MINING FOR SOCIETY Teacher Resource

Transcription

1 MINING FOR SOCIETY Teacher Resource Saskatchewan Mining Association 1

2 Mining 4 Society Saskatoon A Teacher s Resource This resource has been assembled by the Education Committee of the Saskatchewan Mining Association. Its purpose is to provide teachers with an activity package that will help raise student s awareness of the impact of mining on their lives and on the economy of Saskatchewan. These mineral industry lesson plans have been developed or adapted to correlate with the learning outcomes of the Saskatchewan Curricula. They were developed / adapted by Saskatchewan teachers and geoscientists to highlight the provinces mineral resources, the innovative technology, and careers associated with the extraction and processing of the minerals. This resource is meant as a guide to be used and modified to suit your styles and needs. These resources will be revised/updated periodically. Man has always utilized the earth s resources. The impact of mineral resources on our society is staggering. We can only imagine how our lives would change if all things connected with mining were removed from our homes or offices. Saskatchewan Mining Association 2

3 TABLE OF CONTENTS History of Mining in Saskatchewan Early Mining in Saskatchewan...4 Early Stone Materials....5 Base and Precious Metals....7 Clay....9 Coal.10 Diamonds 11 Potash..11 Other. 12 Lesson Plans Saskatchewan s Mineral Resources Mineral Potential and Mines in Saskatchewan.14 Saskatchewan s Mineral Resources: Exploration Exploring for Minerals in Saskatchewan: Stream Sediment and Soil Sampling...24 Exploring for Minerals in Saskatchewan: Geophysics Using Magnetics to Find a Mine...34 Saskatchewan s Mineral Resources: Mining Finders, Miners?. 44 Cookie Mining..54 Potash Solution Mining (see separate folder) Saskatchewan s Mineral Resources: Processing Physical Separation of Minerals..61 Sizing and Separation of Minerals..71 Saskatchewan s Mineral Resources: Products Rocks and Minerals in Your Life..75 Saskatchewan s Mineral Resources: Careers Careers in the Minerals Industry Being Revised. 84 Investigating Careers in the Minerals Industry 127 Saskatchewan Mining Association 3

4 History of Mining In Saskatchewan Early Mining in Saskatchewan The earliest mining occurred when earth s inhabitants started using various stones for tools or certain clays for cooking vessels. The earliest recorded occupation in Saskatchewan was around 9000 B.C. at the Niska site in the southern part of the province. Ample evidence of the use of stone tools, arrow heads, and spear heads, etc. has been found in the area. Much of the material used by these early inhabitants was imported or traded from other regions of North America. The study of the stone tools provides us with information about the people s work, their history, their religion, their travels and their relationships with other groups or nations. Stone is readily available throughout most of Saskatchewan. This was especially important for Saskatchewan s First Nations people who moved their camps frequently in search for food. The stones available were not all suitable for tools and they needed a constant supply of stone material that broke cleanly or was hard enough for pounding. Consequently, they made regular trips to the source areas or traded with people who lived near the sources. For these early residents of our province, the exchange of goods was more than just a means of acquiring things. Bartering and gift exchange was a means of creating and reinforcing relationships between individuals, families and nations. For thousands of years, goods have been exchanged through networks that extended across North America. Although perishable goods were also traded, our records are in the form of shell or stone artefacts. Saskatchewan Mining Association 4

5 Early Stone Materials Stone suitable for tools were widely distributed in the river beds, quarries and glacial deposits of Saskatchewan. Chithos was used for scraping caribou hides Early Talthielei points from the Lake Athabasca and Key Lake areas (2600 ~2100 years old) Pottery in the Amisk Lake area ~ year old, made of local clay. These tools were used for many purposes, including cutting meat. Stone knives came from the Reindeer Lake and Cree Lake areas. The age is unknown. Heavy coarse scrapers were used to tan hides; smaller scrapers were used to smooth arrow shafts. Stone scrapers found in the Reindeer Lake and Haultain River areas (age unknown) Pre-Dorset end blade from the Lake Athabasca area (3500 ~3600 years old) Saskatchewan Mining Association 5

6 RAW MATERIALS LOCATION TIME TRADED Pebble chert West central Saskatchewan 500 years Gronlid siltstone Nipawin area 5,000 years Ochre, hematite Southern Saskatchewan 1,000 s of years Swan River chert Eastern Saskatchewan, 10,000 years Western Manitoba Knife River flint Southern North Dakota 10,000 years Cypress Hills quartzite South-west Saskatchewan 2,000 years Fused shale South-east Saskatchewan 1,000 years Obsidian Yellowstone Wyoming 3,000 years Pipestone Minnesota, Wisconsin, South 1,200 years Datoka Shells Gulf of Mexico 2,000 years Copper Lake Superior 4,000 years Basalt Oregon, Washington, British Columbia 1,000 years With exploration, migration and settling of the west, the search for usable metals and minerals increased A.D. The first written reports of mineral occurrences in Saskatchewan were made by explorers like Kelsey, La Verendry, Hearne, Mackenzie and the fur traders at Fort Carlton and Cumberland House. Saskatchewan Mining Association 6

7 BASE AND PRECIOUS METALS (Copper, lead, zinc, nickel, gold, platinum, palladium, silver) 1858 Gold was discovered in Saskatchewan in the North Saskatchewan River. Dr. Hector of the Palliser expedition reported finding flour gold near Prince Albert T.B. Tyrell wrote that gold could be found at the east end of Lake Athabasca. This site opened as the Box Mine in 1939 and closed in 1942 because of the low grade of ore found Tyrell returned to Saskatchewan and reported quartz veins on Amisk Lake. These became significant in Copper deposits on the north shore of La Ronge were reported by a prospector. From , the Anglo-Rouyn mine produced copper along with gold and silver Gold discovered at Amisk Lake 1915 A copper-zinc deposit was discovered north and east of Amisk Lake. The Flin Flon mine opened at this site and operated from 1932 until Thomas Creighton, Jack Mosher and Leon Dion, who had found the copper-zinc deposit found gold in quartz veins near the present town of Creighton on the shore of Amisk Lake. The Prince Albert Monarch mine removed gold in 1937 then again from The Rottenstone deposit at the south-west end of Reindeer Lake yielded nickel, copper, platinum, palladium, silver and gold. Ore from this deposit was hauled to and refined in Flin Flon from s and 40 s Deposits of gold in combination with small deposits of copper, nickel, platinum and other metals were found in the Creighton, Flin Flon and Lac La Ronge areas Copper production began at Flin Flon Uranium discovered in the Beaverlodge District The Prince Albert (Monarch) gold mine begins production but closes in Saskatchewan Mining Association 7

8 1939 Box gold mine near Goldfields starts Copper was found near Flin Flon. The Flexor Mine worked this deposit from Box gold mine closes Uranium was discovered north of Goldfields and Uranium City became the mining center from 1953 until 1982 when the mines closed The Jolu gold deposit north of La Ronge was mined by the Mallard Lake Mine ( ), the Jolu Mine ( ) and the Jasper Mine ( ) More copper was discovered near Flin Flon. The Birch Lake Mine operated from Mining begins at Uranium City Gulf Oil discovered the Rabbit Lake uranium deposit at Wollaston Lake. The mine opened in Mining is continuing in this region and 1971 Mokta (Canada) Ltd. found extremely high grade uranium at Cluff Lake. The Cluff Lake mine opened in and 1976 Uranerz Exploration and Mining Ltd. and the Saskatchewan Mining Development Corporation discovered uranium ore deposits at Key Lake Uranium was discovered at McClean Lake. The mining operation began in Rich uranium deposits were discovered at Cigar Lake Mining ends at Uranium City. Saskatchewan Mining Association 8

9 1983 The Key Lake Mine was opened in 1983 and was at that time the world s largest uranium producer Star Lake gold mine begins production A copper-zinc deposit was discovered west of Flin Flon at McILvena Bay. Jolu gold mine begins production Star Lake gold mine closes Seabee gold mine starts. Jolu gold mine closes Contact Lake gold mine opens Konuto Lake copper-zinc mine starts Contact Lake gold mine closes. McClean Lake uranium mine begins production McArthur River uranium mine opens Cluff Lake uranium mine closes. CLAY 1000 B.C. Big Muddy Clay was used by First Nations people for earthenware and stoneware Commercial clay production of various kinds of construction bricks began in the Estevan, Bruno and Claybank areas. Saskatchewan Mining Association 9

10 1913 Claybank: Saskatchewan Clay Products official opening June 16, Saskatchewan clay was used in Medicine Hat for tableware for troops during World War II Bentonite clay was mined at Truax and processed at Wilcox Kaolin mined in the Eastend and Wood Mountain area The Brick Plant at Claybank closed. COAL (lignite) 1857 Captain Palliser reported coal in the Souris Valley Coal mining began in the Willow Bunch, Wood Mountain and Cypress Hills areas. Early mines were open pit but later underground mines became operational The first commercial coal mine was opened near Roche Percee. Coal was sent to Winnipeg by barges on the Assiniboine and Souris Rivers Eagle Lake coal mine opens Sunlight Coal Company initiates large-scale open-pit mining s, 40 s, and 50 s Coal was used both in homes and industrially as a source of heat. Some coal was made into briquettes Truax-Traer Coal Company starts strip mining. The first successful large scale strip mine The last underground coal mine in Saskatchewan was closed. Strip or surface mining in the Souris area expanded. Saskatchewan Mining Association 10

11 1959 The first boundary Dam thermoelectric unit went into production using local lignite as fuel. Further units were opened between Costello coal mine opens Klimax coal mine opens Boundary Dam coal mine opens Poplar River coal mine opens. The first Coronach Power Plant went into operation followed by a second unit in The Shand Power Plant began operating near Estevan Shand coal mine opens. DIAMONDS 1948 A Flin Flon prospector, John Johnson claimed to have found five diamonds in the area where kimberlite bodies containing diamonds have been located Diamond claims were made near Prince Albert by prospectors Kimberlites containing diamonds were found in the Sturgeon Lake area as well as the Fort a la Corne region s Prospecting for diamonds continues in Saskatchewan. POTASH 1918 Canadian Salt and Potash Co. of Canada Ltd. attempts alkali recovery at Muskiki Lake. Saskatchewan Mining Association 11

12 1941 Potash is accidentally discovered near Radville when an oil company was drilling The first attempt to mine potash by Western Potash Corporation Limited, using the solution method was unsuccessful. This was near Unity The first underground potash mine at Patience Lake near Saskatoon opened. It was closed because of flooding in 1985 and reopened as a solution mine in First commercial potash production near Esterhazy Esterhazy K-1 potash mine opens Solution mine opened at Belle Plaine. Other mines soon opened Esterhazy K-2 (1967), Saskatoon (1968), Allan (168), Lanigan (1968), Vanscoy (1969), Colonsay (1969), and Rocanville (1970). OTHER 1942 Alsask sodium sulphate plant opens Prairie Salt Company starts salt production at Unity Alsask. Cabri and Metsikow sodium sulphate plants close. Saskatchewan Mining Association 12

13 SASKATCHEWAN S MINERAL RESOURCES Saskatchewan Mining Association 13

14 Saskatchewan s Mineral Resources Lesson: Mineral Potential and Mines in Saskatchewan. Overview Using maps and online resources students will determine what minerals occur in the ground below their school; where to prospect for diamonds and other minerals; and where Saskatchewan s current mines are located. Students will gain an appreciation that Saskatchewan s mineral resources are not evenly spaced about the province. Duration: One to two classes Materials: Mineral Resource Map of Saskatchewan Student Map Saskatchewan Energy and Mines Minerals Resource Map (SMA website) Saskatchewan Energy and Mines Mineral Resource Map Paper Copy (see Resources) Note to Teacher: The Saskatchewan Energy and Mines Mineral Resource Map is available on-line as well as in paper copy. On the map the carnallite (potassiummagnesium chlorite) region (hot pink) is separated from the rest of the potash region. For the purposes of this lesson it is considered as part of the potash region. This activity is similar to the Work On It Activity in the new Grade 4 Science textbook. Instructional Methods: Independent and guided learning, map reading Learning Outcomes and Indicators SCIENCE Grade 4: Rocks, Minerals and Erosion RM4.2 Assess how human uses of rocks and minerals impact self, society, and the environment. e. Identify locations where minerals, including potash, sodium sulphate, salt, kaolin, uranium, copper, coal, diamond, and gold, are extracted in Saskatchewan. Grade 7: Earth s Crust and Resources EC7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. d. Identify locations of Saskatchewan s primary mineral resources (e.g., potash, gold, diamond, salt, uranium, copper, and graphite) and their primary uses. PAA Energy and Resources 10,20, 30 Module 12,16,22 SOCIAL STUDIES Grade 4 Resources and Wealth RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities a. Represent on a map the major resources in Saskatchewan (e.g., minerals, potash, oil, uranium, natural gas, lumber, water, crop, and livestock production). b. Locate on a map the major industries in Saskatchewan (e.g., agriculture processing, mining, Saskatchewan Mining Association 14

15 manufacturing, forestry products, energy refinement, tourism, livestock production). Grade 7 Resources and Wealth RW7.2. Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries. b. Identify the locations of natural resources of circumpolar and Pacific Rim countries using appropriate maps, and analyse the impact of the resources on local communities. (indirectly). Source: Saskatchewan Evergreen Curriculum Big Picture Questions 1. What minerals are mined in Saskatchewan? 2. Where are Saskatchewan s mines? Background Information Mining is the province s third largest industry and a significant contributor to the provincial economy spending over $3 billion annually on wages, goods and services, and generating over $2 billion annually to the provincial government revenue through royalties and taxes. Saskatchewan has over 25 operating mines. Our mines produce potash, uranium, coal, gold, salt, meta-kaolin, silica sand, sodium sulphate, clay and bentonite. Saskatchewan also has a wealth of developing mineral resources including diamonds, platinum & palladium, rare earth elements, copper, zinc, and nickel. Vocabulary deposit occurrence mine potential THE ACTIVITY Teacher Preparation: The student Mineral Resource Map should be blown up to fit 11 x 14 paper. It will be much easier for the students to read the city/town names as well as see the outlines. Activity: 1. Review the terms, deposit, mine, occurrence and potential. Students will see these terms on the Mineral Resource Map keys on the side and bottom of the map. 2. Have students look at the Mineral Resource Map of Saskatchewan. This can be done either using a paper copy or by going on-line to the Saskatchewan Mining Association site. 3. Have students find the legend (on the bottom of the map), locate the various mineral potential areas and colour them on their Mineral Resource Map of Saskatchewan. Outlines of the resource potential areas have been put on the map (in a very light grey) for guidance. Students will have to be told that it is alright to colour over the oil and gas pools. Oil and gas deposits occur in the same area as potash in the west and south east of the province. They occur in rocks that are both deeper and shallower than the potash. 4. Have the students locate mine sites using the key to the right of the map and number them on their map according to their chart. The Government and SMA Mineral Resource Maps have a key to the mineral deposits and mines. The numbers beside the mines on the key are not the same numbers on the student map. The key shows the dots for the mineral deposits/mines as separate colours. Uranium red, gold yellow. This will help the students determine what mineral is being mined at each location. 5. Have students answer the questions. Assessment Method and Evidence Map Students will have an understanding of where Saskatchewan Mining Association 15

16 Saskatchewan s resources and mines are located and be able to show this by colouring in the resource potential areas, and locating the mines on the map. Students will be able to identify the mineral that is mined at each mine site. Questions Students will gain an appreciation that Saskatchewan s mineral resources are not evenly spaced about the province. They will be able to show that uranium is found in the north, coal along the border in the south, potash runs across the southern part of the province, diamonds occur in a small area east and north-east of Prince Albert, gold mines are located north and east of La Ronge and most of the copper deposits in the middle along the border with Manitoba. Street Regina, SK S4P3Z8, Canada Tel. (306) Web Site. Available as 8.5 x 11 and 31 x 48 maps. Mineral posters (free). Available at: b2e a085766aac4b Saskatchewan Mining Association Website: ml smap2010.pdf Great Western Minerals: Extension 1. Use two different colours to indicate current mines and future mines. Add the location of newly announced mines. 2. Follow Saskatchewan s mining news in your local paper and locate the areas on the map. 3. Go on-line to the Great Western Minerals web site to find out where their Rare Earth Elements (REE) deposit is located. Learn more about rare earth minerals. Resources Saskatchewan Energy and Mines Mineral Resource Map. Available at: px?docid=5145,4477,3440,3385,5460,2936,docum ents&mediaid=31999&filename=minresmap2010.pdf Or purchased at: Energy and Resources th Avenue and Scarth Vocabulary Deposit: A mineral occurrence of sufficient size and grade that it might, under favourable circumstances, be considered to have economic potential. Mine: An excavation beneath the surface of the ground from which mineral matter of value is extracted. Mines are commonly known by the mineral or metal extracted such as uranium mines, potash mines etc. Occurrence: A concentration of a mineral that is considered to be valuable or that is of scientific or technical interest. Ore: The naturally occurring material from which a mineral or minerals of economic value can be extracted profitably. Prospect: An area that is a potential site of mineral deposits, based on preliminary exploration. Showing: Surface occurrence of mineral. Saskatchewan Mining Association 16

