NUCLEAR WASTE

NUCLEAR WASTE: WHAT ARE WE GOING TO DO WITH IT?

Peggy McCall

Preview of Main Ideas

Energy in the form of electricity affects the daily life of nearly every American. The electricity we depend on is produced by many energy sources. The large power plants that supply our energy needs today create wastes as byproducts of using primary and secondary energy sources. These wastes can range from the solid ash produced in coal burning plants to exhaust gases that contribute to air pollution and acid rain. Wastes that result from using radioactive materials are nuclear wastes. The United States Government has programs underway to provide for the same permanent disposal of all types of nuclear waste. Besides choosing and designing a safe permanent disposal site, a safe container, vehicle, and method must be available to transport the waste to the site. American nuclear energy plants use a series of physical barriers to make sure that radioactive material cannot escape from this container. Standards are tested and met for these containers, called spent fuel casks. Finally, states can have the responsibility of determining highway routes for the shipment of any hazardous materials based on the United States Department of Transportation regulations. The DOT encourages the use of the interstate highway system whenever possible, but each state may devise alternate routes.

Connection with the Curriculum

This activity can be used in science, history, geography, and other social studies classes.

Teaching Level: Grades 9-12

Objective Classification Outline (Also see objectives classification matrix below.)

Objective #1: The student will be able to examine present locations of power plants and inventories of spent fuel by state and discern rationale for such locations.

Essential Element: World in Spatial Terms.

Standard #3: How to analyze the spatial organization of people, places, and environments on Earth's surface.

Knowledge Statement #2: The models that describe patterns of spatial organization.

Skill Set #4: Analyzing geographic information.

Skill #2: maker inferences and draw conclusions from maps and other geographic representations.

Theme: Location.

Objective #2: The student will demonstrate an understanding of the safety standards required for the transport of high-level hazardous waste by planning a route for such waste within their own state, a route which they perceive as safe.

Essential Element: The uses of Geography.

Standard #18: how to apply geography to interpret the present and plan for the future.

Knowledge Statement #3: How to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Skill Set #5: Answering geographic questions.

Skill #3: Apply geographic models, generalizations, and theories to the analysis, interpretation, and presentation of geographic information.

Theme: Movement.

Materials

1.      Map #1: Locations of nuclear power plants.

2.      Map #2: Geographic distribution of High Level Nuclear Waste.

3.      Blank map- Geographic Distribution of High Level Nuclear Waste.

4.      Handout #1: Spent Fuel Storage- 1990 and 2000 state list.

5.      Transparencies:      #1: Percentage of electrical generation

#2: Energy Equivalents

#3: Percentage of Electricity from Nuclear Power.

Suggestions for teaching the Lesson

Opening the Lesson

1. Because students might feel that waste and its disposal (especially nuclear/radioactive waste) are not relevant to them, a good method of introducing the topic on a personal level and engaging students' interest is to have the classroom littered with classroom trash when students first arrive for the first lesson in this study. Direct students to take their seats without any effort at cleanup other than to push trash aside anything that is an obstacle to finding and taking their seats. After students have been seated amongst the trash for a few minutes, ask if they feel that the condition of the classroom is a problem. If there is agreement that a problem exists, ask students what they feel should be done about it and who is responsible for doing it.

2. After this brief exercise is concluded, ask them to identify other types of trash- specifically types related to energy. You may have to review, depending on the age group, the idea of energy, forms of energy, how they are used, etc.

Ask students to list the wastes that have probably been the products of producing the electricity that turned on the classroom lights. If this concept is beyond the group, use the idea of running a car with gasoline. Relate the cleanup of wastes produced during energy production to the "you make a mess, you clean it up" concept. Have students considers who is responsible for the cleanup and disposal of the wastes- the present generation or future generations?

Developing the Lesson

1.      Begin a discussion of questions about energy and electricity use and generation. (Use transparences of Percentage of Electricity Generated, Energy Equivalents, Share of Electrical Generation.) Use attached questions to lead discussion. You may ask the students to keep a small scrapbook of news articles related to management of nuclear/hazardous wastes throughout this study.

2.      To further explain the idea of nuclear/radioactive waste, review the concepts of radiation. Discuss the types of nuclear waste and how the waste is managed to protect the public and environment. Remind the students of the locations of power plants in the United States. Give them a copy of Spent Fuel Storage- 1990 and 2000 and Geographic Distribution of High Level Nuclear Waste. Have the students complete the map. Follow with the students completing worksheet #1: Radioactive Wastes: Volume and Radioactivities (1990) and #2: Geographic Distribution of High Level Nuclear Waste. Discuss answers.

3.      As a part of the "cleanup" process, each state has the right to decide where hazardous wastes (including nuclear/radioactive) can be transported. Give students the enrichment activity selecting a Hazardous Materials Shipment Route and a state radio map. In groups, have the students complete the activity. Each group should present their route and criteria for a safe route and lead the class in a discussion/argument concerning their ideas.

Concluding the Lesson

A field trip to local nuclear power plant or to a research laboratory where these safety measures are practiced would be in order.

Extending the Lesson

The Department of Energy has chosen Yucca Mountain in Southern Nevada as the location for a permanent storage facility for spent fuel rods. However, because of controversy, it has not been built yet. The students could debate the choice of Yucca Mountain by researching the geographic characteristics of the area.

Assessing the Lesson

Students can role-play situations where a storage facility becomes full and a new location must be developed for use. Also, role-play a situation where an accident/spill occurs while transporting a hazardous waste.

Additional Reading

"Nuclear Waste," Science, Society, and America's Nuclear Waste, Department of Energy, Washington, D.C., 1991.

Nuclear Chronicle. The American Nuclear Society, La Grange park, IL, 1992.

GEOGRAPHY STANDARDS CLASSIFICATION MATRIX – GRADES 9-12

Title: Nuclear Waste: What Are We Going To Do With It? Author: Peggy McCall

Objective	Essential Element	Standard	Knowledge Statement	Skill Set/ Skill Number	Geographic Theme
1. The student will be able to examine present locations of power plants and inventories of spent fuel by state and discern rationale for such locations.	The World in Spatial Terms	#3	#2	#4 / #2	Location
2. The student will demonstrate an understanding of the safety standards required for the transport of high-level hazardous waste by planning a safe route for such waste within their own state, a route which they perceive as safe.	Uses of Geography	#18	#3	#5 / #3	Movement