One of the missions of our Institute is the promotion of basic nuclear teaching for students as well as professional teaching
for workers in nuclear industry and research. For nuclear chemistry education, we present here a one day teaching course on
radioactive decay and nuclear reactions, and a two or three days course based on reactor irradiation of uranium oxide, instrumental
and radiochemical analysis of fission products. In the first experiment, the neutron capture is presented as an example of
nuclear reaction; the neutron activation of a silver coin with a Am-Be neutron source, followed by γ-ray spectrometry, is
used to identify three radionuclides of silver and to calculate their half-lives. In the second experiment, our teaching reactor
is used as a neutron source with a flux about 1010 n·cm−2·s−1 at a low thermal power (10 kW). This low flux allows us to irradiate a small uranium sample which is usable for spectrometry
after a short cooling time of about two hours. The first day is reserved for instrumental analysis of the fission products
and a second day for the radiochemical separation of a fission radionuclides. With these experimental results, the students
have to calculate the number of fissions in the irradiated sample. On optional third day for postgraduate students is devoted
to the presentation of NAA and some applications as uranium determination by the fission product spectrometry.
A segment on radiation chemistry should be included in every course on nuclear science because of its unique role and its being relatively far removed from nuclear explosives. Experience of courses at different levels is outlined. Particular attention is given to the use of radiation chemical techniques in the training of postgraduate research students.
Authors:Daniel Blanco-Ania and Floris P. J. T. Rutjes
for new processes [ 3 ]. Considering the advantages of flow chemistry, and its increasing relevance for pharmaceutical and fine chemical production, it is important that also more attention is devoted to continuous-flow chemistry in chemistryeducation
We present the outline of a comprehensive website based offering of a basic graduate level or senior undergraduate level course in nuclear and radiochemistry. This password protected course follows classical pedagogical treatment of the subject. However, it has been augmented by the implementation of Flash animations to better teach basic nuclear and radiochemistry concepts. As well, the website is linked to many Internet related resources. All lectures and problems are presented in Microsoft Power Point format with Flash animations incorporated. A series of six experiments in radiochemistry, also offered in the course is available in a downloadable Microsoft Word format.
Authors:M. Rossbach, D. V. S. Narasimhan, A. Chmielewski, I. Einav, J. Thereska, and M. Haji-Saeid
Given the mismatch between supply of and demand for nuclear scientists, education in nuclear and radiochemistry has become a serious concern. The Nuclear and Radiochemistry in Chemistry Education (NRIChEd) Curriculum Project was undertaken to reintroduce the topics normally covered in a one-semester radiochemistry course into the traditional courses of a four-year chemistry major: general chemistry, organic chemistry, quantitative and instrumental analysis, and physical chemistry. NRIChEd uses a three-pronged approach that incorporates radiochemistry topics when related topics in the basic courses are covered, presents special topics of general interest as a vehicle for teaching nuclear and radiochemistry alongside traditional chemistry, and incorporates the use of non-licensed amounts of radioactive substances in demonstrations and student laboratory experiments. This approach seeks not only to reestablish nuclear science in the chemistry curriculum, but to use it as a tool for elucidating fundamental and applied aspects of chemistry as well. Moreover, because of its relevance in many academic areas, nuclear science enriches the chemistry curriculum by encouraging interdisciplinary thinking and problem solving.
coming from a standard pure chemistryeducation). Once in use, however, they unfold a potential that is inaccessible via classical methods and prove an easy mode of operation if a few points of considerations are kept in mind [ 2 – 5 ]. The sophistication
Authors:Renato X. Coutinho, Eliziane S. Dávila, Wendel M. dos Santos, João B. T. Rocha, Diogo O. G. Souza, Vanderlei Folmer, and Robson L. Puntel
( 2002 ) have been shown that up to 53% of the papers, related to the theme chemistryeducation, comes from the southeast universities, while Fernandes and Megid Neto ( 2007a ) reported that still 85% of the dissertations and thesis, related to the
Authors:Barbara M. Kehm, Malene Rode Larsen, and Hanna Bjørnøy Sommersel
Garcés , A. , & Sanchez-Barba , L. F. ( 2011 ). An alternative educational approach for an Inorganic Chemistry laboratory course in Industrial and Chemical Engineering . ChemistryEducation Research and Practice , 12 ( 1 ), 101 – 113 . doi: 10