Mining mineral resources to reduce greed
Publish: 2021-04-16 21:38:05
1. The proction cycle of mineral resources is generally more than 50 million to 100 million years, and the continuous excavation of human beings will certainly become less!
2. Shortage: rapid economic development, large consumption, less per capita resources, in addition, excessive development, and unplanned development
measures: the development and utilization of resources in China is not reasonable and scientific, with serious waste and loss. Rational development and utilization of resources, adhere to both development and conservation, and put conservation in the first place
consequence: as mineral resources are exhausted, the use of non renewable resources must be controlled; 2、 Waste, over exploitation, most of them are in the form of extensive, so the efficiency of utilization is generally not very high; 3、 Pollution, mineral mining will generally bring pollutants from the ground to the surface, such as sulfur, which has an impact on the atmosphere, water and land;
measures: the development and utilization of resources in China is not reasonable and scientific, with serious waste and loss. Rational development and utilization of resources, adhere to both development and conservation, and put conservation in the first place
consequence: as mineral resources are exhausted, the use of non renewable resources must be controlled; 2、 Waste, over exploitation, most of them are in the form of extensive, so the efficiency of utilization is generally not very high; 3、 Pollution, mineral mining will generally bring pollutants from the ground to the surface, such as sulfur, which has an impact on the atmosphere, water and land;
3. With the depletion of mineral resources, many self-supporting instries will be transformed into import-oriented instries. The rising prices of raw materials will lead to the rise of domestic prices, which will have a great impact on the market. Secondly, the rection of mineral resources will make many instries unable to proce normally or even close down, which will bring a lot of inconvenience to our lives. Generally speaking, once raw materials need to be imported, it means that China's development will be subject to many restrictions.
4. Iron ore: there are 1834 proven iron ore areas in China. Large and super large iron ore areas mainly include: Liaoning Anshan Benxi iron ore area, Eastern Hebei Beijing iron ore area, Hebei Handan Xingtai Iron ore area, Shanxi Lingqiu Pingxingguan iron ore area, Shanxi Wutai Lanxian iron ore area, Inner Mongolia Baotou Baiyunebo iron rust rare earth ore area, Shandong Luzhong iron ore area, Ningwu Luzong iron ore area, Anhui Huoqiu iron ore area, Hubei Edong iron ore area Jiangxi Xinyu Ji'an iron ore area, Fujian Minnan iron ore area, Hainan Shilu iron ore area, Sichuan Panhua Xichang vanadium titanium magnetite area, Yunnan Dianzhong iron ore area, Yunnan Damenglong iron ore area, Shaanxi Lueyang yudongzi iron ore area, Gansu Hongshan iron ore area, Gansu Jingtieshan Iron ore area, Xinjiang Hami Tianhu iron ore area, etc. Manganese ore: there are 213 proven manganese ore areas in China, mainly including Wafangzi manganese mine in Liaoning Province; Liancheng Manganese Mine, Fujian Province; Hunan Xiangtan, Minle, Manaoshan, xiangtaoyuan and other manganese mines; There are xiaodai, Xinchun and other manganese deposits in Guangdong; Guangxi Bayi, Xialei, Lipu and other manganese mines; Gaoyan and jiaodingshan manganese mines, Sichuan Province; Zunyi Manganese Mine, Guizhou Province. Chromite: there are 56 procing areas, mainly in sartohai of Xinjiang, Luobusa of Tibet, HEGENSHAN of Inner Mongolia, daaoerji of Gansu, etc. Copper mine: 910 proven mining areas, mainly Duobaoshan, Heilongjiang Province; Wunugetu mountain and Huogeqi in Inner Mongolia Autonomous Region; Hongtoushan, Liaoning Province; Tongling copper concentration area, Anhui Province; Dexing, Chengmenshan, Wushan and Pingyuan in Jiangxi Province; Daye Yangxin copper concentration area, Hubei Province; Shi Lu, Guangdong Province; Zhongtiaoshan area, Shanxi Province; Dongchuan, Yimen and Dahongshan, Yunnan Province; Yulong, marathon and oxiasongo in Tibet Autonomous Region; Ashele copper mine in Xinjiang Uygur Autonomous Region. Bauxite: there are 310 procing areas, mainly including Ke'er, Shigong, Xiangwang, xihedi, Taihu stone, guopianliang leijiasu and Kuancaoping in Shanxi Province; Caoyao, mahanggou, Jiagou, Shisi, zhulingou, Jiagou and Zhijian in Henan Province; Zibo, Shandong Province; Pingguonadou in Guangxi Zhuang Autonomous Region; Zunyi (Tuanxi), LindaI, xiaoshanba and other bauxite mining areas in Guizhou Province. Lead zinc mine: there are more than 700 procing areas, mainly in Xilin, Heilongjiang Province; Hongtoushan and Qingchengzi in Liaoning Province; Caijiayingzi in Hebei Province; BAIYINNUO, DONGSHENGMIAO, Jiashengpan and Tanyaokou in Inner Mongolia Autonomous Region; Xicheng (Changba) in Gansu Province; Qiandongshan, Shaanxi Province; Xitieshan in Qinghai Province; Shuikoushan and Huangshaping in Hunan Province; Fankou in Guangdong Province; Five departments of Zhejiang Province; LENGSHUIKENG in Jiangxi Province; Qixia mountain in Jiangsu Province; Dachang in Guangxi Zhuang Autonomous Region; Lanping, Huize and Dulong in Yunnan Province; Daliangzi and GACUN lead zinc deposits in Sichuan Province. Nickel mine: there are nearly 100 procing areas. They are mainly Hongqiling and Chisong in Jilin Province; Jinchuan, Gansu Province; Kalatongke and Huangshan in Xinjiang Uygur Autonomous Region; Lengshuijing and Yangping in Sichuan Province; Baimazhai and Mojiang nickel mines in Yunnan Province. Molybdenum mine: there are 222 procing areas, mainly Daheishan, Jilin Province; Yangjiazhangzi, Lanjiagou, Liaoning Province; JINDUICHENG, Shaanxi Province; Luanchuan molybdenum deposit in Henan Province. Tungsten deposits: 252 proven procing areas, mainly Xihuashan, Piaotang, Dajishan, Pangushan, Huameiao, Hukeng, Xiatongling and Kuimeishan in Jiangxi Province; Xingluokeng, Fujian Province; Shizhuyuan, XinTianLing, Yaogangxian, Hunan Province; Sawbankeng, Lianhuashan, Guangdong Province; Daming