Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
AGUSAN DEL SUR NATIONAL HIGH SCHOOL

STUDENT LEARNING MATERIAL IN

EARTH AND
LIFE SCIENCE
Mary Joy P. Araneta I Mary Grace P. dela Cruz I Michael Jay O. Mesa I Grenice V. Palermo I Jean Ailyn O. Pitolan

We are very happy to welcome you to this core subject Earth and Life Science which you will be taking for
one semester. The first quarter covers topics in Earth Science. We will start by appreciating our home planet by its
uniqueness compared to the rest of the universe (as far as we currently know), the various processes that make it
the way it is today, and the different hazards its habitants are constantly exposed to. Furthermore, the second
quarter covers topics in Life Science. Specifically, we will be dealing with understanding the characteristics of life
and what it can do – from metabolism, reproduction, evolution to interaction with its environment.

Despite this pandemic, learning never stops! As teachers, we will surely learn from you as we interact and
solicit ideas from you in any way possible. For your part as a student, you can learn as much as you can from this
subject by reading what we think will be the Frequently Asked Questions (FAQs):

FAQ #1 WHAT AM I GOING TO DO ONCE I RECEIVE THIS MODULE?

Handle this student material with utmost care. Remember, other students will be using this material after you. Isn’t it nice to use things when it is still in
its best condition?
Do not write anything in this material. Use an intermediate or yellow paper to write down your answers.
Read everything in here carefully. For you to learn the most from this material, reading is the key! If you have read up to this point, you are doing well!

FAQ #2 WILL I EVER LEARN FROM THIS MODULE?

Yes! Since you are already a Senior High School student, we believe that you will be responsible of your own learning. By this, we mean that you will
follow the instructions and do the tasks honestly and diligently. Each module is made so that you can express your previous knowledge, use your scientific
skills, read important facts and concepts, and apply whatever you learned from the topic.
Moreover, by this, we also mean that we know that you will be learning on your own at your home without the supervision of your teacher. You will have all
the chances to skip pages and just cheat (yes, advance kami mag-isip!) but let us remind you that you will never learn anything if you do not put effort. Do
not simply “copy-paste” from the internet or just copy your classmate’s answer because we will surely know it. Success is sweeter when you did your best!
In answering your activities and as a way for us to easily check your progress, be sure to follow this format:
We would also appreciate clean and legible handwriting.

FAQ #3 WHEN I AM DONE WITH THE MODULE, WHAT SHOULD I DO?

Make sure that you have answered all the questions and done the tasks in the module. Once you have submitted for that week, your teacher will
immediately check it. Avoid having late and “pahabol” submissions unless you really, really have a valid reason. Most importantly, follow the format given
above to avoid issues of lost papers. If you were not able to write your name, how can we record your score? It’s really hard to guess!
Submit your papers every Friday to the designated Grade 12 teacher. You will not be given the next set of modules if you do not submit the outputs and
return this module.

FAQ #4 HOW WILL I BE GRADED IN THIS SUBJECT?

Since this is a core subject, your quarterly grade will be computed according to the following:
✓ Written Works (25%) – These are the scores from your summative tests which will be given before you start another set of modules.
✓ Performance Tasks (50%) – These are selected tasks that you need to do as a manifestation of your learning from the modules. These are usually
the activities found at specific parts like Think Some More and Test Yourself which will all be compiled in a portfolio.
✓ Quarterly Assessment (25%) – This is the periodic test that will be given by the end of each quarter.
Be sure to answer all the questions and do all the activities in the modules. Everything will be checked by your teacher to track your progress in this
subject. Scores are all recorded and specific ones will be used for the computation of your grades.

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FAQ #5 ARE THERE REQUIREMENTS FOR THIS SUBJECT?

Yes. At the end of each quarter, you will be submitting to the teacher your portfolio. This is sort of a compilation of all the activities that you have accomplished,
especially in the Think Some More and Test Yourself parts of the module.
Once the teacher had already checked your outputs for a specific module, it will be returned to you. Once you receive it, have your parent/guardian affix their
signature on your paper and the date when they received it. Letting them sign your paper is one of our ways to let them know your performance for this subject.
After they signed, keep them later for your portfolio.

FAQ #6 WHAT ARE THE PARTS OF THE PORTFOLIO AND HOW WILL I BE GRADED?

Your portfolio will contain the following parts:

✓ Cover Page
✓ Table of Contents
✓ Summary of Scores (have a separate summary for each quarter, with name and signature of parent/guardian and date it was signed)
Title of Activity Number of Items Score

✓ Compilation of Activities (all your outputs from Think Some More and Test Yourself – also with parent/guardian name and signature and date signed)
✓ Reflection (share to us what you have learned from the topics for each quarter)

You will be rated according to the following rubrics (a total of 50 points):

WEEKLY HOME LEARNING PLAN for GRADE 11

Week 1 Quarter 1 October 5-9, 2020 Week 2 Quarter 1 October 12-16, 2020
Day & Time Learning Learning Learning Tasks Mode of
Area Competency Delivery
MTWThF
Wake up, make up your bed, eat breakfast and get ready for an awesome day! Have a short exercise/meditation/bonding with family.
7:00 – 7:30
7:30 – 9:30
9:30 – 10:00 RECESS
10:00 – Earth and Recognize the ✓ Complete the graphic organizer about properties of a habitable planet on page 2. Send outputs to
12:00 Life uniqueness of Earth, ✓ Read the text GOLDILOCKS AND THE THREE PLANETS on pages 8-10 then answer the questions that Google
Sciences being the only planet follow. classroom or
Module 1 in the solar system ✓ Read the text INGREDIENTS TO LIFE on page 10. Then select a planet on page 5 that you GC.
with properties think can support life by providing your explanations in 5 sentences only.
necessary to support ✓ Create an essay about the question: As a student, what can you do to help make Earth For printed, the
life. still a habitable planet for the future generations? Rubrics are found on page 5. (for parents hand-in
portfolio) the output to the
Explain that the Earth ✓ Complete the crossword puzzle on page 12. teacher in the
consists of four ✓ Read the text EARTH AND ITS SUBSYSTEMS on pages 13-14. identified areas.
subsystems, across ✓ Complete the graphic organizer on page 15.
whose boundaries matter
and energy flow.
✓ Read the text EARTH’S SUBSYSTEMS on page 15 and answer Think Some More (for
portfolio) and Test Yourself on page 16.
Identify common rock- ✓ Answer What are Minerals – Fact or Bluff on page 17.
forming minerals ✓ Read the text ALL ABOUT MINERALS on pages 17-22. Then answer the question on
using their physical minerals present in granite on page 22.
and chemical ✓ Complete the table on Minerals are Everywhere on page 23. (for portfolio)
properties. ✓ Answer Test Yourself on page 23.
12:00 – 1:00 LUNCH BREAK
1:00 – 3:00 Earth and Classify rocks into ✓ Complete the Rock Cycle diagram on page 4 of Module 2. Send outputs to
Life igneous, sedimentary, ✓ Read the text ALL ABOUT ROCKS! on pages 5-11. Google
Sciences and metamorphic. ✓ Classify rocks as igneous, sedimentary and metamorphic listed from the word bank on pg 11-12. classroom or
✓ Collect and take a photo of at least three rock samples in your place. Describe their characteristics,
Module 2 classification, and importance of your samples. Follow the presentation on pages 12-13. (for portfolio)
GC.
✓ Answer Test Yourself on page 13.
Explain how the ✓ Have a thought travel to Britania Islands in San Agustin, Surigao del Sur. Examine the For printed, the
products of picture and answer the questions on page 14. parents hand-in
weathering are carried ✓ Observe or perform the experiment Changes in Rocks on pages 14-15 then answer then the output to the
away by erosion and questions that follow. teacher in the
deposited elsewhere. ✓ Read the text TYPES OF WEATHERING on pages 15-17. identified areas.
✓ Spot the difference on the pictures on page 17 and answer questions that follow.
✓ Read the text EROSION AND DEPOSITION on pages 17-19.
✓ Explain how exogenic processes are related to each other on page 19. (for portfolio)
✓ Complete the graphic organizer on page 19. (for portfolio)

