Earth Science: Quarter 2 - Module 4: Metamorphism
Earth Science
Quarter 2 – Module 4:
Metamorphism
Earth Science
Alternative Delivery Mode
Quarter 2 – Module 4: Metamorphism
First Edition, 2020
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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Annabel A. Sengco
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Earth Science
Quarter 2 – Module 4:
Metamorphism
Introductory Message
For the facilitator:
Welcome to the Earth Science Grade 11 Alternative Delivery Mode (ADM)
Module on Metamorphism!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
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For the learner:
Welcome to the Earth Science Grade 11 Alternative Delivery Mode (ADM)
Module on Metamorphism!
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
iii
What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
References This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
Most Essential Learning Competency:
Describe the changes in mineral components and texture of rocks due
to changes in pressure and temperature (metamorphism).
This module was designed and written with you in mind. It is here to help you
master the concept on process of metamorphism accompanying the changes in rocks’
composition and texture. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course.
The module discussions are evolving in the different factors affecting the
process of metamorphism and its effect on the mineral and texture of the rocks.
After going through this module, you are expected to:
1. identify the factors involved in the process of metamorphism;
2. differentiate the types of metamorphism; and
3. explain the effects of pressure and temperature on the composition and
texture of the rocks undergoing metamorphism.
What I Know
Directions. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
Note: If your answer to this pre-assessment is one hundred percent correct, you
may skip and proceed to the next module.
1. What causes changes in the composition of a rock during the process of
metamorphism?
a. increase in pressure
b. increase in temperature
c. reaction with hydrothermal fluids
d. All of these
2. Which of the following is the process exhibited by parallel alignment of mica
in a metamorphic rock?
a. bedding
b. foliation
c. metasomatism
d. porphyroblasts
3. Which of the following sets is arranged in order of increasing metamorphic
grade?
a. shale - slate - schist
b. phyllite - schist - slate
c. schist - shale – gneiss
d. phyllite - gneiss - schist
4. Which of the following statements about metamorphism of a limestone is
false?
a. with increasing metamorphism, foliation develops
b. with increasing metamorphism, the amount of water decreases
c. with increasing metamorphism, the calcite minerals form larger crystal.
d. with increasing metamorphism, the grain size of the minerals gets
smaller.
5. Which of the following is TRUE about contact metamorphism?
a. It occurs within the continental crust.
b. It takes place when the heat and shock waves from meteor or asteroid
impact.
c. Pressure has an important role in the transformation of rocks in
contact metamorphism.
d. It is prominent in areas where surrounding rocks are exposed to heat
coming from magma intrusion.
6. Which of the following transformation is directly related to pressure in
producing metamorphic rocks?
a. formation of foliation
b. change mineralogical in the rock
c. increasing size of mineral crystals
d. change in mineral composition of the rock
7. Which of the following metamorphic rocks would NOT come from mud rock?
a. Gneiss
b. Marble
c. Schist
d. Slate
8. What process contributes to metamorphism of oceanic crust at a spreading
ridge?
a. Dissolved minerals in the water confined within the rocks react with
the heat and triggers chemical reaction.
b. Minerals present in the ocean water percolates through the rocks and
deposits the minerals within the rocks while replacing other minerals.
c. Heat coming out from hydrothermal vents under the ocean heats up
the rock and forms recrystallization of the original mineral content of
the rock.
d. Interaction of plates below the spreading oceanic crust creates
horizontal movements and deform the rocks within leading to
formations of foliations and cracks.
9. Rigel argued with his classmates that the rock he found in the campsite near
the foot of Taal volcano was a metamorphic rock. Others claimed that it was
igneous because it was found near a volcano so it must have been a volcanic
rock, hence, an igneous rock. What features of the rock would have convinced
Rigel that it was a metamorphic rock and not an igneous rock?
a. The minerals in rocks are almost invisible to be seen.
b. The rock contains bits of old shells of snails and wood.
c. The surface of the rock has holes similar to a Swiss cheese.
d. The rock contains interlocking and large crystals of minerals compared
to minerals found in igneous rocks.
