Chapter 8 Resource: Rocks and Minerals

Glencoe Science

Chapter Resources

Rocks and Minerals

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Bettmann/CORBIS; Section Focus Transparency 2: Earth Scenes/Breck P.Kent; Section Focus Transparency 3: courtesy Dr. Alexandra Moore, Cornell University;Teaching Trans-parency: (tr) Earth Scenes/Breck P. Kent, (bl) Doug Martin, (br) Andrew J. Martinez/Photo Researchers

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theRocks and Minerals program. Any other reproduction, for use or sale, is prohib-ited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867194-9

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Classifying Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Modeling How Fossils Form Rocks . . . . . . . . . 4Lab: Gneiss Rice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Classifying Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Alum Crystal Geodes . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Sedimentary Processes. . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Rocks and Minerals 1

ReproducibleStudent Pages

2 Rocks and Minerals

Hands-OnActivities

Hands-On Activities

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Classifying Minerals

Analysis1. Describe how each mineral reacted to the tests in steps 1 and 2.

2. Describe in the data table the other physical properties of the four minerals.Ha

nds-

On A

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Procedure 1. Touch a magnet to samples of quartz, calcite, hornblende, and magnetite.

Record which mineral attracts the magnet.

2. With a dropper, apply a small amount of dilute hydrochloric acid (HCl) toeach sample.

3. Rinse the samples with water.

Data and Observations

Table 1

Classifying Minerals

1. Quartz

2. Calcite

3. Hornblende

4. Magnetite

Mineral Reaction withMagnet

Reaction withVinegar


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Modeling How Fossils Form RocksProcedure 1. Fill a small aluminum pie pan with pieces of broken macaroni. These

represent various fossils.

2. Mix 50 mL of white glue into 250 mL of water. Pour this solution over themacaroni and set it aside to dry.

3. When your fossil rock sample has set, remove it from the pan and compare itwith an actual fossil limestone sample.

Hands-On Activities

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Analysis1. Explain why you used the glue solution and what this represents in nature.

2. Using whole macaroni samples as a guide, match the macaroni “fossils” in your “rock” to theintact macaroni. Draw and label them in the space below.

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. How will you use a rolling pin and clay to learn about metamorphic rock?

2. Why should you protect your clothing and eyes as you do this experiment?

You know that metamorphic rocks often are layered. But did you realize thatindividual mineral grains can change in orientation? This means that thegrains can line up in certain directions. You’ll experiment with rice grains inclay to see how foliation is produced.

Real-World QuestionWhat conditions will cause an igneous rock tochange into a metamorphic rock?

Materialsrolling pinlump of modeling clayuncooked rice (wild rice, if available)

(200 g)granite samplegneiss sample

Goals■ Investigate ways rocks are changed.■ Model a metamorphic rock texture.

Safety Precautions WARNING: Do not taste, eat, or drink anymaterials used in the lab.

Procedure1. Sketch the granite specimen in the Data

and Observations section. Be sure thatyour sketch clearly shows the arrangementof the mineral grains.

2. Pour the rice onto the table. Roll the ball ofclay in the rice. Some of the rice will stick tothe outside of the ball. Knead the ball untilthe rice is spread out fairly evenly. Roll andknead the ball again, and repeat until yourclay sample has lots of “minerals” distributedthroughout it.

3. Using the rolling pin, roll the clay so that it is about 0.5 cm thick. Don’t roll it toohard. The grains of rice should be pointingin different directions. Draw a picture ofthe clay in the Data and Observations section.

4. Take the edge of the clay closest to you and fold it toward the edge farthest fromyou. Roll the clay in the direction youfolded it. Fold and roll the clay in the same direction several more times. Flattenthe lump to 0.5 cm thickness again. Drawwhat you observe in your “rock” and in the gneiss sample in the Data and Observations section.

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Hands-On Activities

Communicating Your Data

Refer to your diagrams and the rock samples provided for you in this lab and make aposter relating this lab to the processes in the rock cycle. Be sure to include diagrams ofwhat you did, as well as information on how similar events occur in nature. For morehelp, refer to the Science Skill Handbook.

Conclude and Apply1. Describe What features did the granite and the first lump of clay have in common?

2. Explain what force caused the positions of rice grains in the lump of clay to change. How isthis process similar to and different from what happens in nature?

Step 1 Drawing

Step 3 Drawing

Step 4 Drawing

(continued)

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. What objects in this lab could cause puncture wounds?

2. Where will you find the mineral names to fill in the last column of your table?

Hiking along a trail, you encounter what looks like an interesting mineral.You notice that it is uniform in color and shows distinct crystal faces. Youthink it must be valuable and want to identify it, so you open a guidebook torocks and minerals.

Real-World QuestionWhat observations must you make to identifyan unknown mineral?

Materialsset of mineralsmagnifying lensputty knifestreak plateMohs scaleminerals field guide

Goals■ Test and observe important mineral

characteristics.

Safety Precautions

WARNING: Be careful when using a knife.Never taste any materials used in the lab.

