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Phosphate: A Florida Resource Mined for Math

A middle school grade level unit

created by

Donna Ellis

Lake Alfred Middle School

Polk County, FL

Phosphate: A Florida Resource Mined for Math 2

FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE

DISCLAIMER

The contents of this teaching unit are reproduced herein as received from the teachers who

authored the unit. The unit has been peer-reviewed and edited in compliance with the FIPR

Institute Education Program lesson plan style.

Mention of company names or products does not constitute endorsement by the Florida

Industrial and Phosphate Research Institute.



Unit Summary

Dear Colleague,

The purpose of this real-world based unit is to create a cooperative environment to study in our

students’ own back yard. In our case, this included the Green Swamp in and around Polk City

and the phosphate industry in Polk County.

As a team, the language arts, science, social studies and math teachers coordinated our lesson

plans so that what was being studied in one class might be practically applied to another. The

plans were carefully organized to incorporate and bring to life what our students see every day.

This five month long math unit began in January with the introduction of angles. Over the

course of the lessons, which were alternated between more standardized lesson plans, the

students learned:

Angles

Surveying

Graphing

Grid work

Higher level thinking

Problem solving

The unit ended with an all-encompassing, hands-on activity. To show mastery of learning, I

asked my students to create a board game based on three seemingly simple rules:

1. Game needs to contain geography, science and math questions related to phosphate.

2. Math questions must include all the math studied this year.

3. Include forward as well as backward motion.

To accomplish this, the kids were given a rubric that the teacher would grade them by. The

finished products were many colorful, thoughtful, and fun games. We, as a team, really enjoyed

doing this unit and feel our students learned a lot over the course of a short time. The excitement

and energy surrounding these plans was reflected in the eyes, smiles and ultimately the grades of

our students.

Sincerely,

Donna L. Ellis



Perspective

Although phosphate was discovered in Florida in 1881, mining did not actually begin until 1888,

when the first shipment of Peace River pebble rock was shipped from the area of Arcadia. The

following year, hard-rock phosphate was discovered in Marion County, and people rushed to buy

up land containing Florida’s “gray gold.”

What makes phosphate so valuable? The answer is that it is essential to life. It cannot be

produced in a laboratory; it is mined from deposits formed by ancient seas and then processed

into the soluble form that plants and animals need. Humans get their dietary phosphate needs

from the plants and animals they consume.

Current mining relies on an electric-powered dragline. This giant machine serves as an excellent

model for teaching angles. The boom (arm) of the dragline is constructed in a series of triangles.

The dragline can rotate a full 360° and there are a number of obtuse and acute examples in the

structure of the dragline itself.

Phosphorus, in the form of phosphate, is an essential nutrient used to fertilize crops around the

world. It is mined as insoluble phosphate rock and is then processed into soluble phosphoric

acid. In Florida, ammoniated phosphate fertilizer is the primary product manufactured.

Ammonia provides nitrogen and is added in varying amounts to create different types of

fertilizer. Florida provides about 75% of the nation’s phosphate needs and about 25% of the

world’s and is thus a major industry.

The phosphate industry provides many learning opportunities for students. As they learn about

the industry, its processes, and its finished goods, they also learn to make circle and bar graphs

and practice converting whole numbers to percentages.

Phosphate: A Florida Resource Mined for Math uses 1998 statistics about the industry’s

finished goods, water usage, employment, transportation costs, and other topics woven into

middle school math, language arts and social studies lesson plans. Its activities meet the

different range of learning styles of each student in the classroom.

Donna Ellis took the information she learned about phosphate, the phosphate industry and Polk

County from FIPR and used it to enhance the math curriculum she was already teaching. All of

the activities, including FCAT practice, relate to the students’ new knowledge about the industry

around them. In central and northern Florida where phosphate is mined, the industry personally

impacts students’ and teachers’ lives and field trips to the mines are possible. If you live in

another district, please consider showing your students the virtual field trips available on our

website at http://www.fipr.state.fl.us/Virtual_Tours/virtual_tour.htm.

This unit will challenge any math teacher to take his/her students’ interactions with content to a

higher level of application of skill than the State of Florida expects them to master.

http://www.fipr.state.fl.us/Virtual_Tours/virtual_tour.htm



Table of Contents

Concept Map 6

Next Generation Sunshine State Standards 7

Specific Objectives 10

List of Activities 12

Unit Vocabulary 13

Unit Vocabulary Definitions 14

Lesson Plans

1. Phosphate Fact Puzzle 18

2. Classifying and Naming Angles 26

3. Analyze Data to Display as a Bar Graph 38

4. Analyze Data to Display as a Circle Graph 43

5. Grid Model Phosphate Problems 48

6. Solving Word Problems 54

7. Phosphate Math Game 62

List of Materials 71



Concept Map



Next Generation Sunshine State Standards

Language Arts Benchmarks

LA.6.4.2.1 The student will write in a variety of informational/expository forms (e.g.,

summaries, procedures, instructions, experiments, rubrics, how-to manuals,

assembly instructions)

LA.7.1.6.3 The students will use context clues to determine the meaning of unfamiliar words.

LA.7.1.6.8 The student will identify unfamiliar word/phrase relationships and their meanings.

LA.7.1.7.3 The student will determine main idea or essential message in grade level or higher

texts through inferring, paraphrasing, summarizing or identifying relevant details.

LA.7.1.7.8 The student will use strategies to repair comprehension of grade appropriate text

when self-monitoring indicates confusion, including but not limited to rereading,

checking context clues, predicting, note-making, summarizing, using graphing

and semantic organizers, questioning and clarifying by checking other sources.

LA.7.2.2.2 The student will use information from the text to state main idea and/or provide

relevant details.







Math Benchmarks

MA.5.A.2.3 Make reasonable estimates for fraction and decimal sums and differences, and use

techniques for rounding.

MA.5.S.7.1 Construct and analyze line graphs and double bar graphs.

MA.6.A.5.1 Use equivalent forms of fractions, decimals, and percents to solve problems.



MA.6.A.5.3 Estimate the results of computations with fractions, decimals, and percents and

judge the reasonableness of the results.

MA.6.G.4.2 Find the perimeters and areas of composite two-dimensional figures, including

non-rectangular figures (such as semi-circles) using various strategies.

MA.6.S.6.1 Determine the measures of central tendency (mean, median, mode) and variability

(range) for a given set of data.

MA.7.A.3.2 Add, subtract, multiply, and divide integers, fractions, and terminating decimals

and perform exponential operations with rational bases and whole number

exponents including solving problems in everyday contexts.

MA.7.A.3.3 Formulate and use different strategies to solve one-step and two-step linear

equations with rational coefficients.

MA.7.G.4.1 Determine how changes in dimensions affect the perimeter, area and volume of

common geometric figures, and apply these relationships to solve problems.

MA.7.S.6.2 Construct and analyze histograms, stem-and-leaf plots, and circle graphs.

MA.8.G.2.2 Classify and determine the measure of angles, including angles created when

parallel lines are cut by transversals.

MA.8.G.2.3 Demonstrate that the sum of the angles in a triangle is 180 degrees and apply this

fact to find unknown measure of angles and the sum of angles in polygons.

MA.8.G.2.4 Validate and apply the Pythagorean Theorem to find distances in real world

situations or between points in the coordinate plane.

Social Studies Benchmarks

SS.7.E.2.5 Explain how economic institutions impact the national economy.

SS.7.G.3.1 Use maps to describe the location and abundance of natural resources in North

America.

SS.7.G.5.1 Use choropleth or other map to geographically represent about issues of

conservation or ecology in the local community.



Science Benchmarks

SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference

materials to support scientific understanding, plan and carry out scientific

investigation of various types, such as systematic observations or experiments,

identify variables, collect and organize data, interpret data in charts, tables, and

graphics, analyze information, make predictions, and defend conclusions

SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations

among groups of students conducting the same investigation.

SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.

SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference


investigation of various types, such as systematic observations or experiments,


graphics, analyze information, make predictions, and defend conclusions.

SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a

natural phenomenon on which scientific explanations are based.

SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference


investigations of various types, such as systematic observations or experiments,


graphics, analyze information, make predictions, and defend conclusions.

SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant

empirical evidence, the use of logical reasoning, and the application of

imagination in devising hypotheses, predictions, explanations and models to make

sense of the collected evidence.



Specific Objectives

The students will...

Lesson Plan 1

1. Read the 1998 Florida Phosphate Fact Sheet.

2. Use the Fact Sheet to answer questions.

3. Work in cooperative groups to solve math problems.

4. Complete a crossword puzzle with the answers to the questions.

5. Discuss the positives and negatives of phosphate mining in Florida.

Lesson Plan 2

1. Recognize angles on the dragline.

2. Draw angles using a protractor

3. Draw angles using an angle ruler.

4. Measure angles using a protractor.

5. Measure angles using an angle ruler.

Lesson Plan 3

1. Read the handout Florida Phosphate Industry Water Use, 1991-1998.

2. Make a graph of the water usage of the phosphate industry per day from 1991-1998

from a published table.

