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
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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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
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Slideshare:
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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
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 definition and the properties of minerals.
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 definition, characteristics and processes about rocks.
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 lesson discusses what minerals and rocks are. It tackles various types of minerals and rocks. It discusses the rock cycle and how it produces the different kinds of rocks on our planet.
Igneous rock forms when hot liquid rock called magma cools. When the magma cools below the Earth's surface it cools slowly forming large crystals and is known as an intrusive igneous rock e.g. granite (pictured to the right). When magma reaches the Earth's surface, usually through a volcano, it is called lava and it cools quickly, rocks formed by this process are known as extrusive igneous rock e.g. basalt.
Igneous rocks may have been metamorphic or sedimentary rocks before melted and reforming magma.
We have many granite bodies exposed at the surface in Ireland including the Leinster and Galway Granites. They formed below the surface of the earth but where brought to the surface either through erosion of the overlying material or due to the movement of faults.
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
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 definition and the properties of minerals.
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 definition, characteristics and processes about rocks.
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)
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
-----------------------------------------------------------------------
Youtube:
http://tiny.cc/SimpleABbieC
-----------------------------------------------------------------------
Slideshare:
https://www.slideshare.net/AbbieMahinay
-----------------------------------------------------------------------
Blogger:
https://simpleabbiec.blogspot.com/?m=1
This lesson discusses what minerals and rocks are. It tackles various types of minerals and rocks. It discusses the rock cycle and how it produces the different kinds of rocks on our planet.
Igneous rock forms when hot liquid rock called magma cools. When the magma cools below the Earth's surface it cools slowly forming large crystals and is known as an intrusive igneous rock e.g. granite (pictured to the right). When magma reaches the Earth's surface, usually through a volcano, it is called lava and it cools quickly, rocks formed by this process are known as extrusive igneous rock e.g. basalt.
Igneous rocks may have been metamorphic or sedimentary rocks before melted and reforming magma.
We have many granite bodies exposed at the surface in Ireland including the Leinster and Galway Granites. They formed below the surface of the earth but where brought to the surface either through erosion of the overlying material or due to the movement of faults.
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 definition and the properties of the different classification of minerals.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. MINERALS
• MINERALS ARE MATERIALS
THAT MEET FIVE
REQUIREMENTS.
• THEY ARE:
1) NATURALLY OCCURRING
2) INORGANIC
3) SOLIDS
4) WITH A DEFINITE
CHEMICAL COMPOSITION
5) AN ORDERED INTERNAL
STRUCTURE.
5. CHARACTERISTICS AND FEATURES
• MINERALS MAY BE CLASSIFIED BASED ON THEIR CRYSTAL STRUCTURE.
• CRYSTAL STRUCTURE DESCRIBES THE ORDERLY GEOMETRIC SPATIAL ARRANGEMENT
OF ATOMS IN THE INTERNAL STRUCTURE OF A MINERAL.
THE 6 CRYSTAL STRUCTURE:
1. CUBIC
2. HEXAGONAL
3. ORTHOMBRIC
4. TETRAGONAL
5. MONOCLINIC
6. TRICLINIC
9. COLOR
• IS USUALLY THE PROPERTY USED TO IDENTIFY MINERALS EASILY.
• IT IS A RESULT OF THE WAY MINERALS ABSORB LIGHT.
• THIS PROPERTY MAY NOT BE USED IN IDENTIFYING
TRANSLUCENT TO TRANSPARENT MINERALS DUE TO THE
PRESENCE OF TRACE AMOUNTS OF OTHER MINERALS IN THEM.
• ADDITIONALLY, MINERALS COME IN DIFFERENT COLORS
ESPECIALLY MINERAL GEMS.
10. Minerals Mineral color
Augite Brown, green, black, or purple
Biotite Black, brown, or green
Calcite Pearlescent and pale colors
Dolomite Colorless, pale pink, brown or gray
Feldspar Yellow, white, pink, green, or gray
Hematite Metallic gray or black
Hornblende Green, yellow, brown, or black
Limonite Black, brown, or yellow
Sulfur Pale gold
11.
12. STREAK
• IS THE COLOR OF THE MINERAL IN POWDER FORM.
• WHEN THE COLOR OF MINERALS APPEAR DIFFERENT BECAUSE OF
TRACE PARTICLES INSIDE THEM, SCIENTISTS WOULD PULVERIZE
THEM TO GET THEIR TRUE COLOR IT BECOME MORE VISIBLE AND
CLEAR.
