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Prof. Oliver Jagoutz

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General Principles and Processes of Isolation of Elements

What are Minerals

Minerals definition.

Mineral is a naturally occurring inorganic solid with a definite chemical composition and a crystalline structure.

The earth is composed of mineral elements, either alone or in a myriad of combinations called compounds. A mineral is composed of a single element or compound. By definition, a mineral is a naturally occurring inorganic substance with a definite chemical composition and ordered atomic structure.

Recommended Video

Examples of Minerals

Common minerals found in Igneous Rocks

Classification of Minerals

Mineral Crystals
Frequently Asked Questions–FAQs

Common Minerals found in Igneous Rocks

Minerals have been broadly classified into two classes, primary minerals and secondary minerals. Minerals which were formed by igneous process that is from the cooling down of the molten materials called magma, have been put in the primary category, while those formed by other processes have been put in the secondary category. Primary minerals which occur in the sand fractions of the soil had not undergone any change.

Other primary minerals had been altered to form the secondary minerals for example, the primary mineral mica had been altered to form the secondary mineral illite. Some other primary minerals for example, olivine, anorthite, hornblende etc., had been completely decomposed; the decomposition products recombined together to form the secondary minerals.

Minerals may be identified by their crystal structure, physical properties and chemical composition.

Mineral Crystal

A crystal is a homogeneous body which has been bounded by smooth plane faces. Crystals usually possess certain elements of symmetry which may be categorized into three groups: planes of symmetry, axes of symmetry and centre of symmetry. The plane of symmetry of a crystal divides it into two parts each of which is similar to the other. The axis of symmetry of a crystal is an axis about which the rotation of the crystal makes it occupy the same position more than once during its rotation through 360 o degrees. A crystal possesses the centre of symmetry when like faces are arranged in pairs in corresponding positions on either side of this centre.

Minerals belong to one of the undermentioned systems of crystals.

Cubic (isomeric) system
Tetragonal system
Hexagonal system
Orthorhombic system
Monoclinic system
Triclinic system

Frequently Asked Questions on Minerals

Which is a mineral.

Minerals are substances naturally formed in the Earth. Minerals are typically solid, inorganic, have a crystal structure and are formed by geological processes naturally. A mineral may consist of a single chemical element or a compound more usually.

Is Salt a mineral?

Salt is a mineral composed mostly of sodium chloride (NaCl), a chemical compound belonging to the broader class of salts; salt is known as rock salt or halite in its natural form as a crystalline mineral. Salt is present in vast amounts in seawater, where it is the main constituent of minerals.

What foods contain minerals?

Minerals can be found in foods such as cereals, bread, meat, fish, milk, dairy, nuts, fruit and vegetables (especially dried fruit). We need more than others, of some minerals. We need more calcium, phosphorus, magnesium, sodium, potassium and chloride, for example, than iron, zinc, iodine, selenium, and copper do.

Why do we need minerals?

Like vitamins, minerals help your body grow, evolve and remain healthy. The body uses minerals to perform many functions — from building strong bones to nerve impulse transmission. Some minerals also create hormones or hold a regular heartbeat.

What is the importance of minerals in human life?

Minerals are the nutrients that reside in the body, and are as important to sustain life as our need for oxygen. Minerals are also found in the food in organic and inorganic combinations. Just 5 percent of the weight of the human body is mineral matter in the body, essential to all mental & physical processes & for complete well-being.

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Minerals, Critical Minerals, and the U.S. Economy (2008)

Chapter: 6 conclusions and recommendations, chapter 6 conclusions and recommendations.

Minerals, or more specifically the mineral products derived from them, are essential to the functioning of modern processes and products. Some minerals are more essential than others, in the sense that they have few if any substitutes capable of providing similar functionality at similar costs.

The availability of these minerals is a function of geologic, technical, environmental and social, political, and economic factors. Some minerals are more prone than others to disruptive restrictions in supply.

It is this combination of importance in use and supply risk, and specifically the potential that an important mineral may be subject to supply restrictions, that motivated this study. The committee was charged to carry out a number of specific tasks identified in Chapter 1 :

Identify the critical minerals and mineral products that are essential for industry and emerging technologies in the domestic economy.

Assess the trends in the sources and production status of these critical minerals and mineral products worldwide.

Examine actual or potential constraints, including but not limited to geologic, technologic, economic, and political issues, on the availability of these minerals and mineral products for domestic applications.

Identify the impacts of disruptions in supply of critical minerals and mineral products on the domestic workforce and economy.

Describe and evaluate the current mineral and mineral product databases and other sources of information available for decision making on mineral policy issues.

Identify types of information and possible research initiatives that will enhance understanding of critical minerals and mineral products in a global context.

Chapters 2 through 5 have examined the various dimensions of the overall task, and each chapter concluded with principal findings. This chapter presents the committee’s principal conclusions, drawing on each previous chapter’s findings, and summarizes the committee’s recommendations following from these conclusions. Throughout its examination of these issues, the committee found it essential to consider minerals, and critical minerals, in the context of a global mineral and material cycle—from mineral ores at the mine to metallic and nonmetallic minerals in potentially recyclable materials and products.

The committee established parameters regarding a mineral’s importance in use and availability (supply risk) to apply the criticality matrix to 11 minerals or mineral groups: copper, gallium, indium, lithium, manganese, niobium, platinum group metals (PGMs), rare earth elements (REs), tantalum, titanium, and vanadium. The committee did not have the time or resources to evaluate all potentially critical minerals. Instead, the committee selected the minerals identified above on the basis of two considerations. First, the set of minerals the committee examined had to illustrate the range of circumstances that the matrix methodology accommodates and considers. For example, in its selection of the minerals examined in this report, the committee considered minerals used in large quantities throughout the economy in traditional applications and others used in limited quantities in a small number of (often emerging) applications, minerals produced largely as by-products, and other minerals for which recycling of scrap is an important source of supply. Second, the set of minerals had to consist of those that, in the professional judgment of committee members, would likely be included in a more comprehensive assessment of all potentially critical minerals. The committee used a combination of quantitative

measures and expert (qualitative) judgment in implementing the matrix methodology.

CONCLUSIONS

Defining criticality.

The committee concludes that all minerals and mineral products could be or could become critical to some degree, depending on their importance and availability —in the sense that the chemical and physical properties they provide are essential to a specific product or use or more broadly, that specific minerals are an essential input for a national priority (for example, national defense) or for an industry, or may be important (or have the potential to become important) to a region or the nation as a whole. Materials derived from minerals are essential to the performance of nearly all products and services we take for granted—cellular telephones, automobiles, home appliances, computers and other electronic products, and aircraft, for example. The degree of a mineral’s importance can vary considerably over time as technologies and the economy evolve and change.

The committee also concludes, however, that more useful from the federal perspective is the concept of a critical mineral as one that is both essential in use and subject to supply restriction . In other words, the key determinants of criticality here are importance in use and availability. Based on these determinants, the committee developed a methodology—a ‘criticality matrix’—for assessing the criticality of specific minerals and identified the information requirements for implementing this methodology. The matrix has two dimensions. The first (vertical axis) represents the degree of importance of a mineral or, equivalently, the impact of a supply restriction. The second dimension (horizontal axis) represents the degree of supply risk or the risk of a supply restriction.

This methodology emphasizes that criticality is a relative concept in that minerals are more or less critical, rather than critical or not critical. At any time, and for any organization or nation, some minerals will be more critical than others. Over time, the criticality of a specific mineral

can and likely will change as production technologies evolve and new products are developed.

Furthermore, the committee concludes that in implementing the methodology to assess criticality, it is important to distinguish among three time or adjustment periods . In the short term (period of a few months to a few years), mineral markets and in turn prices are influenced primarily by unexpected changes in mineral demand, such as the largely unanticipated increase in Chinese mineral demand over the last several years, and by unexpected shortfalls in production due to technical or other problems at existing mines and production facilities. In the short term, from the perspective of a mineral market as a whole, mineral users and producers are constrained by their existing production capacity, and therefore, unexpected changes in demand or supply are reflected largely in inventories held by producers, users, and commodity exchanges.

In the medium term (a few years, but no more than about a decade), markets respond to short-term developments but still in a relatively limited manner; for example, if a mineral’s availability has become restricted, mineral users make any easy substitution for this mineral, and mineral producers bring into production any easy-to-develop, higher-cost sources of the restricted mineral (e.g., higher-cost scrap that previously was not recycled; and higher-cost, known but underdeveloped mineral deposits). In the medium term, mineral users and producers are essentially limited by existing technologies and known primary and secondary mineral resources.

Over the long term (roughly a decade or more), mineral users and producers can respond more significantly to changes in mineral availability through conscious decisions about whether and to what degree to invest in innovative activities in mineral exploration, mine development, mineral processing, product design and manufacturing, and recycling technology and policy.

