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COSMOS
TeaCHeR’s NOTes
by Kate Anderson
and Sally Parker
Edited by Jacqui Hayes
Designed by Valter Di Cecco
Featured
article:
Islands of fire
Contents
2. Introduction
Fast facts, Soak it up (literacy
activities) and Backgrounder
5. Historical eruptions
Memorable eruptions around the
world.
6. Portrait
Learn about the work a geologist
does.
7. Matrix
The teaching tool that brings
you a different approach to
volcanology.
9. Linked Activity 1
Testing water pH
12. Linked Activity 2
Mining for crystals
13. Lined Activity 3
Make a seismograph
17. Appendix A
Brainstorm – Use the Y chart
template provided to record
everything you know about
volcanoes.
18. Appendix B
Glossary of terms
19. Appendix C
Summarising – Read the article
and answer the questions to
show what you have learnt.
IssUe 2
COSMOS Teacher’s Notes © 2005-2009
Luna Media Pty Ltd ABN 53 111 760 984
For conditions of use, see the final page.
Sponsored by Edith Cowan University
issue 28
INTRODUCTION
IsLaNDs OF FIRe
White Island
The article "Islands of fire" (p82) follows the journey of
the writer, Heather Catchpole, to the volcanic White Island
and other volcanoes in New Zealand. She investigates the
'Pacific Ring of Fire' – a ring of volcanoes around the Pacific
Ocean that passes through New Zealand.
Volcanoes
1. BACKgROUND
EARTH’S LAyERS
The Earth is made up of several layers: the inner core,
the outer core, the mantle and the crust. The inner core is
made up of solid rock (mostly iron) and is approximately
1,200 km across. The outer core surrounds the inner core
and is liquid and is approximately 2,300 km across. The
mantle is the thickest of the Earth layers at approximately
2,800 km across. You can think of the mantle as liquid rock.
The fluid moves around
in huge convection currents,
driven by the heat from the
core. The outermost layer is
Outer
the crust. This is the part
Core
that most of life on Earth
Inner
inhabits. It is variable in
Core
thickness:
Mantle
35 to 70 km thick in the
continents and 5 to 10 km
thick in the ocean basins.
WHITE ISLAND HAS BEEN ERUPTING
gAS, STEAM LAVA AND ROCK
FRAGMENTS SINCE AT LEAST 1826.
Activity is monitored by a
seismometer high up on the cliff
White island WAS MINED
for SULPHUR in the EARLY 20TH
CENTURY
Crust
PLATE TECTONICS
The lithosphere is the rigid part of the crust and upper
mantle that forms large tectonic plates. These plates are
constantly being moved by the convection currents within
the mantle. The plates move in different directions and
the boundaries of the plates interact with each other.
PUBLIC SAFETY IS ALSO A
CONSIDERATION. THE MOST
RECENT ERUPTIONS HERE WERE
IN JULY 2000.
iSTOCKPHOTO; PHOTOLIBRARY
Somewhere between 300 and
500km3 of magma is produced in
a supervolcano eruption.
formed when two continental plates converge. In some
cases one plate slides under the other plate. These are
called subduction zones and are the location of very
strong earthquakes.
DIVERGENT – where plates move apart from each other
and new ocean floor or continental crust is made at
the spreading section. The mid-Atlantic ridge, which is
between the Americas on one side and Europe and Africa
on the other, is an example of a divergent plate boundary.
grey indicates the
boundaries of plates.
There are several different plate boundaries. These
include:
CONVERGENT – where the plates move towards one
another. The Himalayas of southern Asia are mountains
2
INTRODUCTION
Cosmos teaCher’s notes
issue 28
Red dots indicate the volcanoes
around the edge of the Pacific Plate
– the 'Pacific Ring of Fire'.
iSTOCKPHOTO; PHOTOLIBRARY
Cross section of a volcano:
At the core of the mountain,
bright orange represents
the conduit which lava
passes through; a small
amount of steam escapes;
a repeated eruptions
of debris, ash and lava
has created layers in the
mountain; orange/yellow
layers are bedrock.
CONSERVATIVE
OR TRANSFORM
– where plates slide
past one another. The
San Andreas Fault on
the coast of California
is one such plate
boundary.
