Rationale
To be able to have hands on experience in identifying rocks on site. This is to allow students, especially those who have not seen the different types of rocks to relate the characteristics of rocks that they have learnt in their syllabus to real-life context.
The Enduring Understanding
The characteristics of different types of rocks change over time and space as weathering, erosion or other processes may cause changes to occur.
Essential Questions
1) What are the characteristics of igneous, sedimentary and metamorphic rocks?
2) What happens to rocks over time and space?
Process
1. Learning Outcomes
a. To be able to identify and state the 3 different types of rocks.
b. To be able to list specific characteristics associated with each kind of rock.
2. Description of Study Site
a. 2 field sites have been chosen for this fieldtrip.
b. These field site serve to portray different types of rocks and their characteristics.
c. Students will be able to use their various senses to better understand and relate to these rock types.
Pre-fieldwork phase - General background
1) Telok Cempedak Beach
Telok Cempedak Beach is located just 5 kilometres from Kuantan Town. It is famous for its enclosed bay which is suitable for water sport activities like swimming, surfing and jet-skiing. The white sandy beach is lined with beautiful casuarinas, pine trees and some areas with huge rocks which face the South China Sea. You will get affiliated with these rocks during field work!
2) Gua Charas (Charas Cave)
Gua Charas lies at the bottom of the 1000-metre high Panching Hill which has an area of 86 acres. The cave is said to be millions of years old and is made of granite and limestone. Its unique rock formations have made it a major attraction both for tourists and professional archaeologists and geographers. Put on comfortable shoes everybody, it’s going to be a long and tiring climb up! And be careful, it gets slippery inside the cave!
Design of Field Activities -Appendix 1
Field work will be designed such that students will explore the two above mentioned sites for the different types of rocks.
a. This will include taking note of the characteristics of the predominant type of rock type present and consequently identifying them.
b. Students will also be asked about the predominant type of weathering taking place using observable characteristics such as the colour of the rocks and lines of weaknesses etc.
Checklists and Safety Measures
1. Checklists for students to ensure that they bring relevant materials and pack their bag wisely for the fieldtrip. (Appendix 2)
2. Students have certain responsibilities especially when going to an overseas trip with their schoolmates. (Appendix 3)
3. Parent’s Consent Form (Appendix 4)
Fieldwork phase 1 – Telok Cempedak Beach
Day 1 - Rock Identification
Student Profile
30 Secondary 3 Express students divided into 5 groups of 6 students each.
Each group is made up of students of the same ability level.
Objectives
1) Students should be able to identify rock types by comparing the characteristics of different rocks against a simple rock identification guide.
2) Students should be able to explain how seawater causes differences to occur in the same rock. 3) Students should be able to explain why sand which is nearer/under rocks is of a different colour from the sand which is on/nearer the main beach.
Groups 1 and 2
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Get to the other side of the walkway.
2) Face the sea and label the area as right and left.
3) On the left is a vast sandy area followed by a headland.
4) On the right, there will be a large area holding huge rocks.
5) Group 1; proceed to the area closer to the headland.
6) Group 2; proceed to the area closer to the rocks.
Task for Group 1 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
3. Get 2 people each to walk 10 metres away from Station 1, in both directions; towards the sea and away from the sea.
4. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
5. Come back to the group and update group members on the characteristics and compare and contrast similarities and differences.
6. Explain reasons for the similarities and differences.
7. After 20 minutes, Group 1 proceeds to Group 2’s location (Station 2) and repeats steps 1 to 6.
8. After 20 minutes, Group 1 proceeds back to the starting point to consolidate information.
9. Explain why the characteristics of the sand at the two different stations are the same or different.
Task for Group 2 (60 minutes)
1. Proceed to area of investigation (Station 2).
2. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
3. Get 2 people each to walk 10 metres away from Station 2, in both directions; towards the sea and away from the sea.
4. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
5. Come back to the group and update group members on the characteristics and compare and contrast similarities and differences.
6. Explain reasons for the similarities and differences.
7. After 20 minutes, Group 2 proceeds to Group 1’s location (Station 1) and repeats steps 1 to 6.
8. After 20 minutes, Group 2 proceeds back to the starting point to consolidate information.
9. Explain why the characteristics of the sand at the two different stations are the same or different.
Groups 3 and 4
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and label the rocks into areas which are a) always hit by sea water (Station 1), b) never hit by seawater (Station 2) and c) the in-between area which is hit by seawater sometimes (Station 3).
3) Group 1; proceed to Station 1.
4) Group 2; proceed to Station 2.
