Monday, July 23, 2012

minerals


Mineral Classification
The Dana System
Mineral classification can be an organizational nightmare. With over 3,000 different types of minerals a system is needed to make sense of them all. Mineralogists group minerals into families based on their chemical composition. There are different grouping systems in use but the Dana system is the most commonly used. This system was devised by Professor James Dana of Yale University way back in 1848. The Dana system divides minerals into eight basic classes. The classes are:
Mineral Classification
Description: Native Elements, Copper
Native Elements This is the category of the pure. Most minerals are made up of combinations of chemical elements. In this group a single element like the copper shown here are found in a naturally pure form.
Description: silicate
Silicates This is the largest group of minerals. Silicates are made from metals combined with silicon and oxygen. There are more silicates than all other minerals put together.The mica on the left is a member of this group.
Description: Oxides
Oxides Oxides form from the combination of a metal with oxygen. This group ranges from dull ores like bauxite to gems like rubies and sapphires. The magnetite pictured to the left is a member of this group.
Description: sulfides
Sulfides Sulfides are made of compounds of sulfur usually with a metal. They tend to be heavy and brittle. Several important metal ores come from this group like the pyrite pictured here that is an iron ore.
Description: sulfates
Slufates are made of compounds of sulfur combined with metals and oxygen. It is a large group of minerals that tend to be soft, and translucent like this barite.
Description: halides
Halides form from halogen elements like chlorine, bromine, fluorine, and iodine combined with metallic elements. They are very soft and easily dissolved in water. Halite is a well known example of this group. Its chemical formula is NaCl or sodium chloride commonly known as table salt.
Description: carbonates
Carbonates are a group of minerals made of carbon, oxygen, and a metallic element. This calcite known as calcium carbonate is the most common of the carbonate group.
Description: phosphates
Phosphates are not as common in occurrence as the other families of minerals. They are often formed when other minerals are broken down by weathering. They are often brightly colored.
Description: Mineraloids
Mineraloid is the term used for those substances that do not fit neatly into one of these eight classes. Opal, jet, amber, and mother of pearl all belong to the mineraloids.

BASIC DEFINITIONS
A mineral is a naturally occurring inorganic substance with a characteristic chemical composition and definite crystal structure. The composition and crystalline structure determines the properties of a mineral. The main mineral properties used for identification are color, streak, hardness, specific gravity, cleavage and fracture. Other properties such as luster and habit are also important.
Rocks are aggregates of minerals. Rocks exhibit not only different mixture of minerals, but also certain textures. The texture depends upon the size, shape, and arrangement of the minerals composing the rock. Mineral assemblage and texture serve in determining the origin and identification of a rock.

MINERAL IDENTIFICATION PROCESS
MINERAL PROPERTIES
COLOR - The color of a mineral serves to narrow down the number
of possible choices since it is the first and most obvious
property noticed. However, because most minerals may
exhibit a variety of colors, color is not a reliable diagnostic
property.
HARDNESS - Hardness is a measure of resistance to scratching. The hardness of a mineral is based upon comparisons of scratching tests. Mohs Scale of Hardness is the basic comparison test.
Mohs Hardness Scale Hardness of Test Materials
1 - Talc 2.5 - Fingernail
2 - Gypsum 3.5 - Copper penny
3 - Calcite 5.5 - Masonry nail
4 - Fluorite 5.5 - Glass
5 - Apatite
6 - Orthoclase feldspar
7 - Quartz
8 - Topaz
9 - Corrundum
10 - Diamond
Example of hardness determination: If an unknown mineral cannot be scratched by a masonry nail but can be scratched by orthoclase feldspar, then the hardness of the unknown mineral would be between 5.6 and 5.9.
STREAK - The color of the powder of a mineral is the streak. Rub the mineral on a piece of unglazed porcelain (streak plate) to obtain the streak.
CLEAVAGE - Certain minerals have a tendency to part, producing smooth flat surfaces. An example is mica: it cleaves along one plane thus it has one direction of cleavage. Galena breaks into cubes; a cube has three directions of cleavage that intersect at 90 degree angles.
FRACTURE - If a crystal does not break along a cleavage surface, it exhibits fracture. Quartz shows no cleavage when it is broken, instead it fractures in a shell shape known as conchoidal fracture. Other minerals with well-developed cleavage may fracture along other surfaces. Common descriptions: conchoidal, splintery, fibrous and irregular.
LUSTER - The degree or manner in which the surface of a mineral reflects light is luster. Terms used to describe luster include earthy, glossy, metallic, pearly, greasy, waxy, and vitreous (glassy).
SPECIFIC GRAVITY - The weight of a mineral compared to the weight of an equal volume of water is the specific gravity. Gold has a specific gravity of 19. This indicates that a cubic centimeter of gold weighs 19 times as much as a cubic centimeter of water. (One cubic centimeter of water weighs 1.0 grams) A relative comparison (of what is light and what is heavy) is satisfactory for this laboratory.

ex 2 eratosthenes


Eratosthenes

Purpose
Students will find the circumference of a wheel (or globe) directly and indirectly, and compare their results.
Students will prove if the claims of Eratostehenes are true.
Materials
􀁺 Wheel (or small globe or ball)
􀁺 Ruler
􀁺 Protractor
􀁺 Paper and pencil
Directions
1. First Method:
a. Placing the wheel (or globe) with the center on the paper near one edge, draw the
outline of the circle on the page, marking the center.
b. Draw a radius line from the center mark to the outside of the circle and ~3 cm
beyond. This line represents a building standing perpendicular to the horizon at that
point on the circle.
c. Draw a second radius line from the center perpendicular to the first radius.
This line can represent a well that is perpendicular to the horizon at another point on
the circle.
e. Use the ruler to measure the distance (s) along the circle between the two lines.
f. Measure the circumference (TV). Then compare to the C using the formula below.  
 C = 360°/(s*90)

2. Second Method:
a. Use the ruler to measure the diameter (d) of the wheel (or globe).
b. Use the formula C=Πd to calculate the circumference of the wheel.

3. Third Method: Use a tape measure wrapped around the wheel (or globe) to find the circumference.

4. Using any measuring device, measure the height of one of your group mate (TV). Measure the shadow casted by your group mate (x), then calculate for the height (h) which will be your observed value.

                                    h =  x/sin ɵ

Where ɵ is:     30        if 1 pm or 11 am
                        60        If 2 pm or 10 am
                        90        If 3 pm or 9 am
                        120      If 4pm or 8 am
                        150      If 5 pm or 7 am



Table 2.1 Measured Dimensions of a circle

Circular Object
A (angle)
S (side)
D (diameter)







Table 2.2 Comparative Data of The Calculated Circumference Using Different Methods

Method Used
Circumference
% Error
First


Second


Third






Table 2.3 Comparison of Actual Height Using Shadow
Time
Actual height (TV)
Shadow Height (x)
Calculated Height (h)
% Error







Guide Questions
1. Compare your values for all three measurements/calculations.
2. Using the result of your third method as the true value, find the % error of each method.
3. What is the claim of Eratosthenes? Why would Eratosthenes' method not work if the earth were flat?
4. Why is it important that we assume that the Sun's rays arrive in parallel on the Earth?
5. How would your calculated circumference change if you measured the angle larger than it really is?
6. How would your calculated circumference change if you measured the angle smaller than it really is?
7.  What could account for errors in your value? Evaluate your methods and brainstorm ideas for
improving your results.







Rlp2009