Procedure1. On a separate piece of paper, copy the data

table from the next page. Based on yourobservations and hardness tests, you will fillin columns 2 through 6. In the sixth col-umn—“Scratches which samples?”—youwill list the number of each mineral samplethat this sample is able to scratch. Thisinformation will allow you to rank eachsample from softest to hardest. Comparingthese ranks to Mohs scale should help iden-tify the mineral.

2. Obtain a classroom set of minerals.3. Observe each sample and conduct

appropriate tests to complete as much of your data table as possible. Consult theMinerals Reference Handbook at the backof your textbook to help fill in the lastcolumn.

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Data and ObservationsTable 1

Hands-On Activities

Communicating Your Data

Create a visually appealing poster showing the minerals in this lab and the character-istics that were useful for identifying each one. Be sure to include informative labelson your poster.

Mineral Characteristics

SampleNumber

CrystalShape

Cleavage/Fracture Color

1

2

3

Streakand

Luster

MineralName

HardnessRank

ScratchesWhich

Samples?

Analyze Your Data1. Identify each mineral based on the information in your data table.

2. Evaluate Did you need all of the information in the table to identify each mineral? Explain why orwhy not.

3. Explain which characteristics were easy to determine. Which were somewhat more difficult?

Conclude and Apply1. Evaluate Were some characteristics more useful as indicators than others?

2. Apply Would you be able to identify minerals in the field after doing this activity? Which charac-teristics would be easy to determine on the spot? Which would be difficult?

3. Describe how your actions in this lab are similar to those of a scientist. What additional workmight a scientist have done to identify these unknown minerals?

(continued)

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Alum Crystal Geodes

Minerals are solids that have a repeating pattern of atoms andcan form crystals. One way crystals form is from a solution that isrich in dissolved minerals. When crystals grow into an open space,they will have smooth faces, sharp edges, and points. Sometimesopen spaces exist in rocks beneath Earth’s surface. These cavitiescan fill with mineral-rich solutions. Beautiful crystals may grow inthese cavities. These hollow crystal-filled rocks are called geodes.

StrategyYou will observe the growth of alum crystals.You will describe the shape of alum crystals.You will create a geode model with a shell of

aluminum foil and alum crystals.

Materials

scissorsaluminum foilsmall plastic or glass cup100-mL graduated cylinder or metric

measuring spoons50 mL alum (aluminum potassium sulfate,

AlK(SO4)2)250-mL beaker or other glass container150 mL boiling waterhot plate and 4-qt saucepan or an electric

coffee pot to boil waterWARNING: Wash hands if you come into con-tact with mixture of water and alum. May irri-tate skin. Do not inhale alum dust.WARNING: Use care when pouring the hotwater.WARNING: Be careful not to get clothes or hairclose to the heat source.WARNING: Do not taste, eat, or drink anymaterials used in the lab.

Procedure1. Cut a piece of aluminum foil about 15 cm

square. Make a shallow dish out of the foilby forming it around the bottom of a cup.Be careful not to tear holes in the foil. Placethis foil dish so that it is supported in thetop of the cup, as shown in Figure 1.

Figure 1

LaboratoryActivity11

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Foildish

Cup

Hollow cavitywith crystalsGeode


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Laboratory Activity 1 (continued)

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2. Carefully measure out 50 mL of alum(aluminum potassium sulfate, AlK(SO4)2)and place all but a small amount in the250-mL beaker. Hint: Save a small amountof alum and set it aside to be used in step 6.

3. Carefully pour 150 mL of boiling waterinto the beaker containing the alum andstir the solution for about 3 minutes. All ofthe alum may not dissolve.

4. Pour 100 mL of the solution into the foildish you made in step 1. Leave about 50 mL of solution and any undissolvedalum in the beaker.

5. Place the beaker next to the cup, and allowboth of the solutions to cool. Do not disturbthe containers while they are cooling.

6. After 15 minutes, sprinkle the smallamount of alum you saved from step 2over the surfaces of the solutions in eachcontainer. You need only about 20 to 30tiny grains in each container.

Hands-On Activities

Questions and Conclusions1. Wait a few minutes after sprinkling the alum into the containers. Look closely at both containers.

What do you observe happening in the containers?

2. Continue to watch the crystals. Do you see anything rising up from the crystals as they grow?What do you think this is?

3. After 1 hour observe both containers. Draw the shape of your alum crystal.

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4. Carefully move the containers to a location where they will not be disturbed for 24 hours. After24 hours, pour any remaining solution out of the containers and allow the crystals to dry.Sketch and describe the appearance of your crystal geode.

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Strategy Check

Can you observe the crystal growth?

Can you describe the shape of alum crystals?

Can you create a geode model?

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Sedimentary Processes

Chemical and detrital sedimentary rocks are formed by differentprocesses. Chemical sedimentary rocks form when minerals come out of asolution, often due to evaporation of water. Rock salt and gypsum are exam-ples of chemical sedimentary rocks.