Understanding Importance in Use or the Impact of a Supply Restriction

Users demand minerals and mineral attributes for the functionality they provide—their chemical and physical properties in specific applications

such as strength, corrosion resistance, electrical conductivity, low density, and so on. As noted at the beginning of this chapter, some minerals are more essential than others in the sense that they have few if any substitutes capable of providing similar functionality at similar costs. The greater the difficulty, expense, or time it takes for material substitution to occur, the more critical a mineral is to a specific application or product—or analogously, the greater is the impact of a supply restriction.

The impact of a specific supply restriction, in other words, depends on the nature of the restriction. A supply restriction can occur in two general forms. First, demand can increase and outstrip existing production capacity (a demand shock). Second, in what normally would be considered a disruption, a material that previously was available becomes unavailable (a supply shock). In either case, it is possible that a mineral or mineral product becomes physically unavailable; in this situation, the product a user makes cannot be manufactured, sold, and then used by the prospective purchaser. More typically, however, a mineral or mineral product remains physically available, but at a higher price. In this situation, supply will be reallocated to those users willing to pay more for a mineral or mineral product and away from lower-valued uses.

The specific impact of a supply restriction will depend on circumstances: Is the mineral physically unavailable, or have prices increased? If prices rise, by how much? How flexible or inflexible is demand (that is, how easy or difficult is it to substitute for the restricted mineral)? Finally, time is important. In the short term, mineral users will be relatively limited in the degree to which they can adjust to physical unavailability or higher prices for a mineral or mineral product. Users are constrained by the flexibility of their production processes that use minerals as inputs. Most production processes are relatively inflexible in the short term. A facility that manufactures aluminum cans, for example, cannot immediately reduce the amount of aluminum it uses per can or convert itself into glass bottle making facility. In the medium term, users have somewhat more flexibility. An aluminum can-making facility might be able to invest in existing technology that uses less aluminum per can than its facility currently requires. Alternatively, it might decide to become a glass bottle-making facility. Over

the long term, users of minerals and mineral products will be relatively most flexible to respond to a supply restriction. There is time for a facility that manufactures aluminum cans to innovate and develop a process for using less aluminum per can than previously.

In any of these adjustment periods, the types of possible effects include impacts on:

Domestic production of minerals and mineral products: there may be opportunities for increased domestic production of the mineral or mineral product whose supply has been restricted (higher-cost but previously uneconomic primary or secondary production).

Domestic users of minerals or mineral products (typically producers of semifabricated products and manufacturers of final products):

Lost production due to lack of availability or higher costs (use will be concentrated in higher-valued uses of a mineral or mineral product);

Higher costs of production, which producers may or may not be able to pass along to consumers;

Slower growth than otherwise in emerging-use industries;

Less employment than otherwise in industries using minerals and mineral products as inputs;

Ultimately lower value added in those sectors using minerals and mineral products, and lower gross domestic product (GDP), although the impact on GDP of a supply disruption for any single mineral or mineral product will be small from the perspective of the national economy;

Higher costs or reduced availability of products related to national defense.

Domestic purchasers of goods containing minerals and mineral products: there may be fewer purchases or more expensive purchases because goods have become more expensive (in either case, purchasers are worse off than previously).

The committee did not attempt to quantify these effects. To do so would have required detailed and separate economic impact analyses for each specific circumstance, and the committee was not constituted with sufficient expertise to carry out this type of quantitative analysis. However, the committee notes that the largest impacts on national employment and GDP would come from supply restrictions on minerals and mineral products used in large quantities; of the minerals the committee examined using its criticality methodology, copper falls into this category, even though copper did not qualify as critical in the committee’s eyes because its supply risk is low. Other minerals that the committee believes would be evaluated similarly include iron ore, aluminum, and aggregates.

Understanding Availability and Supply Risk

Fundamentally, minerals are a primary resource in that we obtain them from the Earth’s crust. At any point in time, however, minerals—or more precisely the mineral products obtained from them—are available as secondary resources through recycling of obsolete or discarded products and materials. Finally, from the perspective of a nation, mineral products are available as tertiary resources embodied in imported products or imported scrap. The U.S. economy obtains minerals and mineral products in all three forms—primary, secondary, and tertiary. Although the United States has been and remains an important producer of primary and secondary minerals, it also relies on imports for a number of primary and tertiary minerals.

For primary production worldwide and in the United States, mineral exploration, mining, and mineral processing are sectors whose fortunes change significantly from year to year because of the strong link between mineral demand and economic growth. In periods of especially strong economic growth, mineral use in general expands more quickly than production capacity, tending to drive up mineral prices, whereas in periods of slower growth or recession, mineral use tends to grow more slowly than production capacity and prices tend to fall. Given the fragility of the balance between demand and supply, mineral prices tend to swing significantly

from one year to another. Since early in this decade, the mineral sector overall has experienced an extended boom (and relatively high mineral prices) due to a number of factors, including unexpectedly large increases in mineral demand in China and some other countries and unexpected interruptions in production at a number of mines due to technical problems and other factors.

The level and location of mine production today depend on the level and location of mineral exploration in the past. The level of exploration tends to follow changes in mineral prices, but usually with a short time lag. The composition of exploration activity varies with mineral prices. In recent years during a period of relatively high mineral prices, exploration by small exploration companies (termed “juniors”) in riskier and more remote locations has increased proportionately more than exploration by larger and more established mining companies. Conversely, when mineral prices fall, exploration by junior companies tends to fall proportionately more than that by larger companies, resulting in relatively less exploration in remote locations and more exploration in proximity to existing mines. The geographic location of exploration and mining also evolves over time. In recent years, relatively more exploration and mining has occurred outside the established areas of Australia, Canada, and the United States.

Turning from primary to secondary production, recycling tends to be concentrated close to semifabrication and metal manufacturing facilities and close to urban centers to take advantage of the creation of scrap when buildings are demolished and products are discarded. As a result, most metal recycling occurs in industrialized economies where the majority of metal use historically has occurred. Nevertheless, a significant amount of recycling occurs in developing economies, where perhaps a larger percentage of the available scrap is actually recycled than in industrialized economies. Given the long-term trend of increasing mineral use and low rates of recycling, recycled materials cannot presently meet a large proportion of demand for most materials. Over time, as products used in developing economies become available for recycling, we can expect scrap flows to increase and the location of recycling to become more geographically diverse than at present.

In considering supply risk and implementing the matrix methodology, as noted above, the committee found it essential to distinguish between short- and medium-term availability of minerals and mineral products, on the one hand, and long-term availability, on the other. In the short and medium term , there may be significant restrictions to supply for at least five reasons. First, demand may increase significantly , and if production already is occurring at close to capacity, then either a mineral may become physically unavailable or, more likely, its price will rise significantly—demand can increase more quickly than production capacity can respond. Second, an increase in demand due to growth in new applications of a mineral may be especially restrictive or disruptive if preexisting uses were small relative to the new use ( thin markets ). Third, supply may be prone to restriction if production is concentrated ; if concentrated in a small number of mines, supply may be prone to restriction if unexpected technical or labor problems occur at a mine; if concentrated in the hands of a small number of companies, supply may be prone to restriction by opportunistic behavior of companies with market power; if concentrated in the hands of a small number of producing countries, supply may be prone to restriction due to political decisions in the producing country. Fourth, if mine production comes predominantly in the form of by-product production , then the output over the short term (and perhaps even longer) may be insensitive to changes in market conditions for the by-product because the output of a by-product is largely a function of market conditions for the main product. Finally, the lack of available old scrap for recycling or of the infrastructure required for recycling makes a market more prone to supply restriction than otherwise.

An additional factor, import dependence, often is cited as an indicator of vulnerable supply and has carried the implication that imported supply may be less secure than domestic supply. The committee concludes that import dependence by itself is not a useful indicator of supply risk . In fact, import reliance may be good for the U.S. economy if an imported mineral has a lower cost than the domestic alternative. Rather, for imports to be vulnerable to supply restriction, some other factor must be present that makes them vulnerable to disruption—for example, supply is concentrated

in one or a small number of exporting nations with high political risk or in a nation with such significant growth in internal demand that formerly exported minerals may be redirected toward internal, domestic use. However, imports may be no less secure than domestic supply if they come from a diverse set of countries or firms or if they represent intracompany transfers within the vertical chain of a firm (for example, imported metal concentrate to be smelted and refined at a company’s domestic processing facilities).

Over the longer term , the availability of minerals and mineral prod ucts is largely a function of investment and the various factors that influ ence the level of investment and its geographic allocation and success. An important investment is that in education and research, and the committee suggests that the long-term availability of minerals and mineral products also requires continued investment in mineral education and research .

