Learning Objectives

Notes

15.1
To become familiar with the safety regulations, procedures, equipment and personnel at local or regional mining and milling sites.

Students could explore safety concerns in regard to operation of heavy equipment, handling of explosives and hazardous chemicals, internal and external exposure to radiation in the mine and mill.

Students could interview managers, safety officers, First Responder teams and workers from the uranium industry. They could prepare reports on potential hazards, occupational health and safety laws and regulations, enforced safety procedures and drills, safety and emergency equipment and training, ongoing safety programs and specialist training. Site tours would provide added depth.

Regular monitoring of the radiation levels at mines is done by the Occupational Health and Safety Branch of Saskatchewan Labour.

Students should be familiar with WHMIS (Workplace Hazardous Materials Information System). Students could apply their examination of WHMIS to hazardous chemicals in the home, particularly the kitchen and bathroom areas.

Personal protection equipment worn in the mine and mill areas includes safety boots, coveralls, safety hats, hearing protection, safety glasses and radiation badges. Cogema is willing to supply a kit to interested teachers.

15.2
To investigate the potential environmental effects of uranium exploration, mining, milling, transport, refining and use as nuclear fuel.

Students could research or conduct interviews to determine the environmental issues that are of local or general concern. They could identify wastes and by-products of mining and milling and investigate the potential effect of these on surface water and the water table. They could examine the dispersal by wind of escaping gases and dust and the potential impact of these on the air, water, soil, plants, animals and people.

Although Saskatchewan has no nuclear power installations, students might wish to examine the environmental issues that arise in parts of Canada where nuclear power plants operate, Ontario and New Brunswick.

15.3
To be aware of the waste products from nuclear power generation, the hazards they present and methods of transportation and storage of the materials.

Students could investigate the differences between the waste produced by CANDU reactors and other types of reactors. The half life of the material, potential hazards to the environment, amount of material and where it is currently held should be researched.

Atomic Energy of Canada did a substantial amount of research into long-term storage methods. A long-term storage site is being developed at Yucca Mountain in Nevada, USA.

15.4
To become familiar with the legislation in place to protect the environment and how it is applied in practice.

Before a mine can open or shut down, the company must have completed an impact assessment and report, including reclamation procedures and have had it accepted by government regulators. As well as examining samples of these reports, students might explore the financial impact of environmental legislation on the costs of bringing a mine to production and decommissioning it when the ore body is exhausted.

Students should also research and report on the nature and frequency of tests done to monitor the environment and the standards of the mine, mill, or other facility.

If the teacher wishes to go into greater depth, films and notes are available on public hearings conducted when Rabbit Lake and McArthur Lake mines were proposed. Cluff Lake mine was slated for closure in the year 2000; students can write to Cogema Mines in La Ronge to learn why it is still open.

15.5
To identify and assess the consequences of failure of one or more waste management programs or controls, whether through accident or failure to follow established procedures.

Students could identify emergencies that might arise (e.g. explosion or fire, radon gas concentration, accidental radiation exposure, dike or tailings pond failure, leaking storage vessel, transport truck accident) and the solutions in place for these emergencies, as well as the immediate and long-term effects. Students could investigate real emergencies, such as a number of potentially serious incidents in the 1950s and 1960s at Chalk River and several U.S facilities and find out what happened.

If nuclear power generation facilities are included in the study, the study of significant accidents such as Three Mile Island or Chernobyl could provide a perspective for discussions and debates.

15.6
To discuss the economic and social impact, both positive and negative, of uranium industries on the community, families and individuals.

Students could research, conduct interviews or simply brainstorm to assess how local industry affects public services, housing, schools, construction, food services, shopping, recreation, etc. They might also be encouraged to examine the social effects of a fluctuating or transient population and the effects of varying work schedules and seasonal or cyclical employment on the quality of life for individuals and families. Because all Saskatchewan uranium mining is in the north, the effects on local aboriginal populations and traditional economies is an important issue for investigation.

Students could participate in a “Town Hall Meeting” to discuss the pros and cons of local industry introduction or expansion. A hypothetical situation could be set up with each student or groups of students representing a community organization that either is for or against the proposed development. Students would discuss/argue as to the benefits or detriments of the project. A student “Mayor” could chair the meeting, or a community leader could be invited to preside. Interest groups might include on-site managers (environmental detection group, mine superintendent), federal and provincial authorities, environmental groups, First Nations groups and members of the general public. Areas of local concern could include a possible failure in the waste management system at the mine site, the disposal and storage of waste (tailings), contamination of the air, land, surface water, groundwater or food chain with milling by-products, disruption of the ecosystem in the mine area, decommissioning a mine or mill. If nuclear power plants are included, issues might include disposal and storage of radioactive waste (used fuel bundles), decommissioning of a reactor, or release of radioactive material into the environment by a nuclear reactor.

15.7
To demonstrate familiarity with employment opportunities and careers in the uranium industry.

Students could develop a list of careers or jobs, either local or throughout the industry and categorize each as professional/non-professional, technical/non-technical, permanent/seasonal, full time/part time. Gender equity in job opportunities could be explored. To realize that different careers require different skills, students could research the required skills for different careers and report to the class.

Students could juxtapose job descriptions and responsibilities with educational levels and training required. General categories might include administration, management, scientific positions, mill workers and blue-collar workers, recreational workers, mine support staff. Personnel lists, along with general wages and other job parameters, can be obtained from Cogema Resources in La Ronge and Cameco Resources in Saskatoon.

To appreciate the role of northern people in the mining sector, students can visit the Keewatin Career Development Corporation website and work through Lesson 3b.

Students could prepare hypothetical tax returns for selected employees, to get an idea of pay and deductions.

Students could be introduced to trade unions, bargaining, labour-management relations and issues around non-union contracting, if the teacher sees these as relevant and/or appropriate topics.

Students could prepare a detailed report on one specific career in the industry after research, interviews and, where possible, work study or job shadowing.