Energy and Mines 10, 20, 30: Curriculum Guidelines

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

Module 14: Uranium - Refinement, Distribution and Uses (Optional)

Suggested time: 8-12 hours

Level: Introductory

Prerequisite: Module 13

Module Overview
Students will learn about nuclear chain reactions. They will explore how uranium is purified to obtain a fissionable product and the various uses to which this product has been put. They will explore the global uranium marketplace. Finally they will study nuclear power generation based on the CANDU reactor and assess its potential in comparison to other sources of electricity.

Foundational Objectives

To become familiar with the nature and components of Saskatchewan's major underground resources and how they are extracted and purified through refining and processing.
To become familiar with the nature, location and operation of the distribution systems through which Saskatchewan energy and mineral resources are transported.
To become familiar with the local and global market for Saskatchewan energy and mineral resources and the immediate and ultimate uses of those resources.
To demonstrate knowledge of the methods of commercial energy production and distribution, with emphasis on those used in Saskatchewan.

Common Essential Learning Foundational Objectives

To use correct terminology in describing uranium processing and nuclear energy. (COM)
To research nuclear technology and nuclear issues using the Internet. (COM, TL)
To use statistics and economic data in exploring aspects of the nuclear industry. (NUM)
To examine and present arguments on both sides of controversial issues. (CCT)

Learning Objectives	Notes
14.1 To explain the nature of a chain reaction, in relation to the two common isotopes of uranium.	Students should be aware that U-235, the less common of the two isotopes (0.7%, by mass, of natural uranium), is less stable and if sufficiently concentrated and in sufficient mass will undergo a chain reaction. U-238, by contrast, is quite stable and difficult to coax into a chain reaction. The goal of refining is to separate and purify the U-235. Students could illustrate the contrast by standing dominoes in different configurations and showing what happens when the first one is tipped. The teacher may wish to introduce and explain briefly the process of nuclear fusion, as distinct from fission, because students often confuse the two. Students could continue to develop their glossaries.
14.2 To describe the route followed and the changes undergone, by the concentrated uranium ore (yellowcake) from the processing mill to its final market destination.	Students should be aware that yellowcake is not a usable form of uranium and understand why it needs refinement. In Canada the yellowcake is refined at the Blind River plant in Ontario and then goes on to the Port Hope plant for final processing. Alternatively, it may go to plants in the US, France, or Britain. The bulk of yellowcake is processed outside of Canada. Students could prepare flow charts illustrating the refining and processing of uranium ore. Both Cogema and Cameco have produced videos that detail the production, refinement and use of uranium. The videos can be purchased from the head offices of both companies in Saskatoon.
14.3 To summarize the global uranium marketplace -- producers, processors and end users -- and identify Canada's place in the marketplace.	Students could research where uranium is presently mined around the world and identify the corporations that own the mines. As well, students could research where the refineries and enrichment plants are located and identify the corporations that own them. Presently, corporations control all aspects of bringing U-235 to market. Foreign governments can purchase U-235 for domestic power reactors, but they may also be able to divert a certain portion of U-235 for military purposes. Students should be aware of uranium’s military use as well as its role in electrical generation. Students could debate the question of who should control the marketing of Canada's U-235.
14.4 To interpret the economics of the uranium industry in terms of capital investment, profit/loss, infrastructure, headquarters, stock prices, government intervention and regulation, etc.	Students could chart the value of both Cameco and Cogema shares for a month, as well as research their long-term price fluctuations, from stock market websites. In addition, students could research the history of amalgamations, buyouts, bailouts and bankruptcy actions in the industry. Many stock market simulations are available and could be used as a supplement. To identify the corporate giants and how they work with governments, students could undertake some of the activities on pages 117-128 of the Saskatchewan Resource Series: Uranium (1990).
14.5 To explore Canada’s historic role in the development and application of nuclear energy, including both commercial and military uses and our country's current research and development initiatives in the nuclear industry.	Students could begin by exploring the history of early nuclear weapons development, including Canada's central role. Students should have a basic understanding of how and why a fission bomb works and how it differs from a fusion weapon. Students should be familiar with Atomic Energy of Canada Ltd. and its efforts to market CANDU reactors throughout the world. Students could research and report on commercial applications of nuclear energy in fields other than electrical generation, such as medicine and human heath, food processing, agriculture and industry. They could explore Saskatchewan's historic role in radiation-based cancer therapy. They could explore the uses of small research reactors such as the University of Saskatchewan's Slowpoke reactor
14.6 To describe how a CANDU nuclear reactor works and how a nuclear power plant converts nuclear energy to electrical energy.	Students should be able to apply the concept of controlled fission to the production of electricity in a power plant. Students could prepare scale drawings or construct a model of a typical nuclear generating facility based on CANDU reactor technology.
14.7 To explore the pros and cons of nuclear power plants as compared to other types of electrical generation, particularly coal-fired thermal and hydroelectric .	Students could explore, in greater detail than in Module 4, the variety of social and environmental issues around this topic. A print source is the Saskatchewan Resource Series: Uranium (1990).