Detrital sedimentary rocks are composed of accumulated grains of weath-ered rock, such as silt, sand, and gravel. These sediments are often carried bywater and deposited in layers. Materials such as calcium carbonate or silica actas cements to hold detrital sediments together. Sandstone is an example of adetrital sedimentary rock.

Some detrital sedimentary formations show a gradual decrease in sedi-ment grain size from the bottom to the top of a layer. This type of a gradientis usually produced when grains are carried in moving water and settle outat different rates according to their sizes.

StrategyYou will observe the sorting of sediments in

water.You will compare the process by which detrital

and chemical sedimentary rocks form.

Materials

sanddry mud *clay/siltgravelwide-mouth jar with lidtap waterrulerlabelspie tins (3)250-mL beakers (2)distilled watersaltstirring rodpowdered lime (CaO)magnifying glasspaper cups (5)plaster of paris powderfood coloring (4 colors)plastic spoonsscissors*Alternate materials

ProcedurePart A—Sedimentation1. Put equal amounts of sand, mud, and

gravel into the wide-mouth jar until it is atleast half-full. Add tap water to fill the jarcompletely. See Figure 1.

2. Screw the lid on tightly, and shake the jarto mix the sediments thoroughly. See Figure 2.

3. Allow the jar to sit, undisturbed, for threedays. See Figure 3.

4. After three days, observe the contents ofthe jar. Measure the height of each distinctlayer. Record your observations in Table 1.Draw a diagram of the layers.

Figure 1

LaboratoryActivity22

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Figure 2

Hands-On Activities

Figure 3

Part B—Chemical Sedimentary Rock Formation1. Label three pie tins 1, 2, and 3.2. Fill a beaker with distilled water and

gradually add salt while stirring. Continueadding salt until no more will dissolve.

3. Pour the liquid into pie tin 1.4. Repeat step 2, using powdered lime instead

of salt. Fill pie tin 2 with this solution.WARNING: Add lime carefully. Avoid inhal-ing lime dust stirred up by the mixing.

5. Fill pie tin 3 with distilled water.6. Allow the three pie tins to sit, undisturbed,

for three days or until the liquids havecompletely evaporated.

7. Examine the tins’ contents carefully througha magnifying glass. Record your observationsof crystal formation in Table 2.

Part C—Detrital Sedimentary Rock Formation1. To make a model of a detrital sedimentary

rock, use a plastic spoon to fill a paper cupabout half full with a mixture of equalparts wet sand and dry plaster of paris.WARNING: Add plaster of paris carefully.Avoid inhaling plaster dust stirred up by themixing. Add several drops of food coloringand stir well.

2. Repeat step 1 in three different cups withthree different colors of food coloring. SeeFigure 4.

3. With a plastic spoon, transfer thesand/plaster mixtures into an empty papercup, forming layers of different thicknessesin different colors.

4. Allow the mixture to harden over severaldays.

5. Cut away the paper cup and remove theformation.

Figure 4

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Table 1

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Table 2

1. Observations 2. Diagram

Pie Tin Observations

1

2

3

Questions and Conclusions1. How do chemical sedimentary rocks form?

2. How do detrital sedimantary rocks form?

3. Based on the data you collected in Table 1, if the experiment had run longer, would you expectthe result to be different? Why?


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4. How closely does this lab simulate natural weathering? How does it differ?

Strategy Check

Can you determine the effectiveness of weathering?

Can you compare the way detridal and chemical sedimentary rocks form?

Hands-On Activities

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.Rocks and Minerals

Directions: Use this page to label your Foldable at the beginning of the chapter.

Rocks

Both

Minerals

can be identified by their

properties, including color,

streak, hardness, and

crystal shape

are identified as igneous,

sedimentary, or metamorphic

examples include quartz,

gold, and diamond

examples include shale,

basalt, and marble

Name Date Class

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Meeting IndividualNeeds

Meeting Individual Needs

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Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.

1. _____ are ideal for jewelry because they can be cut and polished.

a. Rocks b. Gems c. Foliated rocks d. Minerals

2. _____ rocks form from existing rocks that have been heated and squeezed.

a. Sedimentary b. Igneous c. Metamorphic d. Detrital

3. _____ rock is an igneous rock that forms on Earth’s surface.

a. Extrusive b. Intrusive c. Foliated d. Nonfoliated

4. Rocks _____ change from one form to another.

a. sometimes b. rarely c. never d. constantly

5. Minerals like quartz that break into pieces with jagged edges have _____.

a. cleavage b. hardness c. crystals d. fracture

6. _____ must be mined, smelted, and refined before they can be processedinto useful everyday materials.

a. Ores b. Gems c. Rocks d. Sediment

7. _____ rocks can form from the evaporation of a solution.

a. Detrital b. Foliated c. Chemical d. Extrusive

8. Intrusive rocks have _____ crystals because they cooled _____.

a. large; quicklyb. large; slowlyc. small; quicklyd. small; slowly

9. So far, around _____ minerals have been identified.

a. 120 b. 400 c. 4,000 d. 100,000

10. Clues to a mineral’s identity are _____.

a. cleavage and fractureb. color and hardnessc. streak and lusterd. all of the above

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Directed Reading for

Content Mastery

OverviewRocks and Minerals

Name Date Class


Section 1 ■ Minerals—Earth’s Jewels

Directions: Use the following terms to complete the concept map below.

luster streak cleavage hardness

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Content Mastery


Directions: Correctly complete each sentence by underlining the better of the two choices in parentheses.

