UNIT 2 RESOURCES Composition of Earth - Wikispacesmcfaddenscience.wikispaces.com/file/view/Unit+2+Resources.pdfCopyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies,

UNIT 2 RESOURCES

Composition of Earth

Copyright ©

Glencoe/M

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panies, Inc.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Earth Science: Geology, the Environment, and the Universe program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

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

ISBN: 978-0-07-879209-0MHID: 0-07-879209-6

Printed in the United States of America

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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 2 Composition of Earth

Reproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 3

Matter and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 4

Minerals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter 5

Igneous Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Chapter 6

Sedimentary and Metamorphic Rocks . . . . . . . . . . . . . . . . . . 73

Teacher Guide and Answers

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Table ofContents

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This unit-based booklet contains resource materials to help you teach this unit more effectively. You will find the following in the chapters:

Reproducible Pages

Hands-on ActivitiesMiniLab and GeoLab Worksheets: Each activity in this book is an expanded version of each lab that appears in the Student Edition of Glencoe Earth Science: Geology, the Environment, and the Universe. All materials lists, procedures, and questions are repeated so that students can read and complete a lab in most cases without having a textbook on the lab table. All lab questions are reprinted with lines on which students can write their answers. In addition, for student safety, all appropriate safety symbols and caution statements have been reproduced on these expanded pages. Answer pages for each MiniLab and GeoLab are included in the Teacher Guide and Answers section at the back of this book.

Transparency ActivitiesTeaching Transparency Masters and Worksheets: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of the transparencies contain art or photos that extend the concepts put forth in the textbook. Others contain art or photos directly from the Student Edition. There are 92 Teaching Transparencies, provided here as black-and-white masters accompanied by worksheets that review the concepts presented in the transparencies. Answers to worksheet questions are provided in the Teacher Guide and Answers section at the back of this book.

Intervention and AssessmentStudy Guide: These pages help students understand, organize, and compare the main earth science concepts in the textbook. The questions and activities also help build strong study and reading skills. There are six study guide pages for each chapter. Students will find these pages easy to follow because the section titles match those in the textbook. Italicized sentences in the study guide direct students to the related topics in the text. The Study Guide exercises employ a variety of formats including multiple-choice, matching, true/false, labeling, completion, and short answer questions. The clear, easy-to-follow exercises and the self-pacing format are geared to build your students’ confidence in understanding earth science. Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

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Chapter Assessment: Each chapter assessment includes several sections that assess students’ understandings at different levels. • The Reviewing Vocabulary section tests students’ knowledge of the chapter’s

vocabulary. A variety of formats are used, including matching, multiple choice, true/false, completion, and comparison of terms.

• The Understanding Main Ideas section consists of two parts: Part A tests recall and basic understanding of facts presented in the chapter, while Part B is designed to be more challenging and requires deeper comprehension of concepts than does Part A. Students may be asked to explain processes and relationships or to make comparisons and generalizations.

• The Thinking Critically section requires students to use several different higher-order learning skills, such as interpreting data and discovering relationships in graphs and tables, as well as applying their understanding of concepts to solve problems, compare and contrast situations, and to make inferences or predictions.

• The Applying Scientific Methods section puts students into the role of researcher. They may be asked to read about an experiment, simulation, or model and then apply their understanding of chapter concepts and scientific methods to analyze and explain the procedure and results. Many of the questions in this section are open-ended, giving students the opportunity to demonstrate both reasoning and creative problem-solving skills.

Answers or possible responses to all questions are provided in the Teacher Guide and Answers section at the back of this book.

STP Recording Sheet: Student Recording Sheets allow students to use the Standardized Test Practice questions in the Student Edition as a practice for standardized tests. STP Recording Sheets give them the opportunity to use bubble answer grids and numbers grids for recording answers. Answers for the STP Recording Sheets can be found in the Teacher Wraparound Edition on Standardized Test Practice pages.

Teacher Guide and Answers: Answers or possible answers for questions in this booklet can be found in the Teacher Guide and Answers section. Materials, teaching strategies, and content background, along with chapter references, are also provided where appropriate.

To the Teacher continued

vi

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Lab Safety Form

Name:

Date:

Lab type (circle one) : Launch Lab, MiniLab, GeoLab

Lab Title:

Read carefully the entire lab and then answer the following questions. Your teacher must initial this form before you begin.

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No

4. Describe the safety procedures and additional warnings that you must follow as you perform this investigation.

5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.

Teacher Approval Initials

Date of Approval

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Reproducible PagesTable of Contents

Chapter 3 Matter and Change MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teaching Transparency Masters and Worksheets. . . . . . . . . . . . . . 7

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1

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MiniLab 3MiniLab 3

2 Chapter 3 Earth Science: Geology, the Environment, and the Universe GeoLab and MiniLab Worksheets

Identify Elements

What elements are in your classroom? Most substances on Earth occurin the form of chemical compounds. Around your classroom, there arenumerous objects or substances that consist mostly of a single element.

Procedure

1. Read and complete the lab safety form.

2. Create a data table with the following column headings: Article, Element,Atomic Number, Properties.

3. Name three objects in your classroom and the three different elements ofwhich they are made.

4. List the atomic numbers of these elements and describe some of theirproperties.

Analysis

1. Categorize List two examples of a solid, a liquid, and a gaseous object orsubstance.

2. Compare and contrast liquids, solids, and gases.

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GeoLab and MiniLab Worksheets Chapter 3 Earth Science: Geology, the Environment, and the Universe 3

Name Class Date

Many rocks on Earth form from salts precipitating out of seawater. Salt ionsprecipitate when a salt solution becomes saturated. Solubility is the ability of

a substance to dissolve in a solution. When a solution is saturated, no more of thatsubstance can be dissolved. What is the effect of temperature and evaporation onsalt precipitation? How do precipitation rates affect the size of crystals?

ProblemUnder what conditions do salt solutions becomesaturated and under what conditions does saltprecipitate out of solution?

Materialshalite (sodium chloride)

250-mL glass beakers (2)

distilled water

plastic wrap

laboratory scale

hot plate

shallow glass baking dish

refrigerator

glass stirring rod

ObjectivesIn this GeoLab, you will:

• Observe salt dissolving and precipitating froma saturated salt solution.

• Identify the precipitated salt crystals.

• Compare the salt crystals that precipitate outunder different conditions.

• Hypothesize why different conditions producedifferent results.

Safety Precautions

Always wear safety goggles and an apron in the lab.Wash your hands after handling salt solutions. Usecare in handling hot solutions. Use protection handling hot glassware.

Precipitate Salt

P R E P A R A T I O N


2. Make a data table to record your observations.

3. Pour 150 mL of distilled water into a 250-mLglass beaker. Add 54 g of sodium chloride tothe distilled water in the beaker and stir untilonly a few grains remain on the bottom of thebeaker.

4. Place the beaker on the hot plate and turn thehot plate on. As the solution inside the beakerheats up, stir it until the last few grains ofsodium chloride dissolve. The salt solutionwill then be saturated.

5. Pour 50 mL of the warm, saturated solutioninto the second 250-mL glass beaker. Coverthis beaker with plastic wrap so that it forms agood seal. Put this beaker in the refrigerator.

6. Pour 50 mL of the saturated solution into theshallow glass baking dish. Place the dish on thehot plate and heat the salt solution until all theliquid evaporates. CAUTION: The baking dishwill be hot. Handle with care.

7. Place the original beaker with 50 mL of theremaining solution on a shelf or windowsill.Do not cover the beaker.

8. Observe both beakers one day later. If crystalshave not formed, wait another day to makeyour observations and conclusions.

9. Once crystals have formed in all threecontainers, observe the size and shape ofthe precipitated crystals. Describe yourobservations in your data table.

P R O C E D U R E

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Precipitate Salt

1. Describe the shape of the precipitated crystals in the three containers. Does theshape of the crystals alone identify them as sodium chloride?

2. Infer how heating the salt solution affected the solubility of the sodium chloride.

3. Interpret what effect cooling has on the solubility of salt. What effect doesevaporation have on the solubility of salt?

4. Evaluate the relationship between rate of cooling and crystal size.

A N A LY Z E A N D C O N C L U D E

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Precipitate Salt

Use Other Substances Design an experiment to investigate other solublesubstances. Test to see how much of the substance can be dissolved in a givenamount of water, how long it takes for the solution to evaporate, and whatcrystal shapes form. Prepare a short report to share with your class.

I N Q U I R Y E X T E N S I O N

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Teaching Transparency Transparency Master 7 Earth Science: Geology, the Environment, and the Universe 7

Atomic Structure of 14 Elements

ElementName Symbol

AtomicNumber

Mass Number

Hydrogen H 1 1

Helium He 2 4

Oxygen O 8 16

Carbon C 6 12

Neon Ne 10 20

Nitrogen N 7 14

Magnesium Mg 12 24

Silicon Si 14 28

Iron Fe 26 56

Sulfur S 16 32

Sodium Na 11 23

Chlorine Cl 17 35

Potassium K 19 39

Argon Ar 18 40

Atomic Structure of 14 Elements

MASTER 7Use with Chapter 3

Section 3.1

TEACHING TRANSPARENCY

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8 Transparency Worksheet 7 Earth Science: Geology, the Environment, and the Universe Teaching Transparency

Name Class Date

1. How can you determine the number of protons in the nucleus of an atom of any ofthe elements listed in the table?

2. Which element has 14 protons in the nuclei of its atoms?

3. Explain how you can determine the number of electrons surrounding the nucleus ofan atom of any of the elements listed in the table.

4. Which element has 19 electrons surrounding the nuclei of its atoms?

5. Explain how you can determine the number of neutrons in the nucleus of an atom ofany of the elements listed in the table.

6. Which element does not have a neutron in the nuclei of its atoms?

7. How many neutrons are present in the nucleus of an iron atom?

8. How many protons, neutrons, and electrons are present in and surroundingthe nucleus of a chlorine atom?

Name Class Date

Use with Chapter 3Section 3.1Atomic Structure of

14 Elements

TEACHING TRANSPARENCYWORKSHEET 7

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e–

e–

e–e–

e–

e

e–

e–

e–

e–

e–

e–

e–

e–

e–

e–

e–

e–

e–e–

Covalent and Ionic BondsUse with Chapter 3

Section 3.2

TEACHING TRANSPARENCYMASTER 8

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1. How many valence electrons are in a single hydrogen (H) atom and in a single oxygen(O) atom?

2. How many additional electrons does a hydrogen (H) atom need to complete itsoutermost energy levels? How many does an oxygen (O) atom need?

3. When two hydrogen atoms and one oxygen atom combine to form water, what type ofbond forms between the atoms? How many electrons are involved in this bond?

4. What is a formed when two or more atoms are held together by covalent bonds?

5. Why does a sodium atom tend to form a positive ion, whereas a chlorine atom tendsto form a negative ion?

6. When a sodium atom and a chlorine atom combine to form sodium chloride,what type of bond forms between the atoms?

7. What is the net electrical charge on the compound sodium chloride (NaCl)?


Name Class Date

Covalent and Ionic BondsUse with Chapter 3

Section 3.2


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Study Guide Chapter 3 Earth Science: Geology, the Environment, and the Universe 11

Name Class Date

STUDY GUIDE CHAPTER 3

SECTION 3.1 Matter

In your textbook, read about elements and atomic structure.Use each of the terms below just once to complete the passage.

atom electrons element neutrons nucleus protons

A(n) (1) is a substance that cannot be broken down

into simpler substances. A(n) (2) is the smallest particle

of matter having all that element’s characteristics. It is made up of smaller particles.

The (3) is made up of protons and neutrons. Small

particles that have mass and positive electrical charges are (4) .

Particles that have about the same mass as protons, but that are electrically neutral are

(5) . Surrounding the nucleus of an atom are tiny particles called

(6) , which have little mass, but have negative electrical charges

that are exactly the same magnitude as the positive charges of protons.

In your textbook, read about atomic structure and isotopes.Complete each statement.

7. The number of protons in an atom’s nucleus is the .

8. When atoms of the same element have different mass numbers, they are known

as of that element.

9. The spontaneous process through which unstable nuclei emit radiation is

called .

10. A(n) represents the area in an atom where an electron is

most likely to be found.

11. An atom that gains or loses an electron and has an electric charge is called a(n) .

12. The combined number of protons and neutrons is the .

13. The is the average of the mass numbers of the isotopes of an

element.

Matter and Change

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SECTION 3.1 Matter continued

In your textbook, read about electrons in energy levels and isotopes.Circle the letter of the choice that best completes the statement or answers the question.

14. How many electrons can be held in the innermost energy level of atoms?

a. 2 b. 8 c. 18 d. 32

15. How many electrons can the fourth energy level hold?

a. 2 b. 8 c. 18 d. 32

16. Many elements are mixtures of

a. oxygen. b. electrons. c. neutrons. d. isotopes.