10. Diamonds are minerals made through the process similar to metamorphism
which results into formation of very dense arrangement of carbon atoms. What
type of metamorphism would create a diamond?
i. Burial metamorphism
ii. Contact metamorphism
iii. Shock metamorphism
iv. High-pressure metamorphism
v. Hydrothermal metamorphism
a. i and ii
b. ii and v
c. iii and iv
d. iv and v
11. Which of the following metamorphic rocks may have come from a shale?
a. gneiss
b. phyllite
c. schist
d. all of the above
12. In which geographic area will there be a metamorphic rock with very distinct
foliations?
a. near magma intrusion
b. at the core of the Himalayas
c. in the mid-ocean ridge in the Atlantic Ocean
d. in convergent boundaries where plates move towards each other
13. Low-grade metamorphism takes place at temperatures between about 200oC
to 320oC, and relatively low pressure. Which metamorphic rock is created at
this environmental setting?
a. Gneiss
b. Hornfels
c. Schist
d. Slate
14. How does the presence of a hot pluton contribute to metasomatism?
I. The heat coming from pluton heats up the rock and
triggers recrystallization of its original minerals
II. A hot pluton heats the surrounding water, causing
groundwater to circulate around the rocks.
III. Magma within the pluton cooks up the minerals and
destroy its original crystal arrangements.
a. Only I is correct
b. Only II is correct
c. I and II are correct
d. All are correct
15. How does metasomatism process occur?
a. Recrystallization of minerals through contact metamorphism due to
heat.
b. Destruction of arrangement of original minerals by impact due to
asteroid bombardment.
c. Recrystallization and alignment of minerals through regional
metamorphism due to heat and pressure.
d. The dissolve minerals in the fluids react with rocks that the fluids
penetrate causing changes in chemical and mineral compositions.
Lesson
1 Metamorphism
This lesson contains activities and readings about one of the geologic activities
that take place inside the Earth’s crust. You will learn basic concept and information
about metamorphism through brief discussion on the process of metamorphism, the
factors involved during the process and its connection to tectonic settings and
environment where metamorphism occurs. In the activities, you are expected to use
the knowledge and skills that you learned and gained from the previous modules in
connection to the new set of skills and information that you will learn from this
module.
What’s In
In the previous module you learned about the three processes that take place
inside the Earth that influence the shape and structure of the Earth – the
magmatism, volcanism and plutonism. In this module you will learn another
important geologic process that also takes place inside the earth – the
Metamorphism. Metamorphism is one of the geologic processes in which rocks
change in the form, composition, and structure due to intense heat and pressure
and sometimes with the introduction of chemically active fluids. While learning
through this module, you can make concept connections between major geologic
features such as tectonic features of Earth and endogenic processes that you learned
previously with the processes that rocks undergo during metamorphism - how those
geologic processes influence the changes that rocks undergo and form the so-called
metamorphic rocks.
Notes to the Teacher
Hello dear teachers, this module may be used by learners with
minimal supervision. The activities included are suitable for their
level and capacity. As pre-requisite to this module, make sure that
the learners had finished the previous modules on minerals,
classification of rocks and endogenic processes such as
magmatism, volcanism and plutonism. Thank you.
What’s New
Activity 1
Geologic processesthat take place underneath the ground is very hard to
decribe because we cannot directly observe what’s going on beneath us. Hence, to
visualize the events that are taking place in the Earth’s crust, let us do this
simulation activity.
For this activity you may ask the help of your parents or siblings with you at
home. You may use materials as alternatives if the ones given are not availabe at
your house. Let’s start.
Set-up 1
Materials for set up 1:
Raw egg white
A shallow pan (you may use plate as alternative)
Boiled water in a glass jar or bottle
Procedures:
1. Separate yolk from the egg white (you will be using only the egg white) and
pour it in a shallow pan.
2. Transfer your boiled water on a glass jar or a bottle and place it in the
middle of the pan.
3. Observe the changes in the egg white.
Questions:
1. What did you notice on the egg white near the glass jar with hot water? What
do you think caused that change?
2. Did you observe any changes on the egg white far from the hot glass jar?
How can you explain this observation?
Set-up 2
Materials for set up 2:
Pieces of sticks taken from walis ting-ting with different lengths.
2 rulers (you may use any alternatives for the purpose)
Procedures:
1. Drop the sticks onto an even surface and let them take different direction or
orientation.
2. Using two rulers, placed on either side of the sticks, pull them toward the
center while trapping the sticks in the middle.
Questions:
1. The sticks represent the minerals present in the rocks. What changes did you
observe on the sticks when you pulled the rulers together towards the middle?
2. In the activity, the rulers represent the tectonic forces that push rocks. What
can you infer from this activity about the minerals in rocks when undergoing
the same forces?
3. In this process, can you name the factor that is resposible to the changes that
occurred?
