Glencoe Science
Chapter Resources
Volcanoes
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
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Table of Contents
To the Teacher
Reproducible Student Pages
■
iv
Hands-On Activities
MiniLAB: Try At Home Modeling Magma Movement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Modeling Volcanic Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Identifying Types of Volcanoes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own How do calderas form? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Volcanic Preservation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
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
iii
To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this 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 Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers 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 Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
iv
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the concepts 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 less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats 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 the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter 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 will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate 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 interest
and 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. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
v
Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Teacher Support and Planning
Content 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 blanks
in the students’ Note-taking Worksheets.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
vi
Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Modeling Magma Movement . . . . . . . . . . . . . 3
MiniLAB: Modeling Volcanic Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Identifying Types of Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own How do calderas form? . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Volcanic Preservation . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Volcanic Eruptions . . . . . . . . . . . . . . . . . . . . . 11
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Volcanoes
1
Hands-On Activities
Hands-On
Activities
2 Volcanoes
Date
Class
Hands-On Activities
Name
Modeling Magma Movement
Procedure
1.
2.
3.
4.
Pour water into a clear-plastic cup.
Pour a small amount of olive oil into a separate plastic cup.
Extract a small amount of oil with a dropper.
Submerge the dropper tip into the water cup and slowly squeeze oil drops
into the water.
Analysis
1. Describe what happened to the oil.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. How do your observations compare with the movement of magma within Earth’s crust?
Volcanoes
3
Name
Date
Class
Procedure
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 paper
plate.
3. Allow the plaster of paris to dry. Use a protractor to measure the slope
angles of the sides of the volcanoes.
Data and Observations
Side
Sand/Sugar Cone
Plaster of Paris Cone
1
2
3
4
Analysis
What form of volcano is represented by the model with steeper sides?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Modeling Volcanic Cones
4 Volcanoes
Name
Date
Class
Hands-On Activities
Identifying Types of Volcanoes
Lab Preview
Directions: 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 of
eruption and the form of the volcano that will develop. Do this lab to see
how to make and use a table that relates the properties of magma to the
form of volcano that develops.
Real-World Question
Materials
Table 1 (thirteen selected eruptions)
paper
pencil
Goals
Procedure
1. Use the graph shown on this page.
2. Using the information from Table 1, plot
the magma content for each of the volcanoes listed by writing the name of the basic
type of volcano in the correct spot on the
graph.
Types of Volcanoes
high
■
Determine any relationship between the
ability of magma to flow and eruptive force.
Determine any relationship between magma
composition and eruptive force.
low
■
Silica content of magma
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Are the silica and water content of magma related to the form of volcano that develops?
low
high
Water Content of Magma
Volcanoes
5
Name
Date
Class
(continued)
1. 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 the
nature 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 on
the eruptive force of the volcano.
6. Describe the relationship that appears to exist between the silica and water content of the
magma and the type of volcano that is produced.
Communicating Your Data
Create a flowchart that shows the relationship between magma composition and the type
of volcano formed. For more help, refer to the Science Skill Handbook.
6 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Conclude and Apply
Name
Date
Class
Design Your Own
Hands-On Activities
How do calderas form?
Lab Preview
Directions: 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 after
an eruption.
Real-World Question
Test Your Hypothesis
What might cause the top of a volcano to collapse?
Make a Plan
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Form a Hypothesis
Based on your reading about volcanoes, state a
hypothesis about what would happen if the
magma inside the magma chamber of a volcano were suddenly removed.
Possible Materials
small box
small balloon
paper
newspaper
flour
plastic tubing
clamp for tubing
tape
scissors
Goals
■
■
■
Design a volcano setup that will demonstrate how a caldera could form.
Observe what happens during trials with
your volcano setup.
Describe what you observe.
Safety Precautions
1. As a group, agree upon the hypothesis and
identify which results will support the
hypothesis.
2. Design a volcano that allows you to test
your hypothesis. What materials will you
use to build your volcano?
3. What will you remove from inside your
volcano to represent the loss of magma?
How will you remove it?
4. Where will you place your volcano? What
will you do to minimize messes?
5. Identify all constants, variables, and controls
of the experiment.
Follow Your Plan
1. 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 trials
to test your hypothesis. Record any
observations that you make and any
other data that are appropriate to test
your hypothesis.
Volcanoes
7
Name
Date
Class
(continued)
1. 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 Apply
1. 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 it
different?