Education and research contribute to determining long-term mineral availability for both primary and secondary resources in all of their dimensions. For primary resources, the first important dimension is geologic availability (in what quantities, concentrations, and mineralogical forms does a mineral exist in Earth’s crust?). Education and research of course do not determine whether and in what form a mineral occurs in Earth’s crust; rather education and research determine our knowledge of Earth’s crust. The second determinant is technical availability (does the technology exist to extract and process the element or mineral?). Technical availability depends on investment in technological knowledge. The third determinant is environmental and social availability (can we mine and process minerals such that the consequences of these activities on local communities and on the natural environment are consistent with social preferences and requirements?). Environmental and social availability depends on investment in activities that appeal to social preferences and that develop means for carrying out mining and mineral processing in socially acceptable ways. The fourth determinant is political availability (to what extent do public policies influence mineral supply?). Political availability depends on investment in the design of public policy and on the political decisions governments make that influence the level and location of production. The fifth and

final determinant is economic availability (can we produce minerals and mineral products at prices that users are willing and able to pay?). In some sense, economic availability reflects the combined effects of the other four determinants of availability.

For secondary resources over the longer term, availability depends on four of the same above factors. Technology in the secondary resources sector is far behind that in the primary sector, and many gains are to be had by investing additional engineering time and effort. On the environmental and social front, recycling needs to occur with a greater degree of urgency, and making changes in this area is largely a social challenge. Politically, attention needs to be paid to understanding the national implications of resource scarcity, to providing the funds to better characterize the secondary resource, and to better evaluate opportunities for domestic recovery of secondary materials. Finally, it will be necessary to create economic incentives to make better use of the secondary resources now above the ground and in use, but often more costly to use at present than imported virgin material. Well-designed and competently directed research into improved recycling technologies may prove an effective tool in the reduction of our dependence on imports of critical minerals.

Implementing the Mineral Criticality Matrix

The committee applied its criticality matrix methodology to 11 minerals or mineral families it considered candidates for criticality. The committee acknowledges the existence of numerous other minerals that individuals, industrial sectors, organizations, or government officials might consider critical to their particular needs or requirements now or in the future. At a practical level, the committee did not have the resources for comprehensive analysis of all minerals using its methodology.

In evaluating these minerals or mineral families, the committee took a short- and a medium-term perspective—that is, within the next decade, what are the risks of a supply restriction, and how significant would the impact of restrictions be should they occur? Of the 11 minerals or mineral families the committee examined, those that exhibit the highest degree

of criticality at present are: indium, manganese, niobium, PGMs, and REs . The committee studied PGMs and REs in some depth, while it examined indium, manganese, and niobium in a more limited manner. Each of these minerals has a slightly different story in terms of importance in use (impact of a supply restriction) and availability (supply risk), the two dimensions of criticality.

PGMs—consisting primarily of platinum, palladium, and rhodium—are essential in automotive catalysts. Palladium can partially substitute for platinum in gasoline vehicles. Palladium cannot be substituted for platinum in diesel vehicles. Rhodium has no known substitutes in the control of NO x emissions. PGMs also are essential determinants of product quality in several industrial applications (the production of fertilizers, explosives, and petrochemicals). PGMs are mined almost exclusively in South Africa and Russia, and are typically mined as coproducts. The United States has two small PGM mines and a minor quantity of subeconomic PGM resources. Recycling occurs, primarily of spent automotive catalysts, but this amount is modest relative to annual use. The PGM market is relatively small, with annual worldwide mine production on the order of 200,000 kilograms.

REs are essential, with few if any good substitutes, in automotive catalytic converters, permanent magnets, and phosphors used in medical imaging devices, televisions, and computer monitors. The RE market is fragile because it is small—worldwide mine production in 2006 was on the order of 100,000 metric tons. U.S. manufacturers import REs predominantly from China. Very little recycling occurs. The United States has significant RE resources, but at present these resources are subeconomic.

Indium has no adequate substitutes for flat-panel displays. This use has experienced rapid growth in recent years. Worldwide mine production is small—some 500 metric tons in 2006, largely as a by-product of zinc mining and processing. The indium that U.S. manufacturers use comes primarily from China, Canada, Japan, and Russia. Very little indium is recovered through recycling.

Manganese has no satisfactory substitutes as a hardening element in various types of steel. It is not mined at present in the United States. The

majority of U.S. imports comes in the form of ore from Gabon and South Africa and ferromanganese from South Africa, China, Brazil, and France. U.S. manganese resources are subeconomic. Some manganese is recovered as a part of ferrous and nonferrous scrap recovery; almost none of this recovery is for manganese in particular but rather for the steel or other nonferrous metal of which manganese is a minor element.

Niobium is used in carbon, high-strength low-alloy (HSLA), and stainless steels. It also is used in superalloys for aircraft engines. Where substitution is technically possible, performance is sacrificed. Niobium use in HSLA steels has fallen considerably, but has increased in superalloys. Niobium is not mined in the United States, at least not in any significant quantity. U.S. users import the majority of their niobium from Brazil and to a lesser extent from Canada. The niobium market is small; estimated 2006 mine production was on the order of 60,000 metric tons. Known U.S. resources are very small and subeconomic. Significant recycling of niobium from niobium-containing steels and superalloys occurs; very little of this recycling is targeted at niobium in particular but rather for the steel or superalloy itself.

On the basis of these applications of the methodology, the committee concludes that the criticality matrix methodology is a useful conceptual framework for evaluating a mineral’s criticality in a balanced manner in a variety of circumstances that will be useful for decision makers in the public and private sectors . Decision makers should be prepared to reevaluate a mineral’s criticality whenever one of the underlying determinants of criticality changes or appears likely to change. In the short to medium term, the most likely factors to change are, first of all, demand, which could increase sharply if a new application is developed for a specific mineral and, second, the degree to which a mineral’s production is concentrated in a small number of companies or countries, which in turn might be prone to opportunistic behavior. A more nuanced and quantitative version of the matrix could be established and used as part of the federal program for mineral data collection, analysis, and dissemination.

Assessing Information and Research Needs

In the progress of this study, the committee has frequently compared the constrained scope and depth of information on minerals with the broad scope and great depth of financial information acquired and analyzed by the federal government. The usefulness of this financial information by governments, industries, and many other users suggests that an enhanced information program on minerals could be more broadly and deeply beneficial as well. The mineral information available at present is used widely but is also acknowledged to be considerably less detailed than is desirable. This is particularly the case for mineral information related to other countries, where high-quality data are essential for accurate determinations of criticality for U.S. industries and for the country as a whole.

A large number of government and nongovernmental, international, and domestic organizations collect and disseminate information and databases relevant for decision making on critical minerals and other mineral policy issues for public and private use. The consensus view of private, academic, and federal professionals is that the U.S. Geological Survey (USGS) Minerals Information Team is the most comprehensive, responsible, and responsive source of mineral information internationally, but that the quantity and depth of its data and analysis have fallen in recent years, due at least in part to reduced or static budgets and associated reductions in staff and data coverage.

In its evaluation of information and research needs, the committee concludes the following:

Decision makers in both the public and the private sectors need continuous, unbiased, and thorough mineral information pro vided through a federally funded system of information collec tion and dissemination.

The effectiveness of a government agency or program is de pendent on the agency’s or program’s autonomy, its level of resources, and its authority to enforce data collection. In the committee’s view, federal information gathering for minerals at

present does not have sufficient authority and autonomy to ap propriately carry out data collection, dissemination, and analy sis. In particular, the committee concludes that USGS Minerals Information Team activities are less robust than they might be, in part because it does not have status as a “principal” statistical agency.

More complete information needs to be collected, and more re search needs to be conducted, on the full mineral life cycle. The committee includes its specific recommendations in the following section. A common theme in these recommendations is the value of an investment in material flow accounting to better quantify stocks, flows, and uncertainty for primary, secondary, and tertiary resources.

RECOMMENDATIONS

Recognizing the dynamic nature of mineral supply and demand and of criticality, and in light of the conclusions above, the committee makes the following recommendations:

The federal government should enhance the types of data and infor mation it collects, disseminates, and analyzes on minerals and mineral products, especially as these data and information relate to minerals and mineral products that are or may become critical.

In particular, more attention than at present needs to be given to those areas of the mineral life cycle that are underrepresented in current information-gathering activities, including: reserves and subeconomic resources; by-product and coproduct primary production; stocks and flows of secondary material available for recycling; in-use stocks; material flows; international trade, especially of metals and mineral products embodied in imported and exported products; and related information deemed appropriate and necessary. Enhanced mineral analysis should include periodic assessment of mineral criticality over a wider range of minerals and in

greater depth than was possible for this committee to undertake, using the committee’s methodology or some other suitable method.

The federal government should continue to carry out the neces sary function of collecting, disseminating, and analyzing mineral data and information. The USGS Minerals Information Team, or whatever federal unit might later be assigned these responsibilities, should have greater authority and autonomy than at present. It also should have suf ficient resources to carry out its mandate, which would be broader than the Minerals Information Team’s current mandate if the committee’s recommendations are adopted. It should establish formal mechanisms for communicating with users, government and nongovernmental or ganizations or institutes, and the private sector on the types and quality of data and information it collects, disseminates, and analyzes. It should be organized to have the flexibility to collect, disseminate, and analyze additional, nonbasic data and information, in consultation with users, as specific minerals and mineral products become relatively more critical over time (and vice versa).

