Solution Manual for Laboratory Manual in Physical Geology 11th by American Geological Instit

Solution Manual for Laboratory Manual in Physical

Geology 11th by American Geological Institute

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LABORATORY FIVE
Igneous Rocks and Processes
BIG IDEAS: Igneous rock forms wherever magma cools and crystallizes to a solid
state. The composition and texture of igneous rock samples can be used to classify them
and infer their origin. Lava and igneous rock-forming processes can be observed at
volcanoes, which occur along lithospheric plate boundaries, hot spots, and other places
where deformation of the crust leads to local melting. Volcanism can create new land
surface in places like Hawai’i and can provide new minerals to the land surface.
Volcanoes can also pose hazards to humans.

THINK ABOUT IT (Key Questions):

• What does igneous rock look like? How can it be classified into groups?
(Activity 5.1)
• What are igneous rock textures? How is texture used to classify and interpret
igneous rock? (Activities 5.2 & 5.3)
• What is igneous rock composed of? How is composition used to classify and
interpret igneous rock? (Activities 5.4–5.6)
• How are rock composition and texture used to classify, name, and interpret
igneous rock? (Activity 5.7)
• How can the shapes of igneous rock bodies be used to classify them and infer
their origin? (Activity 5.8)

STUDENT MATERIALS
Remind students to bring items you check below.
_____ laboratory manual with worksheets linked to the assigned activities
_____ laboratory notebook
_____ pencil with eraser
_____ calculator or smartphone with calculator app
_____ igneous rock samples with identifying numbers/letters (or provided by instructor)
_____ chart for visual estimation of percent (GeoTools sheet 1 or 2, or use Fig. A5.5.1)
_____ hand-held magnifying lens (optional)
_____ metric ruler (also available on GeoTools sheet 1 or 2)
_____ mineral analysis tools (see below, or provided by instructor)

INSTRUCTOR MATERIALS
(Check off items you will need to provide.)

Note: The same set of numbered igneous rock samples can be used for Activities 5.1,
5.2, 5.3, and 5.7. It should include samples with the textures referenced in

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 Activity 5.2 (phaneritic, aphanitic, porphyritic, pegmatitic), obsidian and vesicular
basalt (Activity 5.3), and other igneous rock types described in the text.

ACTIVITY 5.1: Igneous Rock Inquiry

_____ (optional but recommended) a set of igneous rock samples for each group

ACTIVITY 5.2: Crystalline Textures of Igneous Rock

_____ extra metric rulers (for students who forgot them)
_____ hand lens (at least one per group of students)
_____ collection of numbered igneous rock samples (same set as used in
Activities 5.3 and 5.7)

ACTIVITY 5.3: Glassy and Vesicular Textures of Igneous Rock

Materials per group or demonstration:
_____ granulated sugar (~50 ml or 1/8 cup)
_____ hot plate
_____ small metal sauce pan with handle or 500 mL Pyrex™ beaker and tongs
_____ water (~50ml)
_____ safety goggles for students heating sugar solution
_____ aluminum foil (about 1 square foot)
_____ collection of numbered igneous rock samples (same set as will be used in
Activities 5.2 and 5.7)
_____ hand lens

ACTIVITY 5.4: Minerals That Form Igneous Rock

_____ (optional, per group) set of rock-forming minerals numbered same as the
eight minerals on Worksheet 5.4
_____ (optional, per group) set of mineral analysis tools

ACTIVITY 5.5: Estimate the Percentage of Mafic Minerals

No instructor-supplied materials are needed for this activity.

ACTIVITY 5.6: Estimate Mineral Composition of a Phaneritic Rock by Point

Counting
_____ calculator (or calculator app on a smartphone, tablet, or laptop) to compute
averages and sample standard deviations

ACTIVITY 5.7: Analysis and Interpretation of Igneous Rock

_____ collection of numbered igneous rock samples (same set as used in
Activities 5.2 and 5.3)
_____ extra metric rulers (for students who forgot them)
_____ mineral analysis tools (or obtained by students): pocket knife or steel
masonry nails, wire nails, glass plates, streak plates, copper tubing or pipe,
small magnets (one set per group of students)
_____ hand-held magnifying lens (one per group of students)

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 _____ charts for visual estimation of percent (cut from GeoTools 1 or 2, or use
Fig. A5.5.1 in Activity 5.5)

ACTIVITY 5.8: Geologic History of Southeastern Pennsylvania

No instructor-supplied materials are needed for this activity.

INSTRUCTOR NOTES
1. Rock samples in the set of rock samples (same set for Activities 5.2, 5.3, and 5.7)
must be marked with an identifying number.