17. The chemical behavior of different elements is determined by the

a. number of electrons in the innermost energy level.

b. number of electrons in the middle energy level.

c. number of electrons in the outermost energy level.

d. total number of electrons in all of the energy levels.

18. How many electrons can an atom’s third energy level hold?

a. 2 b. 8 c. 18 d. 32

19. Elements with a full outermost energy level are

a. unlikely to combine chemically with other elements.

b. likely to combine chemically with other elements.

c. likely to combine with inert elements.

d. likely to combine with many elements at one time.

20. The identity of an element is defined by its number of

a. electrons.

b. protons.

c. neutrons.

d. isotopes.

21. How many electrons can an atom’s second energy level hold?

a. 2 b. 8 c. 18 d. 32

12 Chapter 3 Earth Science: Geology, the Environment, and the Universe Study Guide


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SECTION 3.2 Combining Matter

In your textbook, read about different types of bonds, chemical reactions, and mixtures.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. A combination of two or more components thatretain their identity

2. The attraction of two atoms for a shared pair ofelectrons that hold the atoms together

3. A substance that is composed of atoms of two ormore different elements that are chemicallycombined

4. A solution containing a substance that produceshydrogen ions (H�) in water

5. Bond in which valence electrons are shared by all atoms

6. Composed of two or more atoms held together bycovalent bonds

7. A homogeneous mixture

8. The attractive force between two ions of oppositecharge

9. The forces that hold the elements together in acompound

10. A solid homogeneous mixture

11. A solution characterized by the formation ofhydroxide ions (OH�)

12. The change of one or more substances into othersubstances



a. acid

b. base

c. chemical bonds

d. chemical reaction

e. compound

f. covalent bond

g. metallic bond

h. ionic bond

i. mixture

j. molecule

k. solid solution

l. solution

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SECTION 3.2 Combining Matter, continued

In your textbook, read about chemical bonds.Complete the table below by writing the type or types of chemical bond found in the type of matteron the left. Use the following types of chemical bonds: covalent, ionic, metallic.

In your textbook, read about chemical reactions and mixtures.Examine equations A and B below. Then answer the questions.

(A) 2H2 + O2 ⇒ 2H2O (B) H2CO3 → H� � HCO3�

20. Which equation represents the formation of water?

21. Which equation represents the formation of an acid solution?

22. How many atoms of oxygen (O) are on both sides of equation A?

23. How many atoms of hydrogen (H) are on both sides of equation A?

24. How many atoms of hydrogen (H) are on both sides of equation B?

25. In which equation are carbonic acid molecules broken apart into

hydrogen ions and bicarbonate ions?



Matter Type of Chemical Bond Present

13. Molecule

14. Hydrogen gas (H2)

15. Magnesium oxide (MgO)

16. Metal

17. Table salt (NaCl)

18. Sodium monoxide (Na2O)

19. Water

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SECTION 3.3 States of Matter

In your textbook, read about the cycles of matter and the different states of matter.For each statement below, write true or false.

1. Most solids have a crystalline structure in which the particles are arrangedin regular geometric patterns.

2. Hot, highly ionized, electrically conducting gas is called plasma.

3. The change of state from solid to gas without an intermediate liquid stateis called evaporation.

4. A glass is a solid that consists of densely packed atoms arranged atrandom.

5. The change from a solid to a liquid is called condensation.

6. The process of changing from a liquid to a gas is called sublimation.

7. There are only three states of matter in the universe.

8. Matter cannot be created or destroyed.

In your textbook, read about the states of matter.Complete the table by filling in the missing information.

The States of Matter



State of Matter Definition of State Example

9. Hot, highly ionized, electrically conducting gases Lightning, neon sign, the Sun, other stars

10. Liquid

11. Made of densely packed particles arranged in a definite pattern; has both a definite shape and volume

12. Helium

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SECTION 3.3 States of Matter, continued

In your textbook, read about changes of state.Examine the diagram below. Then answer the questions.

13. What change of state is represented by arrow A?

14. What change of state is represented by arrow B?

15. What change of state is represented by arrow C?

16. What change of state is represented by arrow D?

17. What change of state is represented by arrow E?

18. How is thermal energy involved in the processes of melting and evaporation?

19. How is thermal energy involved in the processes of freezing and condensation?



A

B D

E

Liquid

Solid Gas

C

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Chapter Assessment Chapter 3 Earth Science: Geology, the Environment, and the Universe 17

Reviewing Vocabulary

Match the definition in Column A with the term in Column B.

Column A Column B

1. The outermost electrons of an atom

2. The center of an atom

3. Hot, highly ionized, electrically conducting gas

4. The smallest particle of an element that retains thatelement’s characteristics

5. The change from a gas to a liquid

6. A homogeneous mixture

7. The change of one or more substances into other substances

8. The attractive force between two ions of opposite charge

9. A tiny particle with a negative electrical charge

10. The average of the mass numbers of an element’s isotopes

11. The spontaneous process through which unstablenuclei emit radiation

In the space at the left, write the word or phrase in parentheses that makes the statement correct.

12. The combined number of protons and neutrons is the(atomic number, mass number).

13. An (energy level, isotope) represents the area in anatom where an electron is most likely to be found.

14. (An ionic bond, A covalent bond) is the attraction oftwo atoms for a shared pair of electrons that holds theatoms together.

15. An atom that gains or loses an electron is a chargedparticle called (an ion, a molecule).

16. (An element, A compound) is a substance that cannotbe broken down into simpler substances.

17. A tiny particle that has mass and a positive electricalcharge is a (neutron, proton).

18. (Acids, Bases) are solutions characterized by the formation of hydroxide ions (OH�).

19. The process of changing from a liquid into a gas iscalled (evaporation, sublimation).

a. atom

b. atomic mass

c. chemical reaction

d. condensation

e. electron

f. ionic bond

g. solution

h. nucleus

i. plasma

j. valence electrons

k. radioactive decay

Matter and Change

Name Class Date

CHAPTER ASSESSMENTCHAPTER 3

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Understanding Main Ideas (Part A)

Circle the letter of the choice that best completes the statement or answers the question.

1. The basic building blocks of matter are

a. atoms. b. elements. c. molecules. d. compounds.

2. The nucleus of an atom is made up of

a. electrons and neutrons. c. protons and electrons.

b. protons, neutrons, and electrons. d. protons and neutrons.

3. Many elements are mixtures of

a. solids. b. isotopes. c. molecules. d. valence electrons.

4. Chemical behavior is determined by the number of electrons located in the

a. innermost energy level. c. third energy level.

b. second energy level. d. outermost energy level.

5. Solutions containing a substance that produces hydrogen ions (H�) in water are

a. bases. b. solids. c. elements. d. acids.

6. A combination of two or more components that retain their identity is a(n)

a. mixture. b. solution. c. acid. d. base.

7. Densely packed arrangements of particles that take the shape of their containers are

a. solids. b. liquids. c. gases. d. plasmas.

8. Which of the following changes of state releases thermal energy?

a. melting b. sublimation c. condensation d. evaporation

9. What type of bonding takes place when Na� and Cl� combine to form NaCl?

a. ionic b. hydrogen c. covalent d. metallic

10. Soil is an example of a

a. homogeneous mixture. c. solution.

b. solid solution. d. heterogeneous mixture.

11. In how many physical states does matter exist in the universe?

a. two b. three c. four d. five

12. An atom in which the outermost energy level is more than half full tends to formwhich of the following ions?

a. positive ions c. both positive and negative ions

b. negative ions d. neither positive nor negative ions

13. Tomatoes have a pH of 4. They are considered to be

a. acidic. b. basic. c. neutral. d. both acidic and basic.

18 Chapter 3 Earth Science: Geology, the Environment, and the Universe Chapter Assessment


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Understanding Main Ideas (Part B)

Study the diagram, which shows the formation of the compounds calcium fluorideand nitrogen gas. Then answer the questions.

1. Which compound is formed by ionic bonding? Explain.

2. Which compound is formed by covalent bonding? Explain.

3. How many electrons are in the fourth level of a calcium atom?

4. Which atom forms an ion by the loss of electrons?

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Thinking Critically

Use the information from the periodic table to complete the table below. Then answerthe questions that follow.

4. The isotopes neon-20 and neon-22 have the same chemical properties. Explain why.

5. The atomic number of chlorine is 17. Draw all the electrons for an atom ofchlorine in the following diagram. Make sure that the electrons are in the appropriate energy levels.

Nucleus

Oxygen

15.999

8O

Fluorine

18.998

9F

Neon

20.180

10Ne



Number Number Number Atomic Atomic Mass Element of Protons of Neutrons of Electrons Number (rounded off)

1. Oxygen 8

2. Fluorine 10

3. Neon 20

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Applying Scientific Methods

Two students are presented with a problem in science class. They need to identify specific com-pounds in an unknown mixture. This “mystery” mixture could include one or more of the fol-lowing compounds: cornstarch, baking powder, powdered sugar. All of these compounds arewhite and are difficult to distinguish by using sight alone.

To analyze the mixture, the students must first find ways to identify the individual com-pounds. Their teacher gives them four test tubes; distilled water; samples of cornstarch, bakingpowder, and powdered sugar; dropper bottles; iodine solution; white vinegar; a shallow pan; acandle, and matches.

The students place small amounts of cornstarch, baking powder, powdered sugar, and a fewdrops of water in separate piles in the shallow pan. They add a drop of vinegar to each sampleand record what happens in a data table. Only the baking soda shows any change. It begins tofizz as a result of a gas being given off.

Then the students place small amounts of each compound on the pan a second time. Thistime, they add a drop of iodine to each sample and record their results. Only the sample ofcornstarch turns blue.

Finally, the students place a small amount of each compound in three separate test tubes.They use a lit candle to gently heat the bottom of each test tube. Only the sugar shows anysigns of melting. The other compounds are unaffected.

After finding the three unique ways described above of testing for each compound, the students then repeat all three tests on the mystery mixture. The following data table showstheir results. Answer the questions that follow.



Material Tested Addition of Vinegar Addition of Iodine Heated with Candle

Distilled water No change No change Boiled

Cornstarch No change Turns blue No change

Sugar No change No change Melts

Baking soda Fizzing takes place No change No change

Mystery mixture Fizzing takes place Turns blue No change

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Applying Scientific Methods, continued

1. Did the students conduct quantitative (numerical) or qualitative (descriptive)research? Explain your answer, using examples from the students’ investigation.

2. Was a control used in this experiment? Explain your answer.

3. What safety rules should the students have followed when heating the compounds and mixture?

4. Which compound or compounds were present in the mystery mixture? Explain how you arrived at your conclusion.

5. How would you determine if all three compounds were absent from the sample?

6. Why would tasting the mystery mixture NOT be an appropriate way of identifying its components?



Student Recording SheetC

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Name Date Class

Standardized Test Practice Multiple Choice

Select the best answer from the choices given, and fill in the corresponding circle.

1. 4. 7.

2. 5. 8.

3. 6. 9.

Short Answer

Answer each question with complete sentences.

10.

11.

12.

13.

14.

15.

16.

Reading for Comprehension


17.

18.

19.

20.

CHAPTER 3

Assessment

Chapter 3 Earth Science: Geology, the Environment, and the Universe 23

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Chapter 4 Minerals MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27


Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35



25

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Recognize Cleavage and Fracture

How is cleavage used? Cleavage forms when a mineral breaks along a plane of weaklybonded atoms. If a mineral has no cleavage, it exhibits fracture. Recognizing the presence or absence of cleavage and determining the number of cleavage planes is a reliable methodof identifying minerals.

Procedure Part 1


2. Obtain five mineral samples from your teacher. Separate them into two sets–thosewith cleavage and those without cleavage.

3. Arrange the minerals that have cleavage in order from fewest to most cleavageplanes. How many cleavage planes does each sample have? Identify these minerals ifyou can.

4. Examine the samples that have no cleavage. Describe their surfaces. Identifythese minerals if you can.

Part 25. Obtain two more samples from your teacher. Are these the same mineral? How can

you tell?

6. Use a protractor to measure the cleavage plane angles of both minerals. Record yourmeasurements.

Analysis

1. Record the number of cleavage planes or presence of fracture for allseven samples.

2. Compare the cleavage plane angles for Samples 6 and 7. What do theytell you about the mineral samples?

3. Predict the shape each mineral would exhibit if you were to hit each onewith a hammer.

MiniLab 4MiniLab 4

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Have you ever used a field guide to identify a bird, flower, rock, or insect? If so, youknow that field guides include far more than photographs. A typical field guide for

minerals might include background information about minerals in general, plus specificinformation about the formation, properties, and uses of each mineral. In this activity,you’ll create a field guide for minerals.

ProblemHow would you go about identifying minerals?What physical and chemical properties would youtest? Which of these properties should be includedin a field guide to help others to identify unknownminerals?

