Chapter 12
Chapter 12
Nuclear Energy
Chapter Outline:
I. Introduction to Nuclear Processes
A. Atoms and Radioactivity
II. Nuclear Fission
A. How Electricity Is Produced from Conventional Nuclear Fission
B. Breeder Nuclear Fission
III. Pros and Cons of Nuclear Energy
A. Is Electricity Produced by Nuclear Energy Cheap?
B. Can Nuclear Energy Decrease or Reliance on Foreign Oil?
IV. Safety Issues in Nuclear Power Plants
A. Three Mile Island
B. Chornobyl
C. The Link Between Nuclear Energy and Nuclear Weapons
V. Radioactive Wastes
A. Case in Point: Yucca Mountain
B High-Level Radioactive Liquid Waste
C Radioactive Wastes with Relatively Short Half-Lives
D Decommissioning Nuclear Power Plants
VI. Fusion: Nuclear Energy For The Future
VII: The Future of Nuclear Power
Key Terms:
nuclear energy
fission
fusion
radioactive decay
nuclear fuel cycle
enrichment
nuclear reactor
breeder nuclear fission
spent fuel
low-level radioactive wastes
high-level radioactive wastes
decommission
In-Class Activities:
Instructor Notes for In-Class Activity 1
Title: / Yucca Mountain and “The Facts”Time: / 5 – 10 Minutes prep; 40 – 60 minutes in class (or can assign research between class periods)
Materials: / None
Handouts: / None
Procedures: / For – Against – Jury standard procedure. Randomly divide class into three groups.
Statement: The following four facts are evidence that Yucca Mountain should be opened as soon as possible.
1. Yucca Mountain is located on the Nevada Test Site, 100 miles north of the City Las Vegas
2. There is already enough high level nuclear waste to cover a football field 15 feet deep.
3. Terrorists could target un-stored nuclear waste
4. Recent earthquakes at Yucca Mountain have not been large enough to cause any damage at the site.
Assign one group each to argue FOR or AGAINST the statement, and the third group to serve as a JURY.
Each group should select a leader and a recorder.
The FOR group should research (not just think up!) information that supports the statement. They should be explicit about their sources, whether those are data, ethics, theories, or political positions. They should then synthesize this into a five-minute verbal argument, to be made before the full class.
The AGAINST group should do the same for the opposite position. Their original argument SHOULD NOT respond to items brought up by the FOR group.
After each has made a five-minute argument, each side will have two minutes to respond to claims or statements made by the other side.
The JURY group will then deliberate openly; the FOR and AGAINST groups will listen to the deliberations, but may not respond. The JURY may challenge either group to provide evidence for up to three pieces of information, and may ask up to three questions of each group (they may ask the same question to both groups).
The JURY should then make two judgments:
1. Which, if either, provided the most credible INFORMATION
2. Which provided the most compelling overall argument.
3. Be sure students argue their points forcefully, whether or not they believe them personally.
Student
Instructions: / See above
Specific
Suggestions: / The instructor is likely to have to serve as a facilitator or moderator from time to time
1. Do not allow personal assaults
2. Feel free to challenge pieces of information that you find dubious if the JURY does not.
It will probably take a couple times through this debate process before you and your class are comfortable with it.
Objectives: / Relate the pros and cons of permanent storage of high-level radioactive wastes at Yucca Mountain.
Instructor Notes for In-Class Activity 2
Time: / 0 minutes prep; 15 – 25 minutes in class
Materials: / Internet access
Handouts: / None
Procedures: / In the 1950’s, many nuclear power advocates believe that it would, in the future, provide the country with an energy source that would render electricity “too cheap to meter.” Some current advocates claim that this still should be true, but that regulations and public fears have pushed up expenses. Others argue that the economics of nuclear are inherent, and that it is not a particularly competitive energy source.
In groups of 3 – 5, have students explore these two arguments
1. What are the major arguments that the two sides use
2. Who are on the two sides?
3. How credible do you find the different sources of information?
4. Does it seem to you that nuclear could be less expensive that fossil fuels? Why or why not?
5. How much cheaper would nuclear have to be for electrical vehicles to replace gasoline powered vehicles?
Student
Instructions: / See above
Specific
Suggestions: / None
Objectives: / Explain why nuclear power does not have much effect on U. S. oil needs.
Evaluate the economic viability of nuclear power
Instructor Notes for In-Class Activity 3
Time: / 5 – 20 minutes prep; full class session
Materials: / None
Handouts: / None
Procedures: / Contact your campus environmental management personnel (the people who manage environmental affairs, not the department). Ask them to provide you a list of types and locations of nuclear materials on your campus or, if possible, request a tour of nuclear materials on campus. Alternatively, ask your students to look for nuclear materials warnings around campus.
Have students discuss
1. What kinds of nuclear materials are being used?
2. What are they used for?
3. Are there any alternatives to these materials?
4. How much low-level nuclear waste is generated on your campus?
5. Where is this waste eventually taken?
Student
Instructions: / See above
Specific
Suggestions: / None
Objectives: / Describe non-energy and non-weapon uses of nuclear materials
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