Core Subject: Earth and Life Science
II. Earth Materials and Processes
A. Minerals and Rocks
The learners
demonstrate an
understanding of:
1. the three main categories of rocks
2. the origin and environment of formation of common minerals and rocks
The learners:
1. identify common rock-forming minerals using their physical and chemical properties
2. classify rocks into igneous, sedimentary, and metamorphic
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
EARTH MATERIALS AND PROCESSES
Topic: Classification of Rocks / Types of Rocks
Senior High School | Earth and Life Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ib-10)
Senior High School | Earth Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11ES-Ic-6)
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This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Rocks and minerals for grade 11; Earth and life sciencesknip xin
please don't forget to like and leave your comments. this presentation is about rocks and minerals, grade 11, earth and life sciences; senior high school
This is a powerpoint presentation that is about one of the Senior High School Core Subject: Earth and Life Science. It is composed of the theories that explains the Earth and its Subsystems (The Four Spheres).
EARTH MATERIALS AND PROCESSES
Topic: Classification of Rocks / Types of Rocks
Senior High School | Earth and Life Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11/12ES-Ib-10)
Senior High School | Earth Science
Learning Competency: Classify rocks into igneous, sedimentary, and metamorphic. (S11ES-Ic-6)
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This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Minerals are the building blocks of rocks.
A mineral is a naturally-occurring, inorganic, homogeneous solid with definite chemical composition and that exhibits a crystalline structure.
Characteristics of Minerals
1. A mineral is Naturally-Occurring
A mineral should be naturally-occurring with respect to its formation.
It should be made by natural processes without the aid of any organism.
In the case of laboratory studies, any material that is formed in laboratories or artificial conditions is not considered a mineral.
2. A mineral is Inorganic
It is formed by inorganic processes and does not contain any organic compound.
The process to produce a mineral by natural means is extended further by making sure that no organic material ( or what was once part of an organism) be considered a mineral.
This would mean that bones, shells, teeth, and other hard parts of an organism are not minerals.
3. A mineral is a homogeneous Solid
We should be able to see something that is uniform in appearance and is in the solid state of matter.
This property of minerals is very important especially when dealing with materials in other states such as liquids and gases.
A mineral should exhibit stability at room temperature, which can only be attained if it is solid.
4. A mineral has a definite Chemical Composition
Most minerals are chemical compounds and can therefore be represented using a fixed or variable chemical formula.
Example:
A mineral with a fixed chemical formula is quartz (SiO2). This indicates that the mineral quartz contains one silicon atom and two oxygen atoms.
5. A mineral has an ordered internal/crystalline structure
Minerals look like crystals since the arrangement of their atoms is ordered and repetitive.
Atoms of minerals are arranged in an orderly and repeating pattern.
NOTE: Knowing whether a material is crystalline or not would require sophisticated methods such as involving the use of X-rays (XRD).
Mineraloids
Any material which passes most of the criteria (but not all) we have set can be considered a mineraloid.
Most of the time, mineraloids are naturally-occurring, inorganic, homogeneous solids with definite chemical compositions but with no ordered internal structure.
Examples of mineraloids are volcanic glass and opal.
Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
Minerals / Common Rock-forming Minerals and their Physical and Chemical Prope...Simple ABbieC
Department of Education | Senior High School
Topic: Minerals / Common Rock-forming Minerals and their Physical and Chemical Properties
Learning Competency:
Earth and Life Science: Identify common rock-forming minerals using their physical and chemical properties.
Earth Science (for STEM): Identify common rock-forming minerals using their physical and chemical properties.
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Minerals are the building blocks of rocks.
A mineral is a naturally-occurring, inorganic, homogeneous solid with definite chemical composition and that exhibits a crystalline structure.
Characteristics of Minerals
1. A mineral is Naturally-Occurring
A mineral should be naturally-occurring with respect to its formation.
It should be made by natural processes without the aid of any organism.
In the case of laboratory studies, any material that is formed in laboratories or artificial conditions is not considered a mineral.
