h the rock cycle unit guide - physicslocker index · h the rock cycle unit guide ... rock forming...

H Unit guideThe rock cycle

Sheet 1 of 1© Harcourt Education Ltd 2004 Catalyst 2This worksheet may have been altered from the original on the CD-ROM.

Where this unit fits in Prior learningThis unit builds on:unit 8G Rocks and weathering and work on the particle model in unit 7G Particle model of solids, liquidsand gases and in unit 8I Heating and cooling. Work on carbonates relates to work on acids and carbonatesin unit 7F Simple chemical reactions. Rocks as mixtures are considered in unit 8F Compounds andmixtures. There are also connections with work on fossil fuels in unit 7I Energy resources.

The concepts in this unit are: rock forming processes including timescales, texture as a key feature of the three main rock types, applyprior knowledge of processes such as crystallisation to the rock cycle.

This unit leads onto:work in key stage 4 on rock formation and deformation and processes involving tectonic plates (togetherwith unit 8G Rocks and weathering).

To make good progress, pupils startingthis unit need to:

• know that rocks are under the surfaceof the Earth and soil comes from rocks.

• name some examples of rocks anddescribe their textures.

• describe weathering and how sedimentis formed

• know how the particles are arranged insolids liquids and gases.

Framework yearly teaching objectives – Particles• Use the simple particle model to explain how crystals form and that slow cooling results in the formation of larger crystals from molten material

and solutions.

Expectations from the QCA Scheme of Work At the end of this unit …

… most pupils will … … some pupils will not have made so muchprogress and will …

… some pupils will have progressed furtherand will …

in terms of scientific enquiry NC Programme of Study Sc1 2a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p

• suggest how they could investigate thecarbonate content of a limestone rock

• interpret data from secondary sources and theirown observations of rocks and aboutdifferences between volcanoes and relate thisto processes of formation

• draw conclusions from their data and describehow their own conclusions are consistent withthe evidence obtained.

• describe the results of their investigation• use data from secondary sources and identify

differences between different rocks.

• evaluate data obtained, indicating howconfident they are in their conclusions.

in terms of materials and their properties NC Programme of Study Sc3 1b, g, 2e, f

• describe and explain how sediment becomessedimentary rock

• describe the conditions under whichmetamorphic rock is formed and how igneousrocks crystallise from magma

• relate crystal size to rate of cooling• describe some distinctive features of igneous,

sedimentary and metamorphic rocks and usethese to distinguish between the rock types.

• name the three types of rock and give someexamples of each

• describe some characteristics of each rocktype

• explain that high temperature and pressurecan change existing rocks into different typesof rocks.

• explain in terms of the particle model howdifferent rates of cooling lead to differentcrystal sizes

• bring together physical and chemicalprocesses to explain the formation of differentrock types and the rock cycle

• relate composition to the process offormation.

Suggested lesson allocation (see individual lesson planning guides)Direct route

H1 Hard rock

H2 Cool rocks?

H3 Rock on

H4 Name that rock – Think aboutclassification

Extra lessons (not in pupil book)

H1 Investigate:How muchcarbonate is inlimestone rock?

Review and assess progress(distributedappropriately)

Health and safety (see activity notes to inform risk assessment)Risk assessments should be made for any hazardous activity. In this unit pupils plan and carry out their own investigations into the composition oflimestone and into the differences between igneous rocks.

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H1Lesson

planning guideHard rock


Suggested alternative starter activities (5–10 minutes)

Introduce the unit

Unit map for The rock cycle.

Learning objectivesi Sedimentary rocks are formed from layers of sediment.ii The pressure of the layers causes compaction and cementation of the layers.iii Metamorphic rocks are made when heat or high pressure or both changes existing rocks.

Scientific enquiryiv Make observations of rocks. (Framework YTO Sc1 7d)

Learning outcomes

Share learning objectives

• Find out what happens tosediment.

• Find out if rocks change.• Be able to draw conclusions

from observations. (Sc1)

Problem solving

Show samples of chalk,limestone and shale forpupils to identifycommon characteristics.

Capture interest (1)

Use layers of play-dough orPlasticine with heavy weightsto model compaction insedimentary rocks.


Pupils look at damp sandand sandstone under themicroscope and look forclues about what is holdingthe grains together.

Suggested alternative plenary activities (5–10 minutes)

Review learning

Match rock name toprocess of formation androck type.

Sharing responses

Pupils brainstorm in groupsusing their results from ActivityH1a to suggest what causesthe grains in sedimentary rocksto stick together.

Group feedback

‘What happens to thegrains in sedimentaryrocks when they arechanged intometamorphic rocks?’

Word game

Matching exercise forsedimentary rocks and themetamorphic rocks they arechanged into.

Looking ahead

Pupils look at a range ofnamed rock samples,including sedimentary,metamorphic and igneous.

Suggested alternative main activitiesActivity

Textbook H1

Activity H1a Practical

Activity H1b Practical

Activity H1c Practical

Learningobjectivesee above

i, ii and iii

i and ii

ii and iv

iii and iv

Description

Teacher-led explanation and questioning OR pupils work individually,in pairs or in small groups through the in-text questions and thenonto the end-of-spread questions if time allows.

Sticking together Pupils use measured amounts of sand and water(Extension also use clay and plaster of Paris) to make small‘sandcastles’. They observe that a certain amount of water sticks thegrains together well. This is used as an analogy for cementation.

Metamorphic rocks Pupils examine samples of metamorphic rocksand compare them with the sedimentary rocks from which they wereformed.

Looking at cementation Pupils examine how crystals are formedbetween grains in a rock.

Approx. timing

20 min

20 min

20 min

10 min

Target group

C H E S

R/G G R S

✔ ✔

✔

✔

Key wordssedimentary rocks, compaction, cementation, metamorphic rock,marble, sandstone, limestone, red only: shale, slate

Out-of-lesson learningHomework H1 Textbook H1 end-of-spread questions Visit science museum to look at samples of sedimentary and metamorphic rocks

Most pupils will …

• describe the characteristics of sedimentaryrocks

• explain that sedimentary rock is formed asgrains are compacted and cemented (gluedtogether)

• describe some observable differences betweendifferent types of limestone

• describe the conditions under whichmetamorphic rock is formed.

Some pupils, making less progress will …

• describe some characteristics of sedimentaryrock

• name some examples of sedimentary rocks• explain why limestone exists in different

colours• name some metamorphic rocks.

Some pupils, making more progress will …

• select evidence to identify the source of twotypes of limestone

• explain the changes from sedimentary tometamorphic rocks

• relate composition and appearance to theprocess of formation of sedimentary andmetamorphic rocks.


H1Lesson

planning guideInvestigate: How much carbonateis in a limestone rock?


Learning objectivesi Rocks are mixtures of varying composition.ii The composition of a limestone is related to the process of formation.

Scientific enquiryiii Plan a way of comparing the carbonate content of two rock samples, evaluating proposed approaches. (Framework YTO Sc1 8b)iv Consider the number of measurements needed for reliable data. (Framework YTO Sc1 7e)v Identify and control relevant variables. (Framework YTO Sc1 7c)vi Draw conclusions and describe how their conclusions are consistent with the evidence obtained. (Framework YTO Sc1 8f)vii Consider whether an enquiry could have been improved to yield stronger evidence. (Framework YTO Sc1 8g)


Setting the context

Show pupils a number ofdifferent types of limestone.

Introduce the apparatus

Demonstrate the reactionbetween limestone andhydrochloric acid.

Safety

Pupils work in groups to listthe possible hazards andsuggest safe working methodsto avoid these hazards.

Brainstorming (1)

Pupils work in groups tobrainstorm ‘How can Imeasure the gas given offwhen carbonate reactswith acid?’

Brainstorming (2)

Pupils work in groups tobrainstorm ‘What are theother variables in thisinvestigation and how canthey be kept constant?’


Review learning

Teacher-led review of the keyvariables in this investigation andwhy they needed to be controlled.

Group feedback

Groups report their preliminaryresults to the class.

Analysing

Teacher-led discussion of thesample set of results and how wellthe results can be used to answerthe question.

Evaluating

Group discussions followed byfeedback and class discussion ofevaluation questions.

InvestigationActivity

Activity H1dPractical


i – vii

Description

Core (Extension) Pupils work in pairs to plan preliminary tests todecide what method would be best for an investigation to comparethe carbonate content of two rock samples.Help Pupils are given one of two methods to follow for theirpreliminary tests. They follow the instructions.After a plenary discussion to draw together ideas and discuss themethod evaluating proposed approaches, pupils analyse and evaluatea set of secondary data for the timed method provided on theResource sheet.

Approx. timing

20 min

Target group

C H E S

✔ ✔ (✔ )

Learning outcomes


• evaluate methods proposed and agree acommon approach

• identify the variables they need to controland work out how many measurements to take

• collect data and identify trends.


• plan a simple strategy that is a fair test• collect data • identify trends given help with recording and

analysis.


• relate their results to prior knowledge andunderstanding of the formation andcomposition of limestone.


H2Lesson planning

guideCool rocks?


Learning objectivesi Igneous rocks crystallise from molten rock called magma.ii Molten magma reaching the Earth’s surface is called lava.iii Magma that cools quickly forms igneous rocks with small crystals.iv Lava/magma that cools slowly forms igneous rocks with large crystals.v Igneous rocks contain different minerals, this gives them different colours (red only: and densities).

Scientific enquiryvi Model how rate of cooling affects crystal size. (Framework YTO Sc1 8a)vii Use first hand and secondary data. (Framework YTO Sc1 8c)


Recap last lesson

Ask pupils to work ingroups to make a list offive reasons why differenttypes of sedimentary rockare different from eachother.


• Find out about igneous rock• Find out how they are formed• Be able to use a range of first

hand experience, secondarysources of information and ICT.(Sc1)

Brainstorming

Pupils work in groups tobrainstorm the questions ‘Wheredoes the material erupting froma volcano come from?’ and ‘Whatare the different materials thatcome out of a volcano?’


Pass pieces of pumicearound the class. Ask forideas about how it wasformed.


Show video clips ofvolcanic eruptions ofMonserrat and Hawaiivolcanoes.Catalyst InteractivePresentations 2


Textbook H2


Activity H2b Practical

Activity H2c Paper


i, ii, iii, ivand v

i, iii, iv andvi

i and v

i, ii, v andvii

Description

Teacher-led explanation and questioning OR pupils work individually, in pairsor in small groups through the in-text questions and then onto the end-of-spread questions if time allows.

Igneous rocks Pupils investigate the size of crystals produced when igneousrocks form using salol

Comparing igneous rocks Pupils compare how the chemical compositionaffects the colour (Help) and the densities if igneous rocks (Core/Extension)

Volcano composition Pupils interpret data about the relative composition offour igneous rocks and relate it to different types of volcanic activity.

Approx.timing

20 min

30 min

20 min

10 min

Target group

C H E S

R/G G R S

✔

✔ ✔ ✔

✔ ✔ (✔ )


Review learning

Pupils identify a rock assedimentary, metamorphicor igneous from adescription.

Sharing responses

Model crystal size and coolingrates with pupils representingatoms sticking together withtime to form crystals.

Group feedback

Pupils work in groups tomatch the physical propertiesand origins of igneous rocks,using data from Activity H2b.

Brainstorming

Pupils sort igneous rocksinto rapid-cooling typesand slow-cooling types.

Looking ahead

Pupils work in groups of 3 or 4 to brainstorm whathappens to rocks over thepassage of millions of years.

Learning outcomes


• describe volcanic activity• describe the characteristics of igneous rocks• explain that igneous rocks are formed when

lava or magma solidifies• explain how fast cooling gives small crystals

and slow cooling gives large crystals • assign igneous rocks to two main groups,

dense iron rich or less dense silica rich.


• describe volcanic activity• name granite and basalt as examples of

igneous rocks • begin to relate crystal size in granite and

basalt to rate of cooling.• assign igneous rocks to two main groups,

dense iron rich or less dense silica rich.


• explain in terms of the particle model howdifferent rates of cooling results in theformation of different types of igneous rocks

• relate chemical composition of magma totypes of volcanic activity.

Key wordsigneous rock, magma, lava, basalt, granite, red only: density, volcano,extrusive, intrusive

Out-of-lesson learningHomework H2Textbook H2 end-of-spread questionsActivity H2cRead about volcanic eruption-newspaper articles


H3Lesson planning

guideRock on


Learning objectivesi The three main types of rock, igneous, sedimentary and metamorphic are made in different ways and have different properties.ii They change from one type to another over millions of years.iii The changes are summarised in the rock cycle.

Scientific enquiryiv Classify the three main rock types according to their properties.v Use ICT to present information. (Framework YTO Sc1 8d)


Recap last lesson

Play ‘What am I?’. One pupilreads out sentences from acard one at a time. Otherpupils guess what isdescribed.

Share learningobjectives

• Find out about how onetype of rock can changeinto another over millionsof years.

• Find out about the rockcycle.

• Use ICT to presentinformation about rocks.(Sc1)

Brainstorming

Pupils work in groups tobrainstorm the question‘How do we know that rockis melted under the Earth?’


Show a photo of the effectsof volcanic eruptions onlocal populations andenvironments. Catalyst InteractivePresentations 2


Show a video clip of theGrand Canyon. Ask pupils tosay where the material thatonce filled the GrandCanyon is now. Catalyst InteractivePresentations 2


Textbook H3

Activity H3a ICT

Activity H3b Paper

Activity H3c Catalyst InteractivePresentations 2


i, ii, iii andiv

i, ii, iii, ivand v

i, ii and iii

i, ii and iii

Description


Presenting rocks Pupils prepare presentations about different rocktypes.

The story of a rock Pupils write a short story pretending to be arock as it goes through the rock cycle.

Support animation labelling a flow chart with processes and rocktypes.

Approxtiming

20 min

30 min

20 min

10 min

Target group

C H E S

R/G G R S

✔ ✔

✔ ✔

✔


Review learning

Pupils sequence statementson sheet or cards in thecorrect order for the rockcycle, as an individual orgroup activity.

Sharing responses

Word search for rock cycleterms.

Group feedback

Pupils work in groups ofthree or four to listen toeach other’s stories fromActivity H3b.

Word game

Pupils check progress usinga loop game of key wordsfrom the unit.

Looking back

Pupils revise andconsolidate knowledge fromthe unit.

Learning outcomes


• describe the processes involved in the rockcycle

• classify the three main rock types accordingto their properties

• prepare presentations about the different rocktypes.


• state the main processes involved in the rockcycle

• classify the three main rock types according totheir properties

• prepare presentations about the different rocktypes with help.


• bring together physical and chemicalprocesses to explain the formation ofdifferent rock types and the rock cycle

• discuss issues relating to a continuallychanging Earth including the advantages anddisadvantages of mining.

Key wordsrock cycle

Out-of-lesson learningHomework H3Textbook H3 end-of-spread questionsActivity H3bVisit science museum to observe simulations


H4Lesson planning

guideName that rock – Think aboutclassification


Learning objectivesi Identify and classify rock samplesThe structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The main activities move away from theconcrete towards a challenging situation, where pupils need to think. The extended plenary gives pupils time to discuss what they have learnt, tonegotiate a method to commit to paper and express their ideas verbally to the rest of the class.

Scientific enquiryii Classification.iii Questioning techniques. (open and closed question red only)iv Recording information.


Bridging to the unit

Show pupils a pile of rocks of different typesand ask them to discuss how we sort out whichrock is which so we can decide how each wasmade.

Setting the context

Pupils look at the use of keys to identify animalgroups.

Concrete preparation

Pupils look at several different samples of eachof several different types of laboratoryglassware and compare similarities anddifferences.

Suggested main activitiesActivity

Textbook H4



i, ii, iii andiv

i and ii

Description


Rock key Pupils use a key to identify rock specimens. The key usedhere identifies five types of rock. Another type is included tointroduce cognitive conflict.

Approxtiming

30 min

40 min

Target group

C H E S

R/G G R S

✔


Group feedback

Each group has a turn to explain how they modified their rock key toidentify/classify the rock that was not included in Activity H4a.

Bridging to other topics

In groups of four pupils suggest where else classification is used andwhere else classification would be useful.

Learning outcomes


• discuss what kinds of questions are best forclassifying things

• write a key to classify the three main types ofrock

• recognise the importance of recordingobservations from a field trip carefully.


• discuss what kinds of questions are best forclassifying things.


• categorise questions as open or closed• explain how they would organise their records

from a field trip.

Key wordskey, red only: open question, closed question

Out-of-lesson learningTextbook H4 end-of-spread questionsVisit a builders’ yard to see how the rocks mentioned in this spread are used.


H Unit mapThe rock cycle


Copy the unit map and use these words to help you complete it.You may add words of your own too.

basaltcalcium carbonatecementationcolourcompactioncrystallinedensity Rextrusive Rfossilsgraniteheatintrusive R

large crystalslavalimestonemagmamarblemudstone Rpressuresandstoneslate Rsmall crystalsvolcano

Rocks

Rock cycle Sedimentary

IgneousMetamorphic

Unitmaps.qxd 12-Nov-03 8:56 AM Page 8

H1 StartersHard rock

Introduce the unit● Either draw the outline of the unit map on the board then ask pupils to

give you words to add, saying where to add them. Suggest some wordsyourself when necessary to keep pupils on the right track.

● Or give out the unit map and ask pupils to work in groups deciding how toadd the listed words to the diagram. Then go through it on the board aseach group gives suggestions.

Share learning objectives● Ask pupils to write a list of FAQs they would put on a website telling people

about sedimentary and metamorphic rocks. Collect suggestions as a whole-class activity, steering pupils towards those related to the objectives.Conclude by highlighting the questions you want them to be able toanswer at the end of the lesson.

Problem solving● Pupils use hand lenses to look at samples of chalk, limestone and shale. ● Pupils should be warned to take care when using scalpels.● Pupils work in groups to list common characteristics of these rocks.● Each group reports their list to the class for discussion.

Capture interest (1)● Working in groups pupils roll out different coloured Plasticine (or

play-dough) until about 1 cm thick.● They place layers of the Plasticine on top of each other to simulate layers of

sediment.● Pupils place a wooden board over the top of the layers of Plasticine.● They add masses (weights) one at a time until the layers of Plasticine are

squashed. They remove the squashed layers and try to separate them.Pupils should find the layers are still distinct after squashing, but verydifficult or impossible to separate. The experiment simulates the effect ofpressure on sedimentary deposits.

● Each group writes a short report for reading to the class.

Capture interest (2)● Pupils observe small pieces of sandstone and some wet sand under the

microscope.● When using a microscope lit from beneath the slide little can be seen of

these samples, but with lighting from the side it should be possible toobserve cementation between the sandstone grains and water betweenthe wet sand grains.

● Pupils relate the appearance to the cementation of grains in the formationof sedimentary rocks and prepare a short report for the class.

➔ Unit map

➔ Pupil sheet

➔ Technician sheet

Characteristics1 Fairly hard.2 Can be scratched

with a scalpel.3 Are made of small

grains cementedtogether.

➔ Pupil sheet


➔ Pupil sheet




Introduce the unit

Unit map for The rockcycle.


• Find out what happens tosediment.

• Find out if rocks change.• Be able to draw conclusions

from observations. (Sc1)

Problem solving

Show samples ofchalk, limestone andshale for pupils toidentify commoncharacteristics.


Use layers of play-dough orPlasticine with heavyweights to modelcompaction in sedimentaryrocks.


Pupils look at damp sand andsandstone under the microscopeand look for clues about what isholding the grains together.

H-Starters.qxd 22-Oct-03 4:08 PM Page 1


Problem solving

Take care when using scalpels.

1 Look carefully at each of the rock samples.2 Use a hand lens to look more closely at each rock sample.3 Try scratching at the surface of each rock with a scalpel.4 Make a list of the common characteristics of these rocks.5 You will be asked to report your list to the class.

Sheet 1 of 1

Sheet 1 of 1

© Harcourt Education Ltd 2004 Catalyst 2This worksheet may have been altered from the original on the CD-ROM.

StartersH1 Hard rock

Problem solving




Sheet 1 of 1


Problem solving







1 Collect five different colours of Plasticine.2 Roll out each colour until it is about 1 cm thick. Make sure that

each colour is about the same size and shape.3 Place the different colours of Plasticine on top of each other to

form a pile.4 Place a wooden board on top of the pile of Plasticine.5 Place masses (weights) on the board one at a time. Observe what

happens to the Plasticine.6 Keep adding masses until the Plasticine is thoroughly squashed.7 Remove the squashed Plasticine and observe its appearance.8 Try to separate the different coloured layers of Plasticine.9 Write a short report of what your group has seen for reading to

the class.

Sheet 1 of 1

Sheet 1 of 1




1 Collect five different colours of Plasticine.2 Roll out each colour until it is about 1 cm thick. Make sure that

each colour is about the same size and shape.3 Place the different colours of Plasticine on top of each other to

form a pile.4 Place a wooden board on top of the pile of Plasticine.5 Place masses (weights) on the board one at a time. Observe what

happens to the Plasticine.6 Keep adding masses until the Plasticine is thoroughly squashed.7 Remove the squashed Plasticine and observe its appearance.8 Try to separate the different coloured layers of Plasticine.9 Write a short report of what your group has seen for reading to

the class.





1 Working in groups place a small piece of sandstone on a microscope slide.2 On a second slide place a little wet sand.3 Observe both samples under a low power microscope using indirect lighting.4 What is holding the grains together in the sandstone?5 What is holding the grains together in the wet sand?6 Prepare a short report to read to the whole class.

Sheet 1 of 1

Sheet 1 of 1






Sheet 1 of 1







Problem solvingTechnician sheetEquipment

For each group:● sample each of chalk, limestone and shale● hand lens● scalpel● tile or wooden board.




Capture interest (1)Technician sheetEquipment

For each group:● five different colours of Plasticine (or play-dough)● wooden board● wooden roller or stand rod for rolling out Plasticine● wooden board● several large masses (1 kg or larger).



Capture interest (2)Technician sheetEquipment

For each group:● small sample of sandstone● small sample of wet sand● microscope● two glass slides.


H1 StartersInvestigate: How much carbonateis in a limestone rock?

Setting the context● Show pupils several different types of limestone.

● Ask pupils to work in groups to suggest what is different about the samples.

● Ask each group in turn to report their ideas to the class.

● List sensible suggestions on the board, e.g. colour, hardness, density, mineralcontent.

● Lead a discussion into what differences there might be in the compounds in thedifferent types of limestone, and about the idea of different percentages ofcalcium carbonate.

Introduce the apparatus● Drop a few pieces of limestone into a 400 cm3 beaker half filled with dilute

hydrochloric acid (with safety screens between apparatus and pupils).

● Allow pupils to observe the reaction that takes place.

● Ask pupils to describe what they can see and suggest what is happening.

● Lead a class discussion about the reaction between calcium carbonate and acid,producing carbon dioxide.

Safety● Ask pupils to work in pairs to list the hazards in this investigation and decide

how to minimise the danger presented by each hazard.

● Pairs report back to a class discussion during which a final set of safetyprocedures is listed on the board.

Brainstorming (1)● Ask pupils to work in groups of four to brainstorm the question ‘How can I

measure the gas given off when carbonate reacts with acid?’

● Ask one pupil from each group to report their ideas back to the class.

● Use a class discussion to decide on the two methods that may be used. (SeeActivity Sheet H1d Investigate: How much carbonate is in a limestone rock?)

Brainstorming (2)● Ask pupils to work in groups of four to discuss what the variables are.

● Ask them to decide what the input variable (independent variable) should beand what the outcome variable (dependent variable) should be.

● Ask pupils to suggest how the non-changing variables can be kept constant.

● Ask one pupil from each group to report their ideas to the class.

● Use class discussion to finalise details of the two variables.

Equipmentseveral pieces oflimestone (marblechippings are acheap alternative),400 cm3 beaker,dilute hydrochloricacid, safety screens



Setting the context

Show pupils a number ofdifferent types oflimestone.

Introduce the apparatus

Demonstrate the reactionbetween limestone andhydrochloric acid.

Safety

Pupils work in groups to listthe possible hazards andsuggest safe working methodsto avoid these hazards.

Brainstorming (1)

Pupils work in groups tobrainstorm ‘How can Imeasure the gas given offwhen carbonate reacts withacid?’

Brainstorming (2)

Pupils work in groups tobrainstorm ‘What are theother variables in thisinvestigation and how canthey be kept constant?’


H2 StartersCool rocks?

Recap last lesson● Ask pupils to work in groups to write five ways in which

different sedimentary rocks are different from each other.

● Ask a pupil from each group to report their ideas to the class.

● Use a class discussion to refine a list of differences on theboard to include colour, texture, grain size, presence offossils, hardness, density and porosity.

Share learning objectives● Ask pupils to write a list of FAQs they would put on a website

telling people about igneous rocks. Collect suggestions as awhole-class activity, steering pupils towards those related tothe objectives. Conclude by highlighting the questions youwant them to be able to answer at the end of the lesson.

Brainstorming● Ask pupils to work in groups of four to brainstorm the

questions opposite.

● Ask a pupil from each group to report their ideas to the class.

● Use a class discussion to compile two lists. Material from avolcano comes from: deep in the Earth, magma, the mantle,melted rocks. Material that come out of a volcano: moltenrock/magma, ash, hot rocks, gases.

Capture interest (1)● Pass pieces of pumice round the class for each pupil to have a

look at and hold.

● Ask pupils to suggest how it was formed and why it is so light.(You may avoid the word ‘density’ with less able classes.)

● Use class discussion to reinforce or introduce the fact thatpumice is an igneous rock produced during volcaniceruptions and that it contains many holes from gases givenoff during the eruption, giving it a low density.

● As an intriguing aside ask pupils to suggest a use for pumice.

Capture interest (2)● Show pupils video clips of volcanic eruptions and ask

individual pupils to describe what they have seen.

● Make a list of observations, to include: molten rock/magmacoming out of the Earth and being thrown into the air, gasesbeing released, ash/smoke travelling high into the air.

● Compare the shapes of the two types of volcano and discusshow this might be caused by asking the questions opposite.

QuestionsWhere does the material erupting froma volcano come from?

What are the different materials thatcome out of a volcano?

EquipmentSeveral small pieces of pumice

➔ Catalyst Interactive Presentations 2

QuestionsWhich volcano may have been causedby a violent eruption producing ashand pumice, but not lava?Which volcano may have been causedby a moderate eruption producingstreaming lava flows?



Recap last lesson

Ask pupils to work ingroups to make a list offive reasons why differenttypes of sedimentary rockare different from eachother.


• Find out about igneous rock.• Find out how they are formed.• Be able to use a range of

first hand experience,secondary sources ofinformation and ICT. (Sc1)

Brainstorming

Pupils work in groups tobrainstorm the questions ‘Wheredoes the material erupting froma volcano come from?’ and‘What are the different materialsthat come out of a volcano?’


Pass pieces of pumicearound the class. Askfor ideas about how itwas formed.


Show video clips ofvolcanic eruptions ofMonserrat and Hawaiivolcanoes. CatalystInteractive Presentations 2


H3 StartersRock on

Recap last lesson● Pupils play a game of ‘What am I?’

● Give one pupil a card that has descriptive sentences for a particular rock.

● The pupil reads out the first sentence. Pupils in the rest of the class try toguess what sort of rock the pupil is.

● If the rock is not guessed correctly the pupil reads out the next sentence.

● This goes on until the rock is guessed or the last sentence (giving the nameof the rock) is read out.

● Another pupil is given another card and the game continues.

Share learning objectives● Ask pupils to write a list of FAQs they would put on a website telling

people about the rock cycle. Collect suggestions as a whole-class activity,steering pupils towards those related to the objectives. Conclude byhighlighting the questions you want them to be able to answer at the endof the lesson.

Brainstorming● Ask pupils to work in groups of four to brainstorm the question opposite.

● Ask one pupil from each group to report their ideas back to the class.

● Use a class discussion to compile a list of ideas on the board.

● Typical ideas presented by pupils are: we see molten rock coming out ofvolcanoes; we see igneous rocks such as granite that have been made bymolten rock cooling; evidence from seismic studies shows that the Earth isnot solid all the way through.

● Be prepared to give more details to support each of these pieces of evidence.

Capture interest (1)● Show pupils a video clip showing the effects of volcanic eruptions on local

populations and environments.

● Ask pupils to suggest what the harmful effects of volcanic eruptions are.Compile these into a list on the board.

Capture interest (2)● Show a video clip of the Grand Canyon.

● Ask pupils to suggest where the material that once filled the GrandCanyon is now.

● Use the class discussion to review ideas about erosion and the rock cycle.

➔ Pupil sheet

QuestionHow do we know thatrock is melted under theEarth?

➔ Catalyst InteractivePresentations 2

➔ Catalyst InteractivePresentations 2



Recap last lesson

Play ‘What am I?’ Onepupil reads out sentencesfrom a card one at a time.Other pupils guess what isdescribed.


• Find out about how one typeof rock can change intoanother over millions of years.

• Find out about the rock cycle.• Use ICT to present information

about rocks. (Sc1)

Brainstorming

Pupils work in groupsto brainstorm thequestion ‘How do weknow that rock ismelted under theEarth?’


Show a video clip showingthe effects of volcaniceruptions on localpopulations andenvironments. CatalystInteractive Presentations 2


Show a video clip of the GrandCanyon. Ask pupils to say wherethe material that once filled theGrand Canyon is now. CatalystInteractive Presentations 2


H3 StartersRock on

Recap last lesson


Card 11 I am porous.2 My colour is white.3 I react with an acid, giving off carbon

dioxide.4 I contain fossil shells.5 I was once at the bottom of the sea.6 My name begins with the letter ‘L’.7 I am limestone.

Card 21 I am not porous.2 My colour is white.3 I react with an acid, giving off carbon

dioxide.4 I do not contain fossils.5 I am made of tiny crystals.6 I was once made of limestone.7 My name begins with the letter ‘M’.8 I am marble.

Card 31 I am not porous.2 I am very hard.3 I have a mottled appearance, with

three different colours.4 I do not react quickly with acid.5 I do not have any layers.6 I am made of large crystals.7 My name begins with the letter ‘G’.8 I am granite.

Card 41 I am porous.2 I am hard.3 My colour is grey.4 I can easily be split into layers.5 I do not contain any fossils.6 I do not react with acids.7 My name begins with the letter ‘S’.8 I am slate.

Card 51 I am porous.2 I am a dull yellow or red colour.3 I do not react with acid.4 I am made of many small grains.5 I was once on a river bed.6 My name begins with the letter ‘S’.7 I am sandstone.

Card 61 I am not porous.2 I am very hard.3 I am a very dark grey colour.4 I do not react quickly with acid.5 I do not have any layers.6 I am made of small crystals.7 My name begins with the letter ‘B’.8 I am basalt.

Card 71 I am not porous.2 I am soft.3 My colour is grey.4 I have layers that can clearly be seen.5 I sometimes contain fossils.6 I do not react with acids.7 My name begins with the letter ‘S’.8 I am shale.

Card 81 I am porous.2 I am soft.3 I am a dark brown colour.4 I do not react with acid.5 I am made of very fine grains.6 I was once on a river bed.7 My name begins with the letter ‘M’.8 I am mudstone.


H4 StartersName that rock – Think about



Bridging to the unit

Show pupils a pile of rocks of different types and askthem to discuss how we sort out which rock is which sowe can decide how each was made.

Setting the context

Pupils look at the use of keys toidentify animal groups.

Concrete preparation

Pupils look at several different samples of each ofseveral different types of laboratory glassware andcompare similarities and differences.

Bridging to the unit● Show pupils a pile of rock samples of several different types.

● Ask pupils how we can sort out which rock is which so wecan decide how each was made.

● Lead a class discussion about how one type of rock isdifferent from another and then about ideas on classification.

Setting the context● Give pupils a classification key to identify insects. Use the key

from Unit D Starters D2–5 Fieldwork exercise.

● Ask pupils to use the key to identify plants/animals fromdiagrams on a sheet.

● Ask pupils to suggest how the key enabled them to identifythe plants/animals.

● Lead the class discussion to ideas about the classification ofrocks.

Concrete preparation● Show pupils several collections of different types of

laboratory glassware, each with four or five examples ofdifferent size, etc.

● Ask pupils to work in groups to answer the questionsopposite.

● Ask one member of each group to report their ideas back tothe class.

● Lead a class discussion about how one group can bedistinguished from another by each group’s similar featureswhile within a group differences can enable each individualto be identified.

● Compare these ideas with the differences between rock types,i.e. sedimentary, metamorphic and igneous and individualrocks, e.g. basalt, gabbro and granite.

➔ Pupil sheet

QuestionsHow are the items in each group ofglassware similar to each other?

How are the items in a group ofglassware different from each other?


H1aTeacher

activity notesSticking together

Running the activityCore: Pupils use wet sand containing different amounts of water to make sandcastles andtest their strength by pushing them over with a finger.

Extension: Pupils use a syringe with the end cut off to extrude mixtures of sand withwater, sand with water and clay, sand with water and plaster of Paris onto a board. Whenthese model ‘sedimentary rocks’ are dry their strength is tested using masses.

Expected outcomesCore: Pupils should find that too much or too little water does not ‘glue’ the sand grainstogether well. When the correct amount is used the grains stick together quite well,forming a somewhat weak, model ‘sedimentary rock’.

Extension: Pupils should find that sand and plaster of Paris, when mixed with water andallowed to dry, forms a very hard and strong ‘sedimentary rock’.

PitfallsSome pupils may find difficulty in getting the right amount of water to form a strongsandcastle.

Safety notesIn the extension activity, masses are a safety hazard if dropped onto fingers and toes.Wooden boards should be used to protect bench surfaces and pupils warned to take carenot to allow masses to fall onto the floor. Eye protection must be worn in case pieces ofbroken ‘sedimentary rock’ hit pupils in the face.

AnswersCore:1 A medium amount, not too much and not too little.

2 Attraction between the grains and water molecules and between water molecules.

3 The forces of attraction are not high enough to hold the grains together.

4 Glue or cement.

5 Crystals of minerals are formed between the grains to cement them together.

Extension:1 The sand stuck together to keep its shape.

2 The rock made from damp sand only.

3 The grains in this rock were stuck together by pressure only.

4 The rock made using sand and plaster of Paris.

5 The grains in this rock were cemented together.


Type Purpose DifferentiationPractical Pupils use measured amounts of sand and water to make small sandcastles. They observe

that a certain amount of water sticks the grains together well. This is used as ananalogy for cementation.

Core, Extension

H-Teachers.qxd 22-Oct-03 4:13 PM Page 1

H1aTechnician

activity notesSticking together

EquipmentFor each group:

Core:

● sand● plastic cups● 400 cm3 beaker● spatula● stirring rod● wooden board

Extension:

● plastic syringe● dry sand● powdered clay● plaster of Paris● petroleum jelly● selection of masses

For your informationRunning the activityCore: Pupils use wet sand containing different amounts of water to make sandcastlesand test their strength by pushing them over with a finger.

Extension: Pupils use a syringe with the end cut off to extrude mixtures of sand withwater, sand with water and clay, sand with water and plaster of Paris onto a board.When these model ‘sedimentary rocks’ are dry their strength is tested using masses.

Expected outcomesCore: Pupils should find that too much or too little water does not ‘glue’ the sandgrains together well. When the correct amount is used the grains stick together quitewell, forming a somewhat weak, model ‘sedimentary rock’.

Extension: Pupils should find that sand and plaster of Paris, when mixed with waterand allowed to dry, form a very hard and strong ‘sedimentary rock’.

PitfallsSome pupils may find difficulty in getting the right amount of water to form a strongsandcastle.

Safety notesIn the extension activity, masses are a safety hazard if dropped onto fingers and toes.Wooden boards should be used to protect bench surfaces and pupils warned to takecare not to allow masses to fall onto the floor. Eye protection must be worn in casepieces of broken ‘sedimentary rock’ hit pupils in the face.


Type Purpose DifferentiationPractical Pupils use measured amounts of sand and water to make small sandcastles. They observe

that a certain amount of water sticks the grains together well. This is used as ananalogy for cementation.

Core, Extension

H-Technician.qxd 22-Oct-03 4:13 PM Page 1

H1aActivity

CoreSticking together

When rocks are formed from deposited material the individualgrains or rock fragments are cemented together. In this activity,you will see how the grains stick together.

Equipment

● sand● plastic cups● 400cm3 beaker● spatula● stirring rod● wooden board

Obtaining evidence

1 Fill a plastic cup with drysand and empty this intoa 400cm3 beaker.

2 Add a little water to the sand and stir with a glass rod. Keepadding water and stirring until the sand is wet but notwaterlogged.

3 Pour the wet sand into the plastic cup and press it down quitehard. Be careful not to break the cup.

4 Turn the plastic cup upside down onto a wooden board. Tap theend of the plastic cup and slowly remove the cup from the sand.

5 Gently push the cup-shaped sand with your finger to test howwell the grains are stuck together.

6 Repeat steps 1 to 5 using much more water.7 Repeat steps 1 to 5 using much less water.

Considering the evidence

1 How much water mixed with sand forms the strongestsandcastle?

2 What was holding the sand grains together in the sandcastle?3 Why does the sand not form a strong sandcastle if it is not wet

enough?4 What could you use instead of water to make a much stronger

sandcastle?5 When sand is made into sandstone, what holds the grains

together?


plastic cup

wooden boardsand

H-Activity.qxd 22-Oct-03 4:10 PM Page 1

H1aActivity

ExtensionSticking together

Water acts as a glue to hold together the grains of sand when youmake sandcastles. In this activity, you will use some other materialsinstead of water to stick the sand grains together more strongly.

Equipment ● plastic syringe ● dry sand● powdered clay ● plaster of Paris● petroleum jelly ● selection of masses

Obtaining evidence

1 Smear petroleum jelly on the insideof the syringe.

2 Add water to a little of the drysand in a beaker. Make the sanddamp but not wet. Fill the syringewith damp sand.

3 Put your finger over the end of thesyringe and press the plunger downhard for a few seconds. Do notallow any of the sand to escape.

4 Use the plunger to push the sandout onto a piece of paper. Leave to dry.

5 Mix three measures of damp sand with one measure of clay. Mix justenough to fill the syringe. Repeat steps 3 and 4 with this mixture.

6 Mix five measures of damp sand with one measure of plaster of Paris.Mix just enough to fill the syringe. Repeat steps 3 and 4 with thismixture.

7 After leaving them overnight, examine each ‘sedimentary rock’sample. Describe its appearance in your table of results.

8 Test each sample for strength by dropping masses onto it. Start withthe smallest and continue with bigger masses until the sample breaks.Record your results in a table.


1 What effect did pushing the plunger of the syringe hard have on theappearance of the wet sand?

2 Which was the weakest of your ‘sedimentary rocks’?3 Explain what made this ‘sedimentary rock’ weaker than the others.4 Which was the strongest of your ‘sedimentary rocks’?5 Explain what made this ‘sedimentary rock’ stronger than the others.


Wear eyeprotection.

Take carewhen usingmasses.

Always use them ona wooden board anddo not drop themonto the floor.

plastic syringe

sand mixture

open end


H1bTeacher

activity notesMetamorphic rocks

Running the activityPupils use hand lenses to look at the surface texture of samples of different metamorphicrocks. They record a description of the appearance of the grains/crystals on the surface ofeach type of rock in a table. A comparison is made of the appearance of metamorphicrocks with the appearance of the sedimentary rocks from which they were made.

Expected outcomesPupils should find differences between pairs of metamorphic and sedimentary rockssuch as: crystals instead of rounded grains; interlocking crystals instead of gaps betweengrains; crystals which line up or form bands instead of random arrangements of grains;hard instead of soft.

PitfallsPupils should be shown the correct way to use a hand lens before the practicalcommences. The hand lens should be held just in front of the eye, and the head lowereduntil the surface of the rock is in focus.

Matching pairs of metamorphic and sedimentary rocks should be used. Pupils willprobably need some guidance in what to look for and how to make comparisons.

Pupils could also be asked to compare the hardness of metamorphic rocks and thesedimentary rocks from which they were made using a spatula or scalpel.

Safety notesIf hardness is tested with scalpels beware of broken blades; bits can fly off! A betteralternative is to use the point of a large nail to ‘scratch test’ the rocks.

Answers1 yes

2 Some metamorphic rocks have crystals that are too small to see with a hand lens,others have crystals arranged in bands or layers.

3 Comparison which points out differences such as crystals instead of rounded grains,interlocking crystals instead of gaps between grains, crystals which line up or formbands instead of random arrangement of grains, hard instead of soft.

4 The sedimentary rock was subjected to high temperature and possibly also highpressure. The minerals have re-crystallised. The new mineral crystals are closetogether, forming a harder structure, and may have lined up in bands.


Type Purpose DifferentiationPractical Pupils compare the appearance and texture of metamorphic rocks with that of the

sedimentary rocks from which they were made.Core


H1bTechnician

activity notesMetamorphic rocks


● a hand lens● a sample of each type of metamorphic and matching sedimentary rock:

e.g. sandstone and quartzite, limestone and marble, shale andslate/schist/gneiss (these can be shared around the group).

Fairly small rock samples are sufficient for this activity. It may be helpful for each group to use a desk lamp, if these are available, to illuminate the rocksamples. Samples of metamorphic rocks must have matching samples ofsedimentary rocks.

For your informationRunning the activityPupils use hand lenses to look at the surface texture of samples of differentmetamorphic rocks. They record a description of the appearance of thegrains/crystals on the surface of each type of rock in a table. A comparison is madeof the appearance of metamorphic rocks with the appearance of the sedimentaryrocks from which they were made.

Expected outcomesPupils should find differences between pairs of metamorphic and sedimentaryrocks such as: crystals instead of rounded grains; interlocking crystals instead ofgaps between grains; crystals which line up or form bands instead of randomarrangements of grains; hard instead of soft.

PitfallsPupils should be shown the correct way to use a hand lens before the practicalcommences. The hand lens should be held just in front of the eye, and the headlowered until the surface of the rock is in focus.

Matching pairs of metamorphic and sedimentary rocks should be used. Pupils willprobably need some guidance in what to look for and how to make comparisons.

Pupils could also be asked to compare the hardness of metamorphic rocks and thesedimentary rocks they were made from using a spatula or scalpel.

Safety notesIf hardness is tested with scalpels beware of broken blades; bits can fly off! A betteralternative is to use the point of a large nail to ‘scratch test’ the rocks.


Type Purpose DifferentiationPractical Pupils compare the appearance and texture of metamorphic rocks with that of the

sedimentary rocks from which they were made.Core


H1bActivity

CoreMetamorphic rocks

Metamorphic rocks are made when high temperature andpressure act on sedimentary rocks. This results in changes to thestructure of the rock. In this activity you will comparemetamorphic rocks with the sedimentary rocks from which theywere made.

Obtaining evidence

1 Make sure your results table is ready to record your observations.

2 Collect a sample of one of the metamorphic rocks and a sampleof the sedimentary rock from which it is made.

3 Look at the appearance of the metamorphic rock. Is all of thesurface the same?

4 Now use a hand lens to examine the surface of the rock.– Is it made of grains or crystals?– How are they arranged?– What do they look like?– Are all of them the same?

5 Record your results in a table.6 Compare the surface of the metamorphic rock with the surface of

the sedimentary rock from which it was made. Record yourresults in a table.

7 Repeat steps 2 to 6 with each type of metamorphic rock.


1 Do some metamorphic rocks have several different types ofcrystals?

2 How are the crystals arranged on the surface of metamorphicrocks?

3 Choose one metamorphic rock from those you have studied.How is the appearance of this metamorphic rock different fromthe appearance of the sedimentary rock from which it was made?

4 What caused the changes you have observed?


Name of Appearance Name of sedimentary rock Appearance ofmetamorphic rock of surface from which it was made surface


H1cTeacher

activity notesLooking at cementation

Running the activityPupils collect a piece of the porous rock that has been soaked in saturated sodiumsulphate solution and dried. They use a hand lens to look carefully at the grains andbetween the grains in the rock. Pupils draw a diagram of what they can see.

Expected outcomesPupils should observe that there are crystals in the rock, formed between the grains.

PitfallsPupils may need some guidance in the observation of crystals between the grains.

Safety notesThere are no safety issues associated with this activity.

Answers1 Between the grains.

2 Sodium sulphate.

3 Sodium sulphate solution soaked between the grains. As the water from this solutionevaporated crystals were formed.


Type Purpose DifferentiationPractical Pupils examine a porous rock soaked in saturated sodium sulphate solution and dried to

see how crystals can form in a rock to cement the grains together.Extension


H1cTechnician

activity notesLooking at cementation


● a hand lens● porous rock soaked in saturated sodium sulphate solution and dried

Sandstone is a suitable porous rock. Pieces should be left in a saturated solution ofsodium sulphate overnight and then dried in an oven for several hours or at roomtemperature for several days.

For your informationRunning the activityPupils collect a piece of the porous rock that has been soaked in saturated sodiumsulphate solution and dried. They use a hand lens to look carefully at the grainsand between the grains in the rock. Pupils draw a diagram of what they can see.

Expected outcomesPupils should observe that there are crystals in the rock, formed between thegrains.

PitfallsPupils may need some guidance in the observation of crystals between the grains.

Safety notesThere are no safety issues associated with this activity.


Type Purpose DifferentiationPractical Pupils examine a porous rock soaked in saturated sodium sulphate solution and dried to

see how crystals can form in a rock to cement the grains together.Extension


H1cActivity

ExtensionLooking at cementation

You are going to see how crystals can be formed in a rock tocement the grains together.

Obtaining evidence

1 Collect a piece of the porous rock.2 Use a hand lens to look carefully at the grains and between the

grains in the rock.3 Observe that there are crystals in the rock.4 Draw a diagram of what you see.


1 Where are the crystals in the rock?2 What are the crystals made of?3 Explain how the crystals got into the rock.


Sheet 1 of 1

Activity ExtensionH1c Looking at cementation

You are going to see how crystals can be formed in a rock tocement the grains together.

Obtaining evidence

1 Collect a piece of the porous rock.2 Use a hand lens to look carefully at the grains and between the

grains in the rock.3 Observe that there are crystals in the rock.4 Draw a diagram of what you see.


1 Where are the crystals in the rock?2 What are the crystals made of?3 Explain how the crystals got into the rock.



H1dTeacher

activity notesInvestigate: How much carbonateis in a limestone rock?

Running the activityCore/Extension: Pupils design an experimental approach to find which of two types oflimestone has the highest amount of calcium carbonate. They look at the apparatus for thepractical to suggest ideas.

Groups present their ideas to the class. They should suggest two plans: one involving themeasurement of how long it takes for a measured mass of limestone to give off a measuredvolume of carbon dioxide and one involving the measurement of total volume of carbondioxide evolved by the complete reaction of a measured mass of limestone. If both plans arenot suggested then introduce them.

Each group is set one of the plans for a preliminary investigation with the object of groupscomparing experiences to decide which would be the best plan to use for the investigation.

Groups carry out the preliminary experiments and report back to the class. The good and badpoints of each method are discussed. It should be obvious that measurement of total volumeevolved will take too long or will involve the collection of too much gas or will stop when acidis used up. Suggestions of using less limestone can be countered with the ideas that this willmake the measurements less accurate.

The class is then given the set of secondary data on the Resource sheet using the timed methodfor them to process, draw conclusions and make evaluations.

Help: This provides full instructions for both of the preliminary experiments. Less able pupilsmay need help with calculations of mean times on the Resource sheet.

Other relevant materialSkill sheet 20: Writing frame: Planning an investigationSkill sheet 21: Writing frame: Reporting an investigationH1d Resource

Expected outcomesPupils should find that the timing of a set volume of carbon dioxide is the most reliablemethod. They will find from the sample data that limestone B has a higher calcium carbonatecontent than limestone A.

The mean times to collect 50cm3 carbon dioxide (in seconds) are: for limestone A 66.2;for limestone B 100.2 if anomalous results included, 96.75 if anomalous results excluded.

PitfallsPupils should suggest both methods, but may need to be prompted. Other methods may besuggested; most can be discarded as not practical. Some pupils may suggest modifications tothe methods, e.g. for the total volume they may suggest using less limestone or a largermeasuring cylinder. These may be tried out by groups.

Safety notesAlthough the hydrochloric acid used is dilute (2.0 mol dm−3) pupils should be warned not tospill it, particularly on clothes. Any spills should be wiped up immediately. Eye protectionmust be worn.


Type Purpose DifferentiationPractical Pupils plan and then carry out preliminary experiments to find a method to determine

which of two types of limestone contains the most calcium carbonate. Pupils thenanalyse a set of secondary data to find the answer to the question.

Core (Extension), HelpResource


H1dTeacher

activity notesInvestigate: How much carbonate is in alimestone rock? (continued)

AnswersCore:

1 The result for limestone B experiment 4 is significantly different from the otherresults for this limestone.

2 Bung not placed in conical flask quickly enough; too little acid/limestonemeasured out.

2 This anomalous result makes the conclusions only a little less reliable. The factthat all of the other results are in close agreement is good evidence that theconclusions are reliable.

4 More repeats/make sure temperature of acid is the same each time/measurelarger volume of gas to reduce errors, etc.

5 Carry out other reactions to measure what other compounds are present in thelimestone.

Extension:

6 The method could only compare the amount of calcium carbonate in differenttypes of limestone, it did not actually measure the percentage of calciumcarbonate in each.

7 Find how much limestone has been used up to produce a measured volume ofgas to calculate the exact percentage of calcium carbonate in the limestone.

Help:

1 All of the results for limestone A are similar.In the results for limestone B one of the results is different from the others.

2 The results for limestone B are less reliable than those for limestone A.

3 A and C

4 A and D



H1dTechnician

activity notesInvestigate: How much carbonateis in a limestone rock?

Other relevant materialSkill sheet 20: Writing frame: Planning an investigationSkill sheet 21: Writing frame: Reporting an investigationH1d Resource

EquipmentFor each group:● limestone chippings ● two 50 cm3 measuring cylinders● dilute hydrochloric acid ● trough● 100 cm3 conical flask ● stopwatch● delivery tube ● access to a balance

For your informationRunning the activityCore: Pupils design an experimental approach to find which of two types of limestone has the highestamount of calcium carbonate. They look at the apparatus for the practical to suggest ideas.

Groups present their ideas to the class. They should suggest two plans: one involving the measurement ofhow long it takes for a measured mass of limestone to give off a measured volume of carbon dioxide andone involving the measurement of total volume of carbon dioxide evolved by the complete reaction of ameasured mass of limestone. If both plans are not suggested then introduce them.

Each group is set one of the plans for a preliminary investigation with the object of groups comparingexperiences to decide which would be the best plan to use for the investigation.

Groups carry out the preliminary experiments and report back to the class. The good and bad points ofeach method are discussed. It should be obvious that measurement of total volume evolved will take toolong or will involve collection of too much gas or will stop when acid is used up. Suggestions of using lesslimestone can be countered with the ideas that this will make the measurements less accurate.

The class is then given the set of secondary data on the Resource sheet using the timed method for them toprocess, draw conclusions and make evaluations.

Help: This provides full instructions for both of the preliminary experiments. Less able pupils may needhelp with calculations of mean times on the Resource sheet.

Expected outcomesPupils should find that the timing of a set volume of carbon dioxide is the most reliable method. They willfind from the sample data that limestone B has a higher calcium carbonate content than limestone A.

The mean times to collect 50cm3 carbon dioxide (in seconds) are: for limestone A 66.2; for limestone B100.2 if anomalous results included, 96.75 if anomalous results excluded.

PitfallsPupils should suggest both methods, but may need to be prompted. Other methods may be suggested;most can be discarded as not practical. Some pupils may suggest modifications to the methods, e.g. for thetotal volume they may suggest using less limestone or a larger measuring cylinder. These may be tried outby groups.

Safety notesAlthough the hydrochloric acid used is dilute (2.0 mol dm−3) pupils should be warned not to spill it,particularly on clothes. Any spills should be wiped up immediately. Eye protection must be worn.


Type Purpose DifferentiationPractical Pupils plan and then carry out preliminary experiments to find a method to determine

which of two types of limestone contains the most calcium carbonate. Pupils thenanalyse a set of secondary data to find the answer to the question.

Core (Extension), HelpResource


H1dActivity

CoreInvestigate: How much carbonate is in a limestone rock?

Sheet 1 of 2

Although all limestone rocks contain calcium carbonate, theamount in each rock varies. You are going to design and carryout preliminary tests to find the best plan for finding out whichof two limestone rocks contains the most calcium carbonate.You will then use a set of secondary results to decide which oftwo samples of limestone contains the most calcium carbonate.

