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Students use mineral kits and identification tools to test properties such as hardness, streak, cleavage, effervescence, magnetism, and fluorescence, record observations, and classify samples. 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They also build observational and classification skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students identify minerals during the lab?",{"text":117,"@type":113},"They use mineral kits and identification testing tools and follow a flow-chart. 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Learn about mineral composition and identification.  \n2. Understand the rock cycle and identify some common rocks in each group.  \nVocabulary  \nMineral, rock, crystal structure, chemical composition, hardness, luster, cleavage, carbonates, rock cycle, igneous rock, metamorphic rock, sediment, clast, chemical sedimentary rock, biochemical sedimentary rock, siliciclastic sedimentary rock, sedimentary rock, parent rock, metamorphism, magma, crystallization, cementation, evaporite, metallic, nonmetallic, striations, rhombus, transparent, translucent, physical weathering, chemical weathering, erosion, rock cycle, basalt, granite, trona, limestone, conglomerate, sandstone, shale, coquina, coal, gneiss, schist, marble, slate, mafic, felsic, foliated, crystalline, texture, vesicular, ooids, pebbles, sand, gravel, grain size, clay, organic material, ultraviolet light, hydrochloric acid, effervescence, streak, calcite, dolomite, gypsum, halite, sulfur, pyrite, muscovite mica, orthoclase feldspar, quartz.  \nBackground Information  \nThe Earth’s building blocks are rocks and minerals. Minerals, of which rocks are composed, are defined by standard criteria: 1) specific chemical composition, 2) inorganic, 3) regular crystalline structure, and 4) naturally occurring. While it is tempting to use color to determine the type of mineral, many of the same minerals come in a variety of colors so other characteristics must be used. Diagnostic tests for identifying minerals are: hardness (on a scale from one being the softest mineral, talc, to ten, a diamond, the hardest mineral found), streak (on a porcelain plate), cleavage (the ways a mineral naturally breaks), effervescence (reaction of mineral to weak HCl, hydrochloric acid), magnetism (attracted to magnets or not), taste (however some minerals are toxic, so you don’t want to lick them all) and fluorescence (fluorescence when exposed to an ultraviolet light or not) .  \nRocks, in turn, are composed of minerals. There are three types of rocks: 1) igneous rocks where the interlocking minerals crystallize out of molten material, 2) sedimentary rocks composed of cemented physically-weathered sediments derived from other rocks or chemically precipitated from saturated solutions, and finally 3) metamorphic rocks, which are pressure and temperature “cooked” versions of any of these three types of rock. The most common rock in the area is limestone, which is composed of the mineral calcite.  \nIdentification of rocks and minerals allows geologists to produce geologic maps. This knowledge can aid in the understanding of the paleoenvironment and time period in which the rocks and minerals formed. This activity will introduce common rocks and minerals.  \nIdentification of samples will also enhance students’ observational and classification skills. Once the students have identified the rocks and minerals, they will be able to understand a geologic map.  \n© 2008 Cave of [the Winds. www.caveofthewinds.com](the Winds. www.caveofthewinds.com)  \nTake a Geo| Venture  \nPre-activity Thought Questions  \nWhat is the Earth made of? What is the difference between a rock and a mineral? What types of rocks and minerals are found in our region?  \nAssessments  \n1. List of identified minerals  \n2. Venn Diagram of several local minerals  \n3. List of identified rocks  \nActivity: Minerals  \nMaterials needed:  \n1. Mineral kit including: quartz, calcite, muscovite mica, gypsum, dolomite, sulfur, halite, pyrite, orthoclase feldspar  \n2. Mineral identification kit including: penny, glass plate, porcelain tile, we","cbCailyn2zcXeiZc","https://ap.wps.com/l/cbCailyn2zcXeiZc","pdf",291736,"English","# Objectives\n# Vocabulary\n# Background Information\n# Pre-activity Thought Questions\n# Assessments\n# Activity: Minerals\n## Materials needed\n## Teacher instructions\n# Follow-up Questions\n# Alternative Assessments\n# Bibliography","[{\"question\":\"What are the main objectives of the activity?\",\"answer\":\"Students learn mineral composition and identification, and they connect the rock cycle with identifying common rocks in each group. They also build observational and classification skills.\"},{\"question\":\"How do students identify minerals during the lab?\",\"answer\":\"They use mineral kits and identification testing tools and follow a flow-chart. Diagnostic properties include hardness, streak, cleavage, effervescence with weak HCl, magnetism, and fluorescence.\"},{\"question\":\"What assessments are used to evaluate student learning?\",\"answer\":\"Students complete lists of identified minerals and rocks, plus a Venn diagram comparing several local minerals.\"}]","Cave of the Winds Activity Eleven - Global Building Blocks - Rocks and Mineral Identification | PDF",1790073221,13]