The Energy Information Administration provides a potential model for such an agency or administrative unit. The federal government should consider whether a comparable mineral information administration would have status as a principal statistical agency and, if not, what other procedures should be investigated and implemented to give an agency with the mandate to collect mineral data and information greater autonomy and authority, as well as sufficient resources to carry out its mandate. In the globalized mineral market, it is essential that the United States has a central authority through which to conduct outreach and exchange programs on mineral data with international counterparts and to collect and harmonize data from international sources. Combined U.S. government and foreign government efforts are likely to provide the most accurate, uniform, and complete data sets of this information over time and thereby provide adequate information to all communities concerned about future global mineral or material supply and demand trends.

Federal agencies, including the National Science Foundation, De partment of the Interior (including the USGS), Department of Defense, Department of Energy, and Department of Commerce, should develop and fund activities, including basic science and policy research, to en courage U.S. innovation in the areas of critical minerals and materials and to enhance understanding of global mineral availability and use.

Without renewed federal commitment to innovative mineral research and education, it is doubtful whether the recommended activities regarding mineral information will be sufficient for the nation to successfully anticipate and respond to possible short- to long-term restrictions in mineral markets.

The committee recommends the following additional initiatives in this regard:

Funded support for scientific, technical, and social scientific research focusing on the entire mineral life cycle, especially those specific areas identified in Recommendation 1; and

Cooperative programs involving academic organizations, industry, and government to enhance education and applied research.

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Minerals are part of virtually every product we use. Common examples include copper used in electrical wiring and titanium used to make airplane frames and paint pigments. The Information Age has ushered in a number of new mineral uses in a number of products including cell phones (e.g., tantalum) and liquid crystal displays (e.g., indium). For some minerals, such as the platinum group metals used to make cataytic converters in cars, there is no substitute. If the supply of any given mineral were to become restricted, consumers and sectors of the U.S. economy could be significantly affected. Risks to minerals supplies can include a sudden increase in demand or the possibility that natural ores can be exhausted or become too difficult to extract. Minerals are more vulnerable to supply restrictions if they come from a limited number of mines, mining companies, or nations. Baseline information on minerals is currently collected at the federal level, but no established methodology has existed to identify potentially critical minerals. This book develops such a methodology and suggests an enhanced federal initiative to collect and analyze the additional data needed to support this type of tool.

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Mining 101 Presentation

Mining 101 is a 66-slide PowerPoint presentation, created as a teaching tool for your classroom. Divided into three sections, the lessons can be taught in 2 – 3 days. The lessons have been created for grades 5 – 12, but can be adapted to any grade or age. By utilizing the extension activities and related MEC resources (listed in the presentation), the possibilities are endless!

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Unit 3: mining and mining impacts.

In this unit, students are introduced to basic mining methods and processes. This unit also addresses some of the impacts of mining (particularly from mining for metals) on the environment and human health, and integrates concepts such as ore grade, economics, and mining-related decisions with resource use and manufacturing. Optional materials are provided so that instructors can modify the unit according to their class schedule and focus.

Expand for more detail and links to related resources

Activity Classification and Connections to Related Resources Collapse

Learning Goals

Upon completion of this unit, students should be able to:

Apply different mineral exploration and mining methods in model situations and extrapolate to real-life cases.
Describe how wastes are created and managed during the different stages of mineral resource production and what can be done to minimize the negative effects of mining and related processes.
Give examples of how mining activities affect or are influenced by societal factors (i.e., economics, politics, population).

Description and Teaching Materials

Pre-Class Work:
Students read about basic mining methods and processes as well as some of the impacts of mining on the environment and human health.
Students complete a homework assignment (optional) that focuses on historical impacts of mining and mineral processing in the United States.
In-Class Work:
Review and discuss the homework.
The first in-class activity option (Muffin Mining) provides students with a hands-on way to review and integrate information from the reading.
The second in-class activity option (Ore Grades, Waste, and Remediation) focuses on the interrelationships of ore grade, economics, mining-related decisions, and other factors.
Post-Class Work:
An optional wrap-up homework assignment will illustrate the complexity in producing something as (seemingly) simple as a can of soda.

Pre-Class Work

Students should complete the background reading on the basics of mining and mining impacts before they do the pre-class homework and before class. Similar to many textbook readings, the background intentionally contains more information than will be directly presented in class. The PowerPoint versions can be also be used to help review the material in class. The PowerPoints are large files with many images and may take some time to download.

PowerPoint versions:

Background Information about Mining Methods and Impacts. (PowerPoint 2007 (.pptx) 44.4MB Oct4 14) Students can download this PowerPoint directly from the Unit 3 Student Materials page.

Background Information about Mining Methods and Impacts - Short. (PowerPoint 2007 (.pptx) 44.4MB Oct4 14) This is a simpler version of above, with the same (but larger) images and less text, and may be more useful for classroom use, if desired.

Word/pdf versions:

Background Information about Mining Methods and Impacts in Word (Microsoft Word 2.7MB Oct4 14) and in PDF: (Acrobat (PDF) 2.4MB Oct4 14) Students can download the PDF version directly from the Unit 3 Student Materials page or complete a similar online reading on the Unit 3 Student Materials Reading page.

Unit 3 Mining Glossary of Terms in Word (Microsoft Word 30kB Oct4 14) and in PDF. (Acrobat (PDF) 60kB Oct4 14) Students can download this glossary directly from the Unit 3 Student Materials page.

Optional Pre-Class Homework

This (optional) assignment asks students to investigate some of the harmful impacts of mines, mining, and mineral processing on the environment and human health. Students research Abandoned Mine Lands (AML) and National Priority List (NPL) sites, many of which are still being cleaned up today. Later in the module, students may draw on this background information when discussing mining in other countries where the regulations are not as stringent as those in the United States.

Mining Methods and Impacts AML and Superfund Pre-Class Homework.

An alternative version of this pre-class assignment (included in the link above) uses class time to formally discuss the homework using a Gallery Walk. What is a Gallery Walk?

In-Class Work

As appropriate, ask students to briefly reflect on concepts from the previous unit ( Unit 2 Boom & Bust ). As a connector, the instructor could remind students that our demand for "stuff" drives the extraction and processing of mineral resources. Briefly review impressions from homework assignment (if optional homework was assigned). See Teaching Notes and Tips in the Mining Methods and Impacts AML and Superfund Pre-Class Homework for suggestions of questions to use at the start of class to review and reflect on this homework, as well as an alternate way to use this homework assignment as an in-class activity. Run one of the two activities. If an instructor has only a single 50-minute class to work on this unit, she will likely want to choose one of the two activity options below. The length of the activities (as well as the introductory materials above) can be adjusted based on the time the instructor has for class. If she has a longer class period, or multiple class sessions, both activities could be completed or each activity could be drawn out (described in the links below). Activity Option 1: Muffin Mining (about 30 minutes): This hands-on activity involves student groups mining the blueberries or chocolate chips out of a muffin. This activity helps facilitate discussion about mining and mining methods, waste, beneficiation, landscape destruction, and reclamation methods, and is a good mechanism for reviewing the reading with students. For instructors for which this activity is not feasible, this activity can be replaced with the Gallery Walk version of the pre-unit AML and Superfund homework (see above), or Activity 2 (below) can be expanded. Activity Option 2: Ore Grades, Waste, and Remediation (25--45 minutes, depending on how the instructor sets up the assignment; click this link for more information): This activity focuses on the interrelationship of ore grade, economics, mining impacts/decisions, and other factors. It is intended as a small-group activity, where different groups of students work on one of three different parts, with classroom discussion as a follow-up. Before the activity, the instructor may want to briefly review some of the terminology that the students may still be unfamiliar with, such as "ore grade" and "cut-off grade," and may want to review basic math skills as needed to complete this second activity.

Post-Class Work

Optional Reading/Assignment for after Unit 3

As a follow up to Unit 3, students are asked to create a concept map detailing the steps necessary to produce a can of soda. The narrative includes inputs from mining, energy, and transportation that are needed to produce components of the can in addition to the soda itself. This assignment allows application of the concepts covered in this unit to the production of a single commonly-used product. The teaching notes include an explanation of the assignment, an example assignment, and a grading rubric.

A Can of Soda Concept Map Assignment Teaching Notes in Word (Microsoft Word 121kB Oct4 14) and in PDF. (Acrobat (PDF) 99kB Oct4 14) A Can of Soda in Word (Microsoft Word 2007 (.docx) 137kB Oct4 14) and in PDF. (Acrobat (PDF) 87kB Oct4 14) The narrative that students should read about the production of a can of soda. Students can download the PDF directly from Unit 3 Student Materials.

Two Examples of A Can of Soda Concept Maps in PPT -- private instructor-only file Hide Two Examples of A Can of Soda Concept Maps in PPT This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit and in PDF. -- private instructor-only file Hide in PDF. This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit : This includes two different versions of a concept map associated with this reading, although student answers could vary significantly. The PowerPoint version of this has some comments for the instructor; the pdf version does not.

