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Glencoe Science
Chapter Resources
Volcanoes
Includes:
Reproducible Student Pages
ASSESSMENT
✔ Chapter Tests
✔ Chapter Review
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity
✔ Laboratory Activities
✔ Foldables–Reading and Study Skills activity sheet
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
TRANSPARENCY ACTIVITIES
✔ Section Focus Transparency Activities
✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
Teacher Support and Planning
✔ Content Outline for Teaching
✔ Spanish Resources
✔ Teacher Guide and Answers
Glencoe Science
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theVolcanoes program. Any other reproduction, for use or sale, is prohibited withoutprior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027
ISBN 0-07-866949-9
Printed in the United States of America.
1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
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To the Teacher iv
Reproducible Student Pages■ Hands-On Activities
MiniLAB: Try At Home Modeling Magma Movement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Modeling Volcanic Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Identifying Types of Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own How do calderas form? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Volcanic Preservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
■ Meeting Individual NeedsExtension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■ Transparency Activities Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Table of Contents
Additional Assessment Resources available with Glencoe Science:
• ExamView® Pro Testmaker• Assessment Transparencies• Performance Assessment in the Science Classroom• Standardized Test Practice Booklet• MindJogger Videoquizzes• Vocabulary PuzzleMaker at msscience.com• Interactive Chalkboard• The Glencoe Science Web site at: msscience.com• An interactive version of this textbook along with assessment resources are available
online at: mhln.com
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This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:
Reproducible pages for ■ Student Assessment■ Hands-on Activities■ Meeting Individual Needs (Extension and Intervention)■ Transparency Activity Masters
A teacher support and planning section including ■ Content Outline of the chapter■ Spanish Resources■ Answers and teacher notes for the worksheets
Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.
Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.
To the Teacher
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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher version—Content Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.
AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recall—students will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.
Transparency Activities Section Focus Transparencies: These transparencies are designed to generate interestand focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.
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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.
Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students’ Note-taking Worksheets.
Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.
Volcanoes 1
ReproducibleStudent Pages
Reproducible Student Pages■ Hands-On Activities
MiniLAB: Try at Home Modeling Magma Movement . . . . . . . . . . . . . 3MiniLAB: Modeling Volcanic Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Identifying Types of Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own How do calderas form? . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Volcanic Preservation . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15
■ Meeting Individual NeedsExtension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
2 Volcanoes
Hands-OnActivities
Hands-On Activities
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Modeling Magma MovementProcedure 1. Pour water into a clear-plastic cup.
2. Pour a small amount of olive oil into a separate plastic cup.
3. Extract a small amount of oil with a dropper.
4. Submerge the dropper tip into the water cup and slowly squeeze oil dropsinto the water.
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Analysis1. Describe what happened to the oil.
2. How do your observations compare with the movement of magma within Earth’s crust?
4 Volcanoes
Name Date Class
Modeling Volcanic ConesProcedure 1. Pour dry sand or sugar onto one spot on a paper plate.
WARNING: Do not taste, eat, or drink any materials used in the lab.
2. Mix a batch of plaster of paris and pour it onto one spot on another paperplate.
3. Allow the plaster of paris to dry. Use a protractor to measure the slopeangles of the sides of the volcanoes.
Data and Observations
Hands-On Activities
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AnalysisWhat form of volcano is represented by the model with steeper sides?
Side
1
2
3
4
Sand/Sugar Cone Plaster of Paris Cone
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Lab PreviewDirections: Answer these questions before you begin the Lab.
1. What two components of magma will you investigate in this lab?
2. What properties of magma are related to these components?
You have learned that certain properties of magma are related to the type oferuption and the form of the volcano that will develop. Do this lab to seehow to make and use a table that relates the properties of magma to theform of volcano that develops.
Real-World QuestionAre the silica and water content of magma related to the form of volcano that develops?
MaterialsTable 1 (thirteen selected eruptions)paperpencil
Goals■ Determine any relationship between the
ability of magma to flow and eruptive force.■ Determine any relationship between magma
composition and eruptive force.
Procedure1. Use the graph shown on this page.2. Using the information from Table 1, plot
the magma content for each of the volca-noes listed by writing the name of the basictype of volcano in the correct spot on thegraph.
Identifying Types of Volcanoes
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Sili
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Types of Volcanoes
low
Water Content of Magma
low
high
high
6 Volcanoes
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Conclude and Apply1. What relationship appears to exist between the ability of magma to flow and the eruptive force
of the volcano?
2. Which would be more liquidlike: magma that flows easily or magma that flows with difficulty?
3. What relationship appears to exist between the silica or water content of the magma and thenature of the material ejected from the volcano?
4. How is the ability of a magma to flow related to its silica content?
5. Infer which of the two variables, silica or water content, appears to have the greater effect onthe eruptive force of the volcano.
6. Describe the relationship that appears to exist between the silica and water content of themagma and the type of volcano that is produced.
Hands-On Activities
Communicating Your Data
Create a flowchart that shows the relationship between magma composition and the typeof volcano formed. For more help, refer to the Science Skill Handbook.
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Volcanoes 7
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Lab PreviewDirections: Answer these questions before you begin the Lab.
1. Why does this lab call for eye protection to be worn?
2. Will you need to conduct multiple trials of your experiment? Why or why not?
A caldera is a depression that forms when the top of a volcano collapses afteran eruption.
Real-World QuestionWhat might cause the top of a volcano to col-lapse?
Form a HypothesisBased on your reading about volcanoes, state ahypothesis about what would happen if themagma inside the magma chamber of a vol-cano were suddenly removed.
