94 Chapter 4

4.1 Energy and Mineral Resources

Vocabulary◆ renewable resource◆ nonrenewable

resource◆ fossil fuel◆ ore

Reading StrategyMonitoring Your Understanding Copythis table onto a separate piece of paper beforeyou read this section. List what you knowabout energy and mineral resources in the firstcolumn and what you’d like to know in thesecond column. After you read, list what youhave learned in the last column.

Key ConceptsWhat is the differencebetween renewable andnonrenewable resources?

Which energy resourcesare fossil fuels?

Which energy resourcesmight replace dwindlingpetroleum supplies in thefuture?

What processesconcentrate minerals intodeposits sufficiently largeenough to mine?

How are nonmetallicmineral resources used?

Mineral and energy resources are the raw materials for most of thethings we use. Mineral resources are used to produce everything fromcars to computers to basketballs. Energy resources warm your home,fuel the family car, and light the skyline in Figure 1.

Renewable and NonrenewableResourcesThere are two categories of resources—renewable and nonrenewable.

A renewable resource can be replenished over fairly short timespans such as months, years, or decades. Common examples are plantsand animals for food, natural fibers for clothing, and trees for lumberand paper. Energy from flowing water, wind, and the sun are also renew-able resources.

By contrast, a nonrenewable resource takes millions of yearsto form and accumulate. When the present supply of nonrenewableresources run out, there won’t be any more. Fuels such as coal, oil, andnatural gas are nonrenewable. So are important metals such as iron,copper, uranium, and gold.

Earth’s population is growing fast which increases the demandfor resources. Because of a rising standard of living, the rate of min-eral and energy resource use has climbed faster than populationgrowth. For example, 6 percent of the world’s population lives in theUnited States, yet we use 30 percent of the world’s annual production

Figure 1 Mineral resources wentinto the construction of everybuilding in this New York skyline.Energy resources keep the lightson, too.

Energy and Mineral Resources

What I Know What I Would Like to Know What I Learned

a. c. e.

b. d. f. ???

???

94 Chapter 4

FOCUS

Section Objectives4.1 Distinguish between

renewable and nonrenewableresources.

4.2 Identify which energyresources are fossil fuels.

4.3 Predict which energy resourcesmight replace dwindlingpetroleum supplies in thefuture.

4.4 Describe the processes thatconcentrate minerals into largedeposits as they form.

4.5 Recognize how nonmetallicmineral resources are used.

Build VocabularyWord Forms Ask students to writea short paragraph explaining how arenewable library book is similar to arenewable resource. After students readthe section, ask them if their paragraphsmust be changed. If so, what changeswould they make?

Reading StrategyAnswers will vary depending on students’prior knowledge and what they learnfrom the section.

INSTRUCT

Renewable andNonrenewableResourcesUse VisualsFigure 1 Point out some of the featuresof the New York skyline. Ask: Whatmineral resources can be found in thescene in the photo? (stone facings onbuildings, iron ore in the steel structures,petroleum in the asphalt streets) Whatenergy resources probably power thelights in the photo? (probably coal,possibly nuclear fuel)Visual

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Reading Focus

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Section 4.1

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AverageHeat Value

0 500

kilometers

0 500

kilometers

Anthracite12,700 Btu/lb

Bituminous coal13,100 Btu/lb

Subbituminous coal9500 Btu/lb

Lignite6700 Btu/lb

Earth’s Resources 95

of mineral and energy resources. How long can existing resourcesprovide for the needs of a growing population?

Fossil FuelsNearly 90 percent of the energy used in the United States comes fromfossil fuels. A fossil fuel is any hydrocarbon that may be used as asource of energy. Fossil fuels include coal, oil, and natural gas.

Coal Coal forms when heat and pressure transform plant materialover millions of years. Coal passes through four stages of development.The first stage, peat, is partially decayed plant material that sometimeslook like soil. Peat then becomes lignite, which is a sedimentary rockthat is often called brown coal. Continued heat and pressure transformslignite into bituminous coal, or soft coal. Bituminous coal is anothersedimentary rock. Coal’s last stage of development is a metamorphicrock called anthracite or hard coal. As coal develops from peat to bitu-minous, it becomes harder and releases more heat when burned.