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 Pretest in Earth and Life Science (First Quarter)

Name: __________________ Teacher: _______________ Section: __________ Date: ________ Score: _____

General Directions: Read each item carefully and write the letter of the correct answer on your paper. (Reminders: This test
aims to diagnose your prior knowledge on Earth Science concepts. Since this test is not recorded, your honest response is
highly required.)

1. Which of the following is a habitable planet?

a. It is a gas giant with four large, rocky satellite.
b. It is the closest planet to the star and its mass is half compared to Earth’s mass.
c. There is no visible surface because of thick clouds, the average temperature is 651 degrees C and the atmosphere of
the planet is composed of CO2, and H20.
d. The temperature in this planet is 30 degrees C, water is enough, there are active volcanoes and the atmosphere is
composed of N, O2 and a presence of ozone layer.
2. In order to solve the Goldilocks problem, which phenomena were emphasized to have kept the Earth’s temperature
moderate?
a. greenhouse effect and carbon cycle c. plate tectonics and carbon cycle
b. greenhouse effect and water cycle d. plate tectonics and water cycle
3. Which is NOT a role of the atmosphere?
a. traps heat from the Sun c. holds important gases like oxygen and carbon dioxide
b. protects the Earth from space rocks d. helps the Earth to revolve around the Sun
4. Glaciers belong to which sphere?
a. atmosphere b. biosphere c. geosphere d. hydrosphere
For items 5-6, refer to the properties presented in table at the right.
5. Which of the following inference is true about the two minerals? olivine hematite
Chemical (Mg, Fe)2
a. Olivine can scratch hematite. c. The two minerals can scratch each other. formula
Fe2O3
SiO4
b. Hematite can scratch olivine. d. Neither of the two could scratch the other. Hardness
(max)
7 6
6. What chemical groups do the two minerals belong?
a. olivine = oxide; hematite = sulfate c. olivine = sulfate; hematite = oxide
b. olivine = silicate; hematite = oxide d. olivine = oxide; hematite = silicate
7. Which of the following is not a metamorphic rock?
a. gneiss b. limestone c. quartzite d. schist
8. Which of these areas do most sedimentary rocks usually form?
a. bodies of water b. mountains c. plain lands d. volcanoes
9. Study the diagrams of textures of two igneous rocks below. Which of the following correctly classifies these rocks?
X Y
a. X = intrusive; Y = extrusive
b. X = extrusive; Y = intrusive
c. X = intrusive; Y = intrusive
d. X = extrusive; Y = extrusive

10. The photograph at the right shows a sandstone butte in an arid region. Which
agents of erosion are currently changing the appearance of this butte?

a. glaciers and mass movement

b. running water and glaciers
c. wave action and running water
d. wind and mass movement

11. It occurs when a river loses its capacity to transport sediments, making the sediments to settle out, creating deltas.
a. deposition b. erosion c. mass wasting d. weathering
12.Which of the following correctly describes physical/mechanical weathering?
a. A carabao steps on and crushes a limestone. c. Running water transports rock to other places.
b. A year of acid rain deforms a rock monument. d. A rock was exposed to repeated freezing and melting.

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13. Where does the Earth’s internal heat comes from?
i. Left over heat from the Earth’s formation ii. Radioactive decay of naturally occurring isotopes iii. Heat from the sun
a. i b. i and ii c. ii and iii d. i and iii
14. What term refers to the heat generated during the formation of the Earth as a result of collision of planetesimals?
a. frictional heat b. global warming c. primordial heat d. radiogenic heat
15. What type of melting occurs when the rock experiences lower pressure as it goes upward?
a. decompression melting b. flux melting c. partial melting d. total melting
16. What is/are the conditions required for the formation of magma?
a. decompression melting b. heat transfer melting c. addition of volatiles d. all of the above
17. Glassy igneous rocks form when the magma ________.
a. is a rhyolitic type. c. cools so slowly that only one mineral is formed.
b. cools from an extremely high temperature. d. cools so fast that minerals cannot crystallize and grow.
18. What do you call the area below the crust where magma is stored?
a. magma chamber b. magma crater c. magma dome d. magma vent
19. Mineralogy and texture of rocks are changed over a wide area because of pressure underneath Earth’s crust. Which of the
following best describes this event?
a. contact b. hydrothermal c. dynamic d. regional
20. If bedrock at a collisional plate boundary contains andalusite crystals, these crystals are changed into sillimanite
and/kyanite as temperature and pressure conditions increase. Which of the following best describes the situation?
a. cementation b. magmatism c. metamorphism d. weathering
21. During the Permian Period, sedimentary bedrock in the Appalachian Region was subjected to high temperature and
pressure, which will eventually form into calcite/limestone deposits. Which of the following rock would most likely
be formed?
a. gabbro b. gneiss c. marble a. schist
22. What type of rock is formed when lava cools and fine grain texture is produced which sometimes contains air bubbles?
a. extrusive igneous b. intrusive igneous c. metamorphic d. sedimentary
23. What do you call the formation of intrusive igneous rock by solidification of magma beneath the Earth’s surface?
a. magmatism b. metamorphism c. plutonism d. volcanism
24. Why are the crystals of intrusive igneous rock typically larger than those of extrusive igneous rock?
a. because the magma cools very quickly c. because of a higher water content in the magma
b. because the magma cools much slower d. because the temperatures of the magma are much lower
25. What geological feature with a lowland situated between several highlands that usually happens on a divergent
plate boundary?
a. mountain range b. rift valley c. trench d. volcano
26. What geological feature is formed when two plates collide with each other resulting to the folding of rocks in it?
a. mountain range b. rift valley c. trench d. volcano
27. The North American and Eurasian Plates are moving away from each other along the line of the Mid-Atlantic
Ridge. What type of plate boundary is described here?
a. convergent b. divergent c. transform d. none of the above
28. Which rule of relative dating states that sedimentary layers are deposited in a specific time wherein youngest rocks
are on top and oldest rocks are at the bottom?
a. Law of Superposition b. Law of Original Horizontality c. Law of Cross- Cutting Relationship d. None of the above
29. The Principle of Cross-Cutting Relationships states that an igneous intrusion is ____.
a. the same age as the rock it melted c. always younger than the layers it cuts across
b. always older than the layers it cuts across d. none of the answers are correct
30. What type of dating involves the use of radiometric techniques which gives the exact age of a rock?
a. absolute dating b. cross dating c. geologic dating d. relative dating

