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Daily Routine

Daily Routine. Sit in your appropriate seat quietly Make sure you are wearing your ID’s Have all necessary materials out All back packs on the floor All cell phones on silent and away in backpacks All IPods off and headphones out of your ears Hats off No food or drink except for water.

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Daily Routine

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  1. Daily Routine • Sit in your appropriate seat quietly • Make sure you are wearing your ID’s • Have all necessary materials out • All back packs on the floor • All cell phones on silent and away in backpacks • All IPods off and headphones out of your ears • Hats off • No food or drink except for water

  2. Bell Work • Are rocks and minerals the same thing or two different things? Why or Why not?

  3. Intro into Mining Should uranium ore mining be allowed in the area of the Grand Canyon National Park?

  4. I will be able to… • Describe the different types of mining • Model the difficult of mining by performing the cookie modeling activity

  5. Mining in Arizona • an excavation made in the Earth for the purpose of extracting ores, coal, precious stones, etc

  6. Mining in Arizona • Essential for the economy of the state

  7. Mining in Arizona • Arizona has many precious minerals and metals • Copper • Azurite • Malachite • Chrysocolla • Uranium baring minerals • Quartz • Calcite

  8. Mining Terminology Ore – a metallic or non-metallic mineral that is mined for a profit

  9. Mining Terminology • Surface mining – removal of surface bedrock and top soil on mineral resource • Examples: • Panning • Open-Pit • Strip

  10. Mining Terminology • Deep mining – mining that occurs deep in the surface • In-Situ Mining: using solutions to weather ore to get desired material • Subsurface mining - Passageways dug horizontally or anglularly to ore veins and bodies

  11. Cookie mining • 1. Place a cookie on a paper towel. • 2. You will try to remove as many chips as possible in one minute. • 3. You may use a toothpick or your hands to help you. • 4. Partial chips may be counted as long as the piece is larger than one half chip. • 5. IMPORTANT: Chips can only be counted if the cookie does NOT fall apart. • 6. Your teacher will tell you when to start and stop!

  12. How did the mining go? Was it easy extracting the chocolate chips from the cookies without doing damage?

  13. Think about real life mining. Is it difficult or easy to extract and excavate ores and mineral resources without doing damage? Why or why not?

  14. Daily Routine • Sit in your appropriate seat quietly • Make sure you are wearing your ID’s • Have all necessary materials out • All back packs on the floor • All cell phones on silent and away in backpacks • All IPods off and headphones out of your ears • Hats off • No food or drink except for water

  15. Bell Work • What is an ore? • Describe the two types of mining discussed in yesterday’s lesson?

  16. What is the mining process? Should uranium ore mining be allowed in the area of the Grand Canyon National Park?

  17. I will be able to • Describe the steps involved in the mining process • Compare Concentrating and Smelting vs. Leeching and Electrowinning • Model the surveying process of finding a desired ore body

  18. Locating the mineral resource through exploration • Mining company buys land claim for mining; Geologists survey land to look for clues of resources • Drill into surface to extract core samples to test for resources • Company forms a plan for mining process to extract resource following rules and regulations

  19. Orebody Mystery • Divide the class into groups of 4 students. • For each group, tape a piece of graph paper to the desk and have the students draw a rectangle that almost completely covers the graph paper, but leaves one or two rows of grid squares visible along the edge. The lines of the rectangle should be drawn along the graph paper grid lines. Label the horizontal edge of the rectangle with letters – one in each grid square (i.e., A,B,C,D…). Label the vertical edge of the rectangle with numbers (i.e., 1,2,3 …). Prepare two more sheets of graph paper with the exact same rectangle dimensions and labeling (one will be the answer sheet and one will be the recording sheet). • Give each group two colors of play dough and explain what each color of play dough represents (e.g., red represents the ore body and green represents the waste rock). • Have each group build an ore body on top of the graph paper within the boundaries of the rectangle. They should spread the ore body color over part of the base rock layer in a random shape that does not extend to the edges of the rectangle. • Each group should prepare a map of their ore body on the answer sheet graph paper and give these to the teacher. • Next, each group will spread the waste rock color on top of the whole structure, extending to the edges of the rectangle. They should end up with a structure where they only see the waste rock color of play dough from the top and the edges. The ore body play dough color should not be visible at all.

  20. Orebody Mystery • The groups should switch positions so they are working on another group’s ore body. • Within each group, students will take turns taking core samples from the ore body. Core samples are collected by pushing the straw straight down into the play dough structure, pulling it up, poking the core sample out with a stick and examining it. Use the grid squares and associated numbers and letters on the axes of the graph paper to accurately locate the position of your core samples. • Record core sample results on the recording sheet of graph paper. If no ore body color is visible, enter O in the grid square. • If the ore body color is visible, measure the depth of the ore body using a ruler. Pick a consistent unit of measurement (e.g., millimeters) and record the depth measurement number in the grid square.