• MINERALS MAY BE IDENTIFIED THROUGH A STREAK TEST.
• THE STREAK MAY OR MAY NOT BE THE SAME AS THE BODY COLOR
OF THE MINERAL.
13. HARDNESS
• REFERS TO THE MEASURE OF THE MINERAL’S RESISTANCE TO
SCRATCHING.
• TO MEASURE THE RELATIVE HARDNESS OF MINERALS, THE MOHS
SCALE IS USED.
• THE HARDER THE MINERAL, THE GREATER ITS RESISTANCE TO
SCRATCHING.
• THIS PROPERTY IS DEPENDENT ON THE CHEMICAL COMPOSITION
AND THE CRYSTALIZE STRUCTURE OF A MINERAL.
16. CLEAVAGE AND
FRACTURE
• ARE USED TO DESCRIBE HOW MINERALS BREAK INTO PIECES.
• MINERALS ARE CRYSTALLINE STRUCTURES AND BREAKAGE MAY
TAKE PLACE IN WEAK PARTS OF THE STRUCTURES.
• THE BREAKAGE ALONG THE CRYSTALLINE STRUCTURE WHERE A
MINERAL IS LIKELY TO BREAK SMOOTHLY IS KNOWN AS CLEAVAGE.
• A MINERAL FRACTURES WHEN IT BREAKS IN A DIRECTION WHERE
THERE IS NO CLEAVAGE.
17. CRYSTALLINE
STRUCTURE
• ALSO KNOWN AS CRYSTAL LATTICE, TELLS HOW A
MINERAL’S CRYSTALS ARE ARRANGED.
• A HAND LENS IS A NECESSARY TOOL IN CHECKING FOR
CRYSTALLINE STRUCTURE.
• A CRYSTAL SOLID IS SAID TO FORM A REGULAR REPEATING
THREE-DIMENSIONAL CRYSTAL LATTICE, WHILE AN
AMORPHOUS SOLID FORMS AGGREGATES THAT HAVE NO
PARTICULAR ORDER OR ARRANGEMENT.
18. TRANSPARENCY OR
DIAPHANEITY• INDICATES THE EXTENT OF LIGHT THAT CAN PASS THROUGH THE
MINERAL.
• THE DEGREE OF TRANSPARENCY MAY DEPEND ON THE THICKNESS
OF THE MINERAL.
20. TENACITY
• IS THE LEVEL OF RESISTANCE OR REACTION OF MINERALS TO STRESS SUCH AS
CRUSHING, BENDING, BREAKING OR TEARING.
• IT CAN TELL IF A MINERAL IS BRITTLE, MALLEABLE, ELASTIC, ETC.
21. LUSTER
• LUSTER REFERS TO THE REACTION OF A MINERAL TO
LIGHT.
• IT DETERMINES HOW BRILLIANT OR DULL THE MINERAL
IS.
• THERE ARE QUALITATIVE TERMS TO DESCRIBE THIS
PROPERTY SUCH AS METALLIC (GALENA AND PYRITE),
VITREOUS OR GLASS (SILICATES), PEARLY (TALC), DULL
(HEMATITE), GREASY (HALITE), AND SILKY (GYPSUM).
22. TRANSPARENCY
• A MINERAL IS TRANSPARENT IF IT ALLOWS THE LIGHT TO PASS
THROUGH AND YOU CAN SEE OBJECT THROUGH IT LIKE
MUSCOVITE.
• IT IS OPAQUE IF LIGHT CANNOT PASS THROUGH AND YOU
CANNOT SEE OBJECT THROUGH IT LIKE HEMATITE.
• IN BETWEEN IS TRANSLUCENT. IT ALLOWS SOME LIGHT TO PASS
THROUGH AND OBJECT CANNOT BE CLEARLY SEEN THROUGH IT,
AN EXAMPLE IS JADEITE.
23. ODOR
• IS A DISTINCT SMELL OF A MINERAL THAT IS USUALLY
RELEASED FROM A CHEMICAL REACTION WHEN
SUBJECTED TO WATER, HEAT, AIR, OR FRICTION.
• SULFUR, FOR EXAMPLE, SMELLS LIKE A LIT MATCH.
• THE STRENGTH OF THIS SMELL INCREASES WHEN THE
MINERAL IS HEATED OR STRUCK, GIVING OFF SIMILAR TO
ROTTEN EGGS.
24. SPECIFIC GRAVITY
• IS A MEASURE OF THE DENSITY OF A MINERAL.