Mountain and coral in Guangxi Zhuang Autonomous Region; Ta'ergou tungsten deposit in Gansu Province. Tin deposits: 293 proven procing areas, mainly Dachang, Shanhu and shuiyanba in Guangxi Zhuang Autonomous Region; Dongchuan, Yunnan Province; Xianghualing, Hongqiling and Yejiwei tin mines in Hunan Province. Mercury and antimony deposits: 103 mercury procing areas and 111 antimony procing areas have been identified. They are Wanshan, Wuchuan, Danzhai and Tongren in Guizhou; Xinhuang and other mercury mines in Hunan Province, Xikuangshan and Banxi in Hunan Province; Dachang, Guangxi Zhuang Autonomous Region; 2; Yawan antimony deposit in Gansu Province. Xunyang mercury antimony deposit, Shaanxi Province. Gold deposits: 1265 proven mining areas, mainly wulaga, daanhe, Laozuoshan and huma in Heilongjiang Province; Jiapigou, Hunchun, Jilin Province; Wulong, Liaoning Province; Zhangjiakou, Qianxi, Hebei Province; Linglong, Jiaojia, Xincheng, sanjia and Yingezhuang in Shandong Province; Wenyu, Tonggou, Jinqu, Qinling and Shanggong in Henan Province; Hetai, Guangdong Province; Xiangxi, Hunan Province; Mojiang, Yunnan Province; Dongbeizhai, Sichuan Province; Banma, Qinghai Province; Axi, Hami and other gold deposits in Xinjiang Uygur Autonomous Region. There are 569 proven procing areas of silver deposits, mainly Yindongzi in Shaanxi Province; Baoshan, Henan Province; Yindonggou and Baiguoyuan in Hubei Province; Arsenic village, Sichuan Province; Guixi, Jiangxi Province; Shanmen, Jilin Province; PANGXIDONG and other silver mines in Guangdong Province. Rare earth, rare metals: mainly distributed in Inner Mongolia Autonomous Region (Bayan Obo, 801), Shandong Province (Weishan), Jiangxi Province (Gannan, Yichun), Guangdong Province (northern Guangdong), Xinjiang Uygur Autonomous Region (Fuyun), etc. teaching resources analysis Instrial Revolution promotes the development of human society, people's living standards continue to improve. However, with the continuous exploitation and development of human beings, some mineral resources are facing exhaustion. Based on the understanding of the properties and uses of rocks and minerals, this course aims to understand the relationship between rocks, minerals and us from the perspective of resource depletion, so that students can realize that science has brought some negative effects on human beings while it is developing continuously, and realize the double-edged sword role of science and technology. The textbook is divided into two parts: the first part introces the mining activities of rocks and minerals, which lead to the depletion of mineral resources. First of all, show a group of pictures to let students realize that mineral resources are constantly mining, and show the real ruins left after mining, which makes people feel sad. Then, the textbook provides the depletion schele of some mineral resources (200 years of coal, 40-50 years of oil, 40-30 years of iron ore, 20-30 years of silver, zinc, mercury, lead and sulfur in the middle of the 21st century), which enables students to realize that mineral resources are constantly decreasing, and they are non renewable resources. Today, if we use more and exploit more, we will rece them, and our children will use less If we don't use it sparingly, what kind of world will our children and grandchildren live in. The second part introces the human efforts to protect rock and mineral resources: slowing down the process of mining and developing new energy. The textbook introces the situation of human using wind energy, solar energy and water energy, so that students can realize that wind energy, solar energy and water energy are inexhaustible, inexhaustible energy, safe and pollution-free, and they are the cheapest energy. Finally, from the perspective of students, we put forward: as students, what can we do for the protection of mineral resources? Arouse students' deep thinking and extend the classroom to extracurricular. Teaching objective: process and method: be able to investigate and understand the relationship between rocks and minerals and us. Be able to access and collect information about new energy sources. Scientific knowledge: know the positive and negative effects of human mining activities on resources and natural landscape. Understand the importance of protecting rocks and minerals. Emotional attitude and values: we realize that human development has destroyed the environment and consumed resources at the same time. We should make rational use of mineral resources and develop new energy. Teaching preparation: Teacher: pictures of rock and mineral exploitation, timetable of partial resource depletion, pictures of wind energy, bioenergy, tidal power generation, solar energy, geothermal and other new energy. S: collect pictures about new energy sources. Teaching process design: 1. Talk about the use of rocks and minerals in connection with the reality of life. 1. Narration: some time ago, we have learned the characteristics of rocks and the properties of minerals. When people master their characteristics, they will use them in life. Please contact life and think about the role of rocks and minerals? 2. Students talk about the role of rocks and minerals in daily life Comment: constructivism holds that students are not a blank sheet of paper before entering school, but bring their own life experience and direct views on some problems. In science class, it is necessary to fully mobilize students' known experience, and integrate the teaching content in science class with students' known experience, so as to truly form students' own things. Students will come into contact with a lot of knowledge about the use of rocks and minerals in their life. They will bring some phenomena in their life to science class, which is called "coming from life", or "coming from life". Then they will explain these phenomena through a series of discussions and experiments, and apply what they have learned to life to improve people's quality of life, which is called "going to life", It's also called "higher than life". Science class is "coming from life and going back to life." 2、 This paper introces the mining of rocks