Communicating Your Data
Make a 4-sequence time-lapse diagram with labels and descriptions of how a caldera
forms. Use your visual aid to describe caldera formation to students in another class.
8 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Analyze Your Data
Date
1
Laboratory
Activity
Class
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 rock
and ash to cover an area of 2.6 km2 to a depth of 172.8 m. This amount of ash is almost as much
as Mt. Vesuvius poured onto Pompeii in 79 A.D. Organisms rapidly buried by the ash from volcanic
eruptions may be preserved as fossils. Many examples were found in the excavation of Pompeii.
Strategy
You will form a “fossil” by drying.
You will compare the fossil to a living sample.
Materials
brush (soft)
silica powder or borax
cake tin with lid
flowers (several different kinds)
pencils (colored)
metric ruler
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. 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 the
flowers to a depth of 5 to 8 cm.
4. Put the lid on the tin and allow the tin to
stand undisturbed for three weeks.
5. Carefully pour off the silica powder and
examine the flowers.
6. Compare the appearance of the dried
flowers to that of the fresh specimens.
Data and Observations
Table 1
Property
Fresh
Dried
Color
Size
Other
Volcanoes
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
1. 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?
10 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Questions and Conclusions
Date
2
Laboratory
Activity
Class
Volcanic Eruptions
Some volcanic eruptions consist of violent explosions of gases and tephra, while others involve
a relatively quiet flow of lava around a vent. The type of eruption that occurs depends on both the
composition of the magma and the amount of gas trapped in it. Thick magma that is rich in silica
tends to trap steam and other gases. The more gas in the magma, the greater the pressure that
builds up in the volcano. The tremendous pressure that builds in silica-rich magma is released
when 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 produces
basaltic lava that flows from a volcano in broad, flat layers. In this lab, you will model both
basaltic lava flows and explosive eruptions.
Strategy
You 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.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
newspaper
old paintbrushes (3)
balloons (9)
sponge
empty coffee can
marker
measuring cup
meterstick
plaster of paris
scissors
water
piece of thick cardboard (approximately 50 cm ✕ 50 cm)
1 lb. plastic margarine tubs (2)
textbooks
red, 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.
Procedure
Part A—Modeling Explosive Eruptions
1. Work in a group of five or six students. Put
on your apron and goggles, and cover your
work area with sheets of newspaper.
2. Inflate six of the balloons. Put less air in some
of the balloons than in others. You’ll need two
small balloons, two medium, and two large.
Leave the remaining balloons uninflated.
3. In the coffee can, combine 1 L of plaster
mix with 2 L of water. Stir the mixture
with a wooden stirrer until the mixture is
smooth. You should use a bit more water
than the directions on the box suggest.
Thinner plaster will be easier to work with.
4. Pour about one-third of the mixture into
each of the plastic tubs, leaving the final third
in the can. Add several drops of food coloring
to each container, and stir.
You should end up with three colors of plaster: red, green, and blue. Do this step as
quickly as possible since the plaster mix will
begin to harden.
5. Using paintbrushes, coat the entire surface of
each of the inflated balloons with a thin layer
of plaster. Paint the two small balloons blue,
the medium balloons green, and the large
balloons red. Using any color, paint a band
around the center of each of the empty balloons, leaving the ends unpainted (Figure 1).
Set the balloons on sheets of newspaper to
dry. If you spill any plaster while you are
painting, wipe it up with a damp sponge.
Volcanoes
11
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 2 (continued)
Inflated
6. While the plaster is drying, skip to Part B
of the procedure.
7. To model the buildup of pressure inside
magma, try to inflate the empty balloons.
What do you observe? Record your observation in the Data and Observations section.
8. Spread newspapers on an open area of the
floor. With the marker, draw a large X on
the center of the paper. To model an
explosive eruption, take one of the small,
blue balloons and place it on the X. Pop
the balloon by stepping on it. Leave the
pieces of the plaster in place and pop the
second small balloon in the same way.
CAUTION: Wear your safety goggles
throughout this experiment.
9. With the meterstick, measure the distance
from the X to the piece of plaster that
landed the farthest from it. This distance
represents the radius of the debris field.
Record this measurement in Table 1 the
Data and Observations section.
10. Repeat step 8 using the medium balloons.
Measure and record the distance from the
X to the piece of green plaster that landed
farthest from it.