3. Make predictions about the phosphate industries water usage from 1999-2002 based

on data given from the previous years.

4. Compare validity of water usage predictions to actual data collected from 1999-2002.

Lesson Plan 4

1. Know the main finished products of the phosphate industry.

2. State the purpose of a circle graph in their own words.

3. Convert given data into percentages.

4. Show their work in making conversions.

5. Correctly use a percentage protractor.

6. Create a circle graph to represent finished products of the phosphate industry.

Lesson Plan 5

1. Understand the purpose of grids and scale.

2. Understand the relationship between square miles and acres.

3. Create a grid to represent mined land in Polk County, Florida.

4. Calculate the number of square miles of land mined for phosphate in Polk County.

5. Convert this figure to acreage and determine what percentage of total Polk County

acreage this represents.

6. Compare mining land use with other land uses in the county, such as agriculture and

residential.

7. Write an analysis of land use in Polk County based on the grid they created. How do

various types of land use affect the environment?



Lesson Plan 6

1. Read the handout Florida Phosphate Mining: The Real Scoop.

2. Participate in a discussion concerning draglines and mining.

3. Work cooperatively within a group to solve word problems.

4. Work cooperatively within a group to write the equations for word problems.

Lesson Plan 7

1. Work cooperatively with their group to create and design a game using phosphate

mining facts.

2. Work cooperatively with their group to create and design a game using math skills.

3. Each group will play another groups game and score the game by using a rubric.



List of Activities

Lesson 1: Phosphate Fact Puzzle

KWL Chart ....................................................................................................................20

1998 Florida Phosphate Fact Sheet ..............................................................................21

1998 Phosphate Fact Puzzle ..........................................................................................24

1998 Phosphate Fact Puzzle Answer Key .....................................................................25

Lesson 2: Classifying and Naming Angles

Measure and Draw Angles Practice ..............................................................................30

Measure and Draw Angles Practice Answer Key .........................................................32

What's Your Angle? ......................................................................................................34

What's Your Angle? Answer Key .................................................................................35

Comparing Angles .........................................................................................................36

Comparing Angles Answer Key ....................................................................................37

Lesson 3: Analyze Data to Display as a Bar Graph

Florida Phosphate Industry Water Use, 1991-1998 table ............................................40

Phosphate Mining Water Usage Bar Graph ..................................................................41

Polk County Water Use Graphs ....................................................................................42

Lesson 4: Analyze Data to Display as a Circle Graph

1998 Phosphate Industry Finished Products ................................................................45

Phosphate Industry Major Finished Products Circle Graph ..........................................46

Phosphate Industry Major Finished Products Circle Graph Answer Key .....................46

Lesson 5: Grid Model Phosphate Problem

Create a Grid of Polk County ........................................................................................49

Calculate Square Miles of Mined Land and Convert to Acres Worksheet ...................52

Calculate Square Miles of Mined Land and Convert to Acres Answer Key ................53

Lesson 6: Solving Word Problems

Florida Phosphate Mining: The Real Scoop ................................................................56

Dragline Word Problems ...............................................................................................60

Dragline Word Problems Answer Key ..........................................................................61

Lesson 7: Phosphate Math Game

Create and Design a Board Game .................................................................................63

Rubric for Games ..........................................................................................................64

Game Piece Templates ..................................................................................................65



Unit Vocabulary

Acre

Acute angle

Angle

Angle ruler

Animal Feed

Bar graph

Beneficiation

Center line

Circle graph

Complementary angles

DAP

Degree

Down trend

Dragline

Equation

Expenditures

Exports

Fertilizer

Grid

Horizontal axis

Interval

Inside Angle

Investment

Labels

Man-hours

MAP

Mean

Metric tons

No trend

Obtuse angle

Overburden

Outside Angle

Percent protractor

Phosphate

Protractor

Quarter-inch square

Range

Reclamation

Right angle

Rivet

Scale

Severance tax

Short tons

Square mile

Slurry

TSP

Super phosphoric acid

Sulfuric acid

Up trend

Vertex

Vertical axis



Unit Vocabulary Definitions

Acre: A unit of area equal to 1/640 of a square mile (i.e., there are 640 acres in a

square mile), or 4046.85 square meters, or 0.404685 hectare.

Acute angle: An angle that measures less than 90° and greater than 0°.

Angle ruler: A measuring tool with two rulers joined together by a rivet; a protractor. It

measures angles in degrees and also has units of inches or centimeters for

measuring length.

Angle: Two rays or two line segments extending from a common end point called a

vertex. Angles are measured in degrees, radians, or gradients.

Animal feed phosphates: Animal feed phosphates consist mainly of monocalcium phosphate

(MCP) and dicalcium phosphate (DCP). These substances are used as raw

material for manufacturing of animal feed for cattle, pigs, poultry, etc.

Bar graph: A graph that uses either vertical or horizontal bars to display countable data.

Beneficiation: Separating a wanted material from other material contained in a mixture. In

the case of phosphate, where the mixture is called “matrix,” this means

separating clay and sand from the phosphate rock.

Center line: A line bisecting something and dividing it into two equal parts.

Circle graph: A data display that divides a circle into regions representing a portion of the

total set of data. The circle represents the whole set of data.

Complementary angles: Two angles, the sum of which is exactly 90°.

DAP (diammonium phosphate): A fertilizer combining two of the three primary plant

nutrients, nitrogen and phosphorus. Used on almost every kind of crop grown

in the U.S. It has 18% nitrogen and 46% P2O5.

Degree: The unit of measure for angles (°), equal to 1/360 of a complete revolution.

There are 360 degrees in a circle.

Down trend: A decreasing tendency shown in data analyses, often illustrated by graphs.

Dragline: A large machine used in excavation. In the Florida phosphate industry,

draglines with large bucket capacities are used to remove the overburden and

excavate the phosphate matrix.

Equation: A mathematical sentence stating that the two expressions have the same value.



Expenditures: The cost of a whole or a particular piece of equipment, building or inventory.

Export: To send or transmit (ideas, institutions, etc.) to another place, especially to

another country.

Fertilizer: Any natural or synthetic material that is chemically or naturally produced,

including manure and nitrogen, phosphorus, and potassium compounds,

spread on or worked into soil to increase its capacity to support plant growth,

quality and yield.

Grid: A network of evenly spaced, parallel, horizontal and vertical lines.

Horizontal axis: The x-axis on a graph. This is the line that goes right to left.

Interval: The set of all real numbers between two given numbers. The two numbers on

the ends are the endpoints. If the endpoints a and b are included, the interval is

called closed and is denoted [a,b]. If the endpoints are not included, the

interval is called open and denoted (a,b). If one endpoint is included but not

the other, the interval is denoted [a,b) or (a,b] and is called a half-closed (or

half-open) interval.

Investment: In business, the purchase by the producer of a product, such as durable

equipment, buildings or inventory, in the hope of improving future business.

Labels: In graphing, the title, the name given to axes, or the scale.

Man-hour: The amount of work that can be done by one person in one hour.

MAP (monoammonium phosphate): A fertilizer often used in the blending of dry agricultural

fertilizers. It supplies soil with the elements nitrogen and phosphorus in a

form which is usable by plants. It has 11% nitrogen and 53% P2O5.

Mean: Arithmetic mean is a mathematical representation of the typical value of a

series of numbers, computed as the sum of all the numbers in the series

divided by the count of all numbers in the series. Arithmetic mean is the

balance point if the numbers are considered as weights on a beam.

Metric tons: A unit of weight equivalent to 1000 kilograms, or 1.1023 short tons.

No trend: A prolonged period of time when data did not significantly increase or

decrease.

Obtuse angle: An angle with a measure more than 90° but less than 180°.



Overburden: The soil or rock that covers a mineral source; dirt miners dig through in order

to reach the matrix below. In Florida this layer is used for reclamation.

P2O5: Phosphorus pentoxide. Standard industry term for the content of available

phosphorus in phosphoric acid. Normal wet phosphoric acid (produced by

reacting phosphate rock with sulfuric acid) has 32% available P2O5.

Percent: Per hundred; a special ratio in which the denominator is always 100. The

language of percent may change depending on the context. The most common

use is in part-whole contexts, for example, where a subset is 40 percent of

another set. A second use is change contexts, for example, a set increases or

decreases in size by 40 percent to become 140% or 60% of its original size. A

third use involves comparing two sets, for example set A is 40% of the size of

set B; in other words, set B is 250 percent of set A.

Phosphate: A class of mineral that is the only known source of the element phosphorus.

Phosphate is a nutrient that all living things need to survive and grow.

Phosphate rock, which cannot be dissolved in water, is mined to be used as a

raw material in fertilizers and animal feeds. The resulting final product is a

form of phosphate that is water-soluble and usable by plants and animals.

Phosphate rock: A commercial term for rock containing phosphate materials that have a high

enough grade and composition to permit their use, before or after

beneficiation, in manufacturing commercial phosphate products.

