MELC’S: MOST ESSENTIAL LEARNING COMPETENCY LESSON 1:

EARTH AS A
Recognize the uniqueness of
Earth, being the only planet in
UNIQUE
the solar system with PLANET
properties necessary to
support life.

INTRODUCTION
The four inner planets have many common features and all are very different from the outer planets. For this reason,
they are often grouped together and called the inner planets. As the inner planets formed, the heat of the sun boiled off the
lighter elements that surrounded them. Each inner planet was left with a liquid core made of nickel and iron and a rocky
mantle and crust. Another common feature of these planets is that they have few or no moons. But each inner planet is also
unique. In this module, you will be able to recognize the difference in the physical and chemical properties between Earth
and its neighboring planets as well as identify the factors that allows a planet to support life.

VOCABULARY LIST
a. Escape velocity - minimum speed an object needs to escape a planet's pull of gravity.
b. Surface pressure – atmospheric pressure at a location on the surface of the planet. It is proportional to the
mass of air above the location.
c. Temperature if no GHG - this would be the temperature of the planet without the warming effect of
greenhouse gases. Note that the temperature of the Earth would be ~18˚C lower without greenhouse
warming. (The greenhouse effect is not necessarily undesirable. It is run-away greenhouse effect which we
would like to avoid (e.g. Venus).)
d. Length of day - a function of rotational speed.

PRE-TEST

1. What are the characteristics of terrestrial planets?

2. What are the similarities and differences among these three terrestrial planets?
3. What makes Earth unique among these terrestrial planets?

LEARNING ACTIVITIES

Terrestrial Planets: Definition & Facts About the Inner Planets

Terrestrial planets are Earth-like planets made up of rocks or
metals with a hard surface. Terrestrial planets also have a molten
heavy-metal core, few moons and topological features such as valleys,
volcanoes and craters.
In our solar system, there are four terrestrial planets, which
also happen to be the four closest to the sun: Mercury, Venus, Earth
and Mars. During the formation of the solar system, there were likely
more terrestrial planetoids, but they either merged with each other or were destroyed.
The definition of "planet" from the International Astronomical Union is controversial. The IAU defines a planet as
a celestial body that is in orbit around the sun, has a nearly round shape, and has mostly cleared its orbital neighborhood of
debris. Scientists are divided in particular on the third point, with some saying that it's hard to define how much clearing a
planet does, while others saying a world like Pluto would clear less than a world like Earth. This means that some
astronomers argue that the dwarf planet Pluto should be classified as a planet, along with various other dwarf planets
scattered throughout the solar system.

Mercury
Mercury is the smallest terrestrial planet in the solar system, about a third the size of Earth. It has a thin atmosphere,
which causes it to swing between burning and freezing temperatures. Mercury is also a dense planet, composed mostly of
iron and nickel with an iron core. Its magnetic field is only about 1 percent that of Earth's, and the planet has no known
moons. The surface of Mercury has many deep craters and is covered by a thin layer of tiny particle silicates. In 2012,
scientists found extensive evidence of organics — the building blocks of life — as well as water ice in craters shaded from
the sun. Mercury's thin atmosphere and close proximity to the sun mean it's impossible for the planet to host life as we know
it.

Venus
Venus, which is about the same size as Earth, has a thick, toxic carbon-
monoxide-dominated atmosphere that traps heat, making it the hottest planet in the solar
system. Venus has no known moons. Much of the planet's surface is marked with
volcanoes and deep canyons. The biggest canyon on Venus stretches across the surface
for 4,000 miles (nearly 6,500 kilometers). And it's possible that at least some of the
planet's volcanoes are still active. Few spacecrafts have ever penetrated Venus' thick
atmosphere and survived. And it's not just spacecraft that have trouble getting through
the atmosphere — there are fewer crater impacts on Venus than other planets because
only the largest meteors can make it. The planet is hostile to life as we know it.

