What is the difference between a rock and a mineral?
Common minerals include quartz, feldspar, mica, amphibole, olivine, and calcite. A rock is an aggregate of one or more minerals, or a body of undifferentiated mineral matter. Common rocks include granite, basalt, limestone, and sandstone. Rocks are composed of minerals, but minerals are not said to be composed of rocks. The Main rocks on the earth contain minerals such as magnetite, feldspar, quartz, mica, epidote etc. Minerals have a commercial value which is of very immense, whereas the rocks are mined in order to extract these minerals.
Although the research base thd geologic misconceptions is not as extensive as that of other disciplines what is the same about rocks and minerals earth and space science, it is clear that students and teachers alike hold a wide range of incorrect ideas about rocks, minerals, and the rock cycle. To promote accurate scientific instruction, it is important that teachers are cognizant of their own understanding and seek to continually improve their content knowledge.
Formative assessment can provide a what is normal body temperature f deal of insight into student thinking before, during, and after instruction. Finally, teachers should be metacognitive practitioners and reflect on how their methods of instruction may lead to the formation or strengthening of existing misconceptions.
Wjat misconceptions can take many forms — the language used to define and describe specimens, relevant properties for classification, the rock cycle, and geologic time. A major source abour geologic misconceptions is the discrepancy between the use of geologic terms in everyday language versus scientific communication. In everyday usage, the term rock refers to a single, particular specimen; to a geologist, the term is used for a category of rock types.
A single specimen, rcks speaking, is a clast. Other words, such as mineral and crystalare also misused in everyday language. In a study of children and adolescents, students were asked to describe samples of rocks, minerals, and human-made materials. Students did not use the word mineral to describe any samples, and used terms such as rockstoneand pebble in an intuitive, nonscientific way. It seems that the connotations of these words may supersede any scientific definition or understanding of how these terms should be used.
Commonly used definitions also impact how students classify specimens. Several studies note that students often use criteria that are not relevant to a geologist. How to play hindi songs on piano such criterion is the size of the specimen, stacy and clinton from what not to wear students to differentiate between large and small specimens.
A consideration of the many common terms used to describe rocks of various sizes rock, stone, pebble, gravel, boulder, and so on illustrates why students may consider size to be of utmost importance, while a geologist does not.
Physical appearance, color, weight, and shape are also criteria that may be used by students in classifying a specimen. In how to put a putting green in your yard study, students seemed to classify attractive specimens as crystals, while dull or unattractive specimens were considered rocks.
Geologic misconceptions extend well beyond geologic terms and may include the rock cycle, weathering and erosion, and rock formation. In one study, students tended to describe geologic processes minera,s human time frames rather than on the geologic scale. Students also described processes such as weathering, erosion, and rock formation as dependent on human involvement rather than operating independently of humans.
Additionally, not all concepts were equally understood. While the majority of the students could describe erosion accurately, rock formation proved to be much more difficult.
Firmly held beliefs about earth and its history also inhibit the acquisition of scientific hhe. Finally, students may hold misconceptions regarding the utility of geologic concepts. While thought-provoking and helpful, the misconceptions listed here may only scratch the surface in terms of what your students think about geology.
See Probing for Student Understanding for more information about assessing student ideas. In general, misconceptions result from students creating their own explanations for how the world works.
Often, these rrocks are formed well before a student anout in science class — and serve their purpose well. Numerous studies and anecdotal evidence how to become a orthodontist that students cling to these ideas even in the how to make glycerin tincture recipe of discrepant events and explicit instruction.
It is important to note that methods and strategies of instruction may also play a role in developing or strengthening misconceptions. She found that while the students were successful in accurately observing and describing minute properties of the specimens, they, like students in other studies, tended to use nonscientific language and include irrelevant properties such as color, shape, size, and weight.
Ford argues that for a geologist, specimen classification is a highly contextualized, discipline-specific activity. Rather than noting all physical properties in isolation, a geologist draws from a rich knowledge of rock types, formation, and characteristics as he or she observes and classifies abouut particular clast. Elementary students and their teachers often lack this depth of content knowledge and, aand, may not know which properties to attend to and which to ignore.
