GEOL 3014
MINERALOGY
FALL 2003 SYLLABUS
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Copyright © Arkansas Tech University, Russellville, Arkansas.
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INSTRUCTOR:
Dr. Stephen W. Kline, Center for Energy, Natural Resources, and Environmental
Studies.
OFFICE:
My office is in the Energy Center
Building (the section closest to the student apartments), Room 155. I also
have a space in McEver Hall, room 6B. The phone numbers are 968-0202 and
968-0676 respectively. Essentially
any time outside of class is OK for office visits; "dropping in" is
OK, and I will be in one of these places most of the time. Official office
hours this semester are: 9-11 am M, W, F; 2-3 pm T, Th. However, just in case
I have to be out of the office for library research, field work, or some other
reason, it would be advisable to contact me ahead of time to make an
appointment or call to see if I’m in. Email: stephen.kline@mail.atu.edu
CLASS
TIME (LECTURE/LAB COMBINED):
9:30-12:20, T/Th, Rms 2 & 6, McEver Hall.
ATTENDANCE:
You are expected to attend all scheduled class/lab time. Unexcused absences of
more than a week’s-worth of class and/or lab time will put you in jeopardy
of being dropped from the course with a grade of F. Students with truly
extenuating circumstances necessitating absence should contact instructor as
soon as possible to establish an excused absence, and any missed work must be
made up promptly.
FIELD
TRIP: There is one required Saturday
field trip (maybe Fri. pm + camp + Sat.), the date yet to be decided.
Familiarity with geology in the field is of great importance in my opinion.
TEXT:
Nesse, W.D., 2000, Introduction to Mineralogy: Oxford University Press.
ADDITIONAL
READINGS: Obtaining a Geologic
Dictionary would be advisable. Learning the scientific terms of any discipline
is a major and very important task. Until you have all the vocabulary, this
dictionary will be very helpful. I still look up terms from time to time.
COURSE
OBJECTIVES: My goal in this course
is that (1) students would understand the basic classification of minerals;
(2) that they would gain a fundamental knowledge of mineral chemistry as a
basis for understanding the behavior of minerals in the geologic environment;
(3) that they would be familiar with the rudiments of morphological
crystallography, (4) that students would be familiar with some of the simpler
optical properties of minerals and be able to identify the most common
rock-forming minerals with a petrographic microscope; and (5) that they would
be exposed to the basic role of the most important rock-forming minerals, and
some "economic" minerals, in the geologic environment. A related
major objective is that through laboratory exercises students will learn to
identify the most common minerals with the kinds of simple tools that would be
available in field work.
Schedule
|
Date |
Topic |
Readings
(pages) |
|
Th
8/21 |
Introduction
to mineralogy / Physical properties of minerals |
3-5,
34-38, 97-110 |
|
T 8/26
LAB |
Intro
to mineral chemistry Mineral ID Lab 1:
Physical properties of minerals |
39-46 |
|
Th 8/28
LAB |
Chemical bonding
in minerals Mineral ID Lab 1: Physical properties of minerals (continued) |
46-53 |
|
T 9/2
LAB |
Controls on
crystal structure: coordination of atoms in xl structure Mineral ID Lab 2: Orthosilicates, disilicates, ring silicates |
57-62 |
|
Th 9/4
LAB |
Isostructuralism,
polymorphism; mineral classification system Mineral ID Lab 2: Orthosilicates, disilicates, ring silicates
(cont.) |
65-69 |
|
T 9/9
LAB |
Variation
in mineral chemical composition: Principles of solid solution Graphical plotting of mineral chemical compositions |
69-73 |
|
Th 9/11
LAB |
Crystal nucleation
& growth; effect of growth on crystal shape and chemical zoning Lab Quiz:
ID of orthosilicates, disilicates, ring silicates |
74-75a, 77-79
skim 79-83,
87-89 |
|
T 9/16
LAB |
Lecture Test.
Then: Crystal growth–growth twinning Mineral ID Lab 3: Chain silicates, sheet silicates |
87-89 |
|
Th 9/18
LAB |
Postcrystallization
processes: transformation and glide twinning, recrystallization,
exsolution, pseudomorphism Mineral ID Lab 3: Chain silicates, sheet silicates |
89-92 |
|
T 9/23
LAB |
Structure and
classification of silicate minerals Mineral ID Lab 4: Framework silicates |
183-186 |
|
Th 9/25
LAB |
Important
silicates: SiO2 minerals, feldspars Mineral ID Lab 4: Framework silicates |
201-214 |
|
T 9/30
LAB |
Important
silicates: Feldspathoids, zeolites, garnet, aluminosilicates Lab Quiz. ID of chain
silicates, sheet silicates, framework silicates |
225-232,
310-311 314-315 |
|
Th 10/2
LAB |
Lecture Test.