2. A mineral is Inorganic
It is formed by inorganic processes and does not contain any organic compound.
The process to produce a mineral by natural means is extended further by making sure that no organic material ( or what was once part of an organism) be considered a mineral.
This would mean that bones, shells, teeth, and other hard parts of an organism are not minerals.
3. A mineral is a homogeneous Solid
We should be able to see something that is uniform in appearance and is in the solid state of matter.
This property of minerals is very important especially when dealing with materials in other states such as liquids and gases.
A mineral should exhibit stability at room temperature, which can only be attained if it is solid.
4. A mineral has a definite Chemical Composition
Most minerals are chemical compounds and can therefore be represented using a fixed or variable chemical formula.
Example:
A mineral with a fixed chemical formula is quartz (SiO2). This indicates that the mineral quartz contains one silicon atom and two oxygen atoms.
5. A mineral has an ordered internal/crystalline structure
Minerals look like crystals since the arrangement of their atoms is ordered and repetitive.
Atoms of minerals are arranged in an orderly and repeating pattern.
NOTE: Knowing whether a material is crystalline or not would require sophisticated methods such as involving the use of X-rays (XRD).
Mineraloids
Any material which passes most of the criteria (but not all) we have set can be considered a mineraloid.
Most of the time, mineraloids are naturally-occurring, inorganic, homogeneous solids with definite chemical compositions but with no ordered internal structure.
Examples of mineraloids are volcanic glass and opal.
Earth Materials and Processes : ENDOGENIC PROCESSSimple ABbieC
Earth Materials and Processes : ENDOGENIC PROCESS
Content Standard:
The learners demonstrate an understanding of:
geologic processes that occur within the Earth and
the folding and faulting of rocks
Media and Information Literacy- Performance Task (Video Project) Short FilmArniel Ping
Learning Competencies
Students will be able to…
A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS);
B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and
C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students (SSHS).
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
Ore Minerals (How it is found, mined, and processed for human use)Simple ABbieC
Department of Education | Senior High School
Topic: Ore Minerals (How it is found, mined, and processed for human use)
Learning Competency:
Earth Science (for STEM): Describe how ore minerals are found, mined, and processed for human use. (S11ES-Ic-d-8)
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Planet Earth and its properties necessary to support lifeSimple ABbieC
Department of Education | Senior High School
Topic: Planet Earth and its properties necessary to support life.
Learning Competency:
Earth and Life Science: Recognize the uniqueness of Earth, being the only planet in the Solar System with properties necessary to support life.
Earth Science (for STEM): Describe the characteristics of Earth that are necessary to support life.
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Earth and Life Science
Earth Materials and Processes: Deformation of the Crust
The learners shall be able to:
1) explain how the seafloor spreads (S11/12ESId-23);
2) describe the structure and evolution of ocean basins (S11/12ES-Id-24); and
3) explain how the movement of plates leads to the formation of folds and faults (S11/12ES-Id-22).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory;
3. Enumerate and explain the evidence used to support the idea of drifting continents;
4. Identify major physiographic features of ocean basins
5. Describe the process of seafloor spreading
Earth and Life Science
Earth Materials and Processes
Deformation of the Crust: Continental Drift Theory
Learning Competencies
The learners shall be able to explain how the continents drift (S11/12ESId-20), and cite evidence that support continental drift (S11/12ES-Id-21).
Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
1. Discuss the history behind the Theory of Continental Drift;
2. Describe the Continental Drift Theory; and
3. Enumerate and explain the evidence used to support the idea of drifting continents.
Lesson 5: Corpuscles to Chemical Atomic Theory (The Development of Atomic The...Simple ABbieC
At the end of the lesson, you will have to:
1. cite the contribution of John Dalton toward the understanding of the concept of the chemical elements
2. explain how Dalton’s theory contributed to the discovery of other elements.