Possible Materialsmineral samples

magnifying lens steel file or nail

glass plate piece of copper

streak plate paper clip

Mohs scale of magnetmineral hardness Reference Handbook

dilute hydrochloric dropperacid (HCl)

HypothesisAs a group, form a hypothesis about which property or properties might be most useful inidentifying minerals. Write your hypothesis in thespace below.


• Conduct tests on unknown minerals to deter-mine their physical and chemical properties.

• Identify minerals based on the results ofyour tests.

• Design a field guide for minerals.

Safety Precautions

Review the safe use of acids. HCl may cause burns.If a spill occurs, rinse your skin with water andnotify your teacher immediately.

Make a Field Guide for Minerals


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2. As a group, list the steps that you will taketo create your field guide. Keep the availablematerials in mind as you plan yourprocedure.

3. Should you test any of the properties morethan once for any of the minerals? How willyou determine whether certain propertiesindicate a specific mineral?

4. Design a data table to summarize yourresults. Be sure to include a column torecord whether or not a particular test willbe included in the guide. You can use thistable as the basis for your field guide.

5. Read over your entire plan to makesure that all steps are in a logical order.

6. Have you included a step for additionalresearch? You might have to use the library orglencoe.com to gather all the necessaryinformation for your field guide.

7. What additional information will be includedin the field guide? Possible data include howeach mineral formed, its uses, its chemicalformula, and a labeled photograph or drawingof the mineral.

8. Make sure your teacher approves your planbefore you proceed.

P R O C E D U R E

1. Interpret Which properties were most reliable for identifying minerals? Which propertieswere least reliable? Discuss reasons why one property is more useful than others.

2. Observe and Infer What mineral reacted with the hydrochloric acid? Why did the mineral bubble? Writethe balanced equation that describes the chemical reaction that took place between the mineral and acid.


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3. Summarize What information did you include in the field guide? What resourcesdid you use to gather your data? Describe the layout of your field guide.

4. Evaluate the advantages and disadvantages of field guides.

5. Conclude Based on your results, is there any one definitive test that can always be usedto identify a mineral? Explain your answer.


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Crystal Systems

TEACHING TRANSPARENCYMASTER 9Use with Chapter 4

Section 4.1

Crystal Systems

Cubic Tetragonal Hexagonal

Orthorhombic Monoclinic Triclinic

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1. What is a crystal?

2. How many sides do crystals of each of the six major crystal systems have?

3. Pyromophite is an example of what crystal system?

4. How would you use crystal structure to tell a crystal of pyrite from a crystal of gypsum?

5. Name a mineral in the triclinic crystal system.

6. Under what conditions can minerals grow to form well-defined crystal shapes likethose pictured?

7. Do mineral crystals tend to appear in one of the six well-defined shapes shown inthe table? Why or why not?

8. How are atoms arranged in crystalline structures?

TEACHING TRANSPARENCYWORKSHEET 9Use with Chapter 4

Section 4.1Crystal Systems

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Mohs Hardness Scale


Section 4.2

Mohs Hardness ScaleHardness of

Hardness Common Objects

Talc 1 (softest)

Gypsum 2 fingernail (2.5)

Calcite 3 piece of copper (3.5)

Fluorite 4 iron nail (4.5)

Apatite 5 glass (5.5)

Feldspar 6 steel file (6.5)

Quartz 7 streak plate (7)

Topaz 8 scratches quartz

Corundum 9 scratches topaz

Diamond 10 (hardest) scratches all common materials

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1. What does the property of mineral hardness measure?

2. What is the softest mineral shown, and what is its hardness on the Mohs scale?

3. What is the hardest mineral shown, and what is its hardness on the Mohs scale?

4. Explain how you could estimate the hardness of a mineral that does not appear onthe Mohs scale.

5. Which common object will scratch feldspar?

6. Which minerals on the Mohs scale will scratch apatite? Which will apatite scratch?

7. What is the hardness of a mineral that scratches gypsum but cannot scratch calcite?Explain your answer.


Mohs Hardness ScaleUse with Chapter 4

Section 4.2

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SECTION 4.1 What is a mineral?

In your textbook, read about mineral characteristics.

Answer the following questions.

1. What is a mineral?

2. Why is salt classified as a mineral, but sugar is not?

3. Can minerals occur as liquids? Why or why not?

4. Can the chemical composition of a single mineral vary? Explain your answer.

5. What is a crystal?

6. How does forming in a restricted space affect the structure of a crystal?

7. What does the definite crystalline structure of a mineral consist of?

8. Why are feldspars considered to be minerals even though their compositions can vary?

Minerals

Name Class Date

STUDY GUIDECHAPTER 4

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SECTION 4.1 What Is a mineral?, continued

In your textbook, read about minerals that formed from magma and that formed from solution.For each statement, write true or false.

9. Minerals can form from the cooling of magma.

10. Density differences can force magma upward into cooler layers of Earth’s interior.

11. If magma cools slowly, atoms do not have time to arrange themselvesinto large crystals.

12. Small crystals form from rapidly cooling magma.

13. When liquid evaporates from a solution, the remaining elementscannot form crystals.

14. Minerals can form from elements dissolved in a solution.

15. If a solution remains unsaturated, mineral crystals may precipitate.


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SECTION 4.1 What is a Mineral?

In your textbook, read about mineral identification.Use each of the terms below just once to complete the passage.

cleavage color fracture hardness

luster specific gravity streak texture

Geologists use physical properties to identify minerals. For example, the (16)

of a mineral is caused by the presence of different trace elements. The way a mineral reflects light from its

surface is called (17) , which is described as metallic or nonmetallic. How a

mineral feels to the touch is called (18) . A mineral’s (19)

is the color of a mineral when it is broken up and powdered. A measure of how easily a mineral can be

scratched is called (20) .

Another property describes how a mineral will break. If a mineral splits easily and evenly along one

or more planes, it has the property of (21) , while minerals that break along

jagged edges are said to have (22) . The density of a mineral is usually

expressed as (23) , which is the ratio of the weight of a substance to the weight

of an equal volume of water at 4°C.

In your textbook, read about mineral identification.Answer the following questions.

24. Can all minerals produce a streak on a porcelain plate? Why or why not?

25. Can minerals with cleavage have more than one cleavage plane? If so, give an example.

26. What is the difference between density and specific gravity?

27. How many minerals are represented on the Mohs scale of mineral hardness? What is the range of hardness of those minerals?


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SECTION 4.1 What is a Mineral?, continued

Circle the letter of the choice that best completes the statement.

28. Identification tests for minerals are based on their

a. scientific names. c. color.

b. physical and chemical properties. d. chemical composition.

29. The appearance of milky quartz is caused by

a. its high density. c. its magnetism.

b. its hardness. d. trapped bubbles of gas and liquid.

30. A mineral’s hardness with respect to other minerals can be determined by

a. its specific gravity. c. the Mohs scale of mineral hardness.

b. its cleavage planes. d. its magnetic properties.

31. Minerals break along planes where atomic bonds are

a. weak. b. strong. c. dense. d. magnetic.

32. Minerals, such as quartz, that break along jagged edges are said to have

a. cleavage. b. density. c. fracture. d. special properties.

33. The ratio of the weight of a substance to the weight of an equal volume of water at 4°C is its

a. chemical composition. c. specific gravity.

b. weight. d. hardness.

In your textbook, read about special properties of minerals.Circle the letter of the choice that best completes the statement or answers the question.

34. In double refraction, light is

a. bent in two directions. c. obscured by gas bubbles in the crystal.

b. bent in one direction. d. changed to a magnetic field.

35. Which mineral bubbles when it comes in contact with hydrochloric acid because the calcite releases?

a. quartz. c. feldspar.

b. calcite. d. mica.

36. Lodestone can pick up iron filings. What special property does lodestone have?

a. a sticky texture c. magnetism

b. extreme heaviness d. a rotten-egg smell


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SECTION 4.2 Types of Minerals

In your textbook, read about mineral uses.Answer the following questions.

1. What makes a mineral an ore?

2. Is aluminum an ore? Explain your answer.

3. Can the classification of a mineral as an ore change? If so, how?

4. How are ores deep beneath Earth’s surface removed?

5. How are ores near Earth’s surface removed?

6. What two problems can result from removing waste material from ores?

In your textbook, read about mineral groups.Complete the table by filling in the following terms: silicates, carbonates, oxides.


Mineral Group Description

7. Calcite, dolomite, and rhodochrosite are examples.

8. Readily form silica tetrahedrons

9. Composed of one or more metallic elements with the carbonate compound CO3

10. Composed of silicon, oxygen, and another element

11. Compounds of oxygen and a metal

12. Magnetite and hematite, both sources of iron, are examples.

13. The most common minerals, feldspar and quartz, are examples.

14. Primary minerals in limestone and marble

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SECTION 4.2 Types of Minerals, continued

In your textbook, read about mineral uses.Use each of the terms below to complete the statements.

open-pit mines ore underground mining overlourden

15. A(n) is a mineral that contains a useful substance that

can be mined at a profit.

16. An ore located deep within Earth’s crust is removed by .

17. An ore near Earth’s surface is obtained from large .

18. Unwanted rock and dirt, known as , are dug up along

with valuable ore.

In your textbook, read about gems.Use each of the terms below to complete the statements.

abrasive emeralds gem trace elements

19. A(n) is a valuable mineral prized for its rarity and

beauty.

20. Because of their relative rareness, rubies and are more

valuable than diamonds.

21. The presence of can make one variety of a mineral

more colorful and thus more prized than other varieties of the same mineral.

22. The mineral corundum, which is often used as a(n) ,

can also be found as rubies and sapphires.


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Column A Column B

1. Naturally occurring, inorganic solid with specific chemical composition and crystalline structure

2. Solid in which the atoms are arranged in repeatingpatterns

3. Molten material found beneath Earth’s crust

4. Mineral that contains silicon and oxygen

5. Mineral that contains a useful substance that can bemined for profit

6. Valuable mineral prized for its rarity and beauty

Compare and contrast each pair of related terms.

7. cleavage, fracture

8. density, specific gravity

9. hardness, texture

10. luster, streak

a. crystal

b. gem

c. magma

d. mineral

e. ore

f. silicate

Minerals

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In the space at the left, write true if the statement is true; if the statement is false, change theitalicized word or phrase to make it true.

1. There are at least 3000 known minerals in Earth’s crust.

2. Minerals form from cooled magma and from elements in gases.

3. Minerals can be identified based on their physical and chemicalproperties.

4. The most reliable way to identify a mineral is by using a combination of several tests.

5. The classification of a mineral as an ore does not change once it hasbeen mined.

6. Trace elements in a mineral do not affect the color or the value of mineral.

Write the term that best completes the statement.

cleavage crystal fracture hardness luster

magma inorganic silicates specific gravity streak

7. A mineral, such as salt, is naturally occurring but , in

contrast to sugar, which comes from plants.

8. A solid in which the atoms are arranged in a repeating pattern is a .

9. make up the most common mineral group.

10. When compounds in cooling no longer move freely, they

may interact chemically to form minerals.

11. is described as either metallic or nonmetallic.

12. A mineral’s rarely changes, but sometimes does not match

its external color.

13. Mohs scale is used to compare the of minerals.

14. Mica has perfect in one direction; it breaks in sheets.

15. When flint and opals break, they have a unique with arclike patterns.

16. Geologists commonly use as a measure of density for

accurate identification of a mineral.

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1. What are three characteristics of a mineral?

2. If you took random samples of minerals from several locations, which type ofmineral would you likely have more of—oxides, silicates, or carbonates. Why?

3. What accounts for the large diversity of silicates?

4. Why is color one of the least reliable tests for identifying minerals? Give an exampleto support your answer.

5. Why are some minerals classified as gems? Give three examples of gems.

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Thinking Critically


1. A solution is nearly saturated with dissolved minerals. What will happen if50 percent of the water in the solution evaporated?

2. What conditions typically result in the formation of large, well-shaped mineral crystals?

3. What can you conclude about the atomic bonds along a plane of cleavage?

4. Why do geologists usually use a combination of tests to identify a mineral?

5. What mineral would you use to polish a piece of corundum? Why?

6. Which mineral would react to iron filings—magnetite or graphite? What specialproperty would that mineral have?

7. What three factors should be considered before mining a newly found mineral deposit?

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Three pairs of mineral samples are brought to you for testing. Both samples in one pair looklike gold, but one is pyrite, or fool’s gold. Both samples in the second pair look like emeralds,but one is nonprecious apatite. Both samples in the third pair look like rubies, but one is a lessvaluable garnet. Use the information in the table to complete the dichotomous key to identify each mineral.

Dichotomous Key

1. a. The mineral has a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 2

b. The mineral does not have a metallic luster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 3

2. a. The mineral can scratch at least one of the green stones. . . . . . . . . . . . . . .

b. The mineral can scratch neither green stone. . . . . . . . . . . . . . . . . . . . . . . . .