17 Name: Student Activity 1. Using the websites below, go online to the SMA or the Ministry of Energy and Resources website and find the Mineral Resource Map of Saskatchewan. Use the colour key at the bottom of the map to help you colour in the mineral potential areas. Don t forget to put the colours you have used in your key. 2. Find the list of deposits and mines along the side of the web page map. Zoom in on the map to locate the mines below. A) Put the number from your chart beside the mine location on your map. B) Write down what mineral is mined. Number Saskatchewan s Mines Mineral mined (Ore mineral) OPERATING 1 Allan 2 Belle Plaine 3 Bienfait 4 Big Quill 5 Boundary Dam 6 Chaplin 7 Colonsay 8 Cory 9 Esterhazy K1 and K2 10 Lanigan 11 McArthur River 12 McClean Lake 13 Patience Lake 14 Poplar River 15 Rabbit Lake 16 Rocanville 17 Roy Lloyd (Bingo ) 18 Seebee 19 Vanscoy RECENTLY CLOSED MINES 20 Cluff Lake 21 Key Lake IN THE NEWS 22 Cigar Lake 23 Star 24 Jansen Student Saskatchewan Activity Sheet: Mining Mineral Association Potential and Mines Saskatchewan 17

18 3. Where do most of the potash mines occur? 4. Where do the uranium mines occur? 5. Where would you find diamonds in Saskatchewan? 6. Where in the province would you go to find coal? 7. The price of gold in rising quickly these days. If you were interested in finding a gold mine where would you look? 8. If you were a mining company and you owned the mineral rights under your school what mineral resource would you explore for? Websites: Saskatchewan Mining Association: Ministry of Energy and Resources Mineral Resource Map 2011: Student Saskatchewan Activity Sheet: Mining Mineral Association Potential and Mines Saskatchewan 18

19 Mineral Resource Map of Saskatchewan Mine location Future mine Student Saskatchewan Activity Sheet: Mining Mineral Association Potential and Mines Saskatchewan 19

20 Answers 1. Using the websites below, go online to the SMA or the Ministry of Energy and Resources website and find the Mineral Resource Map of Saskatchewan. Use the colour key at the bottom of the map to help you colour in the mineral potential areas. Don t forget to put the colours you have used in your key. 2. Find the list of deposits and mines along the side of the web page map. Zoom in on the map to locate the mines below. A) Put the number from your chart beside the mine location on your map. B) Write down what mineral is mined. Number Saskatchewan s Mines Mineral mined Ore mined OPERATING 1. Allan Potash 2. Belle Plaine Potash 3. Bienfait Coal 4. Big Quill Potassium Sulphate 5. Boundary Dam Coal 6. Chaplin Sodium Sulphate 7. Colonsay Potash 8. Cory Potash 9. Esterhazy K1 and K2 Potash 10. Lanigan Potash 11. McArthur River Uranium 12. McClean Lake Uranium 13. Patience Lake Potash 14. Poplar River Coal 15. Rabbit Lake Uranium 16. Rocanville Potash 17. Roy Lloyd (Bingo ) Gold 18. Seebee Gold 19. Vanscoy Potash RECENTLY CLOSED MINES 20. Cluff Lake Uranium 21. Key Lake Uranium IN THE NEWS 22. Cigar Lake Uranium 23. Star Diamond 24. Jansen Potash 3. Where do most of the potash mines occur? Teacher Saskatchewan Answer Sheet: Mining Mineral Association Potential and Mines Saskatchewan 20

21 Most of the mines occur between Saskatoon and Rocanville (or the Manitoba border). 4. Where do the uranium mines occur? The mines are all associated with a particular rock unit, the Athabasca sandstone of the Athabasca basin in the provinces north. All of the current mines are located on the east side of the Athabasca Basin. 5. Where would you find diamonds in Saskatchewan? The diamond potential area occurs from Prince Albert east and northwards along highway 106 and along the Saskatchewan River. 6. Where in the province would you go to find coal? A person would go to the very south of the province close to the border with the United States near Estevan and south of Assiniboia. There have recently been deep coal discoveries in the Hudson Bay area. 7. The price of gold in rising quickly these days. If you were interested in finding a gold mine where would you look? (Name the nearest city/town) The area with the most gold deposits, mines and closed mines runs north from La Ronge towards and west of Southend. Other areas are around Uranium City, west of Stony Rapids, and Flin Flon area. 8. If you were a mining company and you owned the mineral rights under your school what mineral resource would you explore for Answers will vary Websites: Saskatchewan Mining Association: Ministry of Energy and Resources: Great Western Minerals: Teacher Saskatchewan Answer Sheet: Mining Mineral Association Potential and Mines Saskatchewan 21

22 Mineral Resource Map of Saskatchewan Mine location Future mine Teacher Saskatchewan Answer Sheet: Mining Mineral Association Potential and Mines Saskatchewan 22

23 SASKATCHEWAN S MINERAL RESOURCES EXPLORATION Saskatchewan Mining Association 23

24 Saskatchewan s Mineral Resources Lesson: Exploring for Minerals in Saskatchewan: Stream Sediment and Soil Sampling Overview In this activity, students use information from geochemical surveys (stream sediment and soil samples) to predict the location of a mineral deposit. Source: This lesson has been modified from a lesson developed for Oresome Resources. Duration: one class Materials: Student Activity Sheet Teacher Answer Sheet Instructional Methods: Guided inquiry Learning Outcomes and Indicators Grade 7 Mixtures and Solutions MS7.3Investigate the properties and applications of solutions, including solubility and concentration. j. Research how various science disciplines and engineering fields study and apply scientific knowledge related to solutions. Grade 7 Earth s Crust and Resources EC7.2Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. f. Provide examples of technologies used to further scientific research related to extracting geological resources (e.g., satellite imaging, magnetometer, and core sample drilling). g. Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Earth (e.g., trial-and-error prospecting versus core sampling).. Source: Saskatchewan Evergreen Curriculum Big Picture Questions 1. How do they find mineral deposits in Saskatchewan? Background Information Saskatchewan Mining Association 24

25 In the soil and rocks near a mineral deposit, higherthan-normal concentrations of metals and other elements often exist. These are known as geochemical anomalies and are more extensive than the actual ore deposit. This makes them somewhat easier to target and locate. Geochemistry is the scientific process of locating these geochemical anomalies by sampling and chemical analysis of rocks, soils, water or vegetation. Geochemical analysis can determine whether the level of an element found in a particular area is at background levels or at higher levels, which could mean that economic mineral concentrations are nearby. By collecting and analysing sediment samples from creeks, rivers, lake bottoms and soils, geoscientists can trace minerals back to the source rocks. The sample sites are located on high-quality aerial photos. These days each sample location also has its location recorded using a global positioning system. Stream sediment surveys A series of samples are taken working upstream along a creek bed. This involves collecting 500 grams of stream sediment samples from creek beds. The number of stream sediment samples taken varies, but is usually one to four samples for each square kilometre. Rock sampling Explorers use a geological pick to break small pieces of rock from an outcrop to send to a laboratory for chemical analysis. Soil sampling Two hundred grams of soil samples are collected below the grass roots. Geochemical soil sampling is usually conducted over a relatively small area. Soil samples are typically collected by hand from a small hole dug to a depth of about 10 centimetres. Gas sampling Mineral deposits can emit gases that leak to the surface. These can accumulate in soils or be emitted to the atmosphere in extremely low concentrations. Attempts have been made to collect and analyse these gases, both with ground and airborne collection systems. Results to date have been variable. Geo-botanical sampling Certain plant species are capable of taking up metals from the soil through their root systems and concentrating them in leaves and bark. Geobotanical surveys, based on direct sampling of plants or ground litter, have been undertaken with some success around the world. These surveys are often used when it is difficult to get access to the ground to obtain samples. Vocabulary analysis geochemistry till THE ACTIVITY assay ore Motivational Set ( 5 minutes) Show the picture of the two prospecting methods to the students. Ask the students what they think each man is doing. Most students will be familiar with the idea of the old prospector panning for gold. Panning is still used for gold and other minerals that are heavy. It is back breaking work that takes many hours and running water. Ask the students what it is the modern day prospector or exploration geologist is sampling. The samples taken for chemical analysis can range from coarse gravel through sand, silt, and mud. Not all minerals/metals can be found by panning. Today most prospectors and exploration geologists will collect samples of the stream and lake sediment, and soil. The samples are sent to a laboratory where they will be crushed, sieved and dissolved in acid to determine their chemistry. This process is called assaying the sample. Once the assay results are back to the mining company they are plotted on a map. Saskatchewan Mining Association 25

26 In this class the students will be the exploration geologists interpreting the results. Activity: 1. Provide students with a copy of the work sheet and read through the task together. Students may complete the task individually or in groups of two. 2. Discuss student findings after the work sheet is completed. Assessment Method and Evidence Maps Students will be able to how geologists apply the results obtained from solutions derived from a sediment sample in their exploration for mineral deposits. Using the information gained from geochemical analysis of sediments, students will determine the most likely location of a mineral deposit and propose an area for further exploration by drilling. Students will be able to show how geochemistry is used to help pin point the location for further exploration, such as diamond drilling, for mineral resources Questions Students will be able to explain how the concentration of an element in a solution derived from a sediment can help determine an exploration program. Students will able to explain why geologists must take into consideration the affects of glaciations when searching for geological resources within the earth. Students will be able to show how the geochemistry of sediments/soils, used to explore for mineral resources, is an example of how science and technology are an integral part of Saskatchewan s lives and communities related to the minerals industry. Resources Oresome Resources The original resource is available at: w/resource/publication_the_science_of_mining/se ction/resources/parent//category/exploration Wikipedia Gold Prospector. Available at: Source: pg Vocabulary Analysis: The identification and measurement of the chemical constituents of a substance or specimen. Samples are sent to the laboratory for analysis. Assay: To analyze the proportions of metals in an ore; to test an ore or mineral for composition, purity, weight, or other properties of commercial interest. Geochemistry: The study of the presence of elements in the earth; their abundance and distribution. Ore: A source of minerals that can be mined at a profit. Ore refers to either metallic or nonmetallic deposits such as sulfur. Till: Unsorted and unstratified, unconsolidated clay, silt, sand, gravel and boulders deposited directly by and underneath a glacier without subsequent reworking by melt water. Saskatchewan Mining Association 26

27 Name: Student Activity Stream Sediment Sampling Survey One - June During the summer, geologists mapping near Penny Creek in the Flin Flon area, find indicators that an ore deposit containing copper is nearby. They collected stream sediment samples from the four points on the map and sent them to the Acme Chemistry Lab to be analysed. When they got the results back the samples from A and B showed traces of copper, but C and D did not. With these results in mind they had to plan where they were going to sample next. 1. Circle the area on the map showing where you think the ore deposit is likely to be. 2. Explain why you think it is located where you have shown it. 3. Why do you think the sediment from the stream was sampled instead of the water? Once you have finished these questions ask for the results from the second survey. Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling Page 1. 27

28 Name: Survey Two - September The search was narrowed to the north area of Penny Creek. Stream sediment samples or soil samples were taken at each point on a grid marked on a map of the area thought most likely to contain the ore. The table below gives the map references of locations where medium, high and very high concentrations of copper were found. Copper concentration Medium High Very High Locations C3 C5 D3 D6 E3 E6 F7 G4 G7 H5 H7 I6 I7 I8 I9 J7 K8 K10 L9 L11 C4 D5 F4 F6 G5 G6 H6 J8 J9 K9 L10 M10 D4 E4 E5 F5 1. Use different coloured pens or pencils to plot the locations where medium, high and very high concentrations of copper were found. 2. Using the same coloured pencils used above, shade in the predicted location of the ore deposit showing medium, high and very high copper concentrations. 3. What is the approximate size of the ore deposit on the surface? Use the scale 1 cm = 20 m. 4. The next step in exploration is to drill and collect samples for analysis. Your budget allows only three holes. Give the map references of the three places you would drill, mark the locations with an X, and explain your choice. In parts of the world where there have been no periods of glaciation this would be a great way to find an ore deposit. However, in Saskatchewan the last glaciers swept across the province from the north-east to the south-west. The glaciers scraped off some of the surface rocks and deposited them along the way as it advanced (moved forward). This is something the geologists in Saskatchewan must consider when planning their exploration and drill programs. Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling Page 2. 28

29 5. How will this new information affect where you are going to put your drill holes? 6. Drilling holes into the ground is very expensive, up to $1, per meter in some rock types. Do you have enough information based on the stream sediment and soil geochemistry to accurately know where to put your drill? Explain why or why not. Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling Page 3. 29

30 Name: Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling Page 4. 30

31 Answers to worksheet questions Part A 1. Students should circle an area that excludes site C and D 2. Copper will be present only in areas downstream from the mineral deposit. Because no copper is at C and D, the copper deposit must be located to the north-west of B. 3. Concentrations in the water are too low and can be inconsistent. Heavy rains will dilute the concentration. Part B 3. About 800 square metres. 4. D4, E4.5, F6. Drill in the section that has the highest copper concentrations. 5. Geologists in Saskatchewan have to consider that the trace ore minerals found in the samples may have been scraped off of an ore deposit and transported along with the glacier. They therefore have to consider which direction the glacier came from and will have to sample more in that direction (generally to the north-east) before they decide to drill. If they drilled on the highest anomaly there may be nothing below it, rather the ore deposit could be several kilometres away up the path of the glacier. 6. No, you must consider more factors such as the local geology (are the rocks the right type for a copper deposit?), glacier direction, geological history (are there any faults in the area). Answers will vary Teacher Answer Saskatchewan Sheet: Exploring Mining for Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling 31

32 Copper concentration Medium High Very High Locations C3 C5 D3 D6 E3 E6 F7 G4 G7 H5 H7 I6 I7 I8 I9 J7 K8 K10 L9 L11 C4 D5 F4 F6 G5 G6 H6 J8 J9 K9 L10 M10 D4 E4 E5 F5 Teacher Answer Saskatchewan Sheet: Exploring Mining for Minerals Association in Saskatchewan: Stream Sediment and Soil Sampling 32

33 Source: Wikipedia. Saskatchewan Mining Association 33

34 Saskatchewan s Mineral Resources Lesson: Exploring for Minerals in Saskatchewan: Geophysics Using Magnetics to Find a Mine Overview In this activity, students use the magnetic properties of iron nails to search for them in a tray of sand. Source: This lesson has been modified from a lesson developed for Oresome Resources. Duration: one class Materials: Per group Three 75 millimetre iron nails Tray of sand (preferably square) Compass Two copies of grid maps Ruler Permanent magnet. Dry erase marker or water soluble marker Using Magnetics to Find a Mine Map of Exploration Area Teacher Answer Sheet Colour Overheads Figures 1-4 Instructional Methods: Guided Inquiry, hands on Learning Outcomes and Indicators Grade 7 Earth s Crust and Resources EC7.2Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. f. Provide examples of technologies used to further scientific research related to extracting geological resources (e.g., satellite imaging, magnetometer, and core sample drilling). g. Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Earth (e.g., trial-and-error prospecting versus core sampling). Source: Saskatchewan Evergreen Curriculum Big Picture Questions 1. How do they find mineral deposits in Saskatchewan? Background Information Geophysical methods are used to measure the physical properties of rocks at or below the Earth s surface. Source: Fugro Airborne Surveys Aerial Magnetometer Survey Geophysicists look for differences in the density, magnetic properties and electrical conductivity of rocks. The levels of natural radioactivity and the speed with which sound can travel through rocks are also measured. Saskatchewan Mining Association 34

35 Types of surveys Geophysicists collect information using equipment on the ground and from aircraft to measure the make-up of rocks found both on and under the surface. Ground geophysical surveys can be expensive and are generally undertaken only over relatively small areas of particular interest. Airborne surveys are conducted using fixed-wing aircraft or helicopter normally flying 60 to 200 metres above the surface. Ground magnetic survey The Earth acts as a giant magnet and influences mineral deposits that are magnetic or may be magnetised particularly objects containing iron. Magnetometers measure the magnetic field. Magnetic surveys may be undertaken from the air or on the ground. The data can be presented as a magnetic map using computer technology. Electrical properties Mineral deposits have a wide variety of electrical properties, including its electrical conductivity and capacity to hold an electric charge. These properties are measured by inserting electrodes into small holes dug in the ground, connecting them to a generator and running an electric current through the ground. Other methods include electro-magnetics, which can be measured on the ground, down drill holes or from aircraft. Seismic methods Seismic surveys measure the speed sound travels through rock under the surface. It shows changes in porosity and permeability density. Sound waves are reflected at the surface of the denser rock. Different rock types and geological structures affect these seismic waves in specific ways; and by studying the results obtained, the shape and structure of layers under the Earth s surface can be predicted. Seismic methods are commonly used in exploring for oil, potash and are now being used in the search for uranium. Radiometric surveys Many rocks and minerals are naturally radioactive. In fact, almost everything has some level of radioactivity even us! This is due to small concentrations of radioactive elements like potassium and uranium. Radiometric surveys measure variations in the natural radioactivity of the Earth s surface. Modern spectrometers enable radioactivity to be detected at very low levels not previously detectable. These surveys are normally done from the air, the ground and down all holes. Vocabulary geophysics THE ACTIVITY kimberlite Teacher Prep: 1. Before starting, ensure iron nails are magnetic enough. If the field is too weak, students can magnetise nails by rubbing them on a permanent magnet. Paperclips or small magnets could also be included to give a range of magnetic field strengths. 2. Copy the Map of The Exploration Area onto overheads. Make sure the grid area fits over the square container of sand. These can be used over again as long as students us dry erase or water soluble overhead markers. Motivational Set ( 5 minutes) COOL FACT: Some geophysical exploration techniques (for example, magnetics) originated from military technology used to search for submarines underwater. Explain: The Earth acts as a giant magnet and influences minerals that are magnetic or may be magnetised, particularly objects containing iron. Magnetometers measure changes in the magnitude of a magnetic field. Magnetic surveys may be undertaken from the air or on the ground. The data are presented as a magnetic map using computer technology. Saskatchewan Mining Association 35