Teaching Notes and Tips

Additional teaching notes, specific to each assignment, are found in the links or files to each activity as provided above:
Pre-Unit 3 AML and Superfund Homework Assignment
Muffin Mining
Ore Grades, Waste, and Remediation
A Can of Soda Concept Map Assignment Teaching Notes in Word (Microsoft Word 121kB Oct4 14) and in PDF. (Acrobat (PDF) 99kB Oct4 14)
The instructor will not be able to complete all the activities/homework assignments provided for Unit 3 in a single 50-minute class. The instructor should select what works best for his individual class.

Assessments and Learning Outcomes

The learning outcomes are addressed by the activities as listed below (see activity sheets for more details):

Apply different mineral exploration and mining methods in model situations and extrapolate to real-life cases: Pre-Class Reading, Pre-Class Homework, Muffin Mining Activity, Ore Grade Activity, The Case of Soda Optional Homework.
Describe how wastes are created and managed during the different stages of mineral resource production an d what can be done to minimize the negative effects of mining and related processes: Pre-Class Reading, Pre-Class Homework, Muffin Mining Activity, Ore Grade Activity.
Give examples of how mining activities affect or are influenced by societal factors (i.e., economics, politics, population): Pre-Class Reading, Ore Grade Activity.

Unit 3 Possible Exam Questions in Word -- private instructor-only file Hide Unit 3 Possible Exam Questions in Word This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit and in PDF. -- private instructor-only file Hide in PDF. This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit Unit 3 Possible Exam Questions with Answer Key in Word -- private instructor-only file Hide Unit 3 Possible Exam Questions with Answer Key in Word This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit and in PDF. -- private instructor-only file Hide in PDF. This file is only accessible to verified educators. If you are a teacher or faculty member and would like access to this file please enter your email address to be verified as belonging to an educator. Email Adress Submit

References and Resources

In addition to the individual references and resources noted within the background readings/PowerPoints and Activity websites provided above, a strong reading for students or background information for the instructor on mining metals (used in creating the background reading): Metal Mining and the Environment by Hudson et al. (1999). American Geological Institute.
Additional interesting articles about exploration technologies:
Latimer, Cole. 2012. Working Like A DOG. Australian Mining.
Nadoll, Patrick. 2014. Mineral "Fingerprints" to Aid More Cost-Effective Exploration. Australian Mining.
Hagemann, Ben. 2014. New Exploration Drilling Database Makes Research Easier for Investors. Australian Mining. Includes a link to the database.
Additional interesting information:
An article about the value of U.S. coin versus how much they cost to obtain (and links to topics covered particularly in Activity Option 2 ): Isidore, Chris. February 2012. Obama Wants Cheaper Pennies and Nickels. CNNMoney. If this link does not work, the article can likely be located by searching the article name.
The beneficiation and processing necessary to make a platinum ring from recycled platinum: How Platinum Rings Are Made.
Sources of information for A Can of Soda assignment:
Chapter 2 of Lean Thinking: Banish Waste and Create Wealth in Your Corporation, by James P. Womack and Daniel T. Jones (2003). Free Press, a Division of Simon & Schuster, Inc. New York, NY 10020.
Chapter 3 of Natural Capitalism: Creating the Next Industrial Revolution, by Paul Hawken, Amory Lovins, and L. Hunter Lovins (1999). Back Bay Books. New York, NY 10020.

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Pre-Unit 3 Homework - Abandoned Mine Lands & SuperFund/National Priorities List
Activity 3.1 - Muffin Mining
Activity 3.2 - Ore Grades, Waste, and Remediation
Unit 5: Mineral Resources Created by Igneous & Metamorphic Processes
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Chapter 8: Vitamins and Minerals

Define the Following Terms:

1. antioxidants—substances that protect body cells and the immune system from damage by harmful chemicals in air and foods.
2. electrolyte minerals—sodium, chloride, and potassium, which control and balance fluid flow in and out of cells.
3. fat-soluble vitamins—vitamins absorbed and transported by fat.
4. free-radicals—harmful by-product excreted when cells burn oxygen to produce energy.
5. hypertension—high-blood pressure linked to high salt intake.
6. iron-deficiency anemia—lack of enough iron in the body, resulting in fatigue, weakness, and shortness of breath.
7. major minerals—macrominerals with special duties in the body; calcium, phosphorus, magnesium, sodium, chloride, and potassium.
8. osteomalacia—a disease caused by a lack of vitamin D in adults.
9. osteoporosis—condition caused by calcium deficiency; bones become porous, weak, fragile.
10. pica—Condition linked to iron deficiency; causes unusual appetite for ice, clay, and other nonfood items.
11. toxicity—excessive amount of substance that reacts as poison in the body.
12. trace minerals—minerals needed in only small amounts but serving vital body functions.
13. water-soluble vitamins—vitamins dissolve in water and pass easily into the bloodstream during digestion.

Answer the following questions:�

1. Why are vitamins and minerals called micronutrients?
They are needed in smaller amounts than other nutrients.

2. Why are some vitamins considered to be antioxidants?

They protect body cells and the immune system by either transforming harmful free radicals into less damaging compounds or repairing damaged cells.

3. Compare water-soluble and fat-soluble vitamins.

Water-soluble vitamins dissolve in water and are carried in the bloodstream; they are not stored, and excess amounts are eliminated with waste products. Fat-soluble vitamins are absorbed and transported by fat; excess amounts are stored by the body for later use.

4. What does vitamin C do for you?

Helps maintain healthy capillaries, bones, skin, and teeth. Helps your body heal wounds and resist infections. Aids in the absorption of iron and works as an antioxidant. Plays a role in caring for collagen that gives structure to bones, cartilage, muscle, and blood vessels.

5. One family stored milk in small, clear containers. What do you think of this practice?

Not good because light through the containers will destroy riboflavin in the milk.

6. What function in the body do riboflavin, niacin, vitamin B6, vitamin B12, vitamin B5, and biotin have in common?

They are all involved in using carbohydrates, proteins, and fats.

7. Why is folate a very important vitamin?

It helps the body use proteins, builds red blood cells, and forms genetic material. It prevents birth defects that damage the brain and spinal cord.

8. What can occur with vitamin A deficiency?

Rough, scaly skin and infections in the respiratory tract and other areas of the body; causes night blindness and total blindness in many children in developing countries.

9. What is toxicity?�

An excessive amount of a substance that is poisonous in the body.

� 10. What are two ways to get vitamin D?

Through exposure to sunlight and in fortified milk.

11. Why do cooks need to pay particular attention to the ways that foods are prepared?

Some cooking techniques can destroy certain vitamins.

12. Compare major and trace minerals.

The amount of trace minerals the body needs is much smaller than the amount of major minerals needed.

13. Why do teens need to think about osteoporosis?

Bone mass builds u p during childhood, the teen years, and young adulthood, so care taken to consume calcium during early life can prevent the disease from developing later.

14. Why are sodium, chloride, and potassium called electrolyte minerals?

They form chemical particles called electrolytes, which attract fluids. Cells move electrolytes through cell walls as needed to balance fluids and keep cells from collapsing or bursting.

15. What can help reduce hypertension?

Lowering intake of table salt.

16. What are some signs of iron-deficiency anemia?

Being tired, weak, short of breath, pale, and cold.

17. One teen chewed on ice to the point that her friends noticed and commented on the frequency. What might be wrong?

She might have pica, an unusual appetite for ice, clay, or other nonfood items, indicating an iron deficiency.

18. Why is fluoride needed in the diet?

To prevent tooth decay and strengthen bones.

19. What do you think about the trend to fortify many food products with vitamins and minerals?

Might help some people, but also has the potential to cause toxic excesses

How does your diet rate?

Balanced Diet = Good Health

Mining and Mineral Resources

Jul 22, 2014

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Mining and Mineral Resources. Chapter 16 Environmental Science. Section 16.1. MINERALS AND MINERAL RESOURCES. Section 16.1. What is a mineral?

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Presentation Transcript

Mining and Mineral Resources Chapter 16 Environmental Science

Section 16.1 • MINERALS AND MINERAL RESOURCES

Section 16.1 • What is a mineral? • A mineral is a naturally occurring, usually inorganic solid that has a characteristic chemical composition, an orderly internal structure, and a characteristic set of physical properties. • They can be made up of a single element or be a compound (atoms of two or more elements bonded together).

Ore Minerals vs. Gangue Minerals Ore Minerals Gangue Minerals Minerals that are valuable and economical to extract Mining companies have to separate the ore from the gangue. Minerals that have no commercial value For mining to be profitable, the price of the final product must be greater than the costs of extraction and refining

Metallic vs. Nonmetallic Minerals • Metallic Minerals conduct electricity, have shiny surfaces, and are opaque. • Examples are gold, silver, and copper • Nonmetallic minerals tend to be good insulators, may have shiny OR dull surfaces, and may allow light to pass through them.