3. a. The mineral is green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 4

b. The mineral is not green. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Go to 5

4. a. The mineral can scratch at least one of the red stones. . . . . . . . . . . . . . . . .

b. The mineral can scratch neither red stone. . . . . . . . . . . . . . . . . . . . . . . . . . .

5. a. The mineral can scratch only one of the green stones. . . . . . . . . . . . . . . . .

b. The mineral can scratch both green stones. . . . . . . . . . . . . . . . . . . . . . . . . .

Mineral Color Hardness

Gold Metallic gold 2.5–3

Apatite Blue, green 5

Pyrite Metallic pale brass, gold 6–6.5

Garnet Red, deep red, brown 6.5–7.5

Beryl Bluish green, green 7.5–8

Corundum Red, deep red 9

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Use this table for the six mineral samples to answer the following questions.

6. If the volume of the sample of pyrite equals the volume of the sample of gold, how many times greater is the mass of the gold sample than the mass of the pyrite sample?

7. How can the breakage pattern be used to distinguish between gold and pyrite?

8. Which of the six minerals is a native element?

9. List the six minerals in order from most dense to least dense.

Mineral Specific Gravity Chemical Formula Breakage Pattern

Gold 19.3 Au Hackly

Apatite 5 Ca5(PO4)3(F, OH, Cl) Uneven fracture

Pyrite 5.2 FeS2 Uneven fracture

Garnet 3.5–4.3 (Mg, Fe, Ca)3 (Al2Si3O12) Conchoidal fracture

Beryl 2.75 Be3Al2Si6O18 Uneven fracture

Corundum 4 Al2O3 Fracture


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1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.



17.

18.

19.

20.


CHAPTER 4

Assessment

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Chapter 5 Igneous Rocks MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51


Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59



49

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Name Class Date

Compare Igneous Rocks

How do igneous rocks differ? Igneous rocks have many different characteristics. Color andcrystal size are some of the features that differentiate igneous rocks.

Procedure


2. Obtain a set of igneous rock samples from your teacher.

3. Carefully observe the following characteristics of each rock: overall color,crystal size, and, if possible, mineral composition.

4. Design a data table to record your observations.

Analysis

1. Classify your rock samples as basaltic, andesitic, or rhyolitic.[Hint: the more silica in the rock, the lighter it is in color.]

2. Compare and contrast your samples using the data from the data table.How do they differ? What characteristics do each of the groups share?

3. Speculate in which order the samples crystallized. [Hint: Use Bowen’s reaction series as a guide.]

MiniLab 5MiniLab 5

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The rate at which magma cools has an effect on the grain size of the resulting igneous rock.Observing the crystallization of magma is difficult because molten rock is very hot and the

crystallization process is sometimes very slow. Other materials, however, crystallize at lowertemperatures. These materials can be used to model crystal formation.

ProblemModel the crystallization of minerals from magma.

Materialsclean, plastic petri dishes

saturated alum solution

200-mL glass beaker

magnifying glass

piece of dark-colored construction paper

thermometer

paper towels

water

hot plate


• Determine the relationship between coolingrate and crystal size.

• Compare and contrast different crystal shapes.

Safety Precautions

The alum mixture can cause skin irritation and willbe hot when it is first poured into the petri dishes.If splattering occurs, wash skin with cold water.Always wear safety goggles and an apron in the lab.

Model Crystal Formation



2. As a group, plan how you could change thecooling rate of a hot solution poured into apetri dish. For instance, you may want to putone sample in a freezer or refrigerator for adesignated period of time. Assign each groupmember a petri dish to observe during theexperiment. Make sure your teacher approvesyour plan before you begin.

3. Place a piece of dark-colored constructionpaper on a level surface where it won’t bedisturbed. Place the petri dishes on top of thepaper.

4. Carefully pour a saturated alum solution thatis about 95°C to 98°C, or just below boilingtemperature, into each petri dish so that it ishalf-full. Use caution when pouring the hotliquid to avoid splatters and burns.

5. Observe the petri dishes. On the next page,draw a data table on which to record yourobservations. Below your data table, draw whatyou observe happening in the petri dishassigned to you.

6. Every 5 minutes for 30 minutes, record yourobservations of your petri dish. Make accurate,full-sized drawings of any crystals that beginto form.

P R O C E D U R E

Name Class Date


DATA TABLE

OBSERVATIONS

1. Compare your methods of cooling with those of other groups. Did one method appear towork better than others? Eplain.

2. Examine your alum crystals. What do the crystals look like? Are they all the samesize? Do all the crystals have the same shape?

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Name Class Date


3. Draw the most common crystal shape in your science journal. Compare your drawings with those ofother groups. Describe any patterns you see.

4. Deduce what factors asffected the size of the crystals in the different Petri dishes.How do you know?

5. Infer why the crystals changed shape as they grew.

6. Compare and contrast this experiment with the magma crystallization.

7. Evaluate the relationship between cooling rate and crystal formation.


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Discontinuousreaction

series

of mafic

minerals

Cont

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Incr

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iocla

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dspar

Simultaneous crystallization

Olivine

Pyroxene

Amphibole

Biotite mica

Sodium-rich

Calcium-rich

Potassium feldsparMuscovite mica

Quartz

Magma

typesEarly, high-

temperature

(~1000°C)

crystallization

Late, low-

temperature

(~600°C)

crystallization

Basaltic

(low silica)

Andesitic

Rhyolitic

(high silica)

Bowen’s Reaction Series


Section 5.1

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1. In Bowen’s reaction series, how do the two main branches of crystallization differ?

2. As magma cools, which are the first feldspars to crystallize?

3. Describe the composition of a zoned crystal that developed during feldsparcrystallization. What caused it to form?

4. As magma cools, what is the first iron-rich mineral to crystallize?

5. Which crystallizes at a higher temperature—amphibole or pyroxene?

6. What happens to amphibole when temperatures drop?

7. What elements remain in the melt at the end of the reaction series? What formswhen this melt finally crystallizes?



Section 5.1Bowen’s Reaction Series

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Felsic

Extr

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Intermediate Mafic Ultramafic Texture

Obsidian

Rhyolite

Granite

Pegmatite

Diorite Gabbro Peri-dotite

Dun-ite

Coarse-grained

Verycoarse-grained

Andesite Basalt Fine-grained

Basaltic glass Glassy(non-crystalline)

Quartz(clear to white)

Plagioclase feldspar(white to gray)

Biotite (black) Pyroxene(green)

Olivine(green)

Amphibole(black)

Potassium feldspar(pink to white)

Classification of Igneous Rocks

Classification of IgneousRocks


Section 5.2

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1. What four types of igneous rocks are represented in the table and graph?

2. Use the table to compare and contrast the textures of the extrusive rocks andintrusive rocks.

3. How do basaltic glass and gabbro differ? How are they similar?

4. Which types of igneous rocks are composed of at least 50 percent olivine?

5. Use the graph to explain why felsic rocks are usually light-colored and mafic rocksare usually dark-colored.

6. How would you classify a fine-grained, igneous rock that contains approximately25 percent amphibole, 15 percent biotite, and 60 percent plagioclase feldspar?

7. Approximately how much biotite is a sample of gabbro likely to contain?

8. Which contains a greater percentage of quartz—granite or diorite?



Classification of IgneousRocks

Use with Chapter 5Section 5.2

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SECTION 5.1 What are igneous rocks?

In your textbook, read about the nature of igneous rocks.Use each of the terms below just once to complete the following statements.

basaltic igneous rock rhyolitic

lava magma

1. Molten rock inside Earth’s crust is called .

2. A(n) is formed from the crystallization of magma.

3. Magma that flows out onto Earth’s surface is called .

4. Magma that has a low silica content is called .

5. magma has the highest silica content .

In your textbook, read about the composition and origins of magma.For each statement below, write true or false.

6. Magma is often a slushy mix of molten rock, gases, and mineralcrystals.

7. The elements found in magma are quite different from those found in Earth’s crust.

8. Silica is the most abundant compound found in magma.

9. Magmas are classified as basaltic, andesitic, or rhyolitic.

10. In the laboratory, rocks must be heated from 8000�C to 12 000�C before they melt.

11. Heat in the upper mantle and lower crust may come, in part, from thedecay of radioactive elements.

Igneous Rocks

Name Class Date


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SECTION 5.1 What are igneous rocks?, continued

In your textbook, read about factors that affect magma formation.Use the diagram to answer the following questions.

12. How does pressure affect the melting point of rock?

13. Do all minerals have the same melting point?

14. How does temperature change with depth in Earth’s crust?

15. How does pressure change with depth, and why?

In your textbook, read about how rocks melt.Use each of the terms below just once to complete the passage.

elements fractional crystallization reverse

magma melting points partial melting

Because different minerals have different (16) , not all parts of a rock

melt at the same time. The process whereby some minerals melt at low temperatures while

other minerals remain solid is called (17) . As each group of minerals

melts, different (18) are added to the magma mixture changing its

composition. When the magma cools, it crystallizes in the (19) order

of partial melting. The process wherein different minerals form at different temperatures is

called (20) . As each group of minerals crystallizes, it removes elements

from the remaining (21) instead of adding new elements.



0

5

10

15

20

25

30

35

200 400 600 800 1000 1200 1400 1600

Melting temperature ( C)In

crea

sing

pre

ssur

e/de

pth

(km

)

Melting curve(dry granite)

Melting curve(dry basalt)

Liqu

id

Liqu

idSolid

Solid

SECTION 5.1 What are igneous rocks?, continued

In your textbook, read about Bowen’s reaction series.Label the diagram using either continuous reaction series or discontinuous reaction series.

Answer the following questions. Use the diagram to answer questions 24 and 25.

24. The first feldspars to form are rich in what mineral?

25. The second feldspars to form are rich in what mineral?

26. What causes a zoned crystal?

27. How is quartz formed?

Simultaneous Crystallization

Sodium-rich

Calcium-rich

Mafic m

ineralsFe

ldsp

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22.

23.

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SECTION 5.2 Classification of Igneous Rock

In your textbook, read about the mineral composition of igneous rocks.Complete the table by filling in one of the following terms: granitic, basaltic, intermediate, or ultramafic.

In your textbook, read about the grain size of igneous rocks.Answer the following questions.

11. Does obsidian, a glassy rock, have a large grain size or a small grain size?

12. Is obsidian an intrusive or extrusive igneous rock? How do you know?

13. How does the texture of gabbro compare to that of obsidian?

14. Is gabbro an intrusive or extrusive igneous rock? How do you know?



Description Type of Igneous Rock

1. May be formed by fractional crystallization of olivine and pyroxene

2. Contains moderate amounts of biotite, amphibole, and pyroxene

3. Light-colored, high silica content, contains quartz

4. Contains plagioclase, biotite, amphibole, pyroxene, and olivine

5. Peridotite and dunites are examples.

6. Dark-colored, low silica content, rich in iron and magnesium

7. Diorite in an example.

8. Gabbro is an example.

9. Granite is an example.

10. Low silica content, very high iron and magnesium content

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SECTION 5.2 Classification of Igneous Rocks, continued

In your textbook, read about classifying igneous rocks.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

15. Rock such as peridotite, which has low silica content and very high levels of iron and magnesium

16. Rock with two different-sized grains of the same mineral

17. Rock such as gabbro, which is dark-colored, has lowsilica content, and is rich in iron and magnesium.

18. Vein of extremely large-grained minerals

19. Rare type of ultramafic rock that can containdiamonds

20. Rock such as granite, which is light-colored and has high silica content

In your textbook, read about the texture of igneous rocks.Answer the following questions.

21. Why do geologists make thin sections?

22. Describe the differences in how an intrusive igneous rock and an extrusive igneousrock form.

23. Why can minerals that form early in fractional crystallization grow distinct crystal shapes?

24. What does a rock with a porphyritic texture look like?

25. How do porphyritic textures form?

a. granitic

b. basaltic

c. ultramafic

d. porphyritic

e. pegmatite

f. kimberlite



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SECTION 5.2 Classification of Igneous Rocks, continued

In your textbook, read about igneous rocks as resources.Circle the letter of the choice that best completes the statement or answers the question.

26. Igneous rocks are strong because of their

a. temperature. c. water content.

b. color. d. interlocking grain textures.

27. Which of the following is one of the most durable igneous rocks?

a. granite c. marble

b. sandstone d. limestone

28. Igneous rocks tend to be

a. radioactive. c. resistant to weathering.

b. full of gold. d. vulnerable to weathering.

29. Igneous intrusions often are associated with valuable

a. radioactive elements. c. oil reservoirs.

b. ore deposits. d. fossil deposits

30. Ore deposits such as gold sometimes are found as a(n)

a. vein. c. obsidian deposit.

b. extrusion. d. molten rock.

31. Metal-rich quartz veins are formed at the end of

a. volcanic eruptions. c. magma crystallization

b. radioactive decay. d. the cooling of Earth’s crust.