Introduction to Life Science and The Theories on the Origin of LifeSimple ABbieC
I. Introduction to Life Science
II. The Concept of Life
III. Characteristics of Life
IV. Theories on the Origin of Life
V. Unifying Themes in the Study of Life
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)Simple ABbieC
Lesson 3 Atomos, Aristotle and Alchemy (Chemistry Before Modern History)
CONTENT:
How the idea of the atom, along with the idea of the elements evolved
CONTENT STANDARD
At the end of the lesson, you will have to describe:
1. how the concept of the atom evolved from Ancient Greek to the present; and
2. how the concept of the element evolved from Ancient Greek to the present
LEARNING COMPETENCIES
At the end of the lesson, you will have to:
1. describe the ideas of the Ancient Greeks on the atom (S11/12PS-IIIa-b-5)
2. describe the ideas of the Ancient Greeks on the elements (2 hours) (S11/12PS-IIIa-b-6)
3. describe the contributions of the alchemists to the science of chemistry (S11/12PS-IIIb-7)
Lesson 2 We Are All Made of Star Stuff (Formation of the Heavy Elements)Simple ABbieC
Content: How the elements found in the universe were formed
Content Standard:
At the end of the lesson, you will be able to demonstrate an understanding of:
the formation of the elements during the Big Bang and during stellar evolution
the distribution of the chemical elements and the isotopes in the universe
Learning Competencies:
At the end of the lesson,
Give evidence for and describe the formation of heavier elements during star formation and evolution (S11/12PS-IIIa-2)
Write the nuclear fusion reactions that take place in stars that lead to the formation of new elements (S11/12PS-IIIa-3)
Describe how elements heavier than iron are formed (S11/12PSIIIa-b-4))
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Minerals and Rocks
•are the significant building
blocks of our dynamic earth.
•make up the solid part of
lithosphere and provide us with
valuable resources.
•Over 5,000 minerals but only
few occur as rock-forming
minerals.
3. o Igneous Rock
o Sedimentary Rocks
o Metamorphic Rocks
3 Main Categories
of Rocks:
5. from a Latin word “ ”
which means .
The parent material of
igneous rocks is usually
(a molten
material from deep within
the earth that cools and
hardens).
o Igneous Rocks
6. .
Its an exothermic
process(heat is
liberated) and involves a
change of phase from
liquid to solid state.
generally hard and
tough
o Igneous Rocks
7. relates to the general
appearance of an
Igneous Rock.
Varieties of Igneous rocks
8. ,
1) Fine-grained Igneous rock
(“Aphanitic”)
has smaller crystal due to
the faster rate of cooling of
the magma.
2) Coarse-grained Igneous Rock
(“Phaneritic”)
has larger crystal due to the
slower rate of cooling of the
magma.
Varieties of Igneous rocks
9. Varieties of Igneous rocks
refers to the elements
in the magma that
directly affect the kind
of mineral that is
formed when the
magma cools.
10. – are magmas
associated with crystal
spreading.
– are magmas
associated with crystal
compression.
Varieties of Igneous rocks
11. A. INTRUSIVE IGNEOUS ROCKS
cool slowly
forms coarse grained rock
presence of crystal growth
B. EXTRUSIVE IGNEOUS ROCKS
cool quickly
forms fine-grained rock.
lack of crystal growth
Types of Igneous rocks
12.
13. • This are magmas that
rise and flow into the
cracks in the crust but
do not reach the
surface.
• They harden deep
inside the crust.
A. Igneous Intrusive or
Plutonic Igneous
14. .
• It takes thousands or
even millions of years to
solidify.
• usually coarse-grained
• with large crystals often
form the core of
mountains or volcanoes.
A. Igneous Intrusive or
Plutonic Igneous
15. • Texture: light-
colored igneous
rock with large
grains
• Composition:
quartz
and feldspar with
minor amounts
of mica,
amphiboles,
and other
minerals.
Granite
16. • Texture: coarse-
grained, dark-
colored,
intrusive
igneous rock.
• Composition:
composed
mainly of the
minerals
plagioclase
and augite.
Gabbro
18. • Texture: fine-
grained,
extrusive igneou
s rocks that are
usually light to
dark gray in
color.
• Composition:
plagioclase
feldspar and
may
contain biotite,
pyroxene,
or amphibole.
