Energy and Mines 10, 20, 30: Curriculum Guidelines

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

Module 23: Potash - Mining and Production (Optional)

Suggested time: 7-10 hours

Level: Introductory

Prerequisite: None

Module Overview
Students will learn about the two different methods of mining potash, will compare the methods as to product, efficiency, cost and location and will describe and explain the difficulties encountered when mining potash. This module is assigned no prerequisites to facilitate its use in survey courses. However, it should be preceded by Module 22 in a pure course.

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 technology of the energy and mining industries.
To understand some of the scientific principles that underlie Saskatchewan's energy resource industries.

Common Essential Learnings Foundational Objectives

To use the Internet and other resources to collect data. (TL)
To collaborate in planning for a field trip or an interview with a mine representative. (PSVS, CCT)

Learning Objectives	Notes
23.1 To explain the geological and engineering challenges of establishing a potash mine in Saskatchewan, especially with reference to the characteristics of potash and the location of the potash deposits.	Students should research the Blairmore Formation, the problems associated with the formation, how they were solved and the worldwide significance of this discovery. Diagrams of this problem and its solutions are available on several Internet sites. Terms such as shaft sinking, tunneling, ground freezing, compressive strength, etc. should be included in the explanations.
23.2 To describe conventional underground potash mining as it is done in Saskatchewan.	Students should review and explain conventional mining techniques of “room and pillar” and “stress relief”. Students should understand the basic operation of such equipment as the continuous miner, two-rotor borer or road-header machine, conveyor belt, skip, hoist and head frame. They should also be familiar with mining terms like shaft, drift, level, stope. Students could construct a vertical diagram or three-dimensional model showing the locations and terms associated with potash mines.
23.3 To list and explain the facilities housed underground.	Students could research the size and extent of caverns and drifts in an underground potash mine. There are areas for machinery repair, first aid, stockpiling ore, mapping. Students should learn that there are many job specialties in underground potash mines. They should learn about the transportation facilities for workers and equipment, air exchange equipment, electrical services, transportation of the raw ore first to the head frame and then to the mill. Students could view the Saskatchewan Resource Series video Potash (1989), available from Media Group. If at all possible, a field trip to an underground potash mine should be arranged. Alternatively, a representative of one of the potash mines could speak to the students and answer questions.
23.4 To become familiar with the process of solution mining in Saskatchewan.	Students should understand the principles of solution mining and be able to explain the steps involved in extracting the ore from the mine. They should investigate the nature and quality of potash that results. Students could assess the reasons for operating a solution mine instead of an underground mine in a particular area. Students could map the location of solution mines in Saskatchewan and research the companies that operate these mines. Not all mining companies are based in Canada. Students should be aware of the importance of foreign investment to the industry. A representative from a solution mine could be invited to speak to the students, or students could visit the solution mine at Belle Plaine.
23.5 To describe the advantages and disadvantages of each type of potash mine, with respect to cost as well as other factors.	Students could review the two methods and where possible, research the production costs in order to justify their opinions.