AUSTRALIA’S RESOURCES

IRON, STEEL and THE ENVIRONMENT

A Unit for Science Teachers

Australia’s Resources Iron, Steel and The Environment

Table of Contents

1. Acknowledgements

2. A Note to the Teacher

3. Curriculum Links a) Science b) Literacy Links c) Environmental Education d) Aboriginal Education

4. a) Proposed Teaching/Learning Sequence Pre-excursion Notes and Classroom Activities

b) Student Excursion Workbook

5. Appendix

Acknowledgements This unit was prepared for Australia’s Industry World by Sue Ferguson, Science Teacher at Albion Park High School and Peter Phillips, Science Teacher at Corrimal High School.

The authors also acknowledges the time and advice of David Jones, Project Manager, Australia’s Industry World and Glen Sawle, Science Consultant, Wollongong District Office, during the production of this work.

With the support of

• The Department of Industry Science and Resources – Science & Technology Awareness Program

• The NSW Department of Education and Training • The Department of Employment, Workplace Relations and

Small Business • Illawarra Area Consultative Committee • IMB Community Foundation

Every effort has been made by the unit development team to ensure the accuracy of this work. The authors would be appreciate notification of any errors or omissions. Any notification can be made by contacting Glen Sawle on: glen.sawle@det.nsw.edu.au

A Note to the Teacher

This unit of work and excursion workbook was developed for science teachers of Stage 4/5 of the NSW Board of Studies Science syllabus. It places the prescribed focus areas of: • Applications and uses of science • Implications for society and the environment • Current issues, research and development into the context of BHP’s Steelworks at Port Kembla, NSW. The pre-excursion unit of work focuses on developing student knowledge, skills and attitudes with relation to the mining and steel making industry. The excursion workbook is to be used in conjunction with an Australia’s Industry World guided tour of BHP’s steelworks. This site is an outstanding example of an efficient and high technology industry in action.

The excursion is designed to 1. bring to life the large scale of the steel making process 2. to increase the knowledge of environmental concerns and their solutions 3. to develop positive attitudes towards the contributions of science to

improving industrial processes in terms of efficiency and environmental protection.

Teachers need to note that special access needs for any students should be discussed with Industry World staff before the excursion as the tour involves climbing stairs and movement over some rough surfaces. This unit includes a number of worksheets, which can be used by teachers directly in the teaching/learning process. A number of other resource materials have been included in this package.

Role of the Teacher during the Excursion The role of the teacher during the excursion is to work cooperatively with the Tour Guide to facilitate the key learning outcomes outlined in the unit. This recognises that the teacher has the skill to highlight the rigour found in these outcomes from the content presented during the excursion. The focus on the worksheets and the extent of their use on the excursion is the teacher’s responsibility, in line with your objectives. You Tour Guide is an experienced Industry operator with good knowledge of the region and its role as a gateway to the world.

Curriculum Links

a) Science Syllabus Stages 4-5 This unit focuses on Stage 5 of the NSW Science Syllabus with the assumption that students have developed knowledge of resources used by humans (Outcome 4.11) and can identify when chemical reactions are taking place (Outcome 4.7.6)

Assumed Knowledge

Objective: A student will gain knowledge and understanding of interactions OUTCOMES Stage 4 CONTENT Stage 4 Interactions A Student: Students will learn about: 4.11 identifies resources used by humans

and where they are found, and describes ways in which they are exploited.

4.11.1 natural resources to: a) distinguish between natural and

made resources b) give examples of resources from

living things and resources extracted from the air, earth and oceans

c) identify fossil fuels and describe some of their uses.

Objective: Students will gain knowledge and understanding of models, theories and laws and structures and systems. Structures and Systems Students will learn about 4.7.6 compounds and reactions to:

b) identify when a chemical reaction

is taking place by observing changes in temperature, the appearance of a new substance or the disappearance of an original substance

Outcomes to be developed by the Unit

OUTCOMES Stage 5 CONTENT Stage 5 Interactions A student: Students will learn about

5.11.1 energy resources to: a) discuss the importance of energy as a

resource and identify renewable and non-renewable sources of energy

b) identify properties that make some natural resources economically important and describe their uses

5.11 analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining Earth’s resources.

5.11.2 waste from resource use to: a) relate pollution to contamination by

unwanted substances b) identify excessive use of fossil fuels as

a contributing factor to a greenhouse effect.

5.12 describes scientific principles underlying some common technologies.

5.12 technology to: d) discuss, using examples, how

developments in electronics have changed technology, and identify some applications

g) describe ways in which technology has increased the variety of materials.

