Completed RocksLab1_v3_StudentHandout
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School
Colorado State University, Fort Collins *
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Course
364
Subject
Geology
Date
Dec 6, 2023
Type
Pages
8
Uploaded by mq.joness
GEOL 121
Name _______________________________
Section ___________
Rocks 1: Introduction to Rocks and Rock Processes
Scientists like to classify things - organisms, planets, stars, clouds, rocks, pretty much anything!
Classification is useful because it allows scientists to identify patterns and organize information.
In this lab, you will investigate rocks by developing your own classification scheme.
You will
then learn how scientists classify rocks, and what can be interpreted about a rock’s history
based on its classification.
Learning Objectives for this Lab:
1.
Identifying types of observations that are useful in identifying rocks
2.
Categorize rocks based on observable physical characteristics, and explain why
classification is an important aspect of science
3.
Classify rocks as sedimentary, igneous, or metamorphic, and justify why each
rock is included in its classification group
4.
Reflect on how their classification schemes compared to the one used by
geologists
Part 1: Rock Exploration and Differentiation
1. In your groups, observe the samples given to you by your instructor (Sample Group A).
Below, brainstorm a list of the observable properties of the rocks that you might use to
differentiate them.
The properties could be anything that you might see and note about the
rock; there is no right or wrong answer here!
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2.
Come up with a classification scheme for your rocks; organize your rocks into 3-6 groups.
In
the table below, list the sample numbers in each group and write a description of the
characteristics that define that group.
Sample Numbers
Description
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3. Discuss your classification scheme with another table group
.
How are your classmates’
classification schemes similar to and different from the one you came up with?
Describe below.
4. Your instructor will give you a new set of samples (Sample Group B).
Consider how effective
each of the classification schemes your group and your neighbor group \ came up with were in
classifying these samples.
Then, develop and describe a revised classification scheme based
on your discussion and the introduction of the new data (samples).
5. Instead of rocks, imagine that your instructor had asked you to classify fruit- apples, pears,
cherries, blueberries, oranges, limes, blackberries, bananas, in order to determine how they are
related to each other.
a.
Would classifying the fruit by color or size help scientists identify and distinguish
between different fruit groups?
What issues could arise if these characteristics alone
were used?
E.g., how would this impact the classification of new fruits (pineapple,
melons, tomatoes, avocados, etc….)
b.
Identify classification schemes that could help you divide these fruits into groups that
illustrate how they are related to each other.
Are there any observable characteristics
could you use?
*wait for instructor guidance before beginning Part 2
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Part 2: Scientific Classification of Rocks
1) At this point, your instructor will lead you in a discussion of the accepted scientific
classifications for the three primary rock types, and subcategories within each, which is based
on how the rocks form
.
As part of this discussion, fill out the “identifying characteristics” column
of the table below.
ROCK TYPE
SUB-TYPE
FORMATION MECHANISM
IDENTIFYING CHARACTERISTICS
EXAMPLES
Igneous
Extrusive
Forms from the cooling
and crystallization of
molten rock on the
Earth's surface.
Basalt
Intrusive
Forms from the cooling
and crystallization of
molten rock underneath
the Earth's surface.
Granite
Sedimentary
Detrital
Forms from the
accumulation and
cementation of small
particles (sediments)
on/near the Earth's
surface.
Sandstone
Chemical
Forms from the
precipitation of materials
from water on/near the
Earth's surface.
Limestone
Metamorphic
Foliated
Forms when rocks are
subjected to some
combination of high heat,
high pressure, and hot
mineral-rich fluids.
Gneiss
Non-
Foliated
Forms when rocks are
subjected to some
combination of high heat,
high pressure, and hot
mineral-rich fluids.
Marble
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2.
Fill out the
first three columns
of the chart below, classifying each sample from Sample
Group A according to the sub-type described on the previous page. Include a description of your
reasoning; what observations support your hypothesis?
Rock
Sample #
Hypothesized
Classification &
Formation
Mechanism
Supporting Observations
& Reasoning
Corrected
Classification
& Formation
Mechanism
Supporting
Observations &
Reasoning
1
2
3
4
5
6
7
8
9
10
11
12
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Check your answers from question 2 with your instructor before moving on in the lab.
Fill out
the last two columns on the table based on instructor feedback.
3. Repeat this process with Sample Group B.
Rock
Sample #
Hypothesized Classification &
Formation Mechanism
Supporting Observations & Reasoning
13
14
15
16
17
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Part 3: Reflection
1.
Reflect on the ease of implementation of the classifications your groups developed in Part 1
of the lab, versus the geologist-defined classifications.
a.
Which system of classification is easiest to use?
Why?
b.
Which system of classification is the most useful?
Justify your answer, including a
discussion of what you are defining as “useful”
c.
Explain why classification systems are common across all branches of science, and how
scientists may decide what types of observations would be useful to use in classifying
rocks, objects, organisms, etc.
2. Imagine you’re on a trip with a friend and they do not have a background in geology.
You
both see a rock outcrop and your friend wonders what type of rock the outcrop is made of.
a.
In a few sentences, how would you describe to your friend what to look for to determine
the rock type?
b.
Give a brief description (a few words) of what observations you would expect your friend
to make if the rock is:
i.
Igneous intrusive:
ii.
Igneous extrusive:
iii.
Foliated metamorphic:
iv.
Non-foliated metamorphic:
v.
Detrital sedimentary:
vi.
Chemical sedimentary:
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3. What aspects of making observations, rock classification, and/or the six rock categories
defined in this lab do you feel most confident about?
4. What aspects of making observations, rock classification, and/or the six rock categories
defined in this lab do you still have questions about?