Production
Small amounts of fission products are naturally formed as the result of either spontaneous fission of natural uranium, which occurs at a low rate, or as a result of neutrons from radioactive decay or reactions with cosmic ray particles. The microscopic tracks left by these fission products in some natural minerals (mainly apatite and zircon) are used in fission track dating to provide the cooling ages of natural rocks. The technique has an effective dating range of 0.1 Ma to >1.0 Ga depending on the mineral used and the concentration on uranium in that mineral.
About 1.5 billion years ago in a uranium ore body in Africa, a natural nuclear fission reactor operated for a few hundred thousand years and produced approximately 5 tonnes of fission products. These fission products were important in providing proof that the natural reactor had occurred. Fission products are produced in nuclear weapon explosions, with the amount depending on the type of weapon. The largest source of fission products is from nuclear reactors. In current nuclear power reactors, about 3% of the uranium in the fuel is converted into fission products as a by-product of energy generation. Most of these fission products remain in the fuel unless there is fuel element failure or a nuclear accident, or the fuel is reprocessed.
Read more about this topic: Nuclear Fission Product
Famous quotes containing the word production:
“The myth of unlimited production brings war in its train as inevitably as clouds announce a storm.”
—Albert Camus (1913–1960)
“An art whose limits depend on a moving image, mass audience, and industrial production is bound to differ from an art whose limits depend on language, a limited audience, and individual creation. In short, the filmed novel, in spite of certain resemblances, will inevitably become a different artistic entity from the novel on which it is based.”
—George Bluestone, U.S. educator, critic. “The Limits of the Novel and the Limits of the Film,” Novels Into Film, Johns Hopkins Press (1957)
“It is part of the educator’s responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.”
—John Dewey (1859–1952)