32. What are pegmatites?

a. veins of extremely large-grained minerals c. microscopic, interlocking crystal grains

b. magmas of differing densities d. small volcanoes

33. What are kimberlites?

a. felsic rocks c. intermediate rocks

b. mafic rocks d. ultramafic rocks

34. Diamonds can form only

a. under very low pressure. c. above ground.

b. under very high pressure. d. near radioactive elements.



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Bowen’s reaction series igneous rock kimberlite

pegmatite porphyritic ultramafic

1. Rock formed from the crystallization of magma is called .

2. illustrates the relationship between cooling magma and

mineral formation.

3. A(n) rock, such as dunite, has low silica content and very

high iron and magnesium content.

4. A rock that has grains of two different sizes has texture.

5. A(n) is a vein of extremely large-grained minerals.

6. A rare, ultramafic rock that might contain diamonds is a(n) .


7. intrusive igneous rock, extrusive igneous rock

8. magma, lava

9. granitic, basaltic

Igneous Rocks

Name Class Date


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Circle the letter of the choice that best completes the statement.

1. Igneous rocks are formed when magma

a. erodes. c. crystallizes.

b. undergoes radioactive decay. d. weathers.

2. Igneous rocks that cool slowly beneath Earth’s crust are

a. extrusive. b. intrusive. c. sedimentary. d. always magnetic.

3. Igneous rocks that cool quickly on Earth’s surface are

a. extrusive. b. intrusive. c. metamorphic. d. always magnetic.

4. Extrusive rocks, which cool more rapidly than intrusive rocks, are generally more

a. coarsely grained. b. finely grained. c. radioactive. d. magnetic.

5. Factors that affect a rock’s melting point include

a. pressure and water content. c. rarity.

b. value as a gem. d. usefulness as a building material.

6. Valuable ore deposits and gem crystals are often associated with

a. oceans. c. thin crustal areas.

b. oil deposits. d. igneous intrusions.


7. Different minerals melt and crystallize at different temperatures.

8. Igneous rocks can be identified by their physical properties ofcrystal size and texture.

9. Igneous rocks are rarely used as building materials becauseof their strength, durability, and beauty.

10. Diamonds are sometimes found in igneous intrusions knownas kimberlites.



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1. What is partial melting? Explain how partial melting affects igneous rock formation.

2. What is fractional crystallization? Does it add or remove elements from magma? Explain your answer.

3. What relationship does Bowen’s reaction series illustrate? What crystallizationpatterns did Bowen discover in feldspars and iron-rich minerals?

4. What are the three main groups of igneous rocks? What are the characteristics of each group?

5. Why would crystals formed early in magma crystallization have larger, better-shaped crystalsthan those that formed later?

6. What is porphyritic texture? What sequence of events produces porphyritic texture in rocks?


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Thinking Critically

Complete the table with the following terms or phrases.

Contain leftover elements Extrusive rock Porphyritic texture

Veins of extremely large-grained minerals Basaltic rock Zoned crystal

Light color with high silica content


8. Which rock type or feature forms when rapid cooling of magma does not allow itscalcium-rich core to react completely with the magma?

9. Which rock type or feature forms when crystallization begins slowly and thenbecomes rapid?

10. Which rock type or feature may be formed when magma is forced rapidly upward,creating pipelike intrusions?

11. In general, do intrusive rocks crystallize more rapidly or less rapidly than doextrusive rocks?


Rock Type or Feature Characteristics

1. Fine-grained, glassy

Intrusive rock Coarse-grained

Granitic rock 2.

Intermediate rock Medium color with moderate silica content

3. Dark color with low silica content; high iron/magnesium content

Ultramafic rock Very dark color with very high levels of iron/magnesium

4. Large and small crystals in same rock

Veins 5.

Pegmatite 6.

Kimberlite Long pipelike intrusion; may contain diamonds

7. Sodium-rich outer layers, calcium-rich core

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The diagram shows the proportions of minerals in common igneous rocks. Use the diagramto answer the following questions.

1. What four groups of igneous rocks are shown in the diagram?

2. Which rocks are lighter in color—those on the left side of the diagram or those onthe right?

3. What categories of rock grain are shown on the diagram?

4. How are silica content and color related in this diagram?


25%

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50%

100%

Min

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com

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(per

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Granitic

Extr

usiv

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trus

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Intermediate Basaltic Ultramafic Texture

Obsidian

Rhyolite

Granite

Pegmatite

Diorite Gabbro Peri-dotite

Dun-ite

Coarse-grained

Verycoarse-grained

Andesite Basalt Fine-grained

Basaltic glass Glassy(non-crystalline)

Quartz(clear to white)

Plagioclase feldspar(white to gray)

Biotite (black) Pyroxene(green)

Olivine(green)

Amphibole(black)

Potassium feldspar(pink to white)

Table 5-2 Classification of Igneous Rocks

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Name Class Date


5. Do the groups of igneous rocks shown in the diagram exhibit an abrupt changefrom one group to another or a continuous change from one rock type to the next?Explain your answer.

6. Rock Sample A is coarse-grained, 90 percent olivine, and 10 percent pyroxene.What is the name of the rock? What group is it in?

7. Is rock Sample A dark or light in color?

8. Rock Sample B is coarse-grained, 25 percent quartz, 65 percent feldspar, and 10 percentunidentified minerals. What is the name of the rock? What group is it in?

9. If a rock sample with the same mineral content as Sample B was fine-grainedinstead of coarse-grained, what would its name be?

10. Do calcium-rich feldspars occur in granitic rocks or in basaltic rocks?

11. What is the primary mineral component of granitic rocks? Ultramafic rocks?



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CHAPTER 5

Assessment



1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.



17.

18.


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Chapter 6 Sedimentary and Metamorphic Rocks MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

GeoLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75


Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85



73

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Model Sediment Layering

Identify how layers form from particles that settle in water.

Procedure


2. Obtain 100 mL of sediment from a location specified by your teacher.

3. Place the sediment in a 200 mL jar with a lid.

4. Add water to the jar until it is three-fourths full.

5. Place the lid on the jar securely.

6. Pick up the jar with both hands and turn it upside down several times to mix the water andsediment. Hesitate briefly with the jar upside down before tipping it up for the last time.Place the jar on a flat surface.

7. Let the jar sit for about 5 min.

8. Observe the settling process.

9. Use the space below to illustrate what you learned in a diagram.

Analysis

1. Describe what type of particles settle out first.

2. Describe what type of particles form the topmost layers.

MiniLab 6MiniLab 6

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As the rock cycle continues, and rocks change from one type to another, more changesoccur than meet the eye. Color, grain size, texture and mineral composition are

easily observed and described visually. Yet, with mineral changes come changes in crystalstructure and density. How can these be accounted for and described? Studying pairs ofsedimentary and metamorphic rocks can show you how.

ProblemHow do the characteristics of sedimentary andmetamorphic rocks compare?

Materialssamples of sandstone, shale, limestone, quartzite,

slate and marble

magnifying glass

paper

beam balance

100-mL graduated cylinder or beaker large enough to hold the rock samples

water


• Describe the characteristics of sedimentary andmetamorphic rocks.

• Determine the density of different rock types.

• Infer how metamorphism changes the structureof rocks.

Safety Precautions

Always wear safety goggles and an apron in the lab.

Interpret Changes in Rocks



2. Use the data table on the next page. Add rowsto the table if you are examining more thanfour samples.

3. Observe each rock sample. Record yourobservations in the data table.

4. Recall that density � mass/volume. Make aplan that will allow you to measure the massand volume of a rock sample.

5. Determine the density of each rock sampleand record this information in the data table.

P R O C E D U R E

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1. Compare and contrast a shale and a sandstone.

2. Describe how the grain size of a sandstone changes during metamorphism.

3. Describe the textural differences you observe between a shale and a slate.

4. Infer Compare the densities you calculated with other students. Does everybodyhave the same answer? What are some of the reasons that answers may vary?

Sample Rock Specificnumber type characteristics Mass Volume Density

1

2

3

4

Data Table


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5. Why does the color of a sedimentary rock change during metamorphism?

6. Compare the densities of shale and slate, sandstone and quartzite, and limestone and marble. Does density always change in the same way? Explain the results that you observed.


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Classification of ClasticSediments


Section 6.1

Classification of Clastic SedimentsParticle Size Sediment Rock

> 256 mm Boulder256–64 mm Gravel Cobble Conglomerate64–2 mm Pebble

2–0.062 mm Sand Sandstone

0.062–0.0039 mm Silt Siltstone

<0.0039 mm Clay Mudstone or shale

}

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1. How are clastic sediments classified?

2. What type of clastic sediment has the largest particle size?

3. What type of clastic sediment has the smallest particle size?

4. What size particles are classified as sand?

5. What rock type is made up of cobbles?

6. How would you classify a clastic sediment particle that is 0.0020 mm in size?

7. You find a rock that consists mostly of clastic sediments of about 0.05 mm in size.What type of rock is it likely to be?

8. Why do clastic sediment particles usually have worn surfaces and rounded corners?

9. What process produces clastic sediments?



Section 6.1Classification of ClasticSediments

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Classification ofSedimentary Rocks


Section 6.2

Classification of Sedimentary RocksClassification Texture/Grain Size Composition Rock Name

Clastic coarse (> 2 mm) Fragments of any rock type –– quartz rounded conglomeratechert and quartzite common angular breccia

medium (1/16 mm to 2 mm) quartz and rock fragments sandstonequartz, k-spar and rock fragments arkose

fine (1/256 mm – 1/16 mm) quartz and clay siltstone

very fine (< 1/256 mm) quartz and clay shale

Biochemical microcrystalline with calcite (CaCO3) micriteconchoidal fracture

abundant fossils in micrite calcite (CaCO3) fossiliferousmatrix limestone

oolites (small spheres of calcite (CaCO3) oolitic calcium carbonate) limestone

shells and shell fragments calcite (CaCO3) coquinaloosely cemented

microscopic shells and clay calcite (CaCO3) chalk

variously sized fragments highly altered plant remains, some plant fossils coal

Chemical fine to coarsely crystalline calcite (CaCO3) crystallinelimestone

fine to coarsely crystalline dolomite (Ca, Mg) CO3 (will effervesce dolostoneif powdered)

very finely crystalline quartz (SiO2) –– light colored chert–– dark colored flint

fine to coarsely crystalline gypsum (CaSO4 � 2H2O) rock gypsum

fine to coarsely crystalline halite (NaCI) rock salt

}

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1. Name the three types of sedimentary rocks.

2. What is the most common sedimentary rock, and what is its method of formation?

3. How are clastic sedimentary rocks classified?

4. Compare and contrast conglomerate with breccia.

5. How do chemical sedimentary rocks form?

6. Name three common evaporite minerals.

7. How do organic sedimentary rocks form?

8. Name two organic sedimentary rocks.



Classification ofSedimentary Rocks

Use with Chapter 6Section 6.2

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Sediments

Deposition, burial,lithification

Heat and pressureMelting

Cooling andcrystallization

Uplift

Uplift

Heatand

pressure

External processes

Internal processes

Weatheringand erosion

Magma

Sedimentaryrocks

Metamorphicrocks

Igneousrocks

The Rock Cycle


Section 6.3

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1. What is the rock cycle?

2. What three processes transform metamorphic and sedimentary rocks intosediments?

3. What two processes transform sedimentary rocks into metamorphic rocks?

4. What causes all types of rocks to be exposed to weathering and erosion?

5. How can a metamorphic rock become an igneous rock?

6. Describe two different paths an igneous rock can take to become another igneous rock.

7. Name two internal processes.

8. Name two external processes.



Section 6.3The Rock Cycle

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SECTION 6.1 Formation of Sedimentary Rocks

In your textbook, read about the processes that form sedimentary rocks.Use each of the terms below to complete the following statements.

cementation chemical weathering clastic sediments deposition

lithification physical weathering sedimentary rock sorted deposits

sediment unsorted deposits

1. consists of solid material that has been deposited on

Earth’s surface by wind, water, ice, gravity, or chemical precipitation.

2. Glaciers and landslides tend to create in which

sediments of different sizes are mixed together.

3. During , the minerals in a rock are dissolved or

otherwise chemically changed.

4. The process by which mineral growth binds sediment grains together into solid

rock is .

5. Weathering produces , which are rock and mineral fragments.

6. When sediments become cemented together, they form .

7. As a result of , sediments are laid down on the ground

or on the bottom of bodies of water.

8. The physical and chemical process called transforms

sediments into sedimentary rocks.

9. During , minerals remain chemically unchanged, and rock fragments

simply break off of the solid rock along fractures or grain boundaries.

10. Sediments tend to form when transported by water and wind.

Sedimentary andMetamorphic Rocks

Name Class Date


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SECTION 6.1 Formation of Sedimentary Rocks, continued

In your textbook, read about lithification.For each statement below, write true or false.