5. A mineral is an (organic/inorganic) solid material found in nature.

6. A crystal is a solid material with a (random/repeating) pattern of atoms.

7. If a mineral has (streak/cleavage) it will break in pieces with smooth, regular

surfaces.

8. A (gem/crystal) is a rare mineral, such as a diamond, that can be cut and polished.

9. A mineral is a(n) (ore/gem) if it contains something useful and can be sold for a

profit.

10. (Hardness/Specific gravity) compares the weight of a mineral with the weight of

an equal amount of water.

11. (Streak/Luster) describes how light reflects from a mineral.

Mineral Properties

1. 2. 3. 4.

color produced when mineral is

scratched onan unglazed,

white tile

splitting into pieceswith smooth, regu-lar surfaces that

reflect light

test of whichminerals scratchor are scratched

by others

how lightreflectsfrom a

mineral’ssurface

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Directions: Identify the kind of rock that is being formed in each picture.

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Content Mastery

Section 2 ■ Igneous and Sedimentary Rocks

Section 3 ■ Metamorphic Rocksand the Rock Cycle

Directions: Draw a line between the description on the left and the correct term on the right.

4. has two kinds: intrusive and extrusive

5. does not have distinct layers or bands

6. has distinct bands of minerals that have been heated and squeezed into parallel layers

7. sedimentary rock formed from living matter that has died and been compressed

8. sedimentary rock formed from the evaporation of a solution

9. a diagram of rock processes

nonfoliated rock

foliated rock

igneous rock

chemical rock

rock cycle

organic rock

1. 2. 3.

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Key TermsRocks and Minerals

Directions: Use the clues below to complete the crossword puzzle.

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Content Mastery


Across

4. Igneous rocks that form when melted rock cools on Earth’s surface

5. Solid materials that have a repeating pattern of atoms

6. Usually made of two or more minerals

8. Rocks created when melted rock from inside Earth cools

9. Metamorphic rocks that have parallel bands of minerals

Down

1. Rocks created when pieces of other rocks, plant and animal matter, or dissolvedminerals collect to form layers

2. Rocks that are created when existing rocks are heated or squeezed

3. A diagram that shows how rocks change from one type to another

7. A mineral that contains something that is useful and sold for a profit

4

1 2

9

6 7

3

5

8

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Nombre Fecha Clase

Rocas y minerales 23

Instrucciones: En cada una de las siguientes, escribe la letra del término o frase que mejor complete cadaoración.

1. Los(Las) _____ son ideales para joyería porque pueden cortarse y pulirse.

a. rocas b. gemas c. rocas foliadas d. minerales

2. Las rocas _____ se forman a partir de rocas preexistentes que han sidopresionadas y calentadas.

a. sedimentarias b. ígneas c. metamórficas d. detríticas

3. Una roca _____ es una roca ígnea que se formó sobre la superficie de laTierra.

a. extrusiva b. intrusiva c. foliada d. no foliada

4. Las rocas _____ cambian de un tipo a otro.

a. a veces b. raramente c. con frecuencia d. constantemente

5. Los minerales como el cuarzo que se quiebran dejando bordes bruscosexhiben _____.

a. crucero b. dureza c. cristales d. fractura

6. Los(Las) _____ deben minarse, fundirse y refinarse antes de ser procesa-dos(as) en materiales útiles.

a. menas b. gemas c. rocas d. sedimentos

7. Las rocas _____ se pueden formar de la evaporación de una solución.

a. detríticas b. foliadas c. químicas d. extrusivas

8. Las rocas intrusivas tienen cristales _____ porque se enfriaron _____.

a. grandes; rápidamenteb. grandes; lentamentec. pequeños; rápidamented. pequeños; lentamente

9. Hasta el momento, se han identificado _____ minerales.

a. 120 b. 400 c. 4,000 d. 100,000

10. Pistas para identificar un mineral incluyen _____.

a. crucero y fractura b. color y durezac. veta y lustre d. todas las anteriores

Lectura dirigida para

Dominio del contenido

SinopsisRocas y minerales

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24 Rocas y minerales

Sección 1 ■ Minerales: Joyasde la Tierra

Instrucciones: Usa los siguientes términos para completar el mapa de conceptos.

lustre veta crucero dureza

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Instrucciones: Completa correctamente cada oración subrayando la mejor de las dos opciones entre paréntesis.

