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GEOL 8T – Earth Science Lab for Teachers

Learning Objectives for Exam #1

We have covered a number of subjects over the past few weeks.  Topics have included scientific inquiry, observing the sky (earth-moon-sun interaction) minerals, rock classification, and igneous rock properties and identification.

From this information, and from the lab exercises, you should have a reasonable understanding of the concepts involved in each lab.  For the exam, you will be expected to provide information and answer questions related to the materials listed below.

Be sure you are familiar with the reason we did each lab.

Scientific Inquiry

List and describe the steps to the Scientific Method.

Understand the progression of a scientific idea from conception through each step of the Scientific Method.

Explain the difference between a hypothesis, a theory, and a law.

List and explain the components of a scientific explanation (it must be ...).

5.      Explain the purpose of “testing a hypothesis.”

6.      Explain what is meant by an “Empirical Approach” to a problem.

7.      Explain how scientific ideas are distinguished from other types of ideas.

8.      Given several hypotheses or ideas, identify which fall within the realm of science, which do not, and explain why.

Observing the Sky

Given unlabeled versions of the diagrams on page 230 of your lab manual, correctly describe and/or identify the earth-moon-sun interactions being depicted.

Explain and be able to properly draw:

Gibbous moon

Quarter moon

Crescent moon

New moon

Explain/describe what causes a lunar eclipse, and be able to draw a diagram depicting an example.

Explain/describe what causes a solar eclipse, and be able to draw a diagram depicting an example.

Be able to answer the following questions:

Why is it that a lunar eclipse can be seen from almost half the earth, while a solar eclipse is visible from only a small piece of the earth?

Why do solar eclipses always occur at the same phase of the moon?

If you see the moon high in the morning sky, what will it look like (i.e. what phase or phases might it be)?

Describe how distance is measured for objects in space.

Describe how the “Seeing Stars” lab highlights what a light-year is.

Mineral Properties

Provide/explain the definition of a mineral.

Explain/describe how physical properties are related to the chemistry and atomic structure of a mineral

Name the 8 most abundant elements in the earth’s crust.

Explain/describe why color is a helpful physical property, but may not be the best physical property to rely upon for mineral identification (give some examples, e.g. varieties of quartz).

Define/describe the physical property cleavage and provide examples of how cleavage is measured/stated for a mineral.

Define/describe the physical property crystal form and provide examples of this property.

Describe how to identify whether a mineral shows cleavage or fracture, and how to tell if a mineral exhibits crystal faces or cleavage planes.

Define/describe the physical property hardness and explain the details of the Mohs hardness scale, and common items that can be used to test the hardness of a mineral.

Describe/explain how the toothpaste activity helps relay the concept of mineral hardness.

Define/describe the physical property streak and explain the types of minerals for which streak is a useful physical property.

Define/describe the physical property luster provide some common examples/descriptors for this property.

Define/describe the physical property specific gravity and explain how it is measured.

Define/describe the physical property magnetism and explain which minerals it is most useful to identify.

Define/describe the physical property fizz, and list the mineral(s) for which it is more useful to use.

Be able to identify several common rock forming minerals (including quartz, calcite, feldspar, mica (biotite and muscovite), hornblende, among others) and ore minerals using a table of diagnostic properties.

Explain/describe the following mineral groups (Check out my lecture presentation on minerals):

Silicates

Oxides

Sulfides

Sulfates

Native elements

Halides

Carbonates

Rocks (Igneous)

Explain what the definition of a rock is, and how that relates to cookies and pizza (or any other simile).

Define/describe the difference between igneous, sedimentary and metamorphic rocks.

Define/describe intrusive and extrusive igneous rocks and provide examples of where they form, and what their textures will be.

Define/describe the difference between magma and lava.

Describe how the compositions of an igneous magma or lava will determine the color and properties of the rock that forms from it.

Define/describe how the terms gas exsolution and vesiculation relate to both igneous rocks and my carbonated drink.

Using an identification chart, be able to classify a variety of igneous rocks (including: granite, diorite, gabbro, rhyolite, andesite, basalt, peridotite, obsidian, and pumice).

Explain why/how obsidian and pumice contain no minerals.

Be able to pair plutonic and volcanic rocks together by composition (e.g. granite and rhyolite are compositionally similar, and could have come from the same magma).

Describe/explain how an igneous rock could have two distinct mineral sizes.

Define/describe viscosity and explain what how increased or decreased silica content will affect the viscosity of a magma/lava.

Other

Review the syllabus and introductory information for the course, and be able to tell me about it if I ask a question or two.