36 Tell the students that they will be looking for buried object s without disturbing the land. Activity: 1. Check the magnetism of the nails using the compass to ensure their magnetic field is strong enough. 2. Hand out the sheets Using Magnetics to Find a Mine and Map of The Exploration Area 3. Have students work in pairs to complete the hands on activity. Students will work in pairs to hide the iron nails and exchange their nails with another group. The students will then work together to find the location of the nails hidden by the other group. Have the students take turns using a magnet to locate the iron nail while the other is plotting the location. 4. When the hands on portion is complete students can answer the questions. 5. Take up the questions. 6. Saskatchewan Connection: Show the students the magnetic map of Saskatchewan (Figure 1). Try to find your city/town. Explain that the magnetometer locates rocks with magnetite and other magnetic minerals in them. The higher the amount of magnetite the brighter the colour. Pink and red areas have the most magnetite call magnetic highs. The blue areas have little to no magnetite, called magnetic lows. When looking for ore deposits one of the methods used is the magnetometer survey. In Saskatchewan magnetometer surveys have helped to locate deposits of diamonds. Diamonds are found in an area east and north-east of Prince Albert (Figure 2). Although there are a lot of rocks with a magnetic signature (the long red/pink bands) diamonds are not found in all of them. Diamonds are associated with very small, roundish magnetic highs, usually around 100 m across. The small size of these deposits makes them very difficult to find. On the magnetic maps these deposits look like little bulls eyes (Figure 3) this is because the diamond pipe is most often a vertical pipe of rock with magnetite in it. (Figure 4). Assessment Method and Evidence Hands on Activity Students will understand and be able to describe how deposits with magnetic minerals can be located using magnetic surveys. Students will be able to provide information about magnetic surveys as an example of a technology used to further scientific research related to extracting geological resources Discussion Questions Students will evaluate different approaches taken and will be able to determine the most advantageous path to take when searching for geological resources using the magnetic survey as a tool. Resources Fugro Airborne Surveys. Available at: Oresome Resources Available at: w/resource/publication_the_science_of_mining/se ction/resources/parent//category/exploration Vocabulary Geophysics: A branch of physics dealing with the Earth, including its atmosphere and hydrosphere. It includes the use of seismic, gravitational, electrical, thermal, radiometric, and magnetic phenomena to interpret Earth data. Kimberlite: This is the rock diamonds are found in but only a small percentage of the known kimberlite occurrences are diamondiferous. It is commonly brecciated and occurs in vertical pipes, dikes, and sills. Saskatchewan Mining Association 36

37 Using Magnetics to Find a Mine The Earth acts as a giant magnet and influences minerals that are magnetic or may be magnetised, particularly objects containing iron. Magnetometers measure changes in the strength of a magnetic field. Magnetic surveys may be undertaken from the air or on the ground. The data are presented as a magnetic map using computer technology. This information can be used to help find mineral deposits associated with magnetite. Magnetic surveys can also help map geological units and faults. This activity simulates how a magnetometer would find an ore deposit associated with magnetic minerals and buried deep underground. Method 1. Check the magnetism of the nails using the compass to ensure their magnetic field is strong enough. If not, magnetise the nails by rubbing them along a permanent magnet. 2. Without showing the group you are to exchange with, you will hide the three nails in the tray of sand. Place the nails on top of the sand then place the grid map over the sand box and mark the location of the nails on your map. Push the nails into the sand making sure they are between two and three centimetres deep. Smooth out the surface. 3. When the surface is flat, mark north in the sand. 4. Exchange your mineral deposit (BUT NOT THE MAP) with another group. 5. Your task is to locate the three nails using the compass and without disturbing the sand. Mark the nail location (and how they are trending) on the second grid map you were given. 6. When you think you have found and mapped all the nails ask for the location map from the other group and check if you were right 7. Check the locations using a pencil to probe. 8. Answer the discussion questions. Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Geophysics - Using Magnetics to Find a Mine 37

38 Name: Discussion Questions 1. What property of the nails was being used to allow them to be located? 2. What sort of mineral deposits can be explored this way? 3. What are some advantages and disadvantages of exploring for underground mineral deposits in this manner? 4. Below are some patterns a survey could follow. Each place where a measurement is taken is marked with a star. Which pattern do you think is the most efficient way to conduct the survey? Explain why. Conclusion What did your results show? What worked well? What didn t work well? Suggest changes to the experiment. Student Activity Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Geophysics - Using Magnetics to Find a Mine 38

39 Map of the Exploration Area Student Activity Sheet: Saskatchewan Exploring for Minerals Mining Association in Saskatchewan: Geophysics - Using Magnetics to Find a Mine 39

40 Answers to Discussion Questions 1. What property of the nails was being used to allow them to be located? Magnetism. 2. What sort of mineral deposits can be explored this way? Ore deposits containing magnetic minerals; for example, magnetite. Another magnetic mineral is pyrrhotite which looks similar to pyrite. 3. What are some advantages and disadvantages of exploring for underground mineral deposits in this manner? Advantages: a wide area can be covered using a plane or satellite. Disadvantages: not all deposits contain useful amounts of magnetic minerals; not all magnetic anomalies contain ore-bearing minerals; expensive; still need to drill to confirm ore is present. 4. Below are some patterns a survey could follow. Each place where a measurement is taken is marked with a star. Which pattern do you think is the most efficient way to conduct the survey? Explain why. The diagram with the straight lines is the most efficient way to conduct the survey. You travel less distance, and the measurements are taken in an ordered method. Teacher Answer Sheet: Saskatchewan Exploring for Mining Minerals Association in Saskatchewan: Geophysics - Using Magnetics to Find a Mine 40

41 Figure 1. AIRBORNE MAGNETIC MAP OF SASKATCHEWAN High magnetic Low magnetic Source: Saskatchewan Ministry of Energy and Resources Source: Saskatchewan Ministry of Energy and Resources Figure 2. Kimberlites (diamond bearing rocks) have been found east of Prince Albert. These diamond bearing rocks were found by conducting airborne and ground magnetic surveys. Kimberlites (little blue diamond shapes) are shown associated with small magnetic highs. Exploring Saskatchewan for Minerals in Mining Saskatchewan: Association Geophysics - Using Magnetics to Find a Mine 41

42 Figure 3. This magnetic map is looking at the ground as if from an airplane. The circular magnetic highs represent the kimberlite pipe. This is the diamond bearing pipe that goes deep into the ground. They are usually very small, generally less than 100 metres across, which makes them very difficult to find. Figure 4. Kimberlite pipes are typically steeply dipping, with surface dimensions of several hundred metres. A diameter of 400 metres or more is considered large; less than 100 metres, small. The magnetic minerals associated with diamonds occur within the pipe producing a round magnetic signature on the magnetic maps. Source: Kansas Geological Survey Geological Record Available at: tml Exploring Saskatchewan for Minerals in Mining Saskatchewan: Association Geophysics - Using Magnetics to Find a Mine 42

43 SASKATCHEWAN S MINERAL RESOURCES MINING Saskatchewan Mining Association 43

44 Saskatchewan s Mineral Resources Lesson: Finders, Miners? Overview Students will explore the various phases involved in the development of a mine and the economic aspects of these phases. They will gain an understanding of the decision-making processes involved in determining whether an ore body can be profitably mined. Source: This lesson has been adapted from a lesson in Ground Rules, a series of lesson plans developed by Caterpillar and Science North, as well as Saskatchewan Mining Association s Mining For Peanuts in the Teacher Resource Unit and the Women in Mining s Mining In A Nutshell lesson. Duration: Two - three class periods Materials: Approximately 500 poker chips (same colour if you can find them!)or 500 squares of cardstock or foam sheet, or 500 pennies or 500 bottle caps. As long as the colour of paint does not show through. These represent ore samples. Five colours of paint (not same colour as poker chips) and brushes Graph paper Coloured markers (colours to match poker chip colour and paint colours) Worksheet (included in lesson plan) Timers Calculators Ore body Cluster sheet Instructional Methods: Guided inquiry, discussion Learning Outcomes and Indicators SCIENCE Grade 4: Rocks, Minerals and Erosion RM4.2 Assess personal, societal, and environmental impacts of human uses of rocks and minerals. g) Discuss economic benefits associated with mineral extraction and refining, including related careers, in Saskatchewan. h) Analyze issues related to the extraction and utilization of minerals from the perspectives of various stakeholders (e.g., company owner, employee, scientist, Elder, environmental group, and end user). Grade 7: Earth s Crust and Resources EC7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. f. Provide examples of technologies used to further scientific research related to extracting geological resources (e.g., satellite imaging, magnetometer, and core sample drilling). g. Evaluate different approaches taken to answer questions, solve problems, and make decisions when searching for geological resources within Earth (e.g., trial-and-error prospecting versus core sampling). Energy and Resources 10,20,30 Foundational Objectives: To become familiar with the technology of the energy and mining industries. Source: Saskatchewan Evergreen Curriculum Saskatchewan Mining Association 44

45 Big Picture Question 1. How do you develop a mine? claim exploration waste rock drilling ore body Background Information The first stage in the development of a mine is called Mineral Exploration. This phase involves identification of an ore body, mapping the location and extent of the ore body, staking a claim, drilling to collect core samples, analyzing the core samples for mineral content and chemistry, and determining the resource potential of the property. In mining, there are a variety of costs, such as exploration work, regulatory processes, equipment, engineering challenges, mining labour, training, health and safety, and reclamation. The benefits of mining arise from the value of the metals extracted. The grade or concentration of the metal as well as its form of occurrence will affect the costs associated with mining the ore. Therefore, the costs involved in extracting the ore must be weighed carefully against the value of the metal deposit to determine if the mine can be profitable. Mining companies usually conduct feasibility studies to determine the viability of potential mines. Different minerals have different values (for example, a pound of gold is worth much more than a pound of lead). The value of the mineral is determined by the demand for that mineral to make the things that we use in our everyday lives. Only a portion of the ore body contains the metals of interest. During the mining process, the metals of interest are extracted from the surrounding rock. The remaining waste rock must be disposed of in an environmentally responsible manner. Typically, the volumes of waste rock are far greater than the volumes of the metal. The company has to decide where to stock pile the waste rock and how to incorporate this into the reclaimed landscape at the conclusion of the mining process. Vocabulary THE ACTIVITY (Guided Inquiry, Discussion ) Mining Operation Activity (120 minutes) The objective of the activity is to develop a profitable mining operation. Teacher Preparation (30 minutes) 1. Assign the paint colours to 5 mineral types. For example: yellow = gold, green = copper, blue = diamond, red = potash, black = uranium 2. Paint a spot of colour on one side of approximately 25 to 30 poker chips for each colour. The remaining unpainted poker chips will represent waste rock. 3. While students are out of the room, put the poker chips in clusters in various locations around the room (1 or 2 more clusters than there are groups of students). Each property should have one dominant mineral type and less of the secondary mineral(s); make sure the deposits differ from one another. Each cluster represents a property which may or may not contain a valuable ore body. You can group the different colours together to represent the ore bodies because several different minerals are often found together in nature. 4. Place approximately 25% of the painted poker chips with the painted side up and the rest with the painted side down. Do not reveal the numbers of each mineral to your students. 5. Add approximately three times as many unpainted poker chips to each cluster. The unpainted chips represent waste rock. 6. Keep an answer sheet that indicates how many of each colour of poker chips are used in each cluster (see suggested ore body cluster sheet) Mapping: (30 minutes) 1. Divide the class into eight groups, representing mining companies. 2. Let each group name their company and create a company sign (that will be used for staking their mining claim). Saskatchewan Mining Association 45

46 3. Using the graph paper, each group should prepare a base map of the room where the activity will take place. The map should show all major features such as doors, windows, desks, tables, cabinets, etc. To increase mapping precision, the map may be drawn to scale and compass direction, although this is not essential to the activity. Have students leave room for a legend. Be sure to have each map oriented in the same way e.g. the chalkboard is North on the paper. Phase 1 Site Reconnaissance: (15 minutes) Explanation (5 min) 1. Ensure each group has a set of coloured markers (matching the paint colours and poker chip colour). 2. Provide a list or explain the poker chip colours and their corresponding mineral type. 3. Ask students to add a legend to their map indicating which colours represent which mineral types (using the coloured markers). 4. Explain the value of 1 poker chip of each mineral type (use dollar amounts for gold and copper in mine valuation section of the worksheet or similar values reflective of the relative value of these or other mineral types in the real world). 5. Prior to starting the activity, explain that the poker chips represent minerals and waste rock and that some of the painted poker chips are upside down, so the full extent of the deposit is unknown. The objective of the activity is to develop the most profitable mine. 6. Remind the students that time costs money in the mining process, so all phases of mining must be done as quickly as possible, but with careful thinking as well! Activity: 1. Set the timer for 10 minutes. 2. Using coloured markers, two representatives from each company will visit each potential property and record dots on their base map where the known (i.e., chips with painted side face up) and unknown (i.e., face down) poker chips are located. This is called an exploration map. THE POKER CHIPS CANNOT BE MOVED OR TURNED OVER AT THIS TIME. 3. When mapping is completed, stop the timer. 4. Each company must record on their worksheet the number of minutes used in the exploration phase and calculate the cost of exploration on their worksheet. Some companies may not use the full ten minutes therefore their costs will be lower. Phase 2: Staking the Claim: 1. Set the timer for 10 minutes. 2. During this time, each company should look over their exploration map and decide where they are going to stake their claim (i.e., which property they are going to mine). Have companies prioritize where they would like to stake. They should have more than one option in case their choice is already taken. 3. When the timer goes off, one representative from each company will place their company sign on the property they want to claim. 4. Only one company can claim each property. The first company to place their sign on the property has the claim. If there is a tie, use a coin toss to settle it. 5. Students will move their chairs around their mining claim. Phase 3: Exploration Drilling: 1. Set the timer for 10 minutes. 2. Each company must drill up to six holes on their property. Drilling consists of turning over up to 6 unknown poker chips to expose the mineral types on the underside of the poker chips. The group decides how many and which poker chips they will turn over. 3. Drilling must be completed before the timer goes off. 4. Calculate the cost of drilling on the worksheet. Phase 4: Mine Development: Now that each company has mapped and drilled its property, it is time to put the information to the test by mining. 1. Each company will mine their whole property by turning over each remaining unknown poker chip. 2. Record the number of mined poker chips (i.e., the total number of poker chips). This includes Saskatchewan Mining Association 46

47 unpainted poker chips (i.e., waste rock) and previously face-up poker chips because it also costs money to extract these from the ground. 3. Calculate the cost of mine development on the worksheet. Phase 5: Mine Valuation: 1. Record the number of poker chips of each mineral type on the worksheet and calculate the value of each mineral type. 2. Record the number of waste rock poker chips on the worksheet and calculate the waste disposal costs. Phase 6: Calculate Mine Profit: 1. Fill in the cost-benefit table on the worksheet. 2. Calculate the total costs, total benefits and gross profit. 3. Calculate reclamation costs and net profit. Discussion (Length: 20 minutes) 1. Which company had the most profitable mine? 2. Discuss the reasons why each mine was more or less profitable. For example, it had more gold ore in it than copper, exploration costs were minimized, etc. 4. Discuss the decision-making processes involved in each stage of mine development. 5. What was the most difficult decision to make? 6. While the students are still in their groups, Show the students the Mineral Resources Development Cycle and assign one of the 8 sections (Available Land Resources; Exploration; Environmental Assessment; Construction; Operation Extraction; Operation Processing; Closure, Reclamation and Monitoring) to each group for them to review. Reform groups with one person from each of the 8 topics in each new group and have them go through the mining cycle and share their section. 7. Discuss some of the reason why it takes so long for a mine to be developed. Assessment Method and Evidence Hands on Activity The students will be able to describe the major steps that a company must follow from the initial discovery of a mineral deposit through to mining. Students will be able to show that with careful planning and decision making that a mineral resource can be mined for a profit provided that there was enough ore to be mined. Students will be able to explain that ore minerals can have different values; therefore some mines may be more profitable than others. Students will understand that there is a requirement and a cost to reclaiming an old mine site. Students will discover that some of the issues related to mining extraction from the point of view of the company owner are: the cost, the length of time for a mine to be developed, the differing values of the ore; that not all ore deposits are profitable when taking into consideration reclamation costs. Students will be able to explain that drilling can help in the exploration and definition of an ore deposit. Students will have to work together to make decisions on the best property to develop, where to drill hole locations as well as whether or not to use up all their resources in the exploration process in a similar way that a mining company relies on the views of many people to make these decisions. Students will be able to explain some of the costs involved in the running of a mine. Discussion Questions Students will be able to explain that the value of a commodity (mineral), its abundance, costs of exploration, mine development and reclamation all determine whether or not a mine will be profitable. Students will be able to explain why it can take up to 13 or more years to develop a mine. Students will start to think about the role of environmental assessment in the development of a mine. They will be able to show that environmental assessment starts with the initial stage of exploration and once a mine is developed it will continue on forever. Students will be able to explain the mining cycle from the mapping and exploration stages through mine development, processing, and reclamation stages. Extension Saskatchewan Mining Association 47

48 1. If you do not have allergies to peanuts in the classroom try the Mining for Peanuts activity available in the SMA Teacher Resource Book or available on line at the Women in Mining website. in_a_nutshell_advanced.pdf This activity is similar but takes it a step further with processing, manufacturing, consumption and recycling phases. 2. Watch the videos from Ground Rules "Ground Rules: Mining Right for a Sustainable Future" follows the development of new and operating mines as geologists, engineers and mine managers tackle complex problems and draw on the experiences and achievements of other mine sites to illustrate creative and core concepts of sustainable development and social responsibility. The entire video may be viewed online at 3. Follow the news reports or go online to follow the development of Cameco s Cigar Lake uranium deposit: ( Shore Gold s Star diamond prospect: ( or BHP s Jansen potash deposit: ( s/pages/articles/environmental-impact-statement- Approval-for-the-Jansen-Potash-Project.aspx) Resources Nutshell_Advanced.pdf Vocabulary Claim: A claim covers the minerals rights over a portion of land or water held either by a prospector or a mining company. The claim must be recorded in a government claim recording office. Drilling: The operation of making deep circular holes with a drill for prospecting, exploration, or mining purposes. Exploration: Exploration aims at locating the presence of economic deposits and establishing their nature, shape, and grade. The search for economic deposits is by (1) geological surveys; (2) geophysical prospecting (may be ground, aerial, or both); (3) boreholes and trial pits; or (4) surface or underground headings, drifts, or tunnels. Ore body: A mineral deposit that can be worked at a profit under existing economic conditions or: A solid and fairly continuous mass of ore that is individualized by form or character from the adjoining country rock. Waste rock: Barren or sub marginal rock or ore that has been mined, but is not of sufficient value to warrant treatment and is therefore removed ahead of the milling processes. Ground Rules: Mining Right for a Sustainable Future: Lesson plans and links to video Available at: Mineral Resources Education Program of BC: Available at: = Saskatchewan Mining Association Teacher s Resource Unit (2001). This document is out of print. Women in Mining Lesson Plans: Available at: Saskatchewan Mining Association 48

49 WORKSHEET Company Name: Date: Phase 1: Site Reconnaissance Field/Mapping costs: $15,000 per minute (maximum 10 minutes) minutes x $15,000/minute = $ Phase 3: Exploration Drilling Drilling costs: $30,000 per poker chip (maximum of 6 per site) poker chips x $30,000/chip = $ Phase 4: Mine Development Mining costs: $5,000 per poker chip poker chips x $5,000/chip = $ Expenses Sub total = $ Phase 5: Mine Valuation Mineral Revenue: Gold $500,000 X = $ Silver $150,000 X = $ Uranium $80,000 X = $ Copper $10,000 X = $ Total Mineral Revenue (Sum) = $ Waste Rock Disposal Costs: poker chips x $2,000 = $ Student Sheet Activity: Finders, Miners? Saskatchewan Mining Association 49

50 Phase 6: Calculate Mine Profit MINING PHASE AMOUNT BENEFITS Total Mineral Revenue (Phase 5) $ Total Project Benefits $ COSTS $ Site Reconnaissance (Phase 1) $ Drilling (Phase 3) $ Mining (Phase 4) $ Waste Rock Disposal (Phase ) $ Total Project Costs $ GROSS PROFIT (project benefits project costs) $ Reclamation costs (10% of gross profits) $ NET PROFIT (gross profit reclamation costs) $ Saskatchewan Student Mining Sheet Association Activity: Finders, Miners? 50

51 Environmental Assessment & Approval: This process begins at the exploration stage with the acquisition of land use permits needed to build an exploration camp or create grids for surveys. The process of environmental assessment and permitting is an extremely complex one that can take years to complete. Available Land Resources: Unlike other resource industries, mineral resources are hidden. Finding a deposit worth mining is very difficult. Large areas of land are necessary for mineral exploration. The location of deposits depends upon the geology of an area and these potential areas can sometimes be directly below sensitive areas and ecosystems. This is the reason why we have to carefully weigh and balance the consumer demand that drives resource extraction. Establishing a mine is a very lengthy, expensive and complex process. The following steps aim to describe that process. Exploration (8-10 years): Finding a new ore deposit that can be mined is not quick or easy. Smaller mining companies secure investment dollars to carry out most mineral exploration. They employ geologists and prospectors to gather field data, and utilize satellite imagery, geophysical surveys, and innovative technologies to help make a discovery. Exploration work relies on many others besides geologists, and the larger or more advanced the project, the more skilled workers are involved. Pilots, drillers, assayers, equipment operators, surveyors, mechanics, camp cooks, and many others all play essential roles in the discovery of mineral deposits. When a company decides to develop a deposit into a mine it is at this stage that they must include a complete reclamation, land-use end goal, and monitoring plan. The proposal must be submitted to government agencies (the Environmental Assessment office) at the provincial and federal government levels for approval. The company must also go through rigorous processes to involve the community in which the project is to take place. It is only after these permits and community approvals are received that construction plans can proceed. Construction (1-3 years): After discovery and evaluation, feasibility studies and acquiring permits and licenses, the physical construction of the operation can begin. Suppliers of transportation, utilities, building materials, equipment and hundreds of other goods and services are brought in to take the project into production. Overall responsibility of the design, planning and construction of the operation is usually undertaken by a mining company's engineering department which works with the various contractors and consultants to build the mine. Operation (10-30 years): Extraction: Surface mining methods are used to extract ore close to the surface of the Earth. Large-scale equipment - drills, shovels or draglines, and trucks - are used to make operations efficient and economical. When they move in, the ore is dug up and sent to the mill for processing and reclamation procedures are initiated. Saskatchewan Mining Association 51

52 Underground mining methods are used to extract ore that is deeply buried. They require specialized equipment to move people and material and carry on work underground in restricted space. Processing: These are the steps required to change raw, broken rock into useable material or to liberate and separate valuable minerals from waste rock. For granite rock mined for crushed stone aggregate, only crushing and sizing are done prior to selling it. Metallic ore deposits, in contrast, are conveyed to a mill complex on site where the ore is pulverized to fine sand which is directed through one of several separation processes: froth flotation, density separation, gravity separation, magnetic separation. The recovered valuable mineral material, called concentrate, is sent to smelters for further refining. Closure: Closure of a mine doesn't necessarily mean that ore has been exhausted or completely taken out of the ground. More often than not, closure of a mine is brought about by a variety of factors related to market prices and demand. Anything from rising production costs to a crash in commodity prices can make the project no longer financially viable and mine closure is imminent. Whatever the reasons for closure, the operation cannot be shut down immediately. Closing down a mine can take months and lots of careful planning. There is a transition period that needs to be observed so that the company can make sure everything is in place for reclamation and monitoring. The company also has to ensure the community in which they operate will also have a smooth transition into life after the operation is shut down. Reclamation (1-4 years; Monitoring (5 years to infinity): Environmental management is an essential part of all mining operations from start to finish. Bonds are posted with the provincial government before mining begins to insure that reclamation and monitoring of the environment will continue long after the mine has closed. Baseline studies to evaluate vegetation, wildlife, air and water quality are also carried out prior to mining, as is the design of a complete mine site reclamation plan. The goal is to leave the site in a safe and productive state, as similar in appearance to the surrounding landscape as possible. Source: Mineral Resources Education Program of B.C. Saskatchewan Mining Association 52

53 Suggested Ore Body Clusters #1 10 Gold (2, 8); 13 waste (Total 23) #2 1 Gold (1, 0); 35 Uranium (5, 30); 14 waste (Total 50) #3 2 Silver (1, 1); 28 waste (Total 30) #4 5 Gold (1, 4); 2 Copper (1, 1); 30 waste (Total 37) #5 2 Gold (1, 1); 10 Uranium (5, 5); 13 waste (Total 25) #6 15 Uranium (3, 12); 10 waste (Total 25) #7 4 Copper (1, 3); 21 waste (Total 25) #8 20 Copper (5, 15); 10 Gold (2, 8); 20 waste (Total 50) Note: 2 Gold (1, 1) means 2 gold poker chips, one up, one down Gold = yellow Silver = blue Copper = green Uranium = black Saskatchewan Mining Association 53

54 Saskatchewan s Mineral Resources Lesson: Cookie Mining Overview The students will be introduced to the economics of mining. Students will buy a property, purchase mining equipment, and pay for the reclamation of the property post mining. In return the student receives money for the ore mined. Source: Saskatchewan Mining Association Teacher s Resource Unit (2001). Duration: One class Materials: Each group Three varieties of chocolate chip cookies (with different amount of chips) cookie mining money (use play money or coloured paper to represent values of one, two or five dollars to a total of nineteen dollars) Cookie mining worksheets Cookie mining grid sheets Flat toothpicks Round toothpicks Paper clips stopwatch Instructional Methods: Small group work, Hand-on activity Notes to the Teacher Do this activity after the Resources in Saskatchewan Activity. Learning Outcomes and Indicators Grade 4 Rocks, Minerals and Erosion RM4.2 Assess personal, societal, and environmental impacts of human uses of rocks and minerals. j. Suggest methods of reclaiming resource extraction sites (e.g., quarry, strip mine, open pit mine and hard rock mine) to reduce impacts on communities and the environment. Grade 7: Earth s Crust and Resources: EC7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. i. Suggest solutions to economic and environmental issues related to the extraction of geological resources in Saskatchewan (e.g., managing mine tailings and pollutants; reclaiming open pit mining sites; ecological impact of pipelines; resource depletion; maintaining water quality; and increasing urbanization). Source: Saskatchewan Evergreen Curriculum Big Picture Questions 1. How are mineral resources extracted from the earth? 2. What can be done to reclaim mining sites? Background Information Sue uranium open pit mine. Mining is the province s third largest industry and a significant contributor to the provincial economy Saskatchewan Mining Association 54

55 spending over $3 billion annually on wages, goods and services, and generating over $2 billion annually to the provincial government revenue through royalties and taxes. Saskatchewan has over 25 operating mines. Our mines produce potash, uranium, coal, gold, salt, meta-kaolin, silica sand, sodium sulphate, clay and bentonite. Saskatchewan also has a wealth of developing mineral resources including diamonds, platinum & palladium, rare earth elements, copper, zinc, and nickel. Vocabulary ore reclamation THE ACTIVITY Introduction: (10 minutes) mineral deposit waste rock 1. Review the minerals mined in Saskatchewan. 2. Introduce the vocabulary terms. In this simulation pre = chocolate chips, mineral deposit = whole cookie, waste rock = cookie without the chocolate chip, 3. Explain that the students will be mining and rehabilitating a mine site. The Activity: 1. Hand out a cookie mining worksheet on which the student will record the mining information; a cookie mining grid sheet. 2. Each player must buy his/her own mining property which is a cookie. Only one property per player. Cookie prices are as follows: brand 1 - $3.00, brand 2 - $5.00, and brand 3 - $7.00. * See options. 3. After the cookie is purchased, the player places the cookie on the grid paper and traces the outline of the cookie with a pencil. The player then counts the number of squares inside the circle. Partial squares count as a full square. 4. Have the student replace the cookie inside the drawn outline. From now on, the only things that can touch the mining property are the UNROKEN mining tools and the paper the cookie is sitting on. No player can use his/her fingers to hold the cookie. 5. Each player must by his/her own mining equipment. More than one piece of equipment may be purchased and the tools can be different for each person. Mining equipment MAY NOT be shared between players. If the tool breaks, it must be replaced by buying a new tool broken tools may not be used. Mining Equipment for Sale: Flat toothpick - $2.00 Round toothpick - $4.00 Paper clip - $6.00 (the paper clip may be bent) 6. Once all the students have their equipment they may all start mining. Allow up to 5 minutes for mining. Mining Costs: $1.00 per minute Students who finish mining before the five minutes are used up should only be charged for the time spent mining. Warn students not to eat their ore as it is to be sold 7. Sale of the chocolate chips brings $2.00 per chip (broken chips can be combined to make 1 whole chip). *See Options. 8. After the cookie has been mined, the player should reclaim the property by placing the cookie (and crumbs) back into the circled area on the grid paper. This can only be accomplished by using the mining tools, no fingers, hands or blowing allowed. 9. Reclamation costs are $1.00 per square over the original square count. There could also be a fine if the land is piled too high. Allow 2 minutes for reclamation. Saskatchewan Mining Association 55

56 10.The player with the most money at the end of the game is the best miner. Each student wins because he/she gets to eat the remained or the cookie. 11. Discussion: In this activity a limit of $19.00 was used. Ask the students to think about this cost and ask if they think a more realistic cost to mine a deposit is in the, hundreds of dollars; thousands of dollars, millions of dollars, or billions of dollars. Depending upon the size of the deposit and the method used to mine (aboveground or underground) the costs are more likely to be in the high millions to billions of dollars. Discuss some of the costs of mining (cost of land, tools, removing the ore, reclamation) ask what are some other costs that were not involved (wages, buildings, energy, marketing, costs of finding the ore deposit, transportation). Discuss why the mines reclaim the mine property. Explain that before a mining company starts to mine a deposit they must submit a plan that details how they are going to reclaim the mine site and they must pay up the money to the government before they start to mine. Show the students a picture of an open pit deposit and discuss how they would reclaim the site. Options For lower grades, only use one kind of cookie. The teacher could appoint a banker to collect money or assess fees or fines. The highest priced cookie need not be the one with the most chips. Because chips are different sizes, older students could weigh their chips to determine their profit Multi-coloured chips could be used so miners could sell their bi-products. For example, yellow chips could be gold; red could be copper. The market price could vary up or down during the mining process so the player would need to decide to either sell now at a higher price or keep mining and hope the price stays high. Assessment Method and Evidence Hands on Activity Students will learn that some of the costs of mining are: the cost of the land, cost of the mining tools, and cost of reclamation. Students will learn that is there is sufficient ore then mining will be profitable however if there isn t enough ore then the costs of the tools, mining and reclamation will mean no profit for the mine. Discussion Through discussion the students will realize that it costs in the billions of dollars to develop a mine through to its closure and reclamation of the site. Students will learn that there are more costs such as wages, building, energy, marketing, transportation costs that must be considered when thinking about developing a mine. Students will think about ways to reclaim mine sites, to reduce impacts on communities and the environment. Resources Saskatchewan Mining Association Teacher s Resource Unit (2001). Out of Print Vocabulary Ore: A source of minerals that can be mined at a profit. Ore refers to either metallic or nonmetallic deposits. Mineral deposit: A mineral occurrence of sufficient size and grade that it might, under favourable circumstances, be considered to have economic potential. Reclamation: On completion of mining, the law now requires that the land disturbed by mining be returned to near-original condition. Requires clean up of ponds, dumps, and roads. Land must be revegetated and land contoured to match Saskatchewan Mining Association 56

57 existing topographic slopes in the area. Waste rock: Barren or sub marginal rock or ore that has been mined, but is not of sufficient value to warrant treatment and is therefore removed ahead of the milling processes. Saskatchewan Mining Association 57

58 COOKIE MINING BALANCE SHEET 1. Name of the Ore Body (cookie) 2. Price of the Ore Body (cookie) 3. Size of the Ore body (cookie) (squares covered) 4. Equipment Costs Equipment How Many? Price for Each Total Price Flat Toothpick $2.00 = $ Round Toothpick $4.00 = $ Paper Clip $6.00 = $ Total Equipment Cost = $ 5. Cost of Removing Ore (Chips) Number of Minutes Mining cost per Minute $1.00 = $ 6. Reclamation Number of Squares Reclamation cost per Square $1.00 = $ 7. TOTAL COST OF MINING (A) (B) (C) (D) (E) $ + $ + $ + $ = $ 8. VALUE OF ORE (CHIPS) Number of Chips Sale Price of Chips $ + $ = $ 9. HOW MUCH DID I MAKE? Value of Ore (Chips) $ - Total Cost of Mining $ PROFIT OR LOSS $ Saskatchewan Mining Student Association Sheet Activity: Cookie Mining 58