Equipment

● limestone chippings ● dilute hydrochloric acid● 100cm3 conical flask ● delivery tube● two 50cm3 measuring cylinders ● trough● stopwatch ● access to a balance

Planning and predicting

1 Look at the apparatus available. Decide what measurements you couldtake to compare the amount of carbon dioxide in two differentsamples of limestone.

2 Think about the other variables in this investigation, and how you cankeep them the same.

3 Decide how many times you would need to repeat your experiment toget reliable results.

4 Write a plan giving details of what you are going to do. Include adiagram of the equipment you are going to use.

5 Decide what safety measures you should take.6 Predict what you think your results will show, and write a scientific

explanation for what you think will happen.7 Show this plan to your teacher for approval before you begin to use

the equipment. You may have to make some changes to your plan.8 In preliminary experiments some groups will try one method, whilst

others will try a second method. This is to see which method wouldbe the best to use and to identify any improvements.

Obtaining evidence and presenting results

9 Carry out whichever method you have been told to by your teacher.In a preliminary experiment you do not need to repeat any of theresults.

10 Record your results in a table.11 Your teacher will ask each group to report to the class so you can

discuss which of the two methods would be the better one to use.


Wear eyeprotection.

Take care whenhandling dilutehydrochloric acid.

Any spillage must bewiped up immediately.


H1dActivity

Core


12 You are not going to carry out the actual method you havechosen from your preliminary work to do a full investigation.Instead, you are going to analyse some secondary data producedfor you from an investigation. Look at the data on the Resourcesheet and follow the instructions there.

13 Now answer the questions below.

Evaluating

1 Were any of the results different from the other results for thistype of limestone?

2 What might have caused this difference?3 What does your answer to 1 suggest about the reliability of the

conclusion you made from these results?4 What changes could be made to improve the plan of this

investigation to make the conclusion more reliable?5 What other experiments could you carry out to find out more

about the composition of different types of limestone?


Investigate: How much carbonate is in alimestone rock? (continued)

6 How accurate was this method of finding the amount of calciumcarbonate in limestone?

7 How could you make an accurate measurement of the amount ofcalcium carbonate in limestone?

Extension


H1dActivity

HelpInvestigate: How much carbonate is in a limestone rock?

Each group in your class is going to try out one of two methodsto find which type of limestone has the most calcium carbonate.

Equipment

● limestone chippings ● dilute hydrochloric acid● 100cm3 conical flask ● delivery tube● two 50cm3 measuring cylinders ● trough● stopwatch ● access to a balance

Obtaining evidence: method 1

1 Set up the apparatus as shown in the diagram.

2 Use a measuring cylinder to pour 50cm3 of dilute hydrochloric acid into the 100cm3

conical flask.3 Weigh out 5g of limestone chippings onto a piece of paper.4 Add the limestone chippings to the hydrochloric acid in the conical flask and replace

the delivery tube. At the same time start the stopwatch.5 Time how long it takes for the carbon dioxide produced in the reaction to reach the

50cm3 mark on the measuring cylinder.

Obtaining evidence: method 2

1 Set up the apparatus as shown in the diagram.2 Use a measuring cylinder to pour 50cm3 of dilute hydrochloric acid into the 100cm3

conical flask.3 Weigh out 5g of limestone chippings onto a piece of paper.


Wear eyeprotection.

Take care whenhandling dilutehydrochloric acid.

Any spillage must bewiped up immediately.

stand andclamp

measuringcylinder

limestone

50 cm3 dilutehydrochloric acid

bung

flask

water intrough


H1dActivity

HelpInvestigate: How much carbonate is in alimestone rock? (continued)

4 Add the limestone chippings to the hydrochloric acid in the conical flask and replacethe delivery tube.

5 Record what volume of carbon dioxide is produced as the whole 5g of limestonechippings react.

Presenting results

6 Carry out whichever method you have been told to by your teacher. In a preliminaryexperiment you do not need to repeat any of the results.

7 Record your results in a table.8 Your teacher will ask each group to report to the class so you can discuss which of the

two methods would be the better one to use.


9 You are not going to carry out the actual method you have chosen from yourpreliminary work to do a full investigation. Instead, you are going to analyse somesecondary data produced for you from an investigation. Look at the data on theResource sheet and follow the instructions there.

10 Now answer the questions below.

Evaluating

1 Complete these sentences about the results for limestone A and limestone B bycrossing out the incorrect words.All of the results for limestone A are similar/different.In the results for limestone B one/two of the results is/are different from the others.

2 Complete this sentence about the reliability of the results for limestone A andlimestone B by crossing out the incorrect word.The results for limestone B are more/less reliable than those for limestone A.

3 Which of the following statements could explain why all of the results from limestoneB are not similar?A Too much time was taken putting the delivery tube back into the conical flask.B The experiment was done on a hot day.C Less than 5g of limestone chippings were weighed out.D The stopwatch was not started quickly enough.

4 Which of these changes to the plan for this investigation might make the results forlimestone B more reliable?A Repeat the experiment several more times.B Use only 2g of limestone chippings.C Collect only 20cm3 of gas each time.D Make sure the temperature of acid is the same each time.



H1dActivityResourceInvestigate: How much

carbonate is in a limestone rock?In an investigation to find which of two types of limestonecontains the most calcium carbonate the same mass of each typeof limestone was reacted with an excess of hydrochloric acid.

The time taken to collect a measured volume of carbon dioxideproduced in the reaction was measured. This measurement wastaken five times for each type of limestone.


These results are shown in the table.

1 Calculate the mean time taken for each type of limestone toproduce 50cm3 of carbon dioxide. Add these mean times to therow at the bottom of the above table.

2 Which type of limestone contains the most calcium carbonate,A or B?Explain how the results show this.


Experiment number

Time taken to collect50cm3 carbon dioxide in seconds

Limestone A Limestone B

1 65 98

2 67 96

3 65 96

4 68 114

5 66 97

Mean time taken to collect50cm3 carbon dioxide in seconds

Limestone A Limestone B


H2aTeacher

activity notesIgneous rocks

Running the activityPupils work in small groups or pairs following the instructions on the sheet.Molten salol is poured onto warm and cold slides, to investigate the size of crystalsformed on cooling.

Other relevant materialPupils could be shown samples of basalt and granite to illustrate the size ofcrystals.

Expected outcomesPupils should observe with their hand lenses that the crystals formed as the salolcooled slowly were larger than those formed by quick cooling.

PitfallsIf the salol is too thick it may be difficult to see the crystals.

Safety notesSalol is harmful – pupils should avoid spilling it on clothes and skin, and shouldwash their hands afterwards. Eye protection should be worn.

Answers1 Formed small crystals.

2 basalt

3 Formed large crystals.

4 granite

5 Fast cooling leads to small crystals and slow cooling produces big crystals.

6 Basalt was formed as molten lava cooled quickly (nearer the surface), granitewas formed as the molten larva cooled slowly (underground).


Type Purpose DifferentiationPractical Pupils cool molten salol on a hot surface and on a cold surface to compare the crystals

formed quickly and slowly.Core


H2aTechnician

activity notesIgneous rocks

Other relevant materialPupils could be shown samples of basalt and granite to illustrate the size ofcrystals.


● salol● large beaker● teat pipette● two microscope slides● three small beakers● hand lens● hot water● ice cubes

For your informationRunning the activityPupils work in small groups or pairs following the instructions on the sheet.Molten salol is poured onto warm and cold slides, to investigate the size of crystalsformed on cooling.

Expected outcomesPupils should observe with their hand lenses that the crystals formed as the salolcooled slowly were larger than those formed by quick cooling.

PitfallsIf the salol is too thick it may be difficult to see the crystals.

Safety notesSalol is harmful – pupils should avoid spilling it on clothes and skin, and shouldwash their hands afterwards. Eye protection should be worn.


Type Purpose DifferentiationPractical Pupils cool molten salol on a hot surface and on a cold surface to compare the crystals

formed quickly and slowly.Core


H2aActivity

CoreIgneous rocks

Igneous rocks, such as basalt and granite, have crystals in them.The size of the crystals depends on how fast the molten rockcooled when the igneous rock was made. In this experiment youare going to investigate how these crystals are formed. You aregoing to use a chemical called salol to model this process.

Equipment

● salol ● three small beakers ● large beaker ● hand lens● teat pipette ● hot water ● two microscope slides ● ice cubes

Obtaining evidence

1 Fill one small beaker with ice and one with hotwater. Stand a microscope slide in each beaker.

2 Put some salol into another small beaker.3 Stand the beaker of salol inside a large beaker

of hot water and wait for the salol to melt.4 Fill a teat pipette with the molten salol.

Remove the slide from the hot beaker andquickly place a few drops of salol onto thewarm slide. Place the slide flat on the bench.

5 Repeat this with the slide from the cold beaker.6 Wait for the salol to solidify.7 Examine the two slides with your hand lens.

Presenting the results

8 Make a table like the one below to record your observations.


1 What happened to the salol that cooled quickly?2 Is this more like basalt or granite?3 What happened to the salol that cooled slowly?4 Is this more like basalt or granite?5 What is the relationship between how fast the salol cools and the size of the crystals?6 What does this experiment tell you about the igneous rocks basalt and granite?


Wear eyeprotection.

Take care whenhandling hotsalol and hot

microscope slides.

cold slide

warm slide

warm slide cold slide

Temperature How quickly did Describe the Draw the of slide it solidify crystals crystals


H2bTeacher

activity notesComparing igneous rocks

Running the activityCore: Pupils use a digital balance to measure the mass, and a displacement can and measuring cylinder tomeasure the volume of samples of granite, basalt, gabbro and obsidian. They calculate the density of eachsample and relate this to the iron and silicon content of the rocks.

Help: Pupils compare the colours of samples of granite, basalt, gabbro and rhyolite. They place the rocks inorder from lightest to darkest and relate this to the iron and silicon content of the rocks.

Extension: Pupils relate the density of rocks to the physical properties of iron and silicon compounds.

Other relevant materialExtension pupils should be provided with a copy of the Periodic Table.

Expected outcomesCore: Pupils find that iron-rich igneous rocks such as basalt and gabbro have a higher density than silicon-rich rocks such as granite and obsidian.

Help: Pupils find that iron-rich igneous rocks such as basalt and gabbro are darker in colour than silicon-rich rocks such as granite and rhyolite.

Extension: Pupils will relate the high density of iron-rich rocks to the high atomic mass of iron and the lowdensity of silicon-rich rocks to the lower atomic mass of silicon.

PitfallsEven with the help provided some pupils will find calculation of density difficult. It may help to put oneworked example on the board for pupils to follow.

Safety notesSpillage of water may make the floor slippery.

AnswersCore:

1 Order of density: obsidian (2.35 g/cm3) granite (2.69 g/cm3) gabbro (3.00 g/cm3) basalt (3.01 g/cm3).

2 Gabbro and basalt contain a large amount of iron (compounds).

3 Obsidian and granite contain a large amount of silicon (compounds).

Help:

1 Order of colour from lightest to darkest: rhyolite, granite, gabbro, basalt.

a Gabbro and basalt contain a large amount of iron (compounds).b Rhyolite and granite contain a large amount of silicon (compounds).

Extension:

1 Order of density: obsidian (2.35 g/cm3) granite (2.69 g/cm3) gabbro (3.00 g/cm3) basalt (3.01 g/cm3).

2 Obsidian and granite contain a large amount of silicon (compounds).

3 Gabbro and basalt contain a large amount of iron (compounds).

4 Iron has a higher atomic mass than silicon so iron compounds are more dense than silicon compounds.


Type Purpose DifferentiationPractical Pupils measure the density of a sample of each of four different igneous rocks and

relate the results to the mineral content of the rocks.Core, Help, Extension


H2bTechnician

activity notesComparing igneous rocks

Other relevant materialExtension: Pupils should be provided with a copy of the periodic table.

Equipment● samples of granite, basalt, gabbro and obsidian (rhyolite for Help)● displacement can● 50 cm3 measuring cylinder● access to a balance

For your informationRunning the activityCore: Pupils use a digital balance to measure the mass, and a displacement can andmeasuring cylinder to measure the volume of samples of granite, basalt, gabbroand obsidian. They calculate the density of each sample and relate this to the ironand silicon content of the rocks.

Help: Pupils compare the colours of samples of granite, basalt, gabbro and rhyolite.They place the rocks in order from lightest to darkest and relate this to the ironand silicon content of the rocks.

Extension: Pupils relate the density of rocks to the physical properties of iron andsilicon compounds.

Expected outcomesCore: Pupils find that iron-rich igneous rocks such as basalt and gabbro have ahigher density than silicon-rich rocks such as granite and obsidian.

Help: Pupils find that iron-rich igneous rocks such as basalt and gabbro are darkerin colour than silicon-rich rocks such as granite and rhyolite.

Extension: Pupils will relate the high density of iron-rich rocks to the high atomicmass of iron and the low density of silicon-rich rocks to the lower atomic mass ofsilicon.

PitfallsEven with the help provided some pupils will find calculation of density difficult.It may help to put one worked example on the board for pupils to follow.

Safety notesSpillage of water may make the floor slippery.


Type Purpose DifferentiationPractical Pupils measure the density of a sample of each of four different igneous rocks and

relate the results to the mineral content of the rocks.Core, Help, Extension


H2bActivity

CoreComparing igneous rocks

Density can tell us what the composition of igneous rocks mightbe. In this activity you will compare the density of some differentigneous rocks. By finding out the mass and the volume of eachpiece of rock, you can work out the density of your rock samples.

Equipment

● samples of granite, basalt, ● displacement cangabbro and obsidian ● access to a balance

● 50cm3 measuring cylinder

Obtaining evidence

1 Measure the mass of each sample on a digital balance.Record the results.

2 Fill a displacement can with water and gently place thesample in it, being careful no water is spilt except into themeasuring cylinder. Record the volume of water displacedfor each one. This is the volume of each sample.


3 Record your results in this table.Calculate the density by dividing the mass (ing) by thevolume (in cm3).

density = massvolume

Considering the evidenceLess dense igneous rocks are made mainly of minerals containing non-metalssuch as silicon.Dense igneous rocks are made mainly of minerals containing metals such as iron.

1 Make a list of the four igneous rocks in order of density.2 Which rocks would you expect to contain a large amount of iron?3 Which rocks would you expect to contain a large amount of silicon?


granite basalt gabbro obsidian

Mass (g)

Volume (cm3)

Density (g/cm3)(i.e. mass ÷ volume)

Wear eyeprotection.

Spilled watercan make thefloor slippery.

Be careful not to spillwater on the floor.If you do spill somewater wipe it up.


H2bActivity

HelpComparing igneous rocks

The chemical composition of an igneous rock can tell us aboutthe way that it was formed. In this activity you will compare thecolour of some different igneous rocks.

Obtaining evidence

1 Collect a sample of one of the igneous rocks.2 Look carefully at the colour of this rock sample.3 Use the table to record the name and colour of the sample.4 Repeat steps 1 to 3 with the other samples of igneous rocks.5 Put the rocks in order of lightest to darkest by numbering them 1

to 4 with 1 for the lightest colour.


6 Record your results in a table.


Light coloured igneous rocks are made mainly of minerals containingnon-metals such as silicon.

Dark coloured igneous rocks are made mainly of minerals containingmetals such as iron.

1 Look at the four igneous rocks in order of colour from lightest todarkest.a Which rocks would you expect to contain a large amount of

iron?b Which rocks would you expect to contain a large amount of

silicon?


Granite Basalt Gabbro Rhyolite

Colour

Order of colour fromlightest to darkest


H2bActivity

ExtensionComparing igneous rocks

Density can tell us what the composition of igneous rocks mightbe. In this activity you will compare the density of some differentigneous rocks.

Equipment ● samples of granite, basalt, ● displacement can

gabbro and obsidian ● access to a balance● 50cm3 measuring cylinder

Obtaining evidence

1 Measure the mass of each sample on a digital balance.Record the results.

2 Fill a displacement can with water and gently place thesample in it, being careful no water is spilt except into themeasuring cylinder. Record the volume of water displaced foreach one. This is the volume of each sample.


3 Fill in this table with your results. Calculate the density bydividing the mass (ing) by the volume (incm3).


Less dense igneous rocks are made mainly of minerals containing non-metalssuch as silicon. Dense igneous rocks are made mainly of minerals containing metals such as iron.

1 Make a list of the four igneous rocks in order of density.2 Which rocks would you expect to contain a large amount of silicon?3 Which rocks would you expect to contain a large amount of iron?4 Suggest why iron-rich igneous rocks are more dense than silicon-rich igneous rocks.

(You may find it helpful to look up iron and silicon on a copy of the periodic table.)


Wear eyeprotection.

Spilled watercan make thefloor slippery.

Be careful not to spillwater on the floor.If you do spill somewater wipe it up.

granite basalt gabbro obsidian

Mass (g)

Volume (cm3)

Density (g/cm3)(i.e. mass ÷ volume)


H2cTeacher

activity notesVolcano composition

Running the activityCore: Pupils require access to the Internet to find information about the formation and mineral content ofigneous rocks. They then answer questions to help them link these ideas.

Other relevant materialSkill sheet 6: Interpreting graphsSome websites to get started are listed below.Rock Hounds: How igneous rock is formedIgneous RocksIgneous rocks tour

PitfallsSome pupils will need help to find websites and to extract relevant information from them.

AnswersCore:

1 Granite contains more feldspar and gabbro contains more iron-rich minerals. Granite also containsmore quartz. This makes the granite lighter in colour than the gabbro.

2 Rhyolite contains more feldspar and basalt contains more iron-rich minerals. Rhyolite also containsmore quartz. This makes the rhyolite lighter in colour than the basalt.