Possible Materialssmall boxsmall balloonpapernewspaperflourplastic tubingclamp for tubingtapescissors
Goals■ Design a volcano setup that will demon-
strate how a caldera could form.■ Observe what happens during trials with
your volcano setup.■ Describe what you observe.
Safety Precautions
Test Your HypothesisMake a Plan1. As a group, agree upon the hypothesis and
identify which results will support thehypothesis.
2. Design a volcano that allows you to testyour hypothesis. What materials will youuse to build your volcano?
3. What will you remove from inside yourvolcano to represent the loss of magma?How will you remove it?
4. Where will you place your volcano? Whatwill you do to minimize messes?
5. Identify all constants, variables, and controlsof the experiment.
Follow Your Plan1. Make sure your teacher approves your plan
before you start.2. Construct your volcano with any features
that will be required to test your hypothesis.
3. Conduct one or more appropriate trialsto test your hypothesis. Record anyobservations that you make and anyother data that are appropriate to testyour hypothesis.
Design Your Own
How do calderas form?
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Analyze Your Data1. Describe in words or with a drawing what your volcano looked like before you began.
2. Observe what happened to your volcano during the experiment that you conducted. Did its appearance change?
3. Describe in words or with a drawing what your volcano looked like after the trial.
4. Observe What other observations did you make?
5. Describe any other data that you recorded.
Conclude and Apply1. Draw Conclusions Did your observations support your hypothesis? Explain.
2. Explain how your demonstration was similar to what might happen to a real volcano. How was itdifferent?
Hands-On ActivitiesCommunicating Your Data
Make a 4-sequence time-lapse diagram with labels and descriptions of how a calderaforms. Use your visual aid to describe caldera formation to students in another class.
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Volcanic Preservation
On May 18, 1980, Mount St. Helens in Washington erupted for the first time in 123 years.Volcanologists, people who study volcanoes, estimated that Mount St. Helens spewed enough rockand ash to cover an area of 2.6 km2 to a depth of 172.8 m. This amount of ash is almost as muchas Mt. Vesuvius poured onto Pompeii in 79 A.D. Organisms rapidly buried by the ash from volcaniceruptions may be preserved as fossils. Many examples were found in the excavation of Pompeii.
StrategyYou will form a “fossil” by drying.You will compare the fossil to a living sample.
Materials brush (soft)silica powder or boraxcake tin with lidflowers (several different kinds)pencils (colored)metric ruler
Procedure1. Draw each flower specimen and record its
properties in Table 1.2. Pour silica powder into the tin to a depth
of 5 cm.3. Arrange fresh flowers on the silica powder.
Carefully sprinkle silica powder over theflowers to a depth of 5 to 8 cm.
4. Put the lid on the tin and allow the tin tostand undisturbed for three weeks.
5. Carefully pour off the silica powder andexamine the flowers.
6. Compare the appearance of the dried flowers to that of the fresh specimens.
Hand
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Data and Observations
Table 1
Property Fresh
Color
Size
Other
Dried
10 Volcanoes
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Laboratory Activity 1 (continued)
Name Date Class
Hands-On Activities
Questions and Conclusions1. How does the appearance of the dried flowers compare to that of the fresh flowers?
2. What was the purpose in using silica powder?
3. How is silica powder like volcanic ash?
4. What other natural agent might preserve fossils in the same way as volcanic ash?
5. Is your dried flower a true fossil? What else would have to happen to it?
Strategy Check
Can you form a “fossil” by drying?
Can you compare this fossil to a living sample?
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Hand
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Some volcanic eruptions consist of violent explosions of gases and tephra, while others involvea relatively quiet flow of lava around a vent. The type of eruption that occurs depends on both thecomposition of the magma and the amount of gas trapped in it. Thick magma that is rich in silicatends to trap steam and other gases. The more gas in the magma, the greater the pressure thatbuilds up in the volcano. The tremendous pressure that builds in silica-rich magma is releasedwhen the volcano erupts explosively.
By contrast, magma that contains less silica tends to be less explosive and flow more easily.This type of magma is rich in iron and magnesium and traps smaller amounts of gas. It producesbasaltic lava that flows from a volcano in broad, flat layers. In this lab, you will model bothbasaltic lava flows and explosive eruptions.
StrategyYou will model and observe how the buildup of pressure in a volcano can lead to an
explosive eruption.You will determine how layers of basaltic lava accumulate.
Materials newspaper old paintbrushes (3)balloons (9) spongeempty coffee can markermeasuring cup meterstickplaster of paris scissorswater piece of thick cardboard (approximately 50 cm ✕ 50 cm)1 lb. plastic margarine tubs (2) textbooksred, blue, and green food coloring small tubes of toothpaste in different colors wooden paint stirrers (3) (white, green, striped)CAUTION: Never put anything you use in a laboratory experiment into your mouth.
ProcedurePart A—Modeling Explosive Eruptions1. Work in a group of five or six students. Put
on your apron and goggles, and cover yourwork area with sheets of newspaper.
2. Inflate six of the balloons. Put less air in someof the balloons than in others. You’ll need twosmall balloons, two medium, and two large.Leave the remaining balloons uninflated.
3. In the coffee can, combine 1 L of plastermix with 2 L of water. Stir the mixturewith a wooden stirrer until the mixture issmooth. You should use a bit more waterthan the directions on the box suggest.Thinner plaster will be easier to work with.
4. Pour about one-third of the mixture intoeach of the plastic tubs, leaving the final thirdin the can. Add several drops of food coloringto each container, and stir.
