Teacher Background Information:

Atoms of a given element which have the same number of protons but different numbers of neutrons are
called isotopes. Thus, isotopes have the same position in the periodic table, the same chemical properties
and the same atomic charge.
The simplest example of an atom with different isotopes is hydrogen. The three isotopes of hydrogen are
shown below:

The increasing number of neutrons in the nucleus of the hydrogen atom adds mass to the atom and thus
each isotope of a given element has a different mass.
Isotopes can be represented as follows:
For the isotopes of hydrogen,
1
!or hydrogen"1#,
$
!or hydrogen"$# and
%
!or hydrogen"%# represent
protium !usually &ust referred to as hydrogen#, deuterium and tritium, respectively.
'ost of the light elements contain different proportions of at least two isotopes. (sually one isotope is the
predominantly abundant isotope. For example, the average abundance of
1$
) is *+.+*,, while the average
abundance for
1%
) is 1.11,. The table below outlines the average isotopic abundances of elements that are
most commonly measured for stable isotope measurements.
Natural Isotopic Abundances of Light Stable Isotopes
Hydrogen Carbon Nitrogen !ygen
1
- **.*+.,
1$
) - *+.+*,
1.
/ - **.0.,
10
1 - **.20%,
$
3 - 4.4150,
1%
) - 1.11,
15
/ - 4.%0,
12
1 - 4.4%25,

1+
1 - 4.1**5,
Applications of Isotopes
C""#$#%" & C""#$#%'
A(erage Atomic )ass:
The calculation of the average atomic mass of an atom is performed using the relative abundance data from
the isotope of each atom.
Average atomic mass 6
7!, abundance of isotope#!mass of isotope#8 9 7!, abundance of isotope#!mass of isotope#8 9 7:.8
144
For example:
The natural abundance for boron isotopes is 1*.*,
14
; !14.41% amu<# and +4.1,
11
; !11.44* amu<#.
)alculate the atomic mass of boron.
Average atomic mass 6 7!1*.*,#!14.41%#8 9 7!+4.1,#!11.44*#8
144
6 14.+11 !note that this is the value of atomic mass given on the periodic table#
<amu is the atomic mass unit !u, or amu#, which is defined as 1=1$
th
the mass of a carbon"1$ atom. This
value is arbitrary and simply provides a reference point for measuring relative atomic masses.
Stable (s* +nstable Isotopes
There may be several isotopes of the same element. >ome of these isotopes are stable while others are
unstable or radioactive. ?adioactive isotopes emit nuclear radiation in the form of rapidly moving particles or
high energy electromagnetic waves. The particles are emitted from the nucleus itself and their removal
results in changing the atom from one isotope to another. This change may occur once or emission of
particles may continue until the atom becomes a stable isotope.
Some uses of Isotopes
Hea(y ,ater
ydrogen usually has a nucleus consisting of only one proton. An isotope of hydrogen called deuterium has
a nucleus consisting of one proton and one neutron. @hen deuterium combines with oxygen, it forms what is
called Aheavy waterA because the deuterium component of the water is twice as heavy as if it was simple
hydrogen.
Although the amount of heavy water molecules in nature is very small !1 part in %$44#, it has been
concentrated for use in the development of nuclear weapons. Also, when concentrated, it can be poisonous
to plants and animals.
Carbon -ating
>ince the )arbon"1. !)"1.# isotope is radioactive, the amount of it in an ob&ect that was once living can be
used to approximate the date of death. @hile living, a plant or animal renews carbon in its system. 1nce the
ob&ect dies, the amount of )"1. only changes as it decays into some other material. >ince )"1. decays at a
rate where half of it has changed in about 5044 years " Bnown as its half"life " the years since death can be
calculated.
Thus, if the ob&ect or fossil has only 1=. of the )"1. in it as compared with living ob&ects, it died around
11,$44 years ago.
1f course, since )"1. normally consists of 1=1,444,444,444 of the carbon found in nature, the measurements
can be difficult to maBe and certainly arenCt exact.
Cobalt#.% in )edical /0uipment Sterili1ation and 2ood 3reser(ation
)obalt"04, an isotope of cobalt that has one additional neutron in its nucleus compared to stable cobalt"5*,
has applications in medicine as well as in food preservation. 3ue to its additional neutron, cobalt"04
undergoes radioactive decay releasing gamma radiation. Damma radiation passes through different
materials effortlessly and is used to steriliEe medical eFuipment !e.g., gloves, syringes, cotton balls, etc.# by
destroying harmful bacteria. In food preservation, gamma rays also destroy harmful bacteria, as well as
fungi, molds, and insects, while leaving the food unchanged. This increases the shelf life of the food.
