Energy and Mines 10, 20, 30: Curriculum Guidelines

Energy and Mines 10, 20, 30 Curriculum Guide Main Menu

Module 12: Uranium - Formation, Location and Exploration (Optional)

Suggested time: 6-10 hours

Level: Introductory

Prerequisite: None

Module Overview
Students will become familiar with the properties of uranium, the geological processes that led to the formation of uranium mineral deposits and the processes by which these deposits are located and assessed for commercial potential. When deciding whether to include Module 12 (and subsequent modules in this unit) in the program and if so, the degree of detail to be expected, the teacher may wish to assess student familiarity especially with Core Unit A-3 (Uranium) in the Science 10 curriculum and also with Unit IV (Atoms and Elements) in the Chemistry 20 curriculum and Unit IV (Nuclear Physics) in the Physics 30 curriculum. This module is assigned no prerequisites to facilitate its use in survey courses. However, it should be preceded by Modules 1, 2, 3 and 4 in a pure course.

Foundational Objectives

To understand some of the scientific principles that underlie Saskatchewan's energy resource industries.
To demonstrate knowledge of the natural processes underlying the formation of mineral, coal and hydrocarbon deposits
To understand the geological and geophysical principles underlying the process of resource exploration.
To become familiar with some of the history of Saskatchewan's resource industries.
To assess the environmental impact of resource exploration, production, transport and processing.
To assess the efforts made by the resource industry to protect the environment.

Common Essential Learnings Foundational Objectives

To use correct terminology in discussing concepts and processes. (COM)
To develop facility with the large numbers involved in geologic time measurement, including dating based on radioactive decay. (NUM)
To engage in problem-solving simulations. (CCT, NUM)
To develop an understanding, using uranium as the example, of how knowledge and technology is created, evaluated, refined and changed. (CCT, TL)

Learning Objectives	Notes
12.1 To describe key chemical and physical properties of the element uranium and pitchblende its major ore and explain the essentials of radioactive decay.	The school's physics department or local commercial facilities may have access to radiation detectors such as a Geiger counter and be prepared to demonstrate them to students. Students should not, however, be exposed to pitchblende under any circumstances. Other, safer sources of radioactivity may be substituted. Students should be able to distinguish between "radiation" and "radioactivity", should understand the significance of half-life in assessing the radioactivity of a substance and should recognize the characteristics and relative hazards of the various types of radiation resulting from the decay of specific radioisotopes. Students could construct and demonstrate atomic models of radioisotopes and the process of radioactive decay. Students could begin a glossary related to uranium and uranium mining and processing and continue it through the remaining modules in this Unit.
12.2 To describe the conventional geological explanation for the presence of uranium deposits in Saskatchewan's Athabasca Basin.	Essentials include the upwelling of uranium from the earth's mantle through volcanic activity, the leaching of uranium from volcanic rock and the deposition, in the form of pitchblende, between the sandstone overburden and the granitic base rock at various locations within the Athabasca basin. The evolution of the Carswell Structure as a probable product of meteorite impact would make an interesting enrichment topic. From their work in Module 3, students should be able to attach some probable geologic time estimates to the various geological events and processes. If they have not already done so in Module 1, students could draw the Athabasca Basin on a map of Saskatchewan and then locate the present uranium mines on the map.
12.3 To outline major events in the history of uranium exploration and mining in Saskatchewan and some of the social changes that have taken place as a result of uranium mining.	Students could draw a time line chart of the history of nuclear energy and the uranium industry in particular. Uranium City and Elliot Lake are two good examples of what happens to company towns when the ore deposits are mined out. The major uranium companies now have mining camps where the miners either drive or fly in and work one week and return home for one week. The difference in settlement pattern has major effects on family, personal lifestyles, numbers of hours of work, infrastructure required to support a town, etc. In the past, most mines could be profitably mined for 30 to 40 years. Now, most mines have a life span of only 20 years before they are mined out. As mining technology becomes more sophisticated and efficient, the time a mine remains open decreases.
12.4 To describe and illustrate current technologies in uranium exploration.	Some of the modern day techniques for detecting uranium deposits include geological mapping, boulder chasing, electromagnetic surveying, geophysical surveying, aerial mapping and core sampling. These are followed by assays, estimates of grade and tonnage and feasibility studies to determine if a mine is economically viable. To simulate some of these techniques, students could be presented with a sandbox in which various coins are buried. They could devise and test ways of finding where the coins are located.
12.5 To explore some economic considerations involved in prospecting and developing uranium deposits.	An activity that could bring together key concepts of the geology, prospecting, core identification and feasibility assessment is as follows: cut a piece of quarter-inch plywood or wallboard into eight 1x3-foot pieces. Stack the pieces to represent a map of Saskatchewan. Identify where you think the Athabasca Basin would be and place small bits of thin ferrous metal sheeting (e.g., "tin can" metal) in different sections of the area (do not overdo it.) Clamp the pieces and bring a hand (or electric) drill with a 1/16th inch drill bit. Have students devise and employ methods of detection, then charge them a fee to drill. If they find a piece of metal in their drill bit, they can take a share of the pot, or offer their plot for sale to other players. At the end of the lesson, expose the layers to see how close students came to the ore deposits and how big and how deep the deposits are. Discuss the implications for development of a mine. McLean Lake mine and mill complex cost Cogema Resources over $3 billion as an initial investment up to 1997. While they were able to mine one ore deposit, they were not able to process the ore because of environmental hearings and assessments. The mill began processing the ore in the fall of 2000. The ore deposit from Sue Mine A produced $1 billion in profit. With the production of other mines in the area, Cogema will realize profit from its initial investment in the near future.