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During each trial, students record the number of radioactive parent isotopes and record this in a data table.

Once all groups finish, each group records their info on the class decay table (on the board) and we calculate the averages of the class. Isotope Concepts: Students should begin to see the pattern that each time they dump out their M&Ms, about half become stable.

Adapted from: For Special Ed and ELL kids, you could give them a template of the data table/graph.

The first post question caused some confusion: Why didn't each group get the same results?

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Although students could work through the simulation individually, I prefer partnerwork to foster discussion among students, encouraging scientific discourse (SP7).

In this video I walk you through using the simulation.

I ask the students to divide themselves into partners, and request that one partner to get a computer, while the second partner gets the record sheet they will use.Students will record the number of M&Ms that are still "radioactive" (M side up) in their data table after each run, and set aside the "stable" (M side down) M&Ms.They will only re shake the radioactive M&Ms each time. Once they are finished with their 8 runs, they will record their data on the class data table (which can be on the board).Students begin by pouring the 100 M&Ms on the table, and set aside the "stable" isotopes (M side down).They then gather the radioactive, or M side up M&Ms, put them back in the container, and then pour them out again. and continue this process until all M&Ms are stable, or M side down.

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