11. Repeat step 8 using the large balloons.
Measure and record the distance from the
X to the piece of red plaster that landed
farthest from it.
12 Volcanoes
Uninflated
Part B—Modeling Basaltic Lava Flows
1. Use the scissors to poke a hole near the
center of the piece of cardboard. Widen the
hole until it is just large enough for the cap
of a tube of toothpaste to fit through it.
2. Make two stacks of books and place the
cardboard on top of them so that the hole
is suspended about 30 cm above your work
surface (Figure 2).
3. Remove the cap from one of the tubes of
toothpaste. Stick the cap end of the tube
through the hole so that the tube is upright
and just the mouth is sticking out the top of
the cardboard. Model a basaltic lava flow by
slowly squeezing out the contents of the tube.
4. Measure the height and diameter of your
“lava” flow and record your measurements
in Table 2 in the Data and Observations
section.
5. To model additional eruptions, repeat steps
3 and 4 using the other two tubes of toothpaste to add to your “lava” flow.
6. Return to step 7 of Part A.
Figure 2
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Figure 1
Name
Date
Class
Hands-On Activities
Laboratory Activity 2 (continued)
Data and Observations
What did you observe when you inflated the plaster-coated balloons?
Table 1
Balloon size
Radius of debris
field (cm)
Small 1
Small 2
Medium 1
Medium 2
Large 1
Large 2
Table 2
Eruption
Diameter (cm)
Height (cm)
1
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2
3
Questions and Conclusions
1. 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 the
force of an explosive volcanic eruption?
3. What type or types of volcano did you model in Part A? Explain your answer.
Volcanoes
13
Name
Date
Class
Laboratory Activity 2 (continued)
5. a. In Part B, how did the layers of toothpaste accumulate? Did the second and third layers form
on 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 volcano
compared with lower layers?
6. How did the height of the volcano you modeled in Part B compare with its width? What type
of 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?
14 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
4. What were you modeling when you inflated the plaster-coated balloons in step 7 of Part A?
Name
Date
Class
Hands-On Activities
Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Directions: Use this page to label your Foldable at the beginning of the chapter.
Explosive
Eruptions
Quiet
Eruptions
Both
These eruptions change
the environment.
Andesitic magma can
produce these types of
eruptions.
These eruptions tend to form
shield volcanoes.
These eruptions form
volcanoes over hot spots
in the seafloor.
These eruptions start with
magma that is formed deep
inside Earth.
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.
Volcanoes
15
Meeting Individual Needs
Meeting Individual
Needs
16 Volcanoes
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1.
Meeting Individual Needs
Directions: On the lines provided, identify the types of volcanoes shown below.
2.
3.
Directions: Use the following terms to answer the questions below. The list has more terms than you will need.
quiet
lava
ash
explosive
composite
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?
Volcanoes
17
Name
Date
Directed Reading for
Content Mastery
Section 1
■
Section 2
■
Class
Volcanoes and Earth’s Moving
Plates
Types of Volcanoes
Directions: Write the letter of the correct term in Column II next to its description in Column I.
Column II
Meeting Individual Needs
1. melted rock formed by heat and pressure deep
inside Earth
a. magma
2. area between mantle and core where hot rock
is forced into the crust
b. crater
3. places where most volcanoes occur
c. vent
4. opening in Earth’s surface through which
magma flows
d. volcano
5. steep-walled depression around a volcano’s
vent
e. hot spot
6. an opening in Earth’s surface that often
forms a mountain when layers of lava and
volcanic ash erupt
f. heat and pressure
7. cause rocks to melt and form magma
g. plate boundaries
Directions: Complete the following sentences by unscrambling the word or words in italics and writing them on
the 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) ____________________.
18 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Column I
Name
Date
Directed Reading for
Content Mastery
Section 3
■
Class
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
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
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
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
Volcanoes
19
Meeting Individual Needs
2. The largest intrusive rock formations are _____.
Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Volcanoes
Directions: Write the correct terms next to their definitions on the lines provided. Then circle the terms in the
word search puzzle.
C
I
N D E R C O N E
O X V O L C A N O Z
M T E P H R A A V M
P S N C A L D E R A
Meeting Individual Needs
O H T R D U
S
I
I
E E T
T
L
E D
N A
I
M A
L
T S K A G V
I
E
L V A
T E S L
T
E F R
I
A P U
A
R H L
J
1. a broad volcano with gently sloping sides
2. hardened magma squeezed into vertical spaces between
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
20 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
rocks
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
Los volcanes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1.