What is It
The activity demonstrates how rocks respond to geologic factors such as heat
and pressure forming metamorphic rocks through the process called
metamorphism. The process of metamorphism takes place tens of kilometers below
the surface where temperatures and pressures are high enough to transform rock
without melting it. The increase in temperature and pressure and change of the
chemical environment can change the mineral composition and crystalline textures
of the rock while remaining solid all the while. The metamorphic rocks under these
change conditions depends on the original rock chemistry, the exact pressures and
temperature to which rocks are subjected and the amount of water available for
chemical reaction.
Factors Involved in the Process of Metamorphism
1. Temperature. It plays a crucial role in the process of metamorphism. The heat
affects the rock’s chemical composition, mineralogy and texture. For instance, during
burial metamorphism, at a depth of about 8 to 15 kilometers from the surface of the
crust metamorphic reactions begin. The rocks adjust to the new temperature causing
its atoms and ions to recrystallize and form new arrangements thereby creating new
mineral assemblages. During recrystallization, new crystals grow larger than the
crystals in the original rock.
For example, (see figure below) when sedimentary rock (mud rock) - shale
become buried deeper and deeper, the clay minerals in the rock will begin to
recrystallize and form new minerals, such as micas in slate – a metamorphic rock
from shale. With additional burial, at greater depth, where temperature is higher,
mineral micas begin to transform into a new mineral garnet in schist – another
metamorphic rock with higher grade. The rate at which temperature increases with
depth in the Earth’s crust is known as geothermal gradient which varies on plate
tectonic settings like the thickness of the crust or whether the area is in the
subduction zone between oceanic and continental or under the converging two
continental crusts.
Subduction zones, for instance, are characterized by low temperature metamorphism
and the area at which collision takes place between two converging crustal plates is
characterized by high temperature metamorphism. In a nutshell, the higher the
temperature, the higher the metamorphism grade until such time when temperature
is high enough to melt the rocks resulting to formation of magma.
Sedimentary rock – Shale Metamorphic rock – Slate Metamorphic rock – Schist
with clay minerals with mica minerals with garnet minerals
2. Pressure. Like temperature, it changes the composition, mineralogy, and texture
of rocks. Pressure is different in various tectonic setting, similar to temperature. For
instance, metamorphism in the subduction zone is characterized by high-pressure
metamorphism. In contrast, collision zone between two continental crust is marked
by moderate pressure metamorphism.
There are two types of pressures known also as stresses that exert force to
rocks causing changes.
1. The confining pressure or vertical stress, is the pressure or stress exerted
on rock by the weight of overlying material such as in burial metamorphism. This
type of pressure is the same in all directions and makes the rocks to fracture or
deformed.
2. The directed or differential pressure imposed by a force in a particular
direction. Differential pressure is dominant at convergent boundaries where plates
move towards each other and collide thus exerting force and cause rocks to deform.
Pressure causes rocks to form folds in a particular direction as directed by the
pressure, thus directed pressure guides the shape and orientation of the new crystals
formed as minerals recrystallize under the influence of both heat and pressure. This
results in a textural change such that the minerals are elongated in the direction
perpendicular to the directed stress and this contributes to the formation of
foliation. Foliation is a set of flat or wavy parallel cleavage planes produced by
deformation under directed pressures. In the figure below, the effect of compression
due to pressure, aligned the minerals as they recrystallize during metamorphism.
The diagram in the left represents the minerals in shale, a sedimentary rock with
beddings in the direction shown. The diagram in the middle represents minerals in
slate, a low-grade metamorphic rock from original rock shale, with the mica crystals
orientated perpendicular to the direction of the pressure. The minerals in a higher-
grade metamorphic rock schist, with very evident foliation, is represented by the
diagram in the far right which shows larger bandings of minerals caused by even
greater pressure.
Sedimentary rock – Shale Metamorphic rock – Slate Metamorphic rock – Schist
with bedding plane with foliation with larger foliation
The circulating mineral-laden fluids through rock bodies known as
Hydrothermal fluids also play a role in the process of metamorphism. The dissolve
minerals in the fluids react with rocks that the fluids penetrate causing changes in
chemical and mineral compositions and sometimes completely replacing one mineral
with another without changing the rocks textures. This type of metamorphism is
known as metasomatism in which the alteration process is caused by fluids passing
through the rock and catalyze chemical reactions. For example, when the heat of the
intrusive igneous body heats up the groundwater containing dissolved minerals,
convection of water forms flowing through the surrounding rocks and penetrating
through them. Reactions occur among chemicals in the rocks and in the water
resulting into significant change in the mineralogy of the rock. Example for this is
the alteration of feldspars to clays, and deposition of quartz, calcite, and other
minerals in fractures or cracks and other open spaces forming veins such as
represented by the figure below.