How do ore minerals form? • Hydrothermal solutions are hot, subsurface waters that contain dissolved minerals. • New minerals crystallize out of these solutions and form ore deposits called veins. • Evaporites form when the water in seas and lakes evaporates and leave behind deposits of salts. • Form in arid regions where rates of evaporation are high. • Examples are halite and gypsum

Mineral Resources and Their Uses • Metals can be used for heat and electricity. • Two or more metals form an alloy. • Nonmetals can be used in construction and glassmaking. • Gemstones (diamonds, rubies, and sapphires) are prized purely for their beauty, rarity, and durability

Section 16.2 • Mineral Exploration and Mining

Mineral Exploration • The first step is to explore rock for mineralization. • Rock samples are then taken from the area. • Ore grade is then determined. • If the ore grade is high enough, the company will drill test holes. • Lastly, if the deposits are extensive enough, opening a mine may be warranted.

Subsurface mining • This method is used if ore deposit is found 50m or more beneath Earth’s surface. • Room-and-pillar mining is commonly used for mining coal. • Rooms which are a network of entries are cut into a seam. • Pillars of coal between the rooms are left standing to support roof. • Pillars are last to be removed.

Subsurface Mining Longwall Mining Solution Mining More efficient A shearer moves back and forth across the coal seam. Coal falls onto conveyor. Used in mining potash,salt, and sulfur. Very economic. Hot water is injected into the ore. Compressed air is pumped into the dissolved ore and lifts it to surface.

Surface Mining • Used when ore deposits are located close to Earth’s surface. • Open-pit mining is used to mine large quantities of coal and copper located near-surface. • Ore is mined downward, layer by layer. • Explosives break up the ore. • Ore is loaded into trucks.

Surface Mining Surface Coal Mining Quarrying First, the soil is removed. Next, overburden, rocks that cover near-surface coal seams, are removed. Once the coal is taken out, the pit is refilled with overburden and the soil is laid back on top of overburden. Used when mining granite and marble. Aggregates (sand, gravel, and crushed rock) are the products of quarrying. Could also be called an open pit.

Solar Evaporation • This involves placing sea water into enormous, shallow ponds. • The sun evaporates the sea water. • Salt crystals form. • With more evaporation, more layers of crystals form. • Salt is harvested at desired thickness. • Used in areas that receive little rainfall but have high evaporation rates (Mediterranean Sea, Australia, San Francisco) • About 30% of the world’s salt comes from solar evaporation.

Placer Mining Placer Mining Dredge Placer deposits are surface deposits where minerals are concentrated by wind and water. Most important are stream placers. Minerals fall to the streambed and become concentrated. Placer gold and diamonds are mined by dredging. A dredge is a floating barge on which buckets fixed on a conveyor are used to separate the minerals from the sediment.

Smelting • Crushed ore is melted at high temperatures in a furnace. • Flux bonds with impurities and separates them from the molten metals. • The molten metal falls to bottom of furnace. • Slag is a layer of impurities that forms on top of molten metal.

Undersea Mining • Several attempts have been made to mine the ocean since 1950s. • It is more expensive than land mining and deep ocean depths are two reasons undersea mining has not been successful.

Section 16.3 • Mining Regulation and Mine Reclamation

The Environmental Impacts of Mining • Surface mining can cause both air and noise pollution. • Dust is created in all parts of the mining process. • Noise is created by the equipment and blasting. • Due to these environmental impacts, most surface mines are not located near urban populations.

Water Contamination • Water that seeps through mines can pick up substances like arsenic. • Contaminated water from AMD or acid mine drainage happens when sulfur reacts with oxygen and water to form sulfuric acid.

Displacement of Wildlife • Removing soil due to mining strips away all plant life. • This causes animals to leave the area. • Once the soil is replaced, different plants and animals may live there. • Dredging displaces aquatic wildlife

Erosion and Sedimentation • Excess rock from mines is sometimes dumped into large piles called dumps. • Running water erodes dumps. • Sediment may harm water quality and aquatic life.

Soil Degradation • If soil is not removed and stored in separate layers, the soil may be nutrient poor when it is reclaimed. • When some minerals like sulfur are exposed to water and oxygen, the soil acidifies. • This makes it difficult for plants to grow.

Subsidence • The sinking of regions of the ground with little or no horizontal movement. • Occurs when pillars collapse or the mine roof/floor falls. • It can cause property damage and force people to evacuate their homes.

Underground Mine Fires • One of the most serious environmental consequences of coal mining. • Can be caused by lightning, forest fires, and burning trash. • Hard to put out; left to burn themselves out. • If they reach surface, can lead to respiratory problems.

Mining Regulations and Reclamation • Clean Water Act and Safe Drinking Water Act ensure contaminants from mines do not threaten water quality. • Comprehensive Response Compensation and Liability Act regulates hazardous substances released in air, soil, and water. • All mining operations must comply with Endangered Species Act to ensure mining will not affect threatened or endangered species.

Reclamation and Regulations Reclamation State Regulation of Mining Returning land to its original or better condition after mining. Surface Mining Control and Reclamation Act of 1977 minimizes the surface effects of coal mining. Mining companies must obtain permits from state agencies before mining. In some states, a mining company must post funds called a bond before mining begins. States also inspects mines.

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Active Application Add-ins Add-ins registered and currently running on your Microsoft 365 program.

Inactive Application Add-ins These are present on your computer but not currently loaded. For example, XML schemas are active when the document that refers to them is open. Another example is the COM add-in: if a COM add-in is selected, the add-in is active. If the check box is cleared, the add-in is inactive.

Document Related Add-ins Template files referred to by open documents.

Disabled Application Add-ins These add-ins are automatically disabled because they are causing Microsoft 365 programs to crash.

Add-in The title of the add-in.

Publisher The software developer or organization responsible for creating the add-in.

Compatibility Look here for any compatibility issues.

Location This file path indicates where the add-in is installed on your computer.

Description This text explains the add-in function.

Note: Microsoft Outlook has one add-in option in the Trust Center: Apply macro security settings to installed add-ins . InfoPath has no security settings for add-ins.

Permanently disable or remove an add-in

To disable or remove an add-in follow these steps:

Select File > Get Add-ins . Alternatively, you can select Home > Add-ins .

In the Office Add-ins dialog, select My Add-ins tab.

Select an add-in you want to remove and right click to select Remove option.

View or change add-in settings

You can see and change add-in settings in the Trust Center, descriptions of which are in the following section. Add-in security settings may have been determined by your organization so not all options may be available to change.

Select File > Get Add-ins .

Select More Add-ins > Manage My Add-ins.

Select Trust Center > Trust Center Settings > Add-ins.

Check or uncheck the boxes you want.

Add-in settings explained

Require Application Add-ins to be signed by Trusted Publisher Check this box to have the Trust Center check that the add-in uses a publisher's trusted signature. If the publisher's signature hasn’t been trusted, the Microsoft 365 program doesn’t load the add-in, and the Trust Bar displays a notification that the add-in has been disabled.

Disable notification for unsigned add-ins (code will remain disabled) When you check the Require Application Extensions to be signed by Trusted Publisher box, this option is no longer grayed out. Add-ins signed by a trusted publisher are enabled, but unsigned add-ins are disabled.

Disable all Application Add-ins (may impair functionality) Check this box if you don't trust any add-ins. All add-ins are disabled without any notification, and the other add-in boxes are grayed out.

Note: This setting takes effect after you exit and restart your Microsoft 365 program.

While working with add-ins, you may need to learn more about digital signatures and certificates , which authenticate an add-in, and trusted publishers , the software developers who often create add-ins.

Manage and install add-ins

Use the following instruction to manage and install add-ins.

To install a new add-in:

You can directly install popular add-ins on the page or go to More Add-ins to explore.

Select the add-in and select Add . Or browse by selecting Store tab in the Office add-in dialog to find other add-ins to install and select Add for that add-in.

To manage your add-ins:

Select File > Get Add-ins and from the bottom, select More Add-ins. Or select Home > Add-ins > More add-ins.

In the Office dialog, select My Add-ins tab. If you are not able to see your add-ins, select Refresh to reload your add-ins.

Select Manage My Add-in to manage and select Upload to browse and add an add-in from your device.

How to cancel a purchased add-in

If you've subscribed to an add-in through the Microsoft 365 Store that you don't want to continue, you can cancel that subscription.

Open the Microsoft 365 application and go to the Home tab of the ribbon.

Select Add-ins and then select More Add-ins > My Add-ins tab to view your existing add-ins.

Select the app you want to cancel and select Manage My Add-ins .

Under the Payment and Billing section choose Cancel Subscription .

Select OK and then Continue .

Once that's complete you should see a message that says "You have cancelled your app subscription" in the comments field of your apps list.

Why is my add-in crashing?

Some add-ins might not be compatible with your organization's IT department policies. If that is the case with add-ins recently installed on your Microsoft 365 program, Data Execution Prevention (DEP) will disable the add-in and the program might crash.