Power plants primarily use coal to generate electricity. In fact, elec-tric power plants use more than 70 percent of the coal mined today.The world has enormous coal reserves. Figure 2 shows coal fields inthe United States.

U.S. Coal Fields

Figure 2

Location This map shows the location of major coal deposits in the United States.Identify Which type of coal is most plentiful? Locate Where are the anthracitedeposits in the U.S. located?

For: Links on fossil fuels

Visit: www.SciLinks.org

Web Code: cjn-1041

Fossil FuelsIntegrate EconomicsResource Dependence Tell studentsthat modern industries require manydifferent mineral resources. Althoughsome countries have substantial mineraldeposits, no nation is self-sufficient.Because deposits are limited in numberand location, all countries use trade tofulfill some of their needs. Students canresearch which countries are majorsuppliers of various resources and colora world map to show these sources ofresources such as aluminum, iron, gold,and copper.Visual, Kinesthetic

AnswersIdentify bituminous coalLocate in Pennsylvania, Virginia, RhodeIsland, and Massachusetts

Build Reading LiteracyRefer to p. 92D, which provides theguidelines for using context clues.

Using Context Clues Have studentsexplain the meaning of the term fossilfuels. The text discussion on how fossilfuels were formed should allow studentsto infer the meaning of the term. (Coal,oil, and natural gas are fuels that formedfrom the remains, or fossils, of once-livingplants and animals.)Verbal, Logical

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Customize for Inclusion Students

Gifted Have students research thehydrocarbons that are found in petroleum.They might enjoy drawing structures ormaking models (using model-building kits orgumdrops and toothpicks) of straight-chainhydrocarbons and some of the simpler ringhydrocarbons. Students can also investigate

the process of fractional distillation, in whichcrude petroleum is separated into differentcomponents or fractions according to theirboiling points. The various fractions producedrange from fuel gasoline to thick asphalts andlubricating grease.

Download a worksheet on fossil fuelsfor students to complete, and findadditional teacher support fromNSTA SciLinks.

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Although coal is plentiful, its recovery and use present problems.Surface mining scars the land. Today, all U.S. surface mines must restorethe land surface when mining ends. Underground mining doesn’t scaras much. However, it has been costly in terms of human life and health.Mining is safer today because of federal safety regulations. Yet, the haz-ards of collapsing roofs and gas explosions remain.

Burning coal—much of which is high in sulfur—also creates airpollution problems. When coal burns, the sulfur becomes sulfur oxidesin the air. A series of chemical reactions turns the sulfur oxides into sul-furic acid, which falls to Earth as acid precipitation—rain or snow thatis more acidic than normal. Acid precipitation can have harmful effectson forests and aquatic ecosystems, as well as metal and stone structures.

Petroleum and Natural Gas Petroleum (oil) and natural gasform from the remains of plants and animals that were buried inancient seas. Petroleum formation begins when large quantities ofplant and animal remains become buried in ocean-floor sediments.The sediment protects these organic remains from oxidation anddecay. Over millions of years and continual sediment build up, chem-ical reactions slowly transform some of the organic remains into theliquid and gaseous hydrocarbons we call petroleum and natural gas.

These materials are gradually squeezed from the compacting, mud-rich sediment layers. The oil and gas then move into nearby permeable

beds such as sandstone. Because this happens underwater,the rock layers containing the oil and gas are saturated withwater. However, oil and natural gas are less dense than water,so they migrate upward through the water-filled spaces of theenclosing rocks. If nothing stops this migration, the fluidswill eventually reach the surface.

Sometimes an oil trap—a geologic structure that allowslarge amounts of fluids to accumulate—stops upwardmovement of oil and gas. Several geologic structures mayact as oil traps, but all have two things in common. First,an oil trap has a permeable reservoir rock that allows oiland gas to collect in large quantities. Second, an oil trap has

a cap rock that is nearly impenetrable and so keeps the oil and gas fromescaping to the surface. One structure that acts as an oil trap is an anti-cline. An anticline is an uparched series of sedimentary rock layers, asshown in Figure 3.

When a drill punctures the cap rock, pressure is released, and the oiland gas move toward the drill hole. Then a pump lifts the petroleum out.

