Glencoe mineral identification lab

Glencoe mineral identification lab DEFAULT

Virtual Labs

Update: December

Major browsers, like Chrome, Edge, and Safari, block the use of Flash and Adobe has planned to completely kill the platform in There are few alternatives to the large amount of Flash games and science simulations. The ones listed below will no longer work. I have left this page as a placeholder, hoping that someday there will be alternatives.

Life Science

  • blood typesHow do animal and plant cells work? - labeling exercise
  • What is the role of DNA and RNA in protein synthesis? - match bases on DNA and RNA
  • What is the life cycle of a simple plant? - label a chart/model showing a fern life cycle
  • How can microscopic protists and fungi be characterized? - observe and classify protists
  • Under what conditions do cells gain or lose water? - watch how cells react in different solutions
  • How are traits passed from parents to offspring? - punnet square practice showing traits of a strange (imaginary) primate
  • How are living things classified into groups? - 6 kingdoms, classification exercise
  • What are the functions of the parts of a flower? - labeling exercise
  • How is the flower color variation of Hydrangea related to the pH ? - change pH by mixing substances, observe color change
  • How do sponges, cnidarians, flatworms, and roundworms obtain food? - explore a reef, watch videos of feeding
  • How can natural selection be modeled? - models how prey species adapt to a changing environment
  • What kills germs? - innoculate petri dishes, observe zones of inhibition around substances such as bleach and antibiotics
  • Which colors of the light spectrum are most important for plant growth? - compare plant growth under different colored lights (
  • How are mollusks, worms, arthropods, and echinoderms classified? - classification exercise, group organisms
  • How are fish adapted to their environment? - examine the 7 main body forms of fish (flat, eel, bottom)
  • How are birds adapted to their habitat? - examine beaks, wings, and feet of birds that live in different habitats
  • What are the major bones in the human body? - mainly a labeling exercise, putting together a skeleton
  • How can you design a healthful diet? - select food for a meal based on recommended calories
  • How do the parts of the respiratory system work together? - graphic of the respiratory system to label
  • How does human hearing compare with that of other animals? - observe how different animals respond to sound frequencies
  • How does the body protect itself against foreign substances? - focuses on blood types and antigens
  • How is energy transferred through a community of organisms? - examine a food chain, identify consumers
  • How do organisms react to changes in abiotic factors? - test respiration rate of fish in response to temperature
  • What are the different types of land environments? - investigation of the world's biomes
  • When is water safe to drink? - test water samples for bacteria, metals, nitrates, pH
  • How can you simulate the radioactive half-life of an element? - collect data for isotopes for a 20, year period
  • How is a controlled experiment performed? - determine how color affects heat absorption using different coats
  • What are the stages of development before birth? - click through images of a fetus
  • Modeling Ecosystems - create an energy pyramid and a pyramid of numbers
  • Ecosystems, Organisms, and Trophic Levels - click through biomes, make predictions about organisms, earn points
  • Communities and Biomes - create and maintain a virtual marine biome, adjust pH and other factors
  • Population Biology- compare P. caudatum to P. aurelia; competitive exclusion principle
  • Assessing Water Quality - study the effects of acid rain on different populations
  • Enzyme-Controlled Reactions - change the pH and amount of substrate, gather data on reaction rates
  • Cellular Pursuit  (Game)
  • Cell Respiration - slide puzzle game
  • Cellular Reproduction - view virtual slides of normal and cancerous cells
  • Punnett Squares - choose fruit fly parents and show crosses
  • Sex-Linked Traits - using drosophila and eye color; P, F1 and F2 generations examined
  • Gene Regulation and Mutation - mRNA is used to determine amino acid sequences
  • Gene Splicing - use restriction enzymes to splice genes into new organisms
  • Tracking Grizzlies - sequence the DNA of hair samples of grizzlies
  • Biotechnology: Knocking Out Genes - determine what happens when a gene is missing
  • Plant Transpiration - different plants, variables are heat, fan and light (A)
  • Natural Selection - Hardy-Weinberg equilibrium, showing organisms on different backgrounds
  • Classifying Using Biotechnology - using Gram stains and RNA/DNA sequencing
  • Earthworm Dissection - label the external and internal structures of the earthworm
  • Frog Dissection - examine internal and external structures of the frog
  • Dinosaur Dig- estimate the age and identify dinosaur fossils
  • Classification of Arthropods - compare five classes of arthropods
  • Mammals - compare mammalian skulls
  • Learned Behavior - observe how mealworms react to different stimuli
  • Muscle Stimulation - theshold stimulus is examined using weights and voltage
  • Blood Pressure - test blood pressure, factors such as age and gender examined
  • The Digestive and Endocrine System - read nutrition facts on labels, compare types of foods
  • Virtual Pathology - examine blood smeers, determine the pathogen
  • How does the European Corn Borer affect the yield of corn - model a controlled experiment by manipulating variables

