VANDERBILT STUDENT VOLUNTEERS FOR SCIENCE
http://studentorgs.vanderbilt.edu/vsvs
Everyday Uses of Minerals
Objectives:
The students will discover the everyday use of minerals and mineral resources by 1) recognizing
characteristics of a few important minerals, and 2) matching minerals with their common-day materials and
uses.
Materials
8 boxes (with dividers) containing the following:
Mineral samples (numbered) of talc, gypsum, garnet, galena, magnetite, calcite, quartz sand, and
muscovite
1 copper penny
1 magnet
8 dropper bottles with dilute HCl
8 aluminum pie pans
1 class set of goggles
Station numbers 1-8 in page protectors
Station materials: baby powder, drywall, sandpaper (garnet), lead fishing sinkers, compass, something
steel, TUMS, concrete, picture of antique glass window
1 observation sheet (in page protector) – make enough copies for EACH student
Layout:
Provide each group of 4-5 students with a box of minerals, aluminum pan and an observation/data sheet.
Give each student an observation sheet
Point out that the minerals are numbered and that the numbers correspond to the named minerals on the
observation sheet.
Ask students for some examples of physical properties or characteristics of minerals in general, including:
Hardness (scratches a penny = hard; mineral scratched by a penny = soft)
Color
Luster (shiny)
Opaque or transparent/translucent
Texture
Magnetic
*React to acid
Acid Test
Have every student put on goggles.
Pass out the dropper bottles containing acid.
Have each group place their minerals on the pie pan and instruct them to:
1) Remove the top to their bottle of dilute HCl
2) Apply one or two drops of dilute HCl to each mineral sample
3) Record which samples react (effervesce/bubble) with acid.
When every group has performed this test, collect the acid bottles
from each group.
Making Observations
Have each group spend 10-15 min describing and recording the physical properties/characteristics of each
mineral. These observations should include:
Hardness (scratches a penny = hard; mineral scratched by a penny = soft)
Color
Luster (shiny)
Opaque or transparent/translucent
Texture
Magnetic
Record the results on the observation sheet
In addition, each student should record the group’s predictions about possible practical uses of each
mineral, based on their observations of the mineral's properties.
Station Observations
When the group is done describing their mineral samples, have the groups count off (from 1 to 8). The
number that each group is assigned is the station number that each group will start at (ex. group 3 will start
at station 3). When a group arrives at a station, they should predict which mineral is primarily used for each
material. After 2-5 min and at the sound of the alarm each group will rotate to the next numbered station
(ex from station 3 to station 4). Groups are encouraged to revisit station if that station is available.
After each group has seen at least every station, they will return to their seats and we will discuss as a
group which material was made from each mineral.
Review:
"If it can't be grown it must be mined"
Our society is depends on mining of natural resources (ie minerals). We have become reliant on abundant
natural resources for many items we use everyday. Mining, however, comes at a cost. Often it is
impossible to return the mined land to its original state and there are many harmful chemicals associated
with mining processes. The next time you use something, think about where the materials came from and
understand how important minerals are in many products we use every day!
(optional – perhaps demonstrate before final review)
Demonstrate some cool minerals and uses after passing out Oreo cookies. Examples:
 Black sands are mined for the minerals rutile and ilmenite, which are titanium-bearing minerals.
The titanium in these minerals are used as a whitening pigment in paint, toothpaste, M&M’s, and
the creamy white filling of Oreo cookies!
 The mineral feldspar is the most abundant mineral in the earth’s crust. This mineral chemically
breaks down to form other minerals, including different clay minerals. One of these minerals,
kaolinite, is used by many fast-food restaurants to make their milkshakes thick.
Q: But couldn’t eating minerals hurt our teeth?
A: You bet! But recall from your observations that different minerals have different hardness’s.
Your teeth are made from the mineral apatite. The mineral kaolinite, which is used in the
milkshakes, is not as hard as apatite, therefore it will not hurt your teeth!
Lesson by: Pete Berquist (Vanderbilt University)
Pat Tellinghuisen (VSVS/Vanderbilt University)
Sylvia McCarthy (MNPS)
Names:
Everyday Minerals Observation Sheet
Mineral
1. Calcite
2. Talc
3. Gypsum
4. Muscovite
5. Galena
6. Garnet
7. Sand
8. Magnetite
NOTES:
Physical properties
& characteristics
Predicted Uses
Commonly found in
what Material?
KEY
Everyday Minerals Observation Sheet
Mineral
1. Calcite
2. Talc
Physical properties
& characteristics
White to clear,
transparent, hard?,
square/rhombus/cube
shaped, reacts w/ acid
White, soft, flakey?,
greasy/soapy feel
Predicted Uses
Commonly found in
what Material?
TUMS
Ceramics, Cosmetics,
Paper, Baby Powder
White, soft, fiberous
3. Gypsum
4. Muscovite
5. Galena
6. Garnet
Drywall
White to clear,
transparent, sheet-like,
Metallic luster,
heavy/dense, shiny,
Opaque, brownish,
soccer-ball shaped
Window panes, electric
parts, cosmetics
Lead-ore, radioactive
insulator
Sandpaper, gems/jewelry
variable
7. Sand
Concrete
Dark, opaque, magnetic
8. Magnetite
NOTES:
iron ore (ex steel for cars,
building, etc), Compass