In this activity, students will learn how radioactive decay proceeds, and how to interpret data from isotopes found in rocks. A set of dice will represent a population of decaying atoms, and as students roll and remove dice from the parent population, they will see that as the parent population decreases and the daughter population increases that a standard set of ratios can be developed and used in studying the ages of rocks.

I strongly recommend investing in a set of 400 6-sided die, but there is sample data included if you would like to take a more "guided" route.

This file includes background information, worksheets, data sheets, an answer key and notes for teaching this activity (which also contains the key phrases I use when I teach this lesson). There are also questions including in the handouts that will clearly assess your students understanding of radioactivity.

Standards used (aligned to the Ohio Science Standards)

• Describe the processes that contribute to the continuous changing of Earth’s surface (e.g. earthquakes, volcanic eruptions, erosion, mountain building and lithospheric plate movements. [OH ES 6-8]

• Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of Life on Earth based on observable scientific evidence in the geologic record. [OH ES 9-10]

• Explain the processes that move and shape Earth’s surface. [OH ES 9-10]

• Summarize the historical development of scientific ideas, and describe emerging issues in the study of Earth and Space Sciences. [OH ES 9-10]

I have also used this lab in introductory Geology/Earth Science courses at the college level to introduce geologic time and absolute dating.

Math Content (you don't have to, but you sure can!)

Further, in this lab you and your class will collect data using dice as a model for atoms undergoing radioactive decay. You can use this lab to also teach students about half-lives, and how to generate exponential equations from data, and determine the relationships among variables.

CCSS.Math.Content.HSF-LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

CCSS.Math.Content.HSF-LE.A.1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

CCSS.Math.Content.HSF-LE.A.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

CCSS.Math.Content.HSF-LE.A.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

CCSS.Math.Content.HSF-LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

CCSS.Math.Content.HSF-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

CCSS.Math.Content.HSF-LE.A.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

CCSS.Math.Content.HSF-LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.

This is probably my favorite lab activity of all time, for the fun students have doing it and its effectiveness at teaching a topic that students generally have difficultly with. If you have any questions when you take a look at it, do not hesitate to contact me for assistance!

Goes great with "Geologic Timescales: Understanding Relative and Absolute Time" found at http://www.teacherspayteachers.com/Product/Geologic-Timescales-Understanding-Relative-and-Absolute-Time

Christina O'Malley (aka, "Dr. O")