Task for Group 3 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5. After 15 minutes, Proceed to Station 2. Repeat steps 2 to 4.
6. After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate the information.
8. Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations.
Task for Group 4 (60 minutes)
1. Proceed to area of investigation (Station 2).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5. After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
6. After 15 minutes, Proceed to Station 1. Repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate the information.
8. Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations.
Groups 5 and 6.
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and look to the right. At the end of the stretch there will be the biggest rocks located in a small area. This is Station 1.
3) Face the sea and look to the left. There will be individual, big rocks which are very spaced out. This is Station 2.
4) From Station 2, face the sea and walk to the left. There will be a small cliff of huge and tall rocks which are agglomerated together. This is Station 3.
5) Group 5; proceed to Station 1.
6) Group 6; proceed to Station 3.
Task for Group 5 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students compare the notes against the rock identification guide and try to find out the rock type or eliminate which type of rock it is not.
5. After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
6. After 15 minutes, proceed to Station 3 and repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate information.
8. Explain each rock classification, why that classification and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Task for Group 6 (60 minutes)
1. Proceed to area of investigation (Station 3).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students compare the notes against the rock identification guide and try to find out the rock type or eliminate which type of rock it is not.
5. After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
6. After 15 minutes, proceed to Station 1 and repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate information.
8. Explain each rock classification, why that classification and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Cooperative Learning Activity after Fieldwork
1 person from each group will be asked to share the findings from their activities. A full group discussion will follow regarding the findings and why they are such.
Reflection at the end of the day
Students will have to write a reflection on their respective activities and explain if there will be any changes to their finding over time and space. If there are any changes, they should state why. If they feel that there would be no changes, they should also state reasons as to why they feel so.
Worksheets
Tasks Sheet for all groups - Appendix 5.
Rock Characteristics for Groups 5 & 6 – Appendix 6.
Fieldwork phase 2 – Gua Charas
Day 2 – Limestone Cave
Student Profile
30 students – pre-divided into 5 groups of 6
Objectives
1) Students will be able to identify the characteristics of limestone by looking and feeling the rock surfaces in the caves.
2) Students will be able to identify and explain the formation of stalactite and stalagmite in the caves.
Procedure (20 minutes)
Students will be asked to get into their groups of 6.
They will then be given one worksheet per group to look through before we depart for the Limestone Caves. (Appendix 1)
They will be guided through the various questions in the worksheet to give them a clearer understanding of their tasks and their upcoming findings.
Any doubts will be cleared before heading for the caves.
Task during the fieldtrip (40 minutes)
Groups 1 and 2 will be given a same task.
They will be asked to walk inside the cave from the entrance to the exit.
In the process they will be asked to use their various senses i.e. touch, smell, and sight to describe the caves in words. They will be asked to compare and contrast their findings in this cave with the findings from their previous field activity at Telok Cempedak.
They will then be asked to list the differences in their worksheet*.
Groups 3 and 4 will be given the same task.
They will also be asked to explore the cave and in the process select a spot and sketch it.
In their sketch they are to pick out details such as rock surfaces and the larger picture of the limestone caves.
They will be then asked to compare their sketch with the one sketched at Telok Cempedak.
They will then list the differences in both the sketches in their worksheet*.
Groups 5 and 6 will do the same task.
They will be asked to explore the cave and in the process take photographs of the various characteristics of the limestone.
Amongst other characteristics, it is essential for them to take pictures of the various colours and texture of limestone.
They will be asked to compare their photographs with the photographs taken at Telok Cempedak.
They will be asked to list the differences in the photographs of both locations in their worksheet*.
* Worksheets – Appendix 7
Post - Fieldwork phase – Follow-Up Activities
Post-fieldtrip Task
In the post-activity, Group 1 and Group 2 would have to write a short story or a song or choose any other creative way to describe their findings using words.
In their post-activity, Group 3 and Group 4 would have to present their findings either in the form of a comic or a drawing with labels or in any other creative way using their sketches.
In the post-activity, Group 5 and Group 6 would have to present their findings in the form of a mini exhibition or power-point presentation or any other creative way using their photographs.