11. Lithification begins with erosion.

12. Muds may contain up to 60 percent water and shrink as excess water issqueezed out.

13. Sands are usually poorly compacted during deposition, and they tendto compact a great deal during burial.

14. Groundwater, oil, and natural gas are commonly found within porespaces in sedimentary rocks.

15. The temperature in Earth’s crust decreases with depth.

16. Physical weathering changes the composition of mineral fragments.

17. In one type of cementation, a new mineral grows between sediment grains.

18. Mud compacts more than sand.

In your textbook, read about the features of sedimentary rocks.Use each of the terms below to complete the passage.

cross-bedding fossils graded bedding lithification

ripple marks sand dunes transport bedding

The primary feature of sedimentary rocks is (19) , or horizontal layering.

The type of bedding that occurs depends upon the sediment’s method of (20) .

Bedding is called (21) when the heaviest and coarsest material is on the bot-

tom. A second type of bedding called (22) forms as inclined layers of sediment

migrate forward across a horizontal surface. Large-scale cross-bedding can be formed by migrating

(23) . When sediment is moved into small ridges by wind or wave action,

(24) can form. Many sedimentary rocks contain (25) ,

the preserved remains, impressions, or any other evidence of once-living organisms. During

(26) , parts of an organism can be replaced by minerals and turned into rock.




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SECTION 6.2 Types of Sedimentary Rocks

In your textbook, read about the about different types of sedimentary rocks.Complete the table by filling in the type of sedimentary rock described: clastic,biochemical, or chemical.

In your textbook, read about how sedimentary rocks form and their importance to humans.Answer the following questions.

11. How does fossil-containing limestone form?

12. What information can fossils provide?

13. What do some of the features of sedimentary rocks indicate about ancient bodies of water?


Description Type of Sedimentary Rock

1. Breccias and conglomerates are examples.

2. Classified by particle size

3. Coal is an example.

4. Formed from the remains of once-living things

5. Formed from deposits of loose sediments

6. Often contains calcite, halite, or gypsum

7. Forms evaporites

8. Sandstone is a medium-grained example.

9. Formed from precipitation and growth of mineral crystals

10. Formed from the shells of sea organisms

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SECTION 6.3 Metamorphic Rocks

In your textbook, read about metamorphic rocks.For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

1. Occurs when rocks come into contact with molten rock

2. Rock whose texture, mineralogy, or chemicalcomposition has been altered without melting it

3. Metamorphism resulting from high temperature and pressure that affects a large region

4. Large crystals of new metamorphic minerals

5. Occurs when very hot water reacts with rock

6. Characterized by wavy layers and bands of light and dark minerals

7. Composed mainly of minerals with blocky crystal shapes

In your textbook, read about types of metamorphism.Use the diagram to answer the following questions.

8. What grades of regional metamorphism are shown on the graph?

9. Which grades represent the highest pressure conditions?

10. Which grade generally occurs between 0 and 20 km below Earth’s surface?

a. contact metamorphism

b. foliated metamorphic rock

c. nonfoliated metamorphic rock

d. metamorphic rock

e. hydrothermal metamorphism

f. porphyroblasts

g. regional metamorphism



Regional Metamorphic Grades

1000

800

600

Pres

sure

(M

Pa)

400

10

20

Dep

th (km

)

30

200

Lithification

Low grade

Intermediategrade

High gradePartial melting

of granites

0

200 400 600

Temperature ( C)

800 1000

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SECTION 6.3 Metamorphic Rocks, continued

In your textbook, read about causes and types of metamorphism.Circle the letter of the choice that best completes the statement.

11. The pressure required for metamorphism can be generated by

a. pressure from weight of overlying rock.

b. heat from magma bodies in contact with surrounding rock.

c. cementation and lithification.

d. hydrothermal solutions.

12. A regional metamorphic belt is divided into zones based upon

a. the number of volcanoes in the area. c. types of fossils found in the rocks.

b. mineral groups found in the rocks. d. current underground temperatures.

13. Contact metamorphism occurs under conditions of

a. high temperature and high pressure.

b. high temperature and moderate-to-low pressure.

c. low temperature and very high pressure.

d. low temperature and moderate-to-low pressure.

14. Minerals that crystallize at higher temperatures as a result of contactmetamorphism tend to be found near

a. coal deposits. b. bodies of water. c. coral reefs. d. igneous intrusions.

15. The type of metamorphism that occurs when very hot water reacts with and altersthe mineralogy of rock is

a. contact. b. regional. c. hydrothermal. d. local.

16. Metamorphic rocks in which the long axes of their minerals are perpendicular tothe pressure that altered them are described as

a. marble-like. b. quartzite-like. c. foliated. d. nonfoliated.

17. Metamorphic rocks that lack mineral grains with long axes oriented in onedirection are described as

a. marble-like. b. quartzite-like. c. foliated. d. nonfoliated.

18. Porphyroblasts differ from the minerals surrounding them in terms of

a. size. b. color. c. axis of orientation. d. shape.

19. Hot fluids migrating into and out of a rock during metamorphism can change therock’s

a. chemistry. c. grade.

b. energy. d. fossil content.



Sediments

Deposition, burial,

lithification

Heat and pressureMelting

Cooling andcrystallization

Uplift

Uplift

Heatand

pressure

External processes

Internal processes

Weatheringand erosion

Magma

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SECTION 6.3 Metamorphic Rocks, continued

In your textbook, read about the rock cycle.Label each blank below as igneous rocks, sedimentary rocks, or metamorphic rocks.


23. How are igneous rocks formed?

24. What happens to igneous rocks that undergo weathering and erosion?

25. How do sediments become sedimentary rock?

26. What forces cause sedimentary rocks to be transformed into metamorphic rocks?

27. How can metamorphic rock be transformed into igneous rock?

28. How can sandstone be transformed into sediment without becoming metamorphicor igneous rock first?



21.

22.

20.

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Column A Column B

1. Physical and chemical processes that compact and transform sediments into sedimentary rocks

2. Percentage of open spaces between grains in a rock

3. Continuous changing and remaking of rocks

4. Process of sediments being laid down on the groundor sinking to the bottom of water

5. Pieces of solid material deposited on Earth’s surface

6. Produced when high temperature and pressure affectlarge areas of Earth’s crust

7. Type of sediment made up of rock and mineralfragments produced by weathering


8. sedimentary, metamorphic

9. conglomerate, evaporite

10. foliated, nonfoliated

a. clastic

b. deposition

c. lithification

d. porosity

e. regional metamorphism

f. rock cycle

g. sediment

Sedimentary and Metamorphic Rocks

Name Class Date


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bedding clastic erosion limestone

porosity sediments sorted deposits

1. Much of Earth’s surface is covered not by solid rock, but by .

2. Weathering of rock produces worn surfaces and rounded corners that are

characteristic of some sediment particles.

3. Landslides, moving water, wind, and glaciers cause of

surface materials.

4. are characteristic of sediments transported by water and wind.

5. The primary feature of sedimentary rocks is horizontal layering called .

6. The percentage of open spaces between mineral grains in clastic rocks is its .

7. The most abundant biochemical sedimentary rock is calcite-rich .


8. The porosity of sandstone allows it to hold oil, gas, and water.

9. Eroded materials are almost always carried uphill.

10. Landslides create sorted deposits when sediment moves downhill in a jumbled mass.

11. When the concentration of minerals dissolved in water reachessaturation, crystals precipitate out of solution.

12. Sedimentary rocks form from rock and mineral fragments, andmetamorphic rocks form from existing rock.



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1. What is the sequence of events that form clastic sedimentary rocks from solid rocks?

2. How do chemical sedimentary rocks form?

3. Why might sandstone act as a reservoir for groundwater or oil, while shale would not?

4. When does contact metamorphism occur?

5. How does foliation form?



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Thinking Critically

Use the diagram below to answer the following questions.

1. How would a decrease in the level of the barrier to freshwater inflow affect the rateof evaporation formation? Explain your answer.

2. Even though flow from the ocean would add saltwater to the basin, the formationof evaporites depends on a barrier to flow to and from the ocean. Why is this so?

3. What might happen over geologic time if the shallow basin was to evaporate completely?



Evaporation

Evaporating shallow basin(high salinity)

Crystals of gypsumor halite settle to bottom

Evaporite sediment:gypsum and halite

Barrier baror other

flow restriction

Replenishmentfrom open ocean

Freshwaterinflow (small)

Ocean

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A geology class is on a summer field trip to observe many different types of geological phenomena. The students have been given an incomplete chart to help them understandprocesses that occurred in the past that produced geological features visible today.

Use the words and phrases below to complete the chart.

Asymmetrical ripple marks Glacier Graded bedding

Presence of a sea Symmetrical ripple marks Wind action



Feature Probable Cause

1. One-way wave action of wind or water

Cross bedding Wind or water action

Deposition of only fine sands 2.

Deposition of marine fossils 3.

Deposition of four-footed animal fossils Presence of dry land

4. Marine landslide

Sorted deposition Wind or water action

5. Back-and-forth wave action

Unsorted deposition Landslide

Unsorted deposition 6.

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The figure below represents sedimentary layers in a single geographic location. Use your completed Feature and Probable Cause chart and the diagram below to answer the questions.More than one item from the chart may be required to answer some of the questions.

1. Layer C is a fine-grained sandstone with cross-bedding and land animal fossils.No marine fossils are present. Under what conditions did it most likely form?

2. Layer B is a coarse-grained sandstone with graded bedding. It contains marinefossils throughout. Under what conditions did it most likely form?

3. Layer A is a fossiliferous limestone. The fossils are of marine organisms. Underwhat conditions did the rock most likely form?

4. Based on the data and your deductions, what do you think occurred in the locationover time? Write a brief description beginning with events that happened first.



A

B

C


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1. 5. 8.

2. 6. 9.

3. 7. 10.

4.

Short Answer


11.

12.

13.

14.

15.

16.

17.

18.



19.

20.

CHAPTER 6

Assessment


TEACHER GUIDEand Answers

Copyright ©

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panies, Inc.

TEACHER GUIDE AND ANSWERS

CHAPTER 3

MiniLab 3 – Identify Elements Analyze and Conclude

1. Some examples include solids: most minerals; liquids: mercury, water, and gasoline; and gases: neon, helium, and air.

2. Solids have definite shapes and resist deformation, liquids deform readily and flow, and gases expand and fill all available space.

GeoLab 3 – Precipitate Salt Analyze

1. The crystals are cubic, and some may be in the form of flattened squares. No; compounds other than NaCl may have similar crystals.

2. The solution was saturated before all the salt could dissolve. Heating increased the solubility because increased thermal energy keeps salt ions from precipitating.

3. Cooling decreases the solubility of salt.

4. Faster cooling rates result in smaller crystal sizes.

Inquiry Extension

Encourage students to try a variety of things that dissolve in water. Remind them to wear eye pro-tection and gloves if using potentially irritating or caustic substances.

Teaching Transparency 7 - Atomic Structure of 14 Elements 1. from the atomic number, which is the number of

protons in an atom’s nucleus.

2. silicon.

3. You can find this from the atomic number. An atom has no overall charge, so it must have an equal number of positive protons and negative electrons. Therefore, the number of electrons surrounding the nucleus must equal the number of protons found in the nucleus, which is the atomic number.

4. potassium.

5. The mass number of an atom of an element is the combined number of protons and neutrons. So, if you subtract the number of protons—equal

to the atomic number—from an atom’s mass number, the result is the number of neutrons present in the nucleus.

6. hydrogen.

7. 30.

8. 17 protons, 18 neutrons, 17 electrons.

Teaching Transparency 8 - Covalent and Ionic Bonds 1. A single hydrogen atom has one valence

electron, and a single oxygen atom has six valence electrons.

2. A hydrogen (H) atom needs one more electron to complete its outermost energy level, while an oxygen (O) atom needs two more electrons to complete its outermost energy level.

3. A covalent bond forms. The hydrogen and oxygen atoms share four electrons.

4. a molecule

5. In a sodium atom, the outermost energy level is less than half full. Such atoms tend to lose their valence electrons and form positive ions. In a chlorine atom, the outermost energy level is more than half full. Such atoms tend to fill their outermost energy level by adding electrons, thus forming a negative ion.

6. an ionic bond.

7. zero, or no charge.

