1. Chapter F1 Table of Contents Section 1 What Is a Mineral?
Minerals of the Earth’s Crust
Table of Contents
Section 1 What Is a Mineral?
Section 2 Identifying Minerals
Section 3 The Formation, Mining, and Use of Minerals

2. Objectives Chapter F1 Describe the structure of minerals.
Section 1 What Is a Mineral?
Objectives
Describe the structure of minerals.
Describe the two major groups of minerals.

3. Mineral Structure Chapter F1
Section 1 What Is a Mineral?
Mineral Structure
A mineral is a naturally formed, inorganic solid that has a definite crystalline structure.
You can tell whether an object is a mineral by asking four questions.

4. Mineral Structure, continued
Chapter F1
Section 1 What Is a Mineral?
Mineral Structure, continued
Is it a nonliving material?
Is it a solid?
Does it have a crystalline structure?
Is it formed in nature?

5. Mineral Structure, continued
Chapter F1
Section 1 What Is a Mineral?
Mineral Structure, continued
To understand what a crystalline structure is, you need to know a little about the elements that make up a mineral.
Elements are pure substances that cannot be separated or broken down into simpler substances by chemical means.

6. Mineral Structure, continued
Chapter F1
Section 1 What Is a Mineral?
Mineral Structure, continued
Atoms and Compounds Minerals may be either elements or compounds.
A compound is a substance made of atoms of two or more different elements joined by chemical bonds.

7. Mineral Structure, continued
Chapter F1
Section 1 What Is a Mineral?
Mineral Structure, continued
A mineral that is composed of only one element is called a native element.
Gold and silver are examples of native elements.

8. Identifying Minerals Chapter F1
Section 2 Identifying Minerals
Identifying Minerals
You can determine the identity of a mineral by noting different properties.
Color Minerals display a wide variety of colors, and often the same mineral can be found in many different colors.
Because of this, color is usually not the best way to identify a mineral.

9. Identifying Minerals, continued
Chapter F1
Section 2 Identifying Minerals
Identifying Minerals, continued
The way a mineral reflects light is called luster. There are three types of mineral luster:
Metallic
Submetallic
Nonmetallic

10. Identifying Minerals, continued
Chapter F1
Section 2 Identifying Minerals
Identifying Minerals, continued
The color of a mineral in powdered form is called the mineral’s streak.
A mineral’s streak can be found by running the mineral against a piece of unglazed porcelain called a streak plate.
The color of a mineral’s streak is not always the same as the color of the mineral sample.

11. Chapter F1
Section 2 Identifying Minerals
Hardness
A mineral’s resistance to being scratched is called hardness.
To determine the hardness of minerals, scientists use Mohs hardness scale, shown on the next slide.

12. Chapter F1
Section 2 Identifying Minerals

13. Chapter F1
Section 2 Identifying Minerals
Density
Density is the measure of how much matter is in a given amount of space. Density is a ratio of an object’s mass to its volume.
Different minerals have different densities.

14. Chapter F1
Section 2 Identifying Minerals

15. Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Objectives
Describe the environments in which minerals forms.
Compare the two types of mining.
Describe two ways to reduce the effects of mining.
Describe different uses for metallic and nonmetallic minerals.

16. Formation of Minerals Chapter F1
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Formation of Minerals
Minerals form in a variety of environments in the Earth’s crust. Each environment has a different set of physical and chemical conditions that determine the minerals’ properties.
Evaporating Salt Water When a body of salt water dries up, minerals such as gypsum and halite are left behind.

17. Formation of Minerals, continued
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Formation of Minerals, continued
Metamorphic Rocks When changes in pressure, temperature, or chemical makeup alter a rock, metamorphism takes place.
Minerals that form in metamorphic rock include calcite, garnet, graphite, hematite, magnetite, mica, and talc.

18. Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Mining
Many kinds of rocks and minerals must be mined to extract the valuable elements they contain.
Geologists use the term ore to describe a mineral deposit large enough and pure enough to be mined for profit.
Rocks and minerals are removed from the ground by one of two methods.

19. Mining, continued Chapter F1
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Mining, continued
Surface Mining When mineral deposits are located at or near the surface of the Earth, surface-mining methods are used to remove the minerals.
Types of surface mines include open pits, surface coal mines, and quarries.

20. Mining, continued Chapter F1
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Mining, continued
Subsurface Mining methods are used when mineral deposits are located too deep within the Earth to be surface mined.
Subsurface mining often requires that passageways be dug into the Earth to reach the ore.

21. Responsible Mining Chapter F1
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Responsible Mining
Mining gives us the minerals we need, but it may also create problems.
Mining can destroy or disturb the habitats of plants and animals.
Waste products from a mine may get into water sources, which pollutes surface water and ground water.

22. Responsible Mining, continued
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
Responsible Mining, continued
One way to reduce the potential harmful effects of mining is to return the land to its original state after the mining is completed.
Reclamation is the process by which land used for mining is returned to its original state.
Reducing our need for minerals by recycling is another way to reduce the effects of mining.