and minerals, which leads students to realize that some mineral resources are facing depletion. Question: since rocks and minerals have so many uses, how are they mined? Lead the students to talk about the mining methods of minerals from the mining of coal, oil, iron ore, etc. the teacher shows some pictures on camera, and then adds some mining methods of minerals, such as gold panning Note: this part is not the focus of teaching, only requires students to understand it.) 2. Thinking: after mining, what will the areas or surface look like Students may elaborate from the destruction of natural environment and the shortage of mineral resources. The teacher shows the ruins after mining and guides the students to think deeply: why does this happen? What do you think when you see this Students may think: This is e to over exploitation. This has brought great damage to the natural environment 3. Show some time table of mineral resource depletion to guide students to think further: what do you see from this table? What do you think? What do you want to say or some good suggestions The third level of thinking) causes students to appeal from the heart: we should make rational use of mineral resources, not over exploitation Comment: three levels of thinking, from the outside to the inside, from the phenomenon to the essence, graally deepen. From the pictures of mining to ruins, to a group of grim data, the students' hearts are shocked. This kind of shock touches the soul, not moans without illness.) 3、 How can we solve the contradiction between human needs and the shortage of mineral resources? 2. Group discussion, report and exchange 1) Reasonable use, slow down the speed of mining (2) continue to develop new energy. 3. Students report the information of new energy collected before class in an appropriate way Comment: science curriculum standard requires students to choose the way they are good at (language, text, chart, model, etc.) to express the research process and results. At the same time, the specific objectives of the outline of basic ecation curriculum reform (for Trial Implementation) clearly require the cultivation of students' ability to collect and process information.) 4. Teachers introce some new energy. 5. Discussion: the advantages of these new energy sources. Inexhaustible, inexhaustible, safe and pollution-free... Let students fully realize the importance of science and technology in improving human life
5. In order to punish the criminal activities of illegal mining and destructive mining in accordance with the relevant provisions of the criminal law, the interpretation of several issues on the specific application of law in the trial of criminal cases of illegal mining and destructive mining is as follows:
Article 1 illegal mining in violation of the provisions of the mineral resources law, Under any of the following circumstances, those who refuse to stop mining after being ordered to stop mining, thus causing damage to mineral resources, shall be convicted and punished with the crime of illegal mining in accordance with the provisions of the first paragraph of article 343 of the criminal law:
(1) mining without obtaining a mining license< (2) mining in the state planned mining areas, mining areas of great value to the national economy and other mining areas without authorization< (3) unauthorized mining of specific minerals that are subject to protective mining as stipulated by the state< (1) mining mineral resources without a mining license; and< (2) continuing to exploit mineral resources after the mining license has been cancelled or revoked< (3) mining mineral resources beyond the mining area specified in the mining license< (4) mining mineral resources not in accordance with the minerals specified in the mining license (except symbiotic and associated minerals); and< (5) other situations of mining mineral resources without mining license< Article 3 if the value of damage to mineral resources caused by illegal mining is more than 50000 yuan, it belongs to "damage to mineral resources" as stipulated in the first paragraph of article 343 of the criminal law; If the amount is more than 300000 yuan, it belongs to "causing serious damage to mineral resources" as stipulated in the first paragraph of article 343 of the criminal law< According to the second paragraph of article 343 of the criminal law of the people's Republic of China, "mining mineral resources with destructive mining methods" refers to the behavior of the actor who mines mineral resources in violation of the plan for the development and utilization of mineral resources examined and approved by the Department in charge of Geology and mineral resources and causes serious damage to mineral resources< Article 5 if the value of mineral resources damaged by destructive mining is more than 300000 yuan, it belongs to "causing serious damage to mineral resources" as stipulated in the second paragraph of article 343 of the criminal law< Article 6 destructive mining methods and the amount of damage or serious damage to mineral resources shall be determined by the appraisal conclusion issued by the Department in charge of Geology and mineral resources at or above the provincial level after verification
Article 7 If multiple illegal mining or destructive mining constitutes a crime and should be prosecuted according to law, or if multiple illegal mining or destructive mining has not been dealt with within one year, the cumulative amount of damage to mineral resources shall be calculated
Article 8 the standards of conviction and sentencing for units committing crimes of illegal mining and destructive mining shall be implemented in accordance with the relevant provisions of this interpretation
Article 9 the higher people's courts of all provinces, autonomous regions and municipalities directly under the central government may, according to the actual situation of their own regions, determine the starting amount standard for the implementation of Articles 3 and 5 of this interpretation within the range of 50000 yuan to 100000 yuan and 300000 yuan to 500000 yuan, and report to the Supreme People's court for the record.