What two features must an oil trap have?

OilReservoir

rockWater

Well

Gas

OilCap rockReservoir

rock

Figure 3 Anticlines are commonoil traps. The reservoir rockcontains water, oil, and gas. Thefluids collect at the top of thearch with less dense oil and gason top. Interpreting Diagrams Why isthe water located beneath the oiland gas?

96 Chapter 4

Observing CoalPurpose Students compare variousstages of coal.

Materials samples of lignite,bituminous, and anthracite (Coal samplesare often available from fuel companies,which are listed under Coal in the YellowPages of the phone book.)

Procedure Obtain samples of variouscoals. Pass samples around so studentscan compare them.

Expected Outcomes Anthracite willlikely be a shiny dark grey or black.Bituminous and lignite will not be shiny,and lignite will likely be more brown incolor than the other samples. Studentswill be able to break off pieces of ligniteand possibly bituminous, but anthraciteis too hard to break easily.Visual

Use VisualsFigure 3 Have students examine thediagram of an oil trap. Ask: Whatprevents the gas and oil from risingto the surface and evaporating? (a caprock) Why does the natural gas collectabove the petroleum? (The gas is lessdense than the oil.) What might happenif tremendous pressure builds up inthe oil trap? (The pressure might forcethe petroleum up to the surface and causea “gusher” or oil fountain.)Visual, Logical

Build Science SkillsUsing Models Havestudents make amodel of an oil trapand observe thedifference in densities of rock, oil, andwater. In a graduated cylinder or tall jar,have students mix equal quantities ofvegetable oil, gravel, and water. Letstand for 10 minutes and observe thelayers that form. Students will find thatthe gravel sinks to the bottom of thecontainer and the oil floats on top of thewater layer. Ask: What would happen ifan antacid tablet were dropped intothe graduated cylinder? (Bubbles ofcarbon dioxide would be produced. Thebubbles would rise to the top and dissipateinto the air.) What do the bubbles ofcarbon dioxide represent? (natural gasdeposits)Kinesthetic, Visual

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Section 4.1 (continued)

Different stages of coal have different moistureand heat contents. In general, the lower themoisture content of a coal, the higher the heatcontent will be. Lignite has a high inherentmoisture content, sometimes as high as 45percent. The heat content of lignite rangesfrom 9 to 17 million Btu per ton. Bituminous

coal has a moisture content that is usuallyless then 20 percent. The heat content ofbituminous coal ranges from 21 to 30 millionBtu per ton. Anthracite coal has the lowestmoisture content, generally less than15 percent. The heat content of anthraciteranges from 22 to 28 million Btu per ton.

Facts and Figures

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Tar Sands and Oil ShaleIn the years to come, world petroleum supplies will dwindle.

Some energy experts believe that fuels derived from tarsands and oil shales could become good substitutes for dwin-dling petroleum supplies.

Tar Sands Tar sands are usually mixtures of clay andsand combined with water and varying amounts of a black,thick tar called bitumen. Deposits occur in sands andsandstones, as the name suggests, but also in shales andlimestones. The oil in these deposits is similarto heavy crude oils pumped from wells.The oil in tar sands, however, is muchmore resistant to flow and cannot bepumped out easily. The Canadianprovince of Alberta (Figure 4) has the largesttar sand deposits, which accounts for about 15 percent of Canada’s oil production.

Currently, tar sands are mined at the sur-face, much like the strip mining of coal. Theexcavated material is then heated with pressur-ized steam until the bitumen softens and rises.The material is processed to remove impurities, addhydrogen, and refine into oil. However, extracting and refining tar sandrequires a lot of energy—nearly half as much as the end product yields.

Obtaining oil from tar sand has significant environmental draw-backs. Mining tar sand causes substantial land disturbance. Processingalso requires large amounts of water. When processing is completed,contaminated water and sediment accumulate in toxic disposal ponds.

Only about 10 percent of Alberta’s tar sands can be economicallyrecovered by surface mining. In the future, other methods may be usedto obtain the more deeply buried material, reduce the environmentalimpacts, and make mining tar sands more economical.

