Whilst this list provides a source of information and ideas for experimental work, it is important to note that recommendations can date very quickly. the liquid drop model may be useful in explaining to the more inquisitve pupils why larger nuclei are more prone to decay.students should have learnt it during GCSE, but some always forget that half-life is the time taken for half of the remaining nuclei to decay - a sample isn't all gone after two half-lives.To many students, random means unlikely or strange, so it's important to point out this difference to them. the way that students use the word random is very different to its meaning within physics.Rutherford scattering - pupils do not need to know what an alpha particle is before they begin this, but the concept will be easier to explain if they do.It is important to stress that the equation means that mass and energy are equivalent - the same thing - rather than it being an equation in the mould of speed = distance / time or voltage = current × voltage fusion - this follows on from fission, and introduces students to the famous E=mc 2 equation.fission and electricity generation - beginning with a brief look at the use of fission in electricity generation, and then moving on to a more detailed look at the fission process and the chain reaction.half-life - this follows on from the previous topic on exponential decay and involves working with the radioactive dice graphs produced.the decay constant and exponential decay - the fact that radioactive decay is a random process (be extra aware of students' misconceptions of what random means!) and that this random process leads to exponential decay.the range and penetrating power of alpha and beta particles and gamma rays.For more able students, this could lead on to looking at balanced nuclear equations nuclear changes in decay - the effect of alpha, beta and gamma decay on the number of protons and neutrons in the nucleus.
stability of the nucleus - the idea that some nuclei are unstable, and that they undergo radioactive decay (often in more than one step) to become stable.It is not a strict teaching order, as some items (for example, Rutherford scattering) can be taught in isolation and some depend only very lightly on previous material: for example, students don't need to know about the various types of radioactive decay in order to understand the exponential nature of decay. In terms of progressing through the material, the sequence below ensures that students starting from first principles will meet each item having the prerequisite knowledge.
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