Protractor: A circular or semicircular tool used for measuring angles; the measurement

units are degrees.

Quarter-inch square: A square that is ¼ inch long on each side.

Range: The difference between the greatest data value and the least data value.

Reclamation: The process of rehabilitating lands disturbed by mining so that they serve a

desirable and useful purpose, the result of which may or may not be returning

the land to its original uses and functions.

Right angle: An angle whose measure is exactly 90°.

Rivet: A metal bolt or pin having a head on one end, inserted through aligned holes

in the pieces to be joined and then hammered on the plain end so as to form a

second head.

Scale: The numeric values, set at fixed intervals, assigned to the axes of a graph.



Severance tax: A tax imposed by the state on the extraction of natural resources. In Florida, a

severance tax is imposed on the phosphate companies for the extraction of

phosphate rock.

Short ton: A unit of weight equal to 2,000 pounds.

Slurry: A semi-fluid mixture of a liquid (usually water) and insoluble solid particles

such as clays, phosphogypsum or sand.

Square mile: A measure of area delineated by a square measuring one mile on each side;

area equal to 639.99 acres, or 258.99 hectares.

Sulfuric acid: A strong mineral acid, notated as H2SO4, made by burning molten sulfur in

the presence of air, followed by hydration. Sulfuric acid is highly corrosive,

especially on reactive metals. In phosphate fertilizer production, the

generation of sulfuric acid is the first industrial step, as it subsequently used to

digest or dissolve the phosphate rock to form phosphoric acid and

phosphogypsum in a replacement reaction.

Superphosphoric acid: An acid produced by concentrating 54% phosphoric acid to about 70%

phosphoric acid.

TSP (triple superphosphate): Triple superphosphate is a fertilizer produced by the action of

concentrated phosphoric acid on ground phosphate rock. The phosphorus

content of triple superphosphate (44-52% P2O5) is therefore greater than that

of single superphosphate (16-22% P2O5). Triple superphosphate was the most

common phosphate fertilizer in the USA until the 1960s, when ammonium

phosphates became more popular. It is produced in granular and nongranular

form and is used both in fertilizer blends (with potassium and nitrogen

fertilizers) and by itself.

Up trend: A prolonged period of time when data shows an increase.

Vertex: The point common to the two rays that form an angle; the point common to

any two sides of a polygon; the point common to three or more edges of a

polyhedron.



Lesson 1: Phosphate Fact Puzzle

Author: Donna Ellis

Introduction:

Phosphate cannot be created by man and can only be economically obtained from the earth. In

1998, the Florida Phosphate Council reported many statistics about the phosphate industry. You

will find the results of this report throughout this unit.

Students will practice their reading comprehension skills and their ability to interpret the data,

then apply it to the class discussion and written questions about the phosphate industry.

Students should be able to multiply and divide multi-digit integers.

Activity:

Students will read the 1998 Florida Phosphate Fact Sheet and work in small groups to answer

questions and solve math problems to complete a crossword puzzle. As a class they will discuss

the positives and negatives of phosphate mining in Florida.

Estimated Time:

90 minutes

Grade Level:

6-8

Standards:

SC.6.N.1.4

LA.7.1.6.3 LA.7.1.6.8 LA.7.1.7.8 MA.7.A.3.2 SS.7.E.2.5

MA.8.A.4.1

Objectives:

The students will…

1. Read the 1998 Florida Phosphate Fact Sheet.

2. Use the Fact Sheet to answer questions.

3. Work in cooperative groups to solve math problems.

4. Complete a crossword puzzle with the answers to the questions.

5. Discuss the positives and negatives of phosphate mining in Florida.

Vocabulary:

short ton metric tons

severance tax reclamation

investment expenditures

exports man-hour

beneficiation slurry

reclamation MAP

DAP phosphate



Materials:

1998 Florida Phosphate Fact Sheet

Crossword puzzle

KWL Chart

Paper

Pencils

Procedure: 1. Divide the class into groups of students who will work cooperatively together to read and

answer questions and solve math problems together.

2. Give each group a KWL Chart.

3. Have students brainstorm about what they know about phosphate within their groups.

4. Call on a member of each group to place an answer in the “Know” section on the board.

Continue until each group has given an answer.

5. Follow the same step for the “What Do You Want to Know” section. All responses in this

section must be in the form of a question. Introduce words to know.

6. Discuss thoughts and ideas behind responses as they are given for the K and W sections of

the chart. Do not correct answers at this time. Record responses as given.

7. Give each student a copy of the Fact Sheet.

8. Allow time for students to read and discuss the Fact Sheets, finding some of the answers to

their questions that they wanted to find out. Let them fill in the Learned section of the KWL

chart themselves.

9. Take a few minutes and discuss some of the information the students have found out about

phosphate mining. Ask if there are any positive or negative impacts from mining. Call on

one person from each group to report something that they wrote down in their Learned

column of the KWL chart.

10. Give each group the Crossword Puzzle.

11. Allow time for the students to work together in their groups to solve problems and to answer

questions for the crossword puzzle.

Analysis/Conclusion

Students will complete the questions and the crossword puzzle.

Teacher Notes:

Make copies of the 1998 Florida Phosphate Fact Sheet (1 per student)

Make copies of the crossword puzzle (one copy per group)

Make copies of KWL Chart (one copy per group)

If your budget does not allow you to purchase a class set of protractors and angle rulers, copy

the templates included with this unit onto transparency film and have the students cut them out.

The two pieces of the angle ruler can be connected with a brad.



Know/Want to Know/Learn Chart

What do I know about

______________________?

What do I want to know about

_______________________?

What have I learned about

_____________________?



1998 Florida Phosphate Fact Sheet

What’s so important about Phosphate, Anyway?

Phosphorus, the nutrient that comes from phosphate, is essential for life. That means no

living thing can survive without it! Phosphorus cannot be created in a laboratory. Phosphate

rock, mined from the earth, is the only economic source for this nutrient. Phosphate rock from

Florida helps to fertilize crops at home and around the world.

Fortunately, our state has great supplies of this vital mineral, and Polk County is at the

heart of the phosphate industry in Florida, providing 75% of the nation’s phosphate and about

25% of the world supply in 1998. That year, 34 million metric tons of phosphate rock were

mined from 5,839 acres of Florida land and almost all—90%—of the phosphate mined in Florida

was used to make fertilizer. About half of the remaining 10% was used in animal feed

supplements, and the rest was used in a variety of products such as soft drinks, toothpaste,

vitamins, light bulbs, and other consumer products. Today (2009) all Florida phosphate is used

to make fertilizer and animal feed supplements.

The phosphate industry employed 8,061 people in Florida in 1998, who worked a total of

17,017,568 man-hours. The wages these people earned contributed a lot to our state. The total

industry payroll that year was $456 million, including fringe benefits. The industry also pays

what is called a “severance tax” to the state on every ton of phosphate rock it mines; in 1998, it

paid $60,637,980 in severance taxes. That year, the Florida phosphate industry owned or had the

mineral rights to 495,474 acres of land. Property taxes amounting to over $36 million were paid

in 1998 on that land. Another $28 million was collected from sales taxes and other kinds of taxes

and fees.

The Florida phosphate industry has to pay for many services it receives from others, such

as electricity, telephone service, insurance, and advertising. In 1998, it paid $137,950,602 for

electricity and $3,636,012 for telephone service. That year, other services cost the industry

$148,428,487.



So How Is Phosphate Mined?

In the early days (1888 to about 1910), the land was mostly mined by pick-and-shovel

methods, but since then most of the work has been done with steam shovels, and later, draglines.

A dragline is a giant crane (about six stories high!) with a huge bucket on the end. When a

dragline mines for phosphate, it actually scoops up a mixture called the matrix, composed of

roughly equal parts of phosphate rock, sand, and clay. The dragline digs up the phosphate and

dumps it into a pit. There, guns spray the matrix with high-pressure water to create a slurry (a

soupy mixture) containing 35-40% solids. This slurry is transported through pipes to the

beneficiation plant, where the phosphate rock it is separated from the sand and clay mix.

What Happens Next to the Phosphate Rock?

In the beneficiation plant, several things happen to the slurry. First comes the washer,

where water and gravity are used to break up large clumps of matrix. Next, a trommel screen

captures the largest-sized phosphate while the smaller, sand-sized rock filters through. These

tiny phosphate particles are sent to devices called hydrocy-clones that separate them from the

phosphatic clay, or slime, in the mixture.

But there is still sand with the tiny phosphate particles, so they go through one last

process, called flotation. Water, chemicals, and air bubbles are used to separate them from the

grains of sand in the mixture.

In the end, the phosphate from the flotation process is transported, with the larger pebble

product from the washing process, to the chemical processing plant where it is reacted with

sulfuric acid to make phosphoric acid. The phosphoric acid is used to make fertilizers and other

products.

What About Water Usage and Pollution?

There is no doubt that the phosphate industry uses a lot of water. In 1998, it pumped

53,660,900 gallons a day. This amounted to 576 gallons of water for every ton of rock mined.