Earth
Of the four terrestrial planets, Earth is the largest, and the only one with extensive
regions of liquid water. Water is necessary for life as we know it, and life is abundant on
Earth — from the deepest oceans to the highest mountains. Like the other terrestrial planets,
Earth has a rocky surface with mountains and canyons, and a heavy-metal core. Earth's
atmosphere contains water vapor, which helps to moderate daily temperatures. The planet
has regular seasons for much of its surface; regions closer to the equator tend to stay warm,
while spots closer to the poles are cooler and, in the winter, icy. The Earth's climate,
however, is warming up due to climate change associated with human-generated greenhouse
gases, which act as a trap for escaping heat. Earth has a northern magnetic pole that is
wandering considerably, by dozens of miles a year; some scientists suggest it might be an
early sign of the north and south magnetic poles flipping. The last major flip was 780,000 years ago. Earth has one large
moon that astronauts visited in the 1960s and 1970s.

Mars
Mars has the largest mountain in the solar system, rising 78,000 feet (nearly 24
km) above the surface. Much of the surface is very old and filled with craters, but there
are geologically newer areas of the planet as well. At the Martian poles are polar ice caps
that shrink in size during the Martian spring and summer. Mars is less dense than Earth
and has a smaller magnetic field, which is indicative of a solid core, rather than a liquid
one. While scientists have found no evidence of life yet, Mars is known to have water
ice and organics — some of the ingredients for living things. Evidence of methane has
also been found in some parts of the surface. Methane is produced from both living and
non-living processes. Mars has two small moons, Phobos and Deimos. The Red Planet
is also a popular destination for spacecraft, given that the planet may have been habitable
in the ancient past.
For more info about the planets; https://www.space.com/17028-terrestrial-planets.html
Table 1. Venus, Earth, Mars Comparison

(modified(from(http://nssdc.gsfc.nasa.gov/planetary/factsheet/)
(https://nssdc.gsfc.nasa.gov/planetary/factsheet/planetfact_notes.html)

Table 2. What makes a Planet habitable? (Factors that Make a Planet Habitable
(http://www.lpi.usra.edu/education/explore/our_place/hab_ref_table.pdf) Attached here.

PRACTICE TASKS
1. Based on the factors for habitable planet (Table 2), make a sketch/drawing of how you think your habitable planet would
look like.
2. INTERSTELLAR VOYAGE. Imagine you are in
an interstellar voyage. Your spaceship suffered from a
mechanical problem and you will be forced to land.
Fortunately, you are passing through the Yanib System,
which is composed of a sun-like star surrounded by
seven planets, some of which have moons. The profiles
of planets and moons of the Yanib System are listed on
Table 3. Decide the best place to land your ship. Write
down on a piece of paper your choice of planet or moon.
Reasons for your choice should also be written down.
Reasons why you did not choose the other planets
should also be included.
Table 3. Profiles of Planets and Moons of Yanib
System. Modified from:

http://www.voyagesthroughtime.org/planetary/sample/lesson5/pdf/5_3_1sas_crashland.pdf
 1. Identify similarities and
POST TEST differences among the three
planets, namely Venus, Earth, and
Mars. (5 points)

2. Briefly explain why Earth is the

only planet in the solar system that
has the capabilities to support life.
(5 points)

Terraforming Mars

Write a 200-word report/essay on the

following topic: ‘Can man alter Mars
environment to make it more suitable for
ASSIGNMENT human habitation? How?
 MELC’S: MOST ESSENTIAL LEARNING COMPETENCY
LESSON 2:
FOUR
Explain that the Earth consists
of four subsystems, across SUBSYSTEMS
whose boundaries matter OF THE
and energy flow.
EARTH
INTRODUCTION
A subsystem is defined as a small system contained in bigger or broader one. Just like the human body, the earth
consists of systems that coexist and interact in one way or another. The four subsystems of Earth include the geosphere,
hydrosphere, atmosphere and biosphere. The natural interactions that exist among these subsystems, make life possible on
this planet. In this lesson, you will learn about the features of each of the subsystems and explain that earth consists of these
four subsystems, across whose boundaries matter and energy flow.

