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1 3 - minerals
1.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu How to Use This Presentation • To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” • To advance through the presentation, click the right-arrow key or the space bar. • From the resources slide, click on any resource to see a presentation for that resource. • From the Chapter menu screen click on any lesson to go directly to that lesson’s presentation. • You may exit the slide show at any time by pressing the Esc key.
2.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Chapter Presentation Transparencies Image and Math Focus Bank Bellringers Standardized Test Prep Visual Concepts Resources
3.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Minerals of the Earth’s Crust Section 1 What Is a Mineral? Section 2 Identifying Minerals Section 3 The Formation, Mining, and Use of Minerals Unit 1 Table of Contents
4.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Bellringer Compare the piece of pencil lead and the diamond in the photograph. Both substances are composed of carbon. How can the same element form two substances with such different properties? Unit 1
5.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? • Describe the structure of minerals. • Describe the two major groups of minerals. Objectives Unit 1
6.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Mineral Structure • A mineral is a naturally formed, inorganic solid that has a definite crystalline structure. • You can tell whether an object is a mineral by asking four questions. Unit 1
7.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Mineral Structure, continued • Is it a nonliving material? • Is it a solid? • Does it have a crystalline structure? • Is it formed in nature? Unit 1
8.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Mineral Structure, continued • To understand what a crystalline structure is, you need to know a little about the elements that make up a mineral. • Elements are pure substances that cannot be separated or broken down into simpler substances by chemical means. Unit 1
9.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Mineral Structure, continued • Atoms and Compounds Minerals may be either elements or compounds. • A compound is a substance made of atoms of two or more different elements joined by chemical bonds. Unit 1
10.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
11.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Mineral Structure, continued • A mineral that is composed of only one element is called a native element. • Gold and silver are examples of native elements. Unit 1
12.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? • Solid, geometric forms of minerals produced by a repeating pattern of atoms that is present through- out the mineral are called crystals. • A crystal’s shape is determined by the arrangement of the atoms within the crystal. Unit 1 The arrangement of atoms in turn is determined by the kinds of atoms that make up the mineral.
13.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Two Groups of Minerals • Minerals are divided into two groups based on their chemical composition. • Silicate minerals are minerals that contain a combination of silicon, oxygen, and one or more metals. • Examples of silicate minerals are quartz, feldspar, and mica. Unit 1
14.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu quartz mica feldspar
15.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 1 What Is a Mineral? Two Groups of Minerals, continued • Nonsilicate minerals are minerals that do not contain compounds of silicon and oxygen. There are six main classes of nonsilicate minerals. • Native Elements • Carbonates • Halides • Oxides • Sulfates • Sulfides Unit 1
16.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
17.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
18.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
19.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
20.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
21.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
22.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
23.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Bellringer Look at the mineral samples provided by your teacher. List as many phrases as you can to describe each sample. Organize these phrases into categories to determine whether or not each sample is a different mineral. Record your response in your science journal. Unit 1
24.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals • Identify seven ways to determine the identity of minerals. • Explain special properties of minerals. Objectives Unit 1
25.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Identifying Minerals • You can determine the identity of a mineral by noting different properties. • Color Minerals display a wide variety of colors, and often the same mineral can be found in many different colors. • Because of this, color is usually not the best way to identify a mineral. Unit 1
26.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
27.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Identifying Minerals, continued • The way a mineral reflects light is called luster. Unit 1
28.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Identifying Minerals, continued •There are three types of mineral luster: Unit 1
29.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Identifying Minerals, continued • The color of a mineral in powdered form is called the mineral’s streak. • A mineral’s streak can be found by running the mineral against a piece of unglazed porcelain called a streak plate. • The color of a mineral’s streak is not always the same as the color of the mineral sample. Unit 1
30.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
31.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Cleavage and Fracture • Different types of minerals break in different ways. • Cleavage is the tendency of some minerals to break along smooth, flat surfaces. • Fracture is the tendency of some minerals to break unevenly along curved or irregular surfaces. Unit 1
32.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
33.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
34.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Hardness • A mineral’s resistance to being scratched is called hardness. • To determine the hardness of minerals, scientists use Mohs hardness scale, shown on the next slide. Unit 1
35.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
36.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Unit 1
37.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Density • Density is the measure of how much matter is in a given amount of space. Density is a ratio of an object’s mass to its volume. • Different minerals have different densities. Unit 1
38.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Density
39.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu
40.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Special Properties • Some properties are particular to only a few types of minerals. • The properties shown on the next slide can help you quickly identify some minerals. Unit 1
41.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 2 Identifying Minerals Unit 1
42.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Section 3 The Formation, Mining, and Use of Minerals Bellringer Look at a mineral resource map of your state and locate the mines closest to where you live. Which mineral commodities are mined there? Write your response in your science journal. Unit 1
43.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu • Describe the environments in which minerals forms. • Compare the two types of mining. • Describe two ways to reduce the effects of mining. • Describe different uses for metallic and nonmetallic minerals. Objectives Section 3 The Formation, Mining, and Use of Minerals Unit 1
44.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals • Minerals form in a variety of environments in the Earth’s crust. Each environment has a different set of physical and chemical conditions that determine the minerals’ properties. • Evaporating Salt Water When a body of salt water dries up, minerals such as gypsum and halite are left behind. Section 3 The Formation, Mining, and Use of Minerals Unit 1
45.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals, continued • Metamorphic Rocks When changes in pressure, temperature, or chemical makeup alter a rock, metamorphism takes place. • Minerals that form in metamorphic rock include calcite, garnet, graphite, hematite, magnetite, mica, and talc. Section 3 The Formation, Mining, and Use of Minerals Unit 1
46.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals, continued • Limestones Surface water and groundwater carry dissolved materials into lakes and seas, where they crystallized on the bottom. • Minerals that form in this environment include calcite and dolomite. Section 3 The Formation, Mining, and Use of Minerals Unit 1
47.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals, continued • Hot-Water Solutions Groundwater works its way downward and is heated by magma, and then reacts with minerals to form a hot liquid solution. • Dissolved metals and other elements crystallize out of the hot fluid to form new minerals, such as gold, copper, sulfur, pyrite, and galena. Section 3 The Formation, Mining, and Use of Minerals Unit 1
48.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals, continued • Pegmatites As magma rises upward from the Earth’s crust, it can form teardrop-shaped bodies called pegmatites. • Many gemstones such as topaz and tourmaline, form in pegmatites. Section 3 The Formation, Mining, and Use of Minerals Unit 1
49.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Formation of Minerals, continued • Plutons As magma rises upward through the crust, it sometimes stops moving before it reaches the surface and cools slowly, forming millions of mineral crystals. • Eventually, the entire magma body solidifies, forming minerals such as mica, feldspar, magnetite, and quartz. Section 3 The Formation, Mining, and Use of Minerals Unit 1
50.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Mining • Many kinds of rocks and minerals must be mined to extract the valuable elements they contain. • Geologists use the term ore to describe a mineral deposit large enough and pure enough to be mined for profit. • Rocks and minerals are removed from the ground by one of two methods. Section 3 The Formation, Mining, and Use of Minerals Unit 1
51.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Mining, continued • Surface Mining When mineral deposits are located at or near the surface of the Earth, surface- mining methods are used to remove the minerals. • Types of surface mines include open pits, surface coal mines, and quarries. Section 3 The Formation, Mining, and Use of Minerals Unit 1
52.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Mining, continued • Subsurface Mining methods are used when mineral deposits are located too deep within the Earth to be surface mined. • Subsurface mining often requires that passageways be dug into the Earth to reach the ore. Section 3 The Formation, Mining, and Use of Minerals Unit 1
53.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Responsible Mining • Mining gives us the minerals we need, but it may also create problems. • Mining can destroy or disturb the habitats of plants and animals. • Waste products from a mine may get into water sources, which pollutes surface water and ground water. Section 3 The Formation, Mining, and Use of Minerals Unit 1