• IT DETERMINES HOW HEAVY THE MINERAL IS BY ITS
WEIGHT TO WATER.
• IS USED ESPECIALLY WHEN TWO MINERALS HAVE THE
SAME SIZE OR THE SAME COLOR.
• THE SPECIFIC GRAVITY OF EACH MINERAL CAN
DISTINGUISH THEM APART.
27. SILICATE CLASS
• IS THE LARGEST AND MOST ABUNDANT GROUP
CONTAINING SILICON AND OXYGEN WITH SOME
ALUMINUM, IRON, CALCIUM.
• SOME EXAMPLES OF THESE MINERALS ARE FELSPAR,
QUARTZ, PYROXENE, MICA, GARNET, OLIVINE, AND
AMPHIBOLE.
28. CARBONATE
CLASS• IS MOSTLY FOUND DEPOSITED IN MARINE ENVIRONMENTS.
• MINERALS BELONGING TO THIS GROUP ARE FORMED FROM THE SHELLS OF DEAD
PLANKTON AND OTHER MARINE ORGANISMS.
• THIS GROUP OF MINERALS ARE ALSO FOUND IN AREAS WHERE HIGH RATES OF
EVAPORATION TAKE PLACE SUCH AS THE GREAT SALT LAKE IN UTAH.
• OTHER PLACES WHERE THESE MINERALS SETTLE ARE AREAS WHERE DISSOLUTION
OF SOLUBLE ROCKS TOOK PLACE (KARST REGION) SUCH AS CAVES, WHERE
STALAGMITES ARE FORMED.
• THE CARBONATE CLASS ALSO INCLUDES NITRATE AND BORATE MINERALS.
29. SULPHATE CLASS
• FORMS IN AREAS WITH HIGH EVAPORATION RATES AND WHERE
SALTY WATERS SLOWLY EVAPORATE.
• THE FORMATION OF SULPHATES AND HALIDES IN WATER-
SEDIMENT INTERFACE OCCURS.
• SULPHATE MINERALS ARE ANHYDRITE, CELESTINE, BARITE, AND
GYPSUM.
• THIS CLASS MAY ALSO INCLUDE CHROMATE, MOLYBDATE,
SELENITE, SULPHITE, TELLURATE AND TNGSTATE MINERALS.
30. HALIDE CLASS
• CONTAINS NATURAL SALTS AND INCLUDES FLUORITE, HALITE,
SYLVITE. AND SAL AMMONIAC COMPONENTS.
• THESE MINERALS USUALLY FORM IN LAKES, PONDS, AND OTHER
LANDLOCKED SEAS SUCH AS THE DEAD SEA AND THE GREAT SALT
LAKE.
• MINERALS IN THIS CLASS HAVE RELATIVELY LOW HARDNESS, MAY
BE TRANSPARENT, HAVE GOOD CLEAVAGE, HAVE LOW SPECIFIC
GRAVITIES, AND ARE POOR CONDUCTORS OF HEAT AND
ELECTRICITY.
31. OXIDE CLASS
• IS A DIVERSE CLASS.
• METALLIC MINERALS SUCH AS HEMATITE, AND GEMSTONES SUCH
AS CHRYSOBERYL AND SPINEL BELONG TO THIS CLASS.
• THESE MINERALS ARE IMPORTANT AS THEY CARRY HISTORIES OF
CHANGES IN EARTH’S MAGNETIC FIELD.
• THEY ARE FORMED AS PRECIPITATES CLOSE TO EARTH’S SURFACES
OR AS OXIDATION PRODUCTS OF MINERALS DURING THE PROCESS
OF WEATHERING.
32. SULPHIDE CLASS
• HAS IMPORTANT METALS SUCH AS COPPER, LEAD, AND
SILVER, WHICH ARE CONSIDERED ECONOMICALLY
SIGNIFICANT.
• THESE METALS ARE FOUND IN ELECTRICAL WIRES,
INDUSTRIAL MATERIALS, AND OTHER THINGS THAT ARE
NEEDED IN CONSTRUCTION.
33. PHOSPHATE CLASS
• CONTAINS MINERALS WITH PHOSPHORUS.
• THE PHOSPHATE CLASS IS CONSIDERED AN
IMPORTANT BIOLOGICAL MINERAL FOUND IN THE
TEETH AND BONES OF MANY ANIMALS.
34. NATIVE ELEMENT
CLASS
• CONTAINS METALS AND INTERMETALLIC
ELEMENTS (GOLD, SILVER, COPPER), SEMIMETALS,
NONMETALS (ANTIMONY, BISMUTH, GRAPHITE,
SULPHUR) OR NATURAL ALLOYS, AND
CONSTITUENTS OF A FEW RARE METEORITES.