Satisface las necesidades individuales
Instrucciones: Identifica cada tipo de volcán. Escribe el nombre en las líneas dadas.
2.
3.
Instrucciones: Usa los siguientes términos para responder las preguntas. Hay más términos que los que
necesitas.
silenciosa
lava
cenizas
explosiva
compuesto
de escudo
4. ¿De qué tipo de material se componen los volcanes con lados anchos e inclinados?
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?
Los volcanes
21
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sección 1 Los volcanes y las placas
móviles 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.
1. roca fundida formada por el calor y la presión
en las profundidades de la Tierra
Satisface las necesidades individuales
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
Columna II
a. magma
b. cráter
c. chimenea
d. volcán
e. foco caliente
5. depresión de paredes casi verticales alrededor
de la chimenea de un volcán
f. calor y presión
6. abertura en la superficie terrestre que forma
una montaña cuando se acumulan capas de
lava y ceniza volcánica de las erupciones
g. límites entre placas
7. hace que la roca se funda y forme magma
Instrucciones: Completa las siguientes oraciones ordenando las letras de los términos que aparecen en bastardilla 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) ____________________.
22 Los volcanes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Columna I
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Sección 3
Clase
■
Características de las
rocas ígneas
Instrucciones: Escribe en los espacios de la izquierda, la letra del término que completa correctamente cada
oración.
1. El magma que se escurre entre las grietas laterales de las rocas y luego se
endurece se llama una _____.
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 luego
se endurece se llama _____.
a. intrusiones
b. diques
4. Las rocas que se forman cuando el magma se enfría bajo el suelo se llaman _____.
a. intrusivas
b. calderas
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. Si la parte superior de un volcán se cae, puede que forme una gran abertura 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 de
grandes _____.
a. batolito
b. cráter
Los volcanes
23
Satisface las necesidades individuales
a. intrusión
Nombre
Fecha
Clase
Términos claves
Volcanes
Lectura dirigida para
Dominio del contenido
Instrucciones: Escribe los términos correctos al lado de sus definiciones. Encuentra luego los términos en la
sopa de letras.
L
A
C O N O D E C A R B O N
I
E F C G A M O H A W A
A V D X
L O O C H
I
I
L
M E N E A N B D E C
Satisface las necesidades individuales
C N N M A G P C E N
I
O A
I
S A
R D E E S C U D O O R M T Q T
A Y E R
I
T E F R
T E R U O C S
E T U
I
L
I
L
T A O U T D
A V A N L
E R E
L
S U R
Y S T O T A
T
I
R O P N E V O L C A N O T O C A
1. volcán amplio con pendientes suaves
2. magma endurecido que se escurrió entre los espacios
verticales entre las rocas
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
24 Los volcanes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3. trozos de roca o lava sólida que caen por el aire
Name
1
Date
Reinforcement
Class
Volcanoes and Earth’s Moving Plates
1. Use the diagram to identify the parts of a volcano.
A
B
C
D
E
2. Identify the three kinds of places where volcanoes can occur. Explain how a volcano can form
at each and give an example of a volcano.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
a.
b.
c.
3. Describe the Ring of Fire in the Pacific Ocean and the volcanoes formed there.
Volcanoes
25
Meeting Individual Needs
A
B
C
D
E
Name
2
Date
Reinforcement
Class
Types of Volcanoes
Directions: Identify each form of volcano and then fill in the chart with the appropriate information about
each form.
Lava flows
Form of volcano
Lava flows
Figure 3
Figure 2
Type of magma
Tephra
Shape of volcano
Materials in volcano
1.
2.
3.
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?
26 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Figure 1
Tephra
Name
3
Date
Reinforcement
Class
Igneous Rock Features
Directions: Identify each volcanic feature shown in the figure. Describe how it is formed.
4.
6.
3.
Meeting Individual Needs
2.
5.
1.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1.
2.
3.
4.
5.
6.
Volcanoes
27
Name
Enrichment
Class
Predicting Volcanic Eruptions
Meeting Individual Needs
For people who live near volcanoes, knowing
when they are about to erupt can be a matter of
life or death. The earlier scientists can predict
when 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 assess
the activity of volcanoes and predict major
eruptions.