59 COOKIE MINING GRID Saskatchewan Student Mining Sheet Association Activity: Cookie Mining 59

60 SASKATCHEWAN S MINERAL RESOURCES PROCESSING Saskatchewan Mining Association 60

61 Saskatchewan s Mineral Resources Lesson: Physical Separation of Minerals Overview Students design a process to separate the four components of a mixture containing iron filings, salt, sand and sawdust. Source: This lesson has been adapted for Saskatchewan. The original lesson is from the EdGeo Publication Bringing Earth Science to Life. Safety: Review each student s proposed method for separation before the actual procedure is carried out. Modify where needed to ensure safe practice. Duration: Two classes Materials: Student Activity Page Separation Challenge Iron filings Salt Sand Sawdust Sample of copper wire 2-3 inches Sample of pyrite and if possible chalcopyrite Magnet Filter paper Beakers/containers, small plastic containers measuring cylinders, or measuring cups ph test strips sieves (sieve, colander, screening, needle point plastic, stockings, cheese cloth) 4 small zip lock bags per student. Instructional Methods: Inquiry, lab activity, discussion Floatation Process at Rocanville Potash Mine Learning Outcomes and Indicators Grade 7: Mixtures and Solutions: MS7.1Distinguish between pure substances and mixtures (mechanical mixtures and solutions) using the particle model of matter. a. Examine a variety of objects and materials, and record qualitative (e.g., colour, texture, and state of matter) and quantitative (e.g., density, melting point, and freezing point) physical properties of those objects in a chart or data table. b. Describe the characteristics of pure substances, mechanical mixtures, and solutions. MS7.2Investigate methods of separating the components of mechanical mixtures and solutions, and analyze the impact of industrial and agricultural applications of those methods. a. Describe methods used to separate the components of mechanical mixtures and solutions, including mechanical sorting, filtration, evaporation, distillation, magnetism, and chromatography. d. Design and conduct an experiment to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. e. Report the strengths and limitations of a chosen experimental design to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. j. Use a technological problem-solving process to design, construct, and evaluate a prototype of a process or device for separating a mechanical mixture or solution (e.g., purifying drinking water, Saskatchewan Mining Association 61

62 separating household waste). Grade 10: Chemical Reactions: CR1 - Observe common chemical reactions in your world 1. Provide examples of how science and technology are an integral part of our lives and community. 9. Identify examples of technologies or technological processes that were developed based on scientific understanding of chemical reactions. Energy and Resources 10,20,30 Goal - Awareness: To provide students with an awareness of the nature, technology and products of Saskatchewan's energy and mining industries, as well as the related goods, services and processes that support those industries. Module: 13, 24 Source: Saskatchewan Evergreen Curriculum Big Picture Question 1. How do you extract the valuable minerals from the rock? Background Information Most economic natural resources are not found in the Earth in a native (pure) state, but are extracted from mineral-bearing rocks and processed to extract the resource. There are many physical and chemical separation techniques, and these are continually being redesigned to improve efficiency and percentage returns, or to diminish any environmental impact. Each extraction process is specific to the mineral being extracted and the host rock. THE ACTIVITY (Independent learning, Guided Inquiry, Discussion ) Teacher Preparation 1. Reproduce copies of the Student Activity Page and provide a range of suitable laboratory equipment to inspire the students methods. Set out the laboratory materials listed above, plus other common equipment 2. Fill small containers with a mixture of iron filings, salt, sand and sawdust. If you would like the students to determine efficiency of their experiment measure the amount/weight of each material in the mixture. Motivational Set (5 minutes) Show students a sample of pyrite or chalcopyrite, along with some copper wire. Explain that pyrite and chalcopyrite both occur in copper ores, and that copper rarely exists in a pure form in the Earth. Pyrite and chalcopyrite must be processed to extract their copper content. Processing uses the physical or chemical properties of an economic mineral like copper to separate (or extract) it from its host ore. Activity: Students to work in pairs or small groups. 1. Distribute the Student Activity Page and prepared mixtures. 2. Encourage students to observe the four separate components carefully to establish the physical properties of each that would be useful for designing a separation process. Be prepared to offer hints and instruction about laboratory techniques. (See Teacher Answer Sheet Separation methods. Note: the sample method is not intended as a prescriptive solution, and there is plenty of room for student design and innovation). 3. Allow time for students to complete their observations and plan a separation process for each of the four components in their mixtures. 4. Approve the planned methods and provide students with the equipment they need to carry out their methods. The salt separation may take several days to fully evaporate and crystallize. 5. Once the students have finished their separations have them look at the methods used to separate gold, diamonds, uranium, and potash from the host rock. 6. Have students answer the discussion questions. Saskatchewan Mining Association 62

63 7. Ask students to hand in their approved planning sheet, questions sheet as well as the sample of the separated materials. Assessment Method and Evidence Separation Activity The students will describe the characteristic of the mechanical mixture. The students will examine and record the physical properties of the iron filings (magnetic), sand (insoluble, dense, grain size), salt (soluble in water, grain size) and sawdust (insoluble, floats in water), and decide upon the property(s) of each material that will allow them to separate it from the rest of the mixture. Students will develop a plan describing the methods they will use to separate the various components of the mechanical mixture. Methods used will be a variety of sorting (grain size, density), filtration (grain size, solubility), evaporation (solubility in water), and magnetism. Students will design and conduct an experiment to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. An effective experiment will separate the four materials. If the teacher has measured the amounts of each material in the initial mixture, measurement of the product will determine the efficiency of each method. Students will be able to describe the steps involved when using technological problemsolving process to design, construct, and evaluate a prototype of a process or device for separating a mechanical mixture or solution. Students will assess and report on the strengths and limitations of their methods of separation. Processing Methods for Saskatchewan Mines Students will realize that knowledge of chemistry and technology is an integral part of the processing of mineral resources. Students will be able to explain how the separation of uranium, gold and potash from the rock is a result of chemical reactions and physical separation and that these processes were developed based on scientific understanding of chemical reactions. Resources Bringing Earth Science To Life. Using Natural Resources. EdGeo Canadian Earth Science Teacher Workshop Program. Available at: How Products are Made. 1. Available at: Discussion Questions The students will look at the methods of separating the ore minerals uranium, potash, diamonds and gold from the waste rock and make comparisons with their separation activity. Saskatchewan Mining Association 63

64 Names: SEPARATION CHALLENGE You are going to design a process that will separate the four components of your mixture: iron filings, salt, sand and sawdust. Materials Mixture: iron filings, salt, sand, and sawdust Beakers/containers Separation equipment of your choice Instructions 1. From your experience or observation, describe the properties of the four parts of the mixture. Density Solubility Magnetism Iron filings: Salt: Sand: Sawdust: 2. Based on the properties that you have described, and using the technological method of problem solving (below), design a series of steps that will separate the mixture into its four parts. Draw diagrams to help with your explanation. 3. Have your process approved, and then carry out the steps that you have designed. 4. Place the four separated substances into 4 separate, zip lock bags. Label the bags with your names and the substance. Staple the bags to this sheet, your plan and your answers to the discussion questions and hand in to your teacher. The Technological Method of Problem Solving Procedure 1. Identify what the problem is. 2. Write down what you want to accomplish. What are some of the things that might prevent you from accomplishing it? 3. How are you going to know that you have accomplished the task? 4. Identify what you know about the problem. This could be things you know from past experiences, classes, etc. 5. Identify what information you need to learn to solve the problem. 6. Brainstorm possible solutions. List and sketch as many solutions as you can think of. 7. Identify the pros and cons of each solution. 8. Make a choice based on the pros and cons. 9. Test and evaluate the solution you have chosen. 10. How would you modify the solution for different or better results? Saskatchewan Student Sheet Mining Activity: Association Physical Separation of Minerals 64

65 Questions for Discussion Names: 1. How important is the sequence of the steps that you have chosen? 2. How might you change the sequence and still have successful results? 3. How effective was your method? 4. How efficient was your method? How can you measure this? 5. What could you do to improve your method? Saskatchewan Student Sheet Mining Activity: Association Physical Separation of Minerals 65

66 Teacher Answer Sheet Sample Separation Methods 1. Wrap a magnet in a plastic bag and pass it through the mixture. When all the iron filings have been collected, turn the bag inside out to contain iron filings. 2. Add water to the mixture to dissolve the salt. Filter the solution to separate salt (in liquid form) from the sand and sawdust. Allow the liquid to evaporate to collect the salt crystals. 3. Add new water to the sand and sawdust mixture. The sawdust will float, and the sand will sink. Decant off the top part of the liquid containing sawdust. Filter to collect the sawdust. 4. Filter the remaining liquid to collect the sand. Other possible suggestions: Sorting by density using a bag and shaking. Iron filings and sand and salt will occur at the bottom, saw dust on top. Then hand sort pick out the saw dust (not all sawdust will be removed) Once salt has been dissolved and decanted, add water and swirl in a pan or a bowl with a crease. The heavy iron filings should collect along the bottom, make sure when spilling the water off it is collected in a filter to collect remaining sawdust. Use a series of sieves to sort the different materials. Salt and sand may be similar in grain size. Properties: Iron filings: very fine, heavy, when shaken dry would sink to the bottom, would sink in water, attracted to magnets Salt: fine grained, dissolves in water, when water evaporates would crystallize as salt. Saw dust: very light, less dense than other materials, floats on water, when shaken dry, would rise to the top Sand: heavier than salt and sawdust, does not float, does not dissolve. Discussion Question Answers will vary. 1. How important is the sequence of the steps that you have chosen? This will vary depending upon the sequence. Removing the iron filings with a magnet must be done before water is added otherwise it is much more difficult attracting the magnetic filings as they cling to the wet particles. 2. How might you change the sequence and still have successful results? 3. How effective was your method? 4. How efficient was your method? How can you measure this? If the materials were measured before mixing, the student could measure the amount they separated out and compare. 5. What could you do to improve your method? Saskatchewan Teacher Answer Mining Sheet Association Activity: Physical Separation of Minerals 66

67 Processing methods for Saskatchewan s Mines Once the gold, diamond, or uranium ore has been mined, it usually is washed and filtered at the mine as a preliminary refinement technique. It is then shipped to mills, where it is first combined with water and ground into smaller chunks. The resulting mixture is then further ground in a ball mill a rotating cylindrical vessel that uses steel balls to pulverize the ore. This mixture goes on to several different process for the valuable ore mineral to be recovered. Potash and coal have different process as seen below. Ore Method The gold is refined with one of five main processes: floatation, amalgamation, cyanidation, carbon-inpulp and smelting. Each process relies on the initial grinding of the gold ore, and more than one process may be used on the same batch of gold ore. Gold 1. Floatation involves the separation of gold from its ore by using certain chemicals and air. The finely ground ore is dumped into a solution that contains a frothing agent (which causes the water to foam), a collecting agent (which bonds onto the gold, forming an oily film that sticks to air bubbles), and a mixture of organic chemicals (which keep the other contaminants from also bonding to the air bubbles). The solution is then aerated air bubbles are blown in and the gold attaches to the air bubbles. The bubbles float to the top, and the gold is skimmed off. 2. Cyanidation also involves using chemicals to separate the gold from its contaminants. In this process, the ground ore is placed in a tank containing a weak solution of cyanide. Next, zinc is added to the tank, causing a chemical reaction in which the end result is the precipitation (separation) of the gold from its ore. The gold precipitate is then separated from the cyanide solution in a filter press. A similar method is amalgamation, which uses the same process with different chemicals. First, a solution carries the ground ore over plates covered with mercury. The mercury attracts the gold, forming an alloy called an amalgam. The amalgam is then heated, causing the mercury to boil off as a gas and leaving behind the gold. The mercury is collected, recycled and used again in the same process. Saskatchewan Mining Association 67

68 3. The Carbon-in-pulp method also uses cyanide, but utilizes carbon instead of zinc to precipitate the gold. The first step is to mix the ground ore with water to form a pulp. Next, cyanide is added to dissolve the gold, and then carbon is added to bond with the gold. After the carbon particles are removed from the pulp, they are placed in a hot caustic (corrosive) carbon solution, which separates the gold from the carbon. 4. In amalgamation, the gold ore is dissolved in solution and passed over mercury-covered plates to form a gold/mercury amalgam. When the amalgam is heated, the mercury boils off as a gas and leaves behind the gold. 5. Smelting involves heating the gold with a chemical substance called flux. The flux bonds with the contaminants and floats on top of the melted gold. The gold is then cooled and allowed to harden in molds, and the fluxcontaminant mixture (slag) is hauled away as a solid waste. Diamonds 1. Crushing: In the crushing operation, large chunks of kimberlite are broken up into more easily transportable segments. After an initial crushing, the kimberlite passes through a grizzly, or a set of iron bars. If the crushed chunks do not pass through the grizzly, they are still too large, and they are sent back for further crushing. Crushing is done so as not to damage the potential gems inside. 2. Separating: The diamonds must be separated from the rock that surrounds them. A gravitybased device is used to sort the diamondcontaining portions called the concentrate from the waste rock. One of the most commonly used methods to separate the two is a type of washing pan. The crushed kimberlite and water is put into the pan and swirled about. The lighter particles will rise to the top, but the diamonds and other heavy minerals will descend to the bottom of the pan. 3. Separation using iron-silicon powder. A slurry of water added to the crushed kimberlite along with ferro (iron) silicon powder, which has a heavy density. The slurry is agitated or spun about creating a vortex so that the lighter rock fragments separate from the heavier diamond Saskatchewan Mining Association 68

69 rich particles. 4. Greasing: The diamond rich concentrate then moves to a greasing area. Mixed with water, the kimberlite-and-diamond mixture is placed on a greased belt or table. This device is usually slanted and vibrated. The method operates on the premise that diamonds newly excavated will not become wet when brought into contact with water. Instead they will stick to the grease. The water then carries away the remaining nondiamond particles. The diamond-laden concentrate is then swept off the table and boiled to remove the traces of grease. 5. In a newer method, X-ray technology is used to determine which of the concentrate is diamond. X-ray is used to fluoresce the diamond in a dark chamber. A detector in the chamber senses the light emitted by the diamond and triggers a gate ejecting the diamond away from the waste rock. Uranium Potash 1. Thickener: Ore is ground to a fine powder then water is added to make a slurry. Excess water is removed. 2. Leaching Tanks: The slurry is leached with sulphuric acid. 3. Wash Tanks: Un-dissolved ore is separated from this solution. Waste goes to the tailings pond 4. Sand filter: The solution is filtered. 5. Solvent Extraction: Uranium is extracted with a kerosene solution. 6. Precipitation: Ammonia is used to precipitate the uranium out of the solution. 7. Thickener: A thickener is added and excess water is removed. 8. Centrifuge: Uranium is separated from the solution. 9. Dryer: Uranium is dried at 700oC to produce concentrate Yellow cake. Conventional Mining 1. Crushing and sizing: The large chunks are broken down to help separate the potash from salt and clay. 2. Removing clay and de sliming: 3. Heavy media: Sometimes the ore is mixed with a magnetite and salt brine. This mixture is spun in a cyclone resulting in the heavier salt and magnetite accumulating in the bottom and the potash floating to the top. Saskatchewan Mining Association 69

70 4. Flotation: Separation of potash and salt occurs in the flotation cells. Various chemical reagents are added to the slurry and attach to the potash. The slurry is agitated and the salt crystals sink to the bottom. The air bubbles stick to the potash crystals floating them to the top where they are skimmed off. 5. De-brining: A centrifuge spins the brine out of the potash brine mixture. 6. Drying: The remaining potash is sent to the gas fired dryers. Dryers are kept around 100 o C. 7. Sizing: The potash crystals go through a series of screens (sieves) to sort them by size. Granular, Coarse, Standard, and Fine. 8. Compaction: The dried fines and dust are compacted by high pressure rollers into thick flakes which are then ground to form Granular potash. Solution Mining 1. Crystallization: The saturated brine is cooled under pressure in a large vessel. This causes the potash to precipitate out as very pure white crystals. 2. De-brining: A centrifuge spins the brine out of the potash brine mixture 3. Drying: The remaining potash is sent to the gas fired dryers. Dryers are kept around 100 o C. 4. Sizing: The potash crystals go through a series of screens (sieves) to sort them by size. Granular, Coarse, Standard, and Fine 5. Compaction: The dried fines and dust are compacted by high pressure rollers into thick flakes which are then ground to form Granular potash. Coal 1. Separation from rocks and dirt. 2. Sizing by screens or floatation. Saskatchewan Mining Association 70

71 Saskatchewan s Mineral Resources Lesson: Sizing and Separation of Mixtures Overview Students will separate mixtures by using a set of sieves or materials similar to sieves. Duration: One class Materials: Jars with lids Instant coffee some beans instant rice a large can with a lid a supply of fairly large ball bearings (about 1 cm in diameter) sieves of different sizes, colanders, mesh, filter paper water some small rocks (~ 2 cm in diameter) some pebbles (~ 1 cm ) sand and soil. Instructional Methods: Inquiry, lab activity, discussion Learning Outcomes and Indicators Grade 7: Mixtures and Solutions: MS7.1Distinguish between pure substances and mixtures (mechanical mixtures and solutions) using the particle model of matter. a. Examine a variety of objects and materials, and record qualitative (e.g., colour, texture, and state of matter) and quantitative (e.g., density, melting point, and freezing point) physical properties of those objects in a chart or data table. MS7.2Investigate methods of separating the components of mechanical mixtures and solutions, and analyze the impact of industrial and agricultural applications of those methods. a. Describe methods used to separate the components of mechanical mixtures and solutions, including mechanical sorting, filtration, evaporation, distillation, magnetism, and chromatography. d. Design and conduct an experiment to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. e. Report the strengths and limitations of a chosen experimental design to determine the effectiveness and/or efficiency of one or more methods of separating mechanical mixtures and solutions. Source: Saskatchewan Evergreen Curriculum Big Picture Question Source: Wikipedia 1. How do you extract the valuable minerals from the rock? Saskatchewan Mining Association 71

