Nuclear topics in physics?

[Ludwik Kowalski <kowalskiL@MAIL.MONTCLAIR.EDU>]

I think that an introductoty physic teachers should make an
effort to include nuclear technology topics. One difficulty is
that a physics course is already overloaded and that adding
more chapters is counterproductive. The old dilemma of
depth versus breadth cannot be ignored and presenting
nuclear topics in dedicated chapters is not acceptable. But
these topics could and should be discussed in illustrations
and in numerical problems based on what is already
covered. Here are some suggestions:

1) The E=m*c^2 formula is likely to be introduced, superficially,
when concepts of mass and energy are discussed in mechanics.
In addition to providing a general background this formula is
a clear indication that energy shortages are paradoxical in our
material world. Everything around has mass and can thus be
used, at least in principle, to obtain useful energy. But ways
of doing this must be invented; what has been invented so far
is only a beginning. The main motivational message should be:
"Learn what is known and try to build on it. Be creative and
use your brain to promote better technologies. Get ready to
help the mankind by becoming a scientist or an engineer."

2) Conservation of linear momentum can be illustrated by
examining nuclear collisions, for example, between neutrons
and protons.  Formulas of kinetic theory of gasses can be
used to discuss the process of moderation of neutrons in
contemporary nuclear reactors. Such topics cannot be
developed in depth in the first physics course but bringing
them as illustrations of general principles seems to be
highly appropriate.

3) Most nuclear topics are likely to be presented in sections
dealing with electricity. Nuclear strong force, without
elaboration, can be introduced when Coulomb's Law and
the Law of Universal Gravitation are compared. Here are
typical problems and questions in this area. Calculate kinetic
energy of two fragments after an idealized spontaneous
fission event. How is this energy distributed between the
fragments? What happens to the released energy? What
prevents heavy nuclei from fissioning very rapidly?

4) Motion of charged particles in static electric and magnetic
fields offers numerous possibilities for discussing nuclear
topics, for example, Van de Graaff accelerator and mass
spectrometer. Knowing how accurate atomic masses were
measured, and using the tabulated results, students may
apply the E=m*c^2 formula and calculate energies released
in fusion and fission. The solaced "solar energy" can then
be discussed in a more profound way.

5) Radioactivity is always discussed in science courses.
This topic can be linked with the issue of the disposal of
radioactive waste. The nascent technology of transmutation
of radioactive waste, and its challenges, should be widely
disseminated among teachers and students. The same
observation applies to dosimetry; this topic can naturally
be introduced in problems based on conductivity and
ionization.

6) Visits to power plants, preferably first traditional
and then nuclear, should be organized at the end of an
introductory science course, if practically possible.

ANY ADDITIONAL SUGGESTIONS OR COMMENTS?
Ludwik Kowalski

Three weeks ago I wrote:

> I am reading "The Renaissance of Nuclear Energy in the U.S."
> by Joe F. Colvin. It was published in the July/August, 2002
> issue of "The Nuclear Engineer," the trade journal of nuclear
> engineers in England. The author writes:
>
> ... To that end, the U.S. nuclear industry has developed a set
> of ambitious and specific goals to carry us forward for the
> next two decades. We call this 'vision 20020'.
>
> The centerpiece of our vision is dramatic. Between today and
> the year 2020, we plan to add 50,000 MW of new nuclear
> generating capacity to the nation's electricity grid, with another
> 10,000 MW added through upgrading the technology and
> improving the efficiency of our current reactors.
>
> Although this is an ambitious goal, 50,000 MW of new
> nuclear capacity, combined with anticipated capacity factor
> and efficiency gains, is simply what it will take for the U.S.
> to retain the 30% share of all emission-free generation that
> exists today. [Figure 7 shows that the energy demand will
> increase from 393,000 MW to 564,000 MW in 2020]
>
> Energy and the environmental policy are becoming
> inextricably linked in the United States. And if we want
> to increase our share of non-emitting electrical generation
> beyond of 30%, nuclear energy must be the central
> component of the strategy along with complimentary
> energy sources such as renewables and hydropower. ...