You should end up with three colors of plas-ter: red, green, and blue. Do this step asquickly as possible since the plaster mix willbegin to harden.
5. Using paintbrushes, coat the entire surface ofeach of the inflated balloons with a thin layerof plaster. Paint the two small balloons blue,the medium balloons green, and the largeballoons red. Using any color, paint a bandaround the center of each of the empty bal-loons, leaving the ends unpainted (Figure 1).Set the balloons on sheets of newspaper todry. If you spill any plaster while you arepainting, wipe it up with a damp sponge.
12 Volcanoes
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Laboratory Activity 2 (continued)
Name Date Class
Hands-On Activities
6. While the plaster is drying, skip to Part Bof the procedure.
7. To model the buildup of pressure insidemagma, try to inflate the empty balloons.What do you observe? Record your observa-tion in the Data and Observations section.
8. Spread newspapers on an open area of thefloor. With the marker, draw a large X onthe center of the paper. To model anexplosive eruption, take one of the small,blue balloons and place it on the X. Popthe balloon by stepping on it. Leave thepieces of the plaster in place and pop thesecond small balloon in the same way.CAUTION: Wear your safety gogglesthroughout this experiment.
9. With the meterstick, measure the distancefrom the X to the piece of plaster thatlanded the farthest from it. This distancerepresents the radius of the debris field.Record this measurement in Table 1 theData and Observations section.
10. Repeat step 8 using the medium balloons.Measure and record the distance from theX to the piece of green plaster that landedfarthest from it.
11. Repeat step 8 using the large balloons.Measure and record the distance from theX to the piece of red plaster that landedfarthest from it.
Part B—Modeling Basaltic Lava Flows1. Use the scissors to poke a hole near the
center of the piece of cardboard. Widen thehole until it is just large enough for the capof a tube of toothpaste to fit through it.
2. Make two stacks of books and place thecardboard on top of them so that the holeis suspended about 30 cm above your worksurface (Figure 2).
3. Remove the cap from one of the tubes oftoothpaste. Stick the cap end of the tubethrough the hole so that the tube is uprightand just the mouth is sticking out the top ofthe cardboard. Model a basaltic lava flow byslowly squeezing out the contents of the tube.
4. Measure the height and diameter of your“lava” flow and record your measurementsin Table 2 in the Data and Observationssection.
5. To model additional eruptions, repeat steps3 and 4 using the other two tubes of tooth-paste to add to your “lava” flow.
6. Return to step 7 of Part A.
Figure 2
Figure 1
Inflated Uninflated
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Volcanoes 13
Name Date Class
Hand
s-On
Act
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Laboratory Activity 2 (continued)
Data and ObservationsWhat did you observe when you inflated the plaster-coated balloons?
Table 1
Questions and Conclusions1. The air in your balloons modeled the gases that build up in silica-rich magma. Which balloons
(small, medium, or large) modeled magma under the greatest pressure? Explain.
2. What do your results from Part A tell you about the relationship between pressure and theforce of an explosive volcanic eruption?
3. What type or types of volcano did you model in Part A? Explain your answer.
Table 2
Eruption Diameter (cm) Height (cm)
1
2
3
Balloon size Radius of debrisfield (cm)
Small 1
Small 2
Medium 1
Medium 2
Large 1
Large 2
14 Volcanoes
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Laboratory Activity 2 (continued)
Name Date Class
Hands-On Activities
4. What were you modeling when you inflated the plaster-coated balloons in step 7 of Part A?
5. a. In Part B, how did the layers of toothpaste accumulate? Did the second and third layers formon top of the first layer or beneath it?
b. What does this result tell you about the age of the top layer of basaltic lava on a volcanocompared with lower layers?
6. How did the height of the volcano you modeled in Part B compare with its width? What typeof volcano has this shape?
7. How did the two types of eruptions you modeled differ from one another? How were they alike?
Strategy Check
Can you model an explosive eruption due to the buildup of gas pressure?
Can you describe how layers of basaltic lava accumulate?
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Volcanoes 15
Volcanoes
Explosive Eruptions
QuietEruptions
Both
Andesitic magma can
produce these types of
eruptions.
Basaltic magma produces
these kinds of eruptions.
Cinder cone and composite
volcanoes produce these
types of eruptions.
Granitic magma produces
these kinds of eruptions.
The amount of water vapor
and silica in the magma
determine the type of eruption.
These eruptions can occur
where one of Earth’s plates
is sliding under another.
These eruptions change
the environment.
These eruptions form
volcanoes over hot spots
in the seafloor.
These eruptions start with
magma that is formed deep
inside Earth.
These eruptions tend to form
shield volcanoes.
Name Date Class
Hand
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Directions: Use this page to label your Foldable at the beginning of the chapter.
16 Volcanoes
Meeting IndividualNeeds
Meeting Individual Needs
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Volcanoes 17
OverviewVolcanoes
Directions: On the lines provided, identify the types of volcanoes shown below.
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Directed Reading for
Content Mastery
Directions: Use the following terms to answer the questions below. The list has more terms than you will need.
quiet ash composite
lava explosive shield
4. What type of material makes up volcanoes with broad, sloping sides?
5. Are the eruptions of cinder cone volcanoes quiet or explosive?
6. What type of volcano is made of lava, volcanic ash, and cinders?
1. 2.
3.
Name Date Class
18 Volcanoes
Section 1 ■ Volcanoes and Earth’s MovingPlates
Section 2 ■ Types of Volcanoes
Directions: Write the letter of the correct term in Column II next to its description in Column I.