Appendix 1
2 DAYS 1 NIGHT FIELD TRIP TO KUANTAN
Day 1
0730 Depart from school car park for Woodlands/ Johore Bahru Customs
1200 Lunch at a local restaurant
1330 Telok Cempedak Beach for Rock and Weathering Studies
1700 Check in at Swiss Garden Resort and Spa
1800 Debrief at hotel conference room
1900 Dinner at a local restaurant
2030 Back to hotel
2100 Games session at hotel recreation room
2200 Proceed back to rooms
2230 Lights out
Day 2
0730 Buffet breakfast at resort and check out of resort
0900 Cave Charas (Karst Landform) for Rock and Weathering Studies
1200 Lunch at local restaurant
1330 Stopover at famous Mersing supermarket for shopping
1500 Proceed back to Singapore
1930 Clear customs at Johore Bahru/ Woodlands
2030 Back at school car park
* Please note that this itinerary will be subjected to change in the event of changes that arise during the trip.
Appendix 2
What to bring? Your Complete Checklist!
1) Clothes to last for 2 days
Remember, no shorts or bare shoulder-tops, t-shirts are the best options.
Bermudas or track pants for fieldwork.
2) Undergarments
3) Toiletries
Soap, shampoo, toothbrush, toothpaste, facial wash etc.
4) Shoes
Comfortable track shoes and/or sandals with straps and good support.
Strictly no slippers allowed on field sites.
5) Cap/ Hat
6) Sun block
7) Insect Repellant
Compulsory! You do not want to get bitten by insects during fieldwork!
8) Torch Light
Compulsory! In case of emergency, very important!
9) Water Bottle
Stay hydrated! You will be under the sun a lot.
10) Medication
To your own discretion.
11) Camera/ Video camera
12) Stationery
13) Notes
To refer to when doing fieldwork.
14) Paper/notebook
15) Clipboard
Don’t struggle with your paper/notebook. Clip them down.
16) Sufficient money
Do not bring more than RM100. We are doing much shopping!
***17) Passport
You will have to forfeit the money you paid for the trip if you travelled all the way to the Causeway without your passport.
Appendix 3
Responsibilities
Be punctual for all activities.
The early bird catches the worm, remember? Arrange for wake-up calls with the hotel staff and your peers if you really are allergic to sunrise!
Be properly attired.
Respect the culture of the country you are in! Dress appropriately: No shorts; or tops which bare the shoulders! Make sure you are in comfortable outdoor footwear. STRICTLY NO SLIPPERS ALLOWED DURING FIELDWORK.
Participate in all activities with genuine enthusiasm.
We aren’t here on a holiday (but that doesn’t mean you can’t have fun!) so make the best of your time here. Be active and contribute to discussions.
Always take care of your belongings.
Always check to see if you have your passport, wallet, money, hand phone, digital cameras and other personal belongings. Check at every stop and before you leave every stop. We will do this together in the bus before you alight and after the activity!
Report loss, theft, injury or illness immediately.
Don’t keep your problems to yourself. More heads are better than one so let us help you!
Move around in big groups.
DO NOT WANDER OFF ALONE FOR ANY REASON AT ALL. Always make sure you have the permission of your teacher and group leader before you wander off for fieldwork. Make sure you are moving in large groups. Rule number 1: Always try to have one male with you. Rule number 2: 3 people do not make a large group!
Respect the people and environment around you.
DO NOT TAKE ANYTHING EXCEPT FOR PHOTOS (and maybe, rock samples). DO NOT MAKE INSENSITIVE REMARKS ABOUT THE COUNTRY. You can use the toilets but please, keep your comments to yourself.
Appendix 4
Field Trip Consent Form
We are arranging a field trip for students in Secondary 3E1 on 18 November 2007 to
Kuantan (Pahang), Malaysia from 18 November 2007 to 19 November 2007
We will be traveling by V.I.P. Coach and staying in Swiss Garden Hotel.
On this field trip, we will be exploring rocks and landforms in line with their syllabus.
The class will be supervised by: Miss Razinah Rahmatulla and Miss Sandhia Rai and you can contact them at their cell at 91234567 & 97654321 respectively.
-------------------------------------------Cut along this line----------------------------------
I _________________________ parent/guardian of ______________(student’s name) of class____________________ give permission for him/her to participate in the above- mentioned field trip.
I understand that my child may be exposed to certain risks while participating in this activity. Accidents and injuries may occur.
________________________________ Date _______________________
Signature of Parent/Guardian
________________________________
Printed name of Parent/Guardian
____________________________________________________________
Address of Parent/Guardian
Accidents can be the result of the nature of the activity and can occur with or without any fault on either the part of the student, or the school board or its employees or agents, or the facility where the activity is taking place. By allowing your son/daughter to participate in this activity, you are accepting the risk of an accident occurring, and agree that this activity, as described above, is suitable for your child.
* Delete where appropriate.