Article 1 illegal mining in violation of the provisions of the mineral resources law, Under any of the following circumstances, those who refuse to stop mining after being ordered to stop mining, thus causing damage to mineral resources, shall be convicted and punished with the crime of illegal mining in accordance with the provisions of the first paragraph of article 343 of the criminal law:
(1) mining without obtaining a mining license< (2) mining in the state planned mining areas, mining areas of great value to the national economy and other mining areas without authorization< (3) unauthorized mining of specific minerals that are subject to protective mining as stipulated by the state< (1) mining mineral resources without a mining license; and< (2) continuing to exploit mineral resources after the mining license has been cancelled or revoked< (3) mining mineral resources beyond the mining area specified in the mining license< (4) mining mineral resources not in accordance with the minerals specified in the mining license (except symbiotic and associated minerals); and< (5) other situations of mining mineral resources without mining license< Article 3 if the value of damage to mineral resources caused by illegal mining is more than 50000 yuan, it belongs to "damage to mineral resources" as stipulated in the first paragraph of article 343 of the criminal law; If the amount is more than 300000 yuan, it belongs to "causing serious damage to mineral resources" as stipulated in the first paragraph of article 343 of the criminal law< According to the second paragraph of article 343 of the criminal law of the people's Republic of China, "mining mineral resources with destructive mining methods" refers to the behavior of the actor who mines mineral resources in violation of the plan for the development and utilization of mineral resources examined and approved by the Department in charge of Geology and mineral resources and causes serious damage to mineral resources< Article 5 if the value of mineral resources damaged by destructive mining is more than 300000 yuan, it belongs to "causing serious damage to mineral resources" as stipulated in the second paragraph of article 343 of the criminal law< Article 6 destructive mining methods and the amount of damage or serious damage to mineral resources shall be determined by the appraisal conclusion issued by the Department in charge of Geology and mineral resources at or above the provincial level after verification
Article 7 If multiple illegal mining or destructive mining constitutes a crime and should be prosecuted according to law, or if multiple illegal mining or destructive mining has not been dealt with within one year, the cumulative amount of damage to mineral resources shall be calculated
Article 8 the standards of conviction and sentencing for units committing crimes of illegal mining and destructive mining shall be implemented in accordance with the relevant provisions of this interpretation
Article 9 the higher people's courts of all provinces, autonomous regions and municipalities directly under the central government may, according to the actual situation of their own regions, determine the starting amount standard for the implementation of Articles 3 and 5 of this interpretation within the range of 50000 yuan to 100000 yuan and 300000 yuan to 500000 yuan, and report to the Supreme People's court for the record.
6. 1. Improve the recovery rate
2, comprehensive utilization
3, the national macro-control, provide the cost of mineral resources utilization
2, comprehensive utilization
3, the national macro-control, provide the cost of mineral resources utilization
7. There are also many alternative energy sources, although they are not mature enough to completely replace oil, natural gas and coal
for example, wind energy, solar energy, geothermal energy, tidal power generation, combustible ice, hydro power generation, nuclear energy (nuclear fission, nuclear fusion) and so on
the most promising is nuclear fusion, which is also the energy source of solar luminescence and heating, but it is still in the experimental stage
for example, wind energy, solar energy, geothermal energy, tidal power generation, combustible ice, hydro power generation, nuclear energy (nuclear fission, nuclear fusion) and so on
the most promising is nuclear fusion, which is also the energy source of solar luminescence and heating, but it is still in the experimental stage
8. Excessive exploitation and waste are serious, some mineral reserves are small, rare and unproved minerals
the consequence is that the sustainable development cannot be realized, the follow-up construction is unbalanced, and the resources are completely exhausted
measures are taken to rationally develop and utilize the protective development and improve the technology of smelting slag
the consequence is that the sustainable development cannot be realized, the follow-up construction is unbalanced, and the resources are completely exhausted
measures are taken to rationally develop and utilize the protective development and improve the technology of smelting slag
