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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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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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
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
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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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
Geologic processes that shape the planet Earth, which occurs beneath the surface and associated with Interior forces. Download this so you can see some animations and some hidden images behind some pictures.
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).
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
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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Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
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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Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
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).
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
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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Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Learning objectives:
Identify the different subsystems that make up the earth
Describe the interactions that transpire in each subsystem
Diagram the subsystems that make up the earth including the interactions that transpire in each interface.
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
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.
Please LIKE / FOLLOW and SHARE my other social media accounts.
Facebook: https://www.facebook.com/Simple-ABbieC-131584525051378/
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Blogger:
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Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
Earth and Life Sciences for Senior High School by Duyanen and Andaya pages 176-179
My fun and colorful grade 11 report on Life Sciences 2nd semester of A.Y. 2016-2017 under Ms. Lagmay
Deep sea mining is a new frontier for mining engineers. Sea floor holds the potential mineral that are vital for development which is not even explored, the advancement of technology in the time will enable to access reliable infrastructure and methods to extract sea floor without compromising the sustainability and eco friendly.
This report provides the details of the widely adopted methods of mining, both surface and underground and to have an overview of all the operations that are made to explore the economic mineral resources.
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
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.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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?
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.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Rock Seam or Ore 2
▪ It is a natural rock or sediment
containing one or more valuable
mineral.
▪ It is a metalliferous mineral, or
an aggregate of metalliferous
minerals and gangue (associated
rock of no economic value), that can
be mined at a profit.
Chrysotile Asbestos Mineral Seam in Rock
5. Mineral and Ore Deposit 5
▪ Mineral deposit designates a natural
occurrence of a useful mineral. It is
a “geologic term”.
▪ Ore deposit denotes a mineral
deposit of sufficient extent and
concentration to invite exploitation.
It is an “economic term”.
Map of Mineral Deposits in the Philippines
8. Mineral Exploration 8
▪ It is a complete sequence
of activities which aims to
discover deposits of
minerals and rocks that
can be used to meet the
resource needs of society
9. 1) Project Design 9
▪ This is the initial stage in formulating a project.
▪ This involves review of all
available data (geologic reports,
mining history, maps, etc.),
government requirements in
acquiring the project, review of
social, environmental, political,
and economic acceptability of
the project, and budget and
organization proposals. alaskajournal.com
10. 2) Field Exploration 10
▪ This stage involves physical activities in the selected project
area. This can be subdivided into three (3) phases:
A. Regional Reconnaissance - The main objective is to identify targets or
interesting mineralized zones covering a relatively large area (regional).
B. Detailed Exploration - This involves more detailed surface and subsurface
activities with the objective of finding and delineating targets or mineralized zones.
C. Prospect Evaluation - The main objective is to assess market profitability by
(1) extensive resource, geotechnical and engineering drilling (2) metallurgical testing and
(3) environmental and societal cost assessment.
11. 2) Field Exploration 11
Regional Reconnaissance Detailed Exploration Prospect Evaluation
▪ This stage involves physical activities in the selected project
area. This can be subdivided into three (3) phases:
12. 3) Pre-production Feasibility Study 12
▪ The feasibility study determines and
validates the accuracy of all data and
information collected from the different
stages.
▪ The purpose is for independent assessors
to satisfy interested investors to raise
funds and bring the project into
production.
14. History of Mining 14
▪ Flint – the first mineral used.
It is because of its conchoidal
fracturing pattern, could be broken
into sharp-edged pieces that were
useful as scrapers, knives, and
arrowheads.
Archaeological discoveries indicate that mining
was conducted in prehistoric times.
15. Mining 15
▪ It is the process of mineral extraction from a
rock seam or ore.
▪ It is the process of
extracting useful
minerals from the
surface of the Earth,
including the seas.
16. Types of Mining 16
Two (2) Main Methods of Mining
1) Surface Mining
2) Underground Mining
a) Open-Pit Mining
b) Dredging
c) Strip Mining
d) Quarrying
e) Placer Mining
18. 18Types of Mining
1) Surface Mining - Utilized to extract ore minerals that are close to Earth’s
surface. There are different types which includes:
▪ Open-pit mining – It is
the most common. It means a
big hole (or pit) in the ground.
The pit in mine is created by
blasting with explosives and
drilling. It is used to mine gravel
and sand and even rock.
19. 19Types of Mining
1) Surface Mining
▪ Dredging – It is the process
of mining materials from the
bottom of a body of water,
including rivers, lakes, and
oceans.
20. 20Types of Mining
1) Surface Mining
▪ Strip mining – It involves the
removal of a thin strip of overburden
(earth or soil) above a desired deposit,
dumping the removed overburden
behind the deposit, extracting the
desired deposit, creating a second,
parallel strip in the same manner, and
depositing the waste materials from that
second (new) strip onto the first strip.
This mining method is used for coal,
phosphates, clays, and tar mining.
21. 21Types of Mining
▪ Placer Mining –
It is mining of stream
bed (alluvial) deposits
for minerals. This may
be done by open-pit
or by various surface
excavating tunneling
equipment.
1) Surface Mining
22. Types of Mining 22
2) Underground Mining - Utilized to extract ore
minerals from the orebody is that is deep under the Earth’s
surface.
25. Milling or Mineral Processing 25
▪ It is the process of extracting minerals from
the ore, refining them, and preparing these
minerals for use.
▪ It is an art of treating crude ores and mineral
products in order to separate the valuable
minerals from the waste rock, or gangue.
26. Milling or Mineral Processing 26
Primary Steps in Processing Minerals
1. Sampling - is the removal of a portion which represents a whole needed for the
analysis of this material.
2. Analysis - is important to evaluate the valuable component in an ore. This includes
chemical, mineral and particle size analysis.
3. Comminution - is the process where the valuable components of the ore are
separated through crushing and grinding.
4. Concentration - involves the separation of the valuable minerals from the raw
materials
5. Dewatering - This involve filtration and sedimentation of the suspension and
drying of the solid materials harvested from this suspension.
27. Milling or Mineral Processing 27
Examples of Milling or Recovery Methods or Processes:
1. Heavy Media Separation - The crushed rocks are submerged in liquid where
the heavier/denser minerals sink thus are separated from the lighter minerals.
2. Magnetic Separation - If the metal or mineral is magnetic, the crushed ore is
separated from the waste materials using a powerful magnet.
3. Flotation - The powdered ore is placed into an agitated and frothy slurry where
some minerals and metals based on physical and chemical properties may either sink to
the bottom or may stick to the bubbles and rise to the top thus separating the minerals
and metals from the waste.
4. Cyanide Heap Leaching - This method used for low-grade gold ore where
the crushed rock is placed on a “leach pile” where cyanide solution is sprayed or dripped
on top of the pile.
32. Ore Minerals 32
▪ How Ore Minerals are Found?
▪ How Ore Minerals are Mined?
▪ How Ore Minerals are
Processed for human use?
33. REFERENCES 33
▪ Bayo-ang, R., Coronacion, M., Jorda, A., & Restubog, A.
(2016). Earth and Life Science for Senior High School. (M.
Moncada, Ed.) Quezon City, Philippines: Educational
Resources Corporation.
▪ Pascual, C. B., & Cadiz, A. P. (2017). Fundamentals of Earth
& Life Science. Manila, Philippines: Mindshapers Co., Inc.
▪ Slideshare: https://www.slideshare.net/AbbieMahinay/
▪ Various internet sources