Undergraduate students in an upper-division mineralogy or Earth materials class.

Students should be familiar with minerals including their definition, how they are classified using the Dana system, important physical properties and basic crystallography (an introduction to crystal systems). They should also have some understanding of where minerals form (different types of geologic environments) and should understand what an ore is.

It is suggested that the assignment is given during the middle to late portion of the course, after students have been provided with an understanding of physical properties of minerals, basic crystal chemistry and crystallography, and an introduction to the Dana system and systematic mineralogy. In addition, a lecture or mini-lecture on conflict minerals and how minerals are vital natural resources will provide students with the background necessary to work on the assignment. An example of such a lecture has been provided.

Minerals as natural resources; conflict minerals; ore minerals.

Students will assess uses of natural resources; analyze and evaluate the consequences of mining and mineral extraction; hypothesize about the sustainability of our current dependence on electronic devices.

Writing; researching using online resources.

Using internet resources (examples http://minerals.usgs.gov and http://www.mindat.org ) and their textbooks, students will research the origins, uses, and ethical and environmental consequences of minerals in electronic devices such as a cell phone. This assignment is designed as a short individual research (homework) project, but it can be easily modified for group settings or potentially as an in-class assignment. A basic, short PowerPoint on conflict minerals and environmental issues associated with mineral use has been provided and can be modified for individual use as background prior to giving the assignment. Another modification is to facilitate an in-class discussion following completion of the assignment in which students are encouraged to educate their peers (with instructor oversight and direction) about their findings, thereby filling in any gaps in knowledge that some students might have.

This assignment is viewed as an introduction to contemporary issues with minerals as natural resources and may provide an impetus for further, higher-order inquiry into the subject. It can also be modified to suit introductory-level classes if some information is omitted from the questions.

An answer key is provided, and a grading rubric with appropriate point totals can easily be generated. Specific weighted points per question or segment are best left for the individual instructor to determine. Students can be scored on various point scales; I would argue that any student completing the assignment to a reasonable degree (70% or greater) has learned enough of the material to have gained meaningful understanding about the consequences of using minerals as natural resources and the issues surrounding conflict minerals. However, as this is a graded assignment, it is up to the instructor to decide what the threshold is for an appropriate level of achievement.