3 Answer depends on pupil’s Internet search.

4 On the continents/land masses. These volcanoes tend to be more cone shaped.

5 In the oceans or on small oceanic islands. These volcanoes tend to be less cone shaped.

6 Cone shaped volcanoes are usually those that have produced lava that has a high content of silica-richminerals.

Extension:

7 Igneous rocks rich in iron compounds have a higher density than those rich in silicon compounds(e.g. silicon oxide, known as silica).

8 On the continents/land.

9 In the oceans or on small oceanic islands.

10 Iron-rich igneous rocks are formed by magma from moderate volcanoes (with streaming lava flows andfrequent eruptions producing basalt lavas, sometimes with gas bubbles), found in the oceans or oceanicislands.

Silicon-rich igneous rocks are formed by magma from explosive volcanoes (with violent and generallyunpredictable eruptions producing ash and pumice, but not lava), found on the continental landmasses.

11 Answer depends on the amount of evidence found by the pupil.

Help:

1 Granite contains more feldspar and gabbro contains more iron-rich minerals. Granite also containsmore quartz.

2 Granite is lighter in colour than the gabbro. The colour depends on the mineral content. Light colourshave more quartz and feldspar, dark colours have more iron-rich minerals.

3 It contains less feldspar than granite and less iron-rich minerals than gabbro. The colour will be midwaybetween the light granite and the dark gabbro.

4 Volcanoes with silica-rich and quartz-rich rocks occur on the continents/land masses.

5 Volcanoes with iron-rich rocks occur in the oceans or on small oceanic islands.


Type Purpose DifferentiationPaper Pupils analyse a graph and use the Internet to find information to answer questions linking

the mineral composition of igneous rocks to the method and location of their formation.Core (Extension), Help


http://www.heinemann.co.uk/hotlinks/url.asp?urlid=6549



H2cActivity

CoreVolcano composition

Sheet 1 of 1

The mineral composition and physical properties of different types of igneous rockdepend on how and where the rocks were formed. You will analyse a graph and usethe Internet to find information to answer questions on this topic.

Obtaining evidence

Igneous rocks generally contain three main types of minerals, feldspar, quartz and iron-rich minerals. Feldspar has pink/grey crystals, quartz has white crystals and iron mineralsare dark/black. The graph below shows the percentage content of these three minerals insix types of igneous rock.

1 Use the graph to answer 1 – 3 below.2 Now use the Internet to collect information

about volcanoes to enable you to answer4 – 6 about volcanoes and the compositionof igneous rocks.


1 Compare the mineral content and appearanceof granite and gabbro, using the information inthe graph.

2 Compare the mineral content and appearanceof rhyolite and basalt, using the information inthe graph.

3 Make a list of common igneous rocks togetherwith details of their mineral composition. You may find it useful to put this information into a table.

4 Where are volcanoes with silica-rich and quartz-rich rocks found? What shape are they?5 Where are volcanoes with iron-rich rocks found? What shape are they?6 What is the link between the chemical composition of magma and the shape of

volcanoes?

7 How is the mineral content of igneous rocks related to their density? 8 Where are explosive volcanoes (with violent and generally unpredictable eruptions

producing ash and pumice, but not lava) found?9 Where are moderate volcanoes (with streaming lava flows and frequent eruptions

producing basalt lavas, sometimes with gas bubbles) found?10 What is the link between the chemical composition of magma and the type of

volcanic activity?11 How well does the evidence you have gathered support the conclusion you have

made in 6 ?


Chart of common igneous rock types

Lightcoloured

Mediumcolour

Darkcoloured

feldspar

granite

Colour ortone

Crystal size

Largecrystals

Smallcrystals

diorite gabbro

rhyolite andesite basalt

75 %

50 %

25 %

0 %

iron minerals

quatrzquartz

Extension


H2cActivity

HelpVolcano composition


The minerals in different types of igneous rock depend on howand where the rocks were formed. You will analyse a graph anduse the Internet to find information to answer questions on thistopic.

Obtaining evidence

Igneous rocks generally contain three main types of minerals.Feldspar has pink/grey crystals, quartz has white crystals and ironminerals are dark/black. The graph below shows the percentagecontent of these three minerals in six types of igneous rock.

1 Use the graph to answer 1 – 3 below.2 Now use the Internet to collect

information about volcanoes to enableyou to answer 4 – 5 about volcanoes.


1 Describe the mineral content of graniteand gabbro.

2 Look at the colour of granite and gabbroand relate it to the mineral content ofthe rocks.

3 Look at the graph of the minerals againand describe what it shows that suggestsdiorite would be a medium colour.

4 Where are volcanoes with silica-rich and quartz-rich rocks found? 5 Where are volcanoes with iron-rich rocks found?

Chart of common igneous rock types

Lightcoloured

Mediumcolour

Darkcoloured

feldspar

Iron mineralsquartz

granite diorite gabbro

75 %

50 %

25 %

0 %

iron minerals


H3aTeacher

activity notesPresenting rocks

Running the activityCore: Pupils will need access to a range of textbooks and if possible to the Internetand CD-ROMs. They are provided with headings and a list of areas to be coveredto help them organise what should go into the presentation.

Extension: Pupils are provided with a brief list of question instead of a list ofheadings and areas to be covered.

Other relevant materialSome pupils may wish to produce OHT slides, so acetate sheets and pens should beavailable. If a PC projector is available some pupils may wish to prepare aPowerPoint presentation.

PitfallsSome pupils will need help in finding relevant information and in organising thisinto a concise presentation.


Type Purpose DifferentiationICT Pupils collect information from textbooks, Internet, CD-ROMs, etc. and prepare a talk on

rocks.Core, Extension


H3aActivity

CorePresenting rocks

You are going to make a presentation about the different typesof rock to a group of pupils before they go on a geology fieldtrip. Your presentation is the only background information theywill receive to help them understand the different types of rockthey will find.

You can produce a slide-show presentation or make an informationleaflet using desktop publishing. Use textbooks, CD-ROMs and theInternet, if possible, to research your presentation. Try to use morethan one source of information.

Remember, you should write in your own words rather than copytext from sources. Include illustrations, if you can, to show how therocks are formed.

Here is a suggested list of things to include in your presentation:


TITLE

General introduction

Igneous rocks

How are they made?

What do they look like?

Give two examples.

What can they be used for?

Sedimentary rocks

How are they made?


Give two examples.


Metamorphic rocks

How are they made?


Give two examples.


Summary


H3aActivity

ExtensionPresenting rocks

You are going to make a presentation about the different types of rockto a group of pupils before they go on a geology field trip. Yourpresentation is the only background information they will receive tohelp them understand the different types of rock they will find.

You can produce a slide-show presentation or make an information leafletusing desktop publishing. Use textbooks, CD-ROMs and the Internet, ifpossible, to research your presentation. Try to use more than one source ofinformation and produce a list of all the information sources you have used.

Remember, you should write in your own words rather than copy text fromsources. Include illustrations, if you can, to show how the rocks are formed.

You will need to provide information to answer the following:

What are the main types of rock?What are their main properties?Give examples of each type of rock.Explain how they can be used.


Sheet 1 of 1

ActivityExtensionH3a Presenting rocks


You are going to make a presentation about the different types of rockto a group of pupils before they go on a geology field trip. Yourpresentation is the only background information they will receive tohelp them understand the different types of rock they will find.

You can produce a slide-show presentation or make an information leafletusing desktop publishing. Use textbooks, CD-ROMs and the Internet, ifpossible, to research your presentation. Try to use more than one source ofinformation and produce a list of all the information sources you have used.

Remember, you should write in your own words rather than copy text fromsources. Include illustrations, if you can, to show how the rocks are formed.

You will need to provide information to answer the following:

What are the main types of rock?What are their main properties?Give examples of each type of rock.Explain how they can be used.


H3bTeacher

activity notesThe story of a rock

Running the activityCore: Pupils will need access to a range of textbooks and if possible to the Internetand CD-ROMs.

Help: A writing frame is provided.

Other relevant materialPupils may be given a copy of the rock cycle.

PitfallsSome pupils will have difficulty in knowing where to begin and/or may becomeconfused over the progress made by the rock through the rock cycle.


Type Purpose DifferentiationPaper Pupils use information from textbooks, Internet, CD-ROMs and information from Activity H3a

to write a story detailing the history of a rock from when it was first formed up to today.Core, Help


H3bActivity

CoreThe story of a rock

A piece of rock picked up from the ground has a long history.Rocks are millions of years old. Over the passage of time onetype of rock is formed from another. You are going to write thestory of one piece of rock.

Use textbooks, the Internet or CD-ROMs to gather information abouthow rocks are formed. You may use information from Activity H3a.

Imagine a rock as it was first formed. What could then havehappened to this rock over millions of years? Think of how it couldhave been changed by weathering, Earth movements, being heatedor melted, etc.

Now write a story about this rock and the things that havehappened to it. You could write this story as though you are thevoice of the rock, or you could act as the narrator of the story.


Sheet 1 of 1

ActivityCoreH3b The story of a rock

A piece of rock picked up from the ground has a long history.Rocks are millions of years old. Over the passage of time onetype of rock is formed from another. You are going to write thestory of one piece of rock.

Use textbooks, the Internet or CD-ROMs to gather information abouthow rocks are formed. You may use information from Activity H3a.

Imagine a rock as it was first formed. What could then havehappened to this rock over millions of years? Think of how it couldhave been changed by weathering, Earth movements, being heatedor melted, etc.

Now write a story about this rock and the things that havehappened to it. You could write this story as though you are thevoice of the rock, or you could act as the narrator of the story.



H3bActivity

HelpThe story of a rock

Use this sheet to help you write your story.

I started life as a large piece of granite on top of a mountain. At

night it was cold and in the day it was hot. This caused

Water got into the cracks and froze. This

Heavy rain washed my fragments

I was deposited

on top of me.

Gradually the pressure caused my crystals to

Earth movements carried me deep down, where there were high

More Earth movements carried me further down so that

Pressure forced me through cracks in the Earth’s crust

Here I now stand



H4aTeacher

activity notesRock key

Running the activityPupils are given a rock key and have access to several rock samples. They use thekey to classify each of the rocks. Pupils check their answers with the teacher.

Give pupils one rock that cannot be classified using this key. To create conflict givethem a sample of marble. This will give a false classification of limestone using thekey.

Pupils should suggest how the key may be modified to enable it to identify thisrock.

Other relevant materialH4a Resource

Expected outcomesPupils should be able to use the key to classify correctly all but one of the rocksamples. They should then be able to modify the key so that it will classify thisrock.

PitfallsSome pupils will have difficulty in classifying the rocks that the key should classifyand may need help following the key. The conflict introduced by the rock thatcannot be classified correctly using this key may worry some pupils, who will needto be reassured that this is what should happen.

Safety notesPupils must take care when handling hydrochloric acid. Any spills should bewiped up immediately.

Pupils must wear eye protection.

Answers1 marble

2 It could not be distinguished from limestone, although it is obviously differentfrom limestone.

3 To accommodate the marble, pupils should suggest the introduction of anotherbranch/question after ‘Does acid make the rock fizz?’. This addition should ask,e.g. ‘Is the rock soft when scratched with a scalpel?’ The answer ‘No’ indicatesmarble; the answer ‘Yes’ proceeds to the next question ‘Are there shellyfragments?’


Type Purpose DifferentiationPractical Pupils use a rock key to classify samples of rocks. They then modify the key to classify

one sample that the original key could not classify.Core Resource


H4aTechnician

activity notesRock key

Other relevant materialH4a Resource


● rock key● rock samples● hand lens● dilute hydrochloric acid● dropping pipette● watch glass

Rock samples must include shelly limestone, chalk, conglomerate, sandstone,mudstone, shale, basalt, granite, gabbro and marble.

For your informationRunning the activityPupils are given a rock key and have access to several rock samples. They use thekey to classify each of the rocks. Pupils check their answers with the teacher.

Give pupils one rock that cannot be classified using this key. To create conflict give them a sample of marble. This will give a false classification of limestoneusing the key.

Pupils should suggest how the key may be modified to enable it to identify thisrock.

Expected outcomesPupils should be able to use the key to classify correctly all but one of the rocksamples. They should then be able to modify the key so that it will classify thisrock.

PitfallsSome pupils will have difficulty in classifying the rocks that the key should classifyand may need help to follow the key. The conflict introduced by the rock thatcannot be classified correctly using this key may worry some pupils, who will needto be reassured that this is what should happen.

Safety notesPupils must take care when handling hydrochloric acid. Any spills should bewiped up immediately.

Pupils must wear eye protection.


Type Purpose DifferentiationPractical Pupils use a rock key to classify samples of rocks. They then modify the key to classify

one sample that the original key could not classify.Core Resource


H4aActivity

CoreRock key

When biologists want to classify different species of plants oranimals they use a key. A key is a series of questions that youanswer to lead you to the correct classification of a plant, animalor object. You are going to use a key to classify some rocksamples.

Equipment

● rock key● rock samples● hand lens● dilute hydrochloric acid● dropping pipette● watch glass

Obtaining evidence

1 Use the rock key on the Resource sheet to classify each of therock samples given to you.

2 Record the results of each test you do on each of the rocks.3 Record each classification you make.4 Check your rock classifications with your teacher.


1 Was there a rock that could not be classified correctly using thekey?

2 Why was it not possible to classify this rock correctly?3 Suggest how you could modify the key so that it will classify this

rock.


Wear eyeprotection.

Care shouldbe taken whenhandling

hydrochloric acid. Anyspills should be wipedup immediately.


H4aActivityResourceRock key

When biologists want to classify different species of plants oranimals they use a key. A key is a series of questions that youanswer to lead you to the correct classification of a plant, animalor object. You are going to use a key to classify some rocksamples.


Does acid makethe rock fizz?

How big arethe crystals?

shelly limestone

limestone

chalk

mudstoneshalegranitegabbro

basalt

Start here

no

yesyes

no

Are the grains bigenough to see?

Are there grains or crystals?

yes

no

yes no

verysmall

seeneasily

dark(black)

pale(pink)

crystals grains

Are thecrystals mostlypale or dark?

Are there shellyfragments?

Can you seelayers?

conglomerate

sandstone

How large arethe grains?

pebblesized

sandsized


H1 PlenariesHard rock

Review learning● Pupils work in groups of two to match cards printed with rock

types to the names of example rocks and to the processesinvolved in their formation.

● Each group in turn reports one set of their matches to the classfor discussion.

Sharing responses● Pupils work in groups of four to brainstorm the question ‘What

causes the grains in sedimentary rocks to stick together?’

● Tell pupils to look back at the results they got for Activity H1ato help them with this brainstorming.

● Each group prepares an answer to report back to the class.

Group feedback● Pupils work in groups of four to brainstorm the question ‘What

happens to the grains in sedimentary rocks when they arechanged into metamorphic rocks?’

● Tell pupils to look back at the results they got for Activity H1bto help them with this brainstorming.

● Each group prepares an answer to report back to the class.

Word game● Pupils match cards bearing the names of sedimentary rocks

with cards bearing the names of the metamorphic rocks thatthey are changed into.

● Each group reports back one matching pair to the class.

Looking ahead● Pupils look at a wide range of igneous rock samples to include

many examples.

● Pupils try to list the characteristics of the igneous rocks andgroup them into different types. They could be encouraged tocompare them with the sedimentary and metamorphic rockcharacteristics they have already met in this lesson.

➔ Pupil sheet

AnswersSedimentary: limestone, sandstone,cementation, compaction.Metamorphic: marble, slate, highpressure, high temperature.Igneous: basalt, granite, melting,crystallising.

➔ Pupil sheet

Answerslimestone to marblemudstone to shalesandstone to quartzshale to slate

Equipment• Samples of as many igneous rock

types as possible, guide book forthe identification of rocks.

It is possible to purchase a ‘displaycase’ containing many small rocksamples complete with documen-tation.



Review learning

Match rock name toprocess of formationand rock type.

Sharing responses

Pupils brainstorm in groupsusing their results from ActivityH1a to suggest what causes thegrains in sedimentary rocks tostick together.

Group feedback

‘What happens to thegrains in sedimentaryrocks when they arechanged intometamorphic rocks?’

Word game

Matching exercise forsedimentary rocks and themetamorphic rocks they arechanged to.

Looking ahead

Pupils look at a range of namedrock samples, includingsedimentary, metamorphic andigneous.

H-Plenaries.qxd 22-Oct-03 4:15 PM Page 1

H1 PlenariesHard rock

Review learning

You have three groups of cards:

Types of rockRock namesProcesses

1 Match one card from the ‘Types of rock’ group with two cards from the ‘Processes’group and two cards from the ‘Rock names’ group to form a set.

2 Repeat this until all of the cards have been used.3 When asked by your teacher, read out one of your sets of cards to the class.


Type of rock

sedimentary

Type of rock

metamorphic

Type of rock

igneous

Rock name

basalt

Rock name

granite

Rock name

limestone

Rock name

marble

Rock name

sandstone

Rock name

slate

Process

high pressure

Process

high temperature

Process

cementation

Process

compaction

Process

crystallising

Process

melting


H1 PleanariesHard rock

Word game

Sheet 1 of 1

Sheet 1 of 1


PlenariesH1 Hard rock


Sedimentary rock

limestone

Sedimentary rock

mudstone

Sedimentary rock

sandstone

Sedimentary rock

shale

Metamorphic rock

marble

Metamorphic rock

shale

Metamorphic rock

slate

Metamorphic rock

quartz

Sedimentary rock

limestone

Sedimentary rock

mudstone

Sedimentary rock

sandstone

Sedimentary rock

shale

Metamorphic rock

marble

Metamorphic rock

shale

Metamorphic rock

slate

Metamorphic rock

quartz

Word game


H1 PlenariesInvestigate: How much carbonateis in a limestone rock?

Review learning● Ask pupils to work in groups of four to list the key variables in this

investigation and then determine which needed to be controlled andsuggest why they needed to be controlled.