Measuring Tremors
The most telling indicator of a pending
volcanic eruption is seismic activity created
by rising magma inside the volcano. As the
magma rises, the intensity and frequency of
tremors increase. These tremors are measured
with a seismograph. The data recorded by the
seismograph are transmitted twenty-four
hours a day to remote stations where scientists
analyze it. This technique helped to predict
the 1991 eruption of Mount Pinatuba in the
Philippines.
Sensing Details About the Magma
When magma rises it also creates ground
deformations, or bulges in the volcano’s
outside surface. Tiltmeters are sensors that use
laser beams to help create maps of the physical
changes that rising magma causes. Tiltmeters
sense how deep a magma source is, how fast it
is moving, and where it might erupt.
Another technique used is to measure the
levels of gases escaping from a volcano vent.
Carbon dioxide and sulfur dioxide are two of
the gases scientists measure. Until recently,
researchers sometimes had to climb volcanoes
to install the measuring devices by hand, placing themselves in danger. Now, however, new
devices are available that allow them to
measure the amount of infrared light
absorbed by the gas molecules. Using this
equipment, the researchers can calculate the
concentration of the gas in the air without
having to climb a volcano.
Measuring Magma’s Electric Currents
Gravimeters are another useful tool. They
measure the electric currents given off by
magma. An increase in electric current indicates
a rise in the level of magma. These devices can
also locate areas of flowing magma.
The most recent development in predicting
volcanic activity involves the use of satellites to
detect heat from the hot gases that a volcano
emits. Scientists call the system “Hotspots.” The
Global Positioning System reads satellite signals
to pinpoint and monitor ground deformations
on Earth. Finally, scientists are making use of
the Landsat satellite, which uses infrared
sensors to monitor the temperature changes
created by gases escaping from cracks in the
volcano that can indicate increased volcanic
activity. This technique is still new, and
scientists expect improvements over the next
few years to help them predict major eruptions
earlier than ever before.
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?
28 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
Date
Name
Date
2
Enrichment
Class
Kinds of Volcanic Eruptions
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Figure 1
Figure 2
Figure 3
Meeting Individual Needs
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 who
study 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 very
fluid lava and very little explosive activity.
■ Strombolian eruptions are a little more violent. Named after the Stromboli volcano
in Italy, they have thicker lava flows and some small explosions.
■ Vulcanian eruptions are named after the Vulcano volcano in northern Sicily. The
word volcano comes from the name of the Roman god of fire, Vulcan. He was
believed to live beneath this volcano. Vulcanian eruptions are not often characterized
by 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 volcano’s vent, building up tremendous pressure. The magma is removed by a violent
gas explosion that can send glowing clouds, or clouds of hot ash and gas, hurtling
down the sides of the volcano. Often parts of the volcano are blown away. The 1902
eruption of Mount Pelée in the West Indies was a tragic example.
Figure 4
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.
Volcanoes
29
Name
Enrichment
Class
The Ngorongoro Crater
What happens when an enormous volcano
violently erupts and then suddenly stops? The
shock from the physical changes causes the top
to collapse in on itself. This is what appears to
have happened about 2.5 million years ago in
what is now northern Tanzania in East Africa.
Here you will find one of the world’s largest
unbroken calderas—the Ngorongoro Crater.
Meeting Individual Needs
Walled Habitat
The floor of the crater is mostly open grassland and covers an area of 264 square km. The
high walls rise up 610 m above the crater floor
and are heavily forested around the rim.
Tourists frequently visit the area, which is
located near the famous Mount Kilimanjaro
and Serengeti Plains.
An annual flood and good soil cause lush
grass to grow on the crater floor, and the rainy
season creates many lakes. The crater is home
to elephants, gazelles, hyenas, wildebeests,
zebras, rhinoceroses, elands, hartebeests,
warthogs, and the densest population of lions
in the world. The lakes provide a home for
flocks of pink flamingos and nearly 100 other
species of birds.
Protected from Hunters
The area was set aside in the 1920s for
protection from hunters, who had significantly
reduced the lion population in the crater.
In 1959 the area was included into the Ngorongoro Conservation Area, which covers 8,300 km2,
and was named a UNESCO World Heritage Site
in 1979. Since the 1930s, many tourists have
visited the area.
Problems to Solve
Although the animals living in the crater
seem to have a nearly perfect habitat, they do
face some threats. The lion population is especially threatened due to generations of
inbreeding. Elsewhere in the plain, populations of lions migrate, but in the crater they
remain permanently. The crater lions also
defend their territory from other lions entering it. The inbreeding causes reduced reproduction rates and weakened immune systems.
