleus of an
atom) on a level surface.

2. Place five marbles tightly around the "nucleus"
marble. The five marbles represent electrons. You
now have a marble atom.

3. Roll one marble at a time at the "atom" and try to
move, or knock away, an "electron."

4. Observe and record what happens to the atom
nucleus and the potential effects.

Questions:

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2. Does image and demonstration B represent the effects of non-ionizing or ionizing radiation?
Consider the effects you observed and what you know about these types of radiation in the
electromagnetic spectrum. How might this type of radiation affect our bodies?

3. Why do you need to be aware of and understand the difference between non-ionizing and
ionizing radiation and their effects?

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Radiation Worksheet Teacher Answer Key

1. Does image and demonstration A represent the effects of non-ionizing or ionizing radiation?
Consider the effects you observed and what you know about these types of radiation in the
electromagnetic spectrum. How might this type of radiation affect our bodies? Non-ionizing
radiation. Low frequency sources of non-ionizing radiation are not known to present
health risks. High frequency sources of ionizing radiation (such as the sun and
ultraviolet radiation) can cause burns and tissue damage with overexposure.

4. Does image and demonstration B represent the effects of non-ionizing or ionizing radiation?
Consider the effects you observed and what you know about these types of radiation in the
electromagnetic spectrum. How might this type of radiation affect our bodies? Ionizing
radiation. It can damage living tissue by changing cell structure and damaging DNA.
Children are more sensitive to ionizing radiation than adults because children are still
in the process of growing. There are more cells dividing and a greater opportunity for
radiation to disrupt the growth process.

2. Why do you need to be aware of and understand the difference between non-ionizing and
ionizing radiation and their effects?

Answers may vary, but students should be aware that ionizing radiation can affect
atoms in living things and pose a health risk. Therefore, we may need to take
measures to limit our exposure to ionizing radiation. Non-ionizing radiation does not
typically pose a health risk. However, higher frequency forms of non-ionizing
radiation such as the sun and ultraviolet lights can burn our skin or damage our eyes.

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Radiation Sources in Our Community Worksheet

Name:	 Date:	

Review the following sources of radiation and indicate where you might encounter them, such
as outdoors, in specific buildings or in certain work settings. Indicate whether the source is non-
ionizing radiation, ionizing radiation or both.

0	_ .. ..	it-	Non-Ionizing, Ionizing Radiation

Sources of Radiation	Locations	a' _ .. a

or Both

Ultraviolet (UV) light





Security scanners





Computed tomography
(CT) scanners





Cosmic radiation





Electric and magnetic
fields (EMF)





Antique clocks and
watches that glow in
the dark





Radon





Tritium exit signs





Ionizing smoke
detectors





Radioactive waste from
abandoned uranium
mines





Wireless technology





Nuclear moisture and
density gauges





Cigarettes/radiation in
tobacco





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Radiation Sources in Our Community Teacher
Answer Key

Sources of Radiation

Location(s)

Non-Ionizing and/or Ionizing
Radiation

Ultraviolet (UV) light

Outdoors, hospitals, tanning
salons and certain jobs (e.g.,
welding or research)

Sun, medical uses and certain
jobs: Both

Tanning beds: Non-ionizing

Security scanners

Airports, courthouses and
other buildings

Ionizing

Computed
tomography (CT)
scanners

Hospitals, clinics,
medical/digital imaging
diagnostic labs, and some
veterinary offices

Ionizing

Cosmic radiation

Airplanes and outdoors

Ionizing

Electric and magnetic
fields (EMF) from
power lines

Near power lines and in all
buildings with electrical
devices and electrical outlets

Non-ionizing

Antique clocks and
watches that glow in
the dark

Homes, antique stores and
flea markets

Ionizing

Radon

Outdoors and in some
buildings; radon may also be
encountered through drinking
water and soil

Ionizing

Tritium exit signs

Many commercial and public
buildings, as well as landfills

Ionizing

Ionizing smoke
detectors

Many homes, schools and
commercial and public
buildings

Ionizing. Ionizing smoke
detectors use a small amount
of radioactive material to
detect smoke. Photoelectric
smoke detectors use a light
source.

Radioactive waste
from abandoned
uranium mines

Water, buildings, soil and the
air may be contaminated by
radioactive waste

Ionizing

Wireless technology

Many homes, commercial and
public buildings

Non-ionizing

Nuclear moisture and
density gauges

Construction sites

Ionizing

Cigarettes/radiation in
tobacco

Homes or designated
smoking areas

Ionizing; naturally-occurring
radioactive minerals
accumulate on tobacco leaves

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Activity 1:purees °f Annual Radiati°n Expire

Objectives

Students will:

•	Predict and graph Americans' annual exposure to natural (background) and man-made
radiation sources.

•	Compare their predictions to data from the National Council on Radiation Protection and
Measurements (NCRP).

•	Define and classify sources of radiation exposure.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standard:

•	PS4. Waves and Electromagnetic Radiation.

Materials and Resources

•	Radiation Exposure: Teacher Background Information.

•	Vocabulary Materials,

•	Annual Radiation Exposure — 1987 and 2009 pie charts; display using computer and
projector.

•	Annual Sources of Radiation Exposure Pie Chart (one per student, pair or group).

•	Colored pens, pencils or markers.

•	NCRP Sources of Radiation Exposure — 2009 pie chart (optional).

•	Relative Doses from Radiation Sources diagram (optional).