● Ask one pupil from each group to report their suggestions to the class.● Lead the class discussion to cover all of the variables (temperature,

volume of acid, concentration of acid, mass of limestone, size oflimestone pieces) and why they needed to be controlled (would have aneffect on the time taken to collect a specified volume of carbon dioxide).

Group feedback● Ask each group to report the results of their preliminary investigation to

the class.● Choose one set of results to put up onto the board.● Ask individual pupils to say what the results show.● Lead class discussion of which method would be easier to use/give the

best results.

Analysing● Ask pupils to work in groups to decide how well the secondary data

from the Resource sheet have answered the original question ‘What isthe carbonate content of a limestone rock?’

● Ask one pupil from each group to report back their suggestions to theclass.

● Lead the class discussion to emphasise that this investigation has onlygiven a comparison of carbonate content and not an actual amount ofcarbonate.

● Move on to ask for ideas of how the percentage of carbonate could bemeasured.

● If not suggested by pupils introduce the idea of measuring the mass oflimestone used and the total mass/volume of carbon dioxide produced.

● Introduce the idea of using excess acid for this investigation.

Evaluating● Ask pupils to work in the same groups as they did for the preliminary

investigation to answer the questions opposite.

● Ask one pupil from each group to report their suggestions back to theclass.

● Lead the discussion on to how the design of the experiments could beimproved.

QuestionsHow closely do thesecondary data results agreewith each other?

Are there any anomalousresults?

How reliable are thesecondary data results?

How could such an investi-gation be improved?



Review learning

Teacher-led review of the keyvariables in this investigation andwhy they needed to be controlled.

Group feedback

Groups report theirpreliminary results to theclass.

Analysing

Teacher-led discussion of the sample setof results and how well the results can beused to answer the question.

Evaluating

Group discussions followed byfeedback and class discussion ofevaluation questions.


H2 PlenariesCool rocks?

Review learning● Give each pupil a card with the name of a rock printed on it.

Some cards may be repeated so that each pupil has a card.

● Tell pupils that they are each going to represent the rock ontheir card.

● Label three corners of the room to be the locations forsedimentary rocks, metamorphic rocks and igneous rocks.

● Tell pupils to go to the correct location for their rock.

● For each location in turn tell pupils to hold up their cards.Check for any that are in the wrong place, and ask them tore-check their classification.

Sharing responses● Tell pupils they are each going to represent an atom in a

rapid-cooling molten rock (magma).

● Instruct pupils to start walking fast, however, they mustimmediately start to slow down so that they come to acomplete stop by the time you finish counting down from 20.

● When they meet another pupil they join hands with thatpupil and then move on joining hands with other pupils orgroups of pupils until they stop.

● At the end of the game there should be many small groups of pupils representing the many small crystals found in rapid-cooling rocks.

● Tell pupils they are now each going to represent an atom in aslow-cooling molten rock (magma).

● Instruct pupils to start walking fast, however, they mustgradually slow down so that they come to a complete stop bythe time you finish counting down from 60.

● When they meet another pupil they join hands with thatpupil and then move on joining hands with other pupils orgroups of pupils until they stop.

● At the end of the game there should be one or two largegroups of pupils representing the few large crystals found inslow-cooling rocks.

● When pupils have returned to their seats ask them to work ingroups to decide how the game relates to their results forActivity H2a.

● Ask each group in turn to describe how the game relates tothe activity.

● Use class discussion to reinforce ideas of rate of cooling andsize of crystals in igneous rocks.

➔ Pupil sheet

AnswersSedimentary rocks: gritstone,limestone, mudstone, sandstone.Metamorphic rocks: marble, shale,slate.Igneous rocks: basalt, gabbro, granite,obsidian, pumice.



Review learning

Pupils identify a rock assedimentary,metamorphic or igneousfrom a description.

Sharing responses

Model crystal size and coolingrates with pupils representingatoms sticking together withtime to form crystals.

Group feedback

Pupils work in groups to matchthe physical properties and originsof igneous rocks, using data fromActivity H2b.

Brainstorming

Pupils sort igneousrocks into rapid-cooling types andslow-cooling types.

Looking ahead

Pupils work in groups of 3or 4 to brainstorm whathappens to rocks over thepassage of millions of years.


H2 PlenariesCool rocks? (continued)

Group feedback● Pupils use a Pupil sheet to match the physical characteristics

of igneous rocks to the origins of the rocks.

● Ask each group in turn to report back on their answers fromthe Pupil sheet.

● Lead class discussion on the different chemical compositionsof magma from different types of volcano, and the igneousrocks formed from this magma.

Brainstorming● Pupils may work in groups of three or four for this activity.

Give each group of pupils a set of igneous rock samples.

● Ask pupils to look carefully at each rock sample, using a handlens if necessary, and then sort the samples into two groups:those formed by rapid cooling (extrusive) and those formedby slow cooling (intrusive).

● Ask each group in turn to report back their choices.

● Use class discussion to finalise the correct choices and askpupils how they made their decisions. Lead the discussiontowards ideas of different crystal sizes.

Looking ahead● Ask pupils to work in groups of three or four to brainstorm

the question opposite.

● Suggest that they think back to unit 8G for ideas aboutweathering.

● Ask one pupil from each group to report back theirsuggestions to the class.

● Collect ideas into a list on the board.

● Lead the class discussion to the conclusion that rocks arecycled, with one type being formed from another. Emphasisethe enormous length of time it takes for material to passaround this cycle.

➔ Pupil sheet

AnswersSilica-rich: 1, 4, 5, 7, 10.Iron-rich: 2, 3, 6, 8, 9.

EquipmentSamples of basalt, gabbro, granite,obsidian, pumice, quartz, and a handlens.

Answersfast cooling (extrusive) igneous rocks:basalt, obsidian, pumiceslow cooling (intrusive) igneous rocks:gabbro, granite, quartz

QuestionWhat happens to rocks over millionsof years?




Review learning

Review learning

Sheet 1 of 1

Sheet 1 of 1


PlenariesH2 Cool rocks?


basalt gritstone mudstone sandstone

gabbro limestone obsidian shale

granite marble pumice slate

basalt gritstone mudstone sandstone

gabbro limestone obsidian shale

granite marble pumice slate



Group feedback

Igneous rocks can be divided into two categories:

● those rich in silica minerals.● those rich in iron minerals.

Match each of the following statements about volcanoes, magmaand igneous rocks to one of the categories of igneous rock.

1 This volcano is on Monserrat and has violent and unpredictableeruptions, producing ash.

2 This volcano is in Hawaii and has moderate eruptions withstreaming lava flows.

3 This volcano is on an island.4 This volcano is on a continent.5 This igneous rock is made largely of feldspar, with some quartz.6 This igneous rock is made largely of iron minerals.7 This volcano is a tall cone shape.8 This volcano has a low flat-topped shape.9 This igneous rock is called basalt.10 This igneous rock is called granite.



H3 PlenariesRock on

Review learning● Give pupils a worksheet (or cards) containing statements about

the rock cycle.

● Instruct pupils to work individually (or in groups) to put thestatements in the correct order.

● Ask individuals (or groups) to read out their statements in thecorrect order.

● It should become obvious to pupils that they all have thestatements in the same order but have begun from differentstarting points. If this does not happen the idea should beintroduced.

Sharing responses● Ask pupils to complete the wordsearch on the Pupil sheet.● Ring the words on a copy of the Pupil sheet and show it as an

OHT for them to check their answers. Use the words on it tosum up the lesson.

Group feedback● Ask pupils to work in groups of three or four.● In turn, one pupil in the group reads out his/her story from

Activity H3b.● The other pupils in the group listen and ask questions.

Word game● Give each pupil a card containing a question and an answer.

Ask one pupil to stand up and read out just the question ontheir card, then sit down. The pupil who has an appropriateanswer to this question stands up, reads out their answer, thenasks the question on their card and sits down, and so on.

● The game is complete when the pupil who started the gamestands up for a second time to read out the answer on theircard. The loop is complete.

● If there are not enough question/answer cards for the wholeclass, you may need to make extra copies. Some pupils will havethe same question/answer card – the first one to stand up getsto read their answer and ask their question.

Looking ahead● Pupils revise and consolidate knowledge from the unit.● Pupils use the unit map to test their knowledge of the key

words for the unit.● Pupils revisit starter and plenary activities.

➔ Pupil sheet

Answer8, 5, 1, 3, 10, 4, 9, 7, 6, 2

➔ Pupil sheet

➔ Pupil sheet



Review learning

Pupils sequence statements onworksheet or cards in the correct orderfor the rock cycle, as an individual orgroup activity.

Sharing responses

Word search for rockcycle terms.

Group feedback

Pupils work in groups of threeor four to listen to each other’sstories from Activity H3b.

Word game

Pupils check progressusing a loop game ofkey words from the unit.

Looking back

Pupils revise andconsolidate knowledgefrom the unit.


H3 PlenariesRock on

Review learning

Rearrange the following statements about the rock cycle in thecorrect order.

1 Rock fragments settle in layers on the bottom of rivers and seas.2 Some magma erupts from volcanoes to cool quickly, on the

surface.3 Compaction and cementation causes rock fragments to stick

together to form sedimentary rock.4 High temperature and high pressure change sedimentary rock

into metamorphic rock.5 Rock fragments are carried away by rivers.6 Some magma does not reach the surface of the Earth, but cools

slowly, beneath the surface.7 Pressure forces magma up cracks in the Earth’s crust.8 Rocks are weathered by hot and cold temperatures, freeze-

thawing and acidic rainwater.9 Rocks are melted by heat from the Earth’s core to form magma.10 The sedimentary rock is buried deep underground.



H3 PlenariesRock on

Share responses

All these words are connected with the rock cycle. See how many of them you can findin the wordsearch grid.


S E D I M E N T A R Y B V T

A L I M E S T O N E A M L G

N A A Q T X M A G M A I Z E

D V O G A F D E R E K F O R

S A C E M E N T A T I O N U

T S R L O W N C N H E S A S

O I Y C R O C K I J T S C S

N R S Y P P D F T C A I L E

E J T C H H B Y E Z L L O R

H E A T I G N E O U S S V P

L U L K C O M P A C T I O N

sedimentary

heat

cementation

igneous

sandstone

compaction

granite

slate

magma

limestone

rock pressure metamorphic crystal volcano

lava fossils cycle


H3 PlenariesRock on

Word game


An igneous rock formed by the quick cooling metamorphicon the surface of magma released from avolcano.

A compound that is the main mineral in basaltlimestone.

A process in the formation of sedimentary calcium carbonaterock in which grains are stuck together.

A process in the formation of sedimentary cementationrock in which grains are squashed closer.

The remains of animals and plants found in compactionsome sedimentary rocks.

An igneous rock formed by the slow cooling of fossilsmagma beneath the surface.

Magma as it is released from a volcano. granite

A sedimentary rock that usually contains fossil shells. lava

A semi-molten rock. limestone

A metamorphic rock produced by the action of high magmatemperature and high pressure on limestone.

A way of showing the way that one rock can be marbleformed from another.

A metamorphic rock that can easily be split into layers. rock cycle

A type of rock formed from deposited layers of slatematerial.

A type of rock formed as magma cools. sedimentary

A type of rock formed by the action of high igneoustemperature and high pressure on sedimentary rock.


H4 PlenariesName that rock – Think about

Group feedback● Ask one person from each group to tell the class how

they modified their rock key in Activity H4a to identifythe sample of marble.

● Pupils should suggest the introduction of anotherbranch/question after ‘Does acid make the rock fizz?’This addition should ask, e.g. ‘Is the rock soft whenscratched with a scalpel?’ The answer ‘Yes’ indicatesmarble; the answer ‘No’ proceeds to the next question‘Are there shelly fragments?’

● If these or similar valid answers are not suggested bypupils they should be introduced into the classdiscussion.

Bridging to other topics● Ask pupils to work in groups of four to brainstorm the

questions opposite.

● Ask one pupil from each group to report their ideas backto the class.

● Lead the discussion on to ideas of classification ofanimals and plants.

QuestionsWhere else is classification used?

Where else would classification be useful?



Group feedback

Each group has a turn to explain howthey modified their rock key toidentify/classify the rock that was notincluded in Activity H4a.

Bridging to other topics

In groups of four pupils suggest where elseclassification is used and where elseclassification would be useful.


H1 SpecialsHard rock

1 Match the words to their descriptions by drawinglines to join them up.


sedimentary

compaction

cementation

sedimentation

metamorphic

limestone

sandstone

A rock made from the shells and bones of tinysea animals. It is mostly calcium carbonate.

marble

Crystals growing and gluing thesediments together.

A rock made from grains of sandcemented (or stuck) together.

Pressing the grains tightly together.

A kind of rock made when crystals growand stick the sediments together.

The building up of layers of sediments.

A metamorphic rock made when heatand pressure changes limestone.

A kind of rock made when heat or highpressure or both changes a rock. The

rocks have interlocking crystals.

H-Specials.qxd 29-Sep-03 1:20 PM Page 28

Sedimentary rocks Metamorphic rocks

Made from grains

Contain crystals

Crystals are interlocking

Gaps between thegrains and crystals

Contain fossils

H1 SpecialsHard rock (continued)

2 These pictures tell the story of how sedimentary rocksare made. They are mixed up. Write numbers in theboxes to put them in order.

3 Fill in this table using ticks (✓ ) and crosses (✗ ).


Water getssqueezed out.

Crystals grow andcement (stick) thegrains together.

This is cementation.

sea

Sedimentscollect in

layers at thebottom of the

sea. This isdeposition.

The sedimentsat the bottombecome hard,sedimentary

rocks.

The toplayers squeeze

the bottomlayers. This iscompaction.


H2 SpecialsCool rocks?

1 Look at this picture of a slice through a volcano.

a Use these words to label the diagram.

b What is hot liquid rock called?

c Find the places where hot liquid rock will coolquickly. Colour them in blue.

d Find the places where hot liquid rock will coolslowly. Colour them in red.


lava layer

rock called is made when this hot liquid rock cools

rock called is made when this hot liquid rock cools

magma lava basaltcrater granite


H2 SpecialsCool rocks? (continued)

2 Look at these drawings of the crystals in basalt,granite and obsidian.

a Granite and basalt are both sedimentary /metamorphic / igneous rocks.

b Use the drawings to help you fill in this table. Useticks (✓ ) and crosses (✗ ).

c Granite, basalt and obsidian are different colours.This is because they are made:

from the same minerals

from different minerals

by different speeds of cooling.


obsidian granite basalt

Obsidian Granite Basalt

Made up of large crystals

Made up of small crystals

Made when magma cooled slowly

Made when magma cooled quickly

Made when magma cooled underground

Made when magma cooled on the surface

Underline theright word. Cross

out the wrongwords.

Tick the box toshow the right

answer.


H3 SpecialsRock on

1 Write true or false for each sentence.

a It takes millions of years for rocks to form or to

change from one kind to another.

b The water cycle shows how rocks change from one

type to another.

c Different rocks have different properties.

2 Here are drawings of three rocks.

Look at the drawings. Now fill in this table usingticks (✓ ) and crosses (✗ ).


Igneous Sedimentary Metamorphic

Made of interlocking crystals

Crystals are in layers

Made of grains

Porous

Hard, non-porous

May have fossils in it



H3 SpecialsRock on (continued)

3 Look at this diagram of the rock cycle. Use thediagram to answer the questions below.

a Write down the names of the three rock types.

b Heat and pressure are needed to turn

rocks into rocks.

c is needed to turn metamorphicrocks into igneous rocks.

d rocks can have fossils in them.

e Erosion and weathering:

turn sediments into rock

break rock into small pieces

wash the rock clean.


lava

igneous rocks

weatheringerosion

depositionbreak therock into

grains

sedimentaryrocks

metamorphicrocks

melting

compaction andcementation

magma

burialheating

squeezing

Tick thebox to show

the rightanswer.


H4 SpecialsName that rock

1 Look at this key for identifying rocks.

Use the key to write descriptions for chalk and basalt.

a Chalk

b Basalt


Rock

ChalkLimestoneSandstoneSchistBasaltGranite

yes no

Does it fizzwith acid?

no

Can shells beseen in it?

yes no

yes yes

yes no yes no

no

Is it made ofcrystals?

Are the crystalsflat and in layers?

Are the crystalslarge?


H4 SpecialsName that rock (continued)

2 Use the key in question 1 to help you identify these rocks.

a

This rock is made up of small, round grains. It does

not fizz when it is tested with acid. This rock is called

b

This rock is made up of big crystals. The crystals are

not in layers. This rock is called

c

This rock is made up of flat, interlocking crystals. The

crystals are in layers. This rock is called

d

This rock has got fossil shells in it. It fizzes if you add

acid to it. This rock is called



H Specials answersThe rock cycle

H1 Hard rock1 sedimentary – A kind of rock made when

crystals grow and stick the sediments together.compaction – Pressing the grains tightlytogether.cementation – Crystals growing and gluing thesediments together.sedimentation – The building up of layers ofsediments.metamorphic – A kind of rock made when heator high pressure or both changes a rock. Therocks have interlocking crystals.limestone – A rock made from the shells andbones of tiny sea animals. It is mostly calciumcarbonate.sandstone – A rock made from grains of sandcemented (or stuck) together.marble – a metamorphic rock made when heatand pressure changes limestone.

2 3, 1, 4, 23

H2 Cool rocks?1 a Clockwise from the top left – crater, lava,

basalt, granite, magmab magma, lavac Coloured blue – Lava flows down the sides of

the volcano.d Coloured red – Magma below the volcano.

2 a igneousb

c From different minerals

H3 Rock on1 a true

b falsec true

2

3 a igneous, sedimentary, metamorphicb sedimentary, metamorphicc meltingd sedimentarye Break rock into small pieces.

