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Dig a Little Deeper Virtual Lab Teacher Guide
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Getting Started Welcome to Dig a Little Deeper, a virtual lab that takes students inside the world of copper mining, posing authentic science problems in a real-‐world setting. In Dig a Little Deeper, students are part of an exploration team that has been challenged to make a recommendation for which of three potential sites to build a copper mine. All three sites have advantages and trade-‐offs. In order to make their recommendations, students must conduct several authentic tests that an exploration geologist, environmental scientist, and mining engineer do during the exploration phase of mining. Once their tests are complete, they will make and justify a hypothesis about which site will be best to build a copper mine, develop an additional research plan, and make a final recommendation. The lab focuses on the first step in the mining process: exploration. As students learn in the introduction, the exploration phase is followed by three subsequent phases: operations, distribution, and reclamation. The lab has been designed to be flexible, with students having the option of navigating it individually or as part of a team. Before beginning the lab, both you and the students are encouraged to read all information in the Mining Experts’ Handbook. About Virtual Labs
To understand the science process, students need practice with science investigation. Virtual labs are designed to give students the opportunity to practice designing and conducting virtual investigations. Virtual labs typically take between two and five class sessions to complete.
The advantage of a virtual investigation is that conditions are more controlled than during hands-‐on, allowing students to focus their attention on the tests they are conducting and the results of the investigation. Virtual investigations can be repeated quickly, and can provide investigative experiences that are not available through hands-‐on due to constraints of time, resources, or safety.
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Virtual Labs are not intended as totally independent student activities. Throughout the lab sequence -‐-‐ but particularly at the introduction, plan, and evaluation stages -‐-‐ you will want to encourage students to communicate with you and with each other.
Virtual labs support inquiry learning by providing students practice with the following science concepts:
• Developing testable questions • Evaluating and designing a fair test • Gathering and interpreting data • Developing explanations from data • Evaluating evidence • Communicating science • Using mathematics in inquiry
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Overview of the Lab Dig a Little Deeper consists of five different sections, some with multiple steps.
Section 1: Problem A mining company has identified three possible sites to mine for copper ore, but they do not know which site will be best. Each site has benefits and trade-‐offs. Students learn that their mission is to conduct tests that will help them make a recommendation to the mining company about which site to choose.
Section 2: Mission Many factors go into choosing a site to mine for copper ore. The site must have an abundant supply of ore, but students must also consider a site where the mine would have a minimal impact on the natural environment and where they can mine economically. As part of their mission, students learn that they will take on the roles of three different mining experts and conduct tests that they perform during the exploration phase of the mining process. They may choose to explore each of the three sites alone or as part of a team.
Section 3: Exploration
Within the Exploration phase of the lab, students will visit the three sites. They will learn basic information about each site as well as information about each of the mining experts: exploration geologist, environmental scientist, and mining engineer. They then will take on the role of each of these mining experts and conduct the tests that they conduct during the exploration phase. Encourage them to finish all of the tests and surveys conducted by each expert to learn about the benefits and trade-‐offs at each site. They will be able to record their research on a tracking tool in their Mining Experts’ Handbook and analyze their findings during Section 5: Evaluate. More detailed information about the tests in the Exploration step is below.
Section 4: Plan
Once they have finished all of the tests, they will write a hypothesis in their Mining Experts’ Handbook about which site they think would be best for the copper mine. They then will create an additional research plan to test their hypothesis. Although they may not be able to carry out this research plan due to limited time or resources, this will give them practice at creating a research plan as a real scientist would.
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Section 5: Evaluate
Finally, students will evaluate the benefits and trade-‐offs of each site based on their research and each expert's perspective. They then will make a recommendation to the mining company about which site to choose. They must be prepared to share and justify their site selection with you and the rest of the class. Managing the Lab With Students Dig a Little Deeper is designed to be flexible so that students can go through it individually or in pairs or small teams. They can also choose to navigate the lab by site (conducting all three career tests at one site before moving to the next) or by career (conducting the tests for one career at all three sites before moving to the next career.) If they choose the team approach, they can each take on the role of a different scientist and compare information or conduct all tests together. If they collaborate, it is up to you whether they write their research plans and site justifications separately or together. If students navigate the lab individually, you may want to encourage them to compare information and results with peers to mirror the practice of real scientists. One goal of the virtual lab is for students to act as a community of scientists working together toward the solution of a problem. For this reason, students are asked to share their research plans and site justifications with their classmates. All careers in each site must be completed in order to continue on to the Plan and Evaluate sections. Planning for Multiple Sessions One of the exciting features of Dig A Little Deeper is that it can be put away one day and brought out to work on another day. Students are assigned a session ID that is made up of a combination of numbers and letters. That ID can be for them individually or for their team, if they are navigating the lab as part of a team. They should record their session ID in their Mining Experts’ Handbook or in a place that will be easy to access. You may also want to record all students’ session ID’s in the table at the end of this guide in case any are misplaced.