1ther uses of isotopes include their use in smoBe detectors, in agricultural applications, food irradiation,
climatology, biological tracing, structural imaging, explosives detection, pest control and in medical
applications, among others.
The link belo4 pro(ides se(eral uses of specific isotopes:
http:55444*ne*doe*go(5isotopes5neIsotopes'f*html
The -o4nside of Isotopes
The downside to any application involving isotopes is how to safely dispose of the radioactive waste
generated during processing. Any nuclear process involves the manufacture of nuclear waste whether they
are low level !gloves, cotton balls, hospital gowns# or high level !spent nuclear fuel rods# waste products.
)oncern about the management of nuclear waste materials has caused much controversy and concern
among government agencies, industrial, scientific and medical users and citiEenry who have nuclear
repository facilities in their areas. This becomes a real issue of risBs versus benefits.
The following activities should be completed after slo )11"%"41 !3etermination of Average Atomic 'ass
using Isotopes and their ?elative Abundance# as some Bnowledge about isotopes is necessary to complete
the activities.
In this activity students will first research and present on a specific application of isotopes. They will then be
introduced to the )hernobyl 3isaster and will write an essay about it.
Consider the follo4ing 0uestions:
1. @here are the mass variances in two atoms of the same elementG
$. @hy do they occurG
%. ow are two isotopes the same or different in terms of physical and chemical propertiesG
,hat comes to mind 4hen you hear the 4ord 6radioacti(e78
,hat is the difference bet4een a 6stable7 and 6unstable7 isotope8
,hat are some uses5applications of isotopes8
Student Acti(ity 9": Isotopes :esearch 3ro;ect
b;ecti(e:
To illustrate the importance of isotopes by researching and presenting on a specific application of
isotopes.
In this activity you are to research the importance and applications of isotopes. Hou may choose to research
a topic from the following list:
Isotopes in carbon dating
Isotopes in surface and groundwater investigations
Isotopes in nutrition
'edical isotopes used in diagnosis
'edical isotopes used in treatment of disease
Isotopic labelling in chemical reactions
Isotopes in pest control
Isotopes used in agriculture
Isotopes in climatology and geology
Isotopes in nuclear weapons testing
Applications of Isotopes
Student Acti(ities
Isotope use in smoBe alarms
Isotopes in biological tracing
In addition to the research you perform on a specific topic regarding isotopes, also provide a summary about
isotopes, including,
a# @hat is an isotopeG
b# @hat is the difference between a stable and unstable isotopeG
c# Ixplain what is meant by the Jnatural abundanceK of isotopes.
d# Ixplain how to calculate the atomic mass of an element containing a mixture of isotopes.
Above are &ust some of the examples of the importance and applications of isotopes. Hou may want to do a
FuicB search first to see which topic gives you enough information to prepare a report and present.
Alternatively, you may also combine a few of the topics above or present on a specific isotope of interest.
Some isotopes of interest to research are:
aluminum"$0, americium"$.1, bismuth"$1%, calcium".$, calcium".., californium"$5$, carbon"1%, carbon"1.,
cesium"1%2, cobalt"04, deuterium !hydrogen"$#, fluorine"1+, gold"1*+, iodine"1$5, iodine"1%1, iridium"1*$,
Brypton"+5, lead"$40, nicBel"0$, nitrogen"1., nitrogen"15, oxygen"15, oxygen"10, oxygen"1+, phosphorus"+$,
plutonium"$%+, polonium"$14, promethium"1.2, rhenium"1++, rubidium"+$, silicon"%$, sodium"$., strontium"
*4, technetium"**m, thorium"$$*, tritium !hydrogen"%#, uranium"$%+, vanadium"5.
ther ideas for research include:
Investigate a use and misuse of radiation and the resulting impact on society.
?esearch all beneficial uses of radiation, or alternatively the not"so"beneficial ones.
?esearch the fuel used in a nuclear power plant and how the radioactivity is harnessed for power.
?esearch ?adon. @here is it foundG ow is it harmfulG ow can its risBs be reducedG
Find the meaning of half"life and its uses.
;e sure to organiEe your information in a meaningful way. Included are some useful websites to guide you in
your research. Hou may need more information than what is provided on these sites to complete your report.