Researchers are currently exploring ways to
help the lion population in the crater.
The crater currently faces other environmental threats. Black rhinoceroses, leopards,
and elephants continue to be poached
although their populations are protected by
law. The environmental impacts of tourism
also pose problems for the area. Further, the
25,000 to 40,000 Masai people who live in the
area are allowed to graze sheep, cattle, and
goats in the area, but overgrazing is becoming
a concern. Some conservationists are currently
looking at ways to manage the area more
effectively.
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?
30 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
Volcanoes
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.
C. Volcanoes form when magma flows out of a surface opening called a _____________; a steepwalled 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 through
which lava can flow.
2. At ___________________ plate boundaries, volcanoes tend to erupt more violently than
they do in other areas.
3. At the boundary between Earth’s mantle and core, unusually hot areas form
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
__________________, such as at the Hawaiian Islands.
Section 2
Types of Volcanoes
A. The amount of water vapor and other ______________ present is one factor that determines
whether 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 ____________________ that
can cause explosive eruptions.
B. The ____________________ of magma is a second factor affecting the nature of a volcano’s
eruption.
1. Low-silica magma, called _________________ , is fluid and produces a quiet, nonexplosive
eruption.
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.
Volcanoes
31
Meeting Individual Needs
2. Sulfurous gases from volcanoes can create __________________, which can kill organisms
and pollute water.
Name
Date
Class
Note-taking Worksheet (continued)
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 more
explosive tephra.
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.
32 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
Section 3
Assessment
Assessment
34 Volcanoes
Name
Date
Chapter
Review
Class
Volcanoes
Part A. Vocabulary Review
Directions: Match the descriptions in Column l with their terms in Column II. Write the letter of the correct term
or phrase in the blank at the left.
Column II
1. ash and cinders blown violently out of volcanoes
a. batholith
2. largest intrusive igneous rock body
b. caldera
3 volcano formed from alternating layers of lava and tephra
c. cinder cone
4. magma hardened in a vertical crack
d. composite volcano
5. mountain that forms from layers of lava and ash
e. crater
6. opening through which magma flows out on Earth’s surface
f. dike
7. magma hardened in a horizontal crack
g. hot spot
8. solid magma core exposed when volcano cone erodes away
h. shield volcano
9. hot area in Earth’s mantle that melts rock into magma
i. sill
10. steep-sided volcano made of tephra
j. tephra
11. large opening caused by the collapse of the top of a volcano
k. vent
12. basaltic volcano with gently sloping sides
l. volcanic neck
13. opening at the top of a volcano’s vent
m. volcano
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.
Volcanoes
35
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Column I
Name
Date
Class
Chapter Review (continued)
Part B. Concept Review
Directions: Choose the correct category from the list for each igneous rock feature. Each category will be used
more than once. Write the letter of the correct category or categories in the space beside each igneous rock feature.
Igneous Rock Feature
__________ 1. batholith
__________ 2. dike
__________ 3. sill
__________ 4. volcanic neck
Category
a. formed when magma solidifies
underground
b. formed from erosion
c. formed when an action changes the top
of a volcano
__________ 5. caldera
Directions: Answer the questions on the lines provided.
6. What are two important factors that affect the explosiveness of a volcanic eruption?
Assessment
8. What kind of volcanic eruption occurs when granitic magma is present? Why?
9. Why are volcanoes dangerous to people?
36 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. What kind of volcanic eruption occurs when basaltic magma is present? Why?
Name
Date
Chapter
Test
Class
Volcanoes
I. Testing Concepts
Directions: 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 core
b. where plates are moving apart
c. where plates are moving together
d. cinder cones
5. Kilauea in Hawaii is the world’s most ______ volcano.
a. dormant
b. active
c. quiet
d. explosive
7. One factor that determines whether a volcanic eruption will be quiet or explosive
is the ______.
a. number of cinder cones present
b. height of the volcano’s vent
c. amount of water vapor and other gases trapped in the magma
d. temperature of the magma
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. Volcanoes occur at all of the following EXCEPT ______.
a. where plates are moving apart
c. hot spots
b. where plates are moving together
d. cool areas in the mantle
8. ______ content makes it more likely that a volcano will erupt violently.
a. High silica
c. Low pyrocrastic
b. Low silica
d. High pyrocrastic
9. Dikes are formed when ______.
a. the top of a volcano collapses down
b. magma enters a horizontal crack and hardens
c. magma enters a vertical crack and hardens
d. magma cools underground before reaching the surface
10. A batholith is created when ______.
a. magma enters a vertical crack and hardens
b. the top of a volcano collapses down
c. magma cools underground before reaching the surface
d. magma enters a horizontal crack and hardens
Volcanoes
37
Name
Date
Class
Chapter Test (continued)
Directions: Determine whether each of the following statements is true or false. Write true or false in the
blank. 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.
