Grade Level: 7 – 8

Purpose: To investigate the physical and chemical characteristics of the minerals in Illinois and their uses.

Suggested Goals: Students will be able to perform basic identification tests to describe the physical and chemical characteristics of minerals. In addition, students will be able to identify important uses for common minerals in Illinois.

Objectives: As a result of this lesson, students will be able to:

1. List the five characteristics of a mineral.
2. Demonstrate the proper procedure for a variety of mineral identification tests (hardness, streak, magnetism, etc.)
3. Identify common minerals based on their appearance and data collected from identification tests.
4. List important uses for common minerals.

Time Required: 2-3 class periods for each of the two projects.

Group Size: Individually or teams of 2-3 students. The report should be completed individually.

Background: What is a mineral? Minerals are defined as solid, inorganic substances that occur naturally and have a definite atomic structure and chemical composition. They exhibit several properties that are useful for identification. Color, crystal shape, hardness, and luster are a few of the properties that can be used to determine a mineral’s identify. During this lab, students will learn about the five characteristics of a mineral and conduct tests to identify minerals that are found in Illinois.

Materials:

• Classroom display of minerals
• Access to the ISM Geology Online GeoGallery of mineral photos and information
• Safety goggles
• Identification guides (such as Golden Guide: Rocks & Minerals)
• Copies of the lesson worksheets
  • “What is a mineral?” Worksheet
  • Mineral ID Guide
  • Mineral ID Chart
• Optional: Ultraviolet lamp

For each group:

• Testing set of 10-12 minerals*
• Streak plate
• Glass plate
• Steel nail
• Penny
• Vinegar (or weak HCl acid)
• Magnet

Preparation: Try to include as many of the minerals featured in the ISM Geology Online GeoGallery collection as possible. Suggested Illinois minerals include gypsum, fluorite, galena, pyrite, calcite, mica, dolomite, crystalline quartz, sphalerite, and hematite. Magnetite, barite, graphite, or talc might also be considered for this lab. [Kits can be ordered from the Illinois State Geological Survey.]

Use a small plastic container, such as an old plastic butter tub, to hold all the testing supplies for each group. You might also consider purchasing several small plastic tackle boxes with individual compartments to keep the mineral samples organized. You can also use egg cartons for this purpose.

To organize the testing sets of minerals, place a small dot of white correction fluid (or white paint) on each mineral specimen. Use a permanent marker to label each specimen using the letters A through L. If you are using plastic containers or egg cartons, write the letter in each compartment to help students organize the samples.

You may want to demonstrate the proper procedure for conducting the hardness test. For example, ask the students to divide the samples into two groups, such as minerals harder than 5.6 or 6 and those that are softer. Demonstrate how to use the objects (fingernail, coin, glass plate, and nail) and Mohs Scale of Hardness to determine the hardness of a mineral sample. If the students will be using the acid test, discuss proper safety procedures and distribute safety goggles.

Skills: Students will need to be able to follow directions to perform the mineral identification tests and have an understanding of basic safety rules. Students will also need to be able to use identification guides or online resources for the Mighty Mineral report.

Procedure:

Part I: Exploring Mineral Identification

1. Distribute copies of the “What is a mineral?” worksheet. Discuss the five characteristics of a mineral to help the students complete the top section. Allow time for the students to complete the bottom portion. They should use the five characteristics of a mineral to determine which items are minerals and circle those items. After they have finished, discuss the answers and have the students provide reasons for excluding the items that are not minerals.
2. Distribute the testing sets of minerals and ask the students to classify the specimens into 2 to 4 groups. After the groups have sorted the samples, ask the students, “How did you classify the minerals?” Discuss the criteria that were used to sort the samples and make a list on the chalkboard. Responses may include color, shape, size, and texture as well as other physical characteristics of the specimens.
3. Explain that scientists use a variety of tests to identify minerals. Distribute the Mighty Minerals ID Guide. Compare the criteria used by the students in #2 to the tests listed on the Mineral ID Guide.
4. Distribute the testing equipment and Mineral ID Charts. Allow time for students to practice testing the minerals in the testing sets.
5. Once the students are familiar with the testing process, allow time for them to test all the specimens and record the data on the Mighty Mineral ID Chart worksheet. You will need to monitor the groups and provide assistance when needed.
6. After students have completed all the mineral identification tests, have them use the collected data and identification guides to identify the minerals. You might consider providing a list of minerals in the testing sets if the students experience a lot of difficulty with the identification process.
7. Have students wash their hands and clean up the lab area. Provide time for the students to discuss their results with their classmates before revealing the names of the minerals.

