MineralsMinerals

Content Standards Content Standards AddressedAddressed

22ndnd 3a3a Students knowStudents know how to compare the how to compare the physical properties of different kinds of physical properties of different kinds of rocks and know that rock is composed rocks and know that rock is composed of different combinations of minerals.of different combinations of minerals.

44thth 4b4b Students know Students know how to identify common how to identify common rock-forming minerals (including quartz, rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) calcite, feldspar, mica, and hornblende) and ore minerals by using a table of and ore minerals by using a table of diagnostic properties.diagnostic properties.

Definition of a mineral:Definition of a mineral:

Natural, inorganic solidNatural, inorganic solid

Possess an orderly internal structure Possess an orderly internal structure of atoms (a.k.a. crystal lattice)of atoms (a.k.a. crystal lattice)

Has a definite chemical compositionHas a definite chemical composition

Mineraloid – lacks an Mineraloid – lacks an orderly internal structureorderly internal structure

AmberAmber (Succinite - fossilized tree resin) (Succinite - fossilized tree resin) JetJet (Very Compact Coal) (Very Compact Coal) lechatelieritelechatelierite (Nearly Pure Silica Glass) (Nearly Pure Silica Glass) LimoniteLimonite (A Mixture of Oxides) (A Mixture of Oxides) MercuryMercury (A Liquid at Normal Temperatures) (A Liquid at Normal Temperatures) ObsidianObsidian (Volcanic Silica Glass) (Volcanic Silica Glass) OpalOpal (Hydrated Silica) (Hydrated Silica) PearlPearl (Organicly Produced Carbonate) (Organicly Produced Carbonate) TektitesTektites (Meteoritic Silica Glass) (Meteoritic Silica Glass)

Banded OpalBanded OpalImage source

AmberAmberImage source

Chalcedony, var. JasperChalcedony, var. JasperImage source

TektiteTektiteImage source

Polymorph – same chemical Polymorph – same chemical composition but form different composition but form different crystalline structurescrystalline structures

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ElementsElements

Basic building blocks of mineralsBasic building blocks of minerals

Over 100 are known (92 naturally Over 100 are known (92 naturally occurring)occurring)

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AtomsAtoms

Smallest particles of matterSmallest particles of matter

Retain all the characteristics of an Retain all the characteristics of an elementelement

Virtual Experiment on the Bohr AtomVirtual Experiment on the Bohr Atom

Chemical bondingChemical bonding

Formation of a compound by Formation of a compound by combining two or more elementscombining two or more elements

1.1. IonicIonic

2.2. CovalentCovalent

3.3. MetalicMetalic

Ionic bondingIonic bonding

Atoms gain or lose outermost (valence) Atoms gain or lose outermost (valence) electrons to form ionselectrons to form ions

Ionic compounds consist of an orderly Ionic compounds consist of an orderly arrangement of oppositely charged arrangement of oppositely charged ionsions

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Covalent bondingCovalent bonding

Atoms share electrons to achieve Atoms share electrons to achieve electrical neutrality (stronger than electrical neutrality (stronger than ionic bonds)ionic bonds)

Both ionic and covalent bonds can Both ionic and covalent bonds can occur in the same compoundoccur in the same compound

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Metallic bondingMetallic bonding

Valence electrons are free to Valence electrons are free to migrate among atomsmigrate among atoms

Weaker and less commonWeaker and less common

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Isotopes and radioactive Isotopes and radioactive decaydecay

Mass numberMass number = sum of neutrons + = sum of neutrons + protons in an atomprotons in an atom

IsotopeIsotope = atom that exhibits variation in = atom that exhibits variation in its mass numberits mass number

Unstable isotopes emit particles and Unstable isotopes emit particles and energy in a process known as energy in a process known as radioactive radioactive decaydecay

Composition and Structure Composition and Structure of Mineralsof Minerals

Atoms are chemically bonded in an Atoms are chemically bonded in an orderly arrayorderly array

Forms a crystal latticeForms a crystal lattice

Determines the all of the properties Determines the all of the properties of a mineralof a mineral

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CrystalCrystalSystemsSystems

Physical properties of Physical properties of minerals minerals

Crystal form - Crystal form - External expression External expression of the internal arraignment of atomsof the internal arraignment of atoms

Slow cooling – good form Rapid cooling – poor form

Physical properties of Physical properties of mineralsminerals

Crystals grow outward from a central “seed”. Crystal form is maintained until the edges meet

Physical properties of Physical properties of mineralsminerals

Luster - Luster - Appearance of a mineral in Appearance of a mineral in reflected lightreflected light

Two basic categoriesTwo basic categoriesMetallicMetallic

Nonmetallic - Nonmetallic - vitreous, silky, dull, or vitreous, silky, dull, or earthyearthy

Pyrite = Metallic Luster

Olivine = Nonmetallic, VitreousSerpentine = Nonmetallic, Silky

Physical properties of Physical properties of mineralsminerals

Color - Color - Highly variable within Highly variable within minerals due to slight chemical minerals due to slight chemical changes (Least reliable)changes (Least reliable)

Physical properties of Physical properties of minerals minerals

Streak - Streak - Color of Color of a mineral in its a mineral in its powdered formpowdered form

Helpful in Helpful in distinguishing distinguishing different forms of different forms of the same mineralthe same mineral

Physical properties of Physical properties of mineralsminerals

Hardness - Hardness - Resistance Resistance of a mineral to abrasion of a mineral to abrasion or scratchingor scratching

Mohs scale of Mohs scale of hardnesshardness

Physical properties of Physical properties of mineralsminerals

Cleavage -Cleavage -Tendency Tendency to break along planes to break along planes of weak bondingof weak bonding

Produces flat, shiny Produces flat, shiny surfacessurfaces

Described by Described by resulting shapesresulting shapes

Three examples of perfect cleavage – fluorite, halite, and calcite

Physical properties of Physical properties of mineralsminerals

One plane of cleavageOne plane of cleavage Two planes of cleavageTwo planes of cleavage

Three planes of cleavageThree planes of cleavage Four planes of cleavageFour planes of cleavage

Physical properties of Physical properties of mineralsminerals

Cleavage planes are repeated, like a series of steps.

In hand sample, the crystal face (cleavage plane) is a

single surface.

Sheet-like cleavage in Sheet-like cleavage in micasmicas

Physical properties of Physical properties of mineralsminerals

FractureFracture

Specific gravitySpecific gravity

Other propertiesOther properties TasteTaste SmellSmell ElasticityElasticity MalleabilityMalleability FeelFeel MagnetismMagnetism Double RefractionDouble Refraction Reaction to Reaction to

hydrochloric acidhydrochloric acid

Rock-forming MineralsRock-forming Minerals

Mineral groups: SilicatesMineral groups: Silicates

Most common mineral group Most common mineral group

silicon-oxygen tetrahedron = silicon-oxygen tetrahedron = silicate silicate (SiO(SiO44))-4-4 molecule molecule

CommoCommon n silicate silicate mineral mineral groupsgroups

Silicate Minerals – Single Silicate Minerals – Single TetrahedraTetrahedra

OlivineOlivine High temperature Fe-High temperature Fe-

Mg silicateMg silicate Individual tetrahedra Individual tetrahedra

linked together by iron linked together by iron and magnesium ionsand magnesium ions

Forms small, rounded Forms small, rounded crystals with no crystals with no cleavagecleavage

Silicate Minerals – Single Silicate Minerals – Single Chains of TetrahedraChains of Tetrahedra

Pyroxene groupPyroxene group Silicate tetrahedron + Silicate tetrahedron +

Fe + MgFe + Mg Two distinctive Two distinctive

cleavages at nearly cleavages at nearly 9090°°

AugiteAugite

Silicate Minerals – Double Silicate Minerals – Double Chains of TetrahedraChains of Tetrahedra

