Distribute this link to students for accessing this website https://omg.georockme.com/
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To provide a media-rich environment for reinforcement and practice of introductory mineral identification, accessible anytime, anywhere, on any device including cellphones
To supplement study of minerals in face-to-face introductory laboratory or lecture courses
To provide a framework-in-progress for delivering a lab-like learning experience to students in the online environment
Guide for learning how to observe and test minerals for properties useful in identification
Limited bank of common minerals from which study set samples have been drawn
Data form for recording observations
Supplemental Activities to extend knowledge and applications
Students should repetitively practice the guided observation, evaluation, and the naming of unidentified samples from observing properties , recording data, and consulting a mineral identification table for comparison and the matching of features.
Mineral identification tables in lab books typically include many more entries than those in this study kit for students.
By focusing on a limited set of common minerals for which multiple tests are included, this site promotes the learning of the process of identification as important as, or more important than, arriving at the "correct answer" (the mineral name).
The limited number of identified minerals in the bank is far smaller than more extensive tables typically found in a physical geology laboratory text (e.g., AGI/NAGT).
This reduces the frequency of uncertainty resulting from faulty observation and/or test results, thus increasing the typical time a student may spend for observation and identification.
There are more minerals in the bank than in the unidentified set to increase the cognitive load, but not so high as that encountered with a more extensive bank.
This bank contains a limited number of identified minerals with properties that should be mostly observable in student samples.
A technology feature of this online bank is the dynamic display of different sets of minerals based on a query (or filter) of particular sets of properties. The workbook displays (at the present time) these filtered mineral combinations.
All Minerals
All Non-metallic minerals
Non-metallic minerals softer than glass
Non-metallic minerals harder than glass
Metallic minerals
Click table to open in new tab.
Students examine unidentified specimens in a sample kit ("rocks-in-a-box")
Students handle specimens, make observations, perform simple tests, record results, and compare observations against a mineral identification table.
Students find a match (or near match, with some uncertainty) between recorded observations and a table entry.
Students identify the sample by name on the basis of the set of matching properties.
Observation and testing samples dominate the mineral identification laboratory experience.
High quality images and video snips can effectively show sample surface features and the testing procedures that students would otherwise observe when manipulating physical specimens.
Some physical properties are not easily portrayed through digital media (e.g., density) without publishing additional data.
Some properties are not as easily interpreted through digital media as when viewed on a physical specimen (e.g., the quality of reflected light for luster).
Students miss the process of handling physical samples, and the manipulation required for performing tests on samples.
Uncertain at this time. That's why this site was created!
The diversity of client devices has been rapidly increasing, with increasing frequency of media consumption by students on their cellphones compared to laptops. This makes the development of websites more difficult for those of us who are not web designers and coders. I built this site with the new Google Sites, a technology that does not require web programming.
Functions for showing web content are limited compared to other platforms, such as WordPress.
Inserted apps (without HTML programming) are limited to Google technology (YouTube, Maps, Docs, Sheets, Calendar, Slides, Forms, Charts).
Some links to online resources will display advertisements.
Content is dynamically reformatted on the server backend (i.e., a "responsive" technology) for the client device, from laptops to cellphones.
No programming knowledge required to construct web page.
No software installation on a client device is required, other than a web browser (Google's Chrome is ideal).
Free, fast, and automatic saving of changes with ability to rollback to previous content within a page.
Integrated with Google Apps, making it easy to add content (e.g., text, images and video) if content already stored on Docs and YouTube.
Google Analytics available for data collection and analysis.
Not an exhaustive guide to all minerals, common and rare.
Not a collection of assets fully developed for use in mineral identification independent of a textbook or other teaching resources.
Not an authoritative archive of expert information.
Not a finished work.