31. Based on the picture on the right,

which are the three oldest rock layers?
a. Q, P, O c. P, O, N
b. Q, O, N d. O, N, M

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32. How was the Geologic Time Scale divided into subdivisions?
a. decisions of the scientists c. major geologic events that occurred
b. flipping of magnetic poles d. divided equally into thousand years each
33. The Geologic Time Scale is subdivided into 4 groups. Which of the following is the correct order from the largest
to smallest subdivisions?
a. eon, period, epoch, era c. epoch, period, era, eon
b. era, eon, period, epoch d. eon, era, period, epoch
34. The cross section below shows the direction of movement of an
oceanic plate over a mantle hot spot, resulting in the formation of a
chain of volcanoes labelled A, B, C, and D. The geologic age of
volcano C is shown at the right. Which of the following is correct
about the geologic ages of volcanoes B and D?

a. B is 9 million years old and D is 9 million years old.

b. B is 2 million years old and D is 6 million years old.
c. B is 5 million years old and D is 12 million years old.
d. B is 10 million years old and D is 4 million years old.
35. Which statement is NOT true according to the geologic time scale?
a. Plants were never part of the study. c. Precambrian era was the longest division.
b. Fishes came first than the first reptiles. d. Dinosaurs came first than the ancient humans.
36. Which of the following is the oldest and longest period which covers 87% of Earth’s history?
a. Precambrian b. Cambrian c. Jurassic d. Quaternary
37. Earthquake is the shaking of earth caused by waves moving on and below the earth's surface. Which of the
following might occur after an earthquake happens?
a. flashfloods b. liquefaction c. typhoon d. wildfire
38. Taal Volcano is a large caldera filled by Taal Lake in the Philippines. It is located in the province of Batangas and
considered the second most active volcano in the Philippines. Recently, last January 2020, the volcano erupted 43
years after its previous eruption in 1977 and the DOST-PHIVOLCS raises the alert status of Taal to Alert Level 4.
Which of the following might be the scenario around Taal volcano within this alert level?

a. Taal Volcano main crater is strictly off-limits. Steam explosions are evident and high concentrations of lethal
volcanic gases are released.
b. Taal Volcano Main Crater has escalated its eruptive activity, generating an eruption plume 1 kilometer-high
accompanied by volcanic tremor and felt earthquakes in Volcano Island and barangays of Agoncillo, Batangas.
c. Magmatic intrusion is evident in the entire volcano island which might brought possible hazards of pyroclastic
density currents and volcanic tsunami.
d. Eruptive activity at Taal Volcano main crater intensified as continuous eruption generated a tall 10-15 kilometer
steam-laden tephra column with frequent volcanic lightning that rained wet ashfall on the general north as far
as Quezon City.

39. Which of the following human activities speed up landslides?

a. reforestation b. excessive rainfall c. quarrying d. tectonic plate movement
40. On January 5, 2012, a landslide occurred in Pantukan, Compostela Valley. This event had caused great damage to
the villagers near the hills which swept away their homes and dozens of them were buried alive. Which of the
following human activities had great contribution to this event?
a. excavation b. haphazard waste disposal c. quarrying d. using explosives in mining
41. September 2018 is a tragic date for people in Naga, Cebu where a landslide buried homes and killed people. It was
reported that this event was caused by typhoon Mangkhut. However, some news pointed out that the event to some
human activities especially that the area is near a mining site. Which of the following is the most appropriate human
activities caused by this landslide?
a. excavation b. quarrying c. land pollution d. deforestation

42. Taal Volcano’s eruptions had caused great damage to human lives and properties. Because of this status colors for
its activities is released to the public. Which color represent a normal volcanic activty?
a. black b. green c. yellow d. red

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For items 43-44, refer to the Philippine hazard map for earthquakes given
below. Maroon repersents high risk, red represents medium while yellow
represent low risk.

43. Which part in Mindanao, do you think has a high risk to earthquakes?
a. Cagayan de Oro City c. Surigao del Sur
b. Pagadian d. Zamboanga

44. Which part in Luzon has a low risk to earthquake?

a. Benguet c. Pangasinan
b. Ilocos Norte d. Tarlac

For items 45-46, use the Philippine map which also shows risk to typhoons in
each place.
45. Which area is very highly at risk to the occurrence of tropical depressions,
tropical storms, typhoons and super typhoons?
a. Cagayan c. Oriental Mindoro
b. Marinduque d. Rizal

46. Which area has a very low occurrence of tropical depressions, tropical
storms, typhoons and super typhoons?
a. Agusan del Norte c. Isabela
b. Benguet d. Tawi-tawi

47. Which of the following refers to the wearing away of land by the sea?
a. coastal erosion b. salt water intrusion c. soil erosion d. submersion
48. Saltwater intrusion, one of the results of coastal processes, is a major concern commonly found in coastal aquifers
around the world. Which of the following is TRUE about saltwater instrusion?
a. Fresh water is denser than salt water, thus it floats on top.
b. Salt water from the sea migrate toward a well, making the freshwater well unusable.
c. Groundwater flows from areas with lower groundwater levels to areas with higher groundwater levels.
d. Saltwater intrusion into coastal aquifers is caused by downward movement from deeper saline zones due to
upconing near coastal discharge/pumping wells.
49. Which of the following is NOT a mitigation to the impact of land development, waste disposal, and construction
of structures on control coastal processes?
a. Limit the magnitude of the development action. c. Increase the sources of pollutants or impacts in the area.
b. Provide compensation to the affected community. d. Provide complete protection to similar habitat at another site.
50. Waste disposal is one of the concerns of the community. No proper waste management can cause adverse
environmental impacts. The following are suggested activities to lessen impacts of waste disposal except ____.
a. Good Site Practices c. Establish Construction and Demolition Material
b. Satisfactory Waste Reduction Measures d. Exclusion of General Refuse and licensed waste collector

For nothing is hidden that will not be made manifest,

nor is anything secret that will not be known and come to light. Luke 8:17

Just be happy in answering the test.

>>>Teacher Grace, Teacher Jean, Teacher Mike, Teacher Grenice and Teacher Joy<<<

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 Quarter 1 Week 1

MODULE Incomparable Earth: A habitable planet with four subsystems and

rock-forming minerals
1

Earth is considered a special planet – the only known planet that supports life. It is the
third planet out from the Sun with an estimated average age of 4.5 billion years. Scientists
and science enthusiasts are in a quest for unveiling the explanations about Earth’s
characteristics and processes. Thus, several sciences emerge to study the different parts of
the Earth.

