Free Printable WorksheetScienceGrade 9Science CurriculumNGSS HS-ESS3-2, HS-ETS1-3

9.133 Mineral Resources and Mining Impacts Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Physical Science with Earth and Science Science worksheet provides structured practice on 9.133 Mineral Resources and Mining Impacts. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Mineral Resources and Mining Impacts: MCQ focus: evaluate mineral resource use, ore concentration, extraction methods, recycling, waste, habitat effects, and tradeoffs. Aligned to NGSS high school Physical Science, Earth and Space Science, and Engineering Design; NRC/DCI; SEP/CCC; CCSS math/literacy connections; selected CA NGSS, NYSSLS, Florida CPALMS, and Texas TEKS references NGSS HS-ESS3-2, HS-ETS1-3 - NGSS-aligned Mineral Resources and Mining Impacts: NGSS: HS-ESS3-2; HS-ETS1-3; NRC/DCI: ESS3.A-C; ETS1.B; SEP/CCC: Cost-benefit analysis / Systems; Common: RST.9-10.8; State refs: CA/NYSSLS same HS-ESS3/ETS PE family; FL SC.912.E.6.6, SC.912.E.7.8-7.9; TX Earth/Environmental Systems.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Physical Science with Earth and Science

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.133 Mineral Resources and Mining Impacts skill assessments:

Problem 1Difficulty: Mastery

Which decision-making approach is most aligned with NGSS-style evaluation of mineral resources and mining impacts?

AChoose the option with the simplest map symbol, regardless of evidence.

BMaximize ore production and ignore all environmental and social data.

CReject every mineral resource use without considering human needs or alternatives.

DUse evidence to compare alternatives against criteria and constraints, including resource need, cost, waste, water, habitat, and community impacts.

Solution & Explanation:NGSS-aligned evaluation asks students to use evidence, systems thinking, and criteria and constraints. The strongest decision compares benefits, costs, risks, and alternatives.

Problem 2Difficulty: Mastery

Use the device-mineral table. Which strategy would most reduce the total mineral footprint while preserving function across the devices listed?

AUse heavier designs with more metal when lighter designs meet the same needs.

BExtend device lifetimes, repair components, and recover metals from end-of-life products.

CReplace all working devices every year to increase demand for new minerals.

DDiscard devices in mixed trash so minerals are widely dispersed.

Solution & Explanation:The table shows several devices using overlapping metals. Keeping devices in service and recovering metals at end of life reduces demand for newly mined material across the system.

Problem 3Difficulty: Mastery

Which policy would most directly strengthen a circular mineral economy for electronics?

AMeasure ore grade but ignore product disposal and recycling systems.

BSubsidize only new mining while banning repair and reuse programs.

CMake electronics harder to open and remove collection sites.

DRequire convenient e-waste collection, design for disassembly, and minimum recycled-content targets.

Solution & Explanation:Circularity improves when products are collected, disassembled, and made with recovered material. Policy can influence multiple parts of the material system.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Physical Science with Earth and Science Science students. It aligns with educational standard NGSS HS-ESS3-2, HS-ETS1-3 (NGSS: HS-ESS3-2; HS-ETS1-3; NRC/DCI: ESS3.A-C; ETS1.B; SEP/CCC: Cost-benefit analysis / Systems; Common: RST.9-10.8; State refs: CA/NYSSLS same HS-ESS3/ETS PE family; FL SC.912.E.6.6, SC.912.E.7.8-7.9; TX Earth/Environmental Systems.).