Column I
1. melted rock formed by heat and pressure deep inside Earth
2. area between mantle and core where hot rockis forced into the crust
3. places where most volcanoes occur
4. opening in Earth’s surface through which magma flows
5. steep-walled depression around a volcano’s vent
6. an opening in Earth’s surface that often forms a mountain when layers of lava and volcanic ash erupt
7. cause rocks to melt and form magma
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Column II
a. magma
b. crater
c. vent
d. volcano
e. hot spot
f. heat and pressure
g. plate boundaries
Directions: Complete the following sentences by unscrambling the word or words in italics and writing them onthe lines provided.
8. Two factors control whether an eruption will be explosive or quiet: the amounts
of (treaw pravo) ____________________ and (aiscil) ____________________
in the magma.
9. Magma that is low in silica and produces nonexplosive eruptions is called
(scatblia) ____________________. Magma that is high in silica and produces
explosive eruptions is called (triciang) ____________________.
10. Bits of rock dropped from the air during the eruption of a cinder cone volcano
are called (preath) ____________________.
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Volcanoes 19
Section 3 ■ Igneous Rock Features
Directions: Write the letter of the term that correctly completes each sentence in the space at the left.
1. Magma that squeezes into parallel cracks between rock layers and then hardens is called a _____.
a. sill b. caldera
2. The largest intrusive rock formations are _____.
a. craters b. batholiths
3. Magma that squeezes into vertical cracks between rocks and then hardens is called a _____.
a. sill b. dike
4. Rocks that form when magma cools underground are _____.
a. intrusive b. caldera
5. If the top of a volcano collapses, it may form a large opening called a _____.
a. dike b. caldera
6. Ship Rock in New Mexico is an example of a _____.
a. volcanic neck b. sill
7. Crater Lake in Wyoming is an example of a _____.
a. volcanic neck b. caldera
8. When erosion wears a volcanic cone away, it leaves behind a _____.
a. tephra b. volcanic neck
9. The granite domes of Yosemite National Park are the remains of a large _____.
a. batholith b. crater
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Name Date Class
20 Volcanoes
Key TermsVolcanoes
Directions: Write the correct terms next to their definitions on the lines provided. Then circle the terms in theword search puzzle.
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Directed Reading for
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1. a broad volcano with gently sloping sides
2. hardened magma squeezed into vertical spaces between
rocks
3. bits of rock or solidified lava dropped from the air
4. volcano type with steep sides
5. opening in Earth’s crust through which magma flows
6. opening in Earth’s surface that often forms a mountain
when lava, ash, and rock erupt
7. volcano type with layers of tephra and lava
8. large opening formed by collapsed volcano
9. hardened magma squeezed into horizontal spaces
between rocks
10. steep-walled depression around volcano vent
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Nombre Fecha Clase
Los volcanes 21
SinopsisLos volcanes
Instrucciones: Identifica cada tipo de volcán. Escribe el nombre en las líneas dadas.
Lectura dirigida para
Dominio del contenido
Instrucciones: Usa los siguientes términos para responder las preguntas. Hay más términos que los que necesitas.
silenciosa cenizas compuesto
lava explosiva de escudo
4. ¿De qué tipo de material se componen los volcanes con lados anchos e inclina-dos?
5. ¿Son las erupciones de los volcanes de cono de carbonilla silenciosas o explosivas?
6. ¿Qué tipo de volcán está compuesto de lava, cenizas volcánicas y carbonilla?
1. 2.
3.
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Nombre Fecha Clase
22 Los volcanes
Sección 1 ■ Los volcanes y las placasmóviles de la Tierra
Sección 2 ■ Tipos de volcanes
Instrucciones: Escribe la letra del término correcto de la Columna II al lado de su descripción en la Columna I.
Columna I
1. roca fundida formada por el calor y la presión en las profundidades de la Tierra
2. área entre el manto terrestre y el cono donde la roca caliente es torzada hacia la corteza
3. sitios en donde ocurren volcanes
4. abertura en la superficie terrestre a través de la cual fluye el magma
5. depresión de paredes casi verticales alrededor de la chimenea de un volcán
6. abertura en la superficie terrestre que forma una montaña cuando se acumulan capas de lava y ceniza volcánica de las erupciones
7. hace que la roca se funda y forme magma
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Lectura dirigida para
Dominio del contenido
Columna II
a. magma
b. cráter
c. chimenea
d. volcán
e. foco caliente
f. calor y presión
g. límites entre placas
Instrucciones: Completa las siguientes oraciones ordenando las letras de los términos que aparecen en bas-tardilla y escríbelos en las líneas que se proporcionan.
8. Dos factores que controlan si una erupción será explosiva o silenciosa son:
la cantidad de (proav ed gaua) ____________________ y de (lociilsi)
____________________.
9. El magma de bajo contenido de silicio que produce erupciones no explosivas
se llama (slbáiocat) ____________________. El magma de alto contenido de
silicio que produce erupciones violentas se llama (naírgotci)
____________________.
10. Los trozos de roca que caen por el aire durante la erupción de un volcán
de cono de carbonilla se llaman (fraetti) ____________________.
Satisface las necesidades individuales
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Nombre Fecha Clase
Los volcanes 23
Sección 3 ■ Características de las rocas ígneas
Instrucciones: Escribe en los espacios de la izquierda, la letra del término que completa correctamente cadaoración.