Learn more about DEP

Get a Microsoft 365 Add-in for Outlook

Get a Microsoft 365 Add-in for Project

Taking linked notes

If you're looking for Help on linking notes in OneNote to a Word or PowerPoint document, see Take linked notes .

Excel Windows Add-ins

If you're looking for Help on specific Excel Add-ins, such as Solver or Inquire, see Help for Excel for Windows add-ins .

If you're looking for additional help with Excel add-ins using the COM Add-ins dialog box, see Add or remove add-ins in Excel .

Get a Microsoft 365 Add-in for Excel

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The Research-Backed Benefits of Daily Rituals

Michael I. Norton

A survey of more than 130 HBR readers asked how they use rituals to start their days, psych themselves up for stressful challenges, and transition when the workday is done.

While some may cringe at forced corporate rituals, research shows that personal and team rituals can actually benefit the way we work. The authors’ expertise on the topic over the past decade, plus a survey of nearly 140 HBR readers, explores the ways rituals can set us up for success before work, get us psyched up for important presentations, foster a strong team culture, and help us wind down at the end of the day.

“Give me a W ! Give me an A ! Give me an L ! Give me a squiggly! Give me an M ! Give me an A ! Give me an R ! Give me a T !”

Michael I. Norton is the Harold M. Brierley Professor of Business Administration at the Harvard Business School. He is the author of The Ritual Effect and co-author of Happy Money: The Science of Happier Spending . His research focuses on happiness, well-being, rituals, and inequality. See his faculty page here .

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Rock Presentation templates

What comes into your mind when you hear the word “rock” maybe you think of the strong music genre where electric guitars and drums dominate the scene or maybe you think of the geological formations like stones either way, we have made a selection for both meanings with templates related to anything about rocks and rock ‘n roll.

International Rock Day lml

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Rock and Heavy Metal Music Lesson presentation template

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International Rock Day

There's no doubt: rock beats scissors... and should beat paper too. It can rip it apart, especially if it's sharp! July 13 is International Rock Day (hmmm, it shares date with a different musical festivity whose name is very similar). Geology rocks, we know that, so use this template, full...

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Suiseki means a water stone in Japanese. It refers to the Japanese tradition of collecting rocks. Have you ever had experiences of finding a beautiful stone when you go to a beach and you eventually bring them home to collect it? This topic goes perfect for Collect Rocks Day on...

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Your class on igneous, sedimentary and metamorphic rocks will be unforgettable for your students if you present it with this template that we bring you today. Its 3D illustrations will immediately capture the attention of your students, who will be eager for you to tell them more about this interesting...

Science Subject for Middle School - 7th Grade: Rocks and Minerals

We aren’t scientists, but one thing is for sure… this template rocks! Discover this creative design for geography and science lessons and teach your middle schoolers all about rocks: the different types, the formations, where they can find them, how to identify them… we’re you’re an expert of the subject,...

Science Subject for Middle School - 7th Grade: Rocks and Minerals Infographics

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International Rock 'N Roll Day

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Fall 2024 CSCI Special Topics Courses

Cloud computing.

Meeting Time: 09:45 AM‑11:00 AM TTh Instructor: Ali Anwar Course Description: Cloud computing serves many large-scale applications ranging from search engines like Google to social networking websites like Facebook to online stores like Amazon. More recently, cloud computing has emerged as an essential technology to enable emerging fields such as Artificial Intelligence (AI), the Internet of Things (IoT), and Machine Learning. The exponential growth of data availability and demands for security and speed has made the cloud computing paradigm necessary for reliable, financially economical, and scalable computation. The dynamicity and flexibility of Cloud computing have opened up many new forms of deploying applications on infrastructure that cloud service providers offer, such as renting of computation resources and serverless computing. This course will cover the fundamentals of cloud services management and cloud software development, including but not limited to design patterns, application programming interfaces, and underlying middleware technologies. More specifically, we will cover the topics of cloud computing service models, data centers resource management, task scheduling, resource virtualization, SLAs, cloud security, software defined networks and storage, cloud storage, and programming models. We will also discuss data center design and management strategies, which enable the economic and technological benefits of cloud computing. Lastly, we will study cloud storage concepts like data distribution, durability, consistency, and redundancy. Registration Prerequisites: CS upper div, CompE upper div., EE upper div., EE grad, ITI upper div., Univ. honors student, or dept. permission; no cr for grads in CSci. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/6BvbUwEkBK41tPJ17 ).

CSCI 5980/8980

Machine learning for healthcare: concepts and applications.

Meeting Time: 11:15 AM‑12:30 PM TTh Instructor: Yogatheesan Varatharajah Course Description: Machine Learning is transforming healthcare. This course will introduce students to a range of healthcare problems that can be tackled using machine learning, different health data modalities, relevant machine learning paradigms, and the unique challenges presented by healthcare applications. Applications we will cover include risk stratification, disease progression modeling, precision medicine, diagnosis, prognosis, subtype discovery, and improving clinical workflows. We will also cover research topics such as explainability, causality, trust, robustness, and fairness.

Registration Prerequisites: CSCI 5521 or equivalent. Complete the following Google form to request a permission number from the instructor ( https://forms.gle/z8X9pVZfCWMpQQ6o6 ).

Visualization with AI

Meeting Time: 04:00 PM‑05:15 PM TTh Instructor: Qianwen Wang Course Description: This course aims to investigate how visualization techniques and AI technologies work together to enhance understanding, insights, or outcomes.

This is a seminar style course consisting of lectures, paper presentation, and interactive discussion of the selected papers. Students will also work on a group project where they propose a research idea, survey related studies, and present initial results.

This course will cover the application of visualization to better understand AI models and data, and the use of AI to improve visualization processes. Readings for the course cover papers from the top venues of AI, Visualization, and HCI, topics including AI explainability, reliability, and Human-AI collaboration. This course is designed for PhD students, Masters students, and advanced undergraduates who want to dig into research.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/YTF5EZFUbQRJhHBYA ). Although the class is primarily intended for PhD students, motivated juniors/seniors and MS students who are interested in this topic are welcome to apply, ensuring they detail their qualifications for the course.

Visualizations for Intelligent AR Systems

Meeting Time: 04:00 PM‑05:15 PM MW Instructor: Zhu-Tian Chen Course Description: This course aims to explore the role of Data Visualization as a pivotal interface for enhancing human-data and human-AI interactions within Augmented Reality (AR) systems, thereby transforming a broad spectrum of activities in both professional and daily contexts. Structured as a seminar, the course consists of two main components: the theoretical and conceptual foundations delivered through lectures, paper readings, and discussions; and the hands-on experience gained through small assignments and group projects. This class is designed to be highly interactive, and AR devices will be provided to facilitate hands-on learning. Participants will have the opportunity to experience AR systems, develop cutting-edge AR interfaces, explore AI integration, and apply human-centric design principles. The course is designed to advance students' technical skills in AR and AI, as well as their understanding of how these technologies can be leveraged to enrich human experiences across various domains. Students will be encouraged to create innovative projects with the potential for submission to research conferences.

Registration Prerequisites: Complete the following Google form to request a permission number from the instructor ( https://forms.gle/Y81FGaJivoqMQYtq5 ). Students are expected to have a solid foundation in either data visualization, computer graphics, computer vision, or HCI. Having expertise in all would be perfect! However, a robust interest and eagerness to delve into these subjects can be equally valuable, even though it means you need to learn some basic concepts independently.

Sustainable Computing: A Systems View

Meeting Time: 09:45 AM‑11:00 AM Instructor: Abhishek Chandra Course Description: In recent years, there has been a dramatic increase in the pervasiveness, scale, and distribution of computing infrastructure: ranging from cloud, HPC systems, and data centers to edge computing and pervasive computing in the form of micro-data centers, mobile phones, sensors, and IoT devices embedded in the environment around us. The growing amount of computing, storage, and networking demand leads to increased energy usage, carbon emissions, and natural resource consumption. To reduce their environmental impact, there is a growing need to make computing systems sustainable. In this course, we will examine sustainable computing from a systems perspective. We will examine a number of questions: • How can we design and build sustainable computing systems? • How can we manage resources efficiently? • What system software and algorithms can reduce computational needs? Topics of interest would include: • Sustainable system design and architectures • Sustainability-aware systems software and management • Sustainability in large-scale distributed computing (clouds, data centers, HPC) • Sustainability in dispersed computing (edge, mobile computing, sensors/IoT)

Registration Prerequisites: This course is targeted towards students with a strong interest in computer systems (Operating Systems, Distributed Systems, Networking, Databases, etc.). Background in Operating Systems (Equivalent of CSCI 5103) and basic understanding of Computer Networking (Equivalent of CSCI 4211) is required.