Amphibole groupAmphibole group Silicate tetrahedron + Silicate tetrahedron +

various ionsvarious ions Two perfect cleavages Two perfect cleavages

exhibiting angles of 124exhibiting angles of 124°° and 56and 56°°

HornblendeHornblende

Silicate Minerals – Sheets Silicate Minerals – Sheets of Tetrahedraof Tetrahedra

MicasMicas Two types of mica are Two types of mica are biotitebiotite (dark) (dark)

and and muscovitemuscovite (light) (light)

Silicate Minerals – 3-DSilicate Minerals – 3-D Network of TetrahedraNetwork of Tetrahedra

QuartzQuartz No cleavage!No cleavage!

Silicate Minerals – 3-D Silicate Minerals – 3-D Network of TetrahedraNetwork of Tetrahedra

FeldsparsFeldspars Most common mineralsMost common minerals 2 planes of cleavage at 2 planes of cleavage at

90°90° Includes: Includes:

OrthoclaseOrthoclase (potassium (potassium feldspar) feldspar)

PlagioclasePlagioclase (sodium (sodium and calcium feldspar) and calcium feldspar)

Quartz, Quartz, FeldspaFeldspar and r and Biotite Biotite = = GraniteGranite

Nonsilicate mineralsNonsilicate minerals

8% of Earth’s crust8% of Earth’s crust

Common in sedimentary rocks Common in sedimentary rocks

Many industrial applications Many industrial applications

Mineral resources Mineral resources

ReservesReserves are already identified are already identified depositsdeposits

OresOres are useful metallic minerals that are useful metallic minerals that can be mined at a profit can be mined at a profit

Economic factors may change and Economic factors may change and influence a resource influence a resource

Investigation & Investigation & ExperimentationExperimentation

KindergartenKindergarten

4.4. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing basis for understanding this concept and addressing the content in the other three strands, students should the content in the other three strands, students should develop their own questions and perform develop their own questions and perform investigations. Students will:investigations. Students will:

a.a. Observe common objects by using the five senses.Observe common objects by using the five senses.b.b. Describe the properties of common objects.Describe the properties of common objects.c.c. Describe the relative position of objects by using one Describe the relative position of objects by using one

reference (e.g., above or below). reference (e.g., above or below). d.d. Compare and sort common objects by one physical Compare and sort common objects by one physical

attribute (e.g., color, shape, texture, size, weight).attribute (e.g., color, shape, texture, size, weight).e.e. Communicate observations orally and through drawings. Communicate observations orally and through drawings.

First GradeFirst Grade4.4. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing the basis for understanding this concept and addressing the content in the other three strands, students should content in the other three strands, students should develop their own questions & perform investigations. develop their own questions & perform investigations. Students will:Students will: a.a. Draw pictures that portray some features of the thing Draw pictures that portray some features of the thing

being described.being described.b.b. Record observations & data with pictures, numbers, or Record observations & data with pictures, numbers, or

written statements.written statements.c.c. Record observations on a bar graph.Record observations on a bar graph.d.d. Describe the relative position of objects by using two Describe the relative position of objects by using two

references (e. g., above and next to, below and left of). references (e. g., above and next to, below and left of). e.e. Make new observations when discrepancies exist between Make new observations when discrepancies exist between

two descriptions of the same object or phenomenon. two descriptions of the same object or phenomenon.

Second GradeSecond Grade4.4. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing the basis for understanding this concept and addressing the content in the other three strands, students should content in the other three strands, students should develop their own questions and perform investigations. develop their own questions and perform investigations. Students will:Students will: a.a. Make predictions based on observed patterns and not Make predictions based on observed patterns and not

random guessing.random guessing.b.b. Measure length, weight, temperature, and liquid volume Measure length, weight, temperature, and liquid volume

with appropriate tools and express those measurements in with appropriate tools and express those measurements in standard metric system units.standard metric system units.

c.c. Compare and sort common objects according to two or Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture, size, more physical attributes (e. g., color, shape, texture, size, weight). weight).

d.d. Write or draw descriptions of a sequence of steps, events, Write or draw descriptions of a sequence of steps, events, and observations.and observations.