Earth Science is a name for all the sciences that collectively seek to understand Earth
and its neighbors in space. Among the many sciences that study Earth, generally, it includes
geology; hydrology and oceanography; and meteorology and climatology.

Geology is the study of the Earth – its origin and development, composition of materials
and the processes in it. Hydrology deals with waters of Earth – their properties, behavior, and
distribution. Oceanography deals with seawater composition and movement as well as coastal
processes, seafloor topography and marine life. On the other hand, meteorology is the study
of the atmosphere and weather processes and specifically, climatology is the scientific study of
climates.

Earth can be described as a group of interacting or interdependent parts that forms a

complex whole. Earth is a system with interaction among its four spheres: biosphere,
atmosphere, hydrosphere, and geosphere.

Human beings, as part of the biosphere interact with the other parts of the system. They
are affected in any ways as the spheres interact with each other such as changes in climate,
geological processes and the like. Humans focus on the exploration of its natural resources for
its survival and life extension as well as the habitation of future generation.

Minerals are one of the natural resources found in Earth which is also the subject for
study. By definition, a mineral must be naturally occurring, inorganic, solid element or
compound, have definite composition and a regular internal crystal structure. There are 92%
naturally occurring elements on Earth but only eight elements make over 98% of the minerals
on the Earth’s crust. These are oxygen, silicon, aluminum, iron, calcium, sodium, potassium
and magnesium which comprise the rock-forming minerals quartz, feldspar, mica, amphibole,
pyroxene, olivine, and calcite. Rock-forming minerals play a significant role in the formation
of rocks that composes the Earth.

This module is composed of three lessons namely:

Lesson 1: Uniqueness of the Earth

Lesson 2: Earth and its Subsystems

Lesson 3: Properties of Rock – forming Minerals

At the end of the module, you are expected to:

a. recognize the uniqueness of Earth, being the only planet in our solar system
with properties necessary to support life;
b. explain that the Earth consists of four subsystems, across whose boundaries
matter and energy flow, and
c. identify common rock – forming minerals using their physical and chemical
properties.

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Quarter 1 Week 1
LESSON 1 UNIQUENESS OF THE EARTH
Learning Competency: The learners recognize the uniqueness of Earth, being the only planet in the
solar system with properties necessary to support life. (S11/12ES-Ia-e-3)

Astronomers have been restlessly looking for exoplanets, planets that might be revolving
other stars other than our own Sun. So far, there are more than 4000 confirmed exoplanets in
our galaxy but that number is still very far from the millions out there waiting to be detected.
With all those exoplanets discovered plus the planets we have in our own solar system, there
seems to be that one planet that has all the right ingredients to support life – our home planet
Earth.
In this lesson, we will look into our planet’s characteristics that enabled it to allow
different forms of life to flourish on Earth.

Objectives

At the end of this lesson, you should be able to:

a. determine the unique characteristics of the Earth that makes it habitable; and
b. suggest ways in preserving the Earth to prolong and continue its habitation for future
generations.

Getting Started What Makes A Planet Habitable?

Directions: On your paper, copy and complete the graphic

organizer at the right of what properties you think make a
planet habitable or suitable for life. Name at least three.

Getting Immersed Goldilocks and The Three Planets

Directions: Read the following text below and answer the questions that follow.

GOLDILOCKS AND THE THREE PLANETS

In the story of Goldilocks, she found a bears’ house in the forest. Inside this house, she
ate the porridge which was not too hot nor too cold and she slept in the bed which was not too
hard nor too soft. In short, she chose those that were “just right”.
We can also describe the Earth’s temperature as “just right” – not too hot nor not too
cold. Its temperature may vary largely but it can have an average of around 14°C. To compare
with its neighbors in the solar system, Venus’ surface temperature can go as blazing hot as
460°C while Mars has an average temperature of -125°C.
This presents what scientists call the “Goldilocks problem” – why is Venus too hot, Mars
too cold, and Earth just right? The answer to this problem is more complicated than just by
saying it is due to their distance to the Sun. This problem can be solved by looking at the
following factors.

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 First is the greenhouse effect. Many people have a negative idea about it but it is actually
the reason we do not die of freezing during the night. Sun’s visible light is able to pass through
the Earth’s atmosphere and is able to warm the planet’s surface. In turn, the surface reflects
back a weaker form of radiation called infrared. However, infrared radiation is less energetic
that most of it cannot easily pass through our atmosphere. The heat is trapped here and it
keeps our surroundings warm enough. This trapping of heat is possible by a very few amount
of greenhouse gases in our atmosphere – mainly by water vapor, with some addition of
methane (CH4) and carbon dioxide (CO2).

The Earth is warmed by the natural process of the greenhouse effect.

Unlike the Earth’s atmosphere with a very few number of CO 2, Venus’ and Mars’
atmospheres are made mostly of CO2. However, what makes the difference in their
temperature? Venus has a very thick atmosphere so the greenhouse effect there is a lot more
than ours while Mars has a very thin atmosphere that it cannot hold that much of heat. In this
case, the Earth’s greenhouse effect is “just right”.
You might probably be asking then why do the three
planets have different amounts of CO2 in their atmospheres.
This leads us to the second factor that contributes to a planet’s
temperature – the carbon cycle.
The CO2 in our atmosphere is absorbed by rain and other
forms of precipitation which then forms into carbonic acid
(H2CO3). This makes the acid rain. When it falls to the ground,
it could fall on rocks which may contain calcium (Ca). The
carbonic acid reacts with some of this calcium and removes it
from the rocks. The water, which now contains carbonic acid
Carbon, in many forms like carbon dioxide, is and the removed calcium ions, could end up in the oceans.
recycled back and forth in the Earth’s surface Tiny plants and animals in the oceans use the carbonic acid
and atmosphere.
and calcium in making their shells of calcium carbonate (CaCO 3). When they die, the calcium
carbonate in their shells sink to the ocean floor which could become part of carbonate rocks
like limestone. However, this is not yet the end of the path of CO2 in our planet. Plate tectonics,
or the process of movement of the large blocks of the lithosphere, allows some of these rocks
to go deep the Earth’s interior where they are exposed to too much heat and pressure. The CO 2
in the rocks are released back to the Earth’s atmosphere when a volcano erupts.
In Venus, the carbon cycle is incomplete. Although it has volcanoes to release CO2 in its
atmosphere, it is much closer to the Sun that its water had already evaporated a very long
time ago. This water could have become rain which could remove some of the CO 2 in the
atmosphere. In Mars, the carbon cycle is also incomplete. This planet may have some water
trapped in its underground ice and some water vapor in its atmosphere, however, it does not
have active volcanoes anymore to supply CO2 to warm the planet.
The two processes mentioned, if they work perfectly, act as our thermostat: if there is
too much CO2 in the atmosphere, the Earth gets warmer and so more water evaporates. More
rain would deposit more CO2 back to the ground. When there is less CO2, the Earth gets colder