9. Iron ore: there are 1834 proven iron ore areas in China. Large and super large iron ore areas mainly include: Liaoning Anshan Benxi iron ore area, Eastern Hebei Beijing iron ore area, Hebei Handan Xingtai Iron ore area, Shanxi Lingqiu Pingxingguan iron ore area, Shanxi Wutai Lanxian iron ore area, Inner Mongolia Baotou Baiyunebo iron rust rare earth ore area, Shandong Luzhong iron ore area, Ningwu Luzong iron ore area, Anhui Huoqiu iron ore area, Hubei Edong iron ore area Jiangxi Xinyu Ji'an iron ore area, Fujian Minnan iron ore area, Hainan Shilu iron ore area, Sichuan Panhua Xichang vanadium titanium magnetite area, Yunnan Dianzhong iron ore area, Yunnan Damenglong iron ore area, Shaanxi Lueyang yudongzi iron ore area, Gansu Hongshan iron ore area, Gansu Jingtieshan Iron ore area, Xinjiang Hami Tianhu iron ore area, etc
manganese ore: there are 213 proven manganese ore areas in China, mainly including Wafangzi manganese mine in Liaoning Province; Liancheng Manganese Mine, Fujian Province; Hunan Xiangtan, Minle, Manaoshan, xiangtaoyuan and other manganese mines; There are xiaodai, Xinchun and other manganese deposits in Guangdong; Guangxi Bayi, Xialei, Lipu and other manganese mines; Gaoyan and jiaodingshan manganese mines, Sichuan Province; Zunyi Manganese Mine, Guizhou Province<
chromite: there are 56 procing areas, mainly in sartohai, Xinjiang, Luobusa, Tibet, HEGENSHAN, Inner Mongolia, daaoerji, Gansu, etc<
copper mine: 910 proven mining areas, mainly Duobaoshan, Heilongjiang Province; Wunugetu mountain and Huogeqi in Inner Mongolia Autonomous Region; Hongtoushan, Liaoning Province; Tongling copper concentration area, Anhui Province; Dexing, Chengmenshan, Wushan and Pingyuan in Jiangxi Province; Daye Yangxin copper concentration area, Hubei Province; Shi Lu, Guangdong Province; Zhongtiaoshan area, Shanxi Province; Dongchuan, Yimen and Dahongshan, Yunnan Province; Yulong, marathon and oxiasongo in Tibet Autonomous Region; Ashele copper mine in Xinjiang Uygur Autonomous Region<
bauxite: there are 310 procing areas, mainly including Ke'er, Shigong, Xiangwang, xihedi, taihushi, guopianliang leijiasu and Kuancaoping in Shanxi Province; Caoyao, mahanggou, Jiagou, Shisi, zhulingou, Jiagou and Zhijian in Henan Province; Zibo, Shandong Province; Pingguonadou in Guangxi Zhuang Autonomous Region; Zunyi (Tuanxi), LindaI, xiaoshanba and other bauxite mining areas in Guizhou Province
lead zinc deposits: there are more than 700 procing areas, mainly in Xilin, Heilongjiang Province; Hongtoushan and Qingchengzi in Liaoning Province; Caijiayingzi in Hebei Province; BAIYINNUO, DONGSHENGMIAO, Jiashengpan and Tanyaokou in Inner Mongolia Autonomous Region; Xicheng (Changba) in Gansu Province; Qiandongshan, Shaanxi Province; Xitieshan in Qinghai Province; Shuikoushan and Huangshaping in Hunan Province; Fankou in Guangdong Province; Five departments of Zhejiang Province; LENGSHUIKENG in Jiangxi Province; Qixia mountain in Jiangsu Province; Dachang in Guangxi Zhuang Autonomous Region; Lanping, Huize and Dulong in Yunnan Province; Daliangzi and GACUN lead zinc deposits in Sichuan Province
nickel ore: there are nearly 100 procing areas. They are mainly Hongqiling and Chisong in Jilin Province; Jinchuan, Gansu Province; Kalatongke and Huangshan in Xinjiang Uygur Autonomous Region; Lengshuijing and Yangping in Sichuan Province; Baimazhai and Mojiang nickel mines in Yunnan Province
molybdenum ore: there are 222 procing areas, mainly Daheishan, Jilin Province; Yangjiazhangzi, Lanjiagou, Liaoning Province; JINDUICHENG, Shaanxi Province; Luanchuan molybdenum deposit in Henan Province<
tungsten deposits: there are 252 proven procing areas, mainly Xihuashan, Piaotang, Dajishan, Pangushan, Huameiao, Hukeng, Xiatongling and Kuimeishan in Jiangxi Province; Xingluokeng, Fujian Province; Shizhuyuan, XinTianLing, Yaogangxian, Hunan Province; Sawbankeng, Lianhuashan, Guangdong Province; Daming Mountain and coral in Guangxi Zhuang Autonomous Region; Ta'ergou tungsten deposit in Gansu Province
tin deposits: 293 proven procing areas, mainly Dachang, Shanhu and shuiyanba in Guangxi Zhuang Autonomous Region; Dongchuan, Yunnan Province; Xianghualing, Hongqiling and Yejiwei tin mines in Hunan Province
mercury and antimony deposits: 103 mercury procing areas and 111 antimony procing areas have been proved. They are Wanshan, Wuchuan, Danzhai and Tongren in Guizhou; Xinhuang and other mercury mines in Hunan Province, Xikuangshan and Banxi in Hunan Province; Dachang, Guangxi Zhuang Autonomous Region; 2; Yawan antimony deposit in Gansu Province. Xunyang mercury antimony deposit, Shaanxi Province<
Gold Deposits: 1265 proven mining areas, mainly wulaga, daanhe, Laozuoshan and huma in Heilongjiang Province; Jiapigou, Hunchun, Jilin Province; Wulong, Liaoning Province; Zhangjiakou, Qianxi, Hebei Province; Linglong, Jiaojia, Xincheng, sanjia and Yingezhuang in Shandong Province; Wenyu, Tonggou, Jinqu, Qinling and Shanggong in Henan Province; Hetai, Guangdong Province; Xiangxi, Hunan Province; Mojiang, Yunnan Province; Dongbeizhai, Sichuan Province; Banma, Qinghai Province; Axi, Hami and other gold deposits in Xinjiang Uygur Autonomous Region
there are 569 proven silver deposits, mainly in Yindongzi, Shaanxi Province; Baoshan, Henan Province; Yindonggou and Baiguoyuan in Hubei Province; Arsenic village, Sichuan Province; Guixi, Jiangxi Province; Shanmen, Jilin Province; PANGXIDONG and other silver mines in Guangdong Province<
rare earth, rare metals: mainly distributed in Inner Mongolia Autonomous Region (Bayan Obo, 801), Shandong Province (Weishan), Jiangxi Province (Gannan, Yichun), Guangdong Province (northern Guangdong), Xinjiang Uygur Autonomous Region (Fuyun) and other places