Oil Shale Oil shale is a rock that contains a waxy mixture of hydro-carbons called kerogen. Oil shale can be mined and heated to vaporizethe kerogen. The kerogen vapor is processed to remove impurities, andthen refined.

Roughly half of the world’s oil shale supply is in the Green RiverFormation of Colorado, Utah, and Wyoming. See Figure 5 on page 98.The oil shales are part of sedimentary layers that accumulated at thebottom of two extremely large, shallow lakes 57 to 36 million years ago.

What are some environmental drawbacks tomining tar sands?

Figure 4 Tar Sand Deposits InNorth America, the largest tarsand deposits occur in theCanadian province of Alberta.They contain an estimated reserveof 35 billion barrels of oil.

United States

Calgary

Canada

Edmonton

A L B E R T A

Tar Sands andOil ShaleBuild Reading LiteracyRefer to p. 124D in Chapter 5, whichprovides the guidelines for summarizing.

Summarize Have students summarizethe process by which tar sands areextracted from their deposits by makinga flow diagram. Diagrams should havethe various steps of the process labeled.Ask: Why are tar sands so much moredifficult to extract than petroleum?(Tar sands are so thick that they do notflow. Thus, they cannot be pumped out ofthe ground the way crude oil can. Hotfluids are injected into the tar sands toreduce the material’s resistance to flow.The material can then be pumped out.)Logical

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Answer to . . .

Figure 3 The density of water isgreater than the densities of oil andgas, so water is located beneath oiland gas.

permeable reservoir rockto allow oil and gas to

collect and a cap rock that keeps oiland gas from escaping

Processing requires a lotof energy and water and

causes the accumulation of contami-nated water and sediment in toxicdisposal ponds. Mining causessubstantial land disturbance.

Oil shales contain an enormous amount ofoil. Worldwide, the U.S. Geological Surveyestimates that there are more than 3000billion barrels of oil in shales that could yieldmore than 38 liters of oil per ton of shale.

However, present technology is only ableto recover less than 200 billion barrels. Still,estimated U.S. resources are about 14 timesgreater than those of conventionallyrecoverable oil.

Facts and Figures

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Some people see oil shale as a partialsolution to dwindling fuel supplies.However, the heat energy in oil shale isonly about one-eighth that in crude oilbecause oil shale contains large amountsof minerals. This mineral material addscosts to the mining, processing, and wastedisposal of oil shale. The processing of itrequires large amounts of water, which isscarce in the semi-arid region where theshales are found. Current technologymakes mining oil shale an unprofitablesolution.

Formation of Mineral DepositsPractically every manufactured product contains substances that comefrom minerals. Mineral resources are deposits of useful minerals thatcan be extracted. Mineral reserves are deposits from which mineralscan be extracted profitably. Ore is a useful metallic mineral that can bemined at a profit.

There are also known deposits that are not yet economically ortechnologically recoverable. These deposits, as well as deposits that arebelieved to exist, are also considered mineral resources.

The natural concentration of many minerals is rather small. Adeposit containing a valuable mineral is worthless if the cost of extract-ing it exceeds the value of the material that is recovered. For example,copper makes up about 0.0135 percent of Earth’s crust. However, fora material to be considered a copper ore, it must contain a concentra-tion of about 50 times this amount.

Geologists have established that the occurrences of valuable min-eral resources are closely related to Earth’s rock cycle. The rock cycleincludes the formation of igneous, sedimentary, and metamorphicrock as well as the processes of weathering and erosion. Some ofthe most important mineral deposits form through igneousprocesses and from hydrothermal solutions.

Mineral Resources and Igneous Processes Igneousprocesses produce important deposits of metallic minerals, such asgold, silver, copper, mercury, lead, platinum, and nickel. For example,as a large body of magma cools, heavy minerals crystallize early andsettle to the bottom of the magma chamber. Chromite (chromiumore), magnetite, and platinum sometimes form this way. Such depositsproduced layers of chromite at Montana’s Stillwater Complex. Anotherdeposit is found in the Bushveld Complex in South Africa. This depositcontains over 70 percent of the world’s known platinum reserves.