VOCABULARY LIST

a. Atmosphere- thin gaseous layer that envelopes the lithosphere. The present atmosphere is
composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon, and trace amount of other gases. One
of the most important processes by which the heat on the Earth's surface is redistributed is through
atmospheric circulation. There is also a constant exchange of heat and moisture between the
atmosphere and the hydrosphere through the hydrologic cycle.
b. Lithosphere- includes the rocks of the crust and mantle, the metallic liquid outer core, and the solid
metallic inner core. The primary driving mechanism is the Earth's internal heat, such as that in mantle
convection.
c. Biosphere- the set of all life forms on Earth. It covers all ecosystems—from the soil to the rainforest,
from mangroves to coral reefs, and from the plankton-rich ocean surface to the deep sea. For the
majority of life on Earth, the base of the food chain comprises photosynthetic organisms.
d. During photosynthesis, CO2 is sequestered from the atmosphere, while
oxygen is released as a byproduct. The biosphere is a CO 2 sink, and therefore, an
important part of the carbon cycle. Sunlight is not necessary for life.
e. Hydrosphere- About 70% of the Earth is covered with liquid water (hydrosphere) and much of it is
in the form of ocean water. Only 3% of Earth's water is fresh: two-thirds are in the form of ice, and
the remaining one-third is present in streams, lakes, and groundwater.

