This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Aug 7, 2006
This exercise introduces students to mineral commodities.
This exercise is designed for a mid/upper-level undergraduate geology course on the principles of mineralogy.
Skills and concepts that students must have mastered
Students should have knowledge of basic chemistry and of minerals equivalent to what they would learn in an introductory geology class.
How the activity is situated in the course
This activity is the 22nd of 36 mineralogy exercises and is used towards the end of the course.
Content/concepts goals for this activity
- Become familiar with human uses of some key mineral commodities.
- Become familiar with some of the things that control mineral production.
Higher order thinking skills goals for this activity
- Be able to create and interpret graphs.
Other skills goals for this activity
Description of the activity/assignment
This exercise introduces mineral commodities (elements). Students consider the elements aluminum, iron, copper, nickel, zinc, uranium, lead, gold, mercury and tin and match them with their definintions in a table. Then they use minable grade (minable weight percent) and normal crustal abundance (crustal weight percent) to calculate the concentration factor for several commodities to determine their economic minability. Students then graph their calculations and explain their trend.