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IMAGES

PPT
PPT
PPT
Minerals 1a.ppt
Rocks and Minerals ~ Class
PPT

VIDEO

Topic 2 .1 Minerals and Its Physical Characteristics
Today My Topic Discuss About Is Minerals
Coda Minerals Ltd
Impact Minerals Ltd
12 2 Minerals and Rocks
Minerals ll Megnesium ll Nutrition Notes ll bsc 1st and gnm ll

COMMENTS

Lecture 3 Slides: Introduction to Minerals
Topics Science. Earth Science. Geology; Learning Resource Types assignment Problem Sets. notes Lecture Notes. collections Image Gallery. ... Introduction to Minerals. Resource Type: Lecture Notes. pdf. 2 MB Lecture 3 Slides: Introduction to Minerals Download File DOWNLOAD. Course Info Instructors ...
Minerals
Minerals. Feb 1, 2012 •. 223 likes • 176,685 views. Abigail Abalos. Education Health & Medicine. 1 of 22. Download Now. Download to read offline. Minerals - Download as a PDF or view online for free.
1 Introduction
All minerals, like all materials, consist of one or more elements, the building blocks of all matter. Some minerals, diamond for example, contain a single element (carbon). Others contain many elements. Some minerals have compositions that vary little in nature. Quartz for example is always close to 100% silicon and oxygen in the atomic ratio 1:2.
Geology and Minerals Sciences Major for College Presentation
Premium Google Slides theme and PowerPoint template. This presentation template is so full of all kinds of rocks, gemstones and minerals that there can be absolutely no doubt about its topic: a geology lesson on, well, rocks and minerals! If you teach at college level, these slides can come in very handy for any overview on the classification ...
PDF Lecture 3 Notes: Introduction to Minerals
Minerals react to changing P,T conditions-> metamorphic petrology . Ultimately minerals control e.g. the composition of seawater through weathering input in the ocean, sequestering of elements in the altered oceanic crust . On the other hand, interaction between ocean and oceanic crust (clay minerals) output (draw a simple diagram)
PDF THE IMPORTANCE OF MINERALS AND MINING
MINERALS A mineral is a naturally occurring solid formed through geological processes that has a characteristic chemical composition, a highly ordered atomic structure, and specific physical properties. A rock, by comparison, is an aggregate of minerals and/or mineraloids and need not have a specific chemical composition. Minerals range in
Lecture Notes and Slides
TOPICS NOTES SLIDES 1 TP, OJ Overview: Introduction to the Introduction of Geology Lecture 1 Notes (PDF) Lecture 1 Slides (PDF - 1.6MB) 2 TP Origin and Age of the Earth Lecture 2 Notes (PDF) Lecture 2 Slides (PDF - 2.6MB) 3 OJ Introduction to Minerals Lecture 3 Notes (PDF) Lecture 3 Slides (PDF - 2.3MB) 4 OJ Igneous Rocks Lecture 4 Notes (PDF)
PPT
How to Know Minerals. read pages 46-57. Chapter 4 Earth Science Book. restate & answer Topic Questions 1-9. practice the 30 lab mineral samples. Topic 1:. Page 47 Earth Textbook. Rock-Forming Minerals. * over 2000 minerals known. * most are silicates (Si + O + metals). 312 views • 22 slides
Understanding Minerals
In this video, we explore what exactly minerals are, and what must be true for a substance to be classified as a mineral.Subscribe to my channel: https://www...
Presentations/Handouts
This Mineral Resources Fact Sheet discusses some of today's important mineral and mining topics such as minerals in your diet, industrial and construction minerals, minerals in green technology, artisanal mining and conflicts and efforts to address these. ... Mining 101 is a 66-slide PowerPoint presentation, created as a teaching tool for ...
What are Minerals?
Examples of Minerals. Table salt is a mineral called sodium chloride. Its ordered structure is apparent because it occurs in crystals shaped like small cubes. Another common mineral is quartz, or silicon dioxide. Its crystals have a specific hexagonal shape. Coal is a mineral composed entirely of carbon, originally trapped by living organisms ...
6 Conclusions and Recommendations
The committee concludes that all minerals and mineral products could be or could become critical to some degree, depending on their importance and availability—in the sense that the chemical and physical properties they provide are essential to a specific product or use or more broadly, that specific minerals are an essential input for a national priority (for example, national defense) or ...
Mineral resources and types of mining
Topic 5: Mining Methods-Part ... 647291105-Ppt-Arts-10-4th-Quarter-1.pdfi joemmbrillantes ... Underground mining - occurs when minerals are deep below the ground. This is the most widespread method used for mineral extraction and involves digging a main shaft, with parallel shafts allowing the maximum extraction of minerals ...
Mineral resources
2. Mineral Resource Mineral Resource is defined as a occurrence of natural, solid, inorganic or fossilized organic material in or on the Earth's crust in such form and quantity and of such a grade or quality that it has reasonable prospects for economic extraction. 3.
Mining 101 Presentation
Mining 101 Presentation. Mining 101 is a 66-slide PowerPoint presentation, created as a teaching tool for your classroom. Divided into three sections, the lessons can be taught in 2 - 3 days. The lessons have been created for grades 5 - 12, but can be adapted to any grade or age. By utilizing the extension activities and related MEC ...
Unit 3: Mining and Mining Impacts
Summary. In this unit, students are introduced to basic mining methods and processes. This unit also addresses some of the impacts of mining (particularly from mining for metals) on the environment and human health, and integrates concepts such as ore grade, economics, and mining-related decisions with resource use and manufacturing.
Chapter-8Vitamins,-minerals.ppt
Define the Following Terms: 1. antioxidants—substances that protect body cells and the immune system from damage by harmful chemicals in air and foods. 2. electrolyte minerals—sodium, chloride, and potassium, which control and balance fluid flow in and out of cells. 3. fat-soluble vitamins—vitamins absorbed and transported by fat.
Vitamins and Minerals
Vitamins and Minerals - Health Breakthrough Presentation . Medical . Premium Google Slides theme and PowerPoint template ... If you'd like to educate people on this topic, we have the perfect presentation template for you here: Minimalistic in gray and white with colorful, chemical illustrations to make your points clear. Download and edit it ...
PPT
Mineral Resources and Their Uses • Metals can be used for heat and electricity. • Two or more metals form an alloy. • Nonmetals can be used in construction and glassmaking. • Gemstones (diamonds, rubies, and sapphires) are prized purely for their beauty, rarity, and durability. Section 16.2 • Mineral Exploration and Mining.
Middle School Science: Rocks and Minerals Infographics
That's awesome, because here we have a great gift for you: An assortment of stunning infographics in the same style as that presentation! Whatever visuals you were missing about the essential topics including mineral properties, rock classification, sedimentary processes and more, now you've found them. Download them and engage your ...
PDF CRITICAL MINERAL RESOURCES
Demand for energy -related minerals has increased as global energy product ion diversifies beyond carbon- and nuclear-based sources. For example, the World Bank estimates that the mineral intensity of the coming decades will increase demand for certain critical minerals like lithium and graphite by almost 500% by 2050 (Hund, 2020). In addition,
Looking for an interesting topic in mineralogy to make a presentation
Maybe a presentation which explains what cause a mineral's crystal structure to become unstable and how their properties change as they are subjected to different temperatures/pressures and whatnot. Not sure how interesting that would be to somebody outside the field though haha. Good luck on your presentation! 1. Reply.
DREAMS Week Spring 2024: Celebration of Undergraduate Research
Support Johns Hopkins undergraduates by visiting the weeklong virtual DREAMS (Day of Undergraduate Research in Engineering, Arts, Medicine, and the Sciences). Visit all the presentations online at your convenience or drop in to the live presentations, every hour on the hour from 9 a.m. to 8 p.m.
View, manage, and install add-ins for Excel, PowerPoint, and Word
Require Application Add-ins to be signed by Trusted Publisher Check this box to have the Trust Center check that the add-in uses a publisher's trusted signature.If the publisher's signature hasn't been trusted, the Microsoft 365 program doesn't load the add-in, and the Trust Bar displays a notification that the add-in has been disabled.
The Research-Backed Benefits of Daily Rituals
The authors' expertise on the topic over the past decade, plus a survey of nearly 140 HBR readers, explores the ways rituals can set us up for success before work, get us psyched up for ...
Free templates for Google Slides and PPT about rocks
Geology and Minerals Sciences Major for College This presentation template is so full of all kinds of rocks, gemstones and minerals that there can be absolutely no doubt about its topic: a geology lesson on, well, rocks and minerals! If you teach at college level, these slides can come in very handy for any overview on the...
Fall 2024 CSCI Special Topics Courses
Applications we will cover include risk stratification, disease progression modeling, precision medicine, diagnosis, prognosis, subtype discovery, and improving clinical workflows. We will also cover research topics such as explainability, causality, trust, robustness, and fairness.Registration Prerequisites: CSCI 5521 or equivalent.
London Stock Exchange
London Stock Exchange | London Stock Exchange ... null
'Joshua Redman, where are we' Review: Jazz Juxtapositions on PBS
The title of this presentation by the "Next at the Kennedy Center" series on PBS is borrowed from Mr. Redman's 2023 recording, made with the same players in the hourlong TV performance-with ...