Earth Science

Physical Science

  • How does thermal energy affect the state of a substance? - temperature and changing states, analzying graphs
  • How can a molecular model be built? - build stick models
  • How can you tell which elements form chemical bonds? - arrange electrons in energy levels to predict how bonds will form
  • How is an atom's structure related to its position on the periodic table? compare elements, explore families
  • How are graphs used to represent data? - collect data on energy consumption and time of day and season (C)
  • How are physical and chemical changes distinguished? - watch videos, make observations about changes of state
  • What properties do elements have? - test mystery substances, use their properties to determine what they are
  • What is the pH of common solutions? - test the pH of orange juice, tomatoes and other substances
  • How can models of carbon molecules be built? - build carbon based molecules; organic chemistry
  • How does horizontal motion affect vertical motion? - launch balls vertically and horizontally
  • What is Newton's second law of motion? - drop different objects, choose a planet, compare acceleration
  • Why do things float? - use Archimedes principle to predict bouyancy
  • What are the relationships between kinetic energy and potential energy? - use a pendulum to compare KE to PE
  • What is the relationship between work, force, and distance - use the equation: W=fd
  • What are some characteristics of waves? - discover the relationship between wavelength and frequency
  • How is an oscilloscope used to tune a musical instrument? - match waveforms to tune a trombone
  • What is the electromagnetic spectrum? - identify and describe parts of the electromagnetic spectrum
  • How are lenses used to correct vision? - concave and convex lenses are used to correct vision in 6 patients
  • How are voltage, current, and resistance related? - use a schematic diagram to apply Ohm's Law
  • How does a transformer work? - calculate the correct ratio of turns of a wire to determine the correct voltage
  • How can a decision tree be used to generate binary numbers? - computer science simulation
Sours: https://www.biologycorner.com/worksheets/virtual_labs_glencoe.html

Rocks and minerals virtual lab glencoe


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rocks and minerals virtual lab glencoe



rocks-and-minerals-virtual-lab-glencoe



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Virtual settling lab. Organization the milky way and types galaxies general phet solar system A solid substance made one more minerals. Virtual field trip laccolith central montana introduction rocks come cool colors shapes textures and sizes and are found all around you but how much you really know about them discover rock secrets. Sedimentary rock lab 3. Virtual mineral lab. In our rock and mineral analysis lab students learn how identify common rocks minerals and fossils and determine their most likely origin. And students handout puzzle field and lab. Mineral identification. There are mineral samples identify. For each property follow the three links provided. Directions use headphones disable sound click slide show and. Rocking the rock cycle part what rocks and minerals help scientists decipher things about past periods our earth and other planets. Minerals virtual lab. 22 rock cycle esrt. Video tutorial available mineral identification lab purpose being able identify minerals important because mineral identification necessary identify rocks and can used to







Sours: https://telegra.ph/Rocks-and-minerals-virtual-lab-glencoe
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Mystery Mineral Identification Lab - Flipped

  • RI.K.4

    With prompting and support, ask and answer questions about unknown words in a text.

  • RI.K.5

    Identify the front cover, back cover, and title page of a book.

  • RI.K.6

    Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

  • RI.K.7

    With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

  • RI.K.8

    With prompting and support, identify the reasons an author gives to support points in a text.

  • RI.K.9

    With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

  • RI.K.1

    With prompting and support, ask and answer questions about key details in a text.

  • RI.K.2

    With prompting and support, identify the main topic and retell key details of a text.

  • RI.K.3

    With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

  • RI.K

    Actively engage in group reading activities with purpose and understanding.

  • RI

    Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

  • RI

    Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

  • RI

    Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

  • RI

    Use the illustrations and details in a text to describe its key ideas.