Then Important silicates: Micas & clay minerals Mineral ID Lab 5: Native elements and some sulfide minerals |
235-239,
252-257 |
|
T 10/7
LAB |
Important
silicates: (finish micas & clays) + Pyroxenes & amphiboles Mineral ID Lab 5: Native elements and some sulfide minerals |
261-265,
277-280 |
|
Th 10/9
LAB |
Important economic
minerals: Gold, sulfide minerals Mineral ID Lab 6: Other sulfides + oxide and hydroxide
minerals |
397-399,
378-382 |
|
T 10/14
LAB |
Important economic
minerals: Gold, sulfide minerals (continued) Mineral ID Lab 6: Other sulfides + oxide and hydroxide
minerals |
397-399,
378-382 |
|
Th 10/16
LAB |
Important economic
minerals: Magmatic ores Lab Quiz. ID of
native elements, sulfides, oxides, and hydroxides |
189-190 |
|
T 10/21
LAB |
NO CLASS—DR.
KLINE AT ARKANSAS ENVINONMENTAL FEDERATION
MEETING |
|
|
Th 10/23
LAB |
NO CLASS—DR.
KLINE AT ARKANSAS ENVINONMENTAL FEDERATION
MEETING |
|
|
T 10/28 LAB |
Lecture Test.
Then: Econ. minerals: Diamonds, heavy mineral sands, Bauxite, barite,
gypsum, halite Mineral ID Lab
7: Halides and carbonates
|
403-404,
372, 346, 344 375-376 |
|
Th 10/30
LAB |
Minerals with
important roles in environmental quality Mineral ID Lab 7: Halides and carbonates |
242 |
|
T 11/4
LAB |
Introduction to
crystallography: crystal lattice, unit cell, crystal systems Mineral ID Lab 8: Sulfates, phosphates, and others |
3-12 |
|
Th 11/6
LAB |
Crystallography:
point symmetry Mineral ID Lab 8: Sulfates, phosphates, and others |
12-13 |
|
T 11/11
LAB |
Crystallography:
point symmetry Lab Quiz. ID of
halides, carbonates, sulfates, phosphates, + others |
12-13 |
|
Th 11/13
LAB |
Crystallography :
Crystal systems and crystallographic reference axes Crystal systems & crystallographic reference axes in model
crystals |
14-16 |
|
T 11/18
LAB |
Crystallography:
Miller indices for crystallographic planes Miller indices of crystal faces of model crystals |
19-23 |
|
Th
11/20 |
Lecture/Lab:
Crystallography: “Zones”, crystal “forms” Lecture Test. |
23-36 |
|
T 11/25
LAB |
Lecture/Lab: Optical
mineralogy: Behavior of light, index of refraction, isotropic vs
anisotropic, petrographic microscope |
114-121, 151-155 |
|
Th 11/27
LAB |
NO CLASS—THANKSGIVING HOLIDAYS |
|
|
T 12/2
LAB |
Lecture/Lab: Optical
mineralogy: Birefringence and interference colors, color &
pleochroism, extinction angle |
122-129, 136-139 |
|
Th 12/4 LAB |
Lecture/Lab: Optical mineralogy: Recognition of common minerals in thin section using properties we have learned |
|
GRADES:
Grades will be calculated based on the following:
|
Lecture Tests: 4 @ 12
pts each |
48 |
|
Lab Quizzes: 4 @ 7 pts
each |
28 |
|
Lab Homework: 1 @ 2 pt
|
2 |
|
Graded labs: 3 @ 1 pt
each |
3 |
|
Field Trip: 1 @ 4 pts |
4 |
|
Final Exam: 1 @ 15 pts |
15 |
|
TOTAL |
100
|
“Pop
Quizzes”: Besides the “Lecture
Tests”, etc. listed in the table above, there will be “pop quizzes” given
at the beginning of each lecture. At 9:30 each day class meets, a brief
quiz will be given consisting of two or three questions of which you will choose
to answer one or two. The questions for these quizzes will come from a list of study
questions that I will post on the web immediately after each of our classes.
The quiz will cover study questions from the previous lecture. The
quiz will go from 9:30 to 9:35 (by my watch, which will be set very close to
time announced on the radio). If you are late, you have less time to take the
quiz or miss the quiz altogether. No make ups unless genuinely extenuating
circumstances can be clearly demonstrated. Grades from these questions will be
factored into the Lecture Test that covers the same material.
I was a student once, so I
know having such quizzes is not the way for a teacher to win a popularity
contest. However, after I began to
incorporate this procedure into some of my classes, I eventually had a number of
students tell me that this actually helped them. I know that, given the way the
concepts build in this course, you will have a much better understanding of the
subject matter if you will study the previous lecture’s material before we
start the next lecture. These quizzes will force you to do it. This will also
make preparing for lecture tests much easier, because the questions for the
lecture tests will also come from the same set of study questions.