D - Mining - Transforming Resources - Interpretive plan 7 September 2016 Module Big Idea: We rely on mining to provide ore, or raw material, for our everyday objects and as we search for and extract ore, we change the environment physically, culturally and socially. Module core messages: 1. If it’s not grown, it is mined. 2. We mine large amounts of material to produce small everyday products. 3. Before we can mine, we need to find locations of ore deposits. 4. Canadian technologies have changed the mining processes to produce materials economically, safely and with a social license. 5. Mining technologies developed to extract metals and minerals that satisfy our needs and wants have changed the physical, social and cultural landscapes. Visitor experiences: D Mining Module D L1 Title: Mining Module D L1 text: We rely on mining to provide raw material, for our everyday objects and as we search for and extract this material, we change the environment physically, culturally and socially. D1 Introduction. Provides visitors with basic information that they need to understand this module. Includes mining technologies that we use today and economic impact of mining. Accessibility considerations. Physical Accessibility – Assure appropriate viewing heights and close approach. Colouring book is a touch screen. Assure 70% contrast. Sensory Accessibility – This is a very visual experience. Provide alternative output such as described audio with jack. Intellectual Accessibility – Choose easily understandable icons and minimal, simple text. Text shall be written for language skill of about Grade 6 level reading comprehension. Use short sentences and avoid words that represent complex concepts. Accessibility exemptions. Programming and Outreach opportunities. Pages from the colouring book can be printed and handed out as takeaways. D1-1 Interactive: Book, digital colouring book (located here and/or in Prospector’s tent). http://www.pdac.ca/mining-matters/resources/education/mining-matters-publications/what-is-a-mine- colouring-book 1 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 D1-1 Panel with the colouring book touchscreen and challenges to direct activity: D1-1 instructional text: What is a mine? Join Mighty Miner to find out! Mission 1: Find out where our minerals come from and colour the page. Mission 2: Discover the different types of mines and colour the open pit and underground mines. Mission 3: Colour the steps needed to transform the rocks into bars of metal. Mission 4: Help to reclaim the land – colour in the pictures of nature. D1-2 Mining basics D1-2-1 Infographic: The following information can live as a single infographic, broken down by questions, or separate infographics based on the questions below. D1-2-1 L2 title: Why do we mine? D1-2-1 L2 text: Virtually everything in our lives comes from mining. (callouts with fun illustrations on graphic) In your lifetime you will use…. 30 tonnes of salt = the weight of 4.5 T-Rexes! (fun illustration of 4 and ½ T Rexes). 62 kg of nickel = the weight of 3 adult beavers. (fun illustration of 3 adult beavers) 2.5 tonnes of copper = the weight of 3 cars. (fun illustration of 3 cars) 15 tonnes of iron = the weight of 6 hippopotami! (fun illustration of 6 hippopotami) D1-2-2 What do we mine? (samples of the following) D1-2-2 Prop1: piece of ore D1-2-2 Prop1 caption: Minerals D1-2-2 Prop2: gravel D1-2-2 Prop2 caption: Aggregate D1-2-2 Prop3: transparent container D1-2-2 Prop3 caption (on container): Natural gas D1-2-2 Prop 4: Red gas can D1-2-2 Prop 4 caption: Petroleum D1-2-3 How do we mine? (one image for each) D1-2-3 Image1: Diavik photo D1-2-3 Image 1 caption: Surface mine D1-2-3 Image 2: one of the photos of a potash mine D1-2-3 Image 2 caption: Underground mine D-1-2-4 Graphic: D1-2-4 L2 title: How do we develop a mine? 2 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 D1-2-4 L2 text: It takes lots of time, hard work and money to develop a mine. Information to inform the Graphic: We want this graphic to reflect how long each step takes (and does not include the cost for each step). (35 words) The Life of a Mine: •Prospecting & Claim Staking 1-2 years •Basic & Intermediate Exploration 3-4 years •Advanced Exploration 5-10 years •Development & Production 20 years •Closure & Rehabilitation 2-10 years •Monitoring 5-100 years Example information graphic: D1-2-5 Graphic: Economics D1-2-5 L2 title: What is the economic importance of mining? D1-2-5 L2 text: Mining requires extensive financial resources and lots of investment. D1-2-5 callout text: Minerals and metals sector creates 400,000 direct jobs and accounts for 3% of GDP. D1-2-6 Geological map of Canada: D1-2-6 L2 title: Mining in Canada D1-2-6 L2 text: Canadian mining is recognized around the world for its expertise, safety and sustainability. 3 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 (following information depicted graphically = 1st place medal or the like). In terms of world-wide production Canada ranks: 1st potash 2nd uranium, niobium; 3rd cobalt, aluminum, tungsten, platinum group metals; 4th nickel, salt, sulphur, titanium; 5th diamonds, cadmium, gold. D1-2-6 Map caption: Canada’s geology make us rich in resources and one of the largest mining nations in the world producing more than 60 minerals and metals. http://geoscan.nrcan.gc.ca/starweb/geoscan/servlet.starweb?path=geoscan/fulle.web&search1=R=208 175 D2. Exploded product: Smartphone. Through an exploded iPhone 6 visitors see the product deconstructed and information about the metals and minerals within the product that come from natural resources. 3D symbols based on the periodic table of elements remind visitors that there is a direct link between elements and the product. Visitors will also learn how much of the product is recycled. Accessibility considerations. Physical Accessibility – Assure appropriate viewing heights and close approach. Assure reader rails provide clear knee space. Assure 70% contrast. Sensory Accessibility – This is a very visual experience. Provide alternative output such as described audio with jack or select raised text. Intellectual Accessibility – Choose easily understandable icons and minimal, simple text. Assure that Periodic table elements are understood. Text shall be written for language skill of about Grade 6 level reading comprehension. Use short sentences and avoid words that represent complex concepts. 4 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 Accessibility exemptions: Programming and Outreach opportunities. Post-2017, an online portal could host all of the exploded products with associated information. Visitor experience: D2 L2 title - What goes into an iPhone 6? D2 L2 text – An iPhone 6 is made up of a number of different metals and minerals produced from natural resources. D2 L2 title (Counter panel #1): Natural resources D2 L2 text : arsenopyrite bastnasite bauxite borite cassiterite clay garnierite limonite monazite natural gas feedstock ores of: antimony, cobalt, copper, gallium, gold, graphite, indium, iron, lithium, rare earth elements, silver, pentlandite petroleum feedstock phosphate rock potash sand scheelite tantalite wolframite D2 L2 Title (Counter panel #2): Chemical elements D2 L2 text: aluminum AL antimony Sb arsenic As boron B cobalt Co copper Cu dysprosium Dy 5 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 gallium Ga gold Au graphite C indium In iron Fe lithium Li neodymium Nd nickel Ni oxygen O phosphorus P potassium K praseodymium Pr rare earths: scandium Sc, yttrium Y, lanthanum La, cerium Ce, promethium Pm, samarium Sm, europium Eu, gadolinium Gd, terbium Tb, holmium Ho, erbium Er, thulium Tm, ytterbium Yb, lutetium Lu silicon Si silver Ag tantalum Ta tin Sn tungsten W D2 L2 title (Counter panel #3) Recycling D2 L2 text: Almost all metals and minerals in an iPhone can be recycled if customers make an effort to recycle their old phone. D3. If it’s not grown it’s mined. Visitors are challenged to identify objects that involve mined resources from a provided image and can see a video where objects that require metals disappear. Accessibility considerations. Physical Accessibility – Assure appropriate viewing heights and close approach. Assure touch screen is angled and rails provides clear knee space. This is a touch screen experience, have alternative input available. Assure 70% contrast. Sensory Accessibility – This is a very visual experience. Provide alternative output such as described audio with jack. Intellectual Accessibility – Choose easily understandable image with simple text. Text shall be written for language skill of about Grade 6 level reading comprehension. Use short sentences and avoid words that represent complex concepts. Accessibility exemptions: Programming and Outreach opportunities. This could be an online experience on our portal. Floor staff could have other pictures or other everyday objects that they could walk through with visitors how many of those objects require mining. 6 D - Mining - Transforming Resources - Interpretive plan 7 September 2016 Visitor experiences: D3-1 If it’s not grown it’s mined interactive. Visitors are challenged to identify objects that involve mined resources from a provided image. As they point a cursor over elements in the photo, information about resources pop up (like pop-up video) and the object disappears if there are mined resources in it. For example: Visitor hovers cursor over the school building – Message: “We mine for clay, sand, limestone, gravel to build a school” – appears, and the school disappears from the image (leaving a pile of wood used in the frame behind. D3 L2 title: If it’s not grown it’s mined. D3. Instructional copy: Can you eliminate the objects that depend on mining? Hover cursor over the objects to find out and see remains! D3 On screen text: ‘You’re right! This material comes from mining’ (e.g.