5. Un mineral es un material sólido (orgánico/inorgánico) que se encuentra en la

naturaleza.

6. Un cristal es un material sólido con un patrón de átomos (aleatorio/repetitivo).

7. Si un mineral exhibe (veta/crucero), se quebrará en fragmentos con superficies

suaves y lisas.

8. Un(a) (gema/cristal) es un mineral escaso, como los diamantes, que puede ser

cortado y pulido.

9. Un mineral es una (mena/gema) si contiene algo útil que puede minarse con

fines de lucro.

10. La (dureza/gravedad específica) compara el peso de un mineral con el peso de

una cantidad igual de agua.

11. El (crucero/lustre) describe la forma en que un mineral refleja la luz.

Propiedades de los minerales

1. 2. 3. 4.

es el color que seproduce al rasparel mineral contra

un trozo de porce-lana blanca sin

barnizar

es el quebrarse enfragmentos con

superficies suavesy lisas que reflejan

la luz

prueba en que losminerales se ras-pan o son raspa-

dos por otros

la forma en quela luz se reflejade la superficiede un mineral

Satisface las necesidades individuales

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Rocas y minerales 25

Instrucciones: Identifica qué tipo de roca se está formando en cada diagrama.



Sección 2 ■ Rocas ígneas y sedimentarias

Sección 3 ■ Rocas metamórficasy el ciclo de las rocas

Instrucciones: Une con una línea cada descripción de la izquierda con el término correcto de la derecha.

4. son de dos tipos: intrusivas y extrusivas

5. no tienen capas o bandas distintivas

6. tienen bandas distintivas de minerales que han sido calentados y presionados en capas paralelas

7. roca sedimentaria que se formó a partir de material que una vez estuvo vivo y que luego fue comprimido

8. roca sedimentaria que se formó a partir de la evaporación de una solución

9. diagrama de los procesos de las rocas

roca no foliada

roca foliada

roca ígnea

roca química

ciclo de las rocas

roca orgánica

1. 2. 3.

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26 Rocas y minerales

Términos clavesRocas y minerales

Instrucciones: Usa las siguientes pistas para hacer el crucigrama.

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Horizontales

2. Rocas que se forman cuando se calienta y presiona roca pre-existente.

4. Diagrama que muestra la forma en que las rocas cambian de un tipo a otro

5. Mineral que contiene algo útil que puede minarse con fines de lucro

7. Rocas ígneas que se forman cuando la roca fundida se enfría sobre la superficieterrestre

8. Rocas que se forman cuando la roca fundida se enfría debajo de la Tierra

9. Rocas metamórficas que tienen bandas paralelas de minerales

Verticales

1. Roca que se forma cuando los fragmentos de otras rocas, materia vegetal y ani-mal o minerales disueltos se acumulan y forman capas

3. Compuesta generalmente de dos o más minerales

6. Materiales sólidos que tienen patrones atómicos repetitivos

Satisface las necesidades individuales

1

2

4

5 6

3

7

8

9

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Directions: Complete the following sentences using the correct terms.

1. A(n) ____________________ is a naturally occurring, inorganic solid with a definite structureand composition.

2. A(n) ____________________ is usually composed of two or more minerals.

3. A solid with a smooth face, sharp edge, and points is called a(n) ____________________.

4. A mineral that is rare and can be cut and polished is called a(n) ____________________.

5. A mineral is called a(n) ____________________ if it contains something that is useful andsold for a profit.

Directions: Use the clues below to complete the crossword puzzle.

Minerals—Earth’s Jewels

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Reinforcement11

Across5. Magnetite will attract this

6. How light reflects from a mineral’s surface

7. Color of powdered mineral

Down1. A break with smooth, regular edges

2. The Mohs scale classifies minerals according to this property

3. A break with jagged or rough edges

4. A solid with a repeating pattern of atoms

4

1 2 3

6 7

5


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Igneous and SedimentaryRocks

Directions: Complete the following sentences using the correct terms.1. When melted rock cools or hardens on or under Earth’s surface, it forms

____________________ rock.

2. Igneous rock that forms on Earth’s surface is called ____________________.

3. Igneous rock that forms beneath Earth’s surface is called ____________________.

4. Rocks that are formed of pieces of other rocks, plant and animal matter, or dissolved minerals

are called ____________________ rocks.

5. Magma that flows onto Earth’s surface is called ____________________.

6. Chalk and coal are examples of a kind of sedimentary rock called ____________________rock.

7. Melted rock can ooze out from below Earth’s surface through a crack in the crust called a(n)

____________________.

8. Rocks called ____________________ are made up of pebbles cemented together with othersediments.

Directions: Classify the terms you used above so that the terms in each group are related.9. Group 1

10. Group 2

Reinforcement22


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Directions: Match the term in the first column with its description in the second column by writing the correctletter in the space provided.