54.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Responsible Mining, continued • One way to reduce the potential harmful effects of mining is to return the land to its original state after the mining is completed. • Reclamation is the process by which land used for mining is returned to its original state. • Reducing our need for minerals by recycling is another way to reduce the effects of mining. Section 3 The Formation, Mining, and Use of Minerals Unit 1
55.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu The Use of Minerals • Metallic Minerals are good conductors of heat and electricity. They can be processed for various uses, including building aircraft, automobiles, and communications and electronic equipment. • Examples of useful metallic minerals include gold, silver, and copper. Section 3 The Formation, Mining, and Use of Minerals Unit 1
56.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu The Use of Minerals, continued • Nonmetallic Minerals are good insulators of electricity. They have uses that range from glass- making to producing computer chips. • Calcite, one nonmetallic mineral, is a major component of concrete, which is used in building roads, buildings, bridges and other structures. Section 3 The Formation, Mining, and Use of Minerals Unit 1
57.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu The Use of Minerals, continued • Gemstones are highly valued for their beauty and rarity, than for their usefulness. • Important gemstones include diamond, sapphire, ruby, emerald, aquamarine, topaz, and tourmaline. Section 3 The Formation, Mining, and Use of Minerals Unit 1
58.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Minerals of the Earth’s Crust Concept Map Use the terms below to complete the concept map on the next slide. gems compounds atoms mineral ore mining minerals diamonds Unit 1
59.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Minerals of the Earth’s Crust Unit 1
60.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Minerals of the Earth’s Crust Unit 1
61.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu End of Chapter F1 Show
62.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Reading Read each of the passages. Then, answer the questions that follow each passage. Standardized Test Preparation Unit 1
63.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Passage 1 In North America, copper was mined at least 6,700 years ago by the ancestors of the Native Americans who live on Michigan’s upper peninsula. Much of this mining took place on Isle Royale, an island in Lake Superior. These ancient people removed copper from the rock by using stone hammers and wedges. The rock was sometimes heated first to make breaking it up easier. Continued on the next slide Standardized Test Preparation Unit 1
64.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Passage 1, continued Copper that was mined was used to make jewelry, tools, weapons, fish hooks, and other objects. These objects were often marked with designs. The Lake Superior copper was traded over long distances along ancient trade routes. Copper objects have been found in Ohio, Florida, the Southwest, and the Northwest. Standardized Test Preparation Unit 1
65.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. In the passage, what does ancient mean? A young B future C modern D early Standardized Test Preparation Unit 1
66.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. In the passage, what does ancient mean? A young B future C modern D early Standardized Test Preparation Unit 1
67.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. According to the passage, what did the ancient copper miners do? F They mined copper in Ohio, Florida, the Southwest, and the Northwest. G They mined copper by cooling the rock in which the copper was found. H They mined copper by using stone tools. I They mined copper for their use only. Standardized Test Preparation Unit 1
68.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. According to the passage, what did the ancient copper miners do? F They mined copper in Ohio, Florida, the Southwest, and the Northwest. G They mined copper by cooling the rock in which the copper was found. H They mined copper by using stone tools. I They mined copper for their use only. Standardized Test Preparation Unit 1
69.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. Which of the following statements is a fact according to the passage? A Copper could be shaped into different objects. B Copper was unknown outside of Michigan’s upper peninsula. C Copper could be mined easily from the rock in which it was found. D Copper could not be marked with designs. Standardized Test Preparation Unit 1
70.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. Which of the following statements is a fact according to the passage? A Copper could be shaped into different objects. B Copper was unknown outside of Michigan’s upper peninsula. C Copper could be mined easily from the rock in which it was found. D Copper could not be marked with designs. Standardized Test Preparation Unit 1
71.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Passage 2 Most mineral names end in -ite. The practice of so naming minerals dates back to the ancient Romans and Greeks, who added -ites and -it is to common words to indicate a color, a use, or the chemistry of a mineral. More recently, mineral names have been used to honor people, such as scientists, mineral collectors, and even rulers of countries. Other minerals have been named after the place where they were discovered. These place names include mines, quarries, hills, mountains, towns, regions, and even countries. Finally, some minerals have been named after gods in Greek, Roman, and Scandinavian mythology. Standardized Test Preparation Unit 1
72.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. In the passage, what does practice mean? A skill B custom C profession D use Standardized Test Preparation Unit 1
73.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. In the passage, what does practice mean? A skill B custom C profession D use Standardized Test Preparation Unit 1