2. Maintaining a safe environment in your laboratory space where students are learning
is your responsibility. If you do the experiment in Activity 5.2, thoroughly review the
relevant Material Safety Data Sheet (MSDS) for thymol before you consider using it
during your lab. MSDS data are available from several sources on the web. You
might need to have the use of thymol in your laboratory approved by your
institutional chemical-safety officer. If you have students melt thymol to observe its
cooling and crystallization, you must melt and cool the thymol under a fume hood. Be
sure that students do not directly touch the thymol.

3. If you do the experiment with the sugar solution in Activity 5.3, do the full
experiment prior to lab so that you will know exactly how to do it and can advise
students based on your direct knowledge. Take care not to overflow the aluminum
sheet when the molten sugar is poured out. Make sure the aluminum sheet is not on a
table surface that might be damaged by the heat.

4. Some nodes in Activity 5.6 are all or mostly one color, some are about half one color
and half another, some are about a third of each of three colors, and one or two seem
to be half one color and a quarter of each of two other colors. The lack of an obvious,
unambiguous answer in assessing the composition of some node points might be
frustrating. Encourage students to be decisive and record their best estimate, using
halves, thirds, or quarters as necessary. The total of the “number of nodes filled with
the mineral” for all 4 minerals in each grid (C, D, E, F) should be 25.

5. Lava lamp option. Student understanding of magmatic processes and igneous

intrusions is aided by making simple analogies to the “lava” in a lighted convecting
lava lamp. This is especially useful for showing how masses of “lava” in the lamp
accumulate at the top of the lamp in a manner analogous to how batholiths might
form. Be aware that it takes up to an hour for a lava lamp to heat the paraffin wax to
the point that bubbles of wax are actively circulating inside the glass vessel.

6. Igneous rock-forming minerals. It is useful to have students construct a flowchart for

identification of these minerals. You may also want to display examples of these
minerals for student observation/analysis.

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LAB 5 ANSWER KEY
ACTIVITY 5.1: Igneous Rock Inquiry
5.1A 1. Color: black, gray, and white. Composition: felsic minerals (feldspar, maybe
quartz) and mafic minerals (hornblende, maybe biotite). Texture: phaneritic,
randomly arranged and intergrown mineral grains.

2. Color: dark brown to black rock. Composition: glass, otherwise

indeterminate/unknown based on visual evidence. Texture: glassy texture.
Specimen displays conchoidal fracture.

3. Color: gray. Composition: indeterminate/unknown based on visual evidence.

Probably feldspar, pyroxene. Texture: aphanitic, vesicular.

4. Color: pink/orange, black, white, gray. Composition: felsic minerals (e.g.,

potassium feldspar, plagioclase, quartz), and mafic minerals (e.g., hornblende,
biotite). Texture: phaneritic, randomly arranged and intergrown mineral
grains.

5. Color: black, white, and pink/orange. Composition: felsic minerals (e.g.,

potassium feldspar, quartz) and mafic minerals (probably hornblende, maybe
tourmaline). Texture: phaneritic with very large grains (pegmatitic), randomly
arranged and intergrown mineral grains.

6. Color: gray to red-gray. Composition: indeterminate/unknown based on visual

evidence. Texture: vesicular to scoriaceous, vesicles appear to be randomly
arranged.

5.1B Reflect & Discuss Answers will vary. The easiest grouping schemes will be
based on texture because composition is indeterminate/unknown based on visual
evidence for specimens 2, 3, and 6. Color is the basis of another likely grouping
scheme.

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ACTIVITY 5.2: Crystalline Textures of Igneous Rock
5.2A Actual size of small crystals on left Actual size of larger crystals on right
is about 0.5 mm. is about 1.5 mm.

5.2B The aphanitic texture represents the most rapid cooling.

5.2C Reflect & Discuss The large white crystals formed in the magma slowly while
it was still below the surface. The aphanitic groundmass crystallized rapidly as the
magma (containing the early-formed crystals and liquid melt) erupted onto
Earth’s surface and cooled.

5.2D Answers will depend on your numbered set of rock samples.

ACTIVITY 5.3: Glassy and Vesicular Textures of Igneous Rock

5.3A Viscosity increased as the water boiled off of the sugar solution.

5.3B Viscosity increased as the molten sugar cooled on the aluminum foil.

5.3C Glass and plastic objects exhibit this glassy texture.

5.3D The gas bubbles could not escape from the molten sugar because the molten sugar
was too viscous to allow the gas bubbles to escape.

5.3E Reflect & Discuss First, the molten sugar was so viscous that sugar molecules
could not move about freely and assemble into crystals. Second, the molten sugar
cooled so quickly that there was too little time for visible crystals to form.