Study Guide – Chapter 3 – Matter and Change Section 3.1 Matter

1. element

2. atom

3. nucleus

4. protons

5. neutrons

6. electrons

7. atomic number

8. isotopes

9. radioactive decay

10. energy level

100 Chapter 3 Teacher Guide and Answers Unit 2

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11. ion

12. mass number

13. atomic mass

14. a

15. d

16. d

17. c

18. c

19. a

20. b

21. b

Section 3.2 Combining Matter

1. i

2. f

3. e

4. a

5. g

6. j

7. l

8. h

9. c

10. k

11. b

12. d

13. covalent

14. covalent

15. ionic

16. matallic

17. ionic

18. ionic

19. covalent

20. A

21. B

22. 2

23. 4

24. 2

25. B

Section 3.3 States of Matter

1. true

2. true

3. false

4. true

5. false

6. false

7. false

8. true

9. plasma

10. made of densely packed arrangements of particles; has definite volume but not its own shape/Possible example: water, maple syrup

11. solid/Possible examples: minerals, table salt, rocks, ice

12. gas/made of widely separated particles moving at high speeds: has no definite shape or volume

13. freezing

14. melting

15. condensation

16. evaporation

17. sublimation

18. Solids melt and liquids evaporate when they absorb thermal energy

19. Liquids freeze and gases condense when they release thermal energy

Chapter Assessment – Chapter 3 Reviewing Vocabulary

1. j

2. h

3. i

4. a

5. d

6. g

7. c

8. f

9. e

10. b

11. k

12. mass number

Unit 2 Chapter 3 Teacher Guide and Answers 101

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13. energy level

14. A covalent bond

15. an ion

16. An element

17. proton

18. Bases

19. evaporation


1. a

2. d

3. b

4. d

5. d

6. a

7. b

8. c

9. a

10. d

11. c

12. b

13. a


1. Calcium fluoride; it is formed by ionic bonding because two electrons are transferred from the calcium atom, one to each fluorine atom, to form wo fluoride ions and one calcium ion.

2. Nitrogen; it is formed by covalent bonding because two electrons, one from each nitrogen atom, are shared by both nitrogen atoms that make up the nitrogen molecule

3. two

4. Calcium

Thinking Critically

1. 8; 8; 8; 16

2. 9; 9; 9; 19

3. 10; 10; 10; 10

4. All naturally occurring neon is actually a mixture of all its isotopes. Although atoms of neon isotopes may have different numbers of neutrons, they all have 10 protons and 10 electrons. As the number of valance electrons determines an element’s chemical properties, neon isotope have the same number of valance electrons and thus the same chemical properties.

5. The atomic number of chlorine is 17.


1. The students conducted qualitative (descriptive) research. Their data does not include measurements or numbers, only descriptions of what happened. Only descriptions of changes in the appearance of the compounds were recorded.

2. Yes; the control was the distilled water, which showed no reaction to the vinegar or iodine.

3. Wear safety goggles and a lab apron. Use a test tube holder when manipulating the test tube. The mouth of the test tube must NOT be pointed at anyone during heating. The test tube should be moved back and forth through the top of the flame to prevent its contents from exploding.

4. The mystery mixture is baking soda and cornstarch. The mixture fizzed with vinegar and turned blue after the addition of iodine. Baking soda is the only compound that fizzed with vinegar. Only the sample of cornstarch turned blue after adding iodine.

5. If the white powder didn’t fizz with vinegar, turn blue with iodine, or melt with heat, the results would indicate that it didn’t contain any of the three compounds.

6. Accept any valid answers. One possible answer is that, although the sweetness of powdered sugar could be identified easily by taste, the chance of contamination or poisoning is high when tasting an unknown substance. Tasting anything in the lab can be harmful or even deadly.


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CHAPTER 4

MiniLab 4 – Recognize Cleavage and Fracture Analyze and Conclude

1. The following properties are present among the seven samples: 1, 2, and 3 cleavage planes, fracture, and conchoidal fracture.

2. The angles are not the same, thus the minerals are not the same.

3. Each mineral should break into smaller pieces of the same shape as before. The mica most likely will just bend, and the galena might not form cubes. The others will break along their weakest bonds, forming new cleavage planes in the smaller pieces.

GeoLab 4 – Make a Field Guide for Minerals Analyze and Conclude

1. Answers will vary. Special properties are most reliable for mineral identification because usually only one or two minerals share specific special properties. The least reliable properties for identification of a mineral are color, luster, and texture because many minerals share these same properties.

2. Calcite reacts with HCl. the HCl and calcium carbonate present in the calcite react to release carbon dioxide gas in the form of bubbles. The equation is CaCO

3 � 2HCl � CaCl

2 � H

2O

� CO2.

3. Students should list each mineral’s name, its properties, uses, chemical formula and a photograph or sketch of the mineral. Resources might include data from tests, the library, the Internet, magazines, field guides, and mineral collections. Layouts should be clear and easy to follow.

4. Advantage: it can be used to identify and classify objects using both physical and chemical properties. Disadvantage: information is in an abridged form.

5. Students will likely find that a combination of tests worked better than any one particular test.

Teaching Transparency 9 – Crystal Systems 1. A crystal is a solid in which the atoms are

arranged in repeating patterns.

2. Five of the six systems have six-sided crystals; the hexagonal system has eight-sided crystals.

3. hexagonal.

4. Possible response: The faces of a crystal of pyrite would meet at right angles, whereas those of a crystal of gypsum would not.

5. feldspar.

6. If a mineral crystal forms in an open space, it can grow into one large crystal.

7. No; the well-defined crystal shapes shown in the table are fairly rare. More commonly, the internal atomic arrangement of a mineral is not so readily apparent because the mineral formed in a restricted space.

8. Atoms are arranged in regular geometric patterns that repeat again and again.

Teaching Transparency 10 – Mohs Hardness Scale 1. Hardness measures how easily a mineral can be

scratched.

2. Talc is the softest mineral, with a hardness of 1.

3. Diamond is the hardest mineral, with a hardness of 10.

4. Possible response: A mineral of unknown hardness could be compared to the known hardnesses of the minerals on the scale. For example, if the mineral can scratch calcite but cannot scratch apatite, the hardness of the mineral in question lies between 3 and 5.

5. a steel file.

6. Apatite will be scratched by feldspar, quartz, topaz, corundum, and diamond; it will scratch talc, gypsum, calcite, and fluorite.

7. If the mineral scratches gypsum, it must be harder than gypsum, which has a hardness of 2. If the mineral cannot scratch calcite, it must be softer than calcite, which has a hardness of 3. Therefore, the mineral’s hardness must be between 2 and 3.


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Study Guide – Chapter 4 – Minerals Section 4.1 What is a mineral?

1. A mineral is a naturally occurring, inorganic solid with a specific chemical composition and a definite crystalline structure

2. Salt and other minerals are inorganic. They were never alive, unlike sugar, which comes from a plant

3. No, minerals are always solids

4. Yes, the chemical compositions of some minerals can vary within a certain range

5. A crystal is a solid in which the atoms are arranged in repeating patterns

6. The internal atomic arrangement is not so readily apparent. The crystals did not have room to grow into well-defined shapes

7. The atoms in the mineral are arranged in a regular geometric pattern that repeats.

8. The composition of feldspars only changes within a very narrow range

9. true

10. true

11. false

12. true

13. false

14. true

15. false

16. color

17. luster

18. texture

19. streak

20. hardness

21. cleavage

22. fracture

23. specific gravity

24. No, the streak test can be used only on minerals that are softer than the streak plate.

25. Yes, some minerals have more than one cleavage plane. For example, halite has cubic cleavage, which means it breaks along planes in three directions.

26. Density is the ratio of the mass of a substance divided by its volume, while specific gravity is the ratio of the weight of a substance to the weight of an equal volume of water at 4°C.

27. There are ten minerals on the Mohs scale. They range from the softest mineral, talc, representing 1, to the hardest mineral, diamond, representing 10.

28. b

29. d

30. c

31. a

32. c

33. c

34. a

35. b

36. c

Section 4.2 Identify Minerals

1. A mineral is an ore if it contains a useful substance that can be mined at a profit

2. No, bauxite is the ore that contains the element aluminum

3. If the cost of removing waste material from an ore becomes higher than the value of the ore, or if the supply of or demand for the mineral decreases, the mineral would no longer be considered an ore

4. by underground mining

5. by open-pit mining

6. It can be expensive. It can be harmful to the environment.

7. carbonates

8. silicates

9. carbonates

10. silicates

11. oxides

12. oxides

13. silicates

14. carbonates

15. ore

16. underground mining


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17. open-pit mines

18. waste material

19. gem

20. emeralds

21. trace elements

22. abrasive


1. d

2. a

3. c

4. f

5. e

6. b

7. Both describe how minerals split due to their atomic arrangements. Minerals with cleavage split easily and evenly along one or more planes, while minerals with fracture break unevenly along jagged edges.

8. Density is the ratio of the mass of a substance divided by its volume. Specific gravity is the most common measure of density. It is the ratio of the weight of a substance to the weight of an equal volume of water at 4 degrees Celsius.

9. Both are tests used to identify a mineral. Hardness is a measure of how easily a mineral can be scratched, while texture describes how a mineral feels.

10. Both are tests used to identify a mineral. Luster is the way a mineral reflects light from its surface, while streak is the color of a mineral when it is broken up and powdered.


1. true

2. solutions

3. true

4. true

5. can change

6. can affect

7. Inorganic

8. crystals

9. Silicates

10. magma

11. Luster

12. streak

13. hardness

14. cleavage

15. fracture

16. specific gravity


1. Answers should include any three of the following: naturally occurring, inorganic, solid, specific chemical composition, definite crystalline structure.

2. There likely would be more silicates than other types because 96 percent of the minerals in Earth’s crust are silicates.

3. A silica tetrahedron has the ability to share oxygen atoms with other tetrahedrons. This allows elements to combine chemically and structurally in many ways.

4. Color is not a reliable test because a lot of minerals have the same color and can be mistaken for one another. Pyrite and gold, for example, cannot be distinguished by color alone.

5. Rare or exceptionally beautiful minerals that are considered to be valuable are called gems. Examples include diamonds, sapphires, emeralds, rubies, and amethyst.

Thinking Critically

1. Crystals may begin to form.

2. Large, well-shaped crystals tend to form from magmas that cool slowly in an unrestricted space.

3. The atomic bonds along a plane of cleavage are usually weak. That is why they break evenly into a cleavage plane.

4. Some minerals have characteristics similar to other minerals. Therefore, more than one test may be necessary to accurately identify the minerals.

5. Diamond could polish corundum because diamond is harder than corundum and is capable of scratching the surface of corundum instead of being scratched by it.


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6. Magnetite would react to the iron filings. It is naturally magnetic.

7. Answers may vary. Students may say the cost of mining the mineral, the demand for the mineral, and the environmental impact of the mine. Accept all reasonable answers.


1. a. Go to 2

b. Go to 3

2. a. pyrite

b. gold

3. a. Go to 4

b. Go to 5

4. a. beryl

b. apatite

5. a. garnet

b. corundum

6. 19.3 � 5.2 � 3.7 times greater

7. Gold has a hackly breakage pattern, while pyrite has an uneven fracture.

8. gold

9. gold, pyrite, apatite, garnet, corundum, beryl.

CHAPTER 5

MiniLab 5 – Compare Igneous Rocks Analyze and Conclude

1. Students’ answers will vary depending on the samples provided. Basaltic: dark-colored rocks — basalt and gabbro; granitic: light-colored rocks — granite and rhyolite; andesitic: the rocks that fall in between.

2. Differences include color, mineral content and crystal size. Similarities include the fact that they are all crystalline.

3. Basaltic rocks contain iron and magnesium, and according to Bowen’s reaction series, these crystallize first. The order would have been basaltic, andesitic, then rhyolitic.

GeoLab 5 – Model Crystal Formation Analyze and Conclude

1. Answers will vary depending on the cooling method used. Possible methods are listed under Data and Observations.

2. The majority of the crystals will have the same shape until they begin to grow together.

3. The cooling rate affected the crystal size. This is evident because it is the only variable tested.

4. The crystals grew larger but maintained a similar shape until they began to interfere with each other. Their shapes became distorted as they grew together.

5. The experiment is different from magma crystallization in that magma crystallization involves the cooling of m elted minerals, whereas this experiment involves the cooling of a hot solution containing dissolved minerals. The experiment is similar to magma crystallization in that the cooling rate affected crystal size in both cases and the crystals grew by adding atoms to their surfaces.

6. A fast cooling rate results in small crystals; a slow cooling rate results in large crystals.

Teaching Transparency 11 – Bowen’s Reaction Series 1. One branch is characterized by a continuous,

gradual change of feldspar minerals; the other branch is characterized by an abrupt change of minerals rich in iron and magnesium.

2. The first feldspars to crystallize are calcium-rich feldspars.

3. A zoned crystal has sodium-rich outer layers and a calcium-rich core. It can form when magma cools rapidly and the calcium-rich crystal core is unable to react completely with the magma.

4. olivine

5. pyroxene

6. A new mineral, biotite, is formed.

7. The remaining melt contains silica and oxygen, and forms quartz.


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Teaching Transparency 12 – Classification of Igneous Rocks 1. felsic, intermediate, mafic, and ultramafic

2. Extrusive rocks are glassy (non-crystalline) or fine-grained, while intrusive rocks are coarse-grained to very coarse-grained.

