Philippines volcano
June 25, 2001
Web posted at: 7:14 PM EDT (2314 GMT)
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Curriculum connections: Earth Science
Objectives
Students will be able to:
- Evaluate methods of monitoring volcanic activity.
- Formulate and defend opinions about the monitoring method they think would be the most effective in the Philippines.
Standards
National Science Education Standards
Earth and space science, Content standard D, grades nine-12
High school students should know that interactions among the solid earth, the oceans, the atmosphere and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years.
Materials
CNNfyi.com article, "Volcano may blow again, experts warn"
Internet access
Riverdeep's Volcano Lab
Suggested time
One class period
Procedure
1. Ask students what they know about volcanoes: What causes them? What are the effects? Where is most of the world's volcanic activity located?
2. Have students read the CNNfyi.com article "Volcano may blow again, experts warn" and ask the following:
- How long did the Mayon volcano rumble before it erupted in the Philippines? Why did visibility drop to near zero within hours? How many villagers were evacuated? What problems could a tropical storm create following the eruption?
- Why is there concern about the southeast portion of the Mayon volcano's crater? What are some effects of collapsed domes? Why do you think volcano alerts are in stages? Why is the Philippines referred to as the Pacific "Ring of Fire"?
- Why do you think evacuated residents are returning to their homes in spite of warnings not to do so? What do you think you would do, and why?
3. Explain that there are several ways to measure volcanic activity. Divide the class into five groups, and assign each group one of the following methods to research: hydrology, ground deformation, seismicity, gas or remote sensing. Direct each group to learn about the techniques used, advances in technology, benefits and drawbacks, and challenges of their assigned method. Students may want to use charts and diagrams to illustrate their information. Have each group present its findings to the class.
Assessment
After hearing all the presentations, ask students to write short arguments about which monitoring device they believe would be the most effective in monitoring the Mayon volcano in the Philippines.
Accommodations
Students can choose one of the five volcano monitoring devices and evaluate its benefits and drawbacks.
Challenge
Have students use the volcano lab to collect ground, seismicity and sulfur dioxide gas data from the Kilauea, Pinatubo and Mount St. Helens volcanoes. Have students determine how using the information they have gathered can assist scientists in determining the activity of volcanoes.
Extension
Students can research different types of volcanoes and determine if the Mayon Volcano is a shield, cinder cone or composite volcano.
RELATED STORY:
Lesson plan: Volcanic activity
December 21, 2000
RELATED SITES:
Seismic Monitoring
Volcanoes -- Introduction
The Electronic Volcano
CVO Menu - Glossary of Volcano and Related Terminology
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