72 Background Information A number of methods have been developed to separate particles or components from the ores they are found in. These would include the processes of crushing, screening and grinding. Some mixtures can be separated by a series of screens. This activity will demonstrate how screening and crushing might be used in a milling complex. It might be useful to find or review definitions of the following terms before starting this activity: mixtures, ore, mineral. THE ACTIVITY (Independent learning, Guided Inquiry, Discussion ) Students to work in pairs or small groups. 1. Mix about ½ cup each of the beans, coffee and rice. 2. Pass this mixture through the set of sieves. 3. Place the rice into the large can along with the ball bearings. Place the can on its side and roll to grind the rice finer. 4. Pass this mixture through the set of sieves. 5. Mix the ground rice and the coffee together. 6. Develop ideas that will help you to separate the coffee from the rice. 7. Develop a plan and proceed with the separation of the coffee from the rice. methods they will use to separate the various components of the mechanical mixture. Students will use a problem-solving process to design, construct, and evaluate a prototype of a process or device for separating a mechanical mixture. Extension 1. Research the process used at one of the mines in Saskatchewan. Resources Saskatchewan Mining Association: Education/Outreach Activities. Available at: n-outreach/schoolprojects-mixtures.html Assessment Method and Evidence Separation Activity The students will describe the characteristic of the mechanical mixture. The students will examine and record the physical properties of the beans, rice and coffee, and decide upon the property(s) of each material that will allow them to separate it from the rest of the mixture (grain size). Students will develop a plan describing the Saskatchewan Mining Association 72

73 Name: Student Activity 1. Mix about ½ cup each of the beans, coffee and rice. Describe this mixture. What type of mixture is it? 2. Separate this mixture. Explain the properties of the beans, coffee and rice that will enable you to separate each from the other. PLAN: RESULTS: 3. Place the rice into the large can along with the ball bearings. Place the can on its side and roll to grind the rice finer. 4. Pass this mixture through the set of sieves to remove the ball bearings. What is the result? 5. Mix the ground rice and the coffee together. 6. Develop a plan that will help you to separate the coffee from the rice. Explain the properties of the beans, coffee and rice that will enable you to separate each from the other. PLAN: 7. Proceed with the separation of the coffee from the rice. RESULTS: Student Sheet Activity: Sizing and Separation of Mixtures

74 SASKATCHEWAN S MINERAL RESOURCES PRODUCTS

75 Saskatchewan s Mineral Resources Lesson: Rocks and Minerals in Your Life Overview Students identify products they use in their daily activities, and discover the rocks and minerals used to make them. Source: This lesson has been adapted for Saskatchewan. The original lesson is from the EdGeo Publication Bringing Earth Science to Life: Natural Resources. Duration: One class Materials: Video Why MineralsMatter to You List of Natural Resources in Everyday Products Paper Student Discussion Questions Teacher Answer Sheet Instructional Methods: Independent learning, guided inquiry, discussion Learning Outcomes and Indicators SCIENCE Grade 4: Rocks, Minerals and Erosion RM4.2 Assess how human uses of rocks and minerals impact self, society, and the environment. a. Identify objects in their local environment that are made from rocks and minerals (e.g., nickel, table salt, pottery, cement, carvings, brick, jewellery, bicycle, nutrients, battery, copper wiring, soda can, plumbing pipe, and sidewalk). Grade 5: Properties and Changes of Materials MC5.3 Assess societal and environmental impacts that result from the production, use, and disposal of raw materials and manufactured products. c. Research a product to determine the raw materials from which it is made, and describe the changes required to the natural materials to manufacture the product. (partial fit) Grade 7: Earth s Crust and Resources EC7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. d. Identify locations of Saskatchewan s primary mineral resources (e.g., potash, gold, diamond, salt, uranium, copper, and graphite) and their primary uses. Energy and Resources 10,20,30 Goal - Awareness: To provide students with an awareness of the nature, technology and products of Saskatchewan's energy and mining industries, as well as the related goods, services and processes that support those industries. SOCIAL STUDIES Grade 4: Resources and Wealth Saskatchewan Mining Association 75

76 RW4.3 Assess the impact of Saskatchewan resources and technological innovations on the provincial, national, and global communities. d. Illustrate the goods made from the major natural resources, the consumers of those goods and the export destinations. Source: Saskatchewan Evergreen Curriculum Big Picture Question 1. Why is mining so important? Background Information Our lives are made more convenient by the resources we use throughout the day. Many of these resources are imported to Saskatchewan and Canada from other countries but some can be supplied by the province or country. Natural resources are materials occurring in nature that can be used for economic gain, i.e. made into consumer goods. Natural resources include plants (trees, crops), animals, fossil fuels (oil, coal, gas), and rocks and minerals. Canada s natural resource industry is the backbone of our economy and among the most productive, high-tech sectors in the global economy. We use rocks and minerals for every conceivable purpose. Early humans used them for tools, weapons and building materials. Today, every product we use comes from plants, animals, minerals or fossil fuels, or combinations of them. By far the most common product source is minerals. Even products that are not made directly from minerals are manufactured using metal machines, and all metals are made from minerals. THE ACTIVITY (Independent learning, Guided Inquiry, Discussion ) Motivational Set (5 minutes) Show the students the video. Why Minerals Matter to You (This video can be downloaded from the WHERE Challenge site) Activity: 1. Have students divide a large sheet of paper into three parts, labelled morning, afternoon and evening. 2. In each part, ask students to write down what things they might be doing at these different times of day. 3. Distribute the list of Natural Resources in Everyday Products. 4. Direct students to fill in each section of the day with products they would use and the resources needed to make those products. Products can be repeated as necessary. 5. Have students highlight the resources found in Saskatchewan. 6. Ask several of the students to share an item or two, from their lists, with the rest of the class. 7. Have students answer the questions and discuss in class. Assessment Method and Evidence Three Part Chart Students will discover that many of the items they use in daily life are made up of minerals/metals that were mined. Students will come to the realization that the equipment and processes used to create items are made of or use minerals and metals. By completing the chart students will have identified items in their daily life that are made of minerals/metals. Students will be able to list some of the minerals and metals they use every day. Students will be able to list some of the minerals that are found in Saskatchewan and their primary uses. Discussion Questions Students will make the personal connection that minerals, metals and mining may or may not play an important role in their lives and be able to explain why. Students will realize that Saskatchewan has many mineral resources and be able to list some of them. Students will start to think about what items are made of and be able to explain the connection Saskatchewan Mining Association 76

77 between consumers, material goods, and mining. Extension 1. Display everyday items and samples of the rocks and minerals they contain. Then separate these products from the corresponding resources, and see if students can match them again. 2. If students are curious about some of the minerals/metals on the list, they can go to the website nerals.htm to find out more. 3. Choose an item and enter the WHERE Challenge. Resources Bringing Earth Science To Life: Using Natural Resources. EdGeo Canadian Earth Science Teacher Workshop Program. Available at: Earth Sciences Canada WHERE Challenge. Available at: Northwest Mining Association. Uses of Minerals. Available at: Minerals.htm Saskatchewan Energy and Mines Mineral Resource Map. Available at: ocid=5145,4477,3440,3385,5460,2936,documents&med iaid=31999&filename=minresmap2010.pdf Or purchased at: Energy and Resources th Avenue and Scarth Street Regina, SK S4P3Z8, Canada Tel. (306) Web Site. Available as 8.5 x 11 and 31 x 48 maps. NATURAL RESOURCES IN EVERYDAY PRODUCTS Saskatchewan Mining Association 77

78 Resources found in Saskatchewan are in bold Aquarium PRODUCT Baby powder Batteries Basement Foundation Bike Bike Helmet Bread and cereals Car or bus Carpet Ceramic tile Clothes Computer Silica, sand, gravel Talc ROCKS OR MINERALS USED TO MAKE THE PRODUCT Nickel, cadmium, lithium, steel, manganese dioxide, carbon, zinc potassium hydroxide, ammonium chloride, lead, rare earth elements Concrete (limestone, clay, shale, gypsum, sand, gravel) Petrochemicals, iron, chromium, nickel, aluminum Copper, zinc, iron, petrochemicals Gypsum, salt, limestone Clays, dolomite, metals, magnesium, silica, lead, nickel, chrome, iron Limestone, dolomite, barite Limestone, gypsum, clay, aluminum Petrochemicals, aluminum Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements Concrete Cosmetics Limestone, clay, shale, gypsum, aggregates Talc, mica, kaolin, bentonite, calcite, dolomite, iron oxide, chrome oxide, manganese, soda ash, sulphur, titanium dioxide, gold Countertop Crayons Door key Drinking water DVD player Titanium dioxide, calcium carbonate, aluminum hydrate Petrochemicals, gypsum Brass, copper, zinc, iron, chrome Filtered by zeolite, fluorite, silver Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements Saskatchewan Mining Association 78

79 Eaves trough Electrical wires External walls Fertilizer Fridge Gasoline Glass Golf clubs Heat Household cleaners Insulation Internal walls Jewellery Kitty litter Light bulbs Lipstick Linoleum Medicines Microwave oven Mirror Money- coins Money - paper Zinc, iron or silica, borate, limestone, soda ash, feldspar Copper, aluminum, tin, zinc Clay or stone Phosphorous, Potassium, magnesium Fluorspar, silica, tungsten, chrome, aluminum, antimony, beryllium, copper, iron, nickel, lead, tin, titanium, zinc Oil direct from the ground, drilling for oil requires barite diamonds, metals Silica sand Graphite, titanium Coal, oil, gas, uranium Silica, pumice, diatomite, feldspar, limestone Silica, feldspar, vermiculite Gypsum, clay, calcium carbonate Gold, silver, platinum, nickel, chrome, diamond, garnet, opal, topaz, sapphire Zeolite, volcanic ash, pumice, clay, bentonite Tungsten, silica, copper, aluminum Calcium carbonate, talc, mica Calcium carbonate, clay, wollastonite Barite, calcium carbonate, zinc oxide, salt, gold, mercury, magnesium, kaolin, lithium, iodine Steel, copper, silica, aluminum, beryllium, iron, molybdenum, nickel, titanium, tungsten, zinc Silica sand, silver Gold, silver, nickel, chrome, aluminum, brass, copper Kaolin, clay Saskatchewan Mining Association 79

80 Nails and screws Paint Paper Paper clips Pen Pencil Planting soils Plastic Plates and dishes Plumbing Pop can Porcelain toilet Pots and Pans Power tools Roads Roof Sandpaper Siding Sports equipment Stove Sunscreen Swimming pool Telephone Iron ore, zinc, brass, steel Titanium, dioxide, kaolin clays, calcium carbonate, mica, talc, silica, wollastonite Kaolin, clay, titanium dioxide, sodium sulphate, soda ash Iron, clay, limestone, zinc Barite, oil products Graphite Vermiculite, perlite, gypsum, zeolite Oil from the ground Gypsum, limestone, clay, silica Copper, zinc, nickel, chrome, tin, lead, iron, petrochemicals Aluminum Limestone, gypsum, clay Aluminum, iron, steel Zinc, copper, iron, molybdenum, tungsten, chromium, vanadium Sand, gravel, crushed stone, iron oxide, limestone Silica, borate, limestone, soda ash, feldspar, talc Garnet, diamond Aluminum or silica, borate, limestone, soda ash, feldspar Graphite, fiberglass Steel, copper, silica, aluminum, beryllium, iron, molybdenum, nickel, titanium, tungsten, zinc Titanium dioxide, zinc Diatomite, zeolite, salt Silica, copper, chromium, iron, nickel, silver, mercury, carbon, lead, zinc, tin, rare-earth elements Saskatchewan Mining Association 80

81 Television Toothpaste Vitamins Watch Windows Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin, lithium, cadmium, rare-earth elements Calcium carbonate, limestone, sodium carbonate, zeolite, silica, fluorite Zinc, lithium, iron Silicon, copper, chromium, iron, nickel, silver, mercury, carbon, zinc, lead, tin Iron, silica sand, and feldspar Saskatchewan Mining Association 81

82 Discussion Questions Name: 1. What other products that use rocks or minerals/metals can be added to the list? 2. Is there an activity that you do that does not use rocks or minerals? 3. What are some of the minerals that can be found in Saskatchewan? 4. Think about one item that you just could not do without. What if the main mineral in that item was currently found in only one country and they decided not to sell it to other countries. What would that mean for you and others who like the same item? What could be done about it? 5. Why is mining important to you? Saskatchewan Student Sheet Mining Activity: Association Rocks and Minerals Your Life 82

83 Name: Discussion Question Answers 1. What other products that use rocks or minerals/metals can be added to the list? Answers will vary. Dish soap, laundry soap, binders, rulers, play ground structures, steel school doors, door knobs, bathroom taps Is there an activity that you do that does not use rocks or minerals? Answers will vary. One possibility would be swimming in a lake in a natural fibre bathing suit with no metal. Remind students that although products may be natural fibre, there are minerals /metals used in harvesting, transportation and manufacturing. 3. What are some of the minerals that can be found in Saskatchewan? Uranium, copper, nickel, cobalt, gold, zinc, rare earth elements, potash, salt, potassium sulphate, sodium sulphate, clay, coal, silica sand, diamonds as well as oil and gas resources. Saskatchewan currently has uranium, gold, coal, sodium sulphate, and potash mines. There is however the potential for mines to develop in the other minerals. 4. Think about one item that you just could not do without. What if the main mineral in that item was currently found in only one country and they decided not to sell it to other countries. What would that mean for you and others who like the same item? That item would no longer be available to you. When it broke it would not be replaced. What could be done about it? Manufacturers could find another mineral/metal to use. Other countries could explore for the mineral/metal in their own country. 5. Why is mining important to you? Answers will vary. Saskatchewan Teacher Answer Mining Sheet: Association Rocks and Minerals Your Life 83

84 SASKATCHEWAN S MINERAL RESOURCES CAREERS

85 Saskatchewan s Mineral Resources Lesson: Careers in the Minerals Industry BEING REVISED Overview The Minerals Industry offers career opportunities in a wide variety of areas. This activity has the students matching cards, with brief job descriptors, to posters with more fully developed job descriptions as well as educational requirements. Source: This lesson has been adapted for Saskatchewan. The original lesson is from The Women in Mining Education Foundation. Duration: One 45 minute class Materials: 33 Clue cards 33 Career Sheets (Posters) Instructional Methods: Independent learning, matching activity Note to Teachers: To work in the Saskatchewan Minerals Industry a high school diploma or equivalent is required. Learning Outcomes and Indicators SCIENCE Grade 4: Rocks, Minerals and Erosion RM4.2 Assess personal, societal, and environmental impacts of human uses of rocks and minerals. g. Discuss economic benefits associated with mineral extraction and refining, including related careers, in Saskatchewan. (Lesson will need to be modified). Grade 6: Understanding Electricity EL6.1 Assess personal, societal, economic, and environmental impacts of electricity use in Saskatchewan and propose actions to reduce those impacts f. Research employers and careers related to electrical energy generation, distribution, and conservation in Saskatchewan (indirect). Grade 7: Earth s Crust and Resources EC7.2 Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. k. Research Saskatchewan careers directly and indirectly related to resource exploration. PRACTICAL AND APPLIED ARTS Energy and Mines 10, 20, 30 Module 15: Workplace Safety CAREERS Grade 6: Connections to Communities CC6.1. Investigate various aspects of careers and their requirements. b. Examine at least one occupation through an exploration of work information such as occupational description, working conditions, Saskatchewan Mining Association 85

86 earnings, and education/training requirements c. Utilize various sources of information such as parents, relatives, community members, newspapers, and digital resources h. Describe various work roles (such as labourer, entrepreneur, manager) and settings (such as outside, office tower, manufacturing plant) of interest to oneself. Grade 7: Connections to Communities CC7.1. Reflect on and express insights about how knowledge and skills learned in school transfer to one s future life and work. a. Research to identify the skills, knowledge and abilities needed in specific economic sectors such as manufacturing, agriculture, business or mining f. Research and report on some key occupations available in the various economic sectors in Canada as represented by sector councils Grade 7: Life and Work Plan LW7.1 Investigate and demonstrate the personal qualities and abilities needed to seek, obtain, or create work. c. Compare advantages and disadvantages of secondary and post-secondary programs for the attainment of career goals including university, college, apprenticeship, and entrepreneurship. Grade 9 Connections to Community CC 9.1. Utilize career information to construct an organized plan of career building which reflects an attitude and expectation of lifelong learning. b. Demonstrate how education and training interests relate to various options regarding postsecondary programs, workplace training, and/or entry into the workforce CC 9.2. Analyze and express one s own understanding of how societal and economic needs influence the nature of paid and unpaid work. a. Utilize career information resources such as occupation classification systems, labour market information, mass media, and Internet-based information delivery systems to analyze the realities and requirements of various work roles. Practical and Applied Arts Career and Work Exploration 10, 20, A30, B30 Modules 1, 3, 4, 5, 11, 14, 16, 18 Source: Saskatchewan Evergreen Curriculum Big Picture Question 1. What careers are there in the Minerals Industry? Background Information Saskatchewan s mining industry creates direct and indirect employment for approximately 30,500 people or 6% of total employment, almost 1 in every 16 jobs. In the next 10 years the Saskatchewan Mining Industry will require an additional 15,000 workers. This includes 4000 trades people, over 500 engineers as well as 1000 technologists. There are over 120 different occupations in the mining industry to choose from. One of the fastest growing career areas in the mining industry is information technology. The average weekly salary of an employee in the mining industry is almost twice that of the average weekly salary of employees in other sectors. The Saskatchewan mining industry is a great employer offering job and career opportunities in a wide range of areas from exploration through production and processing to administration and marketing. All mining companies offer extensive training to their employees. THE ACTIVITY (Hands on matching activity, Independent research) Teacher Preparation: 1. Print out the individual career sheets (posters). Paste the corresponding clues onto the back. 2. Make individual career clue cards with four (3-4) clues per career. Do not include the career name on the card. 3. Place career sheets on walls around classroom and have each student select a clue card. Saskatchewan Mining Association 86

87 Activity: 1. Give students a few minutes to read their clues then have them look at the posters and stand in front of the career sheet they think matches their clues. 2. After the students have found a career sheet, have the students check the back of the sheets to find out if they are correct. 3. Once the students have all found their matching career, have several read their clues and explain how the clues relate to the specific career. 4. Class Discussion: Some suggested questions are: How many careers were included in the game? Are there other careers in the Minerals Industry that were not included? Do any of the Mineral Industry careers have something in common with other careers in other industries? Which careers can be classified as entry positions? What other career possibilities could these entry positions lead to? 5. Have students find a career on the Future Paths site and create a card and poster for it. These cards could be used in future lessons. OPTIONS: 1) Half the students can be given career cards and other students could receive the clues. The students with the clues would have to find the student with their matching career. 2) Students could guess the careers from the clues in a game. a) All the career sheets could be posted at the front of the room. b) The class could be divided into groups. c) The teacher or leader could read off one clue at a time from the clue cards and the groups could guess the appropriate career. d) The group with the highest number of matches would win. Assessment Method and Evidence Students will find a career in the minerals industry that they would be interested in and summarize the job description and the education needed for that job. Students will be able to explain that there are many jobs associated in the minerals industry that do not involve going underground or working in the mine. Extension 1. Show the Saskatchewan Mining Association PowerPoint Building Career Opportunities in the Saskatchewan Mining Industry. 2. Students could be given a career card or could select another career available in the Minerals Industry and research information including wages, opportunities etc. Resources Future Paths Available at: Mining.pdf#zoom=25 Saskatchewan Mining Association website: ers.html Saskatchewan Job Futures Available at: Women In Mining Lesson Plans: Available at: Saskatchewan Mining Association 87

88 CLUE CARDS Print out the cards but do not give the students the title of the career. Keep a Teacher Set with the names of the careers on the back of each card. Accountant Administrative Assistant Self -motivated Keeps track of costs Numbers are a mainstay Budgets are vital to their existence Friendly personality Must be organized Uses latest technology Able to multitask Chemical Technician Assay Technician Likes the security of repetitive work Operates lab sized equipment Likes experiments Work indoors and outdoors Likes the security of repetitive work Operates lab sized equipment Keeps detailed records Turns samples into powder Blaster Crusher Operator Likes working outdoors most times Breaks large rocks into smaller ones Safely handles explosives Must be precise Monitors operations Knows belts, rollers, chutes and ladders Sizes rocks for processing

89 Driller Electrician Enjoys messy repetitive work Found underground and above ground Works all year round Puts holes in the ground Very hands on Works with special equipment Should not be a shocking experience Can work anywhere in a mine Heavy Equipment Operator Environmental Manager May climb a ladder to start work Could work above or below ground Aware of immediate surroundings Seated but in motion all day Nature is important Stickler for detail and deadlines Works with local, provincial and federal offices Responsible for most permits Environmental Technician Geologist Takes samples Likes all aspects of nature Performs numerous laboratory tests Monitors air, water, plants and soil Works with maps Carries a hammer Enjoys being outdoors Knows how rocks were formed

90 Human Resources Information Systems Manager Works with many people Knows laws and regulations Hires and fires Knows several languages Good at problem solving Good at interfacing Feeds on hardware and software Maintenance Planner Truck Mechanic/Mechanical Repair Thrives on schedules Has knowledge of all equipment on site Down equipment can create havoc Likes to know how things work Doesn't mind dirt, grease or oil Likes to put things back together Metallurgist Metallurgy Technician Great at chemical analysis Works in a laboratory Knows a pure product is the goal Collects and analyzes solutions Good at Math and Chemistry Does both physical and mental work Monitors the process systems Mine Engineer Central Control/Process Operator Details are important Works with numbers and computers Determines how best to mine Creates maps and drawings Monitors material and solution flow Collects samples Works with computers

91 Purchasing Agent Refiner Likes people and making deals Knows all parts of the operation Good at spending and saving money Kept separate from all others Good at recipes Great at keeping things clean and tidy First to see results Safety Coordinator Sample Prep Technician Concerned about everyone Knows the laws and miners rights Enjoys training others Has life-saving skills Doesn't mind repetitive action Good memory for numbers Can lift weights Grinds rocks to powder Security Guard Surveyor Has an eagle eye on everyone Knows to keep people honest Gracious figure of authority Outdoors in all weather Provides information to others Detailed, accurate and conscientious Uses tapes and lasers Underground Miner Warehouse Person Works in warm, and sometimes damp surroundings Wears reflective tape on clothing and hat Walks or rides down to work Tends to be an organizer Knows proper lifting procedures Works with numbers and computers Can usually deliver what is needed

92 Welder Records Management/File Clerk Puts things together Can work in a variety of locations Can make things from metal Extreme heat gets required results Organized Keeps track of things Knows ABC s and numbers Works in an office Drafting Technologist/Technician Surface Miner Enjoys drawing Provides information to others Uses latest technology Detailed, and accurate Works above ground Wears reflective tape on clothing and hard hat Likes big machinery Digs rocks Hydrologist Knows about rocks Follows precipitation effects on land Does a lot of computer modeling Determines underground water movement

93 Extra Cards

94 ACCOUNTANT If you enjoy working with numbers (dollars), like to work by yourself, and are self-motivated then maybe Accounting is a career for you. An Accountant provides all the cost information for the mine site. This includes the maintenance of the general ledgers, reviewing payroll records, performing internal audits, providing all financial reports, and assisting in preparing annual budgets. In addition, you will be working to train other department staff on the use of the chart of accounts. As an Accountant, you must have a university degree in accounting or business administration. The U. of Regina offers degrees in Business Administration; the U. of Saskatchewan offers degrees in Commerce. To work in the Accounting Department look into a diploma program in Accounting and Financial Services, as well as other related office education and administrative programs and short courses offered by SIAST. SIIT offers a certificate or diploma program in Business Administration. Helpful High School Courses: Accounting, Computer Science, Economics, English, Math

95 ADMINISTRATIVE ASSISTANT Do you enjoy working with people and providing information? Do you like office clerical work and business machines? If so, you might consider a career as an Administrative Assistant. As an Administration Assistant, you will assist various departments with clerical functions, route mail, type reports, and maintain files. In addition you will screen and route phone calls and visitors. You will work with various types of business machines, computers, typewriters, copy machines, calculators, etc. To become an Administrative Assistant you could take a certificate in Administration from the U. of Regina. SIAST also offers a variety of training programs in Business Administration, Office Education, and Computer Office Assistant. SIIT offers diploma and certificate programs in Business Administration. Various programs in business and office administration are offered at regional colleges and private vocational schools as well. Helpful High School Courses: Computer Science, English, Information Processing, Math

96 CHEMICAL TECHNICIAN Do you like the security of repetitive work, working with your hands and working both indoors and outdoors? If you do then you might like the job of Chemical Technician. As a Chemical technician, you may work independently or provide support in research and analysis, chemical quality control and environmental monitoring. You would set up and conduct chemical experiments, tests and analyses. Other duties may include operating and maintaining laboratory equipment and apparatus; preparing solutions, reagents, and sample formulations; compiling records and interpreting experimental or analytical results. To become a Chemical Technician you would need to take a Bachelor of Science degree program in Chemistry at either U. of Regina or U. of Saskatchewan. U. of Regina also offers a degree program in Chemical Technology. Or you could take SIAST's two-year diploma program in Chemical Technology. SIAST also offers a one-year certificate program for Chemical Laboratory Technicians Helpful High School Courses: Chemistry, Computer Science, English,

97 BLASTER If you think you would enjoy the challenge of breaking up a large block of ground then maybe you would like a career as a Blaster. As a Blaster, you will learn how to safely handle explosives, load and tie in blast patterns, calculate the tons of rock broken and quantities of explosives used. In addition, you must understand the basics of blasting, be able to fill out all required reports, and be able to communicate effectively both verbally and in writing. To be a Blaster you will need a high school diploma or equivalent and a minimum of one to two years experience working as a labourer on a powder crew. You will also be expected to attend any required blasting schools and will be required to obtain a Certified Blasting Certificate. Helpful High School Courses are: Energy and Mines, English, Math.

98 CRUSHER OPERATOR/MECHANIC If you like to work with your hands and machinery, and do a variety of different tasks, then you might like to be a crusher operator/mechanic. As a Crusher Operator/Mechanic you will operate and maintain all equipment associated with the crushing system. This includes all support equipment (trucks, loaders, dozers, forklifts and bobcats). You will also be required to perform physical work in an effort to keep the crushing system operational. You will need to be able to make decisions concerning the timeliness of repairs to lessen downtime. To be a crusher operator/mechanic you will need a high school diploma or equivalent. There are no post-secondary education requirements, machine operators usually receive extensive on-the-job training, provided by their employer. You will need to be in good physical condition, have a background in mechanics, and have good verbal and written skills to perform this job successfully. Helpful High School Courses: Machining, Mechanical and Automotive, Welding, Energy and Mines, English, Math, and Physical Education.

99 DRILLER Do you enjoy the feeling of accomplishment when you look back at the quantity and quality of work you have done? Do you like having things planned out for you? Do you enjoy working alone? If you enjoy these and think you might like to operate a drill then this is the choice for you. As a driller, you will be required to operate your equipment safely and efficiently. You will have to perform all pre-shift inspections, drill holes to designated depths, change bits and hammers on the drill to keep it operational, and fill out all required reports. You will also need to be able to communicate effectively. To be a driller you will need a high school diploma or equivalent. Mine-related training programs are offered by the mines. In Northern Saskatchewan industries offer training to facilitate employment of Northerners. These programs are developed and offered under the guidance and direction of the Multi-Party Mine Related Training Program, a program designed to educate and train skilled labourers in northern Saskatchewan. Helpful High School Courses: Energy and Mines, English. Machining, Welding, Math.

100 ELECTRICIAN If you enjoy electronics, are curious about how electricity works, or just want to learn more about both, then maybe you would like to be an Electrician. As an Electrician, you will work on electrical construction, instrumentation, and all electrical repairs on mine equipment. You will also be required to use electrical hand and power tools, plus electrical test equipment. In addition, you must have a working knowledge of Alternating Current (AC) and Direct Current (DC), electrical theory, and be able to work from schematics and blueprints. You must be willing to train on programmable controllers and computers. To be an Electrician you will need a high school diploma or equivalent. SIAST offers certificate and diploma programs, such as Electronic Systems Engineering and Power Engineering Technology. Helpful High School Courses: Computer Science, Electrical and Electronics, English, Math.

101 ENVIRONMENTAL ENGINEER If you love the out-of-doors and want to see the environment managed carefully, if you are self-motivated with good negotiating skills and tact, then you might enjoy the job of Environmental Engineer. In this position, you will work with all kinds of people on the mine site as well as Provincial and Federal Environmental personnel. You will be responsible for water, soil, and air monitoring procedures, and for reports, implementing environmental programs that include reclamation and water management. In addition, you will guide on-site environmental tours and inspections. For those wishing to concentrate on Environmental Engineering, the U. of Regina offers a degree program in Regional Environmental Systems or Industrial Systems Engineering. The U. of Saskatchewan offers a degree in Environmental Engineering as well as a degree in Environmental Earth Science. SIAST offers related training through the Civil Engineering and Environmental Engineering diploma programs. Helpful High School Courses: Biology, Chemistry, Computer Science, English, Math, Wildlife Management.

102 ENVIRONMENTAL TECHNICIAN Do you like working outdoors? Are you interested in nature, self-motivated, interested in monitoring the impact of mining activities on the environment? Then consider becoming an Environmental Technician. As an Environmental Technician, you will conduct water, soil, and air monitoring activities. You will be responsible for computer data entry and the proper documentation of your activities. You will interact with all kinds of people on the mine site, as well as Provincial and Federal regulatory personnel. This is an entry-level position that may advance to Environmental Specialist or Engineer or Environmental Manager. To become an Environmental Technician you will need a high school diploma or equivalent. SIAST offers a diploma program in Integrated Resource Management. In order to advance you will need a university degree. U. of Saskatchewan offers degree programs in Land Use and Environmental Studies. U. of Regina also offers a degree in Environmental Biology as well as Environmental Health Science as a joint program with First Nations University. Helpful High School Courses: Biology, Chemistry, Computer Science, English, Math, Wildlife Management.

103 EQUIPMENT OPERATOR If you enjoy watching large equipment operate, maybe you should consider the job of Equipment Operator. As an Equipment Operator, you will learn how to safely operate any one or more of the large pieces of equipment used on a mine site. Dozers, loaders, graders, shovels, and off-road haul trucks are some examples. In addition to the safe operation of the equipment, you will be required to perform the safety and mechanical inspections of the equipment you operate. You will need to be able to remain alert during a shift, climb a ladder to get on the equipment, and communicate effectively both verbally and in writing. To be an Equipment Operator you will need a high school diploma or equivalent. Training for these occupations is generally provided on the job by the employer. However, SIAST offers a Heavy Equipment Operator Training certificate program, with various modules of training including Crawler, Scraper, Back-hoe and Front-end Loader. Regional colleges and private vocational schools also offer programs providing training in Heavy Equipment Operation. Helpful High School Courses: Autobody, English, Math, Mechanical and Automotive.

104 GEOLOGIST Are you curious about the earth and how it was formed? Do you like rocks and minerals? Do you want to know where mineral resources occur and how to mine them? If so, you might consider becoming a Geologist. As a Geologist, you will study the relationship of geology (faults, rock types, structure, etc) to the formation of ore deposits. You will learn how to find and map ore deposits, and how to monitor ore grade during mining. Your time will be split between the office, working in the mine or in the field. While in the office you will enter data into the computer, create maps, model ore deposits, and provide information to the engineers. In the mine you will collect samples and map the exposed surface. In the field you will be prospecting, sampling, mapping and looking at drill core in order to find more ore. To be a Geologist you will need a university degree in Geology. Both the U. of Regina and the U. of Saskatchewan offer undergraduate and graduate degree programs in Geology. Helpful High School Courses: Biology, Chemistry, Computer Science, Drafting and Computer Aided Design, Math, Physics, and English.

105 HUMAN RESOURCE MANAGER If you enjoy people, like rules and regulations, and have no fear of reminding people or the rules or enforcing such regulations and policies, then this may be the field for you. As a Human Resource Manager, you will work to make sure all company policies are followed consistently and that all Federal and Provincial Labour laws are correctly followed. You will help ensure a positive company image in the community and business climate. Other duties will include the training and development of all employees, interviewing prospective employees, coordinating benefit programs, and mediating grievance cases. To be a Human Resource Manager, you will need a university degree. You may wish to study Administration or Human Resource Management and Industrial Relations at U. of Regina, or Human Resource Management at the Edwards School of Business at the U. of Saskatchewan. First Nations University offers a degree program in Human Resources as well as Certificate in Business Administration (Indian Management). SIAST offers certificate and diploma programs in Human Resource Management. Helpful High School Courses: Communication Studies, Computer Science, English, Law, Math, Psychology.

106 HYDROLOGIST Are you curious about the earth, how it was formed, and what part water played in mobilizing and depositing minerals? Do you want to know how water moves underground? If so, you might consider becoming a Hydrologist. As a Hydrologist, you will study groundwater as it applies to a mine setting and study the relationship of geology (faults, rock types, structures, etc) to groundwater. You will learn how to find water by drilling, and how to establish wells to de-water the ore deposit so that it can be mined. Or you can learn how to find process water to support mineral production. To be a Hydrologist you will need a university degree in Geologic Engineering or Geology. Both of these are offered at the U. of Saskatchewan. The U. of Regina offers degrees in Geology and Environmental Systems Engineering. Helpful High School Courses: Biology, Chemistry, Computer Science, Drafting and Computer Aided Design, Math, Physics, and English.