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so there would be less raining. CO2 produced with the help of plate tectonics would accumulate
in the atmosphere, warming the planet eventually. However, this balancing process takes
millions of years, so humans adding much CO2 to the atmosphere will never be a good idea.
Lastly, we have to answer this then: why are there
lithosphere
active volcanoes in Earth and Venus while there is none in
Mars? It could be answered by the third factor – the size of
asthenosphere the planets. Imagine leaving behind two boiled potatoes, large
and small, to cool. Which of the two would cool first?
Definitely, it would be the small potato. Its smaller size makes
it lose its heat much faster. The same goes for these planets.
When they were formed, they were originally very hot.
However, Mars is too small that it cooled much faster while
The movement of the rocks in the Earth and Venus have just the right size to not lose its heat
asthenosphere, a process called mantle as fast as Mars. The heat in their interior helps drive plate
convection, also moves the lithosphere above it.
tectonics. Without this heat, the lithosphere will not move
down the surface and help form volcanoes.
Now we have finally answered the Goldilocks problem. Venus is too hot because its close
distance from the Sun makes water evaporate easily so greenhouse gases are accumulated in
its atmosphere. Meanwhile, Mars is too cold because no volcano can expel greenhouse gases
to warm the planet. Could our planet get even luckier?

Think About It

Directions: On your paper, answer the following questions based on your previous reading.
Discuss your answer in a maximum of three sentences only. For each item, you can get as
much as 3 points.

1. What is the Goldilocks problem?

2. What is the role of greenhouse effect in the temperature of a planet?
3. How does carbon cycle affects the temperature of a planet?
4. Why is Venus too hot, Mars too cold and Earth just right?
5. Why do you think the “right temperature” is important to life on Earth?

Ideas to Remember Ingredients to Life

In the study of astronomy, there is a region actually called the “Goldilocks Zone”. It
refers to the habitable region around a star in which the temperature is just enough for water
to exist as a liquid. If a planet is too close to its host star, like Mercury, the liquid water could
evaporate into water vapor and escape into space. If a planet is too far, say for example
Neptune, water may be locked up as ice. In the case of our solar system, Earth and Mars are
found within the habitable zone around the Sun while Venus is pretty much close to it.
It turns out that being within the habitable zone is not enough to provide a perfect place
for life. Some more ingredients are still needed. This was thoroughly explained in the text you
have read. We have the perfect thickness and mixture of gases in the atmosphere with a little
bit of greenhouse gases that give us enough warmth. We also have the right size for a planet
that it has not cooled that fast – this internal heat is needed to help drive plate tectonics.
Greenhouse effect and carbon cycle both work delicately to achieve the perfect temperature
for life.
Mentioned above is what mainly makes a planet habitable. The combination of these key
ingredients makes our home planet unique.

Page 10 of 24
 Think Some More Crash Landing on Where?

Suppose you were on a voyage through space when suddenly your spaceship needs an
urgent repair. Lucky enough, you were just approaching an unknown solar system with seven
planets around its star. Below is the information about each planet. On which planet do you
think would be best to land on? Defend your answer in at least five sentences. Max. of 5 points.

(Plagiarism or any form of cheating means automatic deduction of points.)

As a student, what can you do to help make Earth still a habitable

Test Yourself
planet for the future generations?

On your paper, discuss your answer in at least 10 sentences distributed in three

paragraphs (introduction, body, conclusion). You will be graded using the following rubrics:

(Plagiarism or any form of cheating means automatic deduction of points.)

Page 11 of 24
 Quarter 1 Week 1
LESSON 2 EARTH AND ITS SUBSYSTEMS
Learning Competency: The learners explain that the Earth consists of four subsystems, across whose
boundaries matter and energy flow (S11/12 ES-Ia-e-4).

In lesson 1, you have learned about the characteristics of Earth that makes it suitable
for life. Many of these characteristics, result from Earth’s distance from the Sun.
Earth is a home of varied life forms which interact continuously with the non-living
components. This interactions among its components is called Earth system which is composed
of four subsystems namely atmosphere, geosphere, hydrosphere and biosphere. Each of these
systems, allow earth to keep itself in balance. A change in one system will affect the other
systems.
In this lesson, we will explore the interaction among the four subsystems on Earth.

Objectives

At the end of this lesson, you should be able to:

a. define the concept of a system;
b. recognize Earth as a system composed of subsystems;
c. explain the interaction among its subsystems whose boundaries matter and energy flow;
and
d. enumerate ways in preserving Earth system.

Getting Started Does System Matter?

Directions: Supply the crossword puzzle on the right with the correct answer using the
clues. Use separate sheet for your answer.
DOWN
1. all the waters on the earth's surface
2. the branch of science that deals with celestial
objects, space, and the physical universe as a whole
3. the branch of science dealing with the physical
constitution of the earth and its atmosphere. CROSSWORD PUZZLE
5.the regions of the surface, atmosphere, and
hydrosphere of the earth
6. the branch of science concerned with the
processes and phenomena

ACROSS
4. the envelope of gases surrounding the
earth or another planet
7. is defined as a branch of biology
focused on the study of the relationships
of the natural world
8. any of the almost spherical concentric
regions of matter that make up the earth
and its atmosphere, as the lithosphere
and hydrosphere
9. the branch of science that deals with
the physical and biological properties and
phenomena of the sea
10. the science that deals with the earth’s
physical structure and substance, its
history, and the processes that act on it

Page 12 of 24
 Getting Immersed Earth and Its Subsystems

Directions: Read the following text below and answer the questions that follow.

Earth is one of the inner planets in the solar system. According to radiometric dating
record, it is said to be 4.56 billion years old. It is the only planet in the solar system to harbor
life. Earth is a closed system. This means that if it gets what it wants, it does not return it back.
It gets energy from the Sun but returns only some back to space. Biogeochemical cycles drive
the Earth’s subsystems. It is through these cycles that earth materials are recycled and
replenished. The following are the definitions of the subsystems.

Atmosphere
The word atmosphere comes from the Greek roots atmos which means gas, and sphaira which
means globe or ball. The atmosphere makes up of all the gases on Earth. It extends outward
about 10 000 km from the surface of the Earth. It is composed of 78.1% nitrogen, 20.9%
oxygen, 0.9% argon, 350 ppm carbon dioxide, and other components.

The atmosphere has different layers – troposphere, stratosphere, mesosphere,

thermosphere, and exosphere.

• The troposphere extends to about 14.5 km

above the Earth's surface. It is the lowest
layer where the weather forms.
• The stratosphere is found 14.5 to 50 km
above the Earth's surface. The ozone layer
that protects the Earth from the Sun's
harmful UV radiation is found in this layer.
• The mesosphere extends from 50 to 85 km
above the Earth's surface. It protects the
Earth from the impact of space debris.
• The thermosphere is found 85 to 600 km
above the Earth's surface. It has charged
particles that are affected by the Earth's
magnetic field. The particles create the
Auroras or Northern and Southern lights.
• The exosphere is the farthest layer. It extends to about 10 000 km above the Earth's
surface.

Geosphere
Geo is a Greek root which means
ground. Geosphere includes all the soil, rocks, and
minerals present in the crust to the core of the Earth. It
is divided into three layers namely crust, mantle, and
core.