PRE-TEST

1. What is a system?
2. Enumerate the subsystems of Earth.

LEARNING ACTIVITIES
The earth is the 3rd planet from the sun between Venus and Mars. The earth is made up of several unique
characteristics, composition and they all affect the processes of the earth differently.
Every of these properties and elements in Earth’s system are largely categorized into one of the four major
subsystems including water, living things, land, and the air. These are regardless the four interlocking “wonders”
that create the earth’s diverse. Cumulatively, they are primarily grouped into biological (living things) and physical
(non-living things)
 These wonders of the earth are dependent upon each other and have been used to make the study of biological
and physical components of the earth easily comprehendible. They are scientifically called the biophysical elements
namely the hydrosphere, biosphere, lithosphere and atmosphere.
Major Themes:
Scale- processes in the Earth system act on length scales of microns to thousands of kilometers, and on time scales of
milliseconds to millions of years.
Energy
The Earth system is powered by one external source: The Sun and two internal ones:
radioactive decay- Nuclear decay or radioactivity is the process by which the nucleus of an unstable atom losses energy by
emitting radiation, including alpha particles, beta particles, gamma rays, and conversion electrons. A material' that
spontaneously emits such radiation is considered radioactive.
gravitational energy (heat still being lost from planetary formation)- In physics the force of attraction between all masses in
the universe; especially the attraction of the Earth’s mass for bodies near its surface.
Cycles- Material in the Earth system is continually recycled in numerous overlapping cycles.
1. The Carbon Cycle
a. carbon enters the atmosphere as CO2 from respiration
(breathing) and combustion (burning)
b. CO2 is absorbed by producers to make carbohydrates in
photosynthesis. These producers then put off oxygen
c. Animals feed on plants. Thus, passing the carbon
compounds along the food chain. Most of the carbon these
animals consume however is exhaled as carbon dioxide.
This is through the process of respiration. The animals and
plants then eventually die.
d. The dead organisms (animals and plants) are eaten by
decomposers in the ground. The Carbon that was in their
bodies is then returned to the atmosphere as CO2. In some
circumstances the process of decomposition is prevented.
The decomposed plants and animals may then be available
as fossil fuel in the future for combustion.
2. The Rock Cycle
a. Like most Earth materials, rocks are created and destroyed in cycles. The rock cycle is a model that
describes the formation, breakdown, and reformation of a rock as a result of sedimentary, igneous, and
metamorphic processes. All rocks are made up of minerals.
b. The rock cycle depicts how three major rock types – igneous, sedimentary, and metamorphic convert from
one to another. Arrows connecting the rock types represent the processes that accomplish these changes.
c. Rocks change as a result of natural processes that are taking place all the time. Most changes happen very
slowly. Rocks deep within the Earth are right now becoming other types of rocks. Rocks at the surface are
lying in place before they are next exposed to a process that will change them. Even at the surface, we may
not notice the changes. The rock cycle has no beginning or end.
d. Rocks are usually classified into three major groups according to how they form.
e. IGNEOUS ROCKS – form from the cooling and
hardening of molten magma in many different
environments. The chemical composition
of magma and the rate at which it cools determine
what rock forms. It can cool slowly beneath the
surface rapidly at the surface. These rocks are
identified by their composition and texture. More
than 700 different types of igneous rocks are
known.
f. SEDIMENTARY ROCKS – are formed by
compaction and cementing together of sediments,
broken pieces of rock like gravel, sand, silt, or clay.
Those sediments ca n be formed by weathering
and erosion of pre-existing rocks.
g. METAMORPHIC – form when the minerals in an
existing rock are changed by heat or pressure
below the surface.
3. The Hydrologic/ Water Cycle
 There are four main stages in the water cycle. They are
evaporation, condensation, precipitation and collection.
a. Evaporation: This is when warmth from the sun causes water
from oceans, lakes, streams, ice and soils to rise into the air
and turn into water vapor (gas). Water vapor droplets join
together to make clouds.
b. Condensation: This is when water vapor in the air cools down
and turns back into liquid water.
c. Precipitation: This is when water (in the form of rain, snow,
hail or sleet) falls from clouds in the sky.
d. Collection: This is when water that falls from the clouds as
rain, snow, hail or sleet, collects in the oceans, rivers, lakes,
streams. Most will infiltrate (soak into) the ground and will
collect as underground water.
The water cycle is powered by the sun's energy and by gravity. The sun kickstarts the whole cycle by heating
all the Earth's water and making it evaporate. Gravity makes the moisture fall back to Earth.
Biosphere
- Biosphere contains all the planet’s living things. This sphere includes all of the microorganisms, plants and animals
of Earth.
- Within the biosphere, living things form ecological communities based on the physical surroundings of an area.
These communities are referred as BIOMES deserts, grasslands, and tropical rainforests are three of the many types
of biomes that exist within biosphere.
- Some scientists place humans in their own sphere called the “anthrosphere”. But we will place humans in biosphere
as living thing
Hydrosphere
Global ocean – 71%
- The hydrosphere contains all the solid, liquid, and gaseous water of the planet. It ranges from 10 to 20 kilometers
in thickness. The hydrosphere extends from Earth’s surface downward several kilometers into the lithosphere and
upward about 22 kilometers into the atmosphere.
- A small portion of the water in the hydrosphere is fresh (non-salty). This water flows as precipitation from the
atmosphere down to earth’s surface and as groundwater beneath earth’s surface. Most of the earth’s freshwater
however is frozen.
- Ninety seven percent of Earth’s water is salty. Known as ocean. Water near the poles is very cold and water near
equator is very warm. Extremely low temperatures like those found at the poles cause water to freeze into a solid
such as polar ice cap, glacier, or an iceberg. Extremely high temp. like those found at equator cause water to
evaporate into a gas.
- Some scientist place frozen water –glaciers, icecaps and icebergs are known as “cryosphere”
Atmosphere
Weather & Climate – Energy exchanges (atmosphere-earth’s surface and atmosphere-space)
Lunar surface – has not changed in 3 billion years
- The atmosphere contains all the air in Earth’s system. It extends from less than 1m below the planet’s surface to
more than 10, 000 km above the planet’s surface. The upper portion of the atmosphere protects the organisms of
the biosphere from the sun’s UV radiation.
- Is the layer of gases that surrounds the planet
- Earth’s atmosphere makes condition on Earth suitable for living things
- Earth’s atmosphere is made up of nitrogen, oxygen, carbon dioxide, water vapor, and many other gases, as well
as particles of liquids and solids (tiny solid and liquid particles of dust, smoke, salt and other chemicals).
Lithosphere
Lithosphere is made up of all the hard and solid land mass on the earth’s surface, the semi-solid rocks (molten-
materials) underneath the crust, and all the liquid rocks in the inner core of the Earth. The surface of the lithosphere is
uneven as it is characterized by various landform features. (mountains, valleys, mountain ranges, plateau.
 The liquid, semi-solid, and solid land components of the lithosphere form layers that are chemically and
physically different. This is why the lithosphere is further divided: crust, mantle, outer-core and inner-core.

