SSAC Physical Volcanology module. Students build a spreadsheet to examine how magma viscosity varies with temperature, fraction of crystals, and water content using the non-Arrhenian VFT model.

SSAC Physical Volcanology module. Students build a spreadsheet to examine how magma viscosity varies with temperature, fraction of crystals, and water content using the non-Arrhenian VFT model.

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SSAC Physical Volcanology module. Students build spreadsheets to estimate melt density at high temperatures and pressures from the thermodynamic properties of silicates.

SSAC Physical Volcanology module. Students build spreadsheets to estimate melt density at high temperatures and pressures from the thermodynamic properties of silicates.

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SSAC Physical Volcanology module. Students build a spreadsheet to examine and apply the Mogi model for horizontal and vertical surface displacement vs. depth and pressure conditions in the magma chamber.

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SSAC Physical Volcanology module. Students build a spreadsheet to examine and apply the Mogi model for horizontal and vertical surface displacement vs. depth and pressure conditions in the magma chamber.

SSAC Physical Volcanology module. Students build a spreadsheet to calculate velocity of rising magma in steady-state Plinian eruptions using conservation of mass and momentum.

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SSAC Physical Volcanology module. Students build a spreadsheet to calculate velocity of rising magma in steady-state Plinian eruptions using conservation of mass and momentum.

The purpose of this exercise is to give students the experience of utilizing the two component solid solution phase diagram of albite-anorthite and applying this diagram to the interpretation and petrogenesis of chemically zoned plagioclase.

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This is a lab activity in which small groups of students work with maps, rocks, photographs of volcanic deposits, and textual data to construct a hazard map and a risk communication plan for a specific volcano. Each group is assigned a "volcano scenario," which is based on real volcanoes.

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This is an interactive lecture where students answer questions about demonstrations shown in several movie files. They learn to connect what they have learned about molecules, phases of matter, silicate crystal structures, and igneous rock classification with magma viscosity, and to connect magma viscosity with volcano explosiveness and morphology.

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This is an interactive lecture where students answer questions about demonstrations shown in several movie files. They learn to connect what they have learned about molecules, phases of matter, silicate crystal structures, and igneous rock classification with magma viscosity, and to connect magma viscosity with volcano explosiveness and morphology.

The presentation is an introduction to the control of magma chemical compositions by the fractionation of crystallizing phases. It is followed by a lab exercise where students interpret volcanic rock petrology and a geochemical data set (from Iceland) in terms of sequences of fractionating phases.

It is a useful as an introduction because it shows clearly, with data points, interpreted lines, and oral explanation how fractionating crystals can, in principal, control the chemical composition of derivative magmas.

In context, this presentation is shown after phase diagram lectures and exercises, and it is linked to them by examining phase diagrams that illustrate the crystallization sequence (Olivine-plagioclase-augite). Further, a following lab exercise has the students deduce somewhat similar crystal fractionation controls for a set of Iceland lavas (for phenocryst petrology) and geochemical data sets (with which control lines are plotted).

The presentation itself is not enough to make the connection between liquid composition changes, phase diagrams, and chemistry, but in the context of earlier phase diagrams, presentation, return to phase diagrams, and the petrology-geochemistry Iceland exercise, it helps get across the idea of how crystal fractionation can control magma evolution.

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Students participate in a popular experiment with Mentos candies and soda. This helps them learn about the scientific method, gas saturation, bubble nucleation, and explosive volcanic eruptions.

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The NAVDAT project is compiling existing age, chemical, and isotopic data from Late Cretaceous to Holocene extrusive and intrusive igneous rocks from the western United States, British Columbia, and northern Mexico into a web-accessible electronic database. NAVDAT will be integrated into a geographic information system (GIS) to allow visualization of complex age-compositional patterns in volcanism throughout the study region. The addition of necessary relational and graphical tools will allow users of the database to address a wide variety of issues concerning the geologic evolution and present volcanic state of western North America.

Students analyze the natural disaster threat and potential mitigation techniques of their (family) home.

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Volcanic debris flows (lahars) flow long distances, bury and aggrade river valleys, and cause long-term stream disturbances and dramatic landscape changes. Students will evaluate the nature, scale, and history of past lahars from Mount Rainier in a river valley and interpret the past and potential future impact on humans of lahars.

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This activity is a Web investigation and research exercise starting with the 2003-present Anatahan volcanic eruptions in the Mariana arc, and concluding with a petrologic examination of published Mariana arc lavas data sets.

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The pet rock project is a semester-long project in which each student randomly selects an igneous or metamorphic rock from the instructor or brings in a rock from an appropriate locality, and follows all of the steps a petrologist would take to interpret an igneous or metamorphic rock from an unknown area. This project runs in the background of the petrology class during the initial part of the semester while the student acquires the petrologic skills to make more sophisticated interpretations. The culmination of the project is for each student to spend several hours with the instructor using the electron microprobe to identify more difficult minerals with certainty, to produce high quality digital backscattered electron images and to obtain quantitative electron microprobe analyses of selected minerals that aid in the interpretation of the pet rock. Ultimately, the student interprets the rock, generally with the assistance of the instructor, writes a report explaining the process and results and presents the results to the class.

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Pre-lab material provides background on the Hawaiian hotspot and the current eruption utilizing maps, diagrams, information, photographs, and video footage of the Pu'u 'Ō'ō-Kupaianaha eruption with written questions that test understanding of this material.
Examination of hand samples and thin-sections of lavas from a distinct interval of the Pu'u 'Ō'ō-Kupaianaha eruption with group partners in lab.
Working within groups assigned to particular intervals of the eruption to make time-series analyses of whole-rock geochemistry from the Pu'u 'Ō'ō-Kupaianaha eruption to evaluate crustal processes of magmatic evolution.
Interpretation and synthesis of background information, petrography, and geochemistry, and presentation of results and interpretation with group partners at the beginning of the next lab period.

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