Optional Discuss economic and environmental impacts of mining and exploration

5.7.3 compounds and reactions to: c) construct word equations from

observations and written descriptions of a range of chemical reactions

d) identify a range of common compounds using their common names and chemical formulae

b) Literacy Links Science has a significant amount of content, knowledge and understanding that is subject specific but also inclusive in the broader framework of literacy, numeracy and technology. This unit will involve students performing a number of tasks which draw on several literacy skills. These include :- • use of technical terms relating to steelmaking • design of flow charts to provide information about processes. • explain, compare and discuss aspects of the industry • draw graphs, construct/interpret tables and diagrams • use of computer technology to access information

In this unit, students are expected to listen, talk, read and write as part of their learning.

c) Environmental Education

As a result of studying this unit of work students will meet the following objectives from the Environmental Education Policy. Students will develop knowledge and understanding about:- • The impact of people on environments • The principles of ecologically sustainable development

Students will develop skills in:- • Identifying and assessing environmental problems

d) Aboriginal Education Policy

As a result of studying this unit of work students will address the following principles and goals from the Aboriginal Education Policy. • All students are entitled to learn about Aboriginal Australia,

understanding that Aboriginal communities are the custodians of knowledge about their own cultures and history.

• All Department of School Education staff and students will have knowledge and understanding of and respect for Aboriginal Australia.

SCIENCE Stages 4/5

AUSTRALIA’S RESOURCES: IRON, STEEL AND THE ENVIRONMNET Outcomes/Indicators Teaching /Learning Sequence Resources

Identify resources used by humans Distinguish between natural and made resources Identify properties and uses that make some natural resources economically important

1. Identify resources humans use from air

(atmosphere), earth (lithosphere) and water (hydrosphere) • brainstorming • compare traditional Aboriginal use and

present day Australia use of natural resources

2. Classify these resources into natural and

made • grouping • tabulation

3. Distinguish between mineral ores and

metals, metals and alloys Compare the properties of metals and

alloys 4. Research the properties of a metal and an

alloy and state their uses. 5. Finding the Ore.

www.minerals.nsw.gov.au/ minfacts/84.htm Australian Geographic Oct-Dec 2000 – “Ochre tracks” Worksheet 1 – Aboriginal Use of Raw Materials Earth and Environmental Resource Folder Part1 Mineral Resources NSW Table 1 Samples of ores and metals, alloys www.mse.cornell.edu/courses/engrilll/metal/htm Library Internet Worksheet 2 – Thinking about metals Worksheet 3 – Creating New Products Adapted worksheets from kit: Resources – Working for the Right Balance by Primary Industries and Resources SA: Worksheets 4 – 7 (Worksheet 5 & 6 are optional)

Outcomes/Indicators Teaching /Learning Sequence Resources Identify when a chemical reaction is taking place. Construct word equations for chemical reactions

Analyse data collected by geologists to determine where valuable mineral deposits are located • magnetic survey • gravity survey • assays • grading deposits

Iron and Steel Making a) Raw Materials

List the raw materials needed for iron smelting and where these resources are obtained. Iron ore Coal Limestone Examine/Draw a diagram of a blast furnace indicating inputs, outputs and temperatures. Identify the word equation for the reduction of iron ore to iron metal. Distinguish between iron and steel. Compare the properties of cast iron and steel products.

Worksheet 8a – Raw Materials I 8b – Raw Materials II BHP booklet – The making of Iron and Steel, 1998 BHP Wallchart Iron and Steel Making. Practical Worksheet 9 Samples of cast iron & steel products.

Outcomes/Indicators Teaching /Learning Sequence Resources Describe scientific principles underlying some common technologies. Analyse methods of conserving, protecting and maintaining earth’s resources.

b) Basic Oxygen Steelmaking (BOS) Examine/Draw a diagram of BOS highlighting inputs of recycled steel, fluxing materials, molten iron and oxygen. Outline some of the dangers to workers involved in the iron & steel making process and identify appropriate safety measures.

c) Steel Products

Using diagrams, distinguish between continuous casting, plate mill, hot strip mill and cold strip mill, tin plating.

Describe ways in which technology has increased the variety of materials available.

d) By Products of Steel Industry Recycling

Complete a table showing by-product where, it is derived from, what it is used for and how it is treated

http://aiw.org.au/Kids Zone.htm About steel/worksheet 10

• Jigsaw exercise or • Individual research using

AIW website

Excursion booklet

Outcomes/Indicators Teaching /Learning Sequence Resources Analyse impact of human resource use on the biosphere and ways of protecting it

Excursion 1. Meet at Visitors Centre Distribution of maps of BHP site 2. View Videos of Steelmaking and safety

video.

3. Tour of Industry World mapping the route taken. On the map students will indicate, in order, the sequence from raw materials to finished product.

Focus on environmental pollutants evident at various stages and measures in place to minimize this pollution. Discuss how developments in electronics have changed technology in steel making and production of various products. Post Excursion Review environmental concerns of steelmaking as observed from tour. State the difference between renewable and non-renewable resources. Discuss the efficient use of energy in the iron and steel making industry.

Excursion booklet At Work with Our Environment Kit BHP Steel, 1996 Worksheet 11 – Energy Worksheet 12 – Energy Sources

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Words and Terms resources raw materials limestone iron ore mineral smelting lode magnetometer ochre haematite magnetite alloy emissions assay ppm anomaly survey coke renewable by-product sinter methane greenhouse gas blast furnace slab-caster B.O.S. middlings fines slag flue gas pickle liquor energy environment pollution