Andesite
19. • This are magmas erupt
onto the surface from
volcanoes called lava.
• It’s a cooled lava at the
surface of the earth.
B. Igneous Extrusive or
Volcanic Igneous
20. ,
• Make the soil in the
surrounding areas fertile.
• Cools faster and solidifies
quickly if exposed in
atmosphere or into the
water.
• Have small crystals that
gives fine-grained texture.
B. Igneous Extrusive or
Volcanic Igneous
21. Most common examples of
igneous extrusive
1. Basalt
-A mafic silicate rock usually dark-
colored, hard find-grained with
high specific gravity.
2. Obsidian
-Its dark-colored but glassy so it
has no crystal.
22. i
3. Pumice
-have many air holes because gas
bubbles are trapped in the rock
during cooling process.
-its light color with low density
that why it floats in water.
4. Scoria
-same as pumice. Has larger holes
and more denser and darker.
23. SENDIMENTARY ROCKS
•Form from “lithification”, a process of
sementing soft, unconsolidated
sendiments into hard rocks.
•Deposition is the process when rocks are
fragmented into tiny bits, then carried to
low areas and settled at the bottom.
•Sedimentation is the process of building up
of deposited rocks after many years.
25. 3 main types of sedimentary rocks
1. Classic Sedimentary Rocks
-mechanical weathering that involves
the breakdown of rocks into smaller
ones at the surface of the crust, piled
on top of one another and “lithified”.
26. dc
2. Chemical Sedimentary Rocks
- when dissolved materials precipitate.
Precipitation is separation of solid
substance from a liquid.
3. Organic Sedimentary Rocks
- formed by accumulated sedimentary
debris caused by organic processes.
27. Common examples of sedimentary rocks
1.Conglomorate
- a rock made up of pebbles, pieces of
gravels cemented together.
2. Sandstones
- made of grains mainly composed of
mineral quartz.
28. h
3. Shale
-made from layers of mad and chemical
mixed with finesand, organic matter,
iron oxide and other impurities. Its soft
and smooth rock that easily breaks to
into layers.
4. Limestone
- made up of calcium carbonate. Came
from dead organism.
29. Metamorphic Rocks
•The metamorphic rocks get their name from
”meta” (changed) and “morph”
(form).Movement of earth causes rock to be
pressed or buried that leads to an increase in
temperature and pressure. This causes
physical and chemical changes in the original
rock-prolith.
•Metamorphism is the transformation of the
rock’s minerology and physical characteristics.
31. Type of Metamorphic Rocks
A. Non-foliated Metamorphic Rocks
-rocks that are formed around the
igneous intrusive.
-their atoms recognize while becoming
more compact and dense.
-shows color bands that reflects very
small impurities.
32. Examples of Non-Foliated Metamorphic
Rocks
1. Marble
- derived from limestone-its parent rock.
- a hard crystalline rock and the most
beautiful rock because of its shimmering
luster.
2. Quartzite
- derived from sandstone, its hard and
durable
- is not always white. Some contains iron
oxide thus, they appear reddish.
33. B. Foliated Metamorphic Rocks
•These are metamorphic rocks formed
within the earths interior.
•Extremely high temperature and
unequal pressure.
•Better identified on the basis of their
texture.
34. Examples of Foliated Metamorphic Rocks
1. Slate
-derived from shale. A fine-grained rock.
Made of menirals quartz and muscovite
along with hematite, biotite and pyrite.
2. Serpentine
-used for both mineral and metamorphic
rock. It originates from basalt.
35. .
3. Gneiss
-derived from conglomerate. Contains
of feldspar or quartz. Coarse-grained
texture, making the layered bands of
alternating minerals highly visible.
36. Types of Metamorphism
•Contact (thermal)metamorphism
-evolves when rock near igneous
intrusive gets heated.
-produces non-foliated metamorphic
rocks.
•Regional metamorphism (pressure)
-affects a large area due to mountain
formation.
-foliated rocks are produced and strong
pressure effects.