Concentrating on Copper: An Exploration of Mineral Commodities
Summary
Introduction
Understanding market price fluctuations is difficult for the average consumer as they are not often cognizant of what raw materials are used for various products. The goal of this lesson is to illustrate as many of the economic principles related to mineral commodities as possible and, as the lesson is ideally taught in the context of an earth or environmental science course, to couple these principles with the realities of mineral mining and subsequent processes required to produce a raw material from an ore. The lesson uses copper as an analog for such commodities. While the scope of this lesson is, then, quite unusual for high school students, these concepts are quite necessary to produce a populace who can make educated, socially-responsible, and economically-prudent decisions in both their political and personal lives.
Background
This lesson is ideal for any situation where the goal is to teach earth or environmental science students about the realities of mineral commodities, how they are extracted, and how supply and demand for them work to create that market, produce goods, and affect the environment. In the real world, most of the supply-chain for such products is hidden from the end-use consumer. This is certainly not intentional on the part of governments and corporations, necessarily, but is pretty typical due to the remote nature of most mining operations and the lack of contact that consumers have with various mid-level parts of this supply chain. Typically, the only exposure to mineral commodity prices will occur when this consumer wishes to purchase a product that contains those minerals and whose price is observed to not be consistent over time. Petroleum is a common example of this in our everyday lives, but it is no different than any other. Thus, this lesson focuses on the life cycle of copper, which is a mineral commodity that most of us think little about in our day to day lives yet is just as prevalent and important as other commodities like petroleum.
Understanding market price fluctuations is difficult for the average consumer as they are not often cognizant of what raw materials are used for various products. The goal of this lesson is to illustrate as many of the economic principles related to mineral commodities as possible and, as the lesson is ideally taught in the context of an earth or environmental science course, to couple these principles with the realities of mineral mining and subsequent processes required to produce a raw material from an ore. The lesson uses copper as an analog for such commodities. While the scope of this lesson is, then, quite unusual for high school students, these concepts are quite necessary to produce a populace who can make educated, socially-responsible, and economically-prudent decisions in both their political and personal lives.
Background
This lesson is ideal for any situation where the goal is to teach earth or environmental science students about the realities of mineral commodities, how they are extracted, and how supply and demand for them work to create that market, produce goods, and affect the environment. In the real world, most of the supply-chain for such products is hidden from the end-use consumer. This is certainly not intentional on the part of governments and corporations, necessarily, but is pretty typical due to the remote nature of most mining operations and the lack of contact that consumers have with various mid-level parts of this supply chain. Typically, the only exposure to mineral commodity prices will occur when this consumer wishes to purchase a product that contains those minerals and whose price is observed to not be consistent over time. Petroleum is a common example of this in our everyday lives, but it is no different than any other. Thus, this lesson focuses on the life cycle of copper, which is a mineral commodity that most of us think little about in our day to day lives yet is just as prevalent and important as other commodities like petroleum.
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Context
Audience
This activity fits best within a basic Physical Geology course or perhaps even a similar Environmental Geology course. The focus on minerals and their values as commodities coupled with the exploration of their genesis and use in buildings, manufactured objects, etc. make it a very interdisciplinary lesson.
Skills and concepts that students must have mastered
- Basic understanding of the rock cycle
- Basic understanding of the formation and identification of various rocks and minerals
- Basic algebra skills
- Basic understanding of the formation and identification of various rocks and minerals
- Basic algebra skills
How the activity is situated in the course
This activity is designed as a 5E lesson, and so it is split into several sections based upon that model. However, it is certainly flexible enough to be split in any number of ways or just to have the basic portions of it completed in a single 90 minute or so class meeting. But, it best fits within the portion of a course that might deal with economic geology and related concepts.
Goals
Content/concepts goals for this activity
III. Economic Content Area and Key Objectives
Economic Objectives
Economics and Personal Finance:
EPF.1 The student will demonstrate knowledge of basic economic concepts and structures by
a) describing how consumers, businesses, and government decision makers face
scarcity of resources and must make trade-offs and incur opportunity costs;
b) explaining that choices often have long-term unintended consequences;
c) describing how effective decision making requires comparing the additional costs (marginal costs) and additional benefits (marginal benefits);
d) identifying factors of production;
EPF.2 The student will demonstrate knowledge of the role of producers and consumers in a market economy by
b) explaining how businesses respond to consumer sovereignty;
c) identifying the role of entrepreneurs;
d) comparing the costs and benefits of different forms of business organization, including sole proprietorship, partnership, corporation, franchise, and cooperative;
e) describing how costs and revenues affect profit and supply;
f) describing how increased productivity affects costs of production and standard of living;
IV. Other Objectives Ancillary to the Economic Objectives
Other Objectives:
Algebra:
A.9 The student, given a set of data, will interpret variation in real-world contexts.