5.3F Answers will depend on your numbered set of rock samples, but a specimen of
obsidian is a likely choice.

5.3G Answers will depend on your numbered set of rock samples, but a specimen of
vesicular basalt is a likely choice.

ACTIVITY 5.4: Minerals That Form Igneous Rock

5.4A 1. olivine: (Fe, Mg)2SiO4 ferromagnesian silicate

2. muscovite: potassium hydrous aluminum silicate, a mica mineral

3. quartz: SiO2 silicon dioxide

4. biotite: ferromagnesian potassium hydrous aluminum silicate, a mica mineral

5. pyroxene (augite): calcium ferromagnesian silicate

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 6. plagioclase feldspar: NaAlSi3O8 to CaAl2Si2O8
calcium-sodium aluminum silicate

7. alkalai feldspar (e.g., orthoclase, potassium feldspar or K-spar): KAl Si3O8

potassium aluminum silicate

8. amphibole (hornblende): calcium ferromagnesian aluminum silicate

5.4B Reflect & Discuss Mafic minerals in Fig. A5.4.1 include olivine (1), biotite (4),
augite (5), and hornblende (6), which are dark-toned minerals. Felsic minerals
include muscovite (2), quartz (3), plagioclase feldspar (6), and alkalai feldspar
(7), which are light-toned minerals.

ACTIVITY 5.5: Estimate the Percentage of Mafic Minerals

5.5A&B Answers will vary because this is a visual estimate. A reasonable estimate is
~15–20% mafic minerals, so this is a felsic rock (see Figs. 5.15 & 5.16).

5.5C A reasonable estimate is 50–60% mafic minerals––a mafic rock.

5.5D A reasonable estimate is perhaps 20–30% mafic minerals––an intermediate rock.

5.5E A reasonable estimate is ~90–100% mafic minerals. With its abundant olivine,
this is an ultramafic rock.

ACTIVITY 5.6: Estimate Mineral Composition of a Phaneritic Rock

by Point Counting
Note: Answers will vary because this is a visual estimate.

5.6C (8½ × 4) = 34% potassium feldspar (pink)

(8 × 4) = 32% plagioclase feldspar (white)
(6 × 4) = 24% quartz (gray)
(2½ × 4) = 10% biotite (black)

5.6D (10½ × 4) = 42% potassium feldspar (pink)

(85/6 × 4) = 351/3% plagioclase feldspar (white)
(45/6 × 4) = 191/3% quartz (gray)
(5/6 × 4) = 31/3% biotite (black)

5.6E (63/4 × 4) = 27% potassium feldspar (pink)

(73/4 × 4) = 31% plagioclase feldspar (white)
(5 × 4) = 20% quartz (gray)
(5½ × 4) = 22% biotite (black)

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5.6F (81/4 × 4) = 33% potassium feldspar (pink)
(8 × 4) = 32% plagioclase feldspar (white)
(7½ × 4) = 30% quartz (gray)
(11/4 × 4) = 5% biotite (black)

average standard deviation

potassium feldspar 34% 8%
plagioclase feldspar 33% 2%
quartz 23% 6%
biotite 10% 10%

The results of the point count of grid C fall within one standard deviation of the
average of grids D, E, and F for each of the major minerals. Hence, there seems to
be no statistical difference between the results using grid C and the other grids.
The phaneritic igneous rock in photograph A is granite, based on Figure 5.16.

ACTIVITY 5.7: Analysis and Interpretation of Igneous Rock

Answers on the Igneous Rock Worksheet will vary according to the rock samples
assigned by you for your students to analyze and evaluate.

ACTIVITY 5.8: Geologic History of Southeastern Pennsylvania

5.8A Features like A are dikes (radial dikes).

5.8B Based on the evidence provided in this map, most students will interpret features
like B as ring dikes. (They are actually sills that have been folded and weathered
to create the ring-like map pattern.)

5.8C Reflect & Discuss The information provided would support the inference that
this area included volcanoes about 200 Myr ago. Basalt, radial dikes, and ring
dikes are all associated with volcanoes (see Fig. 5.19A). There might have also
been geysers or hot springs in this area.
The red-colored areas in Figure A5.8.1 are described as “basalt,” and they
correspond to a generally aphanitic igneous rock. In some, if not all instances,
they might better be described as “diabase,” which is a fine-grained intrusive
igneous rock with the same general composition as basalt and gabbro. Diabase is
not a rock type that is described in the text, however.

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Solution Manual for Laboratory Manual in Physical Geology 11th by American Geological Instit

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