Rock Lessons
As knowledge of the limited number of elements enables comprehension of the unlimited number of compounds possible, knowledge of minerals enables comprehension of the variety of rocks. Resources in this section take a step up from the level of minerals, looking now at the broader picture of rocks.
The rock cycle is an ongoing process in which rock, driven by tectonic processes such as volcanoes and earthquakes, the surface processes of weathering and erosion, and compaction, is created, destroyed, and recycled. This interactive feature introduces viewers to the processes which come into play as rock proceeds through the various portions of the cycle. Free registration is required.
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This introduction to the rock cycle features an introduction to the three major rock types (igneous, sedimentary, metamorphic) and a simplified diagram of the rock cycle. Links provide access to more detailed information, featuring examples, descriptions, and photographs of each type. Igneous rocks are described on the basis of method of formation and mineral composition. Sedimentary rocks are classified as clastic or nonclastic. The metamorphic rocks section describes their formation and has links for foliated and nonfoliated textures.
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This interactive lesson on metamorphic rocks starts with a review of the rock cycle and goes on to describe the relationship between metamorphic rocks and their parent rock. The lesson then describes the agents of metamorphism (temperature, pressure, and chemical change) and moves into a discussion on contact, regional, and dynamic metamorphism. The remainder of the lesson consists of descriptions of foliated rocks such as slate, schist, and gneiss, and the nonfoliates exemplified by quartzite and white marble. This lesson also includes a review, assessment material and instructions for a hands-on activity if the rocks are available.
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Copyright
April 2008 — The Ohio State University. This material is based upon work
supported by the National Science Foundation under Grant No. 0424671. Any
opinions, findings, and conclusions or recommendations expressed in this
material are those of the author(s) and do not necessarily reflect the views of
the National Science Foundation.
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This work is licensed under a
Creative Commons License.
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