Because plate boundaries are the sites of movement
between the Earth’s crust they are the sites of volcanic
eruptions, earthquakes and other geological phenomena.
VOLCANOES
A volcano is the place where molten (melted) rock and
gas escapes through the surface on a planet (the crust).
Volcanoes are generally found where tectonic plates
are diverging or converging. Volcanoes usually form
mountains either on land or below the oceans. There
are many different types of volcanoes, they are named
depending on their structure and features.
ECU GAVE ME
AN INSIGHT INTO THE
WORK
OF
APROFESSIONAL
PILOT.
My Aviation lecturers were involved in professional
aviation so I always knew that what I was learning
was up-to-date and relevant. The experience I gained
landed me (pardon the pun!) a leadership position
at a prestigious fl ying organisation before I offi cially
graduated. – ECU Aviation graduate, Robert Pedri.
Call 134 ECU (134 328), email [email protected]
or visit reachyourpotential.com.au
ECU Aviation students
speak for themselves
303ECU4607 CRICOS IPC 00279B
INTRODUCTION
Cosmos teaCher’s notes
issue 28
SCIENCE AT EDITH
COWAN UNIVERSITy
The science students and researchers
at Edith Cowan University use the latest
facilities and equipment in the university’s state-of-theart, award-winning Science and Health Building. This
environment-friendly building includes a range of features
to reduce energy consumption by maximising the use of
rainwater, solar energy and natural light. The principles of
environmental science and protection are also reflected in
its design.
Edith Cowan University offers a Bachelor of Science that
is designed to provide high-quality science and technology
studies in a wide range of areas. The degree is designed
to be flexible so that students can select combinations of
majors relevant to their interests. Provision for breadth
of study within a flexible framework gives students the
opportunity to meet current and future needs of employers
in a wide range of professions. In addition, the course
can be structured as a suitable entry degree for a range
of postgraduate science courses, including dietetics,
medicine, pharmacy, physiotherapy and occupational
therapy.
Students choose two majors from the following list:
Applied Chemistry, Aviation, Biological Sciences,
Catchment and Land Management, Computer Science,
Conservation Biology, Environmental and Biological
Chemistry, Environmental Management, Exercise and
Sports Science, Human Biology, Marine and Freshwater
Science, Mathematics, Nutrition, Physics, & Security
Technology.
2. MORE INfORMATION
www.geology.sdsu.edu/how_volcanoes_work/
www.learner.org/interactives/volcanoes/movies/
movies3.html
www.pbs.org/wnet/savageEarth/animations/volcanoes/
index.html
www.youtube.com/watch?v=gUNSRtrcOi8
iSTOCKPHOTO; PHOTOLIBRARY
3. SOAK IT UP! (LITERACy ACTIVITIES)
ACTIVITy 1
Brainstorm: What do you know about volcanoes and
plate tectonics? See Appendix A (p09).
ACTIVITy 2
Create a glossary: Use the table in Appendix B (p17) to
define the scientific terms used in the article.
ACTIVITy 3
Read the article: Summarise the information from the
article in Appendix C (p19).
ECU givES yoU
SCiEnCE SkillS
yoU Can USE in thE
rEal world.
I was initially attracted to Chemistry because of
the resources boom, but as I started studying at ECU
I began to see a whole range of exciting career pathways
opening up. The environment is really relaxed and the
staff are very supportive, I learned real-life skills like
communication and time-management which made
the transition from university to work even easier.
I enjoyed the experience so much that I’ve come back to
ECU to study honours and be a Tutor and Demonstrator.
– ECU Science graduate, Hayley White.
Call 134 ECU (134 328), email [email protected]
or visit reachyourpotential.com.au
ECU Science graduates
speak for themselves
4
303ECU4608 CRICOS IPC 00279B
INTRODUCTION
Cosmos teaCher’s notes
INTRODUCTION
Cosmos teacher’s notes
issue 28
Historical eruptions
Through history, volcanoes have had devastating effects
on human life and society as well as on other life on
Earth. Lava flows, falling ash and mud flows demonstrate
their awesome destructive power.
