MINERALS, ROCKS, AND SOIL Weathering Rocks
MINERALS, ROCKS, AND SOILWeathering RocksPurposeTo model different kinds of weathering andcompare how they change rocks.Process SkillsPredict, observe, compare, collect data,interpret data, identify and control variables,draw conclusions, communicateBackgroundRocks are hard, but they do break apart andchange. Weathering is the breaking up orwearing down of rocks.Materials(per group)Part 1:5 pieces of chalk(similar size and shape)hand lensData Sheet 1Part 2:5 paper platesclock or watchsandpaperplastic forkglovesvinegar2 clear plastic cups (largeenough to hold chalk)waterfreezerData Sheet 2Weathering of rocks can happen in manydifferent ways. When sand carried by thewind hits rocks, it can scrape and wear downthe rocks. When animals—such as moles and groundhogs—dig in theground, they push and scratch the soil. People dig in the ground, too.These activities can break up rocks. Acid in rainwater can change thematerial that makes up rocks and dissolve it. In addition, water can getinside tiny cracks in rocks. When the water freezes, it expands and makesthe cracks bigger. Over time, this process can break rocks apart.In this experiment, you will study the effects of different types ofweathering on chalk. Chalk is a kind of rock called limestone.Time – Part 1: 10 minutes; Part 2: 30–45 minutes first day and 15 minutessecond day (after freezing overnight)Grouping – Pairs or small groups Learning A–Z All rights reserved.1www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering RocksEXPERIMENTPart 2: Weathering the RocksHypothesis: As a group, discussthe different kinds of weatheringlisted on Data Sheet 2 and how youthink each of them can changerocks. Predict which kind ofweathering will change the chalkthe most and which will change it2. Use a hand lens to look closely the least. Think of a reason for eachprediction. Record your hypothesesat the chalk. On Data Sheet 1,draw a close-up picture of what on Data Sheet 2.you observe. Then describe and 1. Set five paper plates on a table.Label the plates A, B, C, D, andrecord what you see.E. Then place a piece of chalkon each plate.ProcedurePart 1: Observing a Rock1. As a group, choose one pieceof chalk. Notice its color, shape,texture, and anything else youobserve. On Data Sheet 1, drawa picture of the chalk. Thenrecord your observations.2. Place the plate with Rock Awhere it will not be disturbed.Rock A represents a rock thatis not affected by weathering.In science, this is called thecontrol. This piece of chalk willstay the same so you cancompare other pieces of chalkto it. Observe Rock A andrecord your observations onData Sheet 2. You may rewriteyour observations from DataSheet 1. Learning A–Z All rights reserved.2www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering RocksEXPERIMENTSafety: Do not inhale chalk dust.Use vinegar, which is an acid,to represent the chemicalsin air and water that causeweathering. Pour enoughvinegar into the cup to coverthe chalk. Leave the chalkin the vinegar for 5 minutes.While it soaks, look closelyat the chalk. Also put yourear near the cup and listencarefully. Record yourobservations on Data Sheet 2.Be sure to put gloves back onbefore removing the chalkfrom the vinegar.3. Use sandpaper to representsand carried by wind or water.Gently rub Rock B with thesandpaper for 1 minute. Besure to turn the chalk so thatyou rub different parts of itwith the sandpaper. Observethe chalk and record yourobservations on Data Sheet 2.Safety: Be careful when handlingthe sharp tips of the fork in thenext activity. Aim the fork awayfrom your body and stay far awayfrom classmates.4. Use a plastic fork to representanimal claws or human toolsused to dig in the ground.Use the sharp tips of the forkto scratch Rock C for 1 minute.Be sure to turn the chalk sothat you scratch different partsof it. Observe the chalk andrecord your observations onData Sheet 2.5. Place Rock D in a clearplastic cup. Put on gloves. Learning A–Z All rights reserved.3www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering RocksEXPERIMENT8. The next day, remove thepaper plate with Rock E fromthe freezer. Place it in a dryplace to thaw for about 5minutes. Use the hand lens toobserve the chalk. Record yourobservations on Data Sheet 2.After 5 minutes, remove thechalk from the vinegar andplace it on the paper plateto dry. Observe the chalkand record your observationson Data Sheet 2. Then throwaway the wet chalk and plate,pour out the vinegar, andremove the gloves.6. Place Rock E in a clear plasticcup. Use water to represent thewater that can get into cracksin rocks. Pour enough waterinto the cup to cover the chalk.Leave the chalk in the waterfor about 5 minutes. Removethe chalk from the water andplace it on the paper plate.Place the paper plate and wetchalk in a freezer right awayand keep it there overnight.7. Clean up all materials fromRocks A, B, C, and D. You willfinish the activity tomorrow. Learning A–Z All rights reserved.4www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks Data Sheet 1Name DatePart 1: Observing a RockCollect DataDrawing of chalk, wholeDrawing of chalk, close-upObservations of chalk Learning A–Z All rights reserved.5www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering Rocks Data Sheet 2EXPERIMENTName DatePart 2: Weathering the RocksHypothesis:The chalk that will change the most will bebecause.The chalk that will change the least will bebecause.Collect DataRockObservationsRock A:No weatheringRock B:Rubbed with sandpaperRock C:Scratched with forkRock D:Soaked in vinegarRock E:Frozen and thawed Learning A–Z All rights reserved.6www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks QuestionsName DateAnalyze Data1. Which chalk changed the most? Why do you think this was so?2. Which chalk changed the least? Why do you think this was so?3. How did you decide which chalk changed the most and least?What did you look for?4. What did you observe while the rock soaked in vinegar?Why do you think this was so? Learning A–Z All rights reserved.7www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks QuestionsName DateDraw Conclusions1. Based on the results of this activity, which kind of weathering do youthink changes rocks the most? Explain your decision.2. Freeze/thaw cycles happen at many times of the year. What do youthink would happen if you were to freeze and thaw your chalkseveral more times?3. What kinds of weathering helped to create the Grand Canyon? Learning A–Z All rights reserved.8www.sciencea-z.com
MINERALS, ROCKS, AND SOILWeathering RocksTEACHING TIPSThese process activities will help students understand the importance of minerals,rocks, and soil—the materials that make up most of the solid part of Earth. Studentswill learn about the properties of various minerals, rocks, and soils and how they arechanged by weathering and erosion. They will come to recognize a connection betweenweathering and erosion of rocks and the formation of soil. Students will also explorethe relationships between organic and inorganic elements of an ecosystem. Manyplants and animals make their home in rocks and soil. Rocks, soil, and the materialscontained within them represent vital resources that humans use and depend onfor many applications. Understanding how rocks change and how soil forms mayencourage students to help preserve these essential resources.SET-UP ANDPROCEDURESSAFETY Learning A–Z All rights reserved.During Part 1, encourage students to thoroughly study the chalkand describe as many of its characteristics as they can.During Part 2, remind students to keep each piece of chalk with itsoriginal paper plate so they don’t get the chalk pieces confused.Cover work surfaces with newspaper to catch any chalk dust generated.As students model each kind of weathering, have them work over thepaper plate, which will catch any pieces of chalk that break off.See the Unit Guide or the Nonfiction Books for an explanation of thedifference between weathering and erosion.If changes to the chalk caused by weathering are not readily visibleto the naked eye, have students use the hand lens to make observationsafter weathering.Arrange access to a freezer that has enough space to store Rock E andits paper plate for all groups overnight.For Rock E, the chalk should be placed in the freezer immediately aftersoaking so that it does not have time to dry. You may wish to have studentssoak Rock E in water and place it in a freezer the day before they conductthe rest of the activity, allowing all of Part 2 to take place on the same day.Alternatively, prepare the frozen, soaked chalk ahead of time so studentscan complete the activity in one day.Explain to students that they should not inhale chalk dust or taste thevinegar. Have them wipe up any spills immediately.Remind students to use care when handling the sharp tips of the fork.Have them aim the fork away from their body and stay far away fromtheir classmates.Have students wash their hands with soap and water after handlingthe chalk.1www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering RocksEXPERIMENTMATERIALSProvide each group with 5 new pieces of chalk of the same size,shape, and color. Thicker pieces of chalk may be easier for studentsto manipulate. Colored chalk may be used.Have paper towels available for wet and dry spills as needed.Instruct students on how to dispose of the vinegar. It can be poureddown the sink or possibly saved for future science lab use by pouringit into a designated, labeled container.EXTENSIONS ANDVARIATIONSVariation: Instead of using chalk, have students make their ownsedimentary rocks. Using the directions on a package of plaster of Paris,students can mix the plaster with water and add “sediments” such assand, pencil shavings, or sunflower seed shells. Give each group a plasticice cube tray and have them fill five sections of the tray to the same levelto make five identical rocks. Let the plaster mixture dry completely for thetime indicated on the package before removing the rocks from the trays.Variation/Inquiry Science: To explore the impact of weathering on realrocks, have students repeat this experiment using various rock types,such as sandstone, slate, granite, shale, marble, and pumice.Inquiry Science: Encourage students to test their responses to question2 in Draw Conclusions by having them repeat freezing and thawingthe chalk several times.Inquiry Science: Allow students to propose others types of weathering tomodel (and how to model them), such as weathering by plant growth,by rubbing rocks together, or by heating and cooling rocks. Use cautionif students propose any type of chemical weathering or any mechanicalweathering that may create flying bits of rock. Safety goggles are stronglyrecommended.Research/Technology: Have students use the library or online resourcesto research how various human creations, such as stone buildings ortombstones, have changed as a result of weathering. Cleopatra’s Needle,a rock obelisk in New York’s Central Park, is a good example.Writing: Ask students to write a persuasive essay on how they couldbuild a bench out of limestone that would last for 500 years. Encouragethem to think about the kinds of weathering they explored in thisexperiment and how they could build their bench to avoid weathering.For information on writing persuasive essays, visit.Research: See Using the Internet in the Unit Guide for suggested websitesto extend the learning. Learning A–Z All rights reserved.2www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks Data Sheet 1ANSWER KEYEXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks Data Sheet 1Name DatePart 1: Observing a RockCollect DataDrawing of chalk, wholeDrawing of chalk, close-upObservations of chalk Learning A–Z All rights reserved. Learning A–Z All rights reserved.5www.sciencea-z.com3www.sciencea-z.com