  • RI

    Identify the reasons an author gives to support points in a text.

  • RI

    Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

  • RI

    Ask and answer questions about key details in a text.

  • RI

    Identify the main topic and retell key details of a text.

  • RI

    Describe the connection between two individuals, events, ideas, or pieces of information in a text.

  • RI

    With prompting and support, read informational texts appropriately complex for grade 1.

  • RI

    Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

  • RI

    Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

  • RI

    Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  • RI

    Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

  • RI

    Describe how reasons support specific points the author makes in a text.

  • RI

    Compare and contrast the most important points presented by two texts on the same topic.

  • RI

    Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  • RI

    Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

  • RI

    Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

  • RI

    By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

  • RI

    Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

  • RI

    Distinguish their own point of view from that of the author of a text.

  • RI

    Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

  • RI

    Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

  • RI

    Compare and contrast the most important points and key details presented in two texts on the same topic.

  • RI

    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  • RI

    Determine the main idea of a text; recount the key details and explain how they support the main idea.

  • RI

    Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

  • RI

    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

  • RI

    Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

  • RI

    Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

  • RI

    Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

  • RI

    Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

  • RI

    Explain how an author uses reasons and evidence to support particular points in a text.

  • RI

    Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

  • RI

    Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • RI

    Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  • RI

    Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

  • RI

    By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI

    Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

  • RI

    Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

  • RI

    Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

  • RI

    Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

  • RI

    Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

  • RI

    Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

  • RI

    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  • RI

    Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

  • RI

    Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

  • RI

    By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

  • RI

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

  • RI

    Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

  • RI

    Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

  • RI

    Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

  • RI

    Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

  • RI

    Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

  • RI

    Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI

    Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

  • RI

    Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  • RI

    By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

  • RI

    Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

  • RI

    Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

  • RI

    Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

  • RI

    Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

  • RI

    Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

  • RI

    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI

    Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

  • RI

    Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

  • RI

    By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

  • RI

    Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

  • RI

    Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

  • RI

    Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

  • RI

    Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

  • RI

    Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

  • RI

    Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI

    Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

  • RI

    Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

  • RI

    By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

  • RI

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

  • RI

    Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

  • RI

    Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

  • RI

    Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

  • RI

    Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

  • RI

    Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

  • RI

    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • RI

    Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

  • RI

    Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

  • RI

    By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • RI

    Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

  • RI

    Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

  • RI

    Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

  • RI

    Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

  • RI

    Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

  • RI

    Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

  • RI

    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

  • RI

    Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

  • RI

    Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

  • RI

    By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

  • Sours: https://www.commonsense.org/education/lesson-plans/mystery-mineral-identification-lab-flipped

    Finding Lab Activities Online

    As many us work on developing online courses we have to ask ourselves how to implement lab activities. Listed below are some example lab activities that you might find useful as examples of others have used or even as lab activities to have your students do. Please make sure when using these activities to acknowledge the authors of the page. If you know of other sources of activities that you find useful for online courses, we encourage you to fill out an activity submission form or share them with the community.

    There is also a growing collection of online lab activities identified within the Teach the Earth collections.

    General

    • Exploring Earth Investigations by McDougal Littell Publishing - numerous online activities that use animations, interactive graphics, and imagery to help students gather information gleaned from lecture content
    • Geology Lab Videos by Tom Braziunas at North Seattle Community College - students can view short video demonstrations of some of the physical geology lab activities
    • Reynolds, et al. Exploring Geology, 2nd Edition. McGraw-Hill Publishing. ISBN: The instructor DVD comes equipped with some great Google Earth exercises that would work well for online labs. In addition, it also has investigations at the end of each chapter that could be used for online labs.

    Virtual Field Trips

    E-library of field trip guides to sites in the US and Canada (more info) - The University of Texas at Austin has compiled a substantial library on their Walter Geology Library website.

    Plate Tectonics

    • Plate tectonics laboratory using plate motions (3 exercises) by Richard Harwood of Black Hawk College – interactive maps showing movement relative movement of plates, are multiple choice and self-checking.
    • Jules Verne Voyager- This is an interactive map developed by UNAVCO where students can add earthquakes, stress axes, volcanoes, or plate boundaries to the entire world or by country. For more information on the project as well as instructions on how to use the site: http://jules.unavco.org/VoyagerJrDocs/lib/help/Earth/helpoverview.html (there is no direct link to the interactive map from this site; however, it contains important instructions).