Calcite vein
deposits in
limestone rock
Metamorphism caused by hydrothermal fluids also occurs in mid-ocean ridges
where hot lava, coming out of the fissures, react with mineral-rich ocean water and
cause serpentines to form through oxidation and hydration chemical reaction of
peridotites- an olivine rich rocks at the base of the oceanic crust, this is known as
Serpentinization process.
Types of Metamorphism
Metamorphic rocks are categorized on the basis of theory geologic origins.
Foliated metamorphic rocks such as Gneiss and Schist were formed through
Regional Metamorphism in which both high temperature and high pressure are
imposed to large parts of the crust. Most regional metamorphism occurs within the
continental crust. Although rocks can be metamorphosed at depth in most areas,
deep below the mountains produced by collision of two continental crust is the area
of greatest regional metamorphism. In general, the confining and directing pressures
exerted by some tectonic forces unto to the rock formations cause new alignment of
minerals (foliation) during recrystallization.
Another type of metamorphism is the Contact Metamorphism which is
prominent in areas where surrounding rocks are exposed to heat coming from
magma intrusion within the layers of the rocks. Marble, quartzite and other
granoblastic rocks with large visible crystals of minerals maybe formed through
contact metamorphism. For example, when quartz-rich sedimentary rock come in
contact with enough heat from the presence of ingenious intrusions to trigger
recrystallization, all sedimentary structures are destroyed and quartz grains in the
sandstone recrystallize to form an interlocking mosaic of crystals giving it a
granoblastic texture. The resulting rock is white or pale grey in color known as
metaquartzite. The size of the crystals is larger near to the contact with the igneous
intrusion and smaller when further away from the contact where temperatures are
not as high. The same things happen with limestone, the parent rock of marble. The
heat coming from igneous intrusion destroys the calcite minerals including the
fossils found in the limestone and form a marble with an interlocking mosaic of
crystals. A limestone made of pure calcite minerals would transform into pure white
marble.
Other types of metamorphism include Shock Metamorphism which takes
place when the heat and shock waves from meteor or asteroid impact transform rocks
immediately around the impact site, examples of this is the transformation of mineral
graphite into ultra-high-pressure polymorphs diamond and conversion of quartz
minerals into coesite under high shock pressures. Burial Metamorphism occurs at
lower temperature and pressure which transform sedimentary rocks that had
undergone diagenesis into low grade metamorphic rocks through relatively low
temperature and pressure. Partial alteration of the mineralogy and texture may occur
while other sedimentary structures are usually preserved.
In subduction zones, between two converging plates, High-pressure
metamorphism occurs. Metamorphic rocks created through these processes are
rarely found on the Earth surface as they were formed in such a great depth. Some
metamorphic rocks formed through these types of metamorphism contains bits of
microscopic diamonds, an indication that the rock was formed with great pressure.
An example of rock made through this type of metamorphism is the eglcosite which
has transformed with pressure greater than 28 kbar at a depth of approximately
above 80 km.
Questions:
1. At what depths in Earth do metamorphic rocks form? What happens if
temperature and pressure get too high?
2. What texture is formed in the alignment of mineral crystals with a preferred
orientation in a metamorphic?
3. How would you relate the grade of metamorphic rocks to the degree of
temperature in which it is made?
4. Which metamorphic rock would you associate with high grade of regional
metamorphism (phyllite, slate, schist, or gneiss)? Why?
What’s More
Activity
A. Directions: Identify the geologic area and the respective type metamorphism
that occur in the encircled portion in the illustration below. Write
your answers in the table.
No. Geologic area Type of Metamorphism
1
2
4
5
6
B. Directions: Fill in the table below with the correct information about
metamorphism.
Most strategic
Agent/factor Example of
Type of Changes that geographic
responsible for metamorphic
metamorphism occurs in rocks location where it
the change rock
occurs
(1) Alignment of (2) (3) (4)
minerals
perpendicular to
force
(5) (6) (7) (8)
Hornfels
(9) (10) (11) (12)
Heat from impact
of asteroid
(13) (14) (15) (16)
Subduction zone
(17) (18) (19) (20)
Burial
metamorphism
(21) (22) (23) (24)
Hydrothermal
fluids
What have I Learned
Directions: Complete the sentence below by writing the correct word/phrase.