1. El magma que se escurre entre las grietas laterales de las rocas y luego seendurece se llama una _____.
a. intrusión b. caldera
2. Las formaciones de rocas intrusivas más grandes son _____.
a. cráteres b. batolitos
3. El magma que se escurre entre las grietas verticales de las rocas y luegose endurece se llama _____.
a. intrusiones b. diques
4. Las rocas que se forman cuando el magma se enfría bajo el suelo se lla-man _____.
a. intrusivas b. calderas
5. Si la parte superior de un volcán se cae, puede que forme una gran aber-tura llamada un(a) _____.
a. dique b. caldera
6. Ship Rock en Nuevo México es un ejemplo de _____.
a. cuello volcánico b. intrusión
7. Crater Lake de Oregón es un ejemplo de un(a) _____.
a. cuello volcánico b. caldera
8. Cuando la erosión desgasta el cono de un volcán, lo que queda es un(a)_____.
a. tefrita b. cuello volcánico
9. Los domos graníticos del parque nacional Yosemite son los restos degrandes _____.
a. batolito b. cráter
Lectura dirigida para
Dominio del contenido
Satis
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Nombre Fecha Clase
24 Los volcanes
Términos clavesVolcanes
Instrucciones: Escribe los términos correctos al lado de sus definiciones. Encuentra luego los términos en lasopa de letras.
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Lectura dirigida para
Dominio del contenido
1. volcán amplio con pendientes suaves
2. magma endurecido que se escurrió entre los espacios
verticales entre las rocas
3. trozos de roca o lava sólida que caen por el aire
4. tipo de volcán con pendientes inclinadas
5. abertura en la corteza terrestre a través de la cual fluye
el magma
6. abertura en la superficie terrestre que forma con
frecuencia una montaña cuando se acumula la lava,
ceniza y roca de las erupciones
7. tipo de volcán con capas de tefrita y lava
8. gran abertura que se forma cuando se colapsa un volcán
9. magma endurecido escurrido entre los espacios verticales
de las rocas
10. depresión de paredes casi verticales alrededor de la
chimenea de un volcán
Satisface las necesidades individuales
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Volcanoes 25
1. Use the diagram to identify the parts of a volcano.
A
B
C
D
E
Volcanoes and Earth’s Moving Plates
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Reinforcement11
ABCDE
2. Identify the three kinds of places where volcanoes can occur. Explain how a volcano can format each and give an example of a volcano.
a.
b.
c.
3. Describe the Ring of Fire in the Pacific Ocean and the volcanoes formed there.
26 Volcanoes
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Types of Volcanoes
Directions: Identify each form of volcano and then fill in the chart with the appropriate information about each form.
Meeting Individual Needs
Reinforcement22
Directions: Answer the following questions on the lines provided.4. What is the relationship between the amount of gases in magma and the explosiveness of a
volcanic eruption?
5. What is the relationship between the silica content of magma and the explosiveness of a volcanic eruption?
Lava flowsTephra TephraLava flows
Figure 1 Figure 2 Figure 3
1.
Form of volcano Type of magma Shape of volcano Materials in volcano
2.
3.
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Volcanoes 27
Directions: Identify each volcanic feature shown in the figure. Describe how it is formed.
Igneous Rock Features
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Reinforcement33
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
28 Volcanoes
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Name Date Class
Predicting Volcanic Eruptions
For people who live near volcanoes, knowingwhen they are about to erupt can be a matter oflife or death. The earlier scientists can predictwhen a volcano is likely to erupt, the more lives they can save. Over the past few decades,scientists have developed several techniques,which they can combine, to help them assessthe activity of volcanoes and predict majoreruptions.
Measuring TremorsThe most telling indicator of a pending
volcanic eruption is seismic activity created by rising magma inside the volcano. As themagma rises, the intensity and frequency oftremors increase. These tremors are measuredwith a seismograph. The data recorded by theseismograph are transmitted twenty-fourhours a day to remote stations where scientistsanalyze it. This technique helped to predictthe 1991 eruption of Mount Pinatuba in thePhilippines.
Sensing Details About the MagmaWhen magma rises it also creates ground
deformations, or bulges in the volcano’s outside surface. Tiltmeters are sensors that uselaser beams to help create maps of the physicalchanges that rising magma causes. Tiltmeterssense how deep a magma source is, how fast itis moving, and where it might erupt.
Another technique used is to measure thelevels of gases escaping from a volcano vent.
Carbon dioxide and sulfur dioxide are two ofthe gases scientists measure. Until recently,researchers sometimes had to climb volcanoesto install the measuring devices by hand, plac-ing themselves in danger. Now, however, newdevices are available that allow them to measure the amount of infrared lightabsorbed by the gas molecules. Using thisequipment, the researchers can calculate theconcentration of the gas in the air withouthaving to climb a volcano.
Measuring Magma’s Electric CurrentsGravimeters are another useful tool. They
measure the electric currents given off bymagma. An increase in electric current indicatesa rise in the level of magma. These devices canalso locate areas of flowing magma.
The most recent development in predictingvolcanic activity involves the use of satellites todetect heat from the hot gases that a volcanoemits. Scientists call the system “Hotspots.” TheGlobal Positioning System reads satellite signalsto pinpoint and monitor ground deformationson Earth. Finally, scientists are making use ofthe Landsat satellite, which uses infrared sensors to monitor the temperature changescreated by gases escaping from cracks in thevolcano that can indicate increased volcanicactivity. This technique is still new, and scientists expect improvements over the nextfew years to help them predict major eruptionsearlier than ever before.
Meeting Individual Needs
Enrichment11
1. Why is predicting volcanic activity important?
2. Name three indicators of volcanic activity.
3. What are some limitations of seismography in detecting volcanic activity?
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Volcanoes 29
Kinds of Volcanic Eruptions
Just as there are different forms of volcanoes, there are different kinds of volcanic eruptions.Even the same volcano may not always have the same kind of eruption each time. Scientists whostudy volcanoes classify eruptions according to how violent they are. They use as many as ten different classifications, but four main categories.
■ Hawaiian eruptions are the quietest. Hawaiian eruptions are characterized by veryfluid lava and very little explosive activity.
■ Strombolian eruptions are a little more violent. Named after the Stromboli volcanoin Italy, they have thicker lava flows and some small explosions.
■ Vulcanian eruptions are named after the Vulcano volcano in northern Sicily. Theword volcano comes from the name of the Roman god of fire, Vulcan. He wasbelieved to live beneath this volcano. Vulcanian eruptions are not often characterizedby lava flows. They have larger explosions of ash and rock, which rise in dark clouds.
■ Peléan eruptions can cause great destruction and loss of life. Magma blocks the vol-cano’s vent, building up tremendous pressure. The magma is removed by a violentgas explosion that can send glowing clouds, or clouds of hot ash and gas, hurtlingdown the sides of the volcano. Often parts of the volcano are blown away. The 1902eruption of Mount Pelée in the West Indies was a tragic example.
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Enrichment22
Directions: Compare the pictures showing four different kinds of volcanic eruptions. Identify each as Hawaiian,Strombolian, Vulcanian , or Peléan. Give reasons for your choices.
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 1 Figure 2 Figure 3 Figure 4
30 Volcanoes
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The Ngorongoro Crater
What happens when an enormous volcanoviolently erupts and then suddenly stops? Theshock from the physical changes causes the topto collapse in on itself. This is what appears tohave happened about 2.5 million years ago inwhat is now northern Tanzania in East Africa.Here you will find one of the world’s largestunbroken calderas—the Ngorongoro Crater.
Walled HabitatThe floor of the crater is mostly open grass-
land and covers an area of 264 square km. Thehigh walls rise up 610 m above the crater floorand are heavily forested around the rim.Tourists frequently visit the area, which islocated near the famous Mount Kilimanjaroand Serengeti Plains.
An annual flood and good soil cause lushgrass to grow on the crater floor, and the rainyseason creates many lakes. The crater is hometo elephants, gazelles, hyenas, wildebeests,zebras, rhinoceroses, elands, hartebeests,warthogs, and the densest population of lionsin the world. The lakes provide a home forflocks of pink flamingos and nearly 100 otherspecies of birds.
Protected from HuntersThe area was set aside in the 1920s for
protection from hunters, who had significantlyreduced the lion population in the crater.
In 1959 the area was included into the Ngoron-goro Conservation Area, which covers 8,300 km2,and was named a UNESCO World Heritage Sitein 1979. Since the 1930s, many tourists havevisited the area.
Problems to SolveAlthough the animals living in the crater
seem to have a nearly perfect habitat, they doface some threats. The lion population is espe-cially threatened due to generations ofinbreeding. Elsewhere in the plain, popula-tions of lions migrate, but in the crater theyremain permanently. The crater lions alsodefend their territory from other lions enter-ing it. The inbreeding causes reduced repro-duction rates and weakened immune systems.Researchers are currently exploring ways tohelp the lion population in the crater.
The crater currently faces other environ-mental threats. Black rhinoceroses, leopards,and elephants continue to be poachedalthough their populations are protected bylaw. The environmental impacts of tourismalso pose problems for the area. Further, the25,000 to 40,000 Masai people who live in thearea are allowed to graze sheep, cattle, andgoats in the area, but overgrazing is becominga concern. Some conservationists are currentlylooking at ways to manage the area moreeffectively.
1. How did Ngorongoro Crater form?
2. What features make the caldera a good habitat for many different types of animals?
3. What are some steps conservationists can take to protect the crater?
Meeting Individual Needs
Enrichment33
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Volcanoes 31
Volcanoes
Section 1 Volcanoes and Earth’s Moving Plates
A. Volcano—opening in Earth that erupts gases, ash, and _____________
B. Volcanoes can kill people, destroy property, and disrupt the ____________________.
1. Lava and ____________________ flows can bury cities and towns in their paths.
2. Sulfurous gases from volcanoes can create __________________, which can kill organismsand pollute water.
C. Volcanoes form when magma flows out of a surface opening called a _____________; a steep-
walled depression around the vent is called a _______________.
D. Volcanoes often form where _______________ are moving together or moving apart.
1. The Mid-Atlantic Ridge is a __________________ plate boundary that forms rifts throughwhich lava can flow.
2. At ___________________ plate boundaries, volcanoes tend to erupt more violently thanthey do in other areas.
3. At the boundary between Earth’s mantle and core, unusually hot areas form
__________________, such as at the Hawaiian Islands.
Section 2 Types of Volcanoes
A. The amount of water vapor and other ______________ present is one factor that determineswhether a volcanic eruption will be quiet or explosive.
1. Gases can be ________________ in magma by pressure of surrounding magma and rock;eventually they cause an explosive eruption.
2. Magma at convergent plate boundaries can contain a lot of ____________________ thatcan cause explosive eruptions.
B. The ____________________ of magma is a second factor affecting the nature of a volcano’seruption.
1. Low-silica magma, called _________________ , is fluid and produces a quiet, nonexplosiveeruption.
a. Pahoehoe lava runs down the side of a volcano.
b. Aa lava is a stiff, slow moving lava.
2. High-silica magma called granitic and intermediate silica magma called andesitic produce
__________________ eruptions.
Mee
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Indi
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Note-takingWorksheet
32 Volcanoes
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C. Three types of volcanoes form from the three types of _____________.
1. As quiet eruptions of basaltic lava spread out in flat layers, they form a broad volcano with
gently sloping sides called a _______________ volcano.
2. As tephra (bits of rocks or solidified lava) falls to the ground, it forms a steep-sided, loosely
packed ____________________ volcano.
3. A __________________ volcano forms from alternating layers of quiet lava and moreexplosive tephra.
Section 3 Igneous Rock Features
A. Many intrusive igneous features form underground and are later exposed.
1. Batholiths—rock bodies formed when magma bodies that are being forced upward from
inside Earth cool _______________ and solidify before reaching the surface
2. _____________—magma that hardens after being forced into a crack cutting across rock;
sill—magma that hardens after being forced into a crack _________________ to rock layers
B. A ______________________ forms when the cone is eroded away, leaving the solid igneous core.
1. ________________—large depression formed when the top of a volcano collapses
2. ____________________and erosion wear down surface rock and expose igneous rock features.
Meeting Individual Needs
Note-taking Worksheet (continued)
34 Volcanoes
Assessment
Assessment
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Volcanoes 35
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Volcanoes
Part A. Vocabulary ReviewDirections: Match the descriptions in Column l with their terms in Column II. Write the letter of the correct termor phrase in the blank at the left.
Column I
1. ash and cinders blown violently out of volcanoes
2. largest intrusive igneous rock body
3 volcano formed from alternating layers of lava and tephra
4. magma hardened in a vertical crack
5. mountain that forms from layers of lava and ash
6. opening through which magma flows out on Earth’s surface
7. magma hardened in a horizontal crack
8. solid magma core exposed when volcano cone erodes away
9. hot area in Earth’s mantle that melts rock into magma
10. steep-sided volcano made of tephra
11. large opening caused by the collapse of the top of a volcano
12. basaltic volcano with gently sloping sides
13. opening at the top of a volcano’s vent
Column II
a. batholith
b. caldera
c. cinder cone
d. composite volcano
e. crater
f. dike
g. hot spot
h. shield volcano
i. sill
j. tephra
k. vent
l. volcanic neck
m. volcano
Asse
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Chapter Review
Directions: Find the mistakes in the statements below. Rewrite each statement correctly on the lines provided.14. After many thousands, or even millions of years, magma reaches Earth’s surface and flows out
through an opening called a crater.
15. Rock melts at calderas and then is forced toward the crust as magma.
16. When tephra falls to the ground, it forms a steep-sided, very hard-packed, cinder cone volcano.
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Chapter Review (continued)
36 Volcanoes
Part B. Concept ReviewDirections: Choose the correct category from the list for each igneous rock feature. Each category will be usedmore than once. Write the letter of the correct category or categories in the space beside each igneous rock feature.
Assessment
Igneous Rock Feature
__________ 1. batholith
__________ 2. dike
__________ 3. sill
__________ 4. volcanic neck
__________ 5. caldera
Category
a. formed when magma solidifies underground
b. formed from erosion
c. formed when an action changes the top of a volcano
Directions: Answer the questions on the lines provided.
6. What are two important factors that affect the explosiveness of a volcanic eruption?
7. What kind of volcanic eruption occurs when basaltic magma is present? Why?
8. What kind of volcanic eruption occurs when granitic magma is present? Why?
9. Why are volcanoes dangerous to people?
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Volcanoes
I. Testing ConceptsDirections: In the blank at the left, write the letter of the term or phrase that best completes the statement.
1. A mountain that forms when layers of lava and ash erupt and build up is a ______.a. caldera b. volcano c. vent d. explosive
2. The Soufriére Hills volcano is an example of a ______ volcano.a. composite b. cinder cone c. shield d. Hawaiian
3. Ship Rock in New Mexico is an example of a ______.a. caldera b. volcanic neck c. sill d. all of these
4. Hot spots begin at ______.a. the boundary between the mantle and the outer coreb. where plates are moving apartc. where plates are moving togetherd. cinder cones
5. Kilauea in Hawaii is the world’s most ______ volcano.a. dormant b. active c. quiet d. explosive
6. Volcanoes occur at all of the following EXCEPT ______.a. where plates are moving apart c. hot spotsb. where plates are moving together d. cool areas in the mantle
7. One factor that determines whether a volcanic eruption will be quiet or explosive is the ______.a. number of cinder cones presentb. height of the volcano’s ventc. amount of water vapor and other gases trapped in the magmad. temperature of the magma
8. ______ content makes it more likely that a volcano will erupt violently.a. High silica c. Low pyrocrasticb. Low silica d. High pyrocrastic
9. Dikes are formed when ______.a. the top of a volcano collapses downb. magma enters a horizontal crack and hardensc. magma enters a vertical crack and hardensd. magma cools underground before reaching the surface
10. A batholith is created when ______.a. magma enters a vertical crack and hardensb. the top of a volcano collapses downc. magma cools underground before reaching the surfaced. magma enters a horizontal crack and hardens
Asse
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Chapter Test (continued)
38 Volcanoes
Directions: Determine whether each of the following statements is true or false. Write true or false in theblank. If the statement is false rewrite it so that it is true.
11. All volcanic material is the same size.
12. Magma is forced upward because it is denser than the surrounding rock.
13. Volcanoes can form on the ocean floor.
14. A volcanic neck forms when a volcano’s core erodes.
15. Gas trapped in magma under high pressure can cause explosive eruptions.
16. Most igneous activity takes place above ground in volcanoes.
17. Today people are never killed by volcanic eruptions.
18. A cinder cone volcano is caused by a quiet eruption.
19. There is no relationship between the movement of Earth’s plates and volcanoes.
Assessment
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.Chapter Test (continued)
Volcanoes 39
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II. Understanding Concepts
Skill: Sequencing
Directions: Beginning with 1 for the smallest, number the following in sequence to indicate the size of tephra.
1. ______ a. cinders
______ b. ash
______ c. bombs and blocks
Directions: Number the following steps in the correct sequence to show the formation of a caldera.
2. ______ a. A large opening is produced.
______ b. The top of a volcano collapses down.
______ c. Magma is forced upward toward Earth’s surface.
Skill: Sequencing
Directions: Identify each type of volcano and describe how it’s formed.
3. Figure 1 is a
It’s formed by
4. Figure 2 is a
It’s formed by
5. Figure 3 is a
It’s formed by
Asse
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ent
Lava flows TephraTephra Lava flows
Figure 1 Figure 2 Figure 3
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Chapter Test (continued)
40 Volcanoes
Skill: Concept Mapping
Directions: Answer the following questions on the lines provided.
6. There are two events in the formation of a dike. What is the first event?
7. What is the second event?
Skill: Comparing and Contrasting
Directions: Answer the following question on the lines provided.
8. Compare and contrast silica-rich and silica-poor magma.
III. Applying ConceptsDirections: Identify each type of volcano or volcanic feature by writing composite, shield, cinder cone,batholith, volcanic neck, or caldera on the lines provided.
1. Ship Rock, New Mexico—hard magma core
2. Soufriére Hills, Monserrat—where Earth’s plates come together
3. Yosemite National Park granite domes, California—remains ofsomething larger
4. Kilauea, Hawaii—quiet lava flows
5. Crater Lake, Oregon—bigger than a crater
6. Paricutin, Mexico—pile of tephra
IV. Writing SkillsDirections: Answer the following questions using complete sentences.
1. Why do volcanoes form at plate boundaries and hot spots?
2. How are a soft drink in a can and magma alike?
Assessment
Transparency Activities
Volcanoes 41
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42 Volcanoes
Transparency Activities
Section FocusTransparency Activity11
If you saw a black-and-white picture of this stream, it probablywouldn’t impress you. But in living color, it’s astonishing. The surfacetemperature is about 1000°C (1832°F).
River Ablaze
1. What is this fiery, flowing substance?
2. Where did this glowing river originate?
3. What will become of this river of fire?
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Section FocusTransparency Activity22
Trapped gasses under pressure sometimes are released by volcaniceruptions, but there are other ways that Earth vents gases, too. Oneexample is Dominica’s Boiling Lake. Located on an island with dormantvolcanoes, the lake is heated by an underwater vent that releases hot gases.
An Island Escape
1. Why is Boiling Lake shrouded in steam?
2. What might happen if the underwater vents closed?
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44 Volcanoes
Transparency Activities
Section FocusTransparency Activity33
Over many years, erosion by weather and water can create exoticlandscapes from the layers of material deposited by volcanoes.Examples of this are the rock homes shown below, which are in anarea of Turkey called Cappadocia.
Ancient Volcanic Rock
1. Where did the rock formations you see here come from?
2. How is the action of weather and water on a landscape similar tothe action of a sculptor working marble?
3. Name some other places that volcanic activity has shaped thelandscape.
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Volcanoes 45
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Volcanoes and Hot Spots
AFRI
CA
EURO
PE
ASIA
ASIA
AUST
RALI
A
Paci
ficO
cean
Indi
anO
cean
Arct
ic O
cean
Atla
ntic
Oce
an
NO
RTH
AMER
ICA
SOU
THAM
ERIC
A
AFRI
CA
EURO
PE
AUST
RALI
A
NO
RTH
AMER
ICA
SOU
THAM
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A
Hot
spot
Activ
e vo
lcan
oPl
ate
boun
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Teaching TransparencyActivity11
46 Volcanoes
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Teaching Transparency Activity (continued)
1. What is a hot spot?
2. What is the Pacific Ring of Fire?
3. Where is Iceland located? How was Iceland formed? Why does it have active volcanoes?
4. Why is the Hawaiian Island of Kauai now a dormant volcano?
5. Would it be possible for a volcano to form off the Atlantic coast of the United States? Explainyour answer.
6. Would you expect volcanic activity in Greenland? Why or why not?
Transparency Activities
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AssessmentTransparency Activity
Directions: Carefully review the table and answer the following questions.
Volcanoes
1. According to the table, which year did Mount St. Helens experiencethe most explosive activity?A 1980 B 1981 C 1982 D 1983
2. According to the table, there was no explosive activity between ___.F 06/12/80–10/16/80 H 02/01/83–03/29/84G 12/27/80–03/20/82 J 10/17/80–03/18/82
3. All of the following days had lava flows from the dome EXCEPT ___.A December 27, 1980 C June 12, 1980B July 22, 1980 D August 18, 1982
Volcanic Eruptions at Mount St. Helens
Date Explosiveactivity
Lavaflows
(dome)
Brokenflows
Volume(million
cubic yds)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
54.5
13.1
3.6
2.1
5.4
4.7
4.4
6.0
29.3
1.4
6/12/80
7/22/80
10/16/80
12/27/80
6/18/81
10/30/81
3/19/82
8/18/82
2/7/83
3/29/84