3. Basaltic glass is glassy in texture, while gabbro is coarse-grained. Their mineral compositions are similar.

4. the ultramafic rocks peridotite and dunite

5. Felsic rocks are made up of light-colored minerals, and mafic rocks are made up of dark-colored minerals.

6. andesite

7. 0–10 percent

8. granite

Study Guide – Chapter 5 – Igneous Rocks Section 5.1 What are igneous rocks?

1. magma

2. igneous rock

3. lava

4. basaltic

5. rhyolitic

6. true

7. false

8. true

9. true

10. false

11. true

12. As the pressure on a rock increases, its melting point increases.

13. No; different minerals have different melting points.

14. Temperature increases with depth in Earth’s crust.

15. Pressure increases with depth from the weight of overlying rock.

16. melting points

17. partial melting

18. elements

19. reverse

20. fractional crystallization

21. magma

22. discontinuous reaction series

23. continuous reaction series

24. calcium

25. sodium

26. When magma cools rapidly, the calcium-rich cores are unable to react completely with the magma, resulting in a zoned crystal with sodium-rich outer layers and calcium-rich cores.

27. At the end of magma crystallization, the remaining melt, which is enriched with silica and oxygen, finally crystallizes, forming quartz.

Section 5.2 Classification of Igneous Rock 1. ultramafic

2. intermediate

3. granitic

4. basaltic

5. ultramafic

6. basaltic

7. intermediate

8. basaltic

9. granitic

10. ultramafic

11. Obsidian has a very small grain size.

12. Obsidian is extrusive; its glassy texture without obvious grains probably formed as lava cooled quickly on Earth’s surface.

13. Gabbro has large crystals, in contrast to obsidian’s crystals, which are very small.

14. Gabbro is intrusive; its large grains probably formed as magma cooled slowly below Earth’s surface.

15. c.

16. d

17. b

18. e

19. f

20. a


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21. to observe the shapes of mineral grains

22. Intrusive igneous rock cools slowly beneath Earth’s surface, while extrusive igneous rock cools rapidly at or near Earth’s sruface.

23. They have space in which to grow freely.

24. Porphyritic rocks are characterized by large, well-formed crystals surrounded by finer-grained crystals.

25. Porphyritic textures can form if a slowly cooling magma suddenly begins cooling rapidly.

26. d

27. a

28. c

29. b

30. a

31. c

32. a

33. d

34. b


1. Igneous rock

2. Bowen’s reaction series

3. ultramafic

4. porphyritic

5. pegmatite

6. limberlite

7. Both describe the formation of igneous rock. Fine-grained rocks that cool quickly on or near Earth’s surface are extrusive igneous rocks. Coarse-grained igneous rocks that cool slowly beneath Earth’s surface are intrusive igneous rocks.

8. Both are molten rock. Magma is molten rock below Earth’s surface, while lava is magma that flows out onto Earth’s surface.

9. Both are groups of igneous rocks. Granitic rocks are light-colored, have high silica content, and contain quartz and feldspars. Basaltic rocks are darker-colored, have low silica content, and high iron and magnesium content.


1. c

2. b

3. a

4. b

5. a

6. d

7. true

8. true

9. often

10. true


1. Partial melting describes how different minerals melt at different temperatures. The resulting magma and the rocks that form when the magma cools have a different chemical composition than that of the original rock.

2. Fractional crystallization describes how different minerals form at different temperatures. It removes elements because as the minerals crystallize, they are no longer part of the magma.

3. The relationship shown is between cooling magma and mineral formation. Minerals crystallize from magma in a sequential pattern, with feldspar minerals undergoing a continuous, gradual change of mineral composition, and iron-rich minerals undergoing an abrupt change.

4. Igneous rocks are classified as granitic, basaltic, and intermediate. Granitic rocks are light-colored, have high silica content, and contain quartz and feldspars. Basaltic rocks aredark-colored, have low silica content, and are rich in iron and magnesium. Intermediate rocks lie between granitic and basaltic rocks in silica and iron content.

5. Early-forming, slower-cooling minerals may have time to form larger, well-shaped crystals because crystallization occurs in an unconfined space, while later-forming, quick-cooling crystals have irregular shapes because they form in a confined space and lack time to form.


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6. A rock with porphyritic texture contains both large and small crystals. A porphyritic texture indicates a complex cooling history in which a slowly cooling magma begins to cool rapidly, forming smaller crystals.

Thinking Critically

1. Extrusive rock

2. Light color with high silica content

3. Basaltic rock

4. Porphyritic texture

5. Contian leftover elements

6. Vein of extremely large-grained minerals

7. Zoned crystal

8. a zoned crystal

9. porphyritic texture

10. kimberlite

11. less rapidly


1. granitic, intermediate, basaltic, ultramafic

2. The rocks on the left side are lighter in color.

3. coarse-grained, fine-grained, and very coarse-grained

4. Rocks with high silica content are light, while rocks with low silica content are dark.

5. There is a continuous change as proportions of the minerals that make up the rock groups change gradually from one to the next.

6. It is peridotite. It is categorized as ultramafic.

7. It is dark.

8. It is granite. It is categorized as granitic.

9. rhyolite

10. in basaltic rocks

11. feldspar; olivine

CHAPTER 6

MiniLab 6 – Model Sediment Layering Analyze and Conclude

1. coarse sediment

2. Clay and silt. Answers should explain that smaller, lighter grains fall more slowly as a result of friction and the viscosity of water.

GeoLab 6 – Interpret Changes in Rocks Analyze

1. shale–darker color, finer grained, thin layers; sandstone–lighter color, medium grained, thicker layers or massive

2. The grains become larger as they grow together.

3. Slate has thinner foliated layers and may have a smoother feel and shinier luster because of the presence of metamorphic mica minerals.

4. The calculated densities will be variable. Possible sources of error are mathematical mistakes, mass differences between wet and dry samples, lack of precision in volume measurement, and slight differences between samples.

5. The grain size is changing and new minerals are growing.

6. The slate will be more dense than the shale because denser minerals have grown. Quartzite is denser than sandstone because silica has grown into the pore spaces that had previously been filled with air or water. Marble is more dense than limestone because the calcite has recrystallized into a denser, interlocking structure.

Teaching Transparency 13 – Classification of Clastic Sediments 1. by particle size

2. boulder

3. clay

4. 2–0.062 mm

5. conglomerate

6. clay

7. siltstone

8. Clastic sediment particles are rounded from abrasion during erosion and transport.

9. weathering


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Teaching Transparency 14 – Classification of Sedimentary Rocks 1. clastic, organic, and chemical

2. Clastic sedimentary rock is the most common type, and it forms from the lithification of clastic sediments.

3. Clastic sedimentary rocks are classified according to grain size.

4. Both are coarse-grained sedimentary rocks. A conglomerate is composed of rounded particles, while a breccia contains angular particles.

5. Chemical sedimentary rocks form from the precipitation of dissolved minerals in water.

6. calcite, halite, and gypsum

7. Organic sedimentary rocks form from the accumulation and lithification of the remains of once-living things.

8. limestone and coal

Teaching Transparency 15 - The Rock Cycle 1. The rock cycle is the continuous changing and

remaking of rocks

2. uplift, weathering, and erosion

3. heat and pressure

4. uplift

5. Possible response: A metamorphic rock melts to form magma. The magma cools and crystallizes and becomes an igneous rock.

6. Possible response: An igneous rock can be exposed to heat and pressure and become a metamorphic rock, which then melts to form magma that cools and crystallizes as an igneous rock. Or, an igneous rock can become sediment through uplift, weathering, and erosion. The sediment could then be deposited, buried, and lithified to form a sedimentary rock that under heat and pressure becomes a metamorphic rock, which then melts, cools, and crystallizes to form an igneous rock again.

7. Possible responses: heat, pressure, melting, cooling, crystallization

8. Possible responses: weathering, erosion, deposition, burial, lithification

Study Guide – Chapter 6 – Sedimentary and Metamorphic Rocks Section 6.1 Formation of Sedimentary

Rocks

1. Sediment

2. unsorted deposits

3. chemical weathering

4. cementation

5. clastic sediments

6. sedimentary rock

7. deposition

8. lithification

9. physical weathering

10. sorted deposits

11. false

12. true

13. false

14. true

15. false

16. false

17. true

18. true

19. bedding

20. transport

21. graded bedding

22. cross-bedding

23. sand dunes

24. ripple marks

25. fossils

26. lithification

Section 6.2 Types of Sedimentary Rocks

1. clastic

2. clastic

3. biochemical

4. biochemical

5. clastic

6. chemical

7. chemical


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8. clastic

9. chemical

10. biochemical

11. Shells from dead sea animals settle to the bottom of the ocean and form sediments. During burial and lithification of these sediments, calcium carbonate precipitates out of water and crystallizes between grains of carbonate sediment, forming limestone.

12. Fossils provide information about living things that existed in the past.

13. Some sedimentary features indicate the location and direction of flow of ancient rivers, the wave direction over lakes, and ancient shoreline positions.

Section 6.3 Metamorphic Rocks

1. a

2. d

3. g

4. f

5. e

6. b

7. c

8. low, intermediate, and high grades

9. intermediate and high grades

10. low grade

11. a

12. b

13. b

14. d

15. c

16. c

17. d

18. a

19. a

20. igneous rocks

21. sedimentary rocks

22. metamorphic rocks

23. Igneous rocks cool and crystallize from magma.

24. The igneous rocks become sediments.

25. Sediments undergo deposition, burial, and lithification to become sedimentary rock.

26. heat and pressure

27. Possible response: The metamorphic rock can melt to form magma that cools and crystallizes to form igneous rock.

28. The sandstone can be uplifted, weathered, and eroded to form sediments.


1. c

2. d

3. f

4. b

5. g

6. e

7. a

8. Both are types of rocks. Sedimentary rocks form when sediments are cemented together. Metamorphic rocks form when high temperature and pressure cause he texture, mineralogy, or chemical composition of a rock to change without melting it.

9. Both are sedimentary rocks. Conglomerates form from deposits of loose sedimentson Earth’s surface. Evaporites form when water evaporates from mineral-rich solutions, causing the minerals to precipitate out of the solutions.

10. Both are textures of metamorphic rocks. Foliated rocks have distinct banding or layers that formed perpendicular to pressure. Nonfoliated rocks are crystals with blocky shapes and do not have banding.


1. sediments

2. clastic

3. erosion

4. Sorted deposits

5. bedding

6. porosity

7. limestone

8. true


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9. downhill

10. unsorted

11. true

12. true


1. 1. Chemical and physical weathering break rocks into clastic sediments. 2. The sediments are then eroded. 3. The eroded sediments are deposited. 4. Then they are buried. 5. Finally they are lithified.

2. During chemical weathering, minerals can be dissolved and carried into lakes and oceans. When evaporation causes the body of water to become saturated with dissolved minerals, crystals precipitate out of solution. They settle to the bottom, creating layers of sedimentary rock.

3. Sandstone is porous. When its pore spaces are connected to one another, fluids can move through the sandstone, making sandstone layers valuable as underground reservoirs. However, shale has low porosity, meaning that the pore spaces are small. This hinders the movement of fluids.

4. Contact metamorphism occurs when molten rock such as an igneous intrusion comes into contact with the surrounding solid rock. It tends to occur at high temperatures and moderate-to-low pressure.

5. Compressive pressure causes minerals with elongate crystal forms to line up in bands, or layers. These bands form perpendicular to the direction of the pressure.

Thinking Critically

1. The rate of evaporite formation would slow or stop. If the barrier to freshwaterinflow were decreased, more freshwater would flow into the basin, reducing the salinity of the water. If the salinity was reduced significantly, the saltwater solution would not reach saturation, and formation of evaporites would cease because the salts would not crystallize out of the solution.

2. Although ocean water is salty, it is not saturated. A barrier to the flow of ocean water is necessary to form the shallow, enclosed basin where evaporation and, therefore, saturation can occur.

3. Possible responses: Evaporite formation would cease. After that, the layer of evaporites might become buried under transported sediments to form a bed of evaporite. Or, the evaporites might themselves be eroded and transported away to become part of sediment deposits elsewhere.


1. Asymmetrical

2. Wind action

3. Presence of a sea

4. Graded bedding

5. Symmetrical ripple marks

6. Glacier

1. Fine sands are generally deposited by wind. The absence of marine fossils and the presence of land animal fossils suggest that the area was dry, sandy land, such as a desert.

2. Graded bedding is found as a result of underwater landslides. The presence of marine fossils confirms that the area was under the sea at one time.

3. The presence of marine fossils in a limestone confirms that this rock layer formed in an ocean.

4. As the bottom-most, oldest layer shows, the area was once the floor of a sea that supported marine life. At a later time, the area was disrupted by an underwater landslide. Later still, sea level lowered and terrestrial animals inhabited dry, sandy land.


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UNIT 2 RESOURCES Composition of Earth - Wikispacesmcfaddenscience.wikispaces.com/file/view/Unit+2+Resources.pdfCopyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies,