Teacher instructions

Work through this resource material in the following sequence:

10 minutes

Tune in: What is coal?

20 minutes

Find out: Simulating open-cut mining

20 minutes

Create an awareness campaign

Tune in: What is coal?

Step 1. Watch:

Before starting the video explain to students that although this video is from America, many of the points raised are similar to what is happening in Australia (some facts about the Australian context are provided below).

Coal 101 (https://youtu.be/iN6LvH_4Q3g)

Step 2. Discuss:

What does this video make you think about?
What does it make you wonder?

As part of your discussion, consider highlighting some of the following facts about coal mining and energy production in Australia:

Coal is used to generate electricity.
Most of the coal mined in Australia is exported, mostly to eastern Asia.
Coal provides about 70% of Australia's electricity production.
Black coal is used to generate around half of all our electricity.
The majority of Australia's black coal resources are located in Queensland and New South Wales in the Bowen, Surat and Sydney basins.
Burning coal to generate electricity produces greenhouse gases, which cause climate change.

Find out: Simulating open-cut mining

Students are not allowed to eat the biscuits until the exercise is complete!

Step 1.

Explain to students that although there are a range of impacts associated with coal mining and energy production using coal, in this experiment we are going to compare two different land sites that contain coal and attempt to mine the coal with minimal environmental impacts.

Students will mine the land (two choc-chip biscuits) looking for coal (chocolate chips) with their whiz-bang, state of the art mining equipment (the toothpicks).

The following instructions are also available on the Student Worksheet.

Step 2.

Trace the outline of the mine onto two pieces of paper.

On one map, plot the location of the chocolate chips that you can see.

Step 3.

Count the pieces of coal on the surface of your site. Record this number.

Step 4.

Using your toothpick, carefully mine as many pieces of coal from the cookie as you can. Set aside the coal in a pile. Students should be careful to try and keep as much of the 'land' (rest of the biscuit) intact as possible.

Step 5.

Count the number of pieces of coal mined from your site. Record the number on your chart.

Step 6.

Put your site back together without the coal in it.

Step 7.

On the second map, draw the current state of the mine.

Step 8.

Independently, students complete the analysis questions on the Student Worksheet.

Which site was easier to mine and why?
How different did the site look after it was mined?
How do you think the plants and animals at your site would feel about the mining at your site?
Once the site is mined, what needs to happen?
How do you think the plants and animals at your site would feel about the mining at your site?
Back to the biscuit - is it possible to reconstruct it? Is it still a chocolate chip biscuit?
Once the chocolate has been removed and consumed there is no more chocolate. Is this an example of a renewable resource or non-renewable resource? Explain your answer.

Step 9.

While students are answering the questions, collect their results and calculate the class averages.

Take action: Create an awareness campaign

Step 1. Discuss:

How does this experiment relate to real-world open-cut mining? What impact did this mining have on the environment (the rest of the biscuit)?
Habitat destruction: Open-cut or strip mining removes the topsoil and vegetation, which destroys the habitats of animals and plants that live in the area. This can have a significant impact on biodiversity in the region.
Soil erosion: Removing the topsoil can result in soil erosion, which can cause sedimentation in nearby water bodies, leading to water pollution and habitat destruction for aquatic life.
Land subsidence: Open-cut or strip mining can cause the land to sink or collapse, which can result in damage to infrastructure and buildings in the area.

Step 2.

Discuss the results of the table where students recorded how many pieces of coal they could see on the surface, and how many pieces of coal they ended up mining. Was there a difference in the estimate and the actual?

What impact might this have on the environment, and the way humans might use or exploit the environment? This is an effective demonstration of the fact that, even with the best of intention, humans can dig too greedily when there is more coal on offer, beyond the point of sustainability, and seriously compromising the environment as a result.

Step 3.

Independently, on the first of the two maps they drew, students fill in the rest of their mine map, adding trees, rivers, and any wildlife they like. This is the 'before' mine.

Step 4.

On the second map, students create an image of 'after' the mine has been completely mined out.

What is the condition of the surrounding landscape?

Step 5.

Using their understanding of open cut mining practices in the real world, students write a short summary of this experiment.

They should be mindful of an audience that doesn't know too much about the impacts of open cut mining.

It is up to students whether they try to persuade people against this style of mining.

Choc Chip Coal Mine

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