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Teaching Mineralogy
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Mineral Commodities

Dexter Perkins
,
University of North Dakota
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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

Summary

This exercise introduces students to mineral commodities.

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Context

Audience

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.

Goals

Content/concepts goals for this activity

Higher order thinking skills goals for this activity

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.

Determining whether students have met the goals

More information about assessment tools and techniques.

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