1. Metamorphism is the alteration of rock’s _____________, _____________ and
_____________.
2. Metamorphic rocks are formed when rocks are subjected to significant
changes in _____________ and _____________.
3. Confining pressure is _____________, whereas directed pressure is
_____________.
4. In the presence directed pressure, recrystallization may align minerals
_____________ to the force/stress applied on the rocks.
5. _____________ metamorphism takes place where both high and temperatures
are imposed over large parts of the crust and usually takes place in
_____________ plate boundaries.
6. _____________ is the localized transformation or rocks near to igneous
intrusions mainly as a result of high temperatures.
7. Other types of metamorphism are _____________, _____________, and
_____________.
8. _____________ is created by alignment of minerals under directed pressure.
9. Granoblastic rocks are _____________ rocks composed mainly of crystals that
grow in large size and distinct shapes.
10. Metasomatism occurs when the change in rock’s composition is due to
interactions with _____________.
What I can Do
Semi-fieldwork Activity
Go to your backyard, home, or school garden or in any place near and safe for
you to collect some metamorphic rocks and bring them home. (make sure to clean
them first and don’t forget to wash your hands)
Make a table similar to the one below and make a log of the information about
the rocks that you collected.
Describe the
Rock Classify the type of Write your inference about
features of the
Sample Picture the metamorphic rock how the rock samples
metamorphic
number sample undergone metamorphism.
rock sample
3
Assessment
Directions. Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. Which of the following statements about metamorphism of a shale is false?
a. With increasing metamorphism, foliation develops
b. With increasing metamorphism, the amount of water decreases
c. With increasing metamorphism, the clay minerals breakdown to form
micas
d. With increasing metamorphism, the grain size of the minerals gets
smaller
2. Which of the following has the correct set of major agents of metamorphism?
a. Temperature and pressure
b. Pressure and tectonic forces
c. Temperature and mineral fluids
d. Hydrothermal fluids and pressure
3. Which of the following correctly describes the major role of pressure in
producing metamorphic rocks?
a. Pressure leads to foliation in the rock
b. Pressure decreases the size of mineral crystals
c. Pressure leads to mineralogical changes in the rock.
d. Pressure facilitates change in mineral composition of the rock.
4. What type of metamorphic rock will form if a mud rock experiences high-grade
metamorphism?
a. Gneiss
b. Phyllite
c. Schist
d. Slate
5. Granite is an igneous rock that are formed through slow solidification of
magma; accordingly, it does not change very much at lower metamorphic
grades. Why is this so?
a. Granite minerals are still stable at lower temperatures.
b. Granite, like any other igneous rocks is geologically impossible to
become a parent rock of metamorphic rock.
c. Granite remains largely unchanged at lower metamorphic grades
because its surrounding environment is constantly stable.
d. All of the above.
6. What process contributes to metamorphism of oceanic crust at a spreading
ridge?
a. Dissolved minerals in the water confined within the rocks react with
the heat and triggers chemical reaction.
b. Heat coming out from hydrothermal vents under the ocean heats up
the rock and forms recrystallization of the original mineral content of
the rock.
c. Minerals present in the ocean water percolates through the rocks and
deposits the minerals within the rocks while replacing other minerals.
d. Interaction of plates below the spreading oceanic crust creates
horizontal movements and deform the rocks within leading to
formations of foliations and cracks.
7. While walking, Daniel picked up a rock that have been washed up on the beach.
Noticing that it has wavy bands of light and dark colored minerals, he claimed
that the rock is a metamorphic rock. Which of the following inferences about
its formation is the most correct?
a. Pressure was the main agent in rock’s formation which aligned the
minerals into new orientation.
b. The rock was formed through high-pressure made by the impact of
large body into the Earth’s surface.
c. The minerals in the rocks were altered through recrystallization
changing their size into large crystals.
d. The bands in the rock was formed through deposition of minerals from
the hot fluids that surround it during formation process.
8. Which of the following is the source of increase of temperature and pressure in
regional metamorphism?
a. Impact metamorphism
b. Local intrusive heat source
c. Increased rate of radioactive decay
d. Increase in temperature with increasing depth of burial
9. Which of the following metamorphic rocks can NOT form from a shale?
a. hornfels
b. marble
c. schist
d. slate
10. On a local field trip, a group of students noticed that they are walking across
a path made of rocks that starts from a shale into a slate and into a phyllite.
What can you infer to the direction taken by the students in relation the grades
of metamorphic rocks?
a. It follows a decreasing metamorphic grade.
b. It indicates an increasing metamorphic grade.
c. It indicates an increasing degree of contact metamorphism.
d. It shows an in decreasing degree to regional metamorphism.