Assessment
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.
38 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
15. Gas trapped in magma under high pressure can cause explosive eruptions.
Name
Date
Class
Chapter Test (continued)
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.
Figure 1
Tephra
Tephra
Figure 2
Lava flows
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Lava flows
Figure 3
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
Volcanoes
39
Name
Date
Class
Chapter Test (continued)
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 Concepts
Directions: 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
Assessment
3. Yosemite National Park granite domes, California—remains of
something larger
4. Kilauea, Hawaii—quiet lava flows
5. Crater Lake, Oregon—bigger than a crater
6. Paricutin, Mexico—pile of tephra
IV. Writing Skills
Directions: 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?
40 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. Soufriére Hills, Monserrat—where Earth’s plates come together
Transparency Activities
Transparency
Activities
Volcanoes
41
Name
1
Date
Section Focus
Transparency Activity
Class
River Ablaze
1. What is this fiery, flowing substance?
Transparency Activities
2. Where did this glowing river originate?
3. What will become of this river of fire?
42 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
If you saw a black-and-white picture of this stream, it probably
wouldn’t impress you. But in living color, it’s astonishing. The surface
temperature is about 1000°C (1832°F).
Name
2
Date
Section Focus
Transparency Activity
Class
An Island Escape
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Trapped gasses under pressure sometimes are released by volcanic
eruptions, but there are other ways that Earth vents gases, too. One
example is Dominica’s Boiling Lake. Located on an island with dormant
volcanoes, the lake is heated by an underwater vent that releases
hot gases.
1. Why is Boiling Lake shrouded in steam?
2. What might happen if the underwater vents closed?
Volcanoes
43
Name
3
Date
Section Focus
Transparency Activity
Class
Ancient Volcanic Rock
Transparency Activities
1. Where did the rock formations you see here come from?
2. How is the action of weather and water on a landscape similar to
the action of a sculptor working marble?
3. Name some other places that volcanic activity has shaped the
landscape.
44 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Over many years, erosion by weather and water can create exotic
landscapes from the layers of material deposited by volcanoes.
Examples of this are the rock homes shown below, which are in an
area of Turkey called Cappadocia.
Hot spot
Active volcano
Plate boundary
SOUTH
AMERICA
Atlantic
Ocean
AFRICA
EUROPE
Date
Transparency Activities
AUSTRALIA
Pacific
Ocean
NORTH
AMERICA
Teaching Transparency
Activity
Indian
Ocean
ASIA
1
Arctic Ocean
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name
Class
Volcanoes and Hot Spots
Volcanoes
45
Name
Teaching Transparency Activity
Date
Class
(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?
6. Would you expect volcanic activity in Greenland? Why or why not?
Transparency Activities
46 Volcanoes
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. Would it be possible for a volcano to form off the Atlantic coast of the United States? Explain
your answer.
Name
Date
Assessment
Transparency Activity
Class
Volcanoes
Directions: Carefully review the table and answer the following questions.
Volcanic Eruptions at Mount St. Helens
Explosive
activity
Broken
flows
Lava
flows
(dome)
Volume
(million
cubic yds)
6/12/80
x
x
x
54.5
7/22/80
x
x
10/16/80
x
x
13.1
x
3.6
12/27/80
x
2.1
6/18/81
x
5.4
10/30/81
x
4.7
x
4.4
x
6.0
x
29.3
x
1.4
3/19/82
x
8/18/82
2/7/83
3/29/84
x
1. According to the table, which year did Mount St. Helens experience
the most explosive activity?
A 1980
B 1981
C 1982
D 1983
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Date
2. According to the table, there was no explosive activity between ___.
F 06/12/80–10/16/80
H 02/01/83–03/29/84
G 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, 1980
B July 22, 1980
D August 18, 1982
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