Also include references.
@orBing individually, you are to summariEe the information and present it to the class. Hour summary and
presentation will be marBed according to the following rubric:
Sample 3resentation :ubric:
Criteria Le(els of 3erformance
1 $ % .
"* rgani1ation and Clarity:
The isotope application is
outlined both clearly and orderly.
The report =
presentation is
unclear in most
parts
The report =
presentation is
clear in some parts
but not overall
The report =
presentation is
mostly clear and
orderly in all parts
The report =
presentation is
completely clear
and orderly
'* Content:
The isotope application studied
contains pertinent information
)ontent is poorly
researched and
does not contain
all reFuired
information
)ontent is
inadeFuately"
researched and
only contains
some of the
reFuired
information
)ontent is
adeFuately"
researched and
contains most of
the reFuired
information
)ontent is well"
researched and
contains all
reFuired
information
$* 3resentation Style:
Tone of voice, use of gestures,
and level of enthusiasm are
convincing to audience.
Few style features
were usedL not
convincingly
Few style features
were used
convincingly
All style features
were used, most
convincingly
All style features
were used
convincingly
Student Acti(ity 9': The Chernobyl -isaster
Chernobyl before the accident Chernobyl at the time of accident
The follo4ing acti(ity is adapted from: http:==pulse.pharmacy.ariEona.edu=math=chernobyl1.html
The following information serves as an introduction to the horrific nuclear power plant disaster at )hernobyl
in the (Braine, part of the former >oviet (nion.
Background Information:
1n April $0, 1*+0, due to a combination of the construction of the power plant and human error, there was a
melt down inside the reactor in (nit M. of the )hernobyl /uclear Nower Nlant. The subseFuent steam
explosion and fire blew the 1444"ton roof off the building and allowed radioactive material to escape. ow
much radiation were those worBers in direct proximity exposed toG At the time of the explosion at )hernobyl,
one source says that Jon the roof of the destroyed reactor building, radiation levels reached a frightening
144,444 ? per hourOK
The number above means little, unless you put it in terms of normal radiation exposure. According to a report
from the /ational )ouncil on ?adiation Nrotection and 'easurements, the annual average effective dose
eFuivalent received in the (nited >tates is approximately %04 mrem !millirems# per person.

Teacher#-irected -iscussion:
1. ;egin by telling your students the following story:
1n .=$+=+0 at the ForsmarB /uclear Nower Nlant, which is 04 miles north of >tocBholm, >weden, suddenly
signs of abnormally high levels of radiation were found. (p to five times the normal amount of radioactive
emissions were found in the soil and greenery around the plant. Iven further north in >weden and Finland,
where rain and snow were falling, the same disFuieting signals were discovered. The original fear was that
the ForsmarB Nlant was leaBing radiation somehow. After extensive searches, the scientists decided that the
plant was not losing radiation. It had to be coming from somewhere elseO
Ixamining the wind patterns for those days, the wind had come up from the ;lacB >ea, across the (Braine,
across the ;altic >ea and into >candinavia. In other words, something terrible had happened in the >oviet
(nion, and the >oviet officials were not telling anybody about it. That disaster was )hernobyl.
$. AsB your students if they have ever heard of )hernobyl. >ince most of them were not born when the
)hernobyl disaster occurred, over $4 years ago in 1*+0, do not expect them to Bnow much, if anything,
about )hernobyl.
%. >hare with the students the following:
1n April $0, 1*+0, due to a combination of the construction of the power plant and human error, there was a
melt down inside the reactor in (nit M.. The subseFuent steam explosion and fire blew the 1444"ton roof off
the building and allowed radioactive material to escape.
.. 3iscuss the various ways of measuring radiation. Tell the students that radiation has several different units
of measurement:
a# The roentgen !?# is a unit of radiation exposure in air.
b# The rad !roentgen"absorbed"dose# is a unit of absorbed radiation or a unit of dose. A
roentgen in air can be approximated by 4.+2 rad in air, 4.*% rad in tissue, and 4.*2 rad in
bone. 3oses are commonly expressed in rads=hr or mrads=hr or ?=hr and m?=hr.
c# The rem !roentgen"eFuivalent"man# is a unit of dose eFuivalent. The rem is the absorbed
dose in rads corrected for the eFuivalent absorption in living tissue. The rem is eFual to the
rad multiplied by a weighting factor depending upon the type of radiation.
d) For x"rays, the weighting factor is one. Therefore, for x"rays, one rem is eFual to one rad.
