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| Introduction | Ore Processing | Fire Assaying |
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Activities |
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Activity 1 (one half hour plus perhaps some more for recording of observations)
Wear safety goggles when investigating the properties of minerals and metals.
Students explore the properties of ore rocks such as magnetite, pyrite (iron ores), chalcopyrite, and malachite (copper ores). Students should determine the properties to study, but should include the traditional rock properties such as hardness, luster, streak, magnetism, conductivity (heat or electrical) ductility and malleability (wear safety goggles) properties. Compare these properties to those of the metals that come from the ore rocks: iron paper clips or other iron object, copper electrical wire. The properties should include the same ones studied for the minerals. Record observations and draw conclusions about the properties of ore minerals compared to the properties of the metals.
Extension discussion: What uses are made of the properties of the metals as they are used in every day products? (List products that use the metals first.)
Activity 2 (one hour plus more if students want to explore methods of increasing production or reclaiming the heap)
Wear safety goggles when adding the "ore" to the "heap" and when using ammonia.
Students simulate one method of recovering metal from rocks by leaching a simulated copper ore with water, then reducing the copper in solution to copper metal with paper clips or steel wool. Follow the directions in the lab activity, Metal from Rocks, for Ore Processing.
Activity 3 (about one hour)
Read the method of ore processing used in Virginia City. In a group or with a partner, students identify the steps of the Washoe Process that are the same or similar to that of the simulated ore processing. Students also discuss differences and perhaps suggest changes in either method to improve it is some way (efficiency, environmental concerns). The discussion of the driving force for the reactions in the article provides an opportunity to address oxidation/reduction potentials for high school students.
Record comparisons.
Activity 4 (about one half hour) (can be used as an assessment along with the recorded observations and comparisons)
In a group or individually for assessment, review the steps of processing ore (might include mining). List the steps that require the input of energy. Decide what type of energy needs to be input and the source of the energy.
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