Using a whole body counter to attract a younger generation to radiation and radiation protection topics

Currently there is a lack of young academics in the nuclear field especially in the field of radiation protection RP. One of the reasons is the very small number of students in the so called STEM subjects (science, technology, engineering and mathematics) which distribute among the different topics in these fields. One important task to overcome the foreseeable shortage of RP professionals is to attract pupils to this field. In routine monitoring the whole body counter of the Institute of Radiation Research (ISF) is used to identify and quantify radioactive materials that are incorporated in the human body using the technique of gamma spectroscopy. The in-vivo monitoring lab participates in activities for pupils at school level, e.g. Kinderuniversitaet, practical studies of secondary level pupils and 'Girls day'. Pupils that come to the lab are ages 14 to 18. The whole body counter is an optimal tool for these children to experience (natural) radioactivity and radiation protection issues. First pupils get a short introduction on radioactivity and gamma spectroscopy at a level adjusted to their current knowledge. After this they are measuring themselves in the whole body counter. A routine measurement of 300 s is able to show the natural occurring K-40 in their bodies. After their own measurements they do calibration measurements using a bottle phantom with a set up adjusted to their own body weights. The bottle phantom is filled with a potassium chloride (KCl) solution and contains no other radioactivity than the natural K-40 content of the KCl. Thus no further radiation protection measures need to be taken for using this phantom. A simple Excel-Sheet is then used to estimate their own K-40 activity by comparing the spectra of their measurement to the ones of the calibration measurements. This 'hands on' experience and the connection of radiation and their own bodies often is a 'eureka' effect and opens discussion on preconceptions of radiation and the need of RP. The 'course' as presented here can easily be adjusted to the different ages and levels of knowledge of the pupils. Our experience with these events shows a large interest and an active participation of the pupils especially in the discussions at the end of the day. Feedback of the participants is predominantly positive and shows the inherent interest in STEM which can be awakened or kept awake by such events. (authors)