Learning Objectives

Notes

16.1
To be familiar with generally accepted explanations of how, when and where coal was formed.

Students should review the location of Saskatchewan coal deposits from Module 1 and the general geological history from Module 3. Saskatchewan coal and Western Canadian coal in general, is geologically much younger than the Paleozoic coal of eastern Canada and U.S. Students should become familiar with the geology of the Ravenscrag Formation. They could then research when and how Saskatchewan's coal is thought to have formed, the flora and fauna of the period and the role of climatic change in the formation of coal.

Students could perform simple experiments to discover the effects of pressure and heat (in the absence of oxygen) on various plant materials.

Students could explore the fossil content of coal samples such as coal balls (available from science supply outlets.)

Students could begin a glossary of terms related to coal and coal mining.

16.2
To name and compare the different types of coal.

Students should become familiar with the four classes of coal, i.e. anthracite, bituminous, sub-bituminous and lignite. The comparison should include formation, chemical content, location and specific uses. The class could obtain samples and compare them, using such criteria as colour, hardness, texture, energy content and common uses.

Students could burn measured amounts of some kinds of coal (especially local lignite) and perform calorimetric estimates of energy content. They could compare the mass of ash with the original mass before burning, to determine mineral content. They could try to devise and test methods of estimating the water content of a coal sample (approx. 40% in the case of local lignite.)

16.3
To identify the locations, types of deposits and estimated reserves of coal in Canada and make comparisons with other countries worldwide.

Students could make maps showing the location of deposits in Canada and devise a notation or key to indicate the classification, existing reserves and use of the coal mined in each of these areas. Functioning and non-functioning mine sites could be included, as well as the type of mining (surface or underground.)

Students could discuss and compare the size, shape, depth and extent of deposits in the mountain regions, the prairies, the Maritimes and the Yukon. This information will be useful when the various methods of coal extraction are studied.

Using a world map, students could plot the major locations of coal deposits and the extent of the reserves in each of these countries. Students could create charts comparing the estimated reserves and the actual production of coal worldwide.

16.4
To describe technologies used in coal exploration.

Exploration techniques include 2 dimensional and 3 dimensional seismic surveys, detailed gravity measurements and geophysical logging of fully cored drill holes. As well, space technology, such as Global Positioning Systems (GPS), is used in coal surveying and mapping, helping reduce mining costs by eliminating the need for difficult overland survey work.

Students should become familiar with the following terms in the context of coal exploration:

• two-dimensional seismic line
• three-dimensional seismic survey
• gravity measurement
• geophysical logging
• core sample
• global positioning system (GPS)
• surveying
• mapping.

Students could also explore magnetometers, electrical methods such as self-potential, induced polarization and resistivity, as well as radiometric methods and geochemistry. A resource person, such as an exploration geologist or geophysicist, would be beneficial for this section.