Second GradeSecond Grade4.4. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing basis for understanding this concept and addressing the content in the other three strands, students should the content in the other three strands, students should develop their own questions and perform develop their own questions and perform investigations. Students will:investigations. Students will: e.e. Construct bar graphs to record data, using appropriately Construct bar graphs to record data, using appropriately

labeled axes.labeled axes.f.f. Use magnifiers or microscopes to observe and draw Use magnifiers or microscopes to observe and draw

descriptions of small objects or small features of objects.descriptions of small objects or small features of objects.g.g. Follow oral instructions for a scientific investigation.Follow oral instructions for a scientific investigation.

Third GradeThird Grade5.5. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing the basis for understanding this concept and addressing the content in the other three strands, students should content in the other three strands, students should develop their own questions and perform investigations. develop their own questions and perform investigations. Students will:Students will:a.a. Repeat observations to improve accuracy & know that the Repeat observations to improve accuracy & know that the

results of similar scientific investigations seldom turn out results of similar scientific investigations seldom turn out exactly the same because of differences in the things being exactly the same because of differences in the things being investigated, methods being used, or uncertainty in the investigated, methods being used, or uncertainty in the observation.observation.

b.b. Differentiate evidence from opinion & know that scientists Differentiate evidence from opinion & know that scientists do not rely on claims or conclusions unless they are backed do not rely on claims or conclusions unless they are backed by observations that can be confirmed. Compare and sort by observations that can be confirmed. Compare and sort common objects according to two or more physical common objects according to two or more physical attributes (e. g., color, shape, texture, size, weight). attributes (e. g., color, shape, texture, size, weight).

Third GradeThird Grade5.5. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing basis for understanding this concept and addressing the content in the other three strands, students should the content in the other three strands, students should develop their own questions and perform develop their own questions and perform investigations. Students will:investigations. Students will:c.c. Use numerical data in describing and comparing objects, Use numerical data in describing and comparing objects,

events, & measurements. Construct bar graphs to record events, & measurements. Construct bar graphs to record data, using appropriately labeled axes.data, using appropriately labeled axes.

d.d. Predict the outcome of a simple investigation & compare Predict the outcome of a simple investigation & compare the result with the predictionFollow oral instructions for a the result with the predictionFollow oral instructions for a scientific investigation. scientific investigation.

e.e. Collect data in an investigation & analyze those data to Collect data in an investigation & analyze those data to develop a logical conclusion develop a logical conclusion

Fourth GradeFourth Grade6.6. Scientific progress is made by asking meaningful questions Scientific progress is made by asking meaningful questions

and conducting careful investigations. As a basis for and conducting careful investigations. As a basis for understanding this concept and addressing the content in understanding this concept and addressing the content in the other three strands, students should develop their own the other three strands, students should develop their own questions and perform investigations. Students will:questions and perform investigations. Students will:a.a. Differentiate observation from inference (interpretation) and Differentiate observation from inference (interpretation) and

know scientists' explanations come partly from what they know scientists' explanations come partly from what they observe and partly from how they interpret their observations.observe and partly from how they interpret their observations.

b.b. Measure and estimate the weight, length, or volume of objects.Measure and estimate the weight, length, or volume of objects.c.c. Formulate and justify predictions based on cause-and-effect Formulate and justify predictions based on cause-and-effect

relationships.relationships.d.d. Conduct multiple trials to test a prediction and draw Conduct multiple trials to test a prediction and draw

conclusions about the relationships between predictions and conclusions about the relationships between predictions and results.results.

e.e. Construct and interpret graphs from measurements.Construct and interpret graphs from measurements.f.f. Follow a set of written instructions for a scientific investigation. Follow a set of written instructions for a scientific investigation.