analysis of teaching resources
Instrial Revolution promotes the development of human society, and people's living standards continue to improve. However, with the continuous exploitation and development of human beings, some mineral resources are facing exhaustion. Based on the understanding of the properties and uses of rocks and minerals, this course aims to understand the relationship between rocks, minerals and us from the perspective of resource depletion, so that students can realize that science has brought some negative effects on human beings while it is developing continuously, and realize the double-edged sword role of science and technology. The textbook is divided into two parts:
the first part introces the mining activities of rocks and minerals, which lead to the depletion of mineral resources. First of all, show a group of pictures to let students realize that mineral resources are constantly mining, and show the real ruins left after mining, which makes people feel sad. Then, the textbook provides the depletion schele of some mineral resources (200 years of coal, 40-50 years of oil, 40-30 years of iron ore, 20-30 years of silver, zinc, mercury, lead and sulfur in the middle of the 21st century), which enables students to realize that mineral resources are constantly decreasing, and they are non renewable resources. Today, if we use more and exploit more, we will rece them, and our children will use less If we don't use it sparingly, what kind of world will our children and grandchildren live in
the second part introces human efforts to protect rock and mineral resources: slowing down the process of mining and developing new energy. The textbook introces the situation of human using wind energy, solar energy and water energy, so that students can realize that wind energy, solar energy and water energy are inexhaustible, inexhaustible energy, safe and pollution-free, and they are the cheapest energy. Finally, from the perspective of students, we put forward: as students, what can we do for the protection of mineral resources? Arouse students' deep thinking and extend the classroom to extracurricular< Teaching objective:
process and method:
be able to investigate and understand the relationship between rocks and minerals and us
be able to access and collect information about new energy sources
scientific knowledge:
know the positive and negative effects of human mining activities on resources and natural landscape
understand the importance of protecting rocks and minerals
emotional attitude and values:
we should realize that human development has destroyed the environment and consumed resources, so we should make rational use of mineral resources and develop new energy
teaching preparation:
teacher: pictures of rock and mineral exploitation, timetable of partial resource depletion, pictures of wind energy, bioenergy, tidal power generation, solar energy, geothermal and other new energy sources< Students: collect pictures about new energy sources<
teaching process design:
1. Talk about the use of rocks and minerals in connection with the reality of life
1. Narration: some time ago, we have learned the characteristics of rocks and the properties of minerals. When people master their characteristics, they will use them in life
please contact our daily life and think about the functions of rocks and minerals
2. Students talk about the role of rocks and minerals in daily life
(comment: constructivism holds that students are not a blank sheet of paper before entering school, but bring their own life experience and direct views on some problems. In science class, it is necessary to fully mobilize students' known experience, and integrate the teaching content in science class with students' known experience, so as to truly form students' own things. Students will come into contact with a lot of knowledge about the use of rocks and minerals in their life. They will bring some phenomena in their life to science class, which is called "coming from life", or "coming from life". Then they will explain these phenomena through a series of discussions and experiments, and apply what they have learned to life to improve people's quality of life, which is called "going to life", It's also called "higher than life". Science class is "coming from life and going back to life."< (2) introce the exploitation of rocks and minerals to arouse students' awareness that some mineral resources are facing depletion.
1. Question: since rocks and minerals have so many uses, how are they mined
guide the students to talk about the mining methods of minerals from the mining of coal, oil, iron ore, etc. the teacher will show some pictures by camera, and then add some mining methods of minerals, such as gold panning
(Note: this part is not the focus of teaching, it only requires students to understand.)
2. Thinking: after mining, what will the areas or surface look like The first level of thinking)
students may elaborate from the destruction of the natural environment and the shortage of mineral resources
the teacher shows the ruins after mining and guides the students to think deeply: why does this happen? What do you think when you see this Second level thinking)
students may think: This is e to people's over exploitation
this has brought great damage to the natural environment
...