• The crust is the outermost layer of the geosphere. It

is made mostly of silicate materials. There are two
different types of crust, the oceanic and continental
crusts. The thin oceanic crust that lies beneath the
oceanic floors is about 5 to 10 km thick. On the other
hand, the thicker continental crust that makes up the continents is about 15 to 70 km thick.
• The mantle, which lies just below the crust, is made mostly of silicate rocks rich in
magnesium and iron. It is about 2900 km thick. It has increasing temperatures at increasing
depths. For instance, the layer with the lowest temperature is the one right beneath the
crust. This layer, which is soft enough to flow, causes the plates of the crust to move. On

Page 13 of 24
 the other hand, the layer with the highest temperature is found in contact with the heat-
producing core.
• The core, which has a radius of 3400 km, is the innermost layer of the Earth. It is made up
of iron and nickel. It is the source of internal heat because it contains radioactive materials
that release energy as they decay into more stable substances.

Hydrosphere
Hydro is a Greek root which means water. Hydrosphere is composed of all the water on Earth
in any form: water vapor, liquid water, and ice. It is comprised of 97.5% saltwater and 2.5%
freshwater. It includes all bodies of water such as oceans, lakes, rivers, and marshes. Clouds
and rain are also part of the hydrosphere.

• The water on Earth is constantly moving. It moves through the oceans in currents. Warm
waters in the tropics move toward the poles while cold water from the polar regions move
toward the tropics. Water also flows into streams and rivers and through the rocks
underground. It can also move from the Earth’s surface to the air by evaporation and then
fall back to Earth as precipitation. It even moves into and out of the bodies of organisms.

Biosphere
Bio is a Greek root that means life. The biosphere is comprised of all living things. It includes
all microbes, plants, and animals. It extends to the upper areas of the atmosphere where
insects and birds can be found. It also reaches the deep parts of the oceans where marine
organisms can still survive.

• Organisms interact with the other spheres to survive. Many organisms need oxygen and
carbon dioxide from the atmosphere to carry out life processes. Water, which comprises
the hydrosphere, is also important to organisms. Finally, the rocks, soil, and minerals
constitute the geosphere also support life.

How the Earth’s Subsystems Interact

Matter and energy move and cycle between the four different subsystems. These cycles make
life on Earth possible. An example of these cycles is the water cycle. Water moves between
the different spheres. It absorbs, releases, and transports energy around the world in its
different forms.

What will happen if matter or energy does not change from one form to another?

For example, what if water vapor does not fall back to the Earth as rain? Then the bodies of
water will be drained, and no life on Earth will exist.

Page 14 of 24
 Think About It Why, Why, Why?

Directions: Supply at least two results of interactions among the four subsystems of the
Earth. Use the graphic organizer below. Use separate sheet for your answer. (Maximum
score for this activity is 10 points.)

EARTH and its Subsystem

HYDROSPHERE
ATMOSPHERE
The Sun

BIOSPHERE Closed GEOSPHERE

system

Ideas to Remember Earth’s Subsystems

Earth is one of the inner planets in the solar system. According to radiometric dating record, it is
said to be 4.56 billion years old. It is the only planet in the solar system to harbor life. Earth is a
closed system. This means that if it gets what it wants, it does not return it back. It gets energy from
the Sun but returns only some back to space. Biogeochemical cycles drive the Earth’s subsystems.
It is through these cycles that earth materials are recycled and replenish. The following are the
definitions of the subsystems.
1. Atmosphere – A set of layers of gases that blankets the planet held by the planet’s gravity.
It is consisted of 78% nitrogen, 20.95% oxygen, 0.93% argon and 0.04% water vapor
including all other gases. Different layers of the atmosphere include the troposphere,
stratosphere, mesosphere and thermosphere.

2. Hydrosphere - It is the liquid component of the Earth including oceans, glacial waters, and
freshwater bodies that covers 70% of the earth’s surface; 98% of the water on Earth is
saltwater.

3. Geosphere - It is the solid sphere of the earth. This is where geologic processes such as
volcanism and orogenesis (mountain building) take place. The lithosphere is a part of the
geosphere that is composed of the solid, outermost part of the planet.

4. Biosphere - This is the living sphere of the earth. It is the totality of all the ecosystems in the
whole planet. It compels us to interact with other living organisms with the influence of the
abiotic factors in the system.

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 Think Some More How can I help?

The human population has increased rapidly since the 1700’s. For most of human history,
there were fewer than half-billion people on Earth. In mid-2009, 6.7 billion people inhabited
our planet. Because of these, extensive pollution is everywhere. As a student, what can you
do to save not only a particular system, but the Earth itself? Write your answer in the table.
(Use a separate sheet for your answer.)

My Environmental “TO DO” List

1.
2.
3.
4.
5.

Test Yourself

Matching: In your paper, write the letter of the definition that best matches the term or phrase.

_____ 1. Asthenosphere a. the solid, outer layer of Earth that consists of the crust
and the rigid upper part of the mantle
_____ 2. Atmosphere b. the solid, plastic layer of the mantle beneath the
lithosphere; made of mantle rock that flows very slowly,
which allows tectonic plates to move on top of it
_____ 3. Lithosphere c. the thin and solid outermost layer of Earth above the
mantle
_____ 4. System d. the central part of Earth below the mantle
_____ 5. core e. a mixture of gases that surrounds a planet or moon
_____ 6. Hydrosphere f. the part of Earth where life exists; includes all of the living
organisms on Earth
_____ 7. Biosphere g. the layer of rock between Earth’s crust and core; denser
than the crust
_____ 8. Mantle h. the portion of Earth that is water
_____ 9. Crust i. the mostly solid, rocky part of Earth; extends from the
center of the core to the surface of the crust
_____ 10. Geosphere j. a set of particles or interacting components considered to
be distinct physical entity for the purpose of study

Page 16 of 24
 Quarter 1 Week 1
LESSON 3 PROPERTIES OF ROCK- FORMING MINERALS
Learning Competency: Identify common rock-forming minerals using their physical and chemical
properties. (S11/12ES-Ia-9)

Minerals and rocks are the essential building blocks of the geosphere. Although there are
over 3,000 species of minerals, only a few of them, such as quartz, feldspar, mica, amphibole,
pyroxene, olivine and calcite, occur commonly as rock-forming minerals. Rock – forming
minerals that are known to form continental and oceanic crust of the Earth could also be
classified as silicate or non-silicate minerals. Silicate minerals comprise 90% of minerals that
make up rocks. Non-silicate minerals make up 25% of the continental crust. Aggregate of
minerals or rock-forming minerals when brought together become a rock over geological time.

In this lesson, we will scrutinize some common rock – forming minerals using their
physical and chemical properties.

Objectives

At the end of this lesson, you should be able to:

1. describe a mineral;
2. identify some common rock-forming minerals using their physical and chemical
properties; and
3. recognize the importance of minerals in other learning areas.

Getting Started What are Minerals?