However, about 95.4% of the water needed for phosphate mining was reused that year, and in the

manufacturing processes, 92.1% of the water was captured

and recycled.

The phosphate industry invested more than $72 million in 1998 for pollution control

equipment and water conservation systems. Other environmental control costs that year were

nearly $177 million. These included such things as off-site waste disposal and recycling costs.

What Is Made from Florida Phosphate?

In Florida, ammoniated phosphate fertilizer is the primary product manufactured.

Ammonia provides nitrogen and is added in varying amounts to create different types of

fertilizer. Diammonium phosphate, or DAP, is the most commonly produced fertilizer product

(10,769,666 tons in 1998). Next is monoammonium phosphate fertilizer, or MAP, of which



2,340,330 tons were produced that year. MAP and DAP are similar, but MAP has a lower

concentration of nitrogen.

There were 1,274,937 tons of another fertilizer product, triple superphosphate (TSP),

manufactured in 1998. TSP is made by reacting phosphate rock primarily with phosphoric acid

rather than sulfuric acid, resulting in a more concentrated product.

Animal feed supplements in the amount of 1,005,919 tons were manufactured by the

phosphate industry in 1998. These animal feed phosphates are defluorinated (have the fluorine

removed) because fluorine can cause adverse health effects to animals that eat it.

Other finished products in 1998 were: superphosphoric acid (662,081 tons), phosphoric

acid (158,522 tons), and sulfuric acid (250,050 tons).

How Do the Phosphate Industry’s Products Get to Market?

Phosphate rock and the products made from it are transported by truck or rail to ports

where they are shipped for export overseas or across the Gulf of Mexico for domestic

distribution by various means. In 1998, the phosphate industry had transportation costs of

$37,110,016 (truck) and $167,341,998 (rail). The Port of Tampa is the state’s largest, and

17,213,492 tons of phosphate and phosphate-related products were shipped through it in 1998.

Fertilizer is Florida’s leading export commodity, with a value of $1.809 billion in 1998.

What Happens to Land After a Phosphate Mine Is Closed?

As mentioned, phosphate cannot be created by man and must be mined from the earth.

Mining, however, destroys surface vegetation and wildlife habitat and at least temporarily makes

the land unattractive and not useable for other purposes. In July 1975, the Florida Legislature

passed a law requiring phosphate companies to reclaim, or restore to a useful state, all the land

they mine once they are finished with it. The land must be reshaped to repair its post-mining

“moonscape” appearance, and appropriate native plants and animals are reintroduced to the land

by biological scientists. Any wetlands that were previously on the site must be restored or

recreated as best as possible.

There is no question about the necessity for mining, but this requires society to set rules

and decide on acceptable tradeoffs for this activity.

Source: Statistics come from 1998 Florida Phosphate Facts, published Spring 1999 by the Florida Phosphate Council.



1998 Phosphate Fact Puzzle

1

2

3

4

55

66

77

88

9

1010

111

112

113

114

115

116

117

118

119

220

221

222

223

224

225

Across Down

2. 3 × 2 × 2 × 2 × 2 = 1. 1998 billion dollar value of fertilizer for export

5. Amount of animal feed supplements produced 3. 1998 gross severance tax levy

6. Five dozen 4. The number of acres of Florida land the

7. Number of million metric tons of phosphate rock phosphate industry owned or had mineral rights

extracted in 1998 to in 1998

8. Percent of nation’s phosphate supply provided by 5. The number of man-hours worked in 1998

Florida 10. Year of Phosphate Fact Puzzle + 3 =

9. Total environmental costs for the industry in 11. Tons of superphosphoric acid available to be

1998 shipped in 1998

14. Number of gallons of water pumped per day in 12. 261 × 6 =

1998 13. Land transportation costs by rail in 1998

15. Number of gallons of water per ton of rock used 14. 8 × 7 =

in 1998 16. 537 × 6 =

16. Land transportation costs by truck in 1998 18. Amount of sulfuric acid produced for shipment

17. 854 ÷ 7 = in 1998

21. 1200 ÷ 60 = 19. Number of tons of phosphate and related

22. In the manufacturing processes, _ _ . _ percent of materials shipped from Port of Tampa in 1998

water used is also captured and recycled 20. 9 × 5 =

23. Dollars spent in the industry for electricity in 1998

24. Year of Florida Reclamation Act

25. Amount of diammonium phosphate available for

shipment in 1998



1998 Phosphate Fact Puzzle Key

1

2

8

3 3 0

4 4

5 5 0 0 5 9 1 9

7 6 5

6 6 0 3

7 7 4

1 8 8 5 7

9 9 7 7 9 4

5 8 10

11 12

13 14 3 6 6 0 9 0 0 6

15 7 6

6 8 0 2 6 7

16 7 1 1 0 0 1 6 3

17 18 2

2 8 4 19

20 5

21 0

22 2 1 23 3 7 9 5 0 6 0 2

2 9 2 0

9 24 9 7 5 4

8 3 0

4

25 0 7 6 9 6 6 6

2

Across Down

2. 3 × 2 × 2 × 2 × 2 = 48 1. 1998 billion dollar value of fertilizer for export = 1809

5. Amount of animal feed supplements produced = 1,005,919 3. 1998 gross severance tax levy = 60,637,980

6. Five dozen = 60 4. The number of acres of Florida land the

7. Number of million metric tons of phosphate rock phosphate industry owned or had mineral rights

extracted in 1998 = 34 to in 1998 = 495,474

8. Percent of nation’s phosphate supply provided by 5. The number of man-hours worked in 1998 = 17,017,568

Florida = 75 10. Year of Phosphate Fact Puzzle + 3 = 2001

9. Total environmental costs for the industry in 11. Tons of superphosphoric acid available to be

1998 = 177 shipped in 1998 = 662,081

14. Number of gallons of water pumped per day in 12. 261 × 6 = 1566

1998 = 53,660,900 13. Land transportation costs by rail in 1998 = 167,341,998

15. Number of gallons of water per ton of rock used 14. 8 × 7 = 56

in 1998 = 576 16. 537 × 6 = 3222

16. Land transportation costs by truck in 1998 18. Amount of sulfuric acid produced for shipment

17. 854 ÷ 7 = 122 in 1998 = 250,040

21. 1200 ÷ 60 = 20 19. Number of tons of phosphate and related materials

22. In the manufacturing processes, 92.1 percent of shipped from Port of Tampa in 1998 = 17,213,492

water used is also captured and recycled 20. 9 × 5 = 45

23. Dollars spent in the industry for electricity in 1998 = 137,950,602

24. Year of Florida Reclamation Act = 1975

25. Amount of diammonium phosphate available for

shipment in 1998 = 10,769,666

1

4

6

6

1

4

1

5

6 1 1

7

2

2

3

9

4 1

2

1

1

5

1

1

3



Lesson 2: Classifying and Naming Angles

Author: Donna Ellis

Introduction:

This is an introductory lesson on the use of a protractor and angle ruler to measure angles.

Professionals such as mining surveyors, aviators, and architects require such measurement.

The concept of an angle is one of the most important concepts in geometry. The concepts of

equality, sums, and differences of angles are important and used throughout geometry, and the

science of trigonometry is based on the measurement of angles.

When measuring an angle, a circle is most commonly divided into 360 equal degrees. Degrees

can be further divided into 60 minutes and those minutes can be further divided into 60 seconds.

An angle ruler or protractor is used to measure the size of an angle.

Every location on the earth’s surface is identified with a latitude and longitude measured in

degrees. Latitude is expressed in 0 at the Equator to 90° N at the North Pole and 90° S at the

South Pole. Longitude is the angular distance east or west of the prime meridian (or Greenwich

Meridian) at 0° to 180°.

People who navigate an airplane or ship would use latitude and longitude coordinates to find

their destination. Coordinates would also be used to mark the location of natural resources, such

as phosphate, that are going to be mined and later be processed for fertilizer.

Students should be able to identify parallel, intersecting and perpendicular lines and know the

difference between obtuse, acute and right angles.

Activity:

Using an angle ruler and a protractor, students will practice measuring, constructing, and naming

angles. The dragline, a giant excavating machine used by the phosphate industry, will serve as

the source of the angles the students will measure.

Estimated Time:

One—90 minute class

Grade Level:

6-8

Standards:

SC.6.N.1.4 SC.6.N.3.4

SC.7.N.1.6

MA.8.G.2.2 MA.8.G.2.3 MA.8.G.2.4

Objectives:


1. Recognize angles on the dragline.

2. Draw angles using a protractor

3. Draw angles using an angle ruler.



4. Measure angles using a protractor.

5. Measure angles using an angle ruler.

Vocabulary:

right angle complementary angle

acute angle degree

obtuse angle protractor

angle ruler rivet

center line vertex

dragline

Materials:

Angle rulers

Protractors

Paper

Pencils

Measure and Draw Angles Practice worksheet

What’s Your Angle? worksheet

Comparing Angles worksheet

Procedure:

1. Show the picture of the dragline. Point out that there are many different angles in the

construction of the dragline. Now focus the students’ attention on the boom of the dragline

that holds the bucket. This dragline boom that holds the bucket that digs out phosphate is

also able to rotate 360°. Discuss how a circle has 360°. Explain that if the boom stops

anywhere else in the turn, the measurement of the angle is different. The two tools that we

would use to find the measurement of the angle are the protractor or the angle ruler.