PRACTICE TASKS

1. Using an illustration (it can be a photo taken using a phone, or drawn) identify 10 things and to which sphere the
things you see there belongs. Example: trees- biosphere
2. Explain how humans can have an impact to the Earth’s subsystems.

POST TEST Create a concept map

which explains how the
geosphere, hydrosphere,
atmosphere, and biosphere
are interconnected. Use
arrows and simple illustrations.

“Daisy World Model”

James Lovelock used the "Daisy World Model" to illustrate how the
biosphere is capable of regulating its environment. Research and write a
two-page report (50 to 100 words, with illustrations) on the "Daisy World
Model" of James Lovelock. (A simple explanation of the Daisy World
Model can be viewed in:
https://www.youtube.com/watch?v=cW4JTHz1aRg)
ASSIGNMENT
 MELC’S: MOST ESSENTIAL LEARNING COMPETENCY
LESSON 3:
PROPERTIES
Identify common rock- OF ROCK-
forming minerals using their
physical and chemical FORMING
properties. MINERALS

INTRODUCTION
If you go outside and pick up the nearest rock, what are you holding in your hand? You might answer that you are
holding a part of the earth’s crust. You might add that the rock is made up of certain elements that are common in the
crust. What you probably don’t know is that the elements in the rock are arranged in certain patterns.
In our previous lesson, we learn about the four subsystems of the earth. The natural balance that exists among
the four subsystems allows living things to survive which continue to interact among each other and with the
environment. A lot of important raw materials are found in the environment. Some of which are mineral based. A
mineral is defined as a naturally occurring, usually inorganic solid with distinct chemical composition and an orderly
crystalline structure. In order to test whether a sample of matter is a mineral, scientists need to assess the sample
according to the aforementioned characteristics.

In this lesson, you will be able to know the physical and chemical properties of common rock-forming chemicals.

VOCABULARY LIST

a. Mineral — a naturally occurring (not man-made or machine generated), inorganic (not a byproduct of
living things) solid with an orderly crystalline structure and a definite chemical composition.
b. Luster – it is the quality and intensity of reflected light exhibited by the mineral.
c. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.
d. Crystal Form/Habit - The external shape of a crystal or groups of crystals is displayed / observed as these
crystals grow in open spaces. The form reflects the supposedly internal structure (of atoms and ions) of the
crystal (mineral). It is the natural shape of the mineral before the development of any cleavage or fracture.
e. Color and streak - A lot of minerals can exhibit same or similar colors. Individual minerals can also display
a variety of colors resulting from impurities and also from some geologic processes like weathering. Streak,
on the other hand, is the mineral’s color in powdered form. It is inherent in almost every mineral, and is a
more diagnostic property compared to color. Note that the color of a mineral can be different from its streak.
f. Cleavage – the property of some minerals to break along specific planes of weakness to form smooth, flat
surfaces.
g. Specific Gravity – the ratio of the density of the mineral and the density of water.
h. Silicates – minerals containing the two most abundant elements in the Earth’s crust, namely, silicon and
oxygen.
i. Oxides – minerals composed of oxygen anion (O2-) combined with one or more metal ions.
j. Sulfates – minerals containing sulfur and oxygen in the form of the (SO4)- anion.
k. Sulfides – minerals containing sulfur and a metal; some sulfides are sources of economically important
metals such as copper, lead, and zinc.
l. Carbonates – minerals containing the carbonate (CO3)2- anion combined with other elements
m. Native Elements – minerals that form as individual elements
n. Halides – minerals containing halogen elements combined with one or more metals.
 PRE-TEST