36. ROCKS
• ARE NATURAL SUBSTANCES CONSISTING OF
AGGREGATE MINERALS CLUMPED TOGETHER
WITH OTHER EARTH MATERIALS THROUGH
NATURAL PROCESSES.
• ROCKS, ARE PRODUCTS OF A NATURAL CYCLIC
PROCESS.
38. IGNEOUS ROCKS
• DERIVED FROM THE LATIN WORD IGNIS MEANING “FIRE”
• ARE CRYSTALLIZED FROM MAGMA OR MOLTEN OR PARTIALLY
MOLTEN VOLCANIC MATERIALS THAT CAME FROM WITHIN
EARTH.
• MAGMA RISES FROM THE ASTHENOSPHERE OR AT THE BASE
OF THE CRUST THROUGH VOLCANOES OR ANY CRACKS AND
FISSURES ON EARTH’S SURFACE.
• WHEN IT REACHES THE SURFACE OF EARTH, THE MOLTEN
VOLCANIC MATERIAL IS CALLED LAVA.
39. TEXTURE OF IGNEOUS
ROCKS
• COARSE-GRAINED – GRAINS (CRYSTALS) CAN BE
SEEN WITH BARE EYES
• MEDIUM-GRAINED – GRAINS CAN ONLY BE SEEN
THROUGH HAND LENS
• FINE-GRAINED – GRAINS CAN ONLY BE SEEN
THROUGH THE MICROSCOPE
40. MINERAL
COMPOSITION
• LIGHT-COLORED LIKE GRANITE AND RHYOLITE
COMPOSED OF FELDSPAR AND QUARTZ
• MEDIUM-COLORED INCLUDING DIORITE AND ANDESITE.
• DARK-COLORED INCLUDING GABBRO ROCK AND BASALT
COMPOSED MAINLY OF PYROXENE, CALCIUM-RICH
PLAGIOCLASE FELDSPAR.
41. Texture/Color Light Medium Dark
Coarse-Grained
(Intrusive)
Granite Diorite Gabbro
Fine-Grained Rhyolite Andesite Basalt
42. SEDIMENTARY
ROCKS
• FROM THE ROOT WORD SEDIMENTS WHICH MEANS “REMAINING
PARTICLES”
• ARE ROCKS THAT HAVE FORMED FROM THE DEPOSITION OF
DIFFERENT MATERIALS ON EARTH’S SURFACE.
• THEY COME FROM PREEXISTING ROCKS OR PIECES OF DEAD
ORGANISMS THAT HAVE BEEN “LITHIFIED” OR CEMENTED
TOGETHER BY NATURAL PROCESSES.
• THEY SHOW DISTINCT LAYERING OR BEDDING ON THE SURFACE.
43. THERE ARE TWO TYPES OF SEDIMENTARY
ROCKS BASED ON THEIR SOURCES.
THESE ARE:
• DETRIMENTAL SEDIMENTARY ROCKS- FROM WEATHERED ROCKS
SUCH AS IGNEOUS ROCKS.
• CHEMICAL SEDIMENTARY ROCKS- FROM SOLUBLE MATERIAL
PRODUCED LARGELY BY CHEMICAL WEATHERING. THE BASIS FOR
GROUPING IS THE CHEMICAL COMPOSITION.
44. Partial Size Sediment Name Rock Name
Coarse Gravel (rounded particles)
Gravel (angular particles)
Conglomerate
Breccia
Medium Sand Sandstone
Fine Mud Siltstone
Very fine Mud Shale
45. METAMORPHIC ROCKS
• META MEANS “CHANGE” AND MORPH MEANS “FORM”
• ARE ROCKS THAT DERIVE FROM IGNEOUS OR
SEDIMENTARY ROCKS THAT WERE EXPOSED TO HIGH
PRESSURE, HIGH TEMPERATURE, OR A COMBINATION OF
BOTH, DEEP BELOW THE SURFACE OF EARTH.
• BECAUSE OF THIS EXPOSURE, SOME OF THE MINERALS IN
THESE ROCKS UNDERGO CHEMICAL AND PHYSICAL
CHANGES.
46. Rock Name Description Parent Rock
Slate Foliated and Fine Grained Shale
Gneiss (pronounced “nice”) Foliated and medium to
coarse grained
Granite, volcanic rock
Marble Non foliated medium to
coarse
limestone