Introduction
“If we hear enough lies than we no longer recognize the truth at all.”1 Valery Legasov, Chernobyl
In HBO’s recent miniseries Chernobyl, nuclear scientist Valery Legasov contemplates his role and decisions immediately after the explosion of their nuclear reactor. Amid a cloud of fear, nationalism, and willful ignorance, the manager, partners, and government officials of the Chernobyl nuclear plant endangered and exacerbated the situation that led to the meltdown, and subsequent radioactive fallout. Directors of the show painted a grim image of a population suffering from severe radiation sickness and burns, bodies disintegrating from the inside-out. Viewers watched in stunned empathy as both young and old faced the realization that their level of radiation exposure guaranteed a reduction of their life by decades. This picture and those of the Fukushima Daiichi Accident in 2011 imprinted an unforgettable vision that has forever impacted public opinion towards nuclear energy. Without much information, the general population formed a negative opinion about nuclear energy and radiation. Most view radiation as it related to nuclear accidents, but very few are aware how ubiquitous radiation exposure is in our daily lives and that it is useful and beneficial in many ways.
This curriculum unit for 11th and 12th grade Anatomy and Physiology high school students will attempt to balance and perhaps sway people’s opinion regarding nuclear energy and radiation. It will provide readers with a fundamental understanding of radiation, radioactive decay, its sources (natural or man-made), and discuss both the benefits and consequences of radiation exposure.
Comments: