The Metrical Matrix in Teaching Mineralogy

G. V. Gibbs

Virginia Polytechnic Institute and State University

This activity has been reviewed by 2 review processes (view details)

This activity was peer reviewed prior to publication in the Teaching Mineralogy Workbook.

This teaching activity was originally published in: Brady, J., Mogk, D. W., and Perkins, D., (editors), 1997, "Teaching Mineralogy," a workbook published by the Mineralogical Society of America, 406 pp. All teaching activities in this volume received two external peer reviews from mineralogy faculty focused on content and pedagogy, and a final review by the co-editors to comply with the publication standards of the Mineralogical Society of America.
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 https://serc.carleton.edu/teachearth/activity_review.html.

Initial Publication Date: June 4, 2008 | Reviewed: October 21, 2012 (see revision history: 2 events)

Summary

The calculation of the d-spacings, the angles between planes and zones, the bond lengths and angles and other important geometric relationships for a mineral can be a tedious task for the student and the instructor, particularly when completed with the large assortment of trigonometric identities and algebraic formulae that are available. However, such calculations are straightforward and relatively easy to do when completed with the metrical matrix and the interactive software MATOP. Several applications of the matrix are presented here, each of which is worked out in detail and which is designed to teach its use in the study of crystal geometry.

Crystallography | College Lower (13-14), College Upper (15-16)

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Context

Audience

This activity is designed for an undergraduate required course in mineralogy and is generally for sophomore or junior level students.

Skills and concepts that students must have mastered

Students should have an understanding of general mineralogy and crystal geometry. Students should also be familiar with solving mathematical matricies.

How the activity is situated in the course

This activity is a stand-alone exercise, but is part of a larger volume of classroom and laboratory activities from "Teaching Mineralogy," a workbook published by the Mineralogical Society of America, Brady, J., Mogk, D. W., and Perkins, D., (editors), 1997,406 pp.