Minerals, Rocks, and Soil—Weathering Rocks Data Sheet 2EXPERIMENTANSWER KEYMinerals, Rocks, and Soil—Weathering Rocks Data Sheet 2EXPERIMENTName DatePart 2: Weathering the RocksHypothesis:Rock CThe chalk that will change the most will bethe fork will cause the whole piece of chalk to break apartbecause.Rock AThe chalk that will change the least will beit will not receive any weathering at allbecause.Collect DataRockRock A:No weatheringObservationsThe rock did not change.The chalk was rough and looked smaller. There wasRock B:a lot of chalk dust on the paper plate. The top andRubbed with sandpaperbottom edges are not sharp anymore.Rock C:Scratched with forkThe chalk had long grooves on it, and some smallpieces fell off onto the paper plate.Rock D:Soaked in vinegarThe vinegar broke down the chalk. It was coveredwith holes and was much smaller.Rock E:Frozen and thawedThe rock did not change much. One small piece felloff, but that may have been because the chalk gotbumped while it was in the freezer. Learning A–Z All rights reserved. Learning A–Z All rights reserved.6www.sciencea-z.com4www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks QuestionsANSWER KEY AND EXPLANATIONSAnalyze Data1. Which chalk changed the most? Why do you think this was so?2. Which chalk changed the least? Why do you think this was so?3. How did you decide which chalk changed the most and least? What did you look for?Students may have compared the shape, size, and surface texture of each piece of chalk beforeand after weathering. They might also measure how much chalk broke off onto each plate afterthe weathering process.4. What did you observe while the chalk soaked in vinegar? Why do you think this was so? Learning A–Z All rights reserved.5www.sciencea-z.com
EXPERIMENTMinerals, Rocks, and Soil—Weathering Rocks QuestionsANSWER KEY AND EXPLANATIONSDraw Conclusions1. Based on the results of this activity, which kind of weathering do you think changes rocksthe most? Explain your decision.2. Freeze/thaw cycles happen many times per year in some areas. What do you think wouldhappen if you were to freeze and thaw your chalk several more times?3. What kinds of weathering do you think helped to create the Grand Canyon? Learning A–Z All rights reserved.6www.sciencea-z.com
MINERALS, ROCKS, AND SOIL Weathering Rocks Purpose To model different kinds of weathering and compare how they change rocks. Process Skills Predict, observe, compare, collec
Section 1 Rocks and Weathering Objectives After this lesson, students will be able to G.4.1.1 Explain how weathering and erosion affect Earth’s surface. G.4.1.2 Identify what causes mechanical weathering and chemical weathering. G.4.1.3 Describe the factors that determine how fast weathering occurs. Target Reading Skill Relating Cause and Effect
XY chart: Metamorphic rocks XY chart: Metamorphic and weathering processes. XZ chart: Ignmus rocks. . XZ chart'. Sedimentary rocks XZ chafi Metamorphic rocks and processes, and weathering si chart: Igneous rocks. . . si chart: Sedimentary rocks . . si chart: Metamorphic rocks and processes, and weathering k chart
Therefore, the color depends on what minerals the rock contains. Think of the common minerals found in igneous rocks. Quartz, potassium feldspar, and muscovite mica are light in color. Igneous rocks with high percentages of these minerals tend to be light in color. They are the most common minerals in igneous rocks found in the continental crust.
1. Definition of earth, geology and soil science; Disciplines of soil science. 2. Soil forming rocks and minerals: Types and their formation. 3. Weathering of rocks and minerals: Parent materials 4. Soil formation: Processes and factors affecting 5. Soil profile and its description 6. Physical, chemical and biological properties of soil 7.
Chapter 15:Rocks 517 VOCABULARY sediment p. 517 BEFORE, you learned Most rocks are made of minerals Some ocean organisms build their shells from minerals Dissolved minerals re-form as water evaporates NOW, you will learn What kinds of materials make up sedimentary rocks What the processes that form sedimentary rocks are
Chapter 8. Weathering, Sediment, & Soil 6 Chemical weathering results from chemical changes to minerals that become unstable when they are exposed to surface conditions. The kinds of changes that take place are specific to the mineral and the environmental conditions. Some minerals, like quartz, are virtually unaffected by chemical weathering.
Sedimentary rocks Sedimentary rocks are those rocks which are formed by the weathered sediments of pre existing rocks (igneous or metamorphic rocks). The geological processes that involved in the formation of sedimentary rocks are as under: 1. Weathering, 2. Erosion, 3. Deposition, 4. Compaction 5. cementation
The London DayBreak Strategy is a day trading strategy that takes advantage of the London open trading range. It’s a momentum breakout strategy that only requires up to no more than 15-minutes of your time. The London DayBreak Strategy only makes use of two simple technical indicators: the MACD which is a trend-following momentum indicator and the 50-EMA. A buy signal is generated only when .