Directions: Fact or Bluff. Read each item carefully and determine if the statement is a fact or a bluff.
Support your answer with reason/s (1 sentence only) that makes it a fact or a bluff. Write your answer
in a separate sheet.

Statements Answer Reason/s

1. All solid matter are minerals.

2. All minerals are solid.

3.Gold is a mineral.

4. Rock salt is not a mineral.

5. Diamond and graphite are minerals.

Getting Immersed All About Minerals!

Minerals are the fundamental components of rocks. They are naturally occurring,
inorganic, solid element or compound substances with a specific chemical composition and
an orderly repeating atomic crystal structure.
Minerals can be a single element, like diamond and graphite which is made of carbon
or compounds of two or more elements, like quartz, which contains one silicon and two
oxygen atoms.
Minerals will always produce the same ratio of elements; thus, it has a definite
chemical composition. For example, quartz will always have one silicon for every two
oxygen atoms. Therefore, minerals can be expressed by chemical formulas, such as SiO2
for quartz. Minerals may be composed of a single element like diamond ©, copper, (Cu),

Page 17 of 24
gold (Au) and sulfur (S); most minerals are compounds composed of two or more elements
such as halite (NaCl), pyrite (FeS2) or mica-muscovite (KaI3Si3O10(OH)2).
On the other hand, thousands of compounds invented by human in laboratories which
are not naturally occurring are not minerals. Compounds found only in plants or animals
are organic making it not a mineral also. Lastly, liquids are not minerals because they are
not crystalline, their atoms are free to move.
Oxygen, silicon, aluminum, iron, calcium, sodium, potassium and magnesium are the
common elements that make over the minerals on the Earth’s crust. These elements
combine with one another to form the rock-forming minerals.
Silicate minerals are the most abundant components of rocks on the Earth's surface,
making up over 90% by mass of the Earth's crust. The fundamental chemical building block
of silicate minerals is the chemical compound silicon tetroxide, SiO4.
The common non-silicate minerals, which constitute less than 10% of the Earth's
crust, include carbonates, oxides, sulphides, phosphates and salts. A few elements may
occur in pure form. These include gold, silver, copper, bismuth, arsenic, lead, tellurium and
carbon.
Minerals can be identified using the following properties:
1. Luster – it is the quality and intensity of reflected light exhibited by the mineral
a. Metallic – generally opaque and exhibit a resplendent shine similar to a polished metal
b. Non-metallic – vitreous (glassy), adamantine (brilliant/diamond-like), resinous, silky,
pearly, dull (earthy), greasy, among others.
2. Hardness – it is a measure of the resistance of a mineral (not specifically surface) to abrasion.
a. Introduce students to the use of a hardness scale designed by German
geologist/mineralogist Friedrich Mohs in 1812 (Mohs Scale of Hardness).
b. The Mohs Scale of Hardness measures the scratch resistance of various minerals from
a scale of 1 to 10, based on the ability of a harder material/mineral to scratch a
softer one.
c. Pros of the Mohs scale:
i. The test is easy.
ii. The test can be done anywhere, anytime, as long as there is sufficient
light to see scratches.
iii. The test is convenient for field geologists with scratch kits who want
to make a rough identification of minerals outside the lab.
d. Cons of the Mohs scale:
i. The Scale is qualitative, not
quantitative.
ii. The test cannot be used to accurately
test the hardness of industrial
materials.

Source: https://i.pinimg.com/564x/df/fa/6c/dffa6c9f697edd062da51204c6a03211.jpg

Page 18 of 24
3. Crystal Form/Habit - The external shape of a crystal or groups of crystals is displayed /
observed as these crystals grow in open spaces. The form reflects the supposedly internal
structure (of atoms and ions) of the crystal (mineral). It is the natural shape of the mineral
before the development of any cleavage or fracture. Examples include prismatic, tabular,
bladed, platy, reniform and equant. A mineral that do not have a crystal structure is described
as amorphous.

4. Color and streak

a. A lot of minerals can exhibit same or similar colors. Individual minerals can also display
a variety of colors resulting from impurities and also from some geologic processes like
weathering.
b. Examples of coloring: quartz can be pink (rose quartz), purple (amethyst), orange
(citrine), white (colorless quartz) etc.
c. Streak, on the other hand, is the mineral’s color in powdered form. It is inherent in
almost every mineral, and is a more diagnostic property compared to color. Note that
the color of a mineral can be different from its streak.
d. Examples of streak: pyrite (FeS2) exhibits gold color but has a black or dark gray
streak.
e. The crystal’s form also defines the relative growth of the crystal in three dimensions,
which include the crystal’s length, width and height.

5. Cleavage – the property of some minerals to break along specific planes of weakness to form
smooth, flat surfaces
a. These planes exist because the bonding of atoms making up the mineral happens to
be weak in those areas.
b. When minerals break evenly in more than one direction, cleavage is described by the
number of cleavage directions, the angle(s) at which they meet, and the quality of
cleavage (e.g. cleavage in 2 directions at 90°).
c. Cleavage is different from habit; the two are distinct, unrelated properties. Although
both are dictated by crystal structure, crystal habit forms as the mineral is growing,
relying on how the individual atoms in the crystal come together. Cleavage, meanwhile,
is the weak plane that developed after the crystal is formed.

6. Specific Gravity – the ratio of the density of the mineral and the density of water
a. This parameter indicates how many times more the mineral weighs compared to an
equal amount of water (SG 1).
b. For example, a bucket of silver (SG 10) would weigh ten times more than a bucket
of water.

7. Others – magnetism, odor, taste, tenacity, reaction to acid, etc. For example, magnetite is
strongly magnetic; sulfur has distinctive smell; halite is salty; calcite fizzes with acid as with
dolomite but in powdered form; etc.
Now, you are done reading the text. To check your understanding from the discussion
above, it’s time for you to answer the post reading part of the anticipation guide. Try to compare
your answers with your pre-reading answers. Check the correctness of your answer but please
be honest.

Page 19 of 24
Minerals, like many other things, can also be categorized.

Table 1. The most stable and least ambiguous basis for classification of minerals is based on
their chemical compositions.

Table 2. The elements listed below comprise almost 99% of the minerals making up the
Earth’s crust.

Minerals are classified based on chemical composition, namely:

1. Silicates – minerals containing the two most abundant elements in the Earth’s crust, namely,
silicon and oxygen.
a. When linked together, these two elements form the silicon oxygen tetrahedron - the
fundamental building block of silicate minerals.
b. Over 90% of rock-forming minerals belong to this group.
2. Oxides – minerals composed of oxygen anion (O2-) combined with one or more metal ions
3. Sulfates – minerals containing sulfur and oxygen in the form of the (SO4)- anion
4. Sulfides – minerals containing sulfur and a metal; some sulfides are sources of economically
important metals such as copper, lead, and zinc.
5. Carbonates – minerals containing the carbonate (CO3)2- anion combined with other
elements
6. Native Elements – minerals that form as individual elements
a. Metals and Intermetals – minerals with high thermal and electrical conductivity,
typically with metallic luster, low hardness (gold, lead)
b. Semi-metals – minerals that are more fragile than metals and have lower conductivity
(arsenic, bismuth)
c. Nonmetals – nonconductive (sulfur, diamond)
7. Halides – minerals containing halogen elements combined with one or more metals

Page 20 of 24
Note:
1. Rock-forming minerals make up large masses of rocks, such as igneous, sedimentary,
or metamorphic rocks. Rock forming minerals are essential for the classification of rocks,
whereas accessory minerals can be ignored in this endeavor.
2. Almost 85% of the atoms in the earth’s crust are oxygen and silicon. Therefore, the most
common and abundant rock-forming minerals are silicates. Some carbonates are also
abundant. The most common rock forming minerals are tabulated on the right.