H4 Name that rock1 a No shells, it fizzes with acid, it is not made

of crystals.b Small crystals, crystals are not flat and are

not in layers.2 a sandstone

b granitec schistd limestone


Sedimentary Metamorphicrocks rocks

Made from grains. ✓ ✗

Contain crystals. ✓ ✓

Crystals are interlocking. ✗ ✓

Gaps between the grains and crystals. ✓ ✗

Contain fossils. ✓ ✗

Obsidian Granite Basalt

Made up of large crystals. ✗ ✓ ✗

Made up of small crystals. ✓ ✗ ✓

Made when magma cooled slowly. ✗ ✓ ✗

Made when magma cooled quickly. ✓ ✗ ✓

Made when magma cooled underground. ✗ ✓ ✗

Made when magma cooled on the surface. ✓ ✗ ✓


Made of interlocking crystals. ✓ ✗ ✓

Crystals arein layers. ✗ ✗ ✓

Made of grains. ✗ ✓ ✗

Porous ✗ ✓ ✗

Hard, non-porous. ✓ ✗ ✓

May have fossils in it. ✗ ✓ ✗

Spe Answers.qxd 25-Nov-03 9:03 AM Page 8

H1 HomeworkHard rock

HELP

1 a Copy and complete the table below.

b Marble does not have grains. What small particles does it have instead?

2 a What chemical compound is found in all limestone?

b Give one colour that iron-rich limestone might be. Choose from white,yellow, pink or grey.

CORE

3 When sedimentary rock is buried it may change into another type of rock.

a Which type of rock may it change into?

b Describe two causes of this change.

c Name one sedimentary rock that may be changed in these ways.

4 This table is about four different rocks.

a Write a list giving the rock type for each rock.

b From which rock might rock A have been formed?

c i Slates can be used to cover roofs. Which rock might be slate?ii Which rock might contain fossilised fish?iii Which rock could be used to make statues?

d Explain how rock D may have been formed.


Rock Appearance

A Interlocking crystals that are mainly white. No layers

B Tiny fragments of seashells can be seen. No layers.

C Very hard, grey rock that is easily split into layers with sharp edges.

D Contains many sandy grains that are stuck together. No layers.

Rock Does it have What was it Type (sedimentarygrains? made from? or metamorphic)

No Shells of small animals

Sandstone Sedimentary

Marble No Compressed andheated limestone

H-Homework.qxd 22-Oct-03 3:20 PM Page 1

H1 HomeworkHard rock (continued)

EXTENSION

5 Joe tested some rocks with drops of dilute hydrochloric acid.He also tried hitting them with a hammer.

This table shows all of his observations.

a i Write down the letters of the two rocks that aremetamorphic.

ii Say which of the other rocks each of the twometamorphic rocks were formed from.

b i Which rock is probably marble?ii Explain how you know this.

c i Which rock was probably formed in a desert?ii Give a reason for your choice.

d What is given off when acid is dropped onto rocks C and E?

e Explain the processes involved in forming rocks A and D.


Rock Appearance Effect of acid Effect of hammering

A Contains rounded None Crumbles into sandysandy grains particles

B Grey and layered None Splits into thin layers

C Pale grey Fizzes Breaks into large pieces

D Dark brown with None Crumbles into soil-likemicroscopic grains particles

E White with tiny crystals Fizzes Breaks into large pieces


H2 HomeworkCool rocks

HELP

1 Copy and complete the following sentences:

a Igneous rocks are formed when …

b Small crystals are formed when …

c Granite has large crystals because …

d Andesite has small crystals because …

2 Andesite is a dark coloured rock. Diorite is light coloured.

a Which chemical element gives andesite its dark colour?

b Which chemical element gives diorite its light colour?

CORE

3 Andesite has very small crystals. Dioritehas large crystals.

a Explain why andesite and diorite havedifferently sized crystals.

b i which rock is most likely to havebeen formed in Area 2?

ii Give a reason for your choice.

c From the information given above, identify the tworock slices shown here.

4 The diagram on the right shows igneous rockunderground.

Dolerite has medium-sized crystals. The crystals indiorite are medium to large and those in gabbroare very large.

a i Make a table, showing which type of rockwould most likely be found at each of sitesB, C and D.

ii Explain the reasons for your decisions.

b i What rock type is most likely to be found at Site A?ii Explain the reason for your choice.


Rock A Rock B

Scale1mm

Crystals

AD

B

C

Igneous rock


H2 HomeworkCool rocks (continued)

EXTENSION

5 Remember that igneous rock can be rich in iron or rich in silica.Iron-rich magma is quite fluid (flows easily) and gives higherdensity rocks. Silicon-rich magma is more viscous and gives lowerdensity rocks.

Sanjita collected some igneous rocks. She recorded someinformation about them but did not finish the job. Her unfinishedeffort is shown below.

a Describe how Sanjita could have measured the volumes ofher rock samples.

b Copy out the incomplete table.i Calculate the missing densities and add them to the table.

Show the working out for one calculation.ii Add in the most likely colour for periodite.

c i Which two rocks probably have the same chemicalcomposition?

ii Give a reason for your choice.

d Suggest, with reasons, which rock contains the most iron.

e Which rock probably formed from relatively fast-flowingmagma?


Rock Colour Volume (cm3) Mass (g) Density (g/cm3)

Basalt Dark 20.5 59.5 2.9

Andesite Pale 15 42.0

Diorite Pale 9 25.2

Granite Pale 32 84.8

Periodite 6 19.2


H3 HomeworkRock on

HELP

1 Some sediments are formed from igneous rock. Here are someprocesses needed for this to happen. They are in the wrongorder.

Write them down in the correct order.

2 a Igneous rock is formed when magma cools down. Copy andcomplete these sentences by choosing from the words below.

i Magma is a .

ii Igneous rock is a .

iii Iron in rocks is a .

b Write a sentence to explain why there are no fossils inigneous rocks.


deposition weathering burialtransport

liquid crystalsolid lavamineral


H3 HomeworkRock on (continued)

CORE

3 a Copy and complete the following table by putting a tick in thecorrect box or boxes for each row.

b Here are the names of four rocks. Choose one for each of the rocktypes in your table and write it into the correct box, in the final column.

4 The diagram shows a cliff face in South Wales.

a Suggest, with a reason, which layer is the oldest.

b i What process formed the rocks in layers A to E?ii If rocks A to E are sandstones, explain how the sandy beach

might have been formed.

c i Explain how the rocks in areas X and Y were formed.ii Explain how and why the crystals, at points X and Y, would be different.

d James thinks that the folds appeared after layer A was deposited.Explain why he is wrong.

e Sarah thinks that the rocks in areas X and Y formed after all the sedimentationwas complete. Explain, with reasons, whether she is right or wrong.


Appearance These rocks These rocks These rocks Example

of rock always contain may contain often contain

crystals and crystals and may fossils or grains

Type are hard contain fossils but never

of rock contain crystals

sedimentary

Igneous

metamorphic

XY

Sandy beach

B

C

D

E

AAA

Top of cliff

marble sandstone limestonegranite


H3 HomeworkRock on (continued)

EXTENSION

The diagram shows a cross-section through the earth. Rocks arepresent at most of the lettered sites. The volcano is no longer active.

5 The rock sequence shown was caused by several events. Someare listed below:

1 Mudstone deposited.2 Sandstone deposited.3 Volcano erupted.4 Mudstone eroded to form a sediment.5 Rocks folded.6 Volcano eroded to form sediment.

Write the numbers of the events in the order in which theyprobably happened.

6 a Describe two similarities and one difference between therocks at site B and those at site C.

b i What happened to produce the rock found at site A?ii Why is the rock at site E thicker than the rock at site A?

c Why is there no mudstone at site F?

d Describe the main processes involved in producing thevolcanic sediments on the seabed.



H1Homework

mark schemeHard rock


HELPQuestion Answer Mark

1 a Missing items are: Rock? – Limestone; Does it have grains? – Yes; What was it 5made from? – Grains of sand; Type (for limestone)? – Sedimentary; Type(for marble)? – Metamorphic Underscores show pupil responses. Award 1 markfor each correct entry.

b Crystals 1

2 a Calcium carbonate 1

b Yellow 1

Total for Help 8

COREQuestion Answer Mark

3 a Metamorphic 1

b Heat 1Pressure 1

c Limestone or sandstone or mudstone. 1

4 a A – metamorphic; B – sedimentary; C – Metamorphic; D – sedimentary. 4

b From rock B. 1

c i C 1

ii B 1

iii A 1

d Sand blown across a desert 1that became buried or cemented. 1

Total for Core 14

EXTENSIONQuestion Answer Mark

5 a B formed from D. 1E formed from C. 1

b i E 1

ii It fizzes with acid 1so contains calcium carbonate (from limestone). 1

c i A 1

ii It contains rounded, sandy grains. 1

d Carbon dioxide 1

e Weathering/erosion produces small particles 1particles transported in rivers 1sedimentation when water slows down 1burial of sediments and cementation. 1Accept equivalent answers for each marking point.

Total for Extension 12


H2Homework

mark schemeCool rocks



1 a Igneous rocks are formed when magma/lava cools and solidifies. 1

b Small crystals are formed when magma/lava cools quickly. 1

c Granite has large crystals because it formed from magma that cooled slowly. 1

d Andesite has small crystals because it formed from magma/lava that 1cooled quickly.

2 a Iron 1

b Silicon 1

Total for Help 6


3 a They formed from magma that cooled at different speeds. 1Diorite cooled more slowly than andesite (or reverse argument). 1

b i Diorite 1

ii It is underground/it is an intrusion; so heat was lost more slowly. 2

c A is andesite and B is diorite. 1

4 a i Site B – diorite; Site C – dolerite; Site D – gabbro 2 or 3 correct = 2 marks; 21 correct = 1 mark.

ii Gabbro is in the centre of the large magma or igneous body, so cooled 3slowest; dolerite is at the edge of the small or narrow magma or igneous body,so cooled fastest; diorite is in the centre of the small/narrow magma or igneousbody, so cooled at a speed between the other two. Award 1 mark for eachcorrect answer. Accept equivalent answers.

b i Metamorphic 1

ii Close to magma; so would be heated after it had formed. 2

Total for Core 14


5 a Eureka can filled with water; rock put into can; overflowing water collected in a 4measuring cylinder; volume of displaced water measured. Award marks for clearunderstanding of appropriate sequence.

b i The missing densities, in g/cm3 are: andesite – 2.8; diorite – 2.8; granite – 2.65 5(accept 2.7); periodite – 3.2; the method must be shown for one calculation:density = mass/volume Award 1 mark for each correct answer.

ii Periodite – dark. Accept brown/black. 1

c i Andesite and diorite. 1

ii They have the same density. 1

d Periodite; because it is the darkest coloured rock; and it has the highest density. 3

e Periodite 1



H3Homework

mark schemeRock on



1 Weathering somewhere before transport 1transport somewhere before deposition 1deposition somewhere before burial. 1

2 a i Magma is a liquid. Underscore shows pupil response. 1

ii Igneous rock is a solid. Underscore shows pupil response. 1

iii Iron in rocks is a mineral. Underscore shows pupil response. 1

b Igneous rocks came from molten magma 1so any fossils will have been melted. 1

Total for Help 8


3 a Sedimentary – one tick in fourth column 1igneous – one tick in second column 1metamorphic – one tick in third column. 1

b Sedimentary – limestone or sandstone; igneous – granite; metamorphic – marble. 3

4 a E – because it is the bottom layer. 1

b Sedimentation 1

c i Liquid magma; squeezing up through the layers or forming an intrusion; and 3cooling/solidifying.

ii Crystals at X are smaller than those at Y 1because they were formed faster or the magma cooled faster. 1

d Layer A is not folded 1so must have been deposited after folding changed layers B to E. 1

e Correct because the intrusion penetrates all sedimentary layers. 1

Total for Core 16


5 2 somewhere before 5; 5 somewhere before 1; 1 somewhere before 4; 54 somewhere before 3; 3 somewhere before 6.

6 a Similarities: both contain crystals (this response is required); both are igneous 3(accept other similarities); difference: crystals are different sizes.

b i It was heated. 1

ii It is close to a larger magma body 1so was heated more. Accept equivalent answers. 1

c It has eroded away. 1

d Weathering/erosion; transport; sedimentation 3Must be in the correct order.



H Test yourselfThe rock cycle

1 The sentences below describe processes in the formation ofsedimentary rock. Draw lines to match the sentences to the correctwords.

Layers of material settle to ●

● cementationthe river or sea bed.

Material is squashed by ● ● deposition

more material above it.

Dissolved minerals form crystals ● ● compaction

that glue the grains together.

2 These statements are about sedimentary rocks. Tick the ones thatare true.

A sedimentary rock …

… is made of grains. … is made of crystals.

… is porous. … is not porous.

… may contain fossils. … never contains fossils.

3 Complete these sentences about the formation of limestone bycrossing out the wrong words.

Limestone is one type of sedimentary/metamorphic/igneousrock. It is formed when bones and skins/shells/organs of seacreatures are deposited on the sea bed. There are many differenttypes of limestone, each containing a different mixture ofgases/liquids/minerals. All types of limestone are made mainlyof nitrates/sulphates/carbonates. When an acid/alkali/indicator is added to limestone, carbondioxide gas is given off.

4 These sentences describe stages in the formation of metamorphicrocks. Put them in order by writing numbers in the boxes.

Under high temperature and pressure, the rock grains arechanged into crystals of new minerals.

This heat comes from earth movements or by the rock beingwarmed by magma.

Sedimentary rock is heated over millions of years.

As well as heat, the rocks may also be put under high pressure.


Test-Qust.qxd 22-Oct-03 3:58 PM Page 15

H Test yourselfThe rock cycle (continued)

5 Complete the sentences about the formation of igneous rocks using the words below.

Igneous rocks are formed when molten rock called cools. If the molten

rock is forced to the surface it cools to form crystals. An

example of this is . If the rock does not reach the surface it cools

to form crystals. An example of this is .

6 Use the words below to label the diagram of the rock cycle.

7 Put a tick in the correct row for each example of rock.


igneousrocks

sedimentaryrocks

metamorphicrocks

magma

basalt granite large magma

weathering deposition partial melting

erosioncompaction and cementation

burying and squeezing

cooling and solidifying

quickly smallslowly

Example of rock basalt limestone granite marble sandstone

Sedimentary

Metamorphic

Igneous

Test-Qust.qxd 22-Oct-03 4:00 PM Page 16

HTest yourself

AnswersThe rock cycle

1 The sentences below describe processes in the formation ofsedimentary rock. Draw lines to match the sentences to the correctwords.

Layers of material settle to ●

● cementationthe river or sea bed.

Material is squashed by ● ● deposition

more material above it.

Dissolved minerals form crystals ●

that glue the grains together. ● compaction

2 These statements are about sedimentary rocks. Tick the ones thatare true.A sedimentary rock …

… is made of grains. … is made of crystals.

… is porous. … is not porous.

… may contain fossils. … never contains fossils.

3 Complete these sentences about the formation of limestone bycrossing out the wrong words.

Limestone is one type of sedimentary/metamorphic/igneousrock. It is formed when bones and skins/shells/organs of seacreatures are deposited on the sea bed. There are many differenttypes of limestone, each containing a different mixture ofgases/liquids/minerals. All types of limestone are made mainlyof nitrates/sulphates/carbonates. When an acid/alkali/indicator is added to limestone, carbondioxide gas is given off.

4 These sentences describe stages in the formation of metamorphicrocks. Put them in order by writing numbers in the boxes.

4 Under high temperature and pressure, the rock grains arechanged into crystals of new minerals.

2 This heat comes from earth movements or by the rock beingwarmed by magma.

1 Sedimentary rock is heated over millions of years.

3 As well as heat, the rocks may also be put under high pressure.

✓

✓

✓


Test-Ans.qxd 22-Oct-03 4:03 PM Page 15

5 Complete the sentences about the formation of igneous rocks using the words below.

Igneous rocks are formed when molten rock called cools. If the molten

rock is forced to the surface it cools to form crystals. An

example of this is . If the rock does not reach the surface it cools

to form crystals. An example of this is .

6 Use the words below to label the diagram of the rock cycle.

7 Put a tick in the correct row for each example of rock.

granitelargeslowly

basalt

smallquickly

magma

HTest yourself

AnswersThe rock cycle (continued)


basalt granite large magma quickly smallslowly

Example of rock basalt limestone granite marble sandstone

Sedimentary ✓ ✓

Metamorphic ✓

Igneous ✓ ✓

igneousrocks

sedimentaryrocks

metamorphicrocks

magma

weathering

erosion

deposition

cooling andsolidifying

compactionand

cementation

burying andsqueezing

partialmelting

weathering deposition partial melting

erosioncompaction and cementation

burying and squeezing

cooling and solidifying

Test-Ans.qxd 22-Oct-03 4:05 PM Page 16

HEnd of unit test

GreenThe rock cycle

1 What is the name given to the molten rock from which igneous rocksare formed?

Choose your answer from this list. 1 mark

2 a Which of the following materials could become limestone?