23. The Use of Minerals Chapter F1
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
The Use of Minerals
Metallic Minerals are good conductors of heat and electricity. They can be processed for various uses, including building aircraft, automobiles, and communications and electronic equipment.
Examples of useful metallic minerals include gold, silver, and copper.

24. The Use of Minerals, continued
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
The Use of Minerals, continued
Nonmetallic Minerals are good insulators of electricity. They have uses that range from glass-making to producing computer chips.
Calcite, one nonmetallic mineral, is a major component of concrete, which is used in building roads, buildings, bridges and other structures.

25. The Use of Minerals, continued
Section 3 The Formation, Mining, and Use of Minerals
Chapter F1
The Use of Minerals, continued
Gemstones are highly valued for their beauty and rarity, than for their usefulness.
Important gemstones include diamond, sapphire, ruby, emerald, aquamarine, topaz, and tourmaline.

26. Chapter F1
Minerals of the Earth’s Crust
Concept Map
Use the terms below to complete the concept map on the next slide.
gems
compounds
atoms
mineral ore
mining
minerals
diamonds

27. Chapter F1
Minerals of the Earth’s Crust

28. Chapter F1
Minerals of the Earth’s Crust

29. End of Chapter F1 Show

30. Standardized Test Preparation
Chapter F1
Reading
Read each of the passages. Then, answer the questions that follow each passage.

31. Standardized Test Preparation
Chapter F1
Passage 1 In North America, copper was mined at least 6,700 years ago by the ancestors of the Native Americans who live on Michigan’s upper peninsula. Much of this mining took place on Isle Royale, an island in Lake Superior. These ancient people removed copper from the rock by using stone hammers and wedges. The rock was sometimes heated first to make breaking it up easier.
Continued on the next slide

32. Standardized Test Preparation
Chapter F1
Passage 1, continued Copper that was mined was used to make jewelry, tools, weapons, fish hooks, and other objects. These objects were often marked with designs. The Lake Superior copper was traded over long distances along ancient trade routes. Copper objects have been found in Ohio, Florida, the Southwest, and the Northwest.

33. Chapter F1 1. In the passage, what does ancient mean? A young B future
Standardized Test Preparation
Chapter F1
1. In the passage, what does ancient mean?
A young
B future
C modern
D early

34. Chapter F1 1. In the passage, what does ancient mean? A young B future
Standardized Test Preparation
Chapter F1
1. In the passage, what does ancient mean?
A young
B future
C modern
D early

35. Standardized Test Preparation
Chapter F1
2. According to the passage, what did the ancient copper miners do?
F They mined copper in Ohio, Florida, the Southwest, and the Northwest.
G They mined copper by cooling the rock in which the copper was found.
H They mined copper by using stone tools.
I They mined copper for their use only.

36. Standardized Test Preparation
Chapter F1
2. According to the passage, what did the ancient copper miners do?
F They mined copper in Ohio, Florida, the Southwest, and the Northwest.
G They mined copper by cooling the rock in which the copper was found.
H They mined copper by using stone tools.
I They mined copper for their use only.

37. Standardized Test Preparation
Chapter F1
3. Which of the following statements is a fact according to the passage?
A Copper could be shaped into different objects.
B Copper was unknown outside of Michigan’s upper peninsula.
C Copper could be mined easily from the rock in which it was found.
D Copper could not be marked with designs.

38. Standardized Test Preparation
Chapter F1
3. Which of the following statements is a fact according to the passage?
A Copper could be shaped into different objects.
B Copper was unknown outside of Michigan’s upper peninsula.
C Copper could be mined easily from the rock in which it was found.
D Copper could not be marked with designs.

39. Standardized Test Preparation
Chapter F1
Passage 2 Most mineral names end in -ite. The practice of so naming minerals dates back to the ancient Romans and Greeks, who added -ites and -it is to common words to indicate a color, a use, or the chemistry of a mineral. More recently, mineral names
have been used to honor people, such as scientists, mineral collectors, and even rulers of countries. Other minerals have been named after the place where they were discovered. These place names include mines, quarries, hills, mountains, towns, regions, and even countries. Finally, some minerals have been named after gods in Greek, Roman, and Scandinavian mythology.

40. Chapter F1 1. In the passage, what does practice mean? A skill
Standardized Test Preparation
Chapter F1
1. In the passage, what does practice mean?
A skill
B custom
C profession
D use

41. Chapter F1 1. In the passage, what does practice mean? A skill
Standardized Test Preparation
Chapter F1
1. In the passage, what does practice mean?
A skill
B custom
C profession
D use

42. Standardized Test Preparation
Chapter F1
2. According to the passage, the ancient Greeks and Romans did not name minerals after what?
F colors
G chemical properties
H people
I uses

43. Standardized Test Preparation
Chapter F1
2. According to the passage, the ancient Greeks and Romans did not name minerals after what?
F colors
G chemical properties
H people
I uses

44. Standardized Test Preparation
Chapter F1
3. Which of the following statements is a fact according to the passage?
A Minerals are sometimes named for the country in which they are discovered.
B Minerals are never named after their collectors.
C All mineral names end in -ite.
D All of the known minerals were named by the Greeks and Romans.

