In this assignment, you will identify some minerals. The ability to identify minerals is one of the most fundamental geological skills. It is an essential skill in identifying rocks, for one must firs

In this assignment, you will identify some minerals. The ability to identify minerals is one of the most fundamental geological skills. It is an essential skill in identifying rocks, for one must first identify the minerals within a rock before the rock itself can be identified. Only after minerals and rocks have been identified can their origin, classification, and alteration be adequately understood. The ability for a geologist to identify minerals by using the simplest tools is often a necessity, particularly when working in the field. Download Lab_05-Mineral_Identification.rtf download this assignment, fill-in, and save it in a separate file.

ritical Thinking Rubric Critical Thinking Rubric Criteria Ratings This criterion is linked to a Learning Outcome Crit Think - Clarify Identifies and evaluates relevant, significant points of view. Is empathetic, fair in examining all relevant points of view Identifies and evaluates relevant points of view. Is fair in examining those views May identify other points of view but struggles with maintaining fair mindedness; may focus on irrelevant or insignificant points of view Ignores or superficially evaluates alternate points of view, cannot separate own vested interests and feelings when evaluating other points of view This criterion is linked to a Learning Outcome Crit Think - Collect Gathers sufficient, credible, relevant information; observations, statements, logic, data, facts, questions, graphs, themes, assertions, descriptions, etc. Includes information that opposes as well as supports the argued position. Distinguishes between information and inferences drawn from that information Gathers sufficient, credible, and relevant information. Includes information from opposing views. Distinguishes between information and inferences drawn from it Gathers some credible information, but not enough; some information may be irrelevant. Omits significant information, including some strong counter arguments. Sometimes confuses information and the inferences drawn from it. Relies on insufficient, irrelevant, or unreliable information. Fails to identify or hastily dismisses strong, relevant counter-arguments. Confuses information and inferences drawn from that information. This criterion is linked to a Learning Outcome Crit Think - Conclude Makes deep rather than superficial inferences. Makes inferences that are consistent with one another Makes valid inferences, but not with the same depth as “Excellent” Inferences are more often than not unclear, illogical, inconsistent, and/or superficial Makes illogical, inconsistent inferences. Exhibits closed-mindedness or hostility to reason; regardless of the evidence, maintains or defines views based on self-interestMakes illogical, inconsistent inferences. Exhibits closed-mindedness or hostility to reason; regardless of the evidence, maintains or defines views based on self-interest This criterion is linked to a Learning Outcome Crit Think - Consider Clearly defines the issue or problem; accurately identifies the core issues. Appreciates depth and breadth of the problem. Demonstrates fair mindedness toward a problem Defines the issue; identifies the core issues, but may not fully explore their depth and breadth. Demonstrates fair-mindedness Defines the issue, but poorly (superficially, narrowly); may overlook some core issues. Has trouble maintaining a fair minded approach toward the problem Fails to define clearly the issue or problem; does not recognize the core issues. Fails to maintain a fair-minded approach toward the problem