Organic- related to living organisms; has Carbon Inorganic- related to nonliving things Mineral - naturally formed, inorganic solid with a crystalline structure Element - pure substances that cannot be broken down into simpler substances: 92 Compound - a substance made of two or more elements that are chemically joined (NaCl, H2O, CO2) SOME CHEMISTRY DEFINITIONS: ADVANCE
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Geology 3: Notes on mineral composition, structure of crystals, and identification including basic chemistry, and LABS with video links
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Organic- related to living organisms; has Carbon
Inorganic- related to nonliving things
Mineral- naturally formed, inorganic solid with a crystalline structure
Element- pure substances that cannot be broken down into simpler substances: 92
Compound- a substance made of two or more elements that are chemically joined (NaCl, H2O, CO2)
Crystals- solid, geometric forms of minerals produced by repeating patterns of atoms
Directions: Use the periodic table to write in the missing elements. Read the story!
An Elemental Tale: The Gold Dust Kid
The Kid mounted his trusty steed, old [B] ___________. His shooting [Fe] ____________ strapped to his side, he headed out for the bright [Ne] ____________ lights of Toronto, aiming to rob the mid-day stage. There was sure to be a load of precious [U] ______________ aboard, and probably [K] ____________, too. Inhaling a deep breath of [O] __________ he coughed on the [S] ____________ from the nearby mills. Since the [Hg] ______________ was climbing, he quenched his thirst with some H2O, tasting the [Cl] ____________ all big cities like Brockville had. As he headed north his bones ached from [Ca] _____________deposits built up over the years of riding the [Zn] ____________ trail. Overhead a [He] __________-filled balloon floated in the breeze; the sun beat down like burning [P] ____________. Soon he spotted the stage, guarded only by a sheriff with a [Sn] ____________ badge. "Halt," he yelled. "or I'll fill you full of [Pb] ____________." The sheriff drew his gun, but alas, was too slow. The Kid's gun, blazing like flaming [Mg] ______________ did the [Cu] ____________ in. Anyone who drew on the Kid should know his life wasn't worth a plugged [Ni] ______________. A [Pt] ____________ blonde riding beside the [Al] ___________-framed coach rode for her life when the Kid pulled out some [N] ____________ compounds, preparing to blow the safe to atoms. Suddenly, a shout rang out, "Hi Ho [Ag] ___________ and a masked man on a white horse raced across the [Si] ____________ sands like [Na] ______________ skittering on H2O. A [H] ___________ bomb would not have stopped the lawman; the Kid had met his doom. The rest of his life was to be spent behind [Co] ___________ steel bars, a warning to all who flirt with danger. Your first detention may be the initial step in a [C] ____________ copy life of the saga of the [Au] ____________ dust Kid.
ROCK CYCLE:•Erosion & sediment Grains of sand & sediment are eroded from hills & mtns & wash down a river to the ocean.
•Deposition of sediment Over time sediment forms thick layers on ocean floor. Layers become compacted &
cemented together to form sedimentary rocks.
•Compaction & cementation (sedimentary rocks) Layers become
compacted & cemented together to form sedimentary rocks.
•Metamorphism (metamorphic rocks) Large pieces of crust collide forcing some rock
downward. At great depths, heat & pressure squeeze the sedimentary rock to change it into metamorphic rock.
•Melting The hot liquid magma melts the rock
•Cooling The magma is less dense so it rises. Rising cools it.
•Solidification (Igneous rocks) Cooling rock becomes igneous rock.
•Uplift Uplift & erosion expose igneous rock at Earth’s surface. Rock then weathers into sand & clay. The sediment is eroded & deposited
elsewhere
ROCK CYCLE
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ROCK CYCLE
Textbook:
Holt Science & Technology 6th Grade
Procedure:
1. Mix sand, gravel, clay, & soil in a bowl. Fill into soda bottle.
2. Pour water into the bottle 2/3 full. Shake vigorously to mix sediment.
3. Place bottle on tabletop. Cut off top of bottle to allow evaporation. Draw/describe what you see.
4. Allow to sit overnight.
ROCK LAB:Sedimentary Rocks
Materials:clay, soil, gravel, sand, mixing bowl, soda bottle with cap, water
GOAL: How to demonstrate & observe sedimentary process.
VOCABULARY:
Sediment
stratification
5. After sediment has dried & hardened, cut away a piece of the bottle. Draw/describe sediment layers.
Answer questions page 87.
Procedure:
1. FIELD SCIENCE: Locate a specimen of granite in the school yard. Mark where the specimen was obtained in your lab notes. Try not to use granite from the driveways.
2. Place the piece of granite on the observation mat.
3. Identify the minerals that compose granite.
4. Fill out the granite worksheet completely.
ROCK LAB 2Igneous Rock: GRANITE LAB
Materials: granite specimens
GOAL: How to identify the minerals in granite.
LAB LINK
Rock stacking! LINKhttp://www.teamsandtastic.com/RockStacking/
Rock stacking picture slide 1 source:
http://www.teamsandtastic.com/RockStacking/
ROCK PICTURES SOURCE:http://www.cerritos.edu/esci/tutor/On-Line_lecture_notes/Volcanoes/Unit_11_Lecture_Magma.htm