•	Student computers with Internet access (optional)

Time

45-60 minutes, not including optional activities or extensions.

Vocabulary

•	Cosmic radiation

•	Dose (optional)

•	Ionizing radiation

•	Man-made radiation

•	Natural (background) radiation

•	Radiation

•	Radon

•	Rem (optional)

•	Terrestrial radiation

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Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Ask students whether we can control our exposure to radiation? The answer is both "no"
and "yes." Radiation can come from natural and man-made sources. Natural
(background) radiation is all around us and has been since the earth formed. We
cannot control our exposure to natural cosmic (from space) radiation and terrestrial
(from the ground) radiation. When made aware of the presence of radiation through
testing or monitoring results, warning signs, labels and notices, we can make choices
that limit our exposure. For example, people can fix high radon levels in homes,
distance themselves from radioactive sources, and wear protective equipment and
follow regulations when handling or being near a radiation source.

3. Explain that the word "radiation" generally brings to mind nuclear power plants, nuclear
weapons, or medical procedures, tests and treatments. However, radiation is part of our
daily lives. Our bodies are well adapted to handle some exposure to radiation. We can also
benefit from some sources of radiation in moderation, such as the sun. There are benefits
from the use of x-ray machines that can tell us if something is wrong within our body and
other medical radiation sources used to treat diseases like cancer.

4. Share the Annual Radiation Exposure — 1987 pie chart. Explain to students that are
unfamiliar with a pie chart that pie charts are circular graphs divided into sections that
represent parts of the whole. Explain that the pie chart is based on data the NCRP collected
in 1987. The chart shows that Americans' average annual exposure to radiation in 1987
came from 82 percent of natural (background) radiation and 18 percent of man-made
radiation. The pie chart is further broken down to show exposure by more specific sources
of natural and man-made radiation.

5. Provide students with the Annual Sources of Radiation Exposure Pie Chart. Review the
example provided and the directions. Answer any questions. NOTE: Students can include
the different types of natural and man-made radiation in the pie chart for more complexity if
desired.

6. Display students' pie charts and the Annual Radiation Exposure — 2009 pie chart. Have
students compare their pie charts to the 2009 pie change and discuss:

• How their pie chart compares to or differs from their classmates' pie charts and the
NCRP's 2009 pie chart.

• Reasons for any large differences.

7. Conclude by having students answer the following questions (verbally or in writing):

• What differences do you see between the 1987 and 2009 pie charts? What do you think
are the reasons for those differences?

• What information was most surprising to you?

• Did this activity confirm or change your perceptions and beliefs about radiation
exposure? Explain your response.

8. Optional activities or extensions:

• Explain that, in the United States, radiation exposure is usually expressed in units called
rems or millirems (mrem). (1000 mrem = 1 rem). In 1987, the NCRP found that

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Americans were exposed to 320 mrem per year from all sources of radiation. In 2009 the
exposure rate increased to 620 mrem per year. Have students:
o Examine the Relative Doses from Radiation Sources diagram. Identify potential
sources that can increase a person's exposure to radiation (e.g., certain medical
procedures or living in areas with higher than average radon levels),
o Have students examine the Annual Radiation Exposure - 1987, Annual

Radiation Exposure - 2009 and NCRP Sources of Radiation Exposure—2009
pie charts and discuss the changes that have led to the average increase in
radiation exposure from 320 to 620 mrem per year. Note the significant increase
in medical radiation and the types of medical radiation used,
o Consider the increased use of medical radiation to detect and treat diseases and
discuss whether the benefits outweigh the potential risks of exposure.

•	Have students complete a pie chart based on their prediction of Americans' exposure to
natural (background) and man-made radiation in the next 10 or 20 years.

•	Have students calculate their personal radiation dose and compare it with the 2009
average of 620 mrem. Visit EPA's Dose Calculator here:
www.epa.gov/radiation/understand/calculate.html

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Annual Radiation Exposure— 1987

Based on data from NCRP Report No 93, 1987, with permission of the National Council on
Radiation Protection and Measurements, NCRPonline.org.

Man-Made
16%

ITerrptrjal

6%

Natural
(Background)

61%

Medical
1 5% oThei

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Annual Sources of Radiation Exposure Pie Chart

Name:

Date:

Pie charts show data in the form of sections, or parts, of a whole. The pie chart example shows
three parts (50%, 26% and 24%) that add up to the whole (100%).

In 2009 the National Council on Radiation Protection and Measurements (NCRP) examined
Americans' annual exposure to radiation. Hypothesize the amount of natural and man-made
radiation Americans were exposed to by dividing the pie chart into two parts. Label each part
according to its percentage of the whole. Make sure the two slices total 100%. Color each part
(and the corresponding box in the legend) with a different color or pattern.

Pie Chart Example

Pie Chart Legend

Natural (Background) Radiation
Man-Made Radiation

J

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Annual Radiation Exposure — 2009

Based on data from NCRP Report No 160, 2009, with permission of the National Council on
Radiation Protection and Measurements, NCRPonline.org.

Natural
(Packcround)

S°%

Man-Made

r

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NCRP Sources of Radiation Exposure—2009

Reprinted from: NCRP Report No. 160, 2009, with permission of the National Council on
Radiation Protection and Measurements, NCRPonline.org.

Space
(background)
Internal	(5 %)

(background)

(5 %)

Terrestrial
(background)

(3 %)

Computed tomography
(medical) (24 %)

Radon & thoron
(background) (37 %)

Industrial (<0.1 %)

Occupational (<0.1 %)

Nuclear medicine
(medical) (12 %)

Consumer (2 %)

Conventional radiography / fluoroscopy
(medical) (5 %)

Interventional fluoroscopy
(medical) (7 %)

Description of Medical Terms:

•	Computed tomography (CT): A medical imaging procedure that uses x-rays to show
cross-sectional images of the body. Also called computerized axial tomography (CAT)
scanning.

•	Interventional fluoroscopy: The use of ionizing radiation to guide small instruments
such as catheters through blood vessels or other pathways in the body.

•	Conventional radiography and fluoroscopy: Radiography is the use of x-ray
machines by doctors and dentists to view the human body. Fluoroscopy is a medical
technique used by doctors to take real-time moving images of internal structures in the
body by placing a patient between a fluorescent screen and an x-ray source.

•	Nuclear medicine: Radioactive elements or tracers that are given intravenously or
orally. A gamma camera detects gamma rays emitted by the tracer. These data are fed
into a computer where they are used to produce images and other information about the
body's organ system.

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Relative Doses from Radiation Sources

From: www.epa.gov/radiation/understand/perspective.html

Millirem Doses

Radon In average horn*

200 millirem
(annuo!)

Diagnostic radiology

50 millirem
(annual)

Mammogram

30 miiilrom
(single procedure)

Cosmic radioactivity

27 millirem
(annual)

0

@



Gastrointestinal ssrias

1,400 miltiram
(Single procedure)

Cosmic radiation living
In Denver

50 millirem
(annual)

Natural radioactivity
in the body

40 millirem
(annual)

» Terrestrial radioactivity

28 millirem
(annual)

Cosmic radiation living
at sea level

24 millirem (annual)

Chest x-ray

4 mlilirem
(single procedural

Living near a nuclear
power station

< 1 mi Hi rem on average
(annual)

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Activity 3: Penetrating P°wers °f I°niz,ing Radiati°n

Objectives

Students will:

• Predict whether each type of ionizing radiation has the ability to penetrate, or pass
through, our skin and body.

• Demonstrate the penetrating powers of ionizing radiation.

• Consider how we are exposed to radiation and how we can limit our exposure.

• Differentiate between radiation exposure and radiation contamination.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standard:

• PS4. Waves and Electromagnetic Radiation.

Materials and Resources

• Radiation Exposure: Teacher Background Information,

• Vocabulary Materials.

• Penetrating Powers of Ionizing Radiation Worksheet demonstration materials:

o Cardboard box (for a class demonstration or one box per group) with several holes in
one side or a side covered with plastic mesh (from a hobby or hardware store); the
holes/mesh size should be relative to the "beta particle" representations,
o Light objects to represent beta particles (e.g., a ping pong ball or small beads if using
mesh). Some, but not all, of the objects should be able to fit through the cardboard or
mesh holes. Mark objects with a negative symbol (-) to represent the negative
charge of a beta particle if possible,
o Larger beads or objects (e.g., a baseball or larger beads) to represent alpha

particles. The objects should be heavier than the "beta particles" and not fit through
the cardboard or mesh holes. Mark objects with a positive symbol (+) to represent
the positive charge of an alpha particle if possible,
o Flashlight to represent x-rays and gamma rays.

• Penetrating Powers of Ionizing Radiation Worksheet (one per student, pair or group) and
Penetrating Powers of Ionizing Radiation Teacher Answer Key.

• Penetrating Powers of Ionizing Radiation Image.

Time

45-60 minutes.

Vocabulary

Alpha particles
Beta particles
Direct exposure
Exposure pathways
Gamma rays
Ingestion
Inhalation

Ionizing radiation
Radiation

Radiation exposure
Radiation protection
Radioactive contamination
X-rays

—1 — 1

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Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions. NOTE: When defining
alpha particles, beta particles, gamma rays and x-rays, do not include the penetrating
powers and how they can be stopped.

2. Distribute the Penetrating Powers of Ionizing Radiation Worksheet to students. Direct
students to read and complete the first question.

3. Discuss students' predictions and reasons for their predictions.

4. Explain that the students are going to help you demonstrate the penetrating powers of
radiation, or the ability of radiation to pass through our skin and body.

5. Show students the alpha particle, beta particle, x-ray and gamma ray representations (see
Materials and Resources for appropriate objects).

6. Ask for several student volunteers if conducting a class demonstration, or provide direction
to students if having them conduct the demonstration in groups.

• Explain that the cardboard box or mesh represents our skin.

• Have at least two students try to toss the alpha particles (larger object like baseball or
large beads) through the cardboard holes or pour them over the mesh. If tossing the
alpha particles, direct at least one student to toss the alpha particle lightly so that it falls
short of the cardboard box.

• Ask students to think about what they saw and hypothesize why this occurred and how
this relates to exposure to alpha particles. Alpha particles are heavy and may lack the
energy to reach you and penetrate the outer dead layer of skin.

• Have several students try to toss beta particles (smaller object like ping pong ball or
small beads) through the cardboard holes or pour beta particles through the mesh.

Some should make it through and some not. Ask students to hypothesize what occurred
and how this relates to exposure to beta particles. The speed of individual beta
particles depends on how much energy they have, and varies over a wide range.
Some beta particles may have enough energy to penetrate our skin while others
may not.

NOTE: Alpha and beta particles may not have enough energy to penetrate skin or
clothing, but if inhaled or ingested, alpha and beta particles can transfer large
amounts of energy to surrounding tissue and damage cells. Radiation exposure
can serve as a benefit; for example, in controlled situations when it is used to
diagnose and treat diseases. In uncontrolled situations, like high radon levels in a
home, radiation can pose health risks and concerns.

• Ask a student to (or you) shine the x-ray and gamma ray representation through the
cardboard or mesh. Be sure to turn the box so it's facing the students and they can see
the light shining through the holes/mesh or open the back side of the box so they can
see the light shining through. Make sure the light is not directed toward another person.
Ask students to hypothesize what occurred and how this relates to exposure to x-rays
and gamma rays. X-rays and gamma rays are the most energetic. They can penetrate
and pass through many kinds of materials, including our bodies.

7. Direct students to answer the remaining questions on the Penetrating Powers of ionizing
Radiation Worksheet.

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8.	Discuss students' responses using the Penetrating Powers of Ionizing Radiation Teacher
Answer Key. You can also share the Penetrating Powers of ionizing Radiation Image while
reviewing students' answers and the correct responses.

9.	Conclude by having students share (verbally or in writing) at least one thing they have
learned and how the activity changed their perceptions about radiation.

10.	Optional activity or extension: Direct students to research radioactive elements and
determine their penetrating power and how the penetrating power might serve as a risk or a
benefit. A potential resource: Commonly Encountered Radionuclides
www.epa.gov/radiation/radionuclides/

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Penetrating Powers of Ionizing Radiation Worksheet

Name:		Date:	

Radiation is energy that can come from unstable (radioactive) atoms or be produced by
machines. Radiation travels from its source in the form of energy waves or energized particles.
The major types of ionizing radiation include:

•	Alpha particles: Relatively heavy, high-energy particles.

•	Beta particles: Small, fast-moving particles that vary in energy and penetrating power.

•	Gamma rays: High-energy electromagnetic radiation that can travel at the speed of light
and can cover hundreds to thousands of meters in air before spending their energy.

•	X-rays: High-energy electromagnetic radiation that is generally lower in energy and,
therefore, less penetrating than gamma rays.

1.	Hypothesize whether each has the ability to penetrate (pass through) your skin and body.
Alpha particles:	

Beta particles:	

Gamma rays: 	

X-rays: 	

2.	Did the demonstration confirm your predications above? Explain.

3. How might people be exposed to ionizing radiation?

4. How can people prevent or reduce their exposure to ionizing radiation?

5. What is the difference between radiation exposure and radiation contamination?

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Penetrating Powers of Ionizing Radiation Teacher
Answer Key

1. Hypothesize whether each has the ability to penetrate (pass through) your skin and body.
Alpha particles: Alpha particles cannot penetrate most matter. A piece of paper or the
dead outer layers of skin is sufficient to stop alpha particles.

Beta particles: Beta particles are capable of penetrating the skin and causing radiation
damage, such as skin burns. They can be stopped by a layer or two of clothing or by
a few millimeters of a substance such as aluminum.

Gamma rays: Gamma rays are very penetrating. Several feet of concrete or a few
inches of lead may be required to stop gamma rays.

X-rays: X-rays are generally lower in energy (less penetrating) than gamma rays. Most
diagnostic medical x-rays are stopped by a few millimeters of lead.

2. Did the demonstration confirm your predications above? Explain.

Answers will vary.

3. How might people be exposed to ionizing radiation?

Exposure may occur from man-made sources like abandoned mines, mills, nuclear
test sites or radioactive waste sites; contaminated water sources and building
materials from these sites; and radioactive materials that are not disposed of
properly. Exposure may also occur from natural (background) radiation sources like
the sun, the atmosphere and the soil.

4. How can people prevent or reduce their exposure to ionizing radiation?

The main radiation protection concepts are time (reducing time near a source),
distance (increasing our distance from a source) and shielding (placing a barrier
between us and the radiation source). It's also important to have homes and water
supplies tested for radiation contamination and fixed if any problems are identified.

5. What is the difference between radiation exposure and radioactive contamination?

Radiation exposure occurs when a person is near a radiation source. Though the
radiation penetrates the body, it does not remain on the skin or in the body. Receiving
an x-ray is an example of radiation exposure.

Radioactive contamination occurs when radioactive materials are deposited on or get
in objects (building materials or surfaces), people, or the environment (air, water, soil,
animals and plants). For example, if radioactive dust, powder, or liquid lands on us or
our clothing, or if it gets in and remains inside our body, we are contaminated.

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Penetrating Powers of Ionizing Radiation Image

ALPUA Particle

Stopped by a sheet of paper
and capiat penetrate the
outer dead layer °f skin

BETA Particle^

St°pped by a layer °f
cl°thir*g °r by a thin
Sheet °f a iwljtance
Such as aluminum

GAMMA KfyS
and X-KfyS

St°pped by Several feet
of concrete °r a few
inches °f lead

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Activity 4: Expire Pathways

Objectives

Students will:

•	Identify sources of radiation exposure.

•	Diagram exposure pathways.

•	Assess the benefits and risks of radiation exposure.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standards:

•	PS4. Waves and Electromagnetic Radiation.

•	LS2. Matter and Energy in Organisms and Ecosystems.

Materials and Resources

•	Radiation Exposure: Teacher Background Information.

•	Vocabulary Materials.

•	Chalkboard, whiteboard, interactive whiteboard, computer and/or projector if needed for
student presentations.