A.10 The student will compare and contrast multiple univariate data sets.
A.11 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions.
Earth Science:
ES.1 The student will plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
ES.4 The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) uses of minerals.
ES.5 The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
c) resources found in Virginia; and
d) environmental costs and benefits.
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.
Chemistry:
CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
g) mathematical manipulations including SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, and dimensional analysis;
h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data, communicating results, and using simulations to model concepts;
i) construction and defense of a scientific viewpoint; and
j) the use of current applications to reinforce chemistry concepts.
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include
a) nomenclature;
b) balancing chemical equations;
c) writing chemical formulas;
d) bonding types;
e) reaction types; and
f) reaction rates, kinetics, and equilibrium.
Economic Objectives
Economics and Personal Finance:
EPF.1 The student will demonstrate knowledge of basic economic concepts and structures by
a) describing how consumers, businesses, and government decision makers face
scarcity of resources and must make trade-offs and incur opportunity costs;
b) explaining that choices often have long-term unintended consequences;
c) describing how effective decision making requires comparing the additional costs (marginal costs) and additional benefits (marginal benefits);
d) identifying factors of production;
EPF.2 The student will demonstrate knowledge of the role of producers and consumers in a market economy by
b) explaining how businesses respond to consumer sovereignty;
c) identifying the role of entrepreneurs;
d) comparing the costs and benefits of different forms of business organization, including sole proprietorship, partnership, corporation, franchise, and cooperative;
e) describing how costs and revenues affect profit and supply;
f) describing how increased productivity affects costs of production and standard of living;
IV. Other Objectives Ancillary to the Economic Objectives
Other Objectives:
Algebra:
A.9 The student, given a set of data, will interpret variation in real-world contexts.
A.10 The student will compare and contrast multiple univariate data sets.
A.11 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions.
Earth Science:
ES.1 The student will plan and conduct investigations in which
a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
b) technologies, including computers, probeware, and geospatial technologies, are used to collect, analyze, and report data and to demonstrate concepts and simulate experimental conditions;
c) scales, diagrams, charts, graphs, tables, imagery, models, and profiles are constructed and interpreted;
d) maps and globes are read and interpreted, including location by latitude and longitude;
e) variables are manipulated with repeated trials; and
f) current applications are used to reinforce Earth science concepts.
ES.2 The student will demonstrate an understanding of the nature of science and scientific reasoning and logic. Key concepts include
a) science explains and predicts the interactions and dynamics of complex Earth systems;
b) evidence is required to evaluate hypotheses and explanations;
c) observation and logic are essential for reaching a conclusion; and
d) evidence is evaluated for scientific theories.
ES.4 The student will investigate and understand how to identify major rock-forming and ore minerals based on physical and chemical properties. Key concepts include
a) hardness, color and streak, luster, cleavage, fracture, and unique properties; and
b) uses of minerals.
ES.5 The student will investigate and understand the rock cycle as it relates to the origin and transformation of rock types and how to identify common rock types based on mineral composition and textures. Key concepts include
a) igneous rocks;
b) sedimentary rocks; and
c) metamorphic rocks.
ES.6 The student will investigate and understand the differences between renewable and nonrenewable resources. Key concepts include
a) fossil fuels, minerals, rocks, water, and vegetation;
c) resources found in Virginia; and
d) environmental costs and benefits.
ES.7 The student will investigate and understand geologic processes including plate tectonics. Key concepts include
a) geologic processes and their resulting features; and
b) tectonic processes.
Chemistry:
CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations and verifiable data. Key concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
g) mathematical manipulations including SI units, scientific notation, linear equations, graphing, ratio and proportion, significant digits, and dimensional analysis;
h) use of appropriate technology including computers, graphing calculators, and probeware, for gathering data, communicating results, and using simulations to model concepts;
i) construction and defense of a scientific viewpoint; and
j) the use of current applications to reinforce chemistry concepts.
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in chemical formulas and balanced equations. Key concepts include
a) nomenclature;
b) balancing chemical equations;
c) writing chemical formulas;
d) bonding types;
e) reaction types; and
f) reaction rates, kinetics, and equilibrium.