3. Show some mineral resource depletion scheles
guide students to further think: what do you see from this table? What do you think? What do you want to say or some good suggestions The third level of thinking)
causes students to appeal from the heart: we should use mineral resources reasonably, not over exploitation
(comment: the three levels of thinking are graally deepened from the outside to the inside, from the phenomenon to the essence. From the pictures of mining to ruins, to a group of grim data, the students' hearts are shocked. This kind of shock touches the soul, not moans without illness.)< How can we solve the contradiction between human needs and the shortage of mineral resources
2. Group discussion, report and exchange
(1) rational use, slow down the speed of mining
(2) continuous development of new energy
3. Students report the information of new energy collected before class in an appropriate way
(comment: science curriculum standard requires students to choose the way they are good at (language, text, chart, model, etc.) to express their research
manganese ore: there are 213 proven manganese ore areas in China, mainly including Wafangzi manganese mine in Liaoning Province; Liancheng Manganese Mine, Fujian Province; Hunan Xiangtan, Minle, Manaoshan, xiangtaoyuan and other manganese mines; There are xiaodai, Xinchun and other manganese deposits in Guangdong; Guangxi Bayi, Xialei, Lipu and other manganese mines; Gaoyan and jiaodingshan manganese mines, Sichuan Province; Zunyi Manganese Mine, Guizhou Province<
chromite: there are 56 procing areas, mainly in sartohai, Xinjiang, Luobusa, Tibet, HEGENSHAN, Inner Mongolia, daaoerji, Gansu, etc<
copper mine: 910 proven mining areas, mainly Duobaoshan, Heilongjiang Province; Wunugetu mountain and Huogeqi in Inner Mongolia Autonomous Region; Hongtoushan, Liaoning Province; Tongling copper concentration area, Anhui Province; Dexing, Chengmenshan, Wushan and Pingyuan in Jiangxi Province; Daye Yangxin copper concentration area, Hubei Province; Shi Lu, Guangdong Province; Zhongtiaoshan area, Shanxi Province; Dongchuan, Yimen and Dahongshan, Yunnan Province; Yulong, marathon and oxiasongo in Tibet Autonomous Region; Ashele copper mine in Xinjiang Uygur Autonomous Region<
bauxite: there are 310 procing areas, mainly including Ke'er, Shigong, Xiangwang, xihedi, taihushi, guopianliang leijiasu and Kuancaoping in Shanxi Province; Caoyao, mahanggou, Jiagou, Shisi, zhulingou, Jiagou and Zhijian in Henan Province; Zibo, Shandong Province; Pingguonadou in Guangxi Zhuang Autonomous Region; Zunyi (Tuanxi), LindaI, xiaoshanba and other bauxite mining areas in Guizhou Province
lead zinc deposits: there are more than 700 procing areas, mainly in Xilin, Heilongjiang Province; Hongtoushan and Qingchengzi in Liaoning Province; Caijiayingzi in Hebei Province; BAIYINNUO, DONGSHENGMIAO, Jiashengpan and Tanyaokou in Inner Mongolia Autonomous Region; Xicheng (Changba) in Gansu Province; Qiandongshan, Shaanxi Province; Xitieshan in Qinghai Province; Shuikoushan and Huangshaping in Hunan Province; Fankou in Guangdong Province; Five departments of Zhejiang Province; LENGSHUIKENG in Jiangxi Province; Qixia mountain in Jiangsu Province; Dachang in Guangxi Zhuang Autonomous Region; Lanping, Huize and Dulong in Yunnan Province; Daliangzi and GACUN lead zinc deposits in Sichuan Province
nickel ore: there are nearly 100 procing areas. They are mainly Hongqiling and Chisong in Jilin Province; Jinchuan, Gansu Province; Kalatongke and Huangshan in Xinjiang Uygur Autonomous Region; Lengshuijing and Yangping in Sichuan Province; Baimazhai and Mojiang nickel mines in Yunnan Province
molybdenum ore: there are 222 procing areas, mainly Daheishan, Jilin Province; Yangjiazhangzi, Lanjiagou, Liaoning Province; JINDUICHENG, Shaanxi Province; Luanchuan molybdenum deposit in Henan Province<
tungsten deposits: there are 252 proven procing areas, mainly Xihuashan, Piaotang, Dajishan, Pangushan, Huameiao, Hukeng, Xiatongling and Kuimeishan in Jiangxi Province; Xingluokeng, Fujian Province; Shizhuyuan, XinTianLing, Yaogangxian, Hunan Province; Sawbankeng, Lianhuashan, Guangdong Province; Daming Mountain and coral in Guangxi Zhuang Autonomous Region; Ta'ergou tungsten deposit in Gansu Province
tin deposits: 293 proven procing areas, mainly Dachang, Shanhu and shuiyanba in Guangxi Zhuang Autonomous Region; Dongchuan, Yunnan Province; Xianghualing, Hongqiling and Yejiwei tin mines in Hunan Province
mercury and antimony deposits: 103 mercury procing areas and 111 antimony procing areas have been proved. They are Wanshan, Wuchuan, Danzhai and Tongren in Guizhou; Xinhuang and other mercury mines in Hunan Province, Xikuangshan and Banxi in Hunan Province; Dachang, Guangxi Zhuang Autonomous Region; 2; Yawan antimony deposit in Gansu Province. Xunyang mercury antimony deposit, Shaanxi Province<
Gold Deposits: 1265 proven mining areas, mainly wulaga, daanhe, Laozuoshan and huma in Heilongjiang Province; Jiapigou, Hunchun, Jilin Province; Wulong, Liaoning Province; Zhangjiakou, Qianxi, Hebei Province; Linglong, Jiaojia, Xincheng, sanjia and Yingezhuang in Shandong Province; Wenyu, Tonggou, Jinqu, Qinling and Shanggong in Henan Province; Hetai, Guangdong Province; Xiangxi, Hunan Province; Mojiang, Yunnan Province; Dongbeizhai, Sichuan Province; Banma, Qinghai Province; Axi, Hami and other gold deposits in Xinjiang Uygur Autonomous Region
there are 569 proven silver deposits, mainly in Yindongzi, Shaanxi Province; Baoshan, Henan Province; Yindonggou and Baiguoyuan in Hubei Province; Arsenic village, Sichuan Province; Guixi, Jiangxi Province; Shanmen, Jilin Province; PANGXIDONG and other silver mines in Guangdong Province<
rare earth, rare metals: mainly distributed in Inner Mongolia Autonomous Region (Bayan Obo, 801), Shandong Province (Weishan), Jiangxi Province (Gannan, Yichun), Guangdong Province (northern Guangdong), Xinjiang Uygur Autonomous Region (Fuyun) and other places
analysis of teaching resources