Fifth GradeFifth Grade6.6. Scientific progress is made by asking meaningful questions Scientific progress is made by asking meaningful questions

and conducting careful investigations. As a basis for and conducting careful investigations. As a basis for understanding this concept and addressing the content in understanding this concept and addressing the content in the other three strands, students should develop their own the other three strands, students should develop their own questions and perform investigations. Students will:questions and perform investigations. Students will:a.a. Classify objects (e.g., rocks, plants, leaves) in accordance with Classify objects (e.g., rocks, plants, leaves) in accordance with

appropriate criteria.appropriate criteria.b.b. Develop a testable question.Develop a testable question.c.c. Plan and conduct a simple investigation based on a student-Plan and conduct a simple investigation based on a student-

developed question and write instructions others can follow to developed question and write instructions others can follow to carry out the procedure.carry out the procedure.

d.d. Identify the dependent and controlled variables in an Identify the dependent and controlled variables in an investigation.investigation.

e.e. Identify a single independent variable in a scientific Identify a single independent variable in a scientific investigation and explain how this variable can be used to investigation and explain how this variable can be used to collect information to answer a question about the results of collect information to answer a question about the results of the experiment.the experiment.

Fifth GradeFifth Grade6.6. Scientific progress is made by asking meaningful questions Scientific progress is made by asking meaningful questions

and conducting careful investigations. As a basis for and conducting careful investigations. As a basis for understanding this concept and addressing the content in understanding this concept and addressing the content in the other three strands, students should develop their own the other three strands, students should develop their own questions and perform investigations. Students will:questions and perform investigations. Students will:f.f. Select appropriate tools (e.g., thermometers, meter sticks, Select appropriate tools (e.g., thermometers, meter sticks,

balances, and graduated cylinders) and make quantitative balances, and graduated cylinders) and make quantitative observations.observations.

g.g. Record data by using appropriate graphic representations Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make (including charts, graphs, and labeled diagrams) and make inferences based on those data.inferences based on those data.

h.h. Draw conclusions from scientific evidence and indicate Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific whether further information is needed to support a specific conclusion.conclusion.

i.i. Write a report of an investigation that includes conducting Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing tests, collecting data or examining evidence, and drawing conclusions. conclusions.

Sixth GradeSixth Grade7.7. Scientific progress is made by asking meaningful questions Scientific progress is made by asking meaningful questions

and conducting careful investigations. As a basis for and conducting careful investigations. As a basis for understanding this concept and addressing the content in understanding this concept and addressing the content in the other three strands, students should develop their own the other three strands, students should develop their own questions and perform investigations. Students will: questions and perform investigations. Students will: a.a. Develop a hypothesis.Develop a hypothesis.b.b. Select and use appropriate tools and technology (including Select and use appropriate tools and technology (including

calculators, computers, balances, spring scales, microscopes, calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.and binoculars) to perform tests, collect data, and display data.

c.c. Construct appropriate graphs from data and develop Construct appropriate graphs from data and develop qualitative statements about the relationships between qualitative statements about the relationships between variables.variables.

d.d. Communicate the steps and results from an investigation in Communicate the steps and results from an investigation in written reports and oral presentations.written reports and oral presentations.

e.e. Recognize whether evidence is consistent with a proposed Recognize whether evidence is consistent with a proposed explanation.explanation.

Sixth GradeSixth Grade7.7. Scientific progress is made by asking meaningful Scientific progress is made by asking meaningful

questions and conducting careful investigations. As a questions and conducting careful investigations. As a basis for understanding this concept and addressing basis for understanding this concept and addressing the content in the other three strands, students should the content in the other three strands, students should develop their own questions and perform develop their own questions and perform investigations. Students will: investigations. Students will: f.f. Read a topographic map and a geologic map for evidence Read a topographic map and a geologic map for evidence

provided on the maps and construct and interpret a provided on the maps and construct and interpret a simple scale map.simple scale map.

g.g. Interpret events by sequence and time from natural Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and phenomena (e.g., the relative ages of rocks and intrusions).intrusions).

h.h. Identify changes in natural phenomena over time without Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope). trees, a stream, a hillslope).

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