Higher order thinking skills goals for this activity
- Data analysis
- Data and Conceptual Synthesis
- Formulation of Hypotheses
- Data Calculation
- Data and Conceptual Synthesis
- Formulation of Hypotheses
- Data Calculation
Skills goals for this activity
- Internet Access and Associated Skills
- Collaborative Group Work
- Diagramming
- Collaborative Group Work
- Diagramming
Description and Teaching Materials
The lesson begins with students being engaged by the teacher weighing and sorting a pile of copper scrap. It will end, during the final moments of the class period or second class period, with the class figuring out how valuable that pile of scrap really is given current market prices. The teacher begins by connecting copper ore to volcanism, a set of content that should have already been discussed in class and so the prior knowledge should be able to be activated quite readily. There is then an opening activity where the students in class have several opportunities to mine for "ore" by kinesthetically moving around class and collecting objects of different colors that represent various ore grades with certain concentration factors. Class begins then, by illustrating the Law of Diminishing Returns in mineral mining.
The second stage of the lesson has several parts. Students will explore the supply-chain of copper production, from exploration to raw material. They will also conduct some simple mathematical calculations related to the amount of copper necessary to wire a new house which, later on, they will return to in order to explore how the cost of wiring this house has changed over time, using USGS historical copper price data for the last ten years. Students will also explore current commodity prices and how they are presently and historically affected directly by changes in supply, demand, international events, natural disasters, and so on. Again, USGS mineral commodity data is used for this. Students are thus being exposed to real data used by economists, mining companies, and investors when making decisions related to these commodities.
The lesson continues with the teaching taking time to explain the geological and economic principles in some form of direct instruction. The form of instruction is left up to the teacher as the decision for how best to do this will depend upon the make up of a given class and the academic background and ability of the students. One interesting option available to the teacher is using a case study of copper production by exploring the concept of "Peak Copper" with the students and thus hitting on the important geological and economic concepts within that context.
The lesson ends in Phase IV with students returning to their colored object mining data from the first part of the class. They will be given more data about the ore that they mined and then calculate the profit of those mines, focusing only on the two colors of objects that had the highest concentration factor, as the lower two concentrations factors are essentially unminable at a profit.
Assessment is done throughout the activity and opportunities for such are listed below. A pre/post quiz is also given as a way of quantifying changes in student understanding and knowledge gained. Higher-level synthesis or other levels of exploration are better assessed with the more authentic methods provided below.
Teacher Activity Description (Acrobat (PDF) 1MB May31 17)
Student Handouts ( 365kB May31 17)
The second stage of the lesson has several parts. Students will explore the supply-chain of copper production, from exploration to raw material. They will also conduct some simple mathematical calculations related to the amount of copper necessary to wire a new house which, later on, they will return to in order to explore how the cost of wiring this house has changed over time, using USGS historical copper price data for the last ten years. Students will also explore current commodity prices and how they are presently and historically affected directly by changes in supply, demand, international events, natural disasters, and so on. Again, USGS mineral commodity data is used for this. Students are thus being exposed to real data used by economists, mining companies, and investors when making decisions related to these commodities.
The lesson continues with the teaching taking time to explain the geological and economic principles in some form of direct instruction. The form of instruction is left up to the teacher as the decision for how best to do this will depend upon the make up of a given class and the academic background and ability of the students. One interesting option available to the teacher is using a case study of copper production by exploring the concept of "Peak Copper" with the students and thus hitting on the important geological and economic concepts within that context.
The lesson ends in Phase IV with students returning to their colored object mining data from the first part of the class. They will be given more data about the ore that they mined and then calculate the profit of those mines, focusing only on the two colors of objects that had the highest concentration factor, as the lower two concentrations factors are essentially unminable at a profit.
Assessment is done throughout the activity and opportunities for such are listed below. A pre/post quiz is also given as a way of quantifying changes in student understanding and knowledge gained. Higher-level synthesis or other levels of exploration are better assessed with the more authentic methods provided below.
Teacher Activity Description (Acrobat (PDF) 1MB May31 17)
Student Handouts ( 365kB May31 17)
Teaching Notes and Tips
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Assessment
Phase V focuses on assessment. The variety of methods above, as well as any others, are up to the teacher's discretion as every class is unique, has different backgrounds, and different needs. A variety of authentic and traditional options are presented in Phase V above.
References and Resources
Some economic geology background on copper ore:
Copper Investing News - "World-Class Copper Deposits"
Tulane University - "Mineral Resources"
Links to other good economic and mining geology lessons:
Discover Education Copper Mining Lesson
Caterpillar "Ground Rules" Lessons
Copper Investing News - "World-Class Copper Deposits"
Tulane University - "Mineral Resources"
Links to other good economic and mining geology lessons:
Discover Education Copper Mining Lesson
Caterpillar "Ground Rules" Lessons