Instrial Revolution promotes the development of human society, and people's living standards continue to improve. However, with the continuous exploitation and development of human beings, some mineral resources are facing exhaustion. Based on the understanding of the properties and uses of rocks and minerals, this course aims to understand the relationship between rocks, minerals and us from the perspective of resource depletion, so that students can realize that science has brought some negative effects on human beings while it is developing continuously, and realize the double-edged sword role of science and technology. The textbook is divided into two parts:
the first part introces the mining activities of rocks and minerals, which lead to the depletion of mineral resources. First of all, show a group of pictures to let students realize that mineral resources are constantly mining, and show the real ruins left after mining, which makes people feel sad. Then, the textbook provides the depletion schele of some mineral resources (200 years of coal, 40-50 years of oil, 40-30 years of iron ore, 20-30 years of silver, zinc, mercury, lead and sulfur in the middle of the 21st century), which enables students to realize that mineral resources are constantly decreasing, and they are non renewable resources. Today, if we use more and exploit more, we will rece them, and our children will use less If we don't use it sparingly, what kind of world will our children and grandchildren live in
the second part introces human efforts to protect rock and mineral resources: slowing down the process of mining and developing new energy. The textbook introces the situation of human using wind energy, solar energy and water energy, so that students can realize that wind energy, solar energy and water energy are inexhaustible, inexhaustible energy, safe and pollution-free, and they are the cheapest energy. Finally, from the perspective of students, we put forward: as students, what can we do for the protection of mineral resources? Arouse students' deep thinking and extend the classroom to extracurricular< Teaching objective:
process and method:
be able to investigate and understand the relationship between rocks and minerals and us
be able to access and collect information about new energy sources
scientific knowledge:
know the positive and negative effects of human mining activities on resources and natural landscape
understand the importance of protecting rocks and minerals
emotional attitude and values:
we should realize that human development has destroyed the environment and consumed resources, so we should make rational use of mineral resources and develop new energy
teaching preparation:
teacher: pictures of rock and mineral exploitation, timetable of partial resource depletion, pictures of wind energy, bioenergy, tidal power generation, solar energy, geothermal and other new energy sources< Students: collect pictures about new energy sources<
teaching process design:
1. Talk about the use of rocks and minerals in connection with the reality of life
1. Narration: some time ago, we have learned the characteristics of rocks and the properties of minerals. When people master their characteristics, they will use them in life
please contact our daily life and think about the functions of rocks and minerals
2. Students talk about the role of rocks and minerals in daily life
(comment: constructivism holds that students are not a blank sheet of paper before entering school, but bring their own life experience and direct views on some problems. In science class, it is necessary to fully mobilize students' known experience, and integrate the teaching content in science class with students' known experience, so as to truly form students' own things. Students will come into contact with a lot of knowledge about the use of rocks and minerals in their life. They will bring some phenomena in their life to science class, which is called "coming from life", or "coming from life". Then they will explain these phenomena through a series of discussions and experiments, and apply what they have learned to life to improve people's quality of life, which is called "going to life", It's also called "higher than life". Science class is "coming from life and going back to life."< (2) introce the exploitation of rocks and minerals to arouse students' awareness that some mineral resources are facing depletion.
1. Question: since rocks and minerals have so many uses, how are they mined
guide the students to talk about the mining methods of minerals from the mining of coal, oil, iron ore, etc. the teacher will show some pictures by camera, and then add some mining methods of minerals, such as gold panning
(Note: this part is not the focus of teaching, it only requires students to understand.)
2. Thinking: after mining, what will the areas or surface look like The first level of thinking)
students may elaborate from the destruction of the natural environment and the shortage of mineral resources
the teacher shows the ruins after mining and guides the students to think deeply: why does this happen? What do you think when you see this Second level thinking)
students may think: This is e to people's over exploitation
this has brought great damage to the natural environment
...
3. Show some mineral resource depletion scheles
guide students to further think: what do you see from this table? What do you think? What do you want to say or some good suggestions The third level of thinking)
causes students to appeal from the heart: we should use mineral resources reasonably, not over exploitation
(comment: the three levels of thinking are graally deepened from the outside to the inside, from the phenomenon to the essence. From the pictures of mining to ruins, to a group of grim data, the students' hearts are shocked. This kind of shock touches the soul, not moans without illness.)< How can we solve the contradiction between human needs and the shortage of mineral resources
2. Group discussion, report and exchange
(1) rational use, slow down the speed of mining
(2) continuous development of new energy
3. Students report the information of new energy collected before class in an appropriate way
(comment: science curriculum standard requires students to choose the way they are good at (language, text, chart, model, etc.) to express their research
10. How to deal with the original stolen mine after tearing? How to deal with it now? Did you sell it? Simple. You were going to give it to the government last night. That's your problem. But you can't get anything.
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