Just ask Joe Foreman....

So, Joe, just what kind of math goes into making decisions in the mining industry anyway?

Well, kid, it's like this....

EXPLORING ISSUES

Think of mining and think of tunnels and pits. Of course, there’s more to it than that. For a simple overview of the basic steps in the mining process visit the link below.

www.coaleducation.org/lessons/primary/mining/mininil.htm

MINING FOR INFORMATION

The first thing on my list today requires some mathematical thinking. But, before you can help me, you need to know some terms. Find information at the website below to define “box cut,” “overburden,” and “spoil” as they relate to the mining industry.

www.epa.gov/region3/mtntop/pdf/VIII_glossary.pdf

Okay, now we can get down to business.

Thinking mathematically...

Set up the math problems and figure the results for each set of facts below. 1) A box cut has been made which is eight hundred seventy (870) feet long, eighty (80) feet deep, three hundred (300) feet across the top and two hundred fifty (250) feet across the bottom. How many cubic feet of spoil have been removed from this cut? 2) A triangular piece of overburden has been removed, having a length of one hundred eighty (180) feet and a width of seventy (70) feet to a depth of forty (40) feet. What is the total tonnage removed assuming one (1) ton equals twenty-two (22) cubic feet?

PROCESSING INFORMATION

Problem #1 figured results in the unit of cubic feet. In problem #2, your results were reported in tonnage. What is the significant difference between a measurement of tonnage and a measurement of cubic feet? How are the two measurements related in these problems?

FINDING AND CHECKING ANSWERS

Share the results of your mathematical thinking as directed by your teacher.

Moving on ...

Brainstorm a list of reasons that a mining company would need to figure the weight and volume of the overburden and spoil removed from tunnels, pits and box cuts.

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