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Student/team data will be saved between sessions. On average, the lab should take between two and five class periods to complete. Additional time may be needed, depending on how many times students visit each site and the research plan they create in Step 4. Here is one possible schedule: Day 1: Introduce the lab, the problem, and the introductory material. Organize students into teams (if they choose to navigate the lab in a team). Review the Mining Experts’ Handbook and give students an opportunity to explore the lab. Invite students to complete the Problem and Mission stages of the lab. This will include a pre-‐assessment about the three mining careers they will explore. Day 2: Visit the Exploration Lab, and invite students to conduct the tests for each career. Ensure that they record results, as well as benefits and trade-‐offs in their Mining Experts’ Handbook. Day 3: Invite students/team to make their hypotheses and design their research plans in the Plan section of the lab. Encourage students to compare hypotheses and research plans with other students/teams. Days 4 and 5: Invite students to complete the Evaluate stage. Here they will submit their final recommendations and answer the questions at the end of the lab. Encourage students/teams to justify their recommendations to the rest of the class, using the benefits and trade-‐offs they uncovered. Possible additional sessions: If students have time or resources to complete the research plans, you may need additional class periods. Section 3: The Exploration Lab Within Section 3: Exploration, students will visit the three potential mine sites and conduct tests to help them make a recommendation about which site the mining company should choose. The tests are organized by three different careers: exploration geologist, environmental scientist, and mining engineer.
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You may want to review the information below before they visit the Exploration section. This information is also included in their Mining Experts’ Handbook. They will also find worksheets and tools in the Handbook for them to record their data. Step 1: Team Up Students may choose to explore each of the three sites either alone or as a member of a team. Step 2: Select A Site
Site 1
Site 2
Site 3
Earlier exploration data suggest this prospective site might have a large copper deposit. However, there are some challenges, such as bad terrain, a stream flowing right through the middle of the site, and some endangered animals! Can it be efficient?
This prospective site is every explorer’s dream. It is uninhabited, has a flat terrain, and very little animal life. However, is it that simple? Could this be the best site to choose?
This prospective site is similar to Site 2. There are a few privately-‐owned ranches in this area. Is that the only challenge? Could this be the future site for the copper mine?
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Step 3: Select A Career Students can explore this site and conduct tests in the role of an exploration geologist, an environmental scientist, and a mining engineer. A description of each career is below.
Exploration geologists are the "advance team" for a mining company and are usually the first people to explore a given area. They study the quantity, quality, properties, and value of mineral resources. In other words, they conduct tests to figure out how much copper ore is found at a given site.
Mining companies want to be good stewards of the earth, creating products that contribute to a better standard of living while leaving the world a better place for future generations. Environmental scientists study the potential environmental impact of mining at each site and the potential cost of reducing the impact. Their study includes the impact on air and water quality and on any endangered or threatened birds, animals, and plants inhabiting the area.
Some potential mining sites have physical features useful for mining operations. If a site is on flat ground or close to a road, those are considered benefits. If there is a stream or mountain in the middle of the site, it could be expensive to divert the stream or remove the mountain. Mining engineers determine the depth of the mine and whether copper ore can be extracted from the surface without digging too deep. They study the topographic features, such as terrain, waterways, and manmade features such as roads, railways, and power supply to determine if the mine will be beneficial to the company.
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Step 4: Perform Tests for Each Career For each of the career roles, students will perform the following tests and record data using the tracking tool in their Mining Experts’ Handbook.
Exploration Geologist
Environmental Scientist
Mining Engineer
1: Create a 10 x10 grid to collect samples for testing. 2: Collect the following samples:
• Soil • Rock Chips
3: Collect water samples along the stream at 500 feet intervals. 4: Send the samples to the lab. 5: Analyze the lab results. 6: Review results from drilling operations.
1: Survey the area for animal and plant species and record the results. 2: Check these species against the Red List to see if they are endangered. 3: Check the quality of ground and surface water. 4: Check the air for particulate matter. 5: Record your observations from the survey.
1: Determine the depth of the encounter*. 2: Study the topographical features. 3: Check for access to roadways and railways. 4: Determine if it is beneficial to develop a copper mine at this site. * Measuring the length of the drill sample from the surface to the first indication of an elevated copper grade will define the depth of the encounter.
Step 5: Capture Data As they conduct each test, they can record and capture their data using the Mining Expert Tracking Tool, found in their Mining Experts’ Handbook.
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Mine Comparison Sheet Below is a mine comparison sheet that you can use to check the data that students are collecting and recording in their Mining Experts’ Handbook.
Site 1 Site 2 Site 3
Type of Mine Open Pit Open Pit Open Pit Topography There are many steep canyons
and/or mountains. There is also a stream running through this site.
Most area in this site is a flat land.
This site is relatively flat. There are a couple of mountains at the edge of this site. There is a small stream that runs through the edge of this site.
Location This site is far away from roadway.
This site is close to roadway and railway.
There is an existing roadway leading to site.