Common Rock-forming Minerals

Quartz
• Quartz, which is usually called silica, is one of the most
common minerals in the Earth's crust.
• Quartz is made up of silicon dioxide (SiO2)
• Quartz crystals are usually hexagonal and prismatic in shape.
• Pure quartz is colourless, although the presence of impurities
may give a range of colours, such as violet, pink and orange.
• Quartz is the raw material for making glass

Plagioclase feldspar
• Plagioclase feldspar is a sodium- or calcium-rich feldspar. The
chemical composition ranges from sodium aluminium silicate,
NaAlSi3O8 to calcium aluminium silicate, CaAl2Si2O8.
• Plagioclase feldspar crystals usually occur as stubby prisms.
• Plagioclase feldspar is generally white to grey and has a
vitreous lustre.
• Plagioclase feldspar is an important industrial mineral used in
ceramics.

Alkali Feldspar
• Alkali feldspar is another member of the family of feldspar
minerals.
• Alkali feldspar (Potassium aluminium silicate (K,Na)AlSi 3O8)
are rich in alkali metal ions.
• Alkali feldspar crystals usually occur as stubby prisms.
• Alkali feldspar is commonly pink to white.
• Alkali feldspar is used as raw material to make porcelain.

Micas
• Micas are a family of silicate minerals.
• Micas are made up of varying amounts of potassium, magnesium,
iron, as well as aluminium, silicon and water.
• Micas form flat, book-like crystals that split
into individual sheets, separating into smooth
flakes along the cleavage planes.
• They are common minerals in intrusive igneous rocks, and can
also be found in sedimentary and metamorphic rocks.
• Biotite is a dark, black or brown mica; muscovite is a
light-coloured or clear mica.

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Amphiboles
• Amphiboles are a family of silicate minerals.
• Amphibole minerals generally contain iron, magnesium,
calcium and aluminium as well as silicon, oxygen, and water.
• Amphiboles form prismatic or needle-like crystals.
• Amphibole is a component of many igneous and
metamorphic rocks.
• Hornblende is a common member of the amphibole group of
rock-forming minerals.

Pyroxene
• Pyroxenes are a family of silicate minerals.
• Pyroxene minerals generally contain magnesium, iron,
calcium and aluminium as well as silicon and oxygen.
• Pyroxenes form short or columnar prismatic crystals.
• Pyroxene is a component in many igneous and metamorphic
rocks.
• Pyroxene crystals are commonly faceted as gemstones. For
instance, precious jade (jadeite) is a pyroxene.

Olivine
• Olivine is a silicate mineral.
• Olivine ((Mg,Fe)2SiO4) contains iron and magnesium.
• Olivine is a green, glassy mineral.
• Olivine is common in mafic and ultramafic rocks, but has not
been found in Hong Kong.
• Clear and transparent olivine crystals are commonly faceted
as gemstones.

Calcite
• Calcite is a carbonate mineral.
• Calcite is made up of calcium carbonate (CaCO3).
• Calcite is generally white to clear, and is easily scratched with
knife.
• Calcite is a common sedimentary mineral that is the major
component of calcareous sedimentary rocks such as
limestone. Metamorphism of limestone produces marble.

Think About It Minerals in Granite!

The picture in the left is a granite (gra·nuht). Granite,

coarse- or medium-grained intrusive igneous rock; it is
the most common plutonic rock of the Earth’s crust,
forming by the cooling of magma at depth. Granite is
commonly used in countertop. Granite in the picture
has pink, black and white crystals.

Question: What are the minerals present in granite

(picture left)?

Page 22 of 24
 Ideas to Remember All About Minerals!

1. Minerals are inorganic, naturally occurring, crystalline, solid and must have a consistent
chemical composition.
2. The Earth’s crust is abundant with silicates. Silicon and oxygen are the main components of
silicates and these are the two most abundant elements in the Earth’s crust.
3. An unknown opaque mineral has a black streak and has a density of 18g/cm3. The mineral
is more likely to be metallic because it is opaque and metallic minerals are usually heavy and
with dark streaks.
4. Streak is the color of a mineral in powdered form. It is more reliable because it is inherent
to most minerals. Color is not reliable because a mineral can be formed with varieties of
color, an effect of impurities and weathering.
5. Habit is the external shape of a crystal that is developed during the formation of the mineral.
A cleavage plane is a plane of weakness that may develop after the crystal formation.
6. The prismatic habit is simultaneously developed while the mineral is growing. During the
process, there is no repetitive plane of weakness being created which makes the mineral
break only by fracturing. An example of this scenario is quartz.
7. A rock-forming mineral is a mineral that is common and abundant in the Earth's crust; one
making up large masses of rock.

Think Some More Minerals are Everywhere!

Directions: Identify household materials that you think is made up of rock-forming minerals.
Then, determine the minerals present in each item and state the use/s of these materials.
Use separate sheet for your answer.

Household Materials Minerals present Uses

1.
2.
3.

Test Yourself

Directions: Read each item carefully and choose the letter of the correct answer. Write your
answers on a separate sheet of paper.

1. A mineral is a natural, inorganic solid that has characteristic chemical composition, ____.
a. an orderly internal structure, and characteristics physical properties.
b. silicate structure, and consistent chemical properties.
c. nonsilicate structure, and consistent physical properties.
d. a disorderly internal structure, and unidentifiable physical properties.
2. Color is unreliable for identifying minerals because ____
a. most minerals have similar colors.
b. small amounts of other elements affect color, but weathered surfaces will reveal color.
c. small amounts of other elements affect color, and weathered surfaces may hide color.
d. most minerals are virtually colorless.
3. What is the ability of a mineral to resist scratching called?
a. asterism b. streak c. density d. hardness
4. A silicate mineral contains a combination of ___.
a. silicon and carbon c. oxygen and carbon
b. silicon and oxygen d. silicon and sulfates
5. Which of the following is a mineral?
a. Granite b. marble c. quartz d. gneiss

Page 23 of 24
References:
Bawang, et.al. (n.d.). Lecture manual in Physical Science 10 (Earth Science).

Bryant, Kelly. (2019). Is the distance from the Earth to the Sun always the same? Reader’s Digest. December 4, 2019. Retrieved
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Williams, M. (2015). What is the Earth’s average temperature? Universe Today. August 18, 2015. Retrieved from:
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For%20instance%2C%20it%20is%20believed,be%20around%20870%20%C2%B0C

Answer Key:

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