    Minerals

    • Online rock and mineral identification kit by Jonathan Evenick of the University of Tennessee – provides photographs and descriptions of various rocks and minerals.
    • Mineral identification and properties using photographs by Richard Harwood of Black Hawk College – students can identify minerals photographs based on mineral property choices. (Note: This site has been taken down. Contact us if you know of a suitable replacement.)
    • Mineral by Kerry Cupit - A browseable online mineral database (with photos) and interactive quizzes/tests.
    • Searchable mineral database by Amethyst Galleries, Inc.: Students can search for minerals by class or alphabetically. Descriptions of each mineral include physical properties, crystallography information, common uses, and chemical formulas as well as pictures.
    • Mineral identification by Dave Jessey and Don Tarman through Cal State Pomona – students can use this site as a step-by-step tutorial to identify mineral sample. (Note: This site has been taken down. Contact us if you know of a suitable replacement.)

    Igneous Rocks

    • Igneous rock identification using photographs by Richard Harwood of Black Hawk College – students can identify igneous rock photographs based on rock property choices, self-checking.
    • Igneous rock identification by Dave Jessey and Don Tarman through Cal State Pomona – students can use this site as a step-by-step tutorial to identify igneous rock samples. (Note: This site has been taken down. Contact us if you know of a suitable replacement.)

    Sedimentary Rocks

    • Sedimentary rock identification using photographs by Richard Harwood of Black Hawk College – students can identify sedimentary rock photographs based on rock property choices, self-checking.

    Metamorphic Rocks

    • Metamorphic rock identification using photographs by Richard Harwood of Black Hawk College – students can identify metamorphic rock photographs based on rock property choices, self-checking.
    • Metamorphic rock identification by Dave Jessey and Don Tarman through Cal State Pomona – students can use this site as a step-by-step tutorial to identify metamorphic rock samples. (Note: This site has been taken down. Contact us if you know of a suitable replacement.)

    Earthquakes

    • World-Wide Earthquake Locator by the Edinburgh Earth Observatory: An interactive map where students can turn on and off features such as earthquakes, plate boundaries and names, faults, volcanoes, etc. to see relationships.

    Volcanoes

    • Stromboli online - Volcanoes of the World by Jürg Alean, Roberto Carniel and Marco Fulle – this website can be used for virtual fieldtrips as well as a resource.
    • Volcanic materials identification using photographs by Richard Harwood of Black Hawk College – students can identify volcanic material photographs based on property choices, self-checking.
    • Volcanoes laboratory by Richard Harwood of Black Hawk College – a laboratory on volcanic processes, multiple choice and self-checking.

    Deformation

    • How do rocks respond to stress? Exploring Earth by McDougal Littell Publishing: This is a 3 step investigation into deformation. In step 2, students can investigate the role of brittle vs ductile environments in relation to compressional, tensional, and shear stresses. Once the parameters are selected, an animation plays to show the impact on rock layers.
    • Learn Structural Geology by Rob Butler at the University of Leeds: Within the site you will find links so that students can learn about structural geology as well as go on virtual field trips. Question assignment could be designed to go along with field trips. In addition, there is a virtual mapping project.

    Geologic Time

    • Interpreting geologic sections through Athro, Limited – students can test their knowledge of principles of geologic time through animations.
    • Radioactive dating game through PhET.Colorado.edu – students can learn about different types of radiometric dating, such as carbon dating. Understand how decay and half-life work to enable radiometric dating to work. Play a game that tests your ability to match the percentage of the dating element that remains to the age of the object.
    • Relative dating laboratory by Richard Harwood of Black Hawk College – a laboratory on relative dating, multiple choice and self-checking.
    • Radiometric dating laboratory by Richard Harwood of Black Hawk College – a laboratory on radiometric dating, multiple choice and self-checking.

    Paleontology

    • Online rock and fossil identification kit by University of Tennessee – provides photographs and descriptions of various rocks and fossils.
    • Virtual museum of fossils by Valdosta State University.
    • Fossils by Kerry Cupit - A browseable online fossil database (with photos) and interactive quizzes/tests.

