Mining practices

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Mining practices lecture

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  • Mining practices

    1. 1. © 2011 Pearson Education, Inc. Lecture Outlines Chapter 23 Environment: The Science behind the Stories 4th Edition Withgott/Brennan
    2. 2. © 2011 Pearson Education, Inc. This lecture will help you understand: • Mineral resources and their contributions to society • Mining methods • Social and environmental impacts of mining • Sustainable use of mineral resources
    3. 3. © 2011 Pearson Education, Inc. Central Case: Mining for … cell phones? • Cell phones and other high-tech products contain tantalum - Coltan = columbite + tantalum • The Democratic Republic of the Congo was at war - Since 1998, 5 million died and millions more fled • Soldiers controlled mining operations and forced farmers and others to work, while taking most of the ore - People entered national parks, killing wildlife and clearing rainforests - Profits from coltan sales financed the war • Most tantalum from the Congo goes to China
    4. 4. © 2011 Pearson Education, Inc. Minerals and mining • We extract raw minerals from beneath our planet’s surface - Turn them into products we use everyday • Rock and resources from the lithosphere contribute to our economies and lives • Rock = a solid aggregation of minerals • Mineral = a naturally occurring solid chemical element or inorganic compound - It has a crystal structure, specific chemical composition, and distinct physical properties Minerals are nonrenewable, so we need to be aware of their finite and decreasing supplies
    5. 5. © 2011 Pearson Education, Inc. Minerals are everywhere in our products
    6. 6. © 2011 Pearson Education, Inc. We obtain minerals by mining • We obtain minerals through the process of mining • Mining = in the broad sense, it is the extraction of any resource that is nonrenewable - We mine minerals, fossil fuels, and groundwater • Mining = in relation to minerals, it is the systematic removal of rock, soil, or other material to remove the minerals of economic interest • Because minerals occur in low concentrations, concentrated sources must be found before mining
    7. 7. © 2011 Pearson Education, Inc. We extract minerals from ores • Metal = an element that is lustrous, opaque, and malleable and can conduct heat and electricity • Ore = a mineral or grouping of minerals from which we extract metals • Economically valuable metals include copper, iron, lead, gold, aluminum Tantalite ore is mined, processed into tantalum, and used in electronic devices
    8. 8. © 2011 Pearson Education, Inc. We process metals after mining ore • Most minerals must be processed after mining • After mining the ore, rock is crushed and the metals are isolated by chemical or physical means - The material is processed to purify the metal • Alloy = a metal is mixed, melted, or fused with another metal or nonmetal substance - Steel is an alloy of iron and carbon • Smelting = heating ore beyond its melting point then combining it with other metals or chemicals
    9. 9. © 2011 Pearson Education, Inc. Processing minerals has costs • Processing minerals has environmental costs - Most methods are water- and energy-intensive • Chemical reactions and heating to extract metals from ores emit air pollution • Tailings = ore left over after metals have been extracted - Pollutes soil and water - They may contain heavy metals or acids (cyanide, sulfuric acid) - Water evaporates from tailings ponds, which may leach pollutants into the environment
    10. 10. © 2011 Pearson Education, Inc. We also mine nonmetallic minerals and fuels • Nonmetallic minerals include sand, gravel, phosphates, limestone, and gemstones - $7 billion/year of sand and gravel are mined in the U.S. - Phosphates provide fertilizer - “Blood diamonds” are mined and sold to fund, prolong, and intensify wars in Angola and other areas • Substances are mined for fuel - Uranium for nuclear power - Coal, petroleum, natural gas are not minerals (they are organic), but they are also extracted from the Earth
    11. 11. © 2011 Pearson Education, Inc. Economically useful mineral resources
    12. 12. © 2011 Pearson Education, Inc. Mining methods and their impacts • People in developing nations suffer war and exploitation because of the developed world’s appetite for minerals • In 2009, raw materials from mining gave $57 billion to the U.S. economy - After processing, minerals contributed $454 billion - 28,000 Americans were directly employed for mining • Large amounts of material are removed during mining - Disturbing lots of land • Different mining methods are used to extract minerals - Economics determines which method to use
    13. 13. © 2011 Pearson Education, Inc. Strip mining removes surface soil and rock • Strip mining = layers of soil and rock are removed to expose the resource • Overburden = overlying soil and rock that is removed by heavy machinery - After extraction, each strip is refilled with the overburden • Used for coal, oil sands, sand, gravel • Destroys natural communities over large areas and triggers erosion • Acid drainage = sulfide minerals form sulfuric acid and flow into waterways
    14. 14. © 2011 Pearson Education, Inc. Strip mining destroys the environment Strip mining removes soil Discolored water is a sign of acid drainage
    15. 15. © 2011 Pearson Education, Inc. A mining method: subsurface mining • Accesses deep pockets of a mineral through tunnels and shafts - The deepest mines are 2.5 mi • Zinc, lead, nickel, tin, gold, diamonds, phosphate, salt, coal • The most dangerous form of mining - Dynamite blasts, collapsed tunnels - Toxic fumes and coal dust • Acid drainage, polluted groundwater - Sinkholes damage roads, homes, etc.