Appendix 5
(Activity Sheets for Groups 1 & 2 are similar: they attempt the same stations, but at different times. For example, tasks done at both Stations 1 & 2 are the same, but Groups 1 & 2 take turns to attempt each station. When Group 1 is at Station 1, Group 2 is at Station 2. After 20 minutes, they switch stations.)
Telok Cempedak Beach
Activity Sheet for Group 1
Main beach Rocky area
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Get to the other side of the walkway.
2) Face the sea and label the area as right and left.
3) On the left is a vast sandy area followed by a headland.
4) On the right, there will be a large area holding huge rocks.
5) Group 1; proceed to the area closer to the headland (Station 1).
6) Group 2; proceed to the area closer to the rocks (Station 2).
Rocky area Sandy area near headlands
Task for Group 1 (60 minutes)
1) Proceed to Station 1. You should spend a maximum of 20 minutes at this station.
2) Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
3) Get 2 of your group mates to walk 10 metres away from Station 1, in both directions; towards the sea and away from the sea.4) Ask them to grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
5) Return back to your group and update your group members on your notes. Compare and contrast similarities and differences in the characteristics of the sand at different locations.6) Jot down reasons for the similarities and differences.
7) After 20 minutes, proceed to Station 2 and repeat steps 1 to 6.Station 2
1) Proceed to Station 2. You should spend a maximum of 20 minutes at this station.
2) Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
3) Get 2 of your group mates to walk 10 metres away from Station 2, in both directions; towards the sea and away from the sea.4) Ask them to grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
5) Return back to your group and update your group members on your notes. Compare and contrast similarities and differences in the characteristics of the sand at different locations.
6) Jot down reasons for the similarities and differences.
8) After 20 minutes, return back to the starting point to consolidate the information you have gathered.9) Explain why the characteristics of the sand at the two different stations are the same or different. (For example, take into account the location, the proximity to rocks and other landforms, etc.)
(Activity sheets for Groups 3 & 4 are similar: they attempt the same stations, but at different times. For example, the tasks done at all stations are the same, but Groups 3 & 4 take turns to attempt each station. When Group 3 is at Station 1, Group 4 is at Station 2. After 15 minutes, Group 3 moves to Station 2 and Group 4 moves to Station 3. The cycle continues until each group has completed 3 stations.)
Activity Sheet for Group 3
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until you reach the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and label the rocks into areas which are a) always hit by sea water (Station 1), b) never hit by seawater (Station 2) and c) the in-between area which is hit by seawater sometimes (Station 3).
3) Group 3; proceed to Station 1.
6) Group 4; proceed to Station 2.
7) Break yourselves up into pairs. There are 3 parts to the activity at every station. Each pair should attempt a different part to the activity at different stations.
1) Proceed to Station 1. You should spend a maximum of 15 minutes at this station.
2) Appoint 1 pair to take photos of the rocks.
3) Appoint 1 pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) After 15 minutes, Proceed to Station 2. Repeat steps 2 to 4.
Station 2
1) Proceed to Station 2. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) Appoint a different pair to pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered, or where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5) After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
Station 3
1) Proceed to Station 3. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) Appoint a different pair to pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered, or where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
6) Proceed back to the starting point and consolidate the information.
7) Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations. What type of weathering is involved? Does erosion occur? If yes, how?
(Activity sheets for Groups 5 & 6 are similar: they attempt the same stations, but at different times. For example, tasks done at all stations are the same, but Groups 5 & 6 take turns to attempt each station. When Group 5 is at Station 1, Group 6 is at Station 2. After 15 minutes, Group 5 moves to Station 2 and Group 6 moves to Station 3. The cycle continues until each group has attempted 3 stations each.)
Telok Cempedak Beach
Activity Sheet for Group 5
Main beach Rocky area
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until you reach the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and look to the right. At the end of the stretch there will be the biggest rocks located in a small area. This is Station 1.
3) Face the sea and look to the left. There will be individual, big rocks which are very spaced out. This is Station 2.
4) From Station 2, face the sea and walk to the left. There will be a small cliff of huge and tall rocks which are agglomerated together. This is Station 3.
5) Group 5; proceed to Station 1.
6) Group 6; proceed to Station 2.
7) Break yourselves up into pairs. There are 3 parts to the activity at every station. Each pair should attempt a different part to the activity at different stations.
Rocky area Sandy area near the headland
Task for Group 5 (60 minutes)
1) Proceed to Station 1. You should spend a maximum of 15 minutes at this station.
2) Appoint 1 pair to take photos of the rocks.
3) Appoint 1 pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
Station 2
1) Proceed to Station 2. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed to Station 3 and repeat steps 2 to 4.