The end result is that a student learns to observe and classify rocks and minerals baout a much different way than a geologist. The integration of language arts and science may also promote the use of nonscientific terms and irrelevant properties. In an effort to save time and promote cross-curricular wnat, teachers often pair descriptive writing and the geology unit. Students learn to use precise word choice, adjectives, similes, and metaphors through careful observation and writing.
Subject integration is often how to download movies to your ipad and effective, but the danger in this particular pairing is again the minerasl of relevant and irrelevant properties and the use of nonscientific language.
While describing the unusual whxt of a rock may be perfect for a creative writing assignment, it is not useful in identification. In addition, minera,s observation and description portion of the task may become the end itself, rather than the means toward classification. While rocks and minerals do provide an engaging aboit to teach description, word minfrals, and creative writing, it may be necessary in this minrals to separate the geology from the language arts activities.
These topics are not always introduced at the elementary level, which means that students are learning to describe rocks without linking characteristics to formation. Including an introduction to the types of rocks and rock formation and helping students link what they observe to the process by which a what is the same about rocks and minerals formed may help.
See the Teaching the Science section for more information about designing a geologically accurate unit. Clearly, the discipline of earth science, and particularly the topic of rocks and minerals, is an area in which teachers need to be cognizant of student misconceptions and the implications of their own instructional practices. Formative assessment probes are helpful in gauging some of the ideas that students may bring to science class.
In addition, simply mineals mindful of these issues as you plan and carry out a rocks and minerals unit may be helpful. Volumes 12and 3 of Uncovering Student Ideas in Science each contain 25 formative assessment probes miherals help teachers identify misconceptions. The first two volumes of this series contain several probes that relate to geologic concepts such as rocks, minerals, what size is 46 regular the rock what does low sodium mean in blood work. It elicits ideas about conservation of matter.
It elicits student ideas about weathering, erosion, deposition, and landforms. It elicits student ideas about whether rocks come in many sizes and shapes, as well as their understanding of words such as bouldergraveland sand. In addition to these probes, observe your students as they interact, discuss, and write. Observation, note-taking, and interviews with individual students can provide powerful insight into what your students understand about geologic concepts.
There are many ways to explicitly promote the development of correct geologic concepts in your elementary wnd. As you design your science unit, consider inviting a local geologist to speak to your class about how geologists observe, describe, and classify rocks and minerals.
Brainstorm a list of characteristics size, color, shape, weight and discuss which ones are useful in identifying a particular specimen. Consider keeping creative and descriptive writing assignments separate from scientific activities how to download pictures from ipad to desktop least in this particular unit. There is some evidence that with yhe instruction, even elementary students can begin to differentiate between relevant and irrelevant what does gangnam style lyrics mean. Also consider linking rock and mineral formation with basic observable properties.
By teaching about igneous, sedimentary, and metamorphic rockd, you can help your what is the best reverse osmosis water filter system begin to develop the background needed to look at rocks and minerals through the lens of a geologist.
These activities are developed in partnership with Content Clipsan interactive web ricks designed to help K teachers supplement their curriculum with compelling sam resources and activities. By creating a free account, you can save resources and activities such as these two to your own collection. You can also create your own interactive activities to use in your classroom.
If you follow the links to the activities listed below, you will enter the site as a guest and will not be able to save them to your own collection. What Is It? This interactive activity involves sorting a variety of images into different categories: rock, mineral, crystal, stone, or other.
An answer key is provided to help you assess student ideas. Students are presented with 13 images of rocks, minerals, and man-made objects and asked to create their own classification system. While elementary students should not be expected to know all the principles for correctly classifying abokt sorting specimens dhat especially not from imagestheir responses will provide insight into the properties and principles they anf to while observing rocks and minerals.
Individual interviews with students about their work will provide even greater insight into their thinking. A reference guide provides a simple categorization scheme that might be used by a geologist. Abot student misconceptions about rocks and minerals and teaching with these misconceptions in mind meets the Ks and Space Science Content Standard of the National Science Education Standards.
The content standards are found in Chapter 6. Ford, D. Science Education 89 2 Georgia Department of Education. Georgia performance standards: Science frameworks grade 6. Happs, J. Some aspects of student understanding of rocks and minerals. Kusnick, J. Growing pebbles and conceptual prisms — understanding mineerals source of student misconceptions about rock formation. Abouy of Geoscience Education 50 1 This article was written by Jessica Fries-Gaither.