•	Student computers with access to the Internet and a printer (optional),
o RadTown USA: www.epa gov/radtown

•	Art supplies for students (e.g., paper or poster board, magazines, colored pencils
and markers).

Time

45-60 minutes.

Vocabulary

•	Alpha particles

•	Beta particles

•	Direct exposure

•	Gamma rays

•	Ingestion

•	Inhalation

•	Ionizing radiation

•	Man-made radiation

•	Natural (background) radiation

•	Radiation

•	Radiation exposure

•	Radiation protection

•	X-rays

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Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Ask students how they might be exposed to radiation and the pathways through which
radiation can enter their body. You can provide several examples such as radon, x-rays, and
radiation sources contained in ionizing smoke detectors or tritium exit signs. The routes of
exposure include direct or external exposure, inhalation and ingestion. X-rays are an
example of direct exposure. Radon may be inhaled as a gas or ingested if it is in drinking
water. Industrial radiation sources, like nuclear power plants, may be a source of all three
exposure routes if released into the environment by accident.

3. Direct students to:

• Work in small groups to identify a natural and a man-made ionizing radiation source.

• Determine the possible routes or pathways of exposure (i.e., direct or external exposure,
inhalation and ingestion) for each radiation source, including exposure pathways for
accidentally released sources.

• Diagram the exposure routes or pathways in the form of radiation webs or chains (similar
to food webs or chains) using paper and art supplies, computers or an interactive
whiteboard to display their diagrams. An example for airborne radioactive pollutants is
provided by the U.S. Department of Energy (DOE). NOTE: If sharing the DOE example
with students, it may include terms with which students are not familiar. Helpful
resources may include their textbooks or Commonly Encountered Radionuclides
www.epa.gov/radiation/radionuclides/

• Discuss as a group or class whether the radiation sources or exposure pathways
present a benefit (e.g., nuclear medical treatments), a risk (e.g., accidentally released,
ingested or inhaled radiation sources) and/or if it is a natural occurrence (e.g., cosmic
rays). If a source presents a risk and exposure can be limited, have students
hypothesize and list possible methods that can limit one's exposure and risk.

Image Source: U.S. DOE

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4.	Ask students or groups to share and describe their web or chain, listing the benefits, risks
(limitations if applicable) and natural occurrences of the radiation sources.

5.	Conclude by asking students to:

•	Describe interesting facts or findings they learned from the activity.

•	Explain whether the activity changed their perceptions or fears about radiation exposure.

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Activity 5: Radiati°r> Wealth Effects

Objectives

Students will:

• Identify sources of radiation exposure.

• Research the uses and health effects.

• Assess the benefits and risks of radiation exposure.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standards:

• PS4. Waves and Electromagnetic Radiation.

Materials and Resources

• Radiation Exposure: Teacher Background Information,

• Vocabulary Materials.

• Student computers with internet access (or provide print versions for students).

o Commonly Encountered Radionuclides: www.epa.gov/radiation/radionuclides
o Radiation in Tobacco: www.epa.gov/radtown/tobacco.html

• Paper or poster board and colored pencils, pens, markers or other art supplies or
student computers.

Time

45-60 minutes, not including optional activities or extensions.

Vocabulary

• Alpha particles

• Beta particles

• Direct exposure

• Gamma rays

• Ingestion

• Inhalation

• Ionizing radiation

• Man-made radiation

• Natural (background) radiation

• Radiation

• Radiation exposure

• X-rays

Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Ask students why people often fear radiation. They fear radiation because it can damage
cells and our DNA. Ironically, radiation can cause cancer as well as be used to
diagnose and treat diseases, including cancer.

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3. Explain that radiation is a part of our natural world and it's all around us. Our bodies are
adapted to handle some radiation exposure. Each of our bodies, and the cells within our
bodies, reacts differently to radiation exposure. The health effects may also depend on the
type of radiation, the exposure pathway, the radiation's energy and the total amount of
radiation absorbed.

4. Ask students to name several sources of natural (background) and man-made ionizing
radiation (e.g., radon, the sun, x-rays and nuclear power plants).

5. Explain that each radiation source gives off different types of ionizing radiation. The major
types of ionizing radiation include alpha particles, beta particles, gamma rays and x-rays.
We also may be exposed to radiation through different exposure pathways. The three main
exposure pathways are direct exposure, inhalation (through breathing) and ingestion
(through eating). For example, we are exposed to the sun through direct exposure and
radon is a gas that we might inhale.

6. Ask students to hypothesize whether the different types of ionizing radiation produce the
same health effects and how the health effects may differ by exposure pathway. For
example, radiation in tobacco may be inhaled and increase a person's risk of
developing lung cancer, exposure to the sun can lead to sunburns and skin cancer,
and ingested radioactive materials could impact the thyroid gland, the stomach or
kidneys. Exposure to radiation can also serve as a health benefit. For example,
nuclear medicine may be ingested to help diagnose and treat a sick individual. In
moderation, the sun serves as a source of vitamin D.

7. Direct students to select and review common radioactive elements
(www.epa.gov/radiation/radionuclides) or the radiation found in tobacco
(www.epa.gov/radtown/tobacco.html). NOTE: If student computers are not accessible, the
information can be printed and shared with students.

8. Direct students to research a radiation source. Have students identify potential health risks
and benefits for each exposure pathway (direct exposure, inhalation or ingestion) and the
targeted organs or systems. Students can collect information to present in the form of a
(visual or electronic) presentation including a representation of the human body and the
targeted organs or systems.