Following the above introduction to )hernobyl, students will explore three different isotopes that were
released into the atmosphere and contaminated numerous parts of Iurope. In a written essay students
attempt to sympathiEe with those affected by these radioactive contaminates.
b;ecti(es:
To describe an isotope and radioactive isotope in a written essay.
To describe the health effects of the following:
a# )esium 1%2,
b# Iodine 1%1 and
c# >trontium *4
To describe how a specific country or region was affected by radioactive contamination in a written
essay
Background Information:
The most haEardous isotopes released in the )hernobyl incident were )s"1%2, I"1%1, and >r"*4. These
isotopes have half"lives sufficiently long to allow them to migrate into the human body or, in the case of
Iodine, have the tendency to accumulate in the thyroid gland.
The plume from the burning graphite initially traveled in a northwest direction toward >weden, Finland and
Iastern Iurope, exposing the public to levels up to 144 times the normal bacBground radiation. A very
serious concern involves the contamination of grain and dairy products from fallout. This contamination may
cause permanent internal contamination. ;oth >r"*4 and I"1%1 migrate to vital organs in the body where they
are impossible to remove, serving as a constant source of radiation and a cause of cancer or other diseases.
Student Acti(ity:
1. AsB students what caused the environmental health problems that resulted from the incident. 3irect them
towards the emission of radioactive isotopes.
$. @hat do they Bnow about radioactive isotopesG
%. Ixplain there were three radioactive isotopes causing many of the problems. They are going to define
what an isotope is, what maBes it radioactive and some of the specific features of )esium 1%2, Iodine 1%1,
and >trontium *4. ave them refer to: http:==www.bt.cdc.gov=radiation=isotopes
.. ave students then go to http:==users.owt.com=smsrpm=)hernobyl=glbrad.html and looB at the
contamination of Iodine and )esium radioactive isotopes in Iurope.
5. Iach student should imagine themselves in a Iuropean country on 'ay 1st, 1*+0. >tudents should write
an essay about )hernobyl including how they might feel and giving specific details about the contamination
of their country.
Issays can either be handed in or presented to the class.
/!tension Acti(ities regarding Isotopes: <ptional=
"* :adiation /!posure> :adioacti(e decay and Half#Li(es
a# )alculating your Nersonal ?adiation Ixposure
b# Nennium"1$% !A ?adioactive 3ecay >imulation#
c# alf"Pives
@hile not part of the 'anitoba curriculum, the three activities at the website below would be of interest to
students if time permits.
http:==www.ocrwm.doe.gov=infoQlibrary=programQdocs=curriculum=unitQ$Qtoc=.+.pdf
'* Narrati(e: 3erspecti(e of an Isotope
ave students write narrative papers from the perspective of an isotope.
Student Instructions:
Imagine that you are the proud member of a family of isotopes. As a member of the family you are to write a
narrative paper from the perspective of an isotope. Hou, the isotope, will describe members of your JfamilyK
that have the same number of protons but different numbers of neutrons. Hou are all related but different in
mass. >ome of your Jfamily membersK are radioactive, so you will explain the probable causes of instability
for those isotopes and describe the process of nuclear decay.