Idaho

Utah

GreatSaltLake

Green

River

BasinWashakie

Basin

Wyoming

UintaBasin

0 25 50 km

Piceance

Basin

ColoradoSalt Lake City

Figure 5 Distribution of OilShale in the Green RiverFormation The areas in red arethe richest deposits. Posing Questions How mightthe mining and processing of oilshale become more economicallyattractive?

98 Chapter 4

Use VisualsFigure 5 Have students examine themap. Ask: Where is the Green RiverFormation located? (Northern Colorado,Wyoming, and Utah) Does this areahave abundant water supplies? (No,the area is semi-arid.)Visual, Logical

Formation ofMineral DepositsBuild Science SkillsUsing Tables and Graphs Havestudents choose three ores and makea table listing the metal present in each,where in the United States each ismined, and what each is used for.Students can list other informationabout the chosen ores as well.Intrapersonal, Verbal

Integrate ChemistryCrystal Size Tell students that thecrystal size of minerals that form frommagma is determined by how quicklythe magma cools. If the rate of coolingis slow, the atoms of the mineral havetime to arrange themselves into a largecrystal lattice. If cooling is rapid, theatoms have time to arrange themselvesonly into small crystals. The TeacherDemo on the next page can be done aspart of this discussion.Visual, Kinesthetic

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Section 4.1 (continued)

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Earth’s Resources 99

Hydrothermal Solutions Hydrothermal (hot-water) solutions generate some of the best-knownand most important ore deposits. Examples ofhydrothermal deposits include the golddeposits of the Homestake Mine in SouthDakota; the lead, zinc, and silver ores nearCoeur D’Alene, Idaho; the silver deposits of theComstock Lode in Nevada; and the copper oresof Michigan’s Keweenaw Peninsula.

Most hydrothermal deposits form fromhot, metal-rich fluids that are left during thelate stages of the movement and cooling ofmagma. Figure 6 shows how these depositsform. As the magma cools and becomessolid, liquids and various metal ions collectnear the top of the magma chamber. Theseion-rich solutions can move great distancesthrough the surrounding rock. Some of this fluid movesalong openings such as fractures or bedding planes. The fluid cools inthese openings and the metallic ions separate out of the solution toproduce vein deposits, like those shown in Figure 7. Many of the mostproductive gold, silver, and mercury deposits occur as hydrothermalvein deposits.

Placer Deposits Placer deposits are formed when eroded heavyminerals settle quickly from moving water while less dense particlesremain suspended and continue to move. This settling is a means ofsorting in which like-size grains are deposited together due to the den-sity of the particles. Placer deposits usually involve minerals that arenot only heavy but also durable and chemically resistant. Common sitesof accumulation include point bars on the inside of bends in streams,as well as cracks, depressions, and other streambed irregularities.

Figure 7 Light veins ofquartz lace a body ofdarker gneiss inWashington’s NorthCascades National Park.

Geyser

FaultHydrothermaldisseminated

deposits

Hydrothermalvein

deposits

Igneouspluton

Figure 6 Mineral-rich hot waterseeps into rock fractures, cools,and leaves behind vein deposits.

Use VisualsFigure 6 Have students examine thediagram of hydrothermal deposition.Ask: Where are minerals likely to bedeposited as veins? (in rock fractures)What is the source of the hot mineral-laden water in the diagram? (the geyser)Visual, Logical

Varying the Sizeof CrystalsPurpose Students observe how sulfurcrystals form in relation to their rate ofcooling.

CAUTION: This demonstration shouldbe done in a fume hood or area withvery good ventilation. Sulfur fumes canadversely affect students with respiratoryproblems.

Materials 2 crucibles, beaker, water,teaspoon, sulfur powder, clamp, Bunsenburner, magnifying glass

Procedure Place 1 teaspoon ofpowdered sulfur in one of the crucibles.Heat the crucible until the sulfur melts,then allow it to cool slowly. Place1 teaspoon of sulfur in the secondcrucible. Melt the sulfur, and slowlypour it into a beaker that has beenhalf-filled with water.

Expected Outcome Students shouldnotice that the sulfur that cooled slowlydeveloped larger crystals than the sulfurthat cooled rapidly in water.Visual, Logical

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Earth’s Resources 99

The term placer is probably of Spanishderivation and was used by the early Spanishminers in both North and South America as aname for gold deposits found in the sands and

gravels of streams. Originally, the term seemsto have meant “sand bank” or “a place in astream where gold was deposited.”

