The price of manufacturing is vital when acquiring nonrenewable and renewable uncooked resources. Engineers deal with both the science and economics behind buying pure assets. Engineers do value-profit analyses to make accountable selections about how to acquire the resources. They appear to maximise income while additionally contemplating how the setting- the close by air, land and water-could be impacted by mining by (hopefully) selecting the least destructive mining technique. For instance, floor mining and underground mining have very distinction prices and ways in which they impression the lithosphere.

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Before the Activity

- Make copies of the Cookie Mining Worksheet, which is a simple revenue and loss statement template.
- Write the Cookie Mining Reference Sheet info (additionally under) on the classroom board OR make copies as a handout.

Cookie Mining Reference Information

Startup costs: Before mining timing starts:

Land Cost

1 cookie = $1,200

Land area = squares on graph paper (partial squares = 1 full square)

Tools Cost (choose at the least 2)

1 paperclip = $500

1 spherical toothpick = $300

1 flat toothpick = $a hundred

After mining timing ends:

Revenue from Sale of Chocolate Ore

Chips that fall off of the graph paper = "lost"

Whole, clear chip = $500 each

"Dirty" chip = chips that have cookie remains on them = $200 each

Partial chip (have to be mixed to kind amount of ore in one chip) = $one hundred every

Labor Cost (Time)

Ongoing mining operation = $50 per minute

Land Reclamation Cost

Original land (cookie) = $30 per square

Additional land (circles) made throughout reclamation = $50 per square

With the scholars

1. Ask the category the pre-activity questions, as described within the Assessment section.
2. Present to the class the Introduction/Motivation content material to kick-off the exercise.
3. Give every pupil a chunk of graph paper and one chocolate chip cookie.

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1. With the category, go through the cookie mining reference information. Have students determine on their tools, realizing that tools are one cost of manufacturing that can determine into their remaining profits.
2. Before timing starts, have students trace their cookies on the graph paper and rely the squares inside.
3. Place the cookie again contained in the circle. Explain that from this level on the cookie may not be touched with their fingers. Direct students to start mining while noticing the clock in order to maintain track of how a lot time the complete class spends at cookie mining (labor price tracked by minutes).
4. Have college students dig out as many chocolate chips as they can utilizing solely their instruments.
5. After students have mined their cookies, they begin reclamation by utilizing only their tools.
6. Once as many of the remaining cookie pieces are placed again contained in the circle, have students draw further circles around the crumbs that aren't placed inside the primary cookie circle.
7. For more info on seamless steel tube (bitsdujour.com) visit our own web page. Tell the students: When all mining and reclamation is full and you are able to sell your chocolate ore, arrange them in such a approach that they may be easily counted, and elevate your hand. For every scholar, word the amount of minutes they spent cookie mining.
Profit-loss statement: Have students fill out the worksheet, which guides them by way of tabulating the costs of land (cookie), mining equipment, labor/time, mining operations, and land reclamation, as well as calculating the mining revenue and profit (net revenue).
Cost-benefit evaluation: Discuss with college students the differences in costs amongst their friends along with how their cookies are examples of different kinds of mining. For example surface mining by which college students destroy the cookie in the process vs. underground mining by which the cookie (land) remains largely intact.
8. Conclude via a category dialogue, asking college students the publish-exercise questions, as offered in the Assessment part.