    16. 16. © 2011 Pearson Education, Inc. A mining method: open pit mining • Used with evenly distributed minerals - Terraced so men and machines can move about • Copper, iron, gold, diamonds, coal • Quarries = open pits for clay, gravel, sand, stone (limestone, granite, marble, slate) • Huge amounts of rock are removed to get small amounts of minerals • Habitat loss, aesthetic degradation, acid drainage • Abandoned pits fill with toxic water
    17. 17. © 2011 Pearson Education, Inc. One open pit mine One Utah mine is 2.5 mi across and 0.75 mi deep; almost half a million tons of ore and rock are removed each day
    18. 18. © 2011 Pearson Education, Inc. A mining method: placer mining • Using running water, miners sift through material in riverbeds - Coltan miners, California’s Gold Rush of 1849 • Used for gold, gems • Debris washed into streams makes them uninhabitable for wildlife • Disturbs stream banks, causes erosion • Harms riparian plant communities
    19. 19. © 2011 Pearson Education, Inc. A mining method: mountaintop removal • Entire mountaintops are blasted off - The waste is dumped into valleys • For coal in the Appalachian Mountains of the eastern U.S. • Economically efficient - “Valley filling” = dumping rock and debris into valleys • Degrades and destroys vast areas • Pollutes streams, deforests areas, erosion, mudslides, flash floods An area the size of Delaware has already been removed
    20. 20. © 2011 Pearson Education, Inc. Mountaintop removal is socially devastating • Mine blasting cracks foundations and walls • Floods and rock slides affect properties • Overloaded coal trucks speed down rural roads • Coal dust and contaminated water cause illness • Local politicians do not help • High-efficiency mining reduces the need for workers
    21. 21. © 2011 Pearson Education, Inc. A mining method: solution mining • Solution mining (in-situ recovery) = resources in a deep deposit are dissolved in a liquid and siphoned out • Salts, lithium, boron, bromine, potash, copper, uranium • Less environmental impact than other methods - Less surface area is disturbed - Acids, heavy metals, uranium can accidentally leak
    22. 22. © 2011 Pearson Education, Inc. A mining method: undersea mining • We extract minerals (e.g., magnesium) from seawater • Minerals are dredged from the ocean floor - Sulfur, phosphate, calcium carbonate (for cement), silica (insulation and glass), copper, zinc, silver, gold • Manganese nodules = small, ball-shaped ores scattered across the ocean floor - Mining them is currently uneconomical • Hydrothermal vents may have gold, silver, zinc • Mining would destroy habitats and organisms and release toxic metals that could enter the food chain
    23. 23. © 2011 Pearson Education, Inc. Restoration of mined sites • Governments in developed countries require companies to reclaim (restore) surface-mined sites - Other nations (e.g., Congo) have no regulations at all • Reclamation aims to bring a site to a condition similar to its pre-mining condition - Remove structures, replace overburden, replant vegetation • The U.S. 1977 Surface Mining Control and Reclamation Act mandates restoration - Companies must post bonds to ensure restoration
    24. 24. © 2011 Pearson Education, Inc. Restoration of mined sites • Even on restored sites, impacts may be severe and long-lasting • Complex communities are simplified - Forests, wetlands, etc. are replaced by grasses • Essential symbioses are eliminated and often not restored • Water can be reclaimed - Remove heavy metals - pH is moderated
    25. 25. © 2011 Pearson Education, Inc. The General Mining Act of 1872 • Encourages metal and mineral mining on federal land - Any citizen or company can stake a claim on any public land open to mining for $5 per acre - The public gets no payment for any minerals found • Once a person owns the land, that land can be developed for any reason, having nothing to do with mining • Supporters say it encourages a domestic industry that is risky and provides essential products • Critics say it gives land basically free to private interests - Efforts to amend the act have failed in Congress
    26. 26. © 2011 Pearson Education, Inc. Minerals are nonrenewable and scarce • We must recover and recycle our limited supplies • Once known reserves are mined, minerals will be gone - For example, indium, used in LCD screens, might only last 32 more years - Gallium (for solar power) and platinum (fuel cells) are also scarce • Reserve estimates are uncertain - New discoveries, technologies, consumption patterns, and recycling affect mineral supplies - As minerals become scarcer, demand and price rise
