(Submit your answers to this assignment in electronic format)
One way of classifying minerals is into the following four groups;
i. Silicate minerals, those that contain silicon
ii. Non-metallic minerals; these are non-metallic in appearance and are not
economic sources of metals
iii. Metal ore minerals, these are economic sources of metals
iv. Gem minerals, these are precious and semi-precious stones
1. Set up a spreadsheet and classify the following minerals into their correct
group.
Amethyst, Argentite, Barite, Beryl, Corundum, Cassiterite, Chalcopyrite,
Cinnabar, Emerald, Feldspar, Fluorite, Galena, Garnet, Graphite, Gypsum,
Haematite, Halite, Jade, Mica, Molybdenite, Plumbopalladinite, Quartz,
Ruby, Sapphire, Sphalerite, Spodumene, Sulfur, Talc, Topaz, Uraninite,
Wolframite.
a) What is one problem with classifying minerals in this way?
b) Include in your spreadsheet the chemical formula of the mineral and the
main metal that is extracted from each of the metal ore minerals.
2. Some of the above minerals have an uncommon property that makes them
stand out from other minerals. Identify a mineral that
(a) is magnetic
(b) is a yellow element
(c) glows when heated
(d) has a salty taste
(e) is radioactive
(f) is sometimes mistaken for gold
(g) is an element and is used as a precious gemstone.
3. Unjumble the following sentences that describe six properties that are useful
in identifying and classifying minerals. Underline the word in each sentence
that identifies the property.
a)
b)
c)
d)
Powder a is of the streak colour the mineral
The way is breaks a mineral hit cleavage when
The describes surface of lustre appearance a mineral of the its.
A how mineral scratch the hardness of another mineral indicates it can
well
e) A chemical minerals crystal have particular because they are particular
shape compounds
f) Lustre a looks said glassy vitreous is to a have which mineral
© State of New South Wales through the
NSW Department of Education and Training, 2007.
http://www.curriculumsupport.education.nsw.gov.au/index.htm
page 1 of 4
Extraction of metals from their mineral ores
1. Explain what each of the following terms means with reference to the refining
of
copper
ore.



gangue
ball mill
froth-flotation
2. For each of aluminium, copper, iron
(a) identify three sites in NSW where its ore is mined.
(b) identify a site where its ore is processed or the metal is extracted.
Aluminium, iron and copper are extracted from their ores using different
methods.


Describe the method used to extract each of these metals from its ore.
Explain why a different method is used to extract each of these metals
from its ore.
4. Research what proportion (%) of the Earth’s crust consists of the following
metals.
Silver, gold, copper, mercury, zinc, lead, tin, iron.

Use a spreadsheet to create two different graphs representing this
information.
5. A number of different metals are used in making computers and batteries.

Identify the range of metals used in computers and batteries.

What problems arise if computers are not recycled responsibly?
© State of New South Wales through the
NSW Department of Education and Training, 2007.
http://www.curriculumsupport.education.nsw.gov.au/index.htm
page 2 of 4
Syllabus Links
SCIENCE Years 7-10 syllabus
Outcome 4.3: A student identifies areas of everyday life that have been affected by
scientific developments.
Outcome 5.3: A student evaluates the impact of applications of science on society and the
environment.
Essential Content
Students learn
about:
4/5.3 the
applications
and uses of
science
Students learn to:
a) identify and describe examples of scientific concepts and principles
that have been used in technological developments (including
Australian examples)
b) discuss, using examples, the positive and negative impacts of
applications of recent developments in science
Outcome 4.9: A student describes the dynamic structure of Earth and its relationship to
other parts of our solar system and the universe.
Essential Content
Students learn
about:
4.9.6 the lithosphere
Students learn to:
a) identify that rocks are composed of minerals
b) explain the breaking down of rocks in terms of physical and
chemical changes c) relate the formation of landforms to
weathering, erosion and deposition
d) describe the origins of sedimentary, igneous and metamorphic
rocks.
Outcome 4.11: A student identifies where resources are found, and describes ways in
which they are used by humans.
Essential Content
Students learn
about:
4.11 natural
resources
Students learn to:
a) distinguish between natural and made resources
b) give examples of resources from living things and resources
extracted from the air, Earth and oceans
© State of New South Wales through the
NSW Department of Education and Training, 2007.
http://www.curriculumsupport.education.nsw.gov.au/index.htm
page 3 of 4
Stage 6 Earth and Environmental Science syllabus links
Option – Mining and the Australian Environment
3 There is a range
of conditions
under which
mining an ore
deposit becomes
economically
viable
 identify renewable and
non-renewable resources
commonly used in society
in terms of the processes
and time required to
generate them
 define ore as bodies of
rock containing ore
minerals which can be
mined and treated at a
profit
 distinguish between waste
rock and ores in rock
 distinguish between ore
minerals and gangue
minerals in an ore deposit
 process information from
secondary sources to classify
renewable and non-renewable
resources commonly in use
 process and analyse information
from secondary sources on the
interrelationships between:
- financial cost involved in
exploration, mining, refining
and rehabilitation
- market price
- tonnage, grade and depth of
mineral deposits
- available technology
in determining the economic
viability of a named ore
 describe gangue minerals
as those that must be
removed to enrich the
concentration and value of
an ore deposit
© State of New South Wales through the
NSW Department of Education and Training, 2007.
http://www.curriculumsupport.education.nsw.gov.au/index.htm
page 4 of 4