Radiometric dating powerpoint

We used these mock emails in our labs last week, and they worked great; if you would like me to email you a copy, please write a comment in this blog post.

In the meantime, kudos to all who developed, modified, and shared this activity.

Each team of students is given an envelope containing copies of 16-17 checks that are made out to various payees.

Students are told to withdraw four checks at random and propose a scenario that could account for the checks.

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Nevertheless, when there are many identical atoms decaying (right boxes), the law of large numbers suggests that it is a very good approximation to say that half of the atoms remain after one half-life.The website where I found this activity has a huge number of ideas for expanding on these and many others when teaching about the nature of science; I recommend it.Over the summer, however, I got to thinking about whether students these days actually write checks (or know what they are).The number at the top is how many half-lives have elapsed.Note the consequence of the law of large numbers: with more atoms, the overall decay is more regular and more predictable.The accompanying table shows the reduction of a quantity as a function of the number of half-lives elapsed.Simulation of many identical atoms undergoing radioactive decay, starting with either 4 atoms per box (left) or 400 (right).They then withdraw four more and revise their scenario to account for the new information.After one more round of withdrawing two more checks, they aren’t allowed to see any more checks.According to the Checks lab page, the activity was originally developed in 1992 by Steve Randak and was modified in 1999 by Judy Loundagin.In case you’re not familiar with this activity, here’s a summary.

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