45. Standardized Test Preparation
Chapter F1
3. Which of the following statements is a fact according to the passage?
A Minerals are sometimes named for the country in which they are discovered.
B Minerals are never named after their collectors.
C All mineral names end in -ite.
D All of the known minerals were named by the Greeks and Romans.

46. Interpreting Graphics
Standardized Test Preparation
Chapter F1
Interpreting Graphics
A sample of feldspar was analyzed to find out what it was made of. The graph below shows the results of the analysis. Use the graph below to answer the questions that follow.

47. Standardized Test Preparation
Chapter F1
1. The sample consists of four elements: potassium, K, aluminum, Al, silicon, Si, and oxygen, O. Which element makes up the largest percentage of your sample?
A potassium
B aluminum
C silicon
D oxygen

48. Standardized Test Preparation
Chapter F1
1. The sample consists of four elements: potassium, K, aluminum, Al, silicon, Si, and oxygen, O. Which element makes up the largest percentage of your sample?
A potassium
B aluminum
C silicon
D oxygen

49. Standardized Test Preparation
Chapter F1
2. Silicate minerals, such as feldspar, contain a combination of silicon and oxygen. What percentage of your sample is composed of silicon and oxygen combined?
F 30%
G 40%
H 50%
I 70%

50. Standardized Test Preparation
Chapter F1
2. Silicate minerals, such as feldspar, contain a combination of silicon and oxygen. What percentage of your sample is composed of silicon and oxygen combined?
F 30%
G 40%
H 50%
I 70%

51. Standardized Test Preparation
Chapter F1
3. If your sample has a mass of 10 g, how many grams of oxygen does it contain?
A 1 g
B 2 g
C 4 g
D 8 g

52. Standardized Test Preparation
Chapter F1
3. If your sample has a mass of 10 g, how many grams of oxygen does it contain?
A 1 g
B 2 g
C 4 g
D 8 g

53. Standardized Test Preparation
Chapter F1
4. Your sample of orthoclase has a hardness of 6. Which of the following minerals will scratch your sample?
F gypsum
G corundum
H calcite
I apatite

54. Standardized Test Preparation
Chapter F1
4. Your sample of orthoclase has a hardness of 6. Which of the following minerals will scratch your sample?
F gypsum
G corundum
H calcite
I apatite

55. Chapter F1 Math Read each question, and choose the best answer.
Standardized Test Preparation
Chapter F1
Math
Read each question, and choose the best answer.

56. Standardized Test Preparation
Chapter F1
1. Gold classified as 24-karat is 100% gold. Gold classified as 18-karat is 18 parts gold and 6 parts another, similar metal. The gold is therefore 18/24, or 3/4, pure. What is the percentage of pure gold in 18-karat gold?
A 10%
B 25%
C 50%
D 75%

57. Standardized Test Preparation
Chapter F1
1. Gold classified as 24-karat is 100% gold. Gold classified as 18-karat is 18 parts gold and 6 parts another, similar metal. The gold is therefore 18/24, or 3/4, pure. What is the percentage of pure gold in 18-karat gold?
A 10%
B 25%
C 50%
D 75%

58. Standardized Test Preparation
Chapter F1
2. Gold’s specific gravity is 19. Pyrite’s specific gravity is 5. What is the difference in the specific gravities of gold and pyrite?
F 8 g/cm3
G 10 g/cm3
H 12 g/cm3
I 14 g/cm3

59. Standardized Test Preparation
Chapter F1
2. Gold’s specific gravity is 19. Pyrite’s specific gravity is 5. What is the difference in the specific gravities of gold and pyrite?
F 8 g/cm3
G 10 g/cm3
H 12 g/cm3
I 14 g/cm3

60. Standardized Test Preparation
Chapter F1
3. In a quartz crystal, there is one silicon atom for every two oxygen atoms. So, the ratio of silicon atoms to oxygen atoms is 1:2. If there were 8 million oxygen atoms in a sample of quartz, how many silicon atoms would there be in the sample?
A 2 million
B 4 million
C 8 million
D 16 million

61. Standardized Test Preparation
Chapter F1
3. In a quartz crystal, there is one silicon atom for every two oxygen atoms. So, the ratio of silicon atoms to oxygen atoms is 1:2. If there were 8 million oxygen atoms in a sample of quartz, how many silicon atoms would there be in the sample?
A 2 million
B 4 million
C 8 million
D 16 million

62. Standardized Test Preparation
Chapter F1