2. To use the protractor, place the center circle on the vertex of the angle. The straight line goes

along the right ray of the angle. Using the inner scale, read the angle over the line.

3. Provide time for students to practice in class drawing and measuring angles with the

protractor using introductory worksheet. Wander around the room and make sure students

use the tool correctly. Introduce the names of angles and have students identify the various

angles in their exercises. Check for understanding.

4. To use the angle ruler correctly, place the rivet over the vertex of the angle and set the center

line of the arm passing through 0° on one side of the angle. Then swing the other arm around

until its center line lies on the second ray of the angle. The second arm will pass over a mark

on the circular ruler, telling you the degree measure of the angle.

5. Provide time for students to practice in class drawing and measuring angles with the angle ruler

beginning with introductory worksheet and then going on to individual practice worksheets.

Wander around the room and make sure students use the tool correctly. Stop, check, and discuss

the work often. Check for understanding.

6. Explain how the degrees of the circle now relate to the latitude and longitude of the earth. Use a

map to point out the Equator, Prime Meridian at Greenwich, and the North and South Poles.

Describe how pilots and ocean liner captains rely on latitude and longitude to navigate planes and

ships.

7. Culminate the lesson with the map activity. Model measuring an angle between three given

locations so all can be successful.



Assessment:

Successful completion of the worksheet activities.

Teacher Notes:

Make copies of the protractor and angle rulers, if needed

Make copies of the Measure and Draw Angles Practice, What’s Your Angle?, and Comparing

Angles worksheets

Make copies of the Answer Keys for the Measure and Draw Angles Practice, What’s Your

Angle?, and Comparing Angles worksheets

If your budget does not allow you to purchase a class set of protractors and angle rulers, copy the

templates included with this unit onto transparency film and have the students cut them out. The

two pieces of the angle rules can be connected with a brad.

Protractor Cutout



Cuisenaire Angle Ruler



Measure and Draw Angles Practice

Directions: Estimate the measures of the angles of the following pictures showing the draglines

from the air and the phosphate waiting to be mined. For the first ray, start at the red dot on the

center of the dragline, then go to the tip of the boom. For the second ray, go from the center of

the dragline straight across to the star on the phosphate rock. Write your answer on the line

below each picture. Check your estimates using an angle ruler.

1. 2. 1. 2. 1.

3.

2.

4.



More Practice with Angles

Identify the angles marked 5-8 on the structure of the dragline and write your answers

below:

5. ________ 6. ________ 7. ________ 8. ________

Now draw angles with the following measurements on the back of the paper:

9. 200° 10. 270° 11. 20° 12. 180°

5

6

7

8 8 8 8

7

8

7

8

5

6

7

8



Measure and Draw Angles Key

Approximately 30 Approximately 45

Approximately 90 Approximately 135

3.

2. 1.

4.



More Practice with Angles Key

5. Approximately 40° 6. Approximately 36° 7. Approximately 107° 8. Approximately 26°

9. 200° 10. 270° 11. 20° 12. 180°

5

6

7

8



What’s Your Angle?

Directions for #1-6: Give the degree measures of each turn.

1. One right-angle turn 2. Two right-angle turns

3. Three right-angle turns 4. One half of a right-angle turn

5. One third of a right-angle turn 6. Four right-angle turns

Directions for #7-14: Without using an angle ruler, match the angle below with a measure

closest to the measure given. Check your answers with an angle ruler.

7. 30° 8. 60° 9. 90° 10. 120°

11. 150° 12. 180° 13. 270° 14. 350°

A

E

C

F

D

H G

B

b

e e e e a

e

g

f

h

d

c b b



What’s Your Angle? Answer Key

Directions for #1-6: Give the degree measures of each turn.

1. 90° is one right-angle turn 2. 180° is two right-angle turns

3. 270° is three right-angle turns 4. 45° is ½ of a right-angle turn

5. 30° is one third of a right-angle turn 6. 360° is four right-angle turns

Directions for #7-14: Without using an angle ruler, determine the letter of the angle below with

a measure closest to the measure given. Check your answers with an angle ruler.

7. 30° - G 8. 60° - E 9. 90° - C 10. 120° - H

11. 150° - D 12. 180° - A 13. 270° - F 14. 350° - B

9 11

8

12 14

13

7 10

a

b

e

G

f

h

d

c

B

D C

G H

E

A

F



Comparing Angles

Directions: Determine whether the two angles are the same size. If they are not, tell which

angle is larger.

1.

______________

2.

______________

3.

_______________

Directions: At the start of each hour, the minute hand of a clock points up at the 12. Determine

the angle through which the minute hand passes from the 12 for the given amount of time. You

might want to make a sketch to help you illustrate each situation.

4. 15 minutes = _____ 5. 30 minutes = 6. 20 minutes = _____

7. 1 hour = _____ 8. 5 minutes = _____

9. 1½ hours = _____

a

b

b

b

a

a



Comparing Angles Key

Directions: Determine whether the two angles are the same size. If they are not, tell which

angle is larger.

1. Angle a is larger

2. The angles are equal

3. Angle a is larger

Directions: At the start of each hour, the minute hand of a clock points up at the 12. Determine

the angle through which the minute hand passes from the 12 for the given amount of time. You

might want to make a sketch to help you illustrate each situation.

4. 15 minutes = 90° 5. 30 minutes = 180° 6. 20 minutes = 120°

7. 1 hour = 360° 8. 5 minutes = 30°

9. 1½ hours= 540°

a

a

a

b

b

b



Lesson 3: Analyze Data to Display as a Bar Graph

Author: Donna Ellis

Introduction:

The phosphate industry uses millions of gallons of water each day to transport and process

phosphate rock, which is found intermixed in a matrix with sand and clay, into useful fertilizer.

Students will gain practice converting data from a table into a bar graph. The data will show the

phosphate industry’s use of water for eight years during the processing of phosphate rock into

fertilizer.

Students have previously studied and created bar graphs, so they will have to review the concept.

Activity:

After a discussion about the phosphate industry’s need for water, students will read a handout

about how much they pumped from 1991-1998. They will then graph the data. Students will

then predict water use by the phosphate industry for 1999-2002, and check the accuracy of their

predictions against data provided only to the educator. A second bar graph of the later data may

be made if desired.

Estimated Time:


Grade Level:

Grades 6-8

Standards:

MA.5.S.7.1

MA.6.S.6.1

SC.6.N.1.4

Objectives:


1. Read the handout Florida Phosphate Industry Water Use, 1991-1998.

2. Make a graph of the water usage of the phosphate industry per day from 1991-1998 from a

published table.

3. Make predictions about the phosphate industries water usage from 1999-2002 based on data

given from the previous years.

4. Compare validity of water usage predictions to actual data collected from 1999-2002.

Vocabulary:

bar graph range

mean scale

interval horizontal axis

vertical axis labels

up trend down trend

no trend fertilizer



Materials:

Florida Phosphate Industry Water Use, 1991-1998

Polk County Water Use graphs

Graph paper

Markers

Paper and pencils

Pens

Computers with Excel® software

Procedure:

1. Begin the lesson by discussing the need for fertilizer and that phosphate is the raw material

we mine and process into fertilizer. Explain that it is necessary to use a lot of water to

transport and process the phosphate into fertilizer.

2. To get the class thinking in terms of large quantities of water, ask them to first visualize a

home swimming pool that is 12 ft. wide by 28 ft. long. Its shallow end is 3 ft. deep and its

deep end is 8 ft. deep. Have the students estimate how many gallons of water the pool has in

it. Answers will vary depending on the length used for the deep and shallow ends, but the

best answer is 13,823 gallons.

3. Hand students the Polk County Water Use tables for 1990, 1995, and 2000. Have them

compare the water use between the different water users.

4. Now talk about the phosphate industry’s use of water. Back in 1991, for every ton of rock it

mined, it used approximately 1,185 gallons of water. Ask “What is their estimate of how

many gallons of water are used each day?”

5. Tell the students that the industry pumped over 117 million gallons of water per day in 1991.

Discuss the problems that such a high water usage poses for Polk County and Florida.

6. Hand out copies of Florida Phosphate Industry Water Use, 1991-1998. Have students locate

the data, organize it, and display it in a bar chart.

7. The students should explain the trends of water use between 1991 and 1998, and any possible

explanation for deviations from the trends (i.e., years that don’t follow the trends).

8. Ask students to predict trends of phosphate industry water use from 1999-2002 (the last year

for which the Florida Phosphate Council provided data). Compare their predictions with

actual data.

9. If desired, have students make a bar graph of the 1999-2002 data.

Analysis/Conclusion

Students will produce the bar graph(s) and all the paperwork for planning and completing the

graph(s).

Extension:

Have students create the bar graph(s) on the computer using Excel®.

Teacher Notes:

Make copies of Florida Phosphate Industry Water Use, 1991-1998

Teacher’s copy of Florida Phosphate Industry Water Use Sheet—Key

Make copies of the Polk County Water Use graphs



Florida Phosphate Industry Water Use, 1991-1998

Phosphate Mining and Processing

Phosphate mining and processing requires a lot of water. It is used in the mining pits to make a

“soup” or slurry of the matrix dug by the dragline. This matrix consists of about one-third

phosphate, one-third sand, and one-third clay. The slurry is then piped to the beneficiation plant,

where more water and special chemicals are used to separate the phosphate from the sand. The

clayey water that remains is pumped to special settling ponds. As the clay slowly settles, the

clear water at the top of the ponds is recovered, stored, and then recirculated to be used once

more in the mining and beneficiation process. The phosphate industry sometimes uses treated

domestic wastewater in its mines and processing facilities. This helps them save energy and

ground water resources, while at the same time helping local governments dispose of their

unwanted wastewater. Another way the phosphate industry reduces water use is by collecting

rain that falls on its lands.

Phosphate Industry Water Use, 1991-1998

Year

Mining Water

Gallons/Day

Pumped

Rock Produced

(Million Metric

Tons)

Gallons of

Water Per Ton

of Rock

Annual

Rainfall

(In.)

1991 117,485,900 36.2 1,185 54.8

1992 88,417,600 36.2 892 54.9

1993 64,535,036 25.2 935 50.2

1994 62,405,789 29.0 785 61.1

1995 50,125,000 33.8 541 61.7

1996 56,034,000 36.2 565 50.8

1997 56,843,000 32.8 633 63.1

1998 53,660,900 34.0 576 58.1

Source: 2000 Florida Phosphate Facts, published Spring 2001 by the Florida Phosphate Council.

Can you spot trends in this table? Why do you suppose water use in a particular year might be

significantly higher or lower than for the previous year?

Try your hand at making some predictions. How much water do you think the phosphate

industry used in 1999, 2000, 2001, and 2002?

Other Users of Groundwater in Polk County

The phosphate industry is just one of many users of groundwater in Polk County. To compare

all groundwater users in our county and see how much was used in 1990, 1995, and 2000, see the

accompanying bar graphs. Note that mining is not a separate category, but is included in the

same category as all other industries and businesses in the county.



Source: http://fl.water.usgs.gov/infodata/data/Polk_County_water-use_1965-2000.htm



Phosphate Industry Water Use Sheet – Key


Year Mining Water

Gallons/Day

Pumped

Rock

Produced(Million

Metric Tons)

Gallons of Water Per

Ton of Rock Annual Rainfall(In.)

1991 117,485,900 36.2 1,185 54.8 1992 88,417,600 36.2 892 54.9 1993 64,535,036 25.2 935 50.2 1994 62,405,789 29.0 785 61.1

1995 50,125,000 33.8 541 61.7 1996 56,034,000 36.2 565 50.8 1997 56,843,000 32.8 633 63.1 1998 53,660,900 34.0 576 58.1

Source: 2000 Florida Phosphate Facts, published Spring 2001 by the Florida Phosphate Council. Tons of rock

produced were converted from metric tons to short tons.


Year Mining Water

Gallons/Day

Pumped

Rock

Produced(Million

Metric Tons)

Gallons of Water Per

Ton of Rock Annual Rainfall(In.)

1999 52,243,741 30.2 631 50.2 2000 73,111,206 28.6 933 35.8 2001 49,546,100 22.8 793 51.8 2002 48,643,430 27.1 595 60.6

Source: 2002 Florida Phosphate Facts, published 2003 by the Florida Phosphate Council. Tons of rock produced

were converted from metric tons to short tons.

Trends

Note the large drop in the amount of groundwater pumped from 1991 to 1992. Why was this?

Answer: The industry continually incorporates technological advances into its operation.

Among these are the ability to utilize water more efficiently and to recycle greater percentages of

the water it needs for its processes. Significant advances were incorporated during this time

period.

Groundwater gallons per day pumped increased in 1993 compared to 1992 and in 1996

compared to 1995, increased a little more in 1997, then began to drop again. Why was this?

Answer: For 1992-93, lower rainfall amounts required more groundwater to be pumped to meet

industry needs. For the years 1995-1997, a possible explanation is that there may be a time lag

after rainfall is collected for use before it becomes available for processes. Therefore the

industry must continue pumping groundwater until it has caught up with the time lag.

Note the drought in 2000, and how it increased groundwater pumpage as well as gallons of water

per ton of rock. Compare this to 2002, a very wet year. This is contrary to the likely prediction

for the larger trend of decreasing pumpage to continue. The lesson is that there are other factors

that influence trends that make the future hard to predict.



Lesson 4: Analyze Data to Display as a Circle Graph

Author: Donna Ellis

Introduction:

In Florida, ammoniated phosphate fertilizer is the primary product manufactured. Ammonia

provides nitrogen and is added in varying amounts to create different types of fertilizer.

Diammonium phosphate, or DAP, is the most commonly produced fertilizer product (about 65%

of the total in 1998). Next is monoammonium phosphate, or MAP, at 14% of the total in 1998.

MAP and DAP are similar, but MAP has a lower concentration of nitrogen.

Triple superphosphate, or TSP, comes in next at 8% of the total product manufactured in 1998.

TSP is made by reacting phosphate rock primarily with phosphoric acid rather than sulfuric acid,

resulting in a more concentrated product.

Animal feed supplements made up 6% of the products manufactured by the phosphate industry

in 1998. Animal feed phosphates are defluorinated because fluorine can cause adverse health

effects to animals eating it.

There are several main finished products that phosphate is proceed into after it is mined out of

the ground in Florida. The data offers a chance for students to practice converting numbers to

percentages and creating circle graphs.

Students should already familiar with rounding integers and percentages.

Activity:

Students will use their inquiry skills to analyze data about phosphate mining finished products,

convert that data to percentages, and use a percent protractor to create a circle graph to represent

the data.

Estimated Time:


Grade Level:

6-8

Standards:

MA.5.A.2.3

MA.6.A.5.1 SC.6.N.1.4

LA.7.1.7.8 LA.7.2.2.2 MA.7.S.6.2

Objectives:


1. Know the main finished products of the phosphate industry.

2. State the purpose of a circle graph, in their own words.

3. Convert given data into percentages.

4. Show their work in making conversions.



5. Correctly use a percentage protractor.

6. Create a circle graph to represent finished products of the phosphate industry.

Vocabulary:

percent protractor

circle graph short tons

animal feed DAP

MAP TSP

superphosphoric acid sulfuric acid

Materials:

1998 Major Finished Products of the Florida Phosphate Industry

Paper and pencils

Ruler

Percent Protractor

Colored pencils

Black pen.

Procedure:

1. Hand out the 1998 Phosphate Industry Finished Products fact sheets. Discuss the finished

products the phosphate industry produces and the need for fertilizer to increase food

production to feed our growing population.

2. Review and discuss procedures for rounding. Demonstrate rounding to the nearest thousand

with the first finished product. Allow time for the students to round the data to the nearest

thousand.

3. Review and discuss procedures for calculating the data in the table to percentages. Allow

time for students to convert the amounts to percentages.

4. Model using the Percent Protractor to make a circle graph using different data. Have

students make their own circle graph using the phosphate industry finished product data.

5. Allow time for the students to make their key, or legend, describing what the segments of the

circle represent, and to write a summary of the purpose of the circle graph.

Analysis/Conclusion:

Students will produce the data chart, calculations, and circle graph with key and write a brief

statement that summarizes the purpose of the circle graph.

Extension:

Have students create the circle graph on the computer using Excel® or other spreadsheet

software.

Teacher Notes:

Copy Major Finished Products sheets

Gather materials for each student—colored pencils, the Percent Protractor, black pen, white paper



1998 Major Finished Products of the Florida Phosphate Industry

Phosphorus, in the form of phosphate, is an essential nutrient used to fertilize crops around the

world. It is mined as insoluble phosphate rock and is then processed into soluble phosphoric

acid.

In Florida, ammoniated phosphate fertilizer is the primary product manufactured. Phosphate

rock is reacted with sulfuric acid to produce phosphoric acid, and ammonia and is added in

varying amounts to create different types of fertilizer. Why add ammonia? Because it provides

nitrogen, another essential nutrient for crops. Diammonium phosphate, or DAP, is the most

commonly produced fertilizer product. Next is monoammonium phosphate, or MAP. MAP and

DAP are similar in terms of phosphorus availability, but MAP has a lower concentration of

nitrogen.

Triple superphosphate, or TSP, is made by reacting phosphate rock primarily with phosphoric

acid rather than sulfuric acid, resulting in a more concentrated product.