74.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. According to the passage, the ancient Greeks and Romans did not name minerals after what? F colors G chemical properties H people I uses Standardized Test Preparation Unit 1
75.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. According to the passage, the ancient Greeks and Romans did not name minerals after what? F colors G chemical properties H people I uses Standardized Test Preparation Unit 1
76.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. Which of the following statements is a fact according to the passage? A Minerals are sometimes named for the country in which they are discovered. B Minerals are never named after their collectors. C All mineral names end in -ite. D All of the known minerals were named by the Greeks and Romans. Standardized Test Preparation Unit 1
77.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. Which of the following statements is a fact according to the passage? A Minerals are sometimes named for the country in which they are discovered. B Minerals are never named after their collectors. C All mineral names end in -ite. D All of the known minerals were named by the Greeks and Romans. Standardized Test Preparation Unit 1
78.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Interpreting Graphics A sample of feldspar was analyzed to find out what it was made of. The graph below shows the results of the analysis. Use the graph below to answer the questions that follow. Standardized Test Preparation Unit 1
79.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. The sample consists of four elements: potassium, K, aluminum, Al, silicon, Si, and oxygen, O. Which element makes up the largest percentage of your sample? A potassium B aluminum C silicon D oxygen Standardized Test Preparation Unit 1
80.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. The sample consists of four elements: potassium, K, aluminum, Al, silicon, Si, and oxygen, O. Which element makes up the largest percentage of your sample? A potassium B aluminum C silicon D oxygen Standardized Test Preparation Unit 1
81.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. Silicate minerals, such as feldspar, contain a combination of silicon and oxygen. What percentage of your sample is composed of silicon and oxygen combined? F 30% G 40% H 50% I 70% Standardized Test Preparation Unit 1
82.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. Silicate minerals, such as feldspar, contain a combination of silicon and oxygen. What percentage of your sample is composed of silicon and oxygen combined? F 30% G 40% H 50% I 70% Standardized Test Preparation Unit 1
83.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. If your sample has a mass of 10 g, how many grams of oxygen does it contain? A 1 g B 2 g C 4 g D 8 g Standardized Test Preparation Unit 1
84.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. If your sample has a mass of 10 g, how many grams of oxygen does it contain? A 1 g B 2 g C 4 g D 8 g Standardized Test Preparation Unit 1
85.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 4. Your sample of orthoclase has a hardness of 6. Which of the following minerals will scratch your sample? F gypsum G corundum H calcite I apatite Standardized Test Preparation Unit 1
86.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 4. Your sample of orthoclase has a hardness of 6. Which of the following minerals will scratch your sample? F gypsum G corundum H calcite I apatite Standardized Test Preparation Unit 1
87.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Math Read each question, and choose the best answer. Standardized Test Preparation Unit 1
88.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. Gold classified as 24-karat is 100% gold. Gold classified as 18-karat is 18 parts gold and 6 parts another, similar metal. The gold is therefore 18/24, or 3/4, pure. What is the percentage of pure gold in 18-karat gold? A 10% B 25% C 50% D 75% Standardized Test Preparation Unit 1
89.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 1. Gold classified as 24-karat is 100% gold. Gold classified as 18-karat is 18 parts gold and 6 parts another, similar metal. The gold is therefore 18/24, or 3/4, pure. What is the percentage of pure gold in 18-karat gold? A 10% B 25% C 50% D 75% Standardized Test Preparation Unit 1
90.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. Gold’s specific gravity is 19. Pyrite’s specific gravity is 5. What is the difference in the specific gravities of gold and pyrite? F 8 g/cm3 G 10 g/cm3 H 12 g/cm3 I 14 g/cm3 Standardized Test Preparation Unit 1
91.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 2. Gold’s specific gravity is 19. Pyrite’s specific gravity is 5. What is the difference in the specific gravities of gold and pyrite? F 8 g/cm3 G 10 g/cm3 H 12 g/cm3 I 14 g/cm3 Standardized Test Preparation Unit 1
92.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. In a quartz crystal, there is one silicon atom for every two oxygen atoms. So, the ratio of silicon atoms to oxygen atoms is 1:2. If there were 8 million oxygen atoms in a sample of quartz, how many silicon atoms would there be in the sample? A 2 million B 4 million C 8 million D 16 million Standardized Test Preparation Unit 1
93.
Copyright © by
Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu 3. In a quartz crystal, there is one silicon atom for every two oxygen atoms. So, the ratio of silicon atoms to oxygen atoms is 1:2. If there were 8 million oxygen atoms in a sample of quartz, how many silicon atoms would there be in the sample? A 2 million B 4 million C 8 million D 16 million Standardized Test Preparation Unit 1
94.
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Holt, Rinehart and Winston. All rights reserved. Resources Chapter menu Standardized Test Preparation Unit 1
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