Part II: Applying the Knowledge

1. Once students are familiar with the properties used for mineral identification, allow each student to adopt a mineral found in the state and complete the Mighty Mineral project, which consists of an advertisement and a data page.
2. Allow students to use printed or online reference materials to complete the data page. If mineral samples are available, students may also perform tests to obtain the data.
3. Students also need to create an advertisement with a cartoon character or superhero and slogan that highlights one or more important uses for their mineral. For example, fluorite might be represented by a superhero tooth (complete with a cape) and the slogan, “Mighty Fluority saves the day by protecting the world from tooth decay!”
4. Students should staple the advertisement to the front of the data page. Create a display on “Mighty Minerals” in the classroom or hallway.

Extensions:

1. Fluorite is the state mineral of Illinois. Have your students contact geological surveys in other states to request information and samples of their state mineral. Use the donated specimens to create a “Minerals of the USA” classroom display. Visit http://www.isgs.uiuc.edu/us-map/usa-surveys.html for a listing of state geological survey websites.
2. Have the students research the chemical composition of their adopted minerals or the minerals in the testing sets. Make a master list of the elements and chart the number of times each one appears in a chemical formula. Investigate mineral groups, such as silicates, oxides, carbonates, etc., and relate to the chemical composition of the adopted minerals.
3. Use the Mighty Mineral reports to create a scavenger hunt exploring the uses of the state minerals. Develop one to two questions or riddles about each mineral and display the projects in the classroom or hallway. Allow time for the students to find the answers using the information in the report pages.
4. Challenge the students to create a dichotomous key or other method of classification for the testing set of minerals. Students should use the data on the Mineral ID Chart to develop the key and incorporate at least 5 of the specimens in the testing kit. Allow groups to trade keys when they are finished and try to identify the minerals.

Assessment: Assessment for this activity should be based on the student’s ability to perform the mineral identification tests, make accurate measurements, and record collected data. Providing samples of common minerals for the students to group according to a specific property, such as hardness, or identify in a lab practical situation may be used as a performance assessment. Evaluation of the Mighty Mineral report (advertisement and data sheet) should also be considered to determine if the objectives have been met.

Print Resources:

Educational Series 5: Guide to Rocks and Minerals of Illinois
Published by Illinois State Geological Survey, 1971
Ordering information can be found at:
http://www.isgs.uiuc.edu/servs/pubs/edshome.htm

Golden Guide: Rocks and Minerals
ISBN #0-307-24499-7

Eyewitness Handbooks: Rocks and Minerals
By Chris Pellant, ISBN# 1-56458-033-4

Web Resources:

ISM Geology Online GeoGallery
http://geologyonline.museum.state.il.us/geogallery

The Science Spot: Earth Science Links for Kids
http://sciencespot.net/Pages/kdzethsci3.html

Illinois State Geological Survey web site -
links to state geological surveys
http://www.isgs.uiuc.edu/us-map/usa-surveys.html

Illinois State Board of Education Goals and Standards:

11.A.3c: Collect and record data accurately using consistent measuring and recording techniques and media.
11.A.3f: Interpret and represent results of analysis to produce findings.
12.E.3a: Analyze and explain large-scale dynamic forces, events and processes that affect the Earth’s land, water and atmospheric systems.
12.E.3b: Describe interactions between solid earth, oceans, atmosphere and
organisms that have resulted in ongoing changes of Earth.