Animal feed supplements made up 6% of the products manufactured by the phosphate industry

in 1998. Animal feed phosphates are defluorinated because fluorine can cause adverse health

effects to animals eating it.

Major Finished Products of the Florida Phosphate Industry in 1998

Short Tons* Available

Product To Be Shipped

Diammonium Phosphate (DAP) 10,769,666

Monoammonium Phosphate (MAP) 2,340,330

Triple Superphosphate (TSP) 1,274,937

Animal Feed Supplements 1,005,919

Superphosphoric Acid 662,081

Sulfuric Acid 250,040

*A short ton is 2,000 lbs.

Source: 1998 Florida Phosphate Facts, Florida Phosphate Council, published spring 1999.



Major Finished Products Answer Key

Short Tons Available Rounded to

Product To Be Shipped Nearest Thousand Diammonium Phosphate (DAP) 10,769,666 10,770,000

Monoammonium Phosphate (MAP) 2,340,330 2,340,000

Triple Superphosphate (TSP) 1,274,937 1,275,000

Animal Feed Supplements 1,005,919 1,006,000

Superphosphoric Acid 662,081 662,000

Sulfuric Acid 250,040 250,000

Phosphoric Acid 158,522 159,000

16,462,000

Percentage Calculations

Diammonium Phosphate 10770/16462 = 65%

Monoammonium Phosphate 2340/16462 = 14%

Triple Superphosphate 1275/16462 = 8%

Animal Feed Supplements 1006/16462 = 6%

Superphosphoric Acid 662/16462 = 4%

Sulfuric Acid 250/16462 = 2%

Phosphoric Acid 159/16462 = 1%



Percent Protractor

Note: These protractors are available from a number of educational supply companies for a

minimal cost.



Lesson 5: Grid Model Phosphate Problem

Author: Donna Ellis

Introduction:

640 acres is equal to one square mile. Polk County consists of approximately 2,010 square miles

(1,286,400 acres). Approximately 1,874 square miles (1,199,360 acres) of this are land and 136

square miles (87,040 acres) are water. The total number of acres mined for phosphate from

1888-2003 is roughly 296,690.

A grid is a network of evenly spaced, parallel, horizontal and vertical lines. It can be useful to

estimate relationships between graphical objects such as those on a map.

Some of the land mined in Polk County was done in the early “pick-and-shovel” days, but most

was done with modern draglines or early steam shovels. Before July 1, 1975, the phosphate

companies were not required to reclaim the land they mined, but since that date all land must be

returned to a useful state after mining is completed.

Polk County is at the heart of the phosphate industry in Florida. While there is a decreasing

amount of phosphate mining in the county, an enormous amount of land was mined in previous

years.

Students will already know how to calculate the area of surfaces and use general operations skills

to add, multiply and divide multi-digit integers.

Activity:

To fully understand the acreage of land involved and the impact of mining on the environment,

students will calculate square miles of mined lands in Polk County using their measurement and

estimation skills, and will convert the square mileage figure into acres.

Estimated Time:

One—90-minute class

Grade Level:

6-8

Standards:

MA.6.A.5.3 MA.6.G.4.2 SC.6.N.1.1

MA.7.G.4.1 SC.7.N.1.1 SS.7.G.3.1 SS.7.G.5.1

SC.8.N.1.1

Objectives:


1. Understand the purpose of grids and scale.

2. Understand the relationship between square miles and acres.

3. Create a grid to represent mined land in Polk County, Florida.

4. Calculate the number of square miles of land mined for phosphate in Polk County.



5. Convert this figure to acreage and determine what percentage of total Polk County acreage

this represents.

6. Compare mining land use with other land uses in the county, such as agriculture and

residential.

7. Write an analysis of land use in Polk County based on the grid they created. How do various

types of land use affect the environment?

Vocabulary:

grid

square mile

acre

quarter-inch square

Materials:

Polk County map showing formerly mined areas

Calculations for Estimation of Aces of Mined Land in Polk County

¼” graph paper

Rulers

Calculators

Large Polk County map showing area in square miles

Procedure:

1. Show the students the map of Polk County and the area of mined land.

2. Begin by explaining what a grid is: a network of evenly spaced, parallel, horizontal and

vertical lines; and how it can be useful in estimating relationships between graphical objects

such as a map.

3. Explain the difference between the terms “acre” and “square mile”—“acre” is a unit of area

while “mile” is a unit of distance. Thus, saying “square acre” is incorrect.

4. Explain that you will be using a ¼” grid to estimate the acreage of mined phosphate land in

Polk County, Florida using a scale of ¼” = 2 miles, or 1 box = 4 square miles. Partial boxes

should count as 2 square miles each.

5. Have the students trace the map of Polk County and the mining area on the grid paper.

6. Have students count and calculate the number of squares in the grid to represent the square

mileage of Polk County. Estimate as necessary.

7. Have students count and calculate the number of squares in the grid that represent the

number of square miles that have been mined in Polk County. Estimate as necessary.

8. Lead a discussion about the impact of the county’s land use. Discuss both positive and

negative impacts of using this much land for mining. Compare the county’s mining acreage

with the acreage used for agriculture. (For purposes of comparison, in 1998 alone

approximately 621,000 acres in Polk County were used for agriculture.*) Also bring up the

subject of hydrology and native habitats being disturbed by man as the land is developed for

various uses.

9. Have students write a short analysis of land use for phosphate mining and other uses in Polk

County.

10. Collect the map, math calculations, and the written analysis together.




Students’ successful completion of the grid map showing their estimations of square miles and a

brief written analysis of the impacts of land use.

Teacher Notes: Copy maps

Make copies of the Calculations for Estimation of Aces of Mined Land in Polk County (1 per

student) and 1 teacher copy of the answer sheet

Get a Polk County map showing area in square miles.

Sources:

*Acres of Polk County land used for agriculture:

http://www.economicimpact.ifas.ufl.edu/publications/polkcoag.pdf



Source: Florida Department of Environmental Protection, Bureau of Mine Reclamation. Map created by FDEP

Consolidated Web Mapping Application, at http://ca.dep.state.fl.us/imf/caFrameset.jsp?browser=IE5up.

Map

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Calculation of Phosphate Mined Land in Polk County Worksheet

Directions: Trace the map of Polk County and the mining area onto the grid paper. Fill in the

squares on the grid paper as closely as possible to the original map. Now count how many

blocks you have completely filled in, and how many blocks you have partially filled in. Each

block that is completely filled in should be counted as 4 square miles, and each block that is

partially filled in should be counted as 2 square miles.

1. Number of squares within the mined area that are completely filled in

______ × 4 = _______ square miles.

2. Number of squares within the mined area that are partially filled in

______ × 2 = _______ square miles.

3. Total number of square miles in the mining area that you have calculated _____________

4. Number of square miles you calculated × 640 = _________________ acres of phosphate

mined land in Polk County.

5. Polk County has a total of 1,286,400 acres of land. (2,010 square miles of land in Polk

County × 640 = 1,286,400 acres) What percentage of the county’s land has been mined for

phosphate?

Your calculation of mined acres _______________ ÷ 1,286,400 = ________.

Multiply this answer by 100 to get the percentage. _____________



Calculation of Phosphate Mined Land in Polk County Answer Key

1. Number of squares within the mined area that are completely filled in

84 × 4 = 366 square miles.

2. Number of squares within the mined area that are partially filled in

64 × 2 = 128 square miles.

3. Total number of square miles in the mining area that you have calculated 336 + 128 = 464

square miles.

4. Number of square miles you calculated (464) × 640 = 296,960 acres of phosphate mined land

in Polk County.

5. Polk County has a total of 1,286,400 acres of land. (2,010 square miles of land in Polk

County × 640 = 1,286,400 acres) What percentage of the county’s land has been mined for

phosphate?

Your calculation of mined acres (296,960) ÷ 1,286,400 = .23

Multiply this answer (.23) by 100 to get the percentage. 23%



Lesson 6: Solving Word Problems

Author: Donna Ellis

Introduction:

A dragline is a giant crane with a huge bucket on the end. The bucket can hold 45-75 cubic

yards of material. This is about the size of a large van or pickup truck. Every scoop of dirt and

rock the bucket digs up weighs about 70 tons. The entire dragline is about six stories high and

weighs as much as 4,000 tons. It can “walk” using giant legs that step forward at the same time,

but because it is so heavy it can only walk 600 feet per hour. It runs on electricity and works day

and night. The price of a dragline is about $100,000,000 (or more).

The dragline is the main tool the phosphate industry uses to extract phosphate rock. Students

will practice solving word and FCAT problems based on information about the dragline.

Students should know how to apply multiplication and division, and how to solve linear

equations.

Activity: Students will read a handout about the phosphate industry and solve math word problems and do

FCAT practice in small groups.

