This is a virtual field trip to Iceland's Laki Fissure, which explores the 1783 eruption as a type example of a large historical lava flow eruption that had a significant impact on the local human population and the global environment. Students explore the climate impacts of the eruption, as well as the different types of volcanic deposits it produced. Students use their observations to develop hypotheses about past and future volcanic hazards associated with the volcano.

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This is a virtual field trip to Italy's Mt. Vesuvius, which explores the 79AD eruption of the volcano. Students explore the excavated cities of Pompeii and Herculaneum, as well as the different types of volcanic deposits found to have buried those cities. Students use their observations to develop hypotheses about past and future volcanic hazards associated with the volcano.

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Students are provided with equations and geological data to estimate the velocities and impact effects of volcanic bombs that were ejected during the last eruption of Sunset Crater, a young cinder cone volcano in northern Arizona.

Click here to view the full activity on the KÃyah Math Project website.

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To prepare for this in-class problem, students should have read about volcanism in their introductory text. Specifically they will need to know the types of volcanoes, the characteristics of volcanic products, such as lava flows of different silica compositions, tephra, lahars, and pyroclastic flows. Students should be able to connect the types of activity of a volcano to its type, such as composite volcanoes having abundant tephra, with some lava flows, while a shield volcano may have less tephra and more low viscosity lava flows.
This activity is similar to the process used by geoscientists to evaluate the history and hazards of a volcano.

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Learners use graphs of GPS position data to determine how the shape of Westdahl Volcano, Alaska is changing. If the flanks of a volcano swell or recede, it is a potential indication of magma movement and changing pressures below ground. GPS can measure changes as little as a couple millimeters per year. Learners are asked to decide if the measured motions are enough to issue a warning of immediate danger.

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NGSS ALIGNMENT
Disciplinary Core Ideas
Earth' Systems: MS-ESS2-1, MS-ESS2-2, HS-ESS2-1
Earth and Human Activity: MS-ESS3-2, HS-ESS3-1
Science and Engineering Practices
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
Crosscutting Concepts
2. Cause and Effect
4. Systems and System Models
7. Stability and ChangeÂ

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Before completing this computer-based activity, students need to learn basic (Earth Science 101) information about volcanic rocks and hazards, and they also need to learn how to interpret a histogram. Students complete the activity individually outside class time in a computer lab equipped with Arcview3.3 geographic information system (GIS) software. They do not need any prior experience with GIS because the activity text includes step-by-step instructions accompanied by numerous screen shots. Students use the GIS to investigate geochemical data from the global Earthchem database and, for the Mount Hood, Oregon area, the NAVDAT database. Students also use maps and satellite images to learn about volcanic hazards at Mount Hood. Through all of these investigations, they learn about the connections between the silica content of a melt, volcanic hazards, and plate tectonics. Hundreds of students have successfully completed the activity at Middle Tennessee State University in Murfreesboro, TN, but the activity is still considered a "beta test copy" and the author welcomes feedback. Funding has been provided by small grants from the NASA Earth Observing System Higher Education Alliance ("GeoBrain"), Tennessee Space Grant, and NSF.

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Students write an original work of fiction that includes aspects of the eruptive behavior of stratovolcanoes and the types of hazards that accompany stratovolcano eruptions. These aspects may appear as plot elements, or setting, or in some other fashion. Students must include background information other than their textbooks and must include references.

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Before completing this computer-based activity, students need to learn basic (Earth Science 101) information about volcanic rocks and hazards, and they also need to learn how to interpret a histogram. Students complete the activity individually outside class time in a computer lab equipped with Arcview3.3 geographic information system (GIS) software. They do not need any prior experience with GIS because the activity text includes step-by-step instructions accompanied by numerous screen shots. Students use the GIS to investigate geochemical data from the global GEOROC database and, for the Mount Hood, Oregon area, the NAVDAT database. Students also use maps and satellite images to learn about volcanic hazards at Mount Hood. Through all of these investigations, they learn about the connections between the silica content of a melt, volcanic hazards, and plate tectonics. Hundreds of students have successfully completed the activity at Middle Tennessee State University in Murfreesboro, TN, but the activity is still considered a "beta test copy" and the author welcomes feedback. Funding has been provided by small grants from the NASA Earth Observing System Higher Education Alliance ("GeoBrain"), Tennessee Space Grant, and NSF.

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Volcano distribution and tectonics at a convergent margin: Central American volcanoes

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Two graphs from the NASA Climate website illustrate the change in global surface temperature relative to 1951-1980 average temperatures. The NASA plot is annotated with temperature-impacting historic events, which nicely connect an otherwise challenging graphic to real-world events.

This exercise provides a basic introduction to volcanic hazards. Students learn about different types of volcanic hazards through researching examples from Alaskan eruptions. They also group the hazards as proximal and distal to consider how emergency response plans might differ. A recording of the KLM flight 867 flight that lost power to all four engines when it flew into an ash cloud from a 1989 Mt Redoubt eruption provides a compelling example of risk from volcanoes. (Note: the plane was ultimately able to regain enough power to land safely in Anchorage.) Students learn about the Volcano Hazards Alert-Notification System for both ground-based and aviation applications.

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SSAC Physical Volcanology module. Students build a spreadsheet to estimate the volume of volcanic deposits using map, thickness and high-water mark data from the 2005 Panabaj debris flow (Guatemala).

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Students investigate Costa Rican volcanic hazards using (a) the amount of silica in volcanic rocks, (b) a highly-simplified geologic map and (c) a satellite image of Costa Rican night time illumination (i.e., human settlements). The activity is intentionally very simple and, consequently, should not require much introduction. However, the instructor can use mapsandnotes.ppt to provide a simple overview of Central American geography and Costa Rican tectonics. By providing brief answers to eight questions, the student demonstrates an understanding of the connection between the silica content of magma and the potential for explosive volcanic activity.

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The plate tectonics mapping activity allows students to easily begin to identify basic tectonic processes on a global scale. As students become aware of plate movements, they begin to identify patterns that set the stage for deeper understanding of a very complex topic. The activity uses a simple "Where's Waldo" approach to identify tectonic symbols on a laminated World Plate Tectonic map.

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