Research through Google or through any reliable website, to answer each of the following questions below.
1. What state of matter are all minerals?
2. What is a mineral’s hardness?
3. What tools are used to test a mineral’s hardness?
4. This property is the least useful in identifying a mineral.
5. This property describes a mineral’s resistance to scratching.
6. This property describes the way a mineral reflects light.
7. The property of a mineral that describes the way it breaks into flat surfaces.
8. What is a streak test?
9. This property is measured on a scale of 1 to 10.
10. Shiny, dull, earthy, metallic, glassy, and waxy all describe this property of a mineral.
11. True or False: Some minerals tarnish or oxidize but this DOES NOT affect their color.
12. True or False: All minerals have the same streak color.
13. True or False: Most minerals occur in more than one color.
14. These two properties of a mineral must be tested in order to be observed. One uses a nail and another
uses a special plate.
15. To test this property of a mineral, you need to shine a light on the rock.

LEARNING ACTIVITIES
These are several different mineral properties which must be identified and defined.
1. Luster – it is the quality and intensity of reflected light exhibited by the mineral
a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished metal
b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous, silky, pearly, dull (earthy),
greasy, among others.

2. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.

a. The use of a hardness scale is designed by a German geologist/mineralogist Friedrich Mohs in 1812 (Mohs
Scale of Hardness).
b. The Mohs Scale of Hardness measures the scratch resistance of various minerals from a scale of 1 to 10, based
on the ability of a harder material/mineral to scratch a softer one.

3. Crystal Form/Habit - The external shape of a crystal or groups of crystals is displayed / observed as these crystals
grow in open spaces. The form reflects the supposedly internal structure (of atoms and ions) of the crystal (mineral). It is
the natural shape of the mineral before the development of any cleavage or fracture. Examples include prismatic, tabular,
bladed, platy, reniform and equant. A mineral that do not have a crystal structure is described as amorphous.

4. Color and streak

a. A lot of minerals can exhibit same or similar colors. Individual minerals can also display a variety of colors
resulting from impurities and also from some geologic processes like weathering.
b. Examples of coloring: quartz can be pink (rose quartz), purple (amethyst), orange (citrine), white (colorless
quartz) etc.
c. Streak, on the other hand, is the mineral’s color in powdered form. It is inherent in almost every mineral, and is
a more diagnostic property compared to color. Note that the color of a mineral can be different from its streak.
d. Examples of streak: pyrite (FeS2) exhibits gold color but has a black or dark gray streak.
e. The crystal’s form also defines the relative growth of the crystal in three dimensions, which include the
crystal’s length, width and height.

5. Cleavage – the property of some minerals to break along specific planes of weakness to form
smooth, flat surfaces.
a. These planes exist because the bonding of atoms making up the mineral happens to be weak in those areas.
b. When minerals break evenly in more than one direction, cleavage is described by the number of cleavage
directions, the angle(s) at which they meet, and the quality of cleavage (e.g. cleavage in 2 directions at 90°).
 c. Cleavage is different from habit; the two are distinct, unrelated properties. Although both are dictated by crystal
structure, crystal habit forms as the mineral is growing, relying on how the individual atoms in the crystal come together.
Cleavage, meanwhile, is the weak plane that developed after the crystal is formed.

6. Specific Gravity – the ratio of the density of the mineral and the density of water
a. This parameter indicates how many times more the mineral weighs compared to an equal amount of water (SG
1).
b. For example, a bucket of silver (SG 10) would weigh ten times more than a bucket of water.

7. Others – magnetism, odor, taste, tenacity, reaction to acid, etc. For example, magnetite is strongly magnetic; sulfur has
distinctive smell; halite is salty; calcite fizzes with acid as with dolomite but in powdered form; etc.

MINERAL GROUPS
Can minerals be grouped together? What do you think is the basis of this groupings?
Minerals, like many other things, can also be categorized. The most stable and least ambiguous basis for classification of
minerals is based on their chemical compositions.

The elements listed below comprise almost 99% of the minerals making up the Earth’s crust.