107 INFORMATION SYSTEMS MANAGER If you enjoy the challenge of computers and like working with people then consider becoming a Systems Manager. As a Systems Manager, you will be responsible for the operation of all computer hardware and software on the mine site. In addition, you will provide new or updated programming, training and troubleshooting for personnel on hardware and software, and you will enforce company computer policy. You will need to be able to work with all types of people and be good at solving problems. As a Systems Manager, you will need a university degree or a college diploma in Computer Science or related field. U. of Regina and U. of Saskatchewan offer degrees in Computer Science. SIAST offers courses in Computer Information Systems. SIIT offers a diploma program in Information Technology. Related courses are also available through regional colleges and private vocational schools. Helpful High School Courses: Computer Science, English, Information Processing, Math.

108 INDUSTRIAL MECHANIC Do you like working with machines, working with your hands and problem solving? If so then you should consider a career as a Mechanic. As an Industrial Mechanic you will diagnose, document, and repair all mobile equipment on the mine site. You will be trained on the operation of all mobile equipment including loaders, trucks, graders, dozers, pickups, cranes, forklifts, and shovels. Welding may also be required. To be an Industrial Mechanic you will need a high school diploma or equivalent. Industrial Mechanic (Millwright) is a designated trade in Saskatchewan. Individuals wishing to become certified in this trade must apprentice for four years, 1800 hours per year, under a certified tradesperson and complete 32 weeks of in-class technical training. Training is delivered at SIAST. Applicants to the Industrial Mechanic apprenticeship program must be working in the trade. There are also several pre-employment and apprenticeship training courses in related areas available at SIAST; Industrial Mechanics and Heavy Equipment and Truck Transport Technician, for example. Helpful High School Courses: Autobody, English, Machining, Math, Mechanical and Automotive, Welding.

109 METALLURGIST Do you like science and math? Are you good at playing mind games? Do you like challenges? If so, you would like being a metallurgist. As a metallurgist, you will monitor mineral processing to maintain or increase production while keeping costs at a minimum. You will also keep records of the production, work with the process operators, and have the opportunity to test new methods of extraction to improve production. Most metallurgists in the mining industry work to remove the product from the rock but some may specialize in combining different minerals or elements together to make a final product, for example: steel. To be a metallurgist you will need a university degree in Metallurgical Engineering. Students wishing to specialize in Metallurgical or Materials Engineering, must attend university outside Saskatchewan. Helpful High School Courses: Chemistry, Computer Science, English, Math, Calculus, Physics.

110 MINE ENGINEER Do you like to problem solve, ask and answer questions, work with numbers and enjoy design work? Are you creative, goal oriented, a team player and good at time management? If so, an Engineering career may be for you. Some of the jobs of a Mine Engineer will be to determine if a mine is profitable, prepare plans for mines, oversee the development of the mine, select equipment, report on production, design dewatering pumping systems and the reclamation of waste rock dumps. Students wishing to specialize in Mining Engineering will need a university degree in Mining Engineering. The U. of Saskatchewan offers a degree in Geological Engineering and the U. of Regina offers a degree in Industrial Systems Engineering. Neither currently offer a degree specifically in Mining Engineering. Helpful High School Courses: Earth Science, Chemistry, Physics, Biology, Computer Science, Math, Drafting, and English.

111 PURCHASING AGENT Do you like finding the best price for an item? Do you like dealing with people and consider yourself a wheeler and dealer? If so, you might like to become a Purchasing Agent. As a Purchasing Agent, you will be responsible for locating, purchasing, and obtaining delivery of all goods and services at a mine site. In addition, you will make sure that a good relationship is developed and maintained between the company and its suppliers. You must be familiar with all the phases of the mine operation, as well as be aware of the vendor supplied equipment and parts that match the company systems. Most purchasing agents possess a degree or diploma. Many workers in this field also take post-secondary correspondence courses through the Purchasing Management Association of Canada's Professional Development Program. Finance and Operations Management degrees are offered at U. of Regina, U. of Saskatchewan and the First Nations University. SIAST offers related training through its Business Administration program. Management Studies are offered by SIIT. Various programs in Business are also offered at regional colleges and private vocational schools. Helpful High School Courses: Accounting, Computer Science, Economics, English, Math.

112 REFINER Do you like working alone, and are you in good physical shape? Do you like the idea of being the first to see the final product? Do you think you can handle working in a very secure area? If this sounds good then consider the job of Refiner. In this position, you will be responsible for the operation of all equipment used in the refining process for gold. You will learn how to mix fluxes, know the various methods of extracting the gold, know how to operate the furnace, and pour and mark the bars. You will be expected to troubleshoot any problems that arise and to keep accurate records of production. You will need to work with minimal supervision, be self-motivated and able to tolerate extreme heat. To become a refiner you will need a high school diploma or equivalent and receive on-the-job training. You will need to be able to communicate effectively in writing. Physical work is required so you will need to be in good physical condition. You will also need to satisfactorily complete a stringent background check. Helpful High School Courses: Chemistry, Energy and Mines, English, Math, Physical Education.

113 HEALTH AND SAFETY COORDINATOR Do you enjoy helping others learn new things and helping them perform them safely? Have you thought about a career in health services but don t want to deal with blood? Then consider becoming a Health and Safety Coordinator. As a Health and Safety Coordinator, you will conduct all aspects of safety training, perform workplace inspections, review material safety data sheets, develop, implement and watch over the health and safety guidelines making sure all the employees know, understand and follow the safety rules and procedures. You may also provide training in mine rescue, first aid, and firefighting. To become a Health and Safety Coordinator you will need a university degree in Occupational Health and Safety, a Mining Technology diploma from a College or Technical School, or designation as a Canadian Registered Safety Professional. You may need 2 years of apprenticeship or an equivalent of 5-10 years of experience and education to become a Coordinator. Helpful High School Courses: Computer Science, English, Psychology, Science and Math.

114 SAMPLE PREP TECHNICIAN Do you like repetitive work and don t mind getting dirty? Do you like to work with your hands? Can you tolerate standing for long periods? Then consider becoming a Sample Prep Technician in the Assay Lab. As a Sample Prep Technician you will process samples from the mine by splitting, drying, crushing, and pulverizing them to the consistency of talcum powder without cross contamination of samples. This requires the operation and maintenance of small crushers and pulverizers. You may also be required to do computer data entry. To assume the duties of a Sample Prep Technician you will need a high school diploma or equivalent and other on the-job training. You will also need to be in good physical condition. This is an entry-level position and advances to other positions in the Assay Lab. Helpful High School Courses: Chemistry, Computer Science, English, Math.

115 SECURITY GUARD If you are someone who likes quiet time intermixed with occasional bursts of excitement, you like people, and you are calm under pressure, you might consider becoming a Security Guard. As a Security Guard you will protect and safeguard mine site employees, secure of any company assets against loss, and be responsible for recording the entry and departure of all individuals to the site. In addition, you will monitor activities through electronic and visual surveillance. You will have to communicate with all areas of the mine site both verbally and in writing, and demonstrate sound judgment. There are no set educational requirements for security guards. However, a high school diploma is required. Most employers also require guards to be bondable. Most workers in this field receive their training on the job. You may be required to obtain advanced first aid training as a First Responder or Emergency Medical Technician. You may also be required to obtain hazard training and emergency response training. Helpful High School Courses: Computer Science, English, Math, Physical Education.

116 SURVEYOR TECHNOLOGIST/TECHNICIAN Are you organized and neat, like to be detailed and accurate, like both physical and mental work and enjoy working outside as well as inside? If so, you might look into becoming a Surveyor. A surveyor is responsible for preparing and updating the surface and underground plans of a mine. They provide all sorts of information to personnel on a mine site. The information may include the locations of ore and waste, buildings, fences, or power lines. You may be called upon to locate underground utilities, historic underground workings, drill bits stuck in drill holes, or just to survey elevations of dewatering wells or other features around the mine site. To be a Surveyor you will have to have a college diploma or certificate. SIAST offers diploma programs in Geomatics Technology. Certificate programs are available in Geographic Information Science for Resource Management. Helpful High School Courses are: Computer Science, Drafting and Computer Aided Design, English, Math.

117 UNDERGROUND MINER If you don't mind being underground in tunnels, enjoy seeing what is under the surface, like machines, and hands on work, you might consider becoming an underground miner. Working underground, you will cut channels to facilitate blasting, operate power drills to bore the blast holes in the walls, and operate special heavy equipment to move rock. Good physical condition is necessary; safety in all aspects of these jobs is demanded. To become an underground miner a high school diploma is required. There are no post-secondary education or training requirements. Miners generally receive on-the-job training, provided by their employer. A technical diploma from a mining school would help you to advance to a management job. Labourers in mine-related occupations, especially residents of Northern Saskatchewan, can take inclass training at Northlands College in Buffalo Narrows. They should receive training in the Workplace Hazardous Materials Information System (WHMIS), either through work or through courses offered by SIAST and the regional college. Helpful High School Courses are: Energy and Mines, English, Math.

118 SURFACE MINER Do you like to work independently but still be part of a team? Do you like machines, hands on work, and working outdoors? If so you might consider becoming a surface miner. A surface miner is part of a mining team that begins the process of extracting rock and minerals from the ground. They use sophisticated machines and equipment to blast and move the rock containing the sought after minerals. Good physical condition is necessary; safety in all aspects of these jobs is demanded. To become a surface miner a high school diploma is required. There are no post-secondary education or training requirements for most occupations in this group. Miners generally receive on-the-job training, provided by their employer. A technical diploma from a mining school would help you to advance to a management job. Labourers in mine-related occupations can take in-class training at Northlands College in Buffalo Narrows. They should receive training in the Workplace Hazardous Materials Information System (WHMIS), either through work or through courses offered by SIAST and the regional college. Helpful High School Courses are: Energy and Mines, English, Math.

119 WAREHOUSE PERSON If you like inventory control, working with people, and doing a variety of tasks, then consider warehouse work. A Warehouse Person stores and issues supplies, maintains supply levels, and keeps a running inventory of all supplies on a computer. In addition, you will perform inventory audits, operate light equipment, and maintain a clean work environment. Some physical work (lifting and moving) is required. You will need to be able to understand and follow both oral and written instructions. To be a warehouse employee a high school diploma or equivalent and one-year experience in store keeping and inventory work is required. Helpful High School Courses: Information Processing, English, Math.

120 WELDER Do you enjoy working with your hands? Does the idea that you can fix heavy mobile and stationary equipment appeal to you? If this is your interest and you want a skilled career, and then consider becoming a Welder. As a Welder in the minerals industry, you might work on many types of equipment from light vehicles to large crushers. You will generally work in either Mobile Maintenance or Crusher Maintenance. In either department, you will be required to identify and document the majority of welding related problems, communicate and solve the problems. You must be able to perform the majority of required welding repair jobs and use all tools and equipment properly. You may have the opportunity to be task trained in operating the equipment as well. You must be able to communicate effectively both in writing and verbally. To be a mine welder you will need a High School diploma. Welder is a designated trade in Saskatchewan. Individuals wishing to become certified in this trade must apprentice for three years, 1800 hours per year, under a certified tradesperson and complete 22 weeks of in-class technical training. Technical training is delivered at SIAST. Applicants to the Welder apprenticeship program must be working in the trade. Welding certificate programs are also delivered at SIAST and regional colleges. SIIT offers a Welding Applied certificate program. Helpful High School Courses: English, Math, Welding.

121 STORES KEEPERS AND PARTS CLERKS If you like organizing things, making lists and shopping, or helping people find what they need, then you might consider a job as a Stores Keeper or Parts Clerk. Stores Keepers and Parts Clerks perform a variety of duties, such as purchasing, selling and ordering stock. They also receive, sort, store and issue parts, supplies and materials. Clerks are responsible for maintaining records of the amount, kind and location of all parts, supplies and materials. To become a Stores Keeper or a Parts Clerk a high school diploma is required. Training for these occupations is usually obtained on the job. Partsperson is a designated trade in Saskatchewan. Individuals accepted into the Apprenticeship Training program in this trade receive 22 weeks of technical training. Level One and Level Two are taken on-line, while Level Three requires six weeks of classroom instruction at SIAST. Applicants to the Partsperson apprenticeship program must be currently working in the trade and have completed grade 10 or equivalent. SIIT offers a diploma program in Management Studies, and SIAST offers related training through the Business Administration programs. Helpful High School Courses: Accounting, Computer Science, English, Information Processing, Math.

122 RECORDS MANAGEMENT/FILE CLERK If you like organization, office work, and are good with computers, you should consider a job in Records Management. Records Clerks are responsible for maintaining and filing all data within an office. This involves processing, classifying, coding, cross-referencing, storing and retrieving records and documents; maintaining indexes for classification systems. They are also responsible for maintaining access lists for security classified records and for compiling statistics and reports on activities within records services. File clerks sort and file material according to particular filing systems and keep records of materials contained or removed from files. Increasingly, file clerks are required to use computer software to file electronic data. Their duties may also include responding to requests and locating and removing the files requested. To become a file Clerk or work in Records Management a high school diploma is required. Certificate programs and short courses in Bookkeeping, General Business, Office Education, Computer Assistance and Accounting, Computer Office Assistant, are available at SIAST, regional colleges and private vocational schools. SIAST also offers a diploma program in Office Automation/Administration. Certificate and diploma programs are available in Management Studies, Information Technology and Office Management from SIIT. Helpful High School Courses: English, Information Processing, Math

123 TRUCK MECHANIC/MECHANICAL REPAIRER If you like trucks and motors, working with your hands, don t mind getting messy and like to problem solve then a job as a Truck Mechanic or a Mechanical Repairer might be right for you. Motor vehicle mechanics and technicians inspect, diagnose, repair and service the mechanical, electrical and electronic systems and components of the mine trucks and other vehicles. Motor vehicle mechanics are generally responsible for reviewing work orders and discussing work with supervisors. To become a Truck Mechanic or Mechanical Repairer a high school diploma is required. Truck and Transport Mechanic and Automotive Service Technician are designated trades in Saskatchewan. If you wish to become certified in one of these trades you must apprentice for four years, 1800 hours per year, under a certified tradesperson and complete 32 weeks of inclass technical training. Training for both programs is delivered at SIAST. Applicants to either program must be currently working in their chosen trade. SIAST offers related preemployment Automotive Service Technician and Heavy Equipment and Truck and Transport Technician certificate programs. These and other pre-employment programs for mechanics are also offered through the regional colleges. Helpful High School Courses: Autobody, English, Math, Mechanical and Automotive.

124 DRAFTING TECHNOLOGIST/TECHNICIAN If you like drawing, computers, and pay attention to detail, you should consider a career as a Drafting Technologist/Technician. Drafting Technologists develop and prepare engineering designs and drawing from preliminary concepts, sketches, engineering calculations, specification sheets and other data. They may also operate computer-aided design and drafting stations, develop and prepare design sketches, complete documentation packages, and produce drawing sets. Drafting technologists may also be responsible for checking and verifying that design drawings conform to specifications. Other duties include writing technical reports, preparing contracts and tender documents, and preparing construction specifications, costs and material estimates. Some in this field also supervise and train other technologists, technicians and drafters. Drafting Technicians develop and prepare engineering drawings, plans, diagrams or layouts from sketches. They operate computer aided drafting equipment and/or a conventional drafting station and may also examine drawings to check for errors. To become a Drafting Technologist or Technician you would need to take a college course. SIAST offers diploma programs in CAD/CAM Engineering, Geomatics Technology and Computer Aided Drafting and Design (CADD). Helpful High School Courses: Art, Drafting and Computer Aided Design, English, Math.

125 Saskatchewan s Mineral Resources Lesson: Investigating Careers in the Minerals Industry Overview: This activity explores careers in the minerals industry via online resources. Careers in the minerals industry refers to everyone from accountants to equipment operators, engineers, heavy-duty mechanics, lawyers, and welders.. Source: This lesson has been modified and adapted for Saskatchewan. The original lesson was written for the Mineral Resource Education Program of B.C. ( TheMineralsIndustryWeb_ME.pdf) Duration: One 45 minute class Materials: Internet access Worksheets Instructional Methods: Independent research Note to Teachers: To work in the Saskatchewan Minerals Industry a high school diploma or equivalent is required. CC6.1. Investigate various aspects of careers and their requirements. b. Examine at least one occupation through an exploration of work information such as occupational description, working conditions, earnings, and education/training requirements c. Utilize various sources of information such as parents, relatives, community members, newspapers, and digital resources h. Describe various work roles (such as labourer, entrepreneur, manager) and settings (such as outside, office tower, manufacturing plant) of interest to oneself. Grade 7: Earth s Crust and Resources EC7.2Identify locations and processes used to extract Earth s geological resources and examine the impacts of those locations and processes on society and the environment. k. Research Saskatchewan careers directly and indirectly related to resource exploration. Grade 7: Connections to Communities CC7.1. Reflect on and express insights about how knowledge and skills learned in school transfer to one s future life and work. a. Research to identify the skills, knowledge and abilities needed in specific economic sectors such as manufacturing, agriculture, business or mining f. Research and report on some key occupations available in the various economic sectors in Canada as represented by sector councils Learning Outcomes and Indicators Grade 6: Connections to Communities Grade 7: Life and Work Plan LW7.1 Investigate and demonstrate the personal qualities and abilities needed to seek, obtain, or create work. c. Compare advantages and disadvantages of Saskatchewan Mining Association 125