Facts and Figures

Answer to . . .

Figure 5 Oil shale may become moreeconomically attractive if the prices ofpetroleum and other competing fuelsrise.

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100 Chapter 4

Gold is the best-known placer deposit. In 1848, placer deposits ofgold were discovered in California, sparking the famous California goldrush. Early prospectors searched rivers by using a flat pan to wash awaythe sand and gravel and concentrate the gold “dust” at the bottom.Figure 8 shows this common method. Years later, similar deposits cre-ated a gold rush to Alaska. Sometimes prospectors follow the placerdeposits upstream. This method may lead prospectors to the originalmineral deposit. Miners found the gold-bearing veins of the MotherLode in California’s Sierra Nevadas by following placer deposits.

Nonmetallic Mineral ResourcesNonmetallic mineral resources are extracted and processed

either for the nonmetallic elements they contain or for their physi-cal and chemical properties. People often do not realize the importanceof nonmetallic minerals because they see only the products that resultedfrom their use and not the minerals used to make the products.

Examples of nonmetallic minerals include the fluorite and limestonethat are part of the steelmaking process and the fertilizers needed to growfood, as shown in Table 1.

Nonmetallic mineral resources are divided into two broad groups—building materials and industrial minerals. For example, naturalaggregate (crushed stone, sand, and gravel), is an important materialused in nearly all building construction.

Some substances, however, have many uses in both constructionand industry. Limestone is a good example. As a building material, itis used as crushed rock and building stone. It is also an ingredient incement. As an industrial mineral, limestone is an ingredient in themanufacture of steel. Farmers also use it to neutralize acidic soils.

Many nonmetallic resources are used for their specific chemicalelements or compounds. These resources are important in the manu-facture of chemicals and fertilizers. In other cases, their importance isrelated to their physical properties. Examples include abrasive miner-als such as corundum and garnet.

Although industrial minerals are useful, they have drawbacks. Mostindustrial minerals are not nearly as abundant as building materials.Manufacturers must also transport nonmetallic minerals long dis-tances, adding to their cost. Unlike most building materials, whichneed a minimum of processing before use, many industrial mineralsrequire considerable processing to extract the desired substance at theproper degree of purity.

What are mineral resources?

Figure 8 Placer deposits led tothe California gold rush. Here, aprospector in 1850 swirls his goldpan, separating sand and mudfrom flecks of gold.

Q How big was the largest goldnugget ever discovered?

A The largest gold nugget everdiscovered was the WelcomeStranger Nugget found in 1869as a placer deposit in the gold-mining region of Victoria,Australia. It weighed a massive2520 troy ounces (210 pounds,or 95 kilograms) and, at today'sgold prices, was worth over$700,000. The largest goldnugget known to remain inexistence today is the Hand ofFaith Nugget, which was foundin 1975 near Wedderburn,Victoria, Australia. It was foundwith a metal detector andweighs 875 troy ounces (73pounds, or 33 kilograms). Soldin 1982, it is now on display inthe Golden Nugget Casino inLas Vegas, Nevada.

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Use VisualsFigure 8 Have students think aboutprospecting for gold. Ask: Why doesthe gold dust settle to the bottom ofthe pan? (The gold dust is heavier thanthe other material suspended in thewater.) Why doesn’t the gold dissolvein water? (Gold is not soluble in water.)Visual, Logical

Nonmetallic MineralResourcesBuild Science SkillsDesigningExperimentsWhen a drop of dilutehydrochloric acid isplaced on limestone, it effervesces—bubbles of carbon dioxide are produced.Have students make a hypothesis aboutwhether cement, concrete, and gardenlime will effervesce when dilute hydro-chloric acid is applied. Encouragestudents to design an experiment totest their hypothesis. Supply samplesof limestone, cement, and concrete.Intrapersonal, Logical

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Section 4.1 (continued)

Our society uses enormous quantities ofnonmetallic minerals each year. The per-personconsumption of non-fuel resources in the

United States totals more than 11 metric tons.About 94 percent of these resources arenonmetallics.