11. In which geographic area will there be a highest potential for regional
metamorphism?
a. In the Philippine trench
b. Near an igneous intrusion
c. At the core of the Himalayas
d. Mid-ocean ridge in the Atlantic Ocean
12. Which of the following does NOT belong to the group?
a. Gneiss
b. Hornfels
c. Marble
d. Quartzite
13. Blueschist metamorphism takes place within subduction zones. What is the
temperature and pressure characteristics of this geological setting?
a. Low temperature and pressure
b. High temperature and pressure
c. Low temperature and high pressure
d. High temperature and low pressure
14. How does the presence of a hot pluton contribute to metasomatism?
i. A hot pluton heats the surrounding water, causing groundwater to
circulate around the rocks.
ii. Magma within the pluton is the source of minerals that seep
through the rocks and cause chemical exchange.
iii. The heat coming from pluton heats up the rock and triggers
recrystallization of its original minerals
a. Only i is correct
b. Only ii is correct
c. i and ii are correct
d. All are correct
15. The diagram below shows microscopic illustration of minerals of certain
sedimentary rock (parent rock) which is subjected to high pressure and
temperature underground forming a foliated metamorphic rock.
High Pressure and
temperature
What type of metamorphism occurs in the given illustration?
a. Burial metamorphism
b. Contact metamorphism
c. Regional metamorphism
d. Shock metamorphism
Additional Activities
Directions: Using the important terms or vocabularies and concept from this
module, create a concept map about the process of metamorphism. You
may use computer in creating your concept map or draw it in a piece of
typewriter paper. Once you are done, please submit your work to your
teacher. Good luck!
What’s More
Part B.
Assessment
1. Regional metamorphism
1. D 2. Pressure
2. A 3. in convergence zone area
3. A 4. Gneiss
4. C 5. Contact metamorphism
5. A 6. increasing size of crystal
6. D 7. Heat
7. A
8. along magma intrusion
8. D
9. Impact Metamorphism
9. B
10. transition of minerals into
10. B
another mineral
11. D
11. Impact zone
12. C
12. Diamond
13. B
14. C 13. High-pressure
15. C metamorphism
14. change in mineralogy and
What’s More What is it
Part A. Pre- Assessment
1. Metamorphism begins at
1. Shock metamorphism; on the Earth about 8 to 15 kilometers 1. D
surface around meteor or asteroid below. As the 2. B
impact zone temperature and 3. A
2. Burial metamorphism; below pressure increase 4. A
sedimentary rock layers metamorphism also 5. D
3. Regional metamorphism; on the increase until such time 6. A
convergence zone area, deep below when temperature is too 7. B
the mountain ranges
high that rocks melts to 8. A
4. High-pressure metamorphism; on the
form magma. 9. D
2. Foliated texture 10. C
subduction zone area
5. Hydrothermal metamorphism; on
3. The greater the 11. D
mid-ocean ridges area temperature, the higher 12. D
6. Contact metamorphism; Below the the metamorphic grade 13. D
Earth surface along magma/igneous 4. gneiss 14. C
intrusion 15. D
Answer Key
References
Coltorti, M., and M. Gregoire. “Metasomatism in oceanic and continental lithospheric
mantle: introduction.” Geological Society of London Publications.2008.
Accessed June 7, 2020. https:// sp.lyellcollection.org/ content/293/1/1.
Earl, Steven. Physical Geology. 2019. BCcampus Open Education, 2020.
https://opentextbc.ca/physicalgeology2ed/.
Grotzinger, John., and Thomas H. Jordan. The Essential Earth. USA: W.H. Freeman
and Company, 2008.
King, Hobart M. “How do diamonds form.” Geology.com. 2020. Accessed June 7,
2020. https://geology.com/articles/diamonds-from-coal/
King, Hobart M. “Marble” Geology.com. 2020. Accessed June 7, 2020
https://geology.com/rocks/marble.shtml
King, Hobart M. “Serpentine.” Geology.com. 2020. Accessed June 7, 2020.
https://geology.com/minerals/serpentine.shtml
Nelson, Stephen A. “Type of Metamorphic Rocks.” Accessed June 7, 2020.
https://geology.com/articles/diamonds-from-coal/
Panchuk, Karla. Physical Geology. 2019. University of Saskatchewan, 2020.
https://openpress.usask.ca/app/uploads/sites/29/2017/07/Chapter-
10_JA1019.pdf.
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