1. marble

2. metamorphic

3. foliated

4. nonfoliated

5. rock cycle

6. sediment

7. gneiss

Metamorphic Rocks and the Rock Cycle

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a. nonfoliated metamorphic rock

b. consisting of layers of different minerals

c. a model of the way rocks change form

d. pieces of rock deposited by wind, ice, gravity, or water

e. metamorphic rock having a uniform consistency

f. having a changed or different form

g. foliated metamorphic rock

Directions: Answer the following questions on the lines provided.

8. What is the rock cycle?

9. What is the difference between foliated and nonfoliated metamorphic rocks?

10. How are metamorphic rocks formed?

11. What are three examples of foliated metamorphic rocks?

12. What are three examples of nonfoliated metamorphic rocks?


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Unusual Mineral Characteristics

Besides distinguishing minerals by color,cleavage, streak, luster, or hardness, scientists(and you) can look at other properties forclues about a mineral’s identity. Magnetism,effervescence, birefringence, fluorescence, andtaste are five additional characteristics thatoffer measurable methods to identify minerals.

Imbalance in Iron IonsVery few minerals exhibit magnetic proper-

ties. Magnetism happens because of an imbal-ance in the arrangement of the iron ionsfound in the mineral. Minerals with an imbal-ance of iron ions can have a great deal of mag-netism (more than enough to lift a steel rod)or very little magnetism (just enough to movea compass needle). Some may not be magneticat all, but can be attracted to magnets. Mag-netite is one of the more common mineralsthat exhibit the property of magnetism.

Effervescence—The Fizz TestThe way minerals react to acids is known as

effervescence. Using the “fizz test,” scientistsdrop hydrochloric acid (HCl) onto a mineralto see if it will fizz or bubble on the surface. Ifit does, scientists know that the mineral con-tains carbonate ions. In particular, scientistslook at how strongly the mineral reacts to theacid. Calcite is the most common carbonatemineral and reacts actively to the fizz test.

Birefringence and FlourescenceAnyone looking through a birefringence

mineral will see twice as much. That’s becausea ray of light entering a birefringence mineralis split into two—one very fast ray, and oneslow ray. As the rays of light shine through thecrystal, each is bent at a different angle. Theresult is double refraction or double vision.

Another unusual mineral characteristic isfluorescence. Fluorescent minerals glow whenplaced under an ultraviolet (UV) light. Thisglow, called photoluminescence, is a result ofthe mineral’s chemicals reacting with the UVlight. Essentially, these minerals emit visiblelight when activated by the UV rays. One of themost common fluorescent minerals is fluorite.

Taste Test AlertTaste is another characteristic used to identify

minerals. Some minerals have a strong, identifi-able taste. Halite, for example, tastes salty. Keep inmind, however, that even though scientists some-times taste minerals, you should not. In fact, sci-entists don’t lick the mineral to taste it; theymerely place the tip of their tongue very briefly onthe mineral, or they wet a finger, touch the min-eral, then taste the finger. They do this carefullybecause some minerals are actually poisonous.

Other properties that scientists use to identifyminerals, include odor, feel, and transparency (ordiapheneity). But sometimes a mineral can beidentified only through a chemical test or by X-ray analysis.

Directions: Use a field guide to rocks and minerals to complete the following table of unusual mineral characteris-tics, providing at least one example for each. Do not use the mineral examples mentioned in the passage.

Enrichment11


Unusual Mineralcharacteristics

Magnetism

Effervescence

Birefringence

Fluorescence

Taste

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Stalactites and Stalagmites

1. Why do you think some stalactites grow without a stalagmite below them, or some stalagmitesgrow without a stalactite above them?

2. Are stalactites and stalagmites igneous or sedimentary? Explain your answer.

If you have ever been inside a cave, you mayhave seen beautiful, icicle-like objects hangingfrom the ceilings. These stone formations arestalactites, and they are found in many limestone caves. Often, formations similar tostalactites grow on the floors of caves. Theselook like upside-down icicles and are calledstalagmites. (These names are often confusing.A good way to remember which is which isthat stalactites are on the ceiling, and stalagmites are on the ground.)

How do stalactites and stalagmites form?They form when groundwater that containscarbonic acid seeps through limestone. As thewater seeps through, it dissolves a mineralcalled calcite in the limestone. The water thenforms droplets that hang from the ceilings ofcaves. As the droplets hang, the carbon dioxide they contain is lost into the air of thecave. This leaves small amounts of calcite thatslowly accumulate and grow. Over hundredsor thousands of years, these calcite depositsgrow into stalactites. Stalagmites form from

the calcite that drips from cave ceilings ontocave floors. These deposits accumulateupward. Often, a stalagmite will grow directlybelow a stalactite as shown in the figure.

Enrichment22

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Groundwaterseeps down intothe limestone.

Limestone

CAVE

StalagmiteCalcitedeposit

Cave floor

Water droplet Stalactite

Observations

In this activity, you will identify rocks from a group of unidentified rock samples.