  21. Orebody Mystery • Continue sampling until your group thinks they have enough information to map out the shape of the ore body and determine its approximate volume. • Record the number of core samples taken. • Draw an outline of the shape of the ore body on the recording sheet of graph paper and compare to the answer sheet. • Count up the number of full and partial grid squares occupied by the ore body to calculate the area of the ore body. Count each partial grid square as one-half of a square. • Determine the approximate volume of the ore body using an average of the depth measurements recorded from the core samples

  22. Daily Routine • Sit in your appropriate seat quietly • Make sure you are wearing your ID’s • Have all necessary materials out • All back packs on the floor • All cell phones on silent and away in backpacks • All IPods off and headphones out of your ears • Hats off • No food or drink except for water

  23. Bell Work • What is an ore? • Describe the two types of mining discussed in yesterday’s lesson?

  24. What is the mining process? Should uranium ore mining be allowed in the area of the Grand Canyon National Park?

  25. I will be able to • Describe the steps involved in the mining process • Compare Concentrating and Smelting vs. Leeching and Electrowinning • Model the surveying process of finding a desired ore body

  26. Blasting and Crushing • Use of explosives to remove bedrock to reach resources • Equipment used to separate waste rock from resources • Transport resources to be refined at mill or manufacturer

  27. Ways to obtain desired materials from ores and minerals Concentrating and Smelting Leeching and Electrowinning Uses a liquid to separate resource from mineral/ore Uses a leach solution and organic chelating solution to break down material further Shoot an electrical current through solution Ions of desired material precipitate and cover a plate as solid • Crushed ore is mixed with water to form a slurry • Slurry undergoes a series of reactions where desired product is separated from other materials • Products are smelted/melted to liquid state • Remove impurities and shaped and cooled

  28. Daily Routine • Sit in your appropriate seat quietly • Make sure you are wearing your ID’s • Have all necessary materials out • All back packs on the floor • All cell phones on silent and away in backpacks • All IPods off and headphones out of your ears • Hats off • No food or drink except for water

  29. Pros and Cons of Mining Should uranium ore mining be allowed in the area of the Grand Canyon National Park?

  30. I will be able to… • Model mining by performing the birdseed bead mining activity • List the positive and negative aspects of mining

  31. New Uranium Mining Site in AZ Mining businesses have been trying to start a new mining site around the Grand Canyon New possible site is located in a middle of a local activity site tourism, ecological diversity, and cultural heritage Should the state allow the mining bushiness to build Uranium mines in this area?

  32. Mining Activity Directions • Each group member should separate the items from the birdseed mines (beads and sunflower seeds), and place the materials into the bowls. Each group will have 2-3 minutes to collect as many items possible. • Add up the amount of beads and sunflower seeds after your group finishes collecting all the materials from the birdseed mines. • Raise your hand, and the teacher will hand an envelope with the amount of money each bead and sunflower seed is figuratively worth. • Calculate how much money your group made or lost for each material your group mined in the activity.

  33. Positive and Negatives of Mining • Five groups will work on the positives and 5 groups will work on the negatives of mining • Get a whiteboard, whiteboard marker, and cleaning rag from the back of the room • Positives equal green marker • Negative equal red marker • Discuss in groups about the positives and negatives of mining – List five examples • Share with class and take the notes

  34. What are the positives and Negatives of Mining for minerals?

  35. Positives and Negatives of Mining Positives Negatives • Employment = more job opportunities • Profits • Economic Growth for state and country • Trade market • Materials for everyday life

  36. Positives and Negatives of Mining Positives Negatives Environmental Issues Contamination and deforestation Finances Expenses for restoration, equipment breakdown, and cost for injuries and death Health Illness, injury and death Dangers in the mine Mine collapse = trapped Gas exposure

  37. What is Reclamation? • Reclamation – the restoration of mined land to a condition that protects human and health, the environment and where possible, returns land to beneficial use

  38. Remediation • Changing the slope of the impacted area reduced erosion • Removing or covering of soil with uncontaminated soil • Treating or recycling contaminated soil • Planting native species • Changing direction of waterways to avoid exposure to minerals that might cause pH unbalance • Neutralize acidic water • Establishing wetland systems that naturally remove contaminates

  39. Why do we need to mine for minerals? Why is this important to us?

  40. We use different products that were made from mineral we have mined.

  41. Exit Slip • Take a stance…should we or shouldn’t we mine for uranium baring ores? Why or why not?

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