Choose your answer from this list. 1 mark

b Write down two features that are characteristic of sedimentary rocks. 2 marks

3 The picture shows tiny grains of sand being converted into sandstone

a What is the name of the process that squeezes the sandparticles together? 1 mark

b What is the name of the process where crystals form gluingthe sand grains together? 1 mark

4 Some igneous rocks have different coloured crystals across their surface.

a What makes these rocks have different coloured crystals? 1 mark

b Name an example of an igneous rock with this appearance. 1 mark

5 Copy the following sentences, choosing the correct word from each pair.

a Basalt is an igneous rock made up of small/large crystals thatwere formed when molten rock cooled down quickly/slowlywhen it was above/below ground. 1 mark

b Granite is an igneous rock made up of small/large crystals thatwere formed when molten rock cooled down quickly/slowlywhen it was above/below ground. 1 mark

6 a When sedimentary rocks are formed, the deposited sedimentis compacted. What does this mean? 1 mark

b How are the fragments glued together in sedimentary rocks? 1 mark


core crust marblemagna

clay shellssand

G-I-EUTest.qxd 25-Nov-03 8:50 AM Page 9

HEnd of unit test

GreenThe rock cycle (continued)

7 a What is the main mineral in limestone? 1 mark

b Acids react with limestone, giving off carbon dioxide.What do you see when an acid reacts with limestone? 1 mark

c Describe how you could prove that the gas given off is carbon dioxide. 2 marks

8 a What are the two conditions that turn sedimentary rock intometamorphic rock? 2 marks

b Describe two ways in which metamorphic rock is differentfrom the sedimentary rock it was made from. 2 marks

9 Roisin is investigating two different kinds of limestone. One is brown,the other white. She has a lump of each. Roisin knows that theyboth contain calcium carbonate, but wants to know what otherdifferences there are.

a Roisin knows that calcium carbonate reacts with acid to producecarbon dioxide. Choose from the list below the test that wouldprove the gas was carbon dioxide:

b Roisin knows that when she plans experiments she shouldonly vary one factor at a time, keeping the others the same.

Why is this important? 1 mark

c She dissolves her limestone samples in acid.

Give two of the factors she should control to make theexperiment fair. 2 marks

d Roisin puts each lump into different beakers of acid. After a while the bubbling stops, but the lumps are still there.

What could she do to the lumps of limestone to make sure the reaction was completed? 1 mark


glowing splint test universal indicator test limewater test


HEnd of unit test

RedThe rock cycle

1 a When sedimentary rocks are formed, the deposited sedimentis compacted. What does this mean? 1 mark

b How are the fragments glued together in sedimentary rocks? 1 mark

2 a What is the main mineral in limestone? 1 mark

b Acids react with limestone, giving off carbon dioxide.What do you see in a test tube when an acid reacts with limestone? 1 mark

c Describe how you could prove that the gas given off is carbon dioxide. 2 marks

3 a What are the two conditions that turn sedimentary rock intometamorphic rock? 2 marks

b Describe two ways in which metamorphic rock is different fromthe sedimentary rock it was made from.2 marks

4 Some igneous rocks have different coloured crystals across their surface.

a What makes these rocks have different coloured crystals? 1 mark

b Name an example of an igneous rock with this appearance. 1 mark

5 Volcano A produces light ashes and pumice.Volcano B produces dense lava forming a solid igneous rock.

a Which volcano has more silica in its magma? 1 mark

b What substance does the other volcano have in its magma thataffects its density? 1 mark

6 Explain how the chemical compounds that were once in a piece ofgranite exposed on the top of a mountain may today be found ina piece of basalt. 4 marks

Use the rock cycle diagram to help your answer.

weathering, erosion,transport and

deposition

The rock cycle

heat andpressure

uplift sedimentaryrock

metamorphicrock

igneousrock

magmamelting



HEnd of unit test

RedThe rock cycle (continued)

7 Basalt is an igneous rock made when magma cooled quickly.Granite is an igneous rock made when magma cooled slowly.The crystals in basalt are small, but those in granite are large.Using the particle model, explain how the different sized crystalsin basalt and granite were formed. 2 marks

8 Roisin is investigating two different kinds of limestone. One isbrown, the other white. She has a lump of each. Roisin knowsthat they both contain calcium carbonate, but wants to knowwhat other differences there are.s

a She dissolves her limestone samples in acid.

Give two of the factors she should control to make theexperiment fair. 2 marks

b Roisin puts each lump into different beakers of acid. After a while the bubbling stops, but the lumps are still there.

What could she do to the lumps of limestone to make sure the reaction was completed? 1 mark

c Roisin found that there was still some powder left even thoughthe bubbling had stopped.

What should she do to ensure that there was no calcium carbonate left? 1 mark

d What should Roisin do to separate the remaining powder fromthe liquid? 1 mark



HEnd of unit test

mark schemeThe rock cycle


Green (NC Tier 3–6)Question Answer Mark Level

1 Magma 1 3

2 a Shells 1 3

b Any two from: 2 4Made of grains. PorousNon-interlocking texture. Contain fossils.

3 a Compaction 1 4

b Cementation 1 4

4 a Made of different minerals. 1 4

b Granite or other correct igneous rock. 1 4

5 a Small, quickly, above (one mark for all three correct). 1 5

b Large, slowly, below (one mark for all three correct). 1 5

6 a The sediments are squashed. 1 5

b Minerals dissolved in the water form crystals. 1 5

7 a Calcium carbonate 1 6

b Bubbles or fizzing. 1 5

c Bubble it through limewater. 1 5Limewater goes cloudy or white or milky or a white precipitate forms. 1 6

8 a High pressure. 1 5High temperature. 1 5

b Any two from: 2 5Metamorphic rock has no grains, sedimentary rock has grains.Metamorphic rock is made of crystals, sedimentary rock is not.Metamorphic rock is not porous, sedimentary rock is porous.Metamorphic rock has bands, sedimentary rock has no bands.Metamorphic rock does not have fossils, sedimentaryrock may have fossils.

9 a Limewater test. 1 4

b To see if it is only this factor that is causing the effect. 1 4

c Two from: 2 5Same mass of limestone.Same volume of acid.Same temperature.

d Crush to a powder. 1 5

Scores in the range of: NC Level

4–7 3

8–13 4

14–17 5

18–25 6


HEnd of unit test

mark schemeThe rock cycle


Red (NC Tier 4–7)Question Answer Mark Level

1 a The sediments are squashed. 1 5

b Minerals dissolved in the water form crystals. 1 5

2 a Calcium carbonate 1 6

b Bubbles or fizzing. 1 5

c Bubble it through limewater. 1 5Limewater goes cloudy or white or milky or a white precipitate forms. 1 6

3 a High pressure. 1 5High temperature. 1 5

b Any two from: 2 5Metamorphic rock has no grains, sedimentary rock has grains.Metamorphic rock is made of crystals, sedimentary rock is not.Metamorphic rock is not porous, sedimentary rock is porous.Metamorphic rock has bands, sedimentary rock has no bands.Metamorphic rock does not have fossils, sedimentaryrock may have fossils.

4 a Made of different minerals. 1 4

b Granite or other correct igneous rock. 1 4

5 a Volcano A. 1 6

b Iron 1 6

6 Granite is eroded and fragments deposited. 1 6Pressure or compaction and cementation turns them into 1 6sedimentary rock.The sedimentary rock melts to form magma. 1 6The magma erupts onto the surface and cools to form basalt. 1 6

7 As magma cools to form basalt, the particles slow downso quickly that they do not have time to join up to make a large crystal. 1 7As magma cools slowly to form granite, the particles slow downgradually, allowing time for them to join up to make large crystals. 1 7

8 a Two from: 2 5Same mass of limestone.Same volume of acid.Same temperature.

b Crush to a powder. 1 5

c Add more acid. 1 6

d Filter it. 1 6

Scores in the range of: NC Level

4–8 4

9–14 5

15–18 6

19–25 7


H Pupil checklistThe rock cycle


Learning outcomes I can do I can do I need to this very this quite do more well well work on this

I can describe and explain how sedimentbecomes sedimentary rock.

I can describe the main features ofsedimentary rocks, metamorphic rocksand igneous rocks.

I know that high temperatures andpressures can change one type of rockinto a metamorphic rock.

I can describe the conditions needed formetamorphic rock to be formed.

I can describe how igneous rocks formwhen magma cools.

I can explain how the size of crystals inigneous rocks depends on how fast theycool down.

I can explain what happens to theparticles in magma as it cools to formsmall and large crystals in igneous rock.

I can explain what is happening indifferent parts of the rock cycle.

I can give examples of sedimentary,metamorphic and igneous rocks.

I can use the features of rocks to identifywhether a sample of rocks is sedimentary,metamorphic or igneous on a rock key.

I can explain how the way that a rock isformed determines which materials it ismade of.

I can plan and carry out an investigationto find the carbonate content oflimestone.

Pupil checklist.qxd 12-Nov-03 8:56 AM Page 8

H GlossaryThe rock cycle


Word

basalt

cementation

closed question R

compaction

crystalline R

density R

extrusive R

granite

igneous rock

intrusive R

key

lava

limestone

magma

marble

metamorphic rock

open question R

rock cycle

sandstone

sedimentary rocks

shale R

slate R

volcano R

Definition

A type of rock made up from layers of sediment that havebuilt up over millions of years and become cementedtogether.

Grains in sedimentary layers pressed tightly together by theenormous weight of layers of sediment deposited later.

In the gaps between compacted grains in sedimentary layers,chemicals in the water crystallise and ‘glue’ the grainstogether.

A type of sedimentary rock formed from the shells and bonesof sea creatures, which contains calcium carbonate.

A type of sedimentary rock made up of grains of sandcemented together.

A type of sedimentary rock made up of very fine grains. R

Rock formed when sedimentary or igneous rocks arechanged by intense heat and/or pressure.

A type of metamorphic rock that is produced whenlimestone is heated under high pressure.

A type of metamorphic rock that has a layered structure. R

Rock that is formed from molten lava or magma that hascooled and solidified.

Molten rock found deep below the surface of the Earth.

A substance that contains crystals is crystalline. R

Molten rock from deep below the surface of the Earth thatreaches the surface through cracks or volcanoes.

Mountain or hill from which lava erupts out of the Earth’scrust. R

Igneous rock with small crystals, formed when lava coolsquickly on the surface of the Earth, such as basalt. R

Igneous rock with large crystals, formed when magma coolsslowly underground, such as granite. R

A type of igneous rock with small crystals.

Glossary.qxd 12-Nov-03 8:24 AM Page 14

H GlossaryThe rock cycle (continued)


Definition

A type of igneous rock with big crystals.

How heavy a material is for its size (density = massvolume

). R

A cycle that describes how the three rock types change fromone to another over millions of years.

A set of questions to help us classify things.

A question that has only two possible answers, often ‘yes’ or‘no’. R

A question that can have several possible answers. R

Glossary.qxd 12-Nov-03 8:24 AM Page 15

H Key wordsThe rock cycle

basalt

cementation

closed question R

compaction

crystalline R

density R

extrusive R

granite

igneous rock

intrusive R

key

lava

limestone

magma

marble

metamorphic rock

open question R

rock cycle

sandstone

sedimentary rocks

shale R

slate R

volcano R

Sheet 1 of 1

Sheet 1 of 1


Key wordsH The rock cycle

basalt

cementation

closed question R

compaction

crystalline R

density R

extrusive R

granite

igneous rock

intrusive R

key

lava

limestone

magma

marble

metamorphic rock

open question R

rock cycle

sandstone

sedimentary rocks

shale R

slate R

volcano R


Keywords.qxd 12-Nov-03 8:28 AM Page 8


H Book answersThe rock cycle

H1 Hard rocksGreena The chemicals in the water crystallise in the

gaps between the grains. They ‘glue’ the grainstogether.

b Carbon dioxide.c By being squeezed (pressure) and by being

heated up.d Limestone is made up of tiny grains with spaces

in between them. Marble is made up of largecrystals with no spaces between them.

1 Sedimentary layers are made from grains of rockand the dead remains of sea creatures. Thegrains are pressed tightly together and the wateris squeezed out. This is called compaction. Thechemicals in the water make crystals betweenthe sediments, ‘gluing’ them together. This iscalled cementation. This sediment turns tosedimentary rock.

2 Different chemical compounds mix in with thecalcium carbonate which forms limestone.

3 Sedimentary rocks are soft, porous and made upof tiny grains. They often contain fossils.Metamorphic rocks are hard, are made ofcrystals which are not porous, and do notcontain fossils.

Reda The chemicals in the water crystallise in the

gaps between the grains. They ‘glue’ the grainstogether.

b Limestone is made up of tiny grains with spacesin between them. Marble is made up of largecrystals with no spaces between them.

c The heat and pressure that cause the rock tochange also destroy any fossils which were there.

1 Grains from weathered and eroded rocks buildup in sedimentary layers. As the sediment buildsup, the weight of the layers causes enormouspressure on the lower layers. The grains becomepressed tightly together. This is calledcompaction. In the lake or sea where sedimentsare deposited there are chemicals dissolved inthe water. The compaction squeezes out most ofthe water from the tiny gaps between the grainsof sediment. The chemicals in the watercrystallise in the gaps between the grains. They‘glue’ the grains together. This is calledcementation. This sediment turns tosedimentary rock.

2 Different chemical compounds mix in with thecalcium carbonate which forms limestone.

3 In the lakes and seas where sediments aredeposited there were millions of sea creaturesliving. Their remains were deposited on theseabed when they died and they were coveredover by layer after layer of sediments. Thepressures of these layers pressed these remains to

form fossils in the sedimentary rocks whichwere formed.

4 Sedimentary rocks are soft, porous and made upof tiny grains. They often contain fossils.Metamorphic rocks are hard, are made ofcrystals which are not porous, and do notcontain fossils.

5 Add an acid to each marble and slate. Themarble reacts slowly with the acid. The slatedoes not react at all.

6 Marble has an attractive sugary texture thatlooks white or grey but sometimes has colouredpatches. It is hard and often used for buildingsand sculptures. Slate splits into layers and isused to make roof tiles.

H2 Cool rocks?Greena Molten rock which is blown out of a volcano

cools quickly as it pours down the sides of themountain. When it cools, it forms basalt rock.The molten rock within the volcano which doesnot get blown out cools slowly undergroundforming granite rock.

b i The groups would be larger.ii Slow cooling gives time for more particles to

come together to make larger crystals.c Iron-rich minerals.d basalt1 When the magma reaches the surface it is called

lava. Sometimes the magma is forced out anderupts from a volcano. At the surface, the lavacools quickly and forms igneous rock withsmall crystals. Sometimes the magma neverreaches the surface but cools slowlyunderground. This forms igneous rock withlarge crystals.

2 Granite is light coloured and has large crystals.Basalt is dark coloured and has small crystals.

3 Rhyolite will have small crystals and be rich insilica.

Reda Slow cooling gives time for more particles to

come together to make larger crystals.b basaltc Volcanoes with silica-rich rocks produce thick

lava that flows slowly. Volcanoes with iron-richrocks and less silica erupt frequently. Theyproduce thinner basalt lava that flows quickly.

d basalt1 Igneous rocks are made from liquid or molten

rock called magma. The magma rises up to thecrust of the Earth and is forced out and erupts asa volcano, throwing out lava. The lava coolsquickly and forms igneous rocks with smallcrystals. Sometimes the magma never reachesthe Earth’s crust but cools slowly underground.

Book Answers.qxd 25-Nov-03 8:40 AM Page 22


H Book answersThe rock cycle (continued)

This forms igneous rocks with large crystals.2 By cooling close to the surface, the rock cooled

quickly which produced small crystals.3 a Any two from: they are both igneous rocks,

formed from magma and crystalline.b Any two from: granite has large crystals, is

light coloured, is rich in silica and has a lowerdensity than basalt. Basalt has small crystals,is dark coloured, is rich in iron minerals andhas a higher density than granite.

c Granite has large crystals because it cooledslowly underground whereas basalt cooledquickly on the Earth’s surface giving smallcrystals. Granite is light coloured because ithas a very small amount of iron minerals andcontains mostly silica which is lightcoloured. Basalt is dark coloured because ofthe large amount of iron minerals which itcontains. Basalt is denser than granitebecause it contains dense iron minerals.

H3 Rock onGreena Igneous, sedimentary and metamorphic.b sixc limestone – sedimentary, sandstone –

sedimentary, marble – metamorphic, basalt –igneous, granite – igneous

d Limestone is porous and will absorb water;marble will not.

1 Rocks in the three groups change from one toanother over millions of years. Igneous rocks aremade from molten rock called magma. Smallgrains that become pressed together into layersturn into sedimentary rock. Rocks can becomeburied, and under heat and increased pressurethey can change into metamorphic rock.

2 Weathering and erosion, deposition, buryingand squeezing, sedimentary rocks form,metamorphic rocks form, rocks melt, volcaniceruption, igneous rocks form.

3 Individual answers.

Reda limestone – sedimentary, sandstone –

sedimentary, shale – sedimentary, slate –metamorphic, marble – metamorphic, basalt –igneous, granite – igneous

b Shale is soft and porous but slate is hard andnon-porous.

c Mines can look ugly.1 Same answer as Green question 2 above.2 a Squeeze it and heat it.

b Scatter the sandwich over the table.3 The slate or sandstone is folded over and lifted

to the top of the Earth’s crust.4 Individual answers.

H4 Name that rockGreena–d Individual answers.e–f

g All three rocks need testing whether they areporous or non-porous.Rocks 1 and 3 need to be tested with acid.

1 A key such as:

2 Individual answers.3 All observable information must be recorded in

order to make accurate conclusions.

Reda–d Individual answers.e–f

g i closed iv closedii open v open

iii open vi closed1 Same key as Green question 1 above.2 Individual answers.3 Individual answers.

Rock Appearance Porous or Does non- it fizzporous? in

acid?

1 pale orange2 pink, white,

grey no3 black

Rock Appearance Porous or Does non- it fizz porous? in acid?

1 porous

2 pale orange porous

3 coloured no

4 black and pale non-porous

5 grey/black no

Is rock porous ?

igneoussedimentary

Does rock havesmall crystals ?

YES NO

YES NO

metamorphic

Book Answers.qxd 25-Nov-03 8:40 AM Page 23

h the rock cycle unit guide - physicslocker index · h the rock cycle unit guide ... rock forming...

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