Materials rock samples (9)paper and pencilstreak platemagnifying lens


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Analyzing RocksEnrichment33


Procedure1. Refer to the rock identification chart in the

appendix of your textbook. Also, see theNational Audubon Society’s Field Guide toNorth American Rocks and Minerals. On apiece of paper, copy the table with head-ings as shown below. Add seven rows toyour table so that you can note your obser-vations on each of the nine rock samples.Some observations are filled in. Label eachunidentified rock with a number, 1–9.

2. Observe the grains, crystals, banding, andother characteristics of the rock samples.

3. Record your observations of the unidenti-fied rock samples on the table you made.When you feel confident about your con-clusion, write it down in the last column.Label each rock with your conclusion.

1. What were the first observations you made to help you decide which rock was which?

2. Vinegar is slightly acidic. How could vinegar help you draw your conclusions about which rockis which?

Rock Sample Observations

1 gray pumicelight and floatshard, has lots oflittle pores

Rock ConclusionDescriptionColor Observations/Ideas

2

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Section 1 Minerals—Earth’s Jewels

A. _____________________—inorganic solid material with a particular chemical makeup andorderly arrangement of atoms

1. Rocks are usually composed of two or more _____________________.

2. Minerals form from _____________________ or lava or through evaporation or precipitation.

3. Mineral formation clues include _____________________ and how mineral crystals fittogether.

B. Properties—characteristics used to _____________________ minerals

1. Solid materials with a repeating pattern of atoms are called _____________________.

2. Some minerals have _____________________, splitting into thin sheets; other minerals

have _____________________, breaking into rough edges.

3. Color or _____________________ (color of a powdered mineral) helps identify minerals.

4. _____________________ describes how light reflects from a mineral’s surface.

5. Mohs scale uses _____________________ to classify minerals from 1 (softest) to 10 (hardest).

6. _____________________—compares weight of mineral with weight of an equal volume ofwater.

7. Other properties of minerals include _____________________, double refraction, taste, orreactions with acid.

C. Common minerals—most rock-forming minerals are _____________________

or _____________________.

1. Rare minerals which can be cut and polished are _____________________.

2. Diamonds are produced under _____________________ beneath Earth’s surface andbrought to the surface by special volcanic eruptions.

3. An _____________________ contains enough useful mineral to be sold at a profit.

4. Ores must be _____________________ to extract the mineral.

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Note-takingWorksheet

Rocks and Minerals


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Section 2 Igneous and Sedimentary Rocks

A. _____________________—form from melted rock that cools

1. _____________________ igneous rocks form when melted rock cools on Earth’s surface.

2. _____________________ igneous rock forms when melted rock cools beneath Earth’ssurface.

3. Light-colored often intrusive igneous rocks containing a high percentage of silica are

called _____________________.

4. Dark-colored often extrusive igneous rocks containing iron, magnesium, or calcium are

called _____________________.

5. _____________________ is melted rock that reaches Earth’s surface and forms extrusiveigneous rock when it cools.

a. _____________________ can erupt, bringing a lava flow to Earth’s surface.

b. Large cracks or _____________________ can allow melted rock to ooze out in a lavaflow.

6. _____________________ is melted rock that does not reach Earth’s surface; intrusiveigneous rocks form as magma slowly cools under the surface.

7. Crystal _____________________ is the main difference between intrusive and extrusiveigneous rock.

a. _____________________ igneous rocks have large crystals.

b. _____________________ igneous rocks do not have large crystals.

B. _____________________ rocks form in layers from broken rock, shells, plants, and other

materials.

1. _____________________ rocks—made of grains from minerals or other rocks that havebeen compressed

2. _____________________ rocks—form when mineral-rich water evaporates and from otherchemical processes

3. _____________________ rocks—form from dead plants and animals that have been compressed

a. If the rock is produced from layers of plants, it is called _____________________.

b. If the rock is produced from organic sediment in the _____________________, it isusually classified as limestone.

c. Chalk is a kind of limestone made from the _____________________ of tiny animalsand algae.


Note-taking Worksheet (continued)

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Section 3 Metamorphic Rocks and the Rock Cycle

A. Time, _____________________, and heat, and events such as erosion and moving landmasses, make new rocks out of old rocks.

1. _____________________—form when existing rocks are heated or squeezed; they recrystallize and might change chemically.

2. Rocks having visible layers or elongated mineral grains are called _____________________

rocks; _____________________ rocks do not have layers or bands.

B. _____________________—rocks change from one type to another over millions of years.

1. The model, or _____________________, shows each rock on a continuing journey.

2. A rock in _____________________ part of the cycle could become any other kind of rock.

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Note-taking Worksheet (continued)


Assessment

Assessment

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Chapter Review

Rocks and Minerals

Part A. Vocabulary ReviewDirections: Complete the following sentences using the correct terms.

1. Minerals that can be cut and polished, giving them a beautiful appearance, are called

____________________.

2. A(n) ____________________ is usually formed of two or more minerals.

3. Solids that have a repeating pattern of atoms are called ____________________.

4. A naturally occurring, inorganic solid with a definite structure and composition is called

a(n) ____________________.