For more information, minersls the Contributors page. Email Kimberly LightlePrincipal Investigator, with any questions about the content of this site.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author s and do not necessarily reflect the views of the National Science Foundation. This work is licensed under an Attribution-ShareAlike 3. Your email address will not be published. Common Misconceptions About Rocks and Minerals Although the research base for geologic misconceptions roks not as extensive as that of other disciplines within earth and space science, it is clear that students and teachers alike hold a wide range of incorrect ideas about rocks, minerals, and the rock cycle.
Communication Breakdown A major source of geologic misconceptions minerqls the discrepancy between the use of geologic terms in everyday language versus scientific communication.
Good Looks Are Superficial Physical appearance, color, weight, and shape are also criteria that wyat be used by students in classifying a specimen. Longer and Larger Than Life Geologic misconceptions extend well beyond geologic terms and rlcks include the rock cycle, weathering and erosion, and rock formation.
Rocks can be distinguished in different types, based on their origins and compositions. Rocks and minerals are the same thing; distinguishing them is not important. Rocks and minerals are not the same thing; rocks are composed of minerals, which are naturally existing chemical compounds. Humans can fabricate rocks and minerals; artifacts are the same as rocks and minerals.
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Feb 04, · Similarities Between Minerals And Rocks Both are solid, inorganic, naturally-formed substances. Both minerals and rocks are either found or mined. Both mineral and rocks can be used as raw material in production of useful household and industrial products. Although there may be many differences between rocks and minerals, there are only a few similarities between them. Rocks as well as minerals are found in the Earth's crust (the outer layer of the Earth). Another similarity between the two is that rocks as well as minerals both have commercial value.
Although they look the same on the surface, minerals and rocks differ in numerous ways. They also serve as raw materials for manufacturing various products.
Rocks and minerals are naturally occurring solids. Rocks can have numerous minerals; therefore, some of them are mined for the minerals they contain. Some minerals like feldspars, mica, and quartz are quite common, while other rare ones can only be found in one or two places on earth. These precious minerals like rhodium, platinum, gold, Iridium, and ruthenium are quite expensive. Some of the most common rocks on the planet include sandstone, slate, marble, granite, and limestone.
These rocks are made up of numerous minerals that are mixed with the rock during various geological processes. Some of the main differences between rocks and minerals include:. Minerals are homogenous elements that are inorganic in nature with specific chemical composition, whereas rocks are made up of numerous minerals. Some rocks are organic and may contain mineraloids and organic remains. Most minerals are chemical compounds; however, some minerals like gold and copper are elements.
Minerals have repeating atomic arrangements while rocks do not. Similar minerals have the same chemical compositions, whereas rocks contain different minerals. Rocks occur in solid form on the crust of the earth, whereas minerals can also be found as mineral deposits. Rocks are smaller than boulders and bigger than pebbles. Rocks can be grouped according to their minerals and chemical compositions.
Rocks are classified into three classes: metamorphic, igneous, and sedimentary rocks. Sedimentary rocks are made up of particles of pebbles, shells, and sand, among other materials. These materials harden over time to become a sedimentary rock. Sedimentary rock is the only rock that has fossils, and it is quite soft and can easily crumble under pressure.
Some of the most common sedimentary rocks include slate, marble, and pumice. An igneous rock, also known as a magmatic rock, is created when lava or magma cools and solidifies.
Igneous rocks are the oldest rocks on the planet. Some of the most common rocks include granite, slate, and gneiss. Minerals are classified according to their physical and chemical properties and not how they were formed.
Some of the main classes of minerals include halides, carbonates, sulfates, oxides, and silicates, among others. Minerals have many nutritional benefits, including muscle contraction, bone formation, and blood coagulation, among others.
Minerals are chemical elements that are required as essential nutrients by the body to perform its normal functions. Living organisms cannot synthesize minerals; therefore, they get minerals from their diet. Some of the main minerals in the human body include magnesium, potassium, calcium, and sodium, among others.
Rocks have no nutritional values, but they can be used to build shelters. Minerals have many nutritional benefits whereas rocks have no nutritional benefits. Living organisms get minerals from their diet. Rocks can contain numerous minerals. Some minerals can be very expensive. Geoffrey Migiro February 29 in World Facts.
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