9. Have students share their findings.

10. Conclude by having students discuss:

• Any identified relationships between radiation types, radiation health effects (whether
perceived as a risk or benefit) and exposure pathways.

• When the benefits of particular radioactive elements may outweigh the risks.

• Situations in which they may have control over their exposure or be able to limit their
exposure, such as avoiding cigarettes and secondhand smoke or reducing any elevated
radon levels in their home.

• How the activity has changed or supported their perceptions or concerns about radiation
exposure.

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Activity C: Acute ver£HS Chr°Mc Expire

Objectives

Students will:

•	Develop a basic understanding of acute and chronic radiation exposure

•	Differentiate between the two terms.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standard:

•	PS4. Waves and Electromagnetic Radiation.

Materials and Resources

•	Radiation Exposure: Teacher Background Information.

•	Vocabulary Materials.

•	Student access to Internet and research sources (optional whether students conduct
research in class or outside of class).

•	Acute versus Chronic Exposure Worksheet (one per student, pair or group).

Time

You may choose to have students complete the entire activity within one or two class periods
(45-60 minutes, not including optional activities or extensions). If time or computer access is
limited, the activity can be introduced, completed outside of the class and concluded in another
class period.

Vocabulary

•	Alpha particles

•	Beta particles

•	Direct exposure

•	Gamma rays

•	Ingestion

•	Inhalation

•	Ionizing radiation

•	Man-made radiation

•	Natural (background) radiation

•	Radiation

•	Radiation exposure

•	X-rays

—1	—	1

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Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Explain that we encounter a variety of radiation sources in our everyday life, and generally,
this does not cause any health concerns. However, there may be situations in which we
encounter acute or chronic exposures to radiation.

3. Describe the following situations and ask students to determine whether they are an
example of acute or chronic exposure.

• A radiation source breaks and you are exposed to the radiation for a brief period. Acute

• You have been living in a home with high indoor radon levels for years. Chronic

4. Ask students to describe how they came to their conclusion. Acute conditions are usually
severe, sudden and only last a short time. Chronic conditions persist continuously or
intermittently over a long period of time.

5. Ask students to answer the following questions (orally or in writing):

• When might people experience acute radiation exposure? Acute doses can result
from accidental exposures during an emergency or from specific medical
procedures such as radiation therapy.

• When might people experience chronic radiation exposure? People may experience
chronic exposure in a work setting if safety practices are not being followed or if
radon levels in their home are high.

• Which presents a greater concern, acute or chronic radiation exposure? Why? Acute
exposure, because the exposure dose is large and the exposure can lead to
severe health effects. However, people may have to weigh the benefits and risks
of some exposures. For example, radiation therapy may help fight cancer.

6. Distribute the Acute versus Chronic Exposure Worksheet.

7. Have students research and investigate incidents that resulted in acute or chronic exposure
and answer the questions. Potential scenarios and those affected include Japanese atomic
bomb survivors, natives of the Marshall Islands impacted by nuclear testing fallout, uranium
miners, radiation industry workers or radium dial workers.

7. Have students share their findings. Ensure that students have a correct understanding of the
terms acute and chronic and the time span in which effects may occur. In most cases, an
acute exposure to radiation causes both immediate and delayed effects. For chronic
exposure, there is generally a delay of months or years between the exposure and the
observed health effect. Health effects will vary greatly depending on the event
students choose to research, but could include DNA or cellular damage, nausea,
vomiting, cancer, or organ-specific effects (kidney failure, thyroid issues, etc.).
Remind students that each person reacts differently to radiation exposure. The extent
of the damage depends on the total amount of energy absorbed, the time period of
the exposure, the dose rate of the exposure, and the particular organs exposed.

8. Conclude by asking students what they learned from the activity and how the activity has
changed their perceptions or concerns about radiation exposure.

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Acute versus Chronic Exposure Worksheet

Name:	 Date:	

Research a past event in which people were exposed to radiation. Respond to the following
statement and questions.

1. Briefly describe the incident and how victims were exposed to radiation. Did the victims
experience acute and/or chronic exposure to radiation?

2. From your description in question 1, how soon did people begin to experience noticeable
health effects (immediately or after a period of time)? Explain.

3. What were some of the health effects?

4. Did everyone experience the same effects? What may affect how a person reacts to
radiation exposure?

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Activity 7: Radiati°n: "Fact or pcti°K?

Objectives

Students will examine their understanding of radiation as well as any misconceptions they have
about exposure.

Next Generation Science Standards

The concepts in this activity can be used to support the following science standard:

• PS4. Waves and Electromagnetic Radiation.

Materials and Resources

• Radiation Exposure: Teacher Background Information.

• Vocabulary Materials.

• Superheroes Worksheet (one per student, pair or group or group) and Superheroes
Teacher Answer Key (optional).

• Radiation: Fact or Fiction? Quiz (one per student, pair or group) and Radiation: Fact or
Fiction? Teacher Answer Key (optional).

• Student access to computers or research sources (optional).

Time

45-60 minutes.

Vocabulary

• Ionizing radiation

• Radiation

• Radiation exposure

• Radioactive atom

• Radioactive material

• Radiation exposure

Directions

1. Start with a vocabulary activity if students are not familiar with radiation and the terms used
in this activity, or provide students with the terms and definitions.

2. Ask students to name superheroes that received or lost their powers when exposed to
radiation or distribute the Superheroes Worksheet tor students to complete in small groups.

3. Explain that cartoons, comics or movies may help fuel myths about radiation.

4. Ask students to provide examples of myths that people may have about radiation exposure
(e.g., radiation exposure will make you glow) and potential sources of this misinformation
such as movies, comics, video games, other media sources and people).

5. Explain that we may receive misinformation from various sources and perceive it to be true.
That is why it is important to verify information with reliable resources. Have students
complete one or more of the following activities:

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Option A: Radiation Fact or Fiction? Quiz. Have students complete the quiz and work in
groups to rewrite fictitious statements as factually accurate statements providing as much
detail as possible. Review the correct responses and students' factually accurate
statements.

Option B: Research Project. Have students:

• Brainstorm and list what they know or have heard about radiation in general, or
particular radiation sources and any questions or concerns they have about radiation.

• Predict whether the information they have received is fact or fiction.

• Conduct research, listing the sources, to confirm whether the statements are fact or
fiction, answer any questions raised, and address any concerns. Rewrite any fictitious
statements as factually accurate statements.

• Submit a written report, develop a presentation or use technology (e.g., post to an
educational wiki or create a video or online game) to share findings and educate
classmates.

Option C: Superhero Research Project. Have students:

• Brainstorm what they know about a particular superhero (e.g., Superman; Spider-Man;
the Incredible Hulk; Daredevil; the Fantastic Four; Doctor Solar, Man of the Atom; or
Radioactive Man)

• Predict what perceptions or misperceptions about radiation existed or what radiation-
related events occurred around the time of the superhero's creation.

• Conduct research, listing the sources, to identify the radiation perceptions or
misconceptions that existed or the radiation events that occurred before or at the time of
the superhero's development. For example, Superman was developed as an action
comic character in the 1930s when people were beginning to understand the effects of
ionizing radiation and the need for protection. Spider-Man, the Incredible Hulk,

Daredevil, and the Fantastic Four were created in the 1960s after the development of
the atomic bomb or during the nuclear arms race and widespread nuclear weapons
testing.

• Submit a written report, develop a presentation or use technology (e.g., post to an
educational wiki or create a video or online game) to share findings and educate
classmates.

6. Conclude the activity with the following questions; you can have students respond orally or
in writing:

• How can you tell the difference between fact and fiction? This can sometimes be a
challenge when made up, misleading, or misinterpreted information (fiction) is
believed to be fact. However, a fact can be proven true with evidence and fiction
cannot.

• Why do you think knowing the difference between fact and fiction is important when you
are learning about radiation? Knowing the facts about radiation and radiation
protection can help people effectively protect themselves from harmful and
unnecessary exposure to radiation.

• We are presented with lots of information and misinformation about radiation. How can
you ensure you have accurate information? Use reliable resources to verify the
information you receive—textbooks, professional journals, books and papers and
websites of professional organizations related to radiation and health physics,
federal agencies like the U.S. Environmental Protection Agency (EPA), and state
and local agencies like departments of health.

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• What misperceptions did you have about radiation and what did you learn when
correcting those misperceptions? Answers will vary.

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Superheroes Worksheet

Name: Date:

Name the superhero described:

1. A high school student is bitten by a radioactive spider while visiting a science exhibit.
Afterward he gains spider-like powers including super-strength, the ability to climb walls and
throw webs, and phenomenal jumping skills.

2. A physicist develops a gamma ray bomb. While testing the bomb, he is exposed to the blast
as he saves a teenage boy driving into the test area. Afterward, he develops a split
personality and turns into a large, strong, green monster when angry.

3. After being exposed to radioactive sludge, four turtles — Michelangelo, Raphael, Leonardo
and Donatello — mutate into human-sized ninjas and fight criminals, aliens and other evil
characters.

4. A group of four individuals gain superpowers after being exposed to cosmic rays during a
scientific space mission. Afterward, each individual develops a different power, including the
ability to stretch to incredible lengths and shapes, the ability to become invisible and project
powerful force fields, the ability to generate flames, and the gift of superhuman strength and
endurance.

5. This superhero is more powerful than a locomotive, can fly and has x-ray vision. His
weakness is kryptonite. Lead is the only substance that will block and save him from
kryptonite. It is also the one material he cannot penetrate with his x-ray vision.

Answer the following questions.

1. What do these superheroes have in common?

2. What thoughts or events do you think led to the development of these characters?

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Superheroes Teacher Answer Key

Name the superhero described:

3. After being exposed to radioactive sludge, four turtles — Michelangelo, Raphael, Leonardo
and Donatello — mutate into human-sized ninjas and fight criminals, aliens and other evil
characters. The Teenage Mutant Ninja Turtles.

Answer the following questions.

1. What do these superheroes have in common?

Their stories are based on fictional effects of radiation exposure.

2. What thoughts or events do you think led to the development of these characters?

Answers will vary. Perhaps the characters are a reflection of the perceptions or
misperceptions of radiation and events that were occurring around the time of their
creation.

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Radiation: Fact or Fiction? Quiz

Name:	 Date:	

Read each statement. Mark "Fact" or "Fiction" for each statement depending on what you think
or believe to be correct.

~

Fact

~ Fiction

1.

Radioactive waste remains radioactive forever.

~

Fact

~ Fiction

2.

People who live in Denver, Colorado, receive more exposure to
cosmic radiation than people living in Florida.

~

Fact

~ Fiction

3.

Radiation from a tanning bed is more harmful than radiation from
the sun.

~

Fact

~ Fiction

4.

If you are exposed to radiation you will develop cancer.

~

Fact

~ Fiction

5.

Suntans are the result of skin damage from the sun.

~

Fact

~ Fiction

6.

Most radiation that we are exposed to is man-made.

~

Fact

~ Fiction

7.

Living near a nuclear power plant poses less risk of radiation
exposure than living in a home or area with high radon levels.

~

Fact

~ Fiction

8.

You should keep track of the number of medical x-rays and scans
you have received.

~

Fact

~ Fiction

9.

Exposing food to radiation makes it radioactive.

~

Fact

~ Fiction

10. All glow-in-the-dark items contain radioactive sources.

~

Fact

~ Fiction

11

. Radiation was discovered during World War II when the atomic
bomb was developed.

~

Fact

~ Fiction

12. Radiation exposure will cause you to glow.

~

Fact

~ Fiction

13. Cigarettes are a source of radiation exposure.

~

Fact

~ Fiction

14. Children are more sensitive to radiation than adults.

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Radiation: Fact or Fiction? Teacher Answer Key

~ Fact 0 Fiction 1. Radioactive waste remains radioactive forever.

Some radioactive materials and radioactive waste may remain
radioactive for hundreds or thousands of years, while others
only remain radioactive for seconds or days.

0 Fact ~ Fiction 2. People who live in Denver, Colorado, receive more exposure to

cosmic radiation than people living in Florida.

Even though Florida is known as the "Sunshine State," people
at higher altitudes receive more exposure from cosmic
radiation than people who live at a lower altitude.

~ Fact 0 Fiction 3. Radiation from a tanning bed is more harmful than radiation from

the sun.

Our bodies do not differentiate between types of radiation;
they absorb radiation as energy regardless of the source,
dose or type.

~ Fact 0 Fiction 4. If you are exposed to radiation you will develop cancer.

We are regularly exposed to some amounts of radiation. Our
bodies have "repair genes" that help cells repair themselves
from radiation exposure, much like the way our bodies heal
from a sunburn or injury. However, large doses or long-term
exposure to radiation may damage our body's DNA to the
extent that it cannot repair itself. The extent of the damage
depends on the total amount of energy absorbed, the time
period (duration) and dose rate of the exposure, and the
particular organs exposed. Also, everyone reacts differently to
radiation exposure.

0 Fact ~ Fiction 5. Suntans are the result of skin damage from the sun.

Suntans and sunburns are both types of sun damage. The
fading of a suntan is a sign of the skin repairing itself.

~ Fact 0 Fiction 6. Most radiation that we are exposed to is man-made.

Approximately half of our annual radiation exposure comes
from natural sources like cosmic rays from outer space or
radon gas in the soil. This is called "background radiation."
The other half of our annual exposure comes from man-made
sources of radiation.

0 Fact ~ Fiction 7. Living near a nuclear power plant poses less risk of radiation

exposure than living in a home or area with high radon levels.
Radon exposure accounts for 37 percent of our annual
exposure to radiation, and living in a home or area with high
radon levels can be very harmful to your health. Nuclear
power plants implement many radiation protection measures
to limit your exposure to radiation. Therefore, living near a
power plant barely increases your radiation exposure.

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0 Fact ~ Fiction 8. You should keep track of the number of medical x-rays and scans

you have received.

By tracking the number of medical x-rays and scans, you can
better assess and control your exposure to radiation.

~ Fact 0 Fiction 9. Exposing food to radiation makes it radioactive.

Food irradiation is a technology for controlling spoilage and
eliminating foodborne pathogens (e.g., salmonella). Like
pasteurization, irradiation kills bacteria and other pathogens
that could otherwise result in spoilage or food poisoning.
Irradiation is safe and does not cause food to become
radioactive.

~ Fact 0 Fiction 10. All glow-in-the-dark items contain radioactive sources.

When radium was discovered in the early 1900s, people were
fascinated with its mysterious glow. The hands and faces of
some clocks, watches, and ship and airplane instruments
were painted with radium to make them glow in the dark. Over
time, however, experts discovered that radium is highly
radioactive and emits alpha, beta, and gamma radiation. Some
glow-in-the-dark items like road signs, exit signs, clock dials
and watches may contain tritium or promethium. However,
non-radioactive sources are also becoming more widely used.
If unsure of the glow-in-the-dark source, you should take
precautions to handle and/or dispose of the item safely.

~ Fact 0 Fiction 11. Radiation was discovered during World War II when the atomic

bomb was developed.

Radiation is all around us and has been present since the
birth of this planet.

~ Fact 0 Fiction 12. Radiation exposure will cause you to glow.

While many fictional movies and the media have portrayed
this, radiation does not cause you to glow.

0 Fact ~ Fiction 13. Cigarettes are a source of radiation exposure.

Naturally-occurring radioactive minerals accumulate on the
sticky surfaces of tobacco leaves as the plant grows, and
these minerals remain on the leaves throughout the
manufacturing process.

0 Fact ~ Fiction 14. Children are more sensitive to radiation than adults.

Children are growing more rapidly than adults. There are more
cells dividing and a greater opportunity for radiation to disrupt
the growth process. Recent U.S. Environmental Protection
Agency (EPA) radiation protection standards take into
	account the differences in sensitivity due to age and gender.

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