Rock-forming minerals make up large masses of rocks, such as igneous, sedimentary, or metamorphic rocks.
Rock-forming minerals are essential for the classification of rocks, whereas accessory minerals can be ignored in this
endeavor. Almost 85% of the atoms in the earth’s crust are oxygen and silicon. Therefore, the most common and abundant
rock-forming minerals are silicates. Some carbonates are also abundant.
1. Silicates – minerals containing the two most abundant elements in the Earth’s crust, namely,
silicon and oxygen.
a. When linked together, these two elements form the silicon oxygen tetrahedron - the
fundamental building block of silicate minerals.
b. Over 90% of rock-forming minerals belong to this group.
2. Oxides – minerals composed of oxygen anion (O2-) combined with one or more metal ions
3. Sulfates – minerals containing sulfur and oxygen in the form of the (SO4)- anion
4. Sulfides – minerals containing sulfur and a metal; some sulfides are sources of economically
important metals such as copper, lead, and zinc.
5. Carbonates – minerals containing the carbonate (CO3)2- anion combined with other elements
6. Native Elements – minerals that form as individual elements
a. Metals and Intermetals – minerals with high thermal and electrical conductivity, typically with metallic luster,
low hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity (arsenic, bismuth)
c. Nonmetals – nonconductive (sulfur, diamond)
7. Halides – minerals containing halogen elements combined with one or more metals

PRACTICE TASKS

Follow the rock testing procedure below and fill in the “Rock Test Data Table.”

Rock Testing Procedure

1. Find 5 different rock samples in your area, label them from 1-5 then take a photo of each of them. Place
their photo on the first column of the table.
2. Using the Mohs Hardness Scale (to the right ➔), conduct Hardness Meaning
the hardness tests and record the Softest known mineral. It flakes easily
3. hardness value in the hardness column.
1 when scratched by a fingernail.
4. Record the brightness of each rock. 2 A fingernail can easily scratch it.
5. Observe the particles of the rock sample. Can you see A fingernail cannot scratch it, but a
grains, like beach sand? Record your answer in the 3 copper penny can.
granular column of the table. 4 A steel nail can easily scratch it.
6. Observe the surface of the rock sample. Does it appear to 5 A steel nail can scratch it.
have holes in it where water could penetrate, or is the Cannot be scratched by a steel nail, but
surface more solid? Record your observations in the data 6 it can scratch glass.
table.
7 Can scratch steel and glass easily.
7. Record the luster. Is the rock dull or shiny?
8. Put a drop of vinegar on each rock. Record whether it 8 Can scratch quartz.
fizzes or not. Then use a paper towel to dry it off. 9 Can scratch topaz.
9. Put each rock in a glass of water. Does it float or sink? Hardest known mineral. A diamond can
Dry off each rock after testing it. 10 scratch all other substances.
Mohs Hardness Scale
Rock Test Data Table
Hardness Brightness Granular Holes Luster Reactivity Buoyancy
ID #
Number light or dark yes or no yes or no dull or shiny fizz or no float or sink

(EX) 10 light no no shiny no sink

 1. Summarize the different characteristics that define
a mineral.
POST TEST 2. Which among the following mineral groups, if any,
contain silicon: halides, carbonates or sulfides?
Explain.

3. Which is more abundant in the Earth’s crust:

silicates or all the other mineral groups combined?
Explain.

4. An unknown opaque mineral has a black streak

and has a density of 18g/cm3. Is the mineral metallic
or non-metallic?

5. How does streak differ from color, and why is it

more reliable for rock identification?

6. Differentiate between habit and a cleavage

plane.

7. Is it possible for a mineral to have a prismatic habit

without having any cleavage? Why or why not? If
yes, give an example.

8. Define “rock-forming mineral,” and give three

examples.

List five minerals and their common uses. Identify the specific
property/properties that makes the mineral suitable for those
uses. For example, graphite, having a black streak and
hardness of 1-2, is used in pencils due to its ability to leave
marks on paper and other objects.
ASSIGNMENT