Estimated Time:


Grade Level:

6-8

Standards:

SC.6.N.1.4 LA.7.1.7.3 LA.7.2.2.2 MA.7.A.3.2 MA.7.A.3.3

Objectives:


1. Read the handout Florida Phosphate Mining: The Real Scoop.

2. Participate in a discussion concerning draglines and mining.

3. Work cooperatively within a group to solve word problems.

4. Work cooperatively within a group to write the equations for word problems.

Vocabulary:

equation

Materials:

Florida Phosphate Mining: The Real Scoop

Dragline Details worksheet

Calculators

Paper and pencils

Overhead projector



Procedure:

1. Have students read the handout Florida Phosphate Mining: The Real Scoop individually.

2. Discuss some of the details about phosphate mining and draglines used for extracting

phosphate.

3. Allow students to form groups of three or four and work together to solve the math problems

on the Dragline Details Worksheet and FCAT Problem Solving Worksheet.

4. In a whole group setting, call for a speaker from each group to show the solution for one of

the problems. Have them write the answers and show their work on the board or a

transparency.

5. Check students’ work shown on the board. If it is correct, have the other students correct

their papers against this example and copy the work if they got it wrong. If it is incorrect,

solve the problem, step by step, writing out every step on the overhead or chalk board. Have

students write the correct steps on paper as you do each problem.


Students’ completed math worksheets.

Teacher Notes:


Dragline Details worksheet










Dragline Details

All draglines are powered by electricity.

In the field, the dragline is plugged in

with a king-sized extension cord.

Working steadily, a dragline can dig

through about half an acre of land in

one day.

Every scoop a dragline takes may hold

as much as 70 tons of dirt and rock.

A dragline can walk about 600 feet in an

hour. It has a big mechanical foot on

each side that comes down and lifts the

center portion of the machine up, then

moves it slowly forward.

A dragline weighs as much as 4,000

tons. Its boom, or tall arm, is six stories

high.

Draglines are very expensive machines.

They cost about $100,000,000 each.



Dragline Details Worksheet

Directions: Read the problems below. Solve the word problems and show your work in the

space provided.

1. A dragline has just completed mining its assigned area. It will be moving to a new site to

dig. The new site is five miles away. How long will it take to get to the new site?

2. A dragline works day and night. If it averages one scoop every 5 minutes, how much rock

and dirt can it move in a week?

3. A company has 5 draglines at present. They are older models and cost $50,000,000 each.

The company plans to purchase 2 additional machines at today’s higher prices. How much

will it have spent on draglines?

4. If an operator works 8 hours a day for 50 weeks a year, how many hours would he work in

35 years?

5. A dragline runs on electricity. A reel of electrical cable has 1,210 feet of cable. If the

dragline is 2¾ miles from the power source, how many reels of electrical cable are required

to be able to connect the dragline to the power source?



Dragline Details Worksheet Key

Directions: Read the problems below. Solve the word problems and show your work in the

space provided.

1. A dragline has just completed mining its assigned area. It will be moving to a new site to

dig. The new site is five miles away. How long will it take to get to the new site?

1 mile = 5,280 ft. 5,280 × 5 = 26,400 ft.

24,600 ÷ 600 = 44 hours

2. A dragline works day and night. If it averages one scoop every 5 minutes, how much rock

and dirt can it move in a week?

60 ÷ 5 = 12 scoops/hr.

12 × 70T = 840T × 24 = 20,160T × 7 = 141,120T

3. A company has 5 draglines at present. They are older models and cost $50,000,000 each.

The company plans to purchase 2 additional machines at today’s higher prices. How much

will it have spent on draglines?

$50,000,000 × 5 = $250,000,000 $100,000,000 × 2 = $200,000,000

Total for 7 draglines = $250,000 + $200,000,000 = $450,000,000

4. If an operator works 8 hours a day for 50 weeks a year, how many hours would he work in

35 years?

8 × 5 = 40 × 50 = 2,000 × 35 = 70,000 hours

5. A dragline runs on electricity. A reel of electrical cable has 1,210 feet of cable. If the

dragline is 2¾ miles from the power source, how many reels of electrical cable are required

to be able to connect the dragline to the power source?

5,280 × 2¾ = 14,520 feet 14,520 ÷ 1,210 = 12 reels



Lesson 7: Phosphate Math Game

Author: Donna Ellis

Introduction:

Board games have been played throughout history in most cultures and societies. Some board

games even predate literacy skills in the earliest civilizations. The first board game, known as

Senet, was found buried in an ancient Egyptian tomb and was also depicted on a wall painting in

a tomb of the First Dynasty. Board games can be based on luck, strategy or diplomacy but they

all have the same elements of moving pieces on, around, or off a pre-marked “board” or surface.

Activity:

Students will create a game that uses their math skills and new knowledge of the phosphate

industry.

Estimated Time:

Two—90-minute classes

Grade Level:

6-8

Standards:

LA.6.4.2.1 SC.6.N.1.1 SC.6.N.1.4 SC.6.N.3.4

LA.7.4.2.1 SC.7.N.1.6

LA.8.4.2.1 SC.8.N.1.1

Objectives:


1. Work cooperatively with their group to create and design a game using phosphate mining

facts.

2. Work cooperatively with their group to create and design a game using math skills.

3. Each group will play another groups game and score the game by using a rubric.

Vocabulary:

(none)

Materials:

Poster board Crayons

Markers Pencils

Rulers Calculators

Scissors Phosphate photos and symbols (provided)

Construction paper Old file folders

Paper cutter 3 × 5 index cards

Timer Grading rubric



Procedure:

Day 1

1. Divide the students into groups of five to six students to work together on designing a game.

2. Discuss rules for the construction of the games.

a. Game needs to contain geography, science and math questions related to phosphate.

b. Math questions must include all the math studied this year. (addition, subtraction,

multiplication, division, scientific notation, fractions, money problems and

measurement problems)

c. Include forward as well as backward motion.

3. As a class, decide on the basic format of the game board. Try to get input from as many

students as possible. Write the format rules of the game on the board as the students come up

with them.

4. Have a variety of materials such as construction paper and old file folders for the students to

use to construct the various parts of the game.

5. Allow the rest of the class period for the students to construct their game.

Day 2

1. Refresh the students’ memories about the rules of their game. If possible, provide a written

handout to each group of the rules.

2. Set the game out on a large table or the floor and have the students play, all at the same time,

in teams of four. These may be the same groups of four from Day 1 or may be new groups.

Within each team the students must take turns playing various roles: on one turn, one student

moves the playing piece, another answers the questions, another makes sure the rules are

being followed, and another writes down the team’s score (if this is part of the game); on the

team’s next turn, the roles are rotated among the students.

3. Allow play to continue until about 30 minutes are left in the class period.

4. Put the scoring rubric on an overhead and go through it with the students, getting their

opinions on how well their game worked out in actual play.

Prior Knowledge:

Students will use their knowledge about how phosphate is mined and processed into finished

products and any math concepts they have learned throughout the school year.

Assessment:

Completion of game construction; students will be scored based on the level of their participation

and success in answering math problems.

Teacher Notes:

Make copies of the phosphate photos and symbols for students to cut out.

Have a game requirement rules handout printed for each group.

Have copies of the grading rubric printed for each group.



Making a Game: Phosphate in Florida Rubric

Students names: _________________________________________________________________

CATEGORY 4 3 2 1 SCORE

Cooperative work

(Teacher evaluated)

The group worked well together with all members contributing significant amounts of quality work.

The group generally worked well together with all members contributing some quality work.

The group worked fairly well together with all members contributing some work.

The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

Accuracy of Content

All information cards made for the game are correct.

All but one of the information cards made for the game are correct.

All but two of the information cards made for the game are correct.

Several information cards made for the game are not accurate.

Creativity The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.

The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.

The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.

Little thought was put into making the game interesting or fun.

Rules Rules were written clearly enough that all could easily participate.

Rules were written, but one part of the game needed slightly more explanation.

Rules were written, but people had some difficulty figuring out the game.

The rules were not written.

Knowledge Gained

All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.

All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.

Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.



Miners (Teams)

Reclamation Plans



Mining Permits

Reclamation

Plan

Reclamation

Plan

Reclamation

Plan

Reclamation

Plan

Reclamation

Plan

Reclamation

Plan

MINING PERMIT MINING PERMIT MINING PERMIT

MINING PERMIT MINING PERMIT MINING PERMIT



Money (or Paper Play Money Can Be Used)

Phosphate Rock



Draglines

Beneficiation Plants



Finished Products

Crops Being Harvested



Reclamation

Homes and Buildings



Materials List

Angle rulers

Protractors

Paper

Pencils

Markers

Pens

Access to computers with Excel® software

Rulers

Percent protractors

Colored pencils

Black pens

¼” graph paper

Calculators

Large Polk County map showing area in square miles

Overhead projector

Poster board

Crayons

Scissors

Construction paper

Old file folders

Paper cutter

3 × 5 index cards

Timer

Documents

Phosphate: A Florida Resource Mined for Mathfipr.state.fl.us/wp-content/uploads/2014/05/K-12-Education-Phosphat… · 2012, FLORIDA INDUSTRIAL AND PHOSPHATE RESEARCH INSTITUTE 1855