$* A(erage Atomic )ass ,orksheet <4ith ans4ers=:
http:55g#orbital*net5h45,:?@'%#@'%A(erage@'%Atomic@'%)ass*pdf
ther Interesting nline Acti(ities:
"* -ate a :ock A An age dating simulation
2ollo4 the acti(ity at the link belo4:
http:55444*indiana*edu5Bensi4eb5lessons5date*les*html
'* The Tooth behind Stonehenge:
http:55444*pbs*org54net5secrets5pre(iousCseasons5lessons5lpCstonehenge*html
$* 2rosty the Sno4man )eets His -emise: An Analogy to Carbon -ating
http:55444*sciencenetlinks*com5pdfs5sno4manCactsheet*pdf and
http:55444*sciencenetlinks*com5lessons*cfm8-ocI-D"E"
nline :esources
Isotopes in the Ne4s:
)anada Acts to ?eopen ?eactor Nroducing 'edical Isotope
http:==www.nytimes.com=$442=1$=1%=business=worldbusiness=1%reactor.htmlG
Qr61Radxnnl61Radxnnlx61$$*5$0%1%"I$./S@)$&NE;N11DT21NwA
?eactor >hutdown )ausing 'edical Isotope >hortage
http:==www.nytimes.com=$442=1$=40=business=worldbusiness=40reactor.html
Telltale Isotopes in 'ari&uana Are /atureUs TracBing 3evices
http:==www.nytimes.com=$442=4+=$1=science=$1mari.html
Fantastic Voyage: A new nanoscale view of the biological world
http:==www.nanowerB.com=news=newsid6++..php
1n the Trail of the 'onarch, @ith the Aid of )hemistry
http:==Fuery.nytimes.com=gst=fullpage.htmlGres6*)4%I13)1.%FF*%AA15251)1A*0I*5+$04
'eeting the nationUs demand - PA/>)I extends run cycle for medical radioisotopes
http:==pearl1.lanl.gov=external=?esearch=isotopes.shtml
Isotope nline :esources:
;erBeley Table of Isotopes:
http:==ie.lbl.gov=education=isotopes.htm
'odern (ses of ?adioactive Isotopes:
http:==www.chem.duBe.edu=W&ds=cruiseQchem=nuclear=uses.html
Isotope uses: 1* Ixamples:
http:==www.ne.doe.gov=isotopes=neIsotopes$f.htmlMActinium"$$5
(ses of ?adioisotopes:
http:==www.ausetute.com.au=nuclesum.html
'edical Isotopes:
http:==www.menstuff.org=issues=byissue=isotopes.html
'edical (ses of Isotopes:
http:==theory.uwinnipeg.ca=modQtech=node1+0.html
(se of Isotopes in /utrition:
http:==Bidsnutrition.org=consumer=nyc=volQ$44.Q$=isotope.htm
http:==&n.nutrition.org=cgi=reprint=11*=1=2.pdf
The (se of Isotopes in the >tudy of 'ilB >ecretion:
http:==&ournals.cambridge.org=download.phpGfile6,$FN/>
,$FN/>%%Q41,$F>44$*00512.444401a.pdfRcode6ed++4d$caac$c.%bad+241*2ef421dd+
(se of >table Isotopes to Trace the 'igration of (nited >tates Tree ;ats
http:==www.fort.usgs.gov=resources=researchQbriefs=batQisotopes.asp
The (se of Isotopes in Nediatric ?esearch:
http:==www.pubmedcentral.nih.gov=picrender.fcgiGartid6121+204Rblobtype6pdf
The (ses of >table Isotopes in Netroleum
http:==comp.uarB.edu=WBsteele=gochemfiles=Nresent=(ses,$4of,$4>table,$4Isotopes,$4in
,$4Netroleum$.pdf
The (se of >table Isotopes of @ater in 3etermining >ources of @ater and Nlant Transpiration
http:==www.clw.csiro.au=publications=technical$441=tr45"41.pdf
Industrial (ses of Isotopes:
http:==www.urenco.com=content=05=Industrial"uses.aspx
>table Isotope Tracing:
http:==www.ehponline.org=members=$440=*$22=*$22.html
)3) ?adioactive Isotopes:
http:==www.bt.cdc.gov=radiation=isotopes
An Interesting ?adiation Timeline:
http:==www.radiation"scott.org=timeline=table.htm
Chernobyl Nuclear 3o4er 3lant Incident:
)hernobyl ome:
http:==www.iaea.org=/ews)enter=Focus=)hernobyl=
FreFuently AsBed Xuestions about the )hernobyl Incident:
http:==www.iaea.org=/ews)enter=Features=)hernobyl"15=cherno"faF.shtml
Dlobal ?adiation Natterns:
http:==users.owt.com=smsrpm=)hernobyl=glbrad.html
ther Chernobyl#:elated ,ebsites
http:==agls.uidaho.edu=etoxweb=resources=)ase,$4>tudy=)hernob0.pdf
http:==www.chernobyl.info=index.phpGuserhash6104+*2$
http:==www.chernobyl.info=index.phpGuserhash6*05%%++RnavI3610RII36$
http:==archive.greenpeace.org=comms=nuBes=chernob=read1%.html
http:==www14.antenna.nl=wise=index.htmlGhttp:==www14.antenna.nl=wise=..*".54=..html
/ote: Appendix %.1"%.. of the 'anitoba )hemistry %4> )urriculum provides excellent isotope applications
resources as well. >ee linB below:
http:==www.edu.gov.mb.ca=B1$=cur=science=found=gr11Qchem=t%Qappendices.pdf