    27. 27. © 2011 Pearson Education, Inc. Years remaining for selected minerals • Scarcity increases prices - Industries will spend more to reach further deposits
    28. 28. © 2011 Pearson Education, Inc. Factors affecting how long deposits last • Discovery of new reserves increases known reserves - Minerals worth $900 billion were discovered in Afghanistan in 2010 • New extraction technologies reach more minerals at less expense • Changing social and technological dynamics modify demand in unpredictable ways - Lithium batteries are replacing cadmium-nickel ones • Changing consumption patterns affect how fast we exploit reserves (e.g., a recession depresses demand) • Recycling extends the lifetimes of minerals
    29. 29. © 2011 Pearson Education, Inc. We can use minerals sustainably • Recycling addresses: - Finite supplies - Environmental damage • 35% of metals were recycled in 2008 from U.S. municipal solid waste - 7 million tons - Steel, iron, platinum, gold, nickel, germanium, tin, and chromium - Reduces greenhouse gases by 25 million metric tons
    30. 30. © 2011 Pearson Education, Inc. We can recycle rare metals from e-waste • Electronic waste (e-waste) from computers, printers, cell phones, etc. is rapidly rising • Recycling keeps hazardous wastes out of landfills while conserving mineral resources • 1.2 billion cell phones sold each year contain 200 chemicals and precious metals - Phones can be refurbished and resold or dismantled and their parts reused or recycled - Only 10% of cell phones are recycled • Recycling reduces demand for virgin ores and reduces pressure on ecosystems
    31. 31. © 2011 Pearson Education, Inc. Conclusion • We depend on minerals and metals to make the products we use • Mineral resources are mined by various methods - Contributing to material wealth - But causing extensive environmental damage (habitat loss, acid drainage, etc.) • Restoration and regulations help minimize the environmental and social impacts of mining - Maximize recycling and sustainable use of minerals
    32. 32. © 2011 Pearson Education, Inc. QUESTION: Review a) Sedimentary rock b) Mined materials c) Ore d) Smelting Which of the following is defined as “a mineral or grouping of minerals from which we extract metals”?
    33. 33. © 2011 Pearson Education, Inc. QUESTION: Review Why are mine tailings dangerous? a) They pollute soil and water. b) They may contain heavy metals or acids. c) Tailings ponds may leach pollutants into the environment. d) All of these are reasons tailings are dangerous.
    34. 34. © 2011 Pearson Education, Inc. QUESTION: Review To strip-mine for coal, what must first be removed? a) Acid drainage b) Coal c) Overburden d) Ore
    35. 35. © 2011 Pearson Education, Inc. QUESTION: Review This mining method uses terraces in very deep holes to extract iron and diamonds: a) Strip b) Placer c) Open pit d) Mountaintop removal
    36. 36. © 2011 Pearson Education, Inc. QUESTION: Review This mining method cracks foundations and walls and causes floods and rock slides while mining for coal. a) Strip b) Placer c) Open pit d) Mountaintop removal
    37. 37. © 2011 Pearson Education, Inc. QUESTION: Review The best ways to use mineral resources sustainably are: a) Recycling and efficiency b) Larger pit mines and recycling c) Deeper mines and larger pit mines d) Finding new mines and recycling
    38. 38. © 2011 Pearson Education, Inc. QUESTION: Weighing the Issues Should the General Mining Act of 1872 be reformed? a) Absolutely; it’s time companies paid their fair share of money from publicly-owned resources. b) Only partially, so that companies can’t sell or develop the land for non-mining uses. c) Maybe, but only if it reduces our taxes. d) Probably not, since we are already hurting economically.
    39. 39. © 2011 Pearson Education, Inc. QUESTION: Interpreting Graphs and Data What can be concluded from this slide? a) Insect diversity increases with increased sulfates. b) Insect diversity decreases with increased sulfates. c) Insect diversity is not related to sulfate concentrations. d) Sulfates are not related to mining activities.

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