Station 3
1) Proceed to Station 3. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed back to the starting point and consolidate the information you have gathered.
6) Explain each rock classification, why that classification was chosen and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Appendix 6
Key to Classifying Common Rock Types
Remember that rocks vary. So do not be surprised or discouraged if you fail to identify your specimen the first time. Review the description of the features and the way the rock occurs. If they do not seem to fit your sample, go back through the guide and check for alternative choices- particularly where you may have been unsure of your observations.
1. Inspect the rock carefully with the naked eye. Are some or all the grains distinguishable or not? if some or all grains are distinguishable - go to 2
if the grains are not easily distinguishable - go to 13
2. Look at the grains in the rock - their shapes and relationship to one another.
if the grains are rounded or angular - go to 3
if the rock is made up interlocking crystalline grains - go to 6
if the grains are mostly rounded - go to 4
if the grains are mostly angular - go to 5
if the grains are mostly sand sized (less than 2 millimetres) - the rock is a sandstone
if the grains are mostly gravel sized or larger (larger than 2 millimetres), or a mix of coarse and fine grains - the rock is a conglomerate
if the grains are mostly coarse (larger than 2 millimetres) in a fine matrix - the rock is a breccia
if the grains are volcanic fragments and possibly include glassy grains - the rock is a volcanic breccia
if the rock fizzes - the rock is a marble
if it does not fizz - go to 7.
if the rock does not show any layering - go to 8
if the rock is noticably layered - go to 12
if they are very large (usually larger than 1 to 2 centimetres) - the rock is a pegmatite
if the crystals are roughly equal in size - go to 9
if there are large crystals in a fine matrix - the rock is a porphyry
if the rock is mostly light coloured minerals with two types of feldspar - go to 10
if the rock has more light minerals than dark, and mostly one type of feldspar - the rock is a granodiorite
if the rock has equal quantities of light and dark minerals (intermediate colour) - go to 11
if the rock is mostly dark minerals - the rock is a gabbro
if the rock is all dark coloured minerals - the rock is an ultramafic rock
if the rock is mostly feldspar with little or no quartz - the rock is a syenite
if the rock has both quartz (often more than 10% of the rock) and feldspar - the rock is a granite
if there is some visible quartz (usually less than 5%) - the rock is quartz diorite
if there is no visible quartz - the rock is diorite
if the rock is made up of granular quartz crystals that break across the grains - the rock is quartzite
if the rock micaceous and splits easily along the layers - the rock is schist
if the rock has coarse light and dark layers which do not split very easily - the rock is a gneiss
if the specimen is light coloured - it is quartz
if the rock is dark coloured - the rock is obsidian
if the rock is hard and scratches a knifeblade - go to 16
if the rock is soft and will not scratch a knife blade - go to 19
if the rock is smooth with no visible grains - the rock is chert
if the rock is granular - go to 17
if the rock is layered - the rock is tuff
if the rock is not layered - go to 18
if the rock is light in colour - the rock is felsite
if the rock is intermediate in colour - the rock is andesite
if the rock is dark in colour - the rock is basalt
if it fizzes - go to 20
if it does not show any reaction - go to 21
if the reaction is vigorous - the rock is limestone
if the reaction is slow, but better with rock powder - the rock is dolomite
if the rock is rough to touch and light in weight - the rock is tuff
if the rock does not split easily - the rock is shale
if the rock splits easily into smooth sheets - the rock is slate
if the rock is green to black with a slippery feel - the rock is serpentinite
if the rock is light coloured and feels greasy - the rock is talc
http://www.em.gov.bc.ca/Mining/Geolsurv/Publications/InfoCirc/IC1987-05/rockclas.htm
Gua Charas
Activity Sheet for Group 1 and 2 (60 minutes)
Walk into the limestone cave looking and feeling your surrounding carefully.
Using your various senses i.e. touch, smell, and sight, describe the caves in words.
Compare and contrast your findings in this cave with the findings from your previous field activity at Telok Cempedak.
List the differences in the space below. (for example; colour, size, texture).
Activity Sheet for Group 3 and 4 (60 minutes)
Explore the cave for its different characteristics.
Select a location in the cave and sketch what you see. Do take note of where exactly in the cave your sketch is on.
Compare your sketch with the ones sketched at Telok Cempedak.
List the differences in both the sketches in the space below.
Activity Sheet for Group 5 and 6 (60 minutes)
Explore the cave and in the process take photographs of the various characteristics of the limestone (It is essential for you to take pictures of the various colours and texture of limestone). Compare the characteristics with photographs taken at Telok Cempedak.
List the difference in both photographs in the space below.
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