    Topographic Maps

    • Remote sensing laboratory by Richard Harwood of Black Hawk College – a laboratory on remote sensing, multiple choice and self-checking
    • Examples of landforms on topographic maps by Susan Slaymaker - website includes numerous example images that can be used to develop an online lab activity (link unavailable).
    • Topographic map examples which illustrate symbols commonly used on maps for cultural and natural features by Susan Slaymaker - website includes numerous example images that can be used to develop an online lab activity.
    • Examples of topographic maps&#;] selected to illustrate common geologic processes, cultural features and topographic map symbols by Susan Slaymaker – website includes numerous example images that can be used to develop an online lab activity.

    Groundwater

    Streams

    • Virtual River through Virtual Courseware. Students learn about river processes in these two activities: River Discharge and River Flooding.

    Coasts

    • How do storms affect coastlines? an investigation through Exploring Earth by McDougal Littell Publishing - a step-by-step look at coastlines, includes questions.
    • See topographic maps above for links to landform maps.

    Deserts

    Glaciers

    • Glaciers simulation through PhET.Colorado.edu. Students can adjust mountain snowfall and temperature to see the glacier grow and shrink. Use scientific tools to measure thickness, velocity and glacial budget.
    • See topographic maps above for links to landform maps.

    Natural Hazards Datasets for Google Earth

    • SDSU - Department of Geological Sciences - Google Earth Tour - Natural Disasters: San Diego State University offers Google Earth datasets for many different natural hazards and earth processes, including earthquakes, hurricanes, wildfires, and more. Datasets are in KMZ form, so they must be downloaded to your computer and opened in Google Earth.
    Sours: https://serc.carleton.edu/NAGTWorkshops/online/lab_activities.html

    Mineral lab glencoe identification

    Glencoe virtual lab mineral identification

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    Mineral Identification Virtual Lab

    9 hours ago Science, Grade 6. 1. Mineral Identification. In this virtual investigation you will identify minerals by observing and testing their physical properties. After gathering data for an unknown mineral, you will refer to an identification chart to determine the mineral's identity.

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    8 hours ago The Interactive Rock Identification is a page hyperlinked PDF document that guides students through the investigation of 19 Igneous, Metamorphic, and Sedimentary rocks. In addition to this, a printable 22 page activity booklet contains student activities and answer keys to go along with the Interactive Rock Identification. From the table of

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    Lab Investigator: Rocks and Minerals

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    Rock and Mineral Identification UM LSA Earth and

    5 hours ago Rock and Mineral Identification. Community Collaboration. Polished and acid-etched cross-section of an iron-nickel meteorite showing a crystalline structure known as a "Widmanstatten" pattern. This reveals information about the cooling histories of the interiors of differentiated minor planets around the time of the birth of our solar system.

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    Earth science lab mineral identification answer key

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    Minerals :: The Virtual Rock Box :: Illinois Central College

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    Lab Activity on Minerals

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    Specimen 1 in Virtual Mineral Identification Activity, Dr

    3 hours agoVirtual Mineral Identification Activity, Dr. M. H. Hill, Earth Science Laboratory, Department of Physical and Earth Sciences, Jacksonville State University

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    Ch. 3 Patterns in Nature: Minerals Flashcards Quizlet

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    Rocks and Minerals Fillmore Central School

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    Fossil and rock virtual lab

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    Dictionary

    Frequently Asked Questions

    How to determine the identity of a mineral?

    After gathering data for an unknown mineral, you will refer to an identification chart to determine the mineral's identity.

    How are igneous rocks identified in Virtual Rock Box?

    Igneous rocks are identified based on their texture and composition.Textures include fine-grained, coarse-grained, glassy, and porphyritic. Study the 6 types of igneous rocks in this virtual rock box. See if you can guess the name of the rock before clicking on the image.

    Which is the best Virtual Lab for chemistry?

    Phet: This website from University of Colorado has a ton of simulations. This website is especially great for physics and chemistry teachers. It even includes free downloadable handouts and worksheets you can use with the simulations. NMSU Virtual Labs: This site has 8 virtual labs for biology and chemistry.

    What are the virtual labs at Nova University?

    They also have 4 virtual labs that deal with DNA. NOVA Labs: Includes virtual labs on the sun, energy, RNA, clouds, and evolution. Blood Typing: In this virtual lab students learn how blood typing works and they need to select which types of blood can be used in a transfusion.

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    Mineral Lab: Introduction to Identification

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