Plants Cliff-‐rose Wait-‐A-‐Minute bush Redberry juniper
Catclaw Acacia Mexican Crucillo
Arizona rosewood Desert lavender
Animals Bats New Mexican ridge-‐nosed rattlesnake Deer Bighorned sheep Woodrats
Owl Bighorned sheep Woodrats White-‐footed mice Voles
Bighorned sheep
Fish Loach Minnow Spinedace
Groundwater Quality
Good Good Good
Particulate Matter
Acceptable Level Acceptable Level Acceptable Level
Sociological Impact
There is a community that lives downstream which depends on the water from this stream.
Uninhabited There are a couple of privately owned ranches, which need to be bought out. Ranch owners are willing.
Economic Impact
Cost of $75,000,000
Cost of buying $3,200,000
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Cost of mitigation of stream:
$250,000,000 (underground tunnel @$50MM per mile, for a 5 mile stream reach)
Cost of rehabilitating bats
$3,250,000 (6500 acres x $5000)
Cost of building habitat for New Mexican ridge-‐nosed rattlesnake
$3,250,000 (6500 acres x $5000)
Relocating a patch of Cliff-‐rose, Arizona (Endangered)
$2,500,000
mitigating surface water runoff Cost of creating a new owl habitat
$120,000 ($60000 per acre x 2 acre)
the ranch $8000 per acre x 400 acre
Cost of implementing stream protection measures
$25,000,000 (5MM x 5 miles)
Cost of repairing the habitat for Loach Minnow and Spinedace,
$500, 000 ($100,000 per mile of stream x 5 mile)
Tons of ore at site:
Very High Tons of ore at site: 1.5 billion tons of ore @ 1.5% copper
Moderate Tons of ore at site: 500 million tons of ore @ 0.4% copper
High Tons of ore at site: 700 million tons of ore @ 0.6% copper
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Student Worksheet: Red List of Endangered Species Arizona Cliffrose Ambersnail, Kanab - Oxyloma haydeni kanabensis Bat, lesser long-nosed - Leptonycteris curasoae yerbabuenae Bear, grizzly - Ursus arctos horribilis Bobwhite, masked (quail) - Colinus virginianus ridgwayi Catfish, Yaqui - Ictalurus pricei Chub, bonytail - Gila elegans Chub, Gila - Gila intermedia Chub, humpback - Gila cypha Chub, Sonora - Gila ditaenia Chub, Virgin River - Gila seminuda (robusta) Chub, Yaqui - Gila purpurea Condor, California - Gymnogyps californianus Curlew, Eskimo - Numenius borealis Falcon, northern aplomado - Falco femoralis septentrionalis Ferret, black-footed - Mustela nigripes Flycatcher, southwestern willow - Empidonax traillii extimus Frog, Chiricahua leopard - Rana chiricahuensis Jaguar - Panthera onca Jaguarundi, Sinaloan - Herpailurus (Felis) yagouaroundi tolteca Minnow, loach - Tiaroga cobitis
Ocelot - Leopardus (Felis) pardalis Owl, Mexican spotted - Strix occidentalis lucida Pronghorn, Sonoran - Antilocapra americana sonoriensis Pupfish, desert - Cyprinodon macularius Rail, Yuma clapper - Rallus longirostris yumanensis Rattlesnake, New Mexican ridge-nosed - Crotalus willardi obscurus Salamander, Sonora tiger - Ambystoma tigrinum stebbinsi Shiner, beautiful - Cyprinella Formosa Spikedace - Meda fulgida Spinedace, Little Colorado - Lepidomeda vittata Squirrel, Mount Graham red - Tamiasciurus hudsonicus grahamensis Sucker, razorback - Xyrauchen texanus Topminnow, Gila - Poeciliopsis occidentalis Trout, Apache - Oncorhynchus apache Trout, Gila - Oncorhynchus gilae Vole, Hualapai Mexican - Microtus mexicanus hualpaiensis Wolf, gray - Canis lupus Loach Minnow Spinedace, Little Colorado Entire
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Student Worksheet: Cost Sheet Item Rate Remark
Cost of clearing surface water runoff $75,000,000 Standard rate of $75000 for 100 acres for this mine type.
Cost of diverting a stream $250,000,000 Underground tunnel costing $50MM per mile
5 mile stream reach.
Cost of rehabilitating Bats $3,250,000 Cost is $5000 per acres
6500 acres of mine area affected
Cost of building habitat for New Mexican ridge-‐nosed rattlesnake
$3,250,000 Cost is $5000 per acres
6500 acres of mine area affected
Relocating a patch of Arizona Cliffrose $2,500,000 Cost per acre of Arizona Cliffrose
Cost of creating a new owl habitat $120,000 Cost is $60000 per acre.
2 acre of owl habitat needs to be created
Cost of buying a ranch $3,200,000 Cost is $8000 per acre
400 acre of land is private ranch property
Cost of implementing stream protection measures for the stream
$25,000,000 Cost is $ 5MM per mile
Stream has a reach of 5 miles.
Cost of repairing the habitat for
Loach Minnow
Spinedace
$500,000 Cost is $100,000 per mile of stream
Stream has a reach of 5 miles.
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Student Session ID Tracking Tool
Student/Team Name Session ID