Facts and Figures

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Section 4.1 Assessment

Reviewing Concepts1. What is the difference between a

renewable and a nonrenewable resource?

2. What are the three major fossil fuels?

3. What are tar sands and oil shale?

4. How do hydrothermal deposits form?

5. What are the two broad categories ofnonmetallic mineral resources?

6. Compare and contrast the formation of coalwith that of petroleum and natural gas.

Critical Thinking7. Drawing Conclusions Why isn’t the use of

tar sands more widespread in the UnitedStates?

8. Applying Concepts Explain how followingplacer deposits upstream would helpprospectors find the original deposit.

Earth’s Resources 101

Table 1 Occurrences and Uses of Nonmetallic Minerals

Mineral Uses Geological Occurrences

Apatite Phosphorus fertilizers Sedimentary deposits

Asbestos Incombustible fibers Metamorphic alteration(chrysotile)

Calcite Aggregate; steelmaking; soil conditioning; Sedimentary depositschemicals; cement; building stone

Clay minerals Ceramics; china Residual product of weathering(kaolinite)

Corundum Gemstones; abrasives Metamorphic deposits

Diamond Gemstones; abrasives Kimberlite pipes; placers

Fluorite Steelmaking; aluminum refining; Hydrothermal depositsglass; chemicals

Garnet Abrasives; gemstones Metamorphic deposits

Graphite Pencil lead; lubricant; refractories Metamorphic deposits

Gypsum Plaster of Paris Evaporite deposits

Halite Table salt; chemicals; ice control Evaporite deposits, salt domes

Muscovite Insulator in electrical applications Pegmatites

Quartz Primary ingredient in glass Igneous intrusions, sedimentary deposits

Sulfur Chemicals; fertilizer manufacture Sedimentary deposits, hydrothermal deposits

Sylvite Potassium fertilizers Evaporite deposits

Talc Powder used in paints, cosmetics, etc. Metamorphic deposits

Compare-Contrast Paragraph Write aparagraph describing the difference in theuse of nonmetallic building minerals andnonmetallic industrial minerals.

Use VisualsTable 1 Have students study the table.Ask: What is halite, and what are itsuses? (Halite is table salt. In addition toseasoning food, it is used in chemicalprocesses and to melt ice.) Which minerallisted occurs in Kimberlite pipes?(diamond) Which mineral listed occursas hydrothermal deposits? (fluorite)Visual, Logical

ASSESSEvaluateUnderstandingTo assess students’ knowledge of sectioncontent, have them list two renewableresources and two nonrenewableresources. Students should explainwhy each resource listed is renewableor nonrenewable.

ReteachHave students make a posterdiagramming the process by whichcoal is formed. The type of vegetationdepicted should be appropriate for thetime. (Large tree ferns and other swampvegetation were predominant in coalswamps during the Pennsylvanian andPermian periods.)

Building materials are abundant, needlittle processing, need not be pure, andare usually found close to where theyare used. Industrial minerals are used fortheir chemical or physical properties, arerelatively scarce, must be extracted andpurified, and must be transported.

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Earth’s Resources 101

Answer to . . .

Mineral resources areEarth materials that are

extracted and processed for either themetals or the elements they contain.

4. Hydrothermal deposits form from hot,metal-rich fluids that are left when magmacools. The metal ions collect as mineraldeposits in small openings such as rockfractures.5. building materials and industrial minerals6. Coal was formed from plant material thatcollected in swamps. Petroleum and naturalgas were formed from plant and animalmaterial that collected and were buried inancient seas.

Section 4.1 Assessment

1. Renewable resources have unlimitedsupplies and can be replaced; nonrenewableresources have limited supplies and cannotbe replaced.2. coal, petroleum, natural gas3. geologic structures that contain low gradehydrocarbons mixed with clay, sand, or shale

7. Most of the world’s tar-sand deposits arein Canada. The few deposits in the UnitedStates are in California. In addition, miningtar sands has serious environmental draw-backs and is expensive.8. Placer deposits are minerals that arecarried by moving water from a sourceupstream. By following the depositsupstream, it is possible to find the originaldeposit.

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