5. A mineral is called a(n) ____________________ if it contains something that can be usefuland sold.

6. The term ____________________ refers to rocks that are produced when melted rock frominside Earth cools and hardens on or under Earth’s surface.

7. Rocks formed when older rocks are heated and/or squeezed are called ____________________.

8. Igneous rocks that form when lava cools under the crust inside Earth, rather than on the

surface, are called ____________________ igneous rocks.

9. Rocks produced when pieces of other rocks, plant and animal matter, or dissolved minerals

collect to form rock layers are called ____________________ rocks.

10. Igneous rocks that form when lava cools on Earth’s surface are called

____________________ igneous rocks.

11. Detrital rocks are a kind of ____________________ rock made of grains from minerals orother rocks that have moved and been deposited in layers

12. ____________________ rocks form from evaporation of seawater or from other chemicalprocesses.

13. Metamorphic rocks that have distinct bands of minerals that have been heated and squeezed

into parallel layers are called ____________________ rocks.

14. ____________________ metamorphic rocks, such as quartzite, marble, and soapstone, donot have distinct layers or bands.

15. The ____________________ shows how rocks are recycled from one type to another.

Asse

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Chapter Review (continued)


Part B. Concept Review

Directions: Complete the concept map by writing the correct terms and phrases from the chapter next to thenumbers.

Assessment

Rocks and Minerals

Minerals

Three Types of Rock

Rocks

Definition: 1. _____________________

_______________________________

_______________________________

A mineral is called an ore if

5. _____________________________

_______________________________

Definition: 6. _____________________

_______________________________

_______________________________

Properties of Minerals• are crystals• have cleavage or 2. ______________• can be identified by the color on the 3. ____________ test• have varying levels of 4. __________

on a scale from 1 to 10• some have special properties

Igneous RockDefinition: 7. ___________________________________________________________________________________Two kinds:8. __________ form on Earth’s surface9. ____________ form under Earth’s

surface

Sedimentary RockDefinition: 10. __________________________________________________________________________________Three kinds:11. ____________ 13. _____________12. ____________

Metamorphic RockDefinition: rock formed when existingrocks are heated and/or squeezedTwo kinds:14. ____________ 15. _____________

Transparency Activities


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Section FocusTransparency Activity11


Nauru is a tiny island in the Pacific Ocean near Papua NewGuinea. Despite its small size, Nauru is one of the richest developingnations. Its wealth, however, comes from phosphate deposits that areexpected to run out early in the twenty-first century.

Phosphate Was Everywhere!

1. Judging from the picture, how is phosphate mined on Nauru?

2. Do you think the phosphate is ready for use as fertilizer straightfrom the mine? Why or why not?

3. Name some other valuable materials that are mined from Earth.

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Crater Lake, in western Oregon, was formed over 6,000 years ago by volcanic processes. Subsequent eruptions and lava flowsformed Wizard Island, shown below. In 1902, the region includingCrater Lake (a total of 647 km2) became a national park.

Beautiful Blue

1. Given Crater Lake’s origin, how do you think many of the area’srocks were formed?

2. Name some other formations resulting from volcanic activity.

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Geologist James Hutton felt that rocks and rock formations couldbe explained by processes people could observe. He hypothesized thatheat, pressure, and erosion were important parts of these processes.Observations of formations like the one shown below helped Huttonarrive at these revolutionary ideas.

Hutton’s Unconformity

1. Describe the layers of rock in the photograph.

2. Why do you think these layers are interesting to geologists?

3. What are some processes that change rock?

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The Rock Cycle

Melting

Weatheringand erosion



Compactionand cementation

Melting

Heat andpressure

Heat andpressure

Sedimentary rock

Metamorphic rock

Igneous rock

Sediment

Magma

MeltingCooling

Teaching TransparencyActivity33


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Teaching Transparency Activity (continued)

1. What are the three types of rocks?

2. What type of rock forms when melted rock from inside Earth cools?

3. Through what processes do rocks become sediment?

4. What are the three categories of sedimentary rocks?

5. What happens to igneous rocks that are exposed to great heat and pressure?

6. Describe how sediment can become igneous rock.


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AssessmentTransparency Activity

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Directions: Carefully review the diagram and answer the following questions.

Rocks and Minerals

1. Which sequence shows the rock layers in correct order fromyoungest to oldest?A R, S, T, Q C Q, S, T, RB S, Q, R, T D T, Q, R, S

2. Which of the following would be the correct order for a core sample from the oil well?F T, R, Q, S H S, R, Q, TG Q, S, T, R J R, S, T, Q

3. The rock layers in the diagram are folded because they have beensubject to extreme pressure and heat. What kind of rock is formedby high temperatures and pressures?A sedimentary rockB metamorphic rockC igneous rockD detrital rock

Folded Rock Layers

oil well

T

Q

R

S

Chapter 8 Resource: Rocks and Minerals

Documents

Transcript of Chapter 8 Resource: Rocks and Minerals