In the short term, a volcanic eruption causes
atmospheric shock waves, tsunamis and violent
earthquakes. Volcanic eruptions can also cause longterm changes to the climate. Here are some of the most
famous and destructive volcanic eruptions in history.
Mt Bromo, another of Indonesia's volcanoes
» KRAKATAU – INDONESIA
Krakatau (Krakatoa) became famous in 1883 after its
first eruption in two centuries. Early morning on 20
May 1883, the captain of the German warship Elizabeth
reported a cloud of ash, about 11 km high, rising above
the volcano.
On 27 August 1883 the volcano erupted, producing a
30-metre-high tsunami that hit 295 villages and killed
over 36,000 people. As recently as May 2009, eruptions
are continuing at Krakatau. People were warned to stay
at least two kilometres away from the volcano.
» MT VESUVIUS – ITALY
Mt Vesuvius is probably the most famous volcano on
Earth, having earned the title of ‘most dangerous’ due
to its close proximity to millions of people. It is the first
volcanic eruption with a recorded eyewitness account.
Mt Vesuvius and the ruins of Pompeii
» MT ST HELENS – U.S.
Mt St Helens lets
off steam
Mt St Helens is famous for
its eruption on 18 May
1980, known as the worst
volcanic disaster in U.S.
history. This eruption was
the best studied of the 20th
century, greatly enriching
scientific knowledge.
Native Americans have
long called Mt St Helens
Louwala-Clough meaning
‘smoking.’ It lived up to
this name in the 1980 eruption, which produced a 19kilometre-high eruption cloud, took 400 m off the height
of the mountain and killed 57 people.
iSTOCKPHOTO
In 79 AD an eruption of Mt Vesuvius buried the towns
of Pompeii and Herculaneum. After this the volcano
continued to erupt about every 100 years until 1037
AD, when it became dormant for 600 years. In 1631
the volcano erupted again killing 4,000 people. In the
restoration that followed the remains of Pompeii were
discovered and are now a popular tourist attraction.
» MT ETNA – ITALY
Mt Etna is the largest active volcano in Europe, with the
longest period of documented eruptions, dating back to
1500 BC. To the ancient Greeks, Mt Etna was known as
the realm of Vulcan, god of fire.
Mt Etna’s 1669 eruption was its most destructive.
It began in April when every house in the nearby town
of Nicolosi was
Mt Etna overshadows
destroyed by
Centuripe, Sicily
an Earthquake.
The fields above
the town were
transformed into
a fiery lake of lava
and lava flowed
down, reaching
Catania and
destroying a large section of the town. The lava took the
next eight years to cool.
The 21st century saw Mt Etna erupting again. Once
in 2001 – when lava flows were within kilometres of
Nicolosi – and most recently in 2008.
» MT PINATUBO – PHILIPPINES
Mt Pinatubo is famous for its eruption of 1991, which
affected approximately two million people.
This eruption killed 740 people, took 260 m off the
summit and formed a 2.5-kilometre-wide caldera. The
ramifications were global. The ash in the atmosphere
reached all the way to the stratosphere and it covered
the entire Earth within 12 months. Global temperatures
decreased by 0.5˚C in
the following year and
forests were buried
under a layer of ash, 50
to 200 m deep.
Although this eruption
caused hundreds of
fatalities, this number
was greatly reduced by
monitoring efforts, which
Mt Pinatubo towers
continue today.
above paddy fields.
— Amy Callghan
pORTRaIT
Learn about the work a geologist does.
Selina Broun, Geologist
“WORKING IN AN UNDERGROUND mine is a very unusual
working environment. It’s very dark, warm and humid,” says
Selina Broun, Senior Projects Geologist for Rio Tinto.
“To proceed further into the mine, the face is blasted
with explosives ... and you have to make sure there are no
loose rocks that could fall on you,” she says.
Mining can be dangerous, and that’s why Selina works
to make sure the mining processes happen safely. But it
was by accident that Selina discovered her passion for
geology. She was looking for an extra unit to pick up at
university and her brother convinced her to try it. She
loved geology so much it became her major.
She discovered that she is more passionate about the
mathematics behind geology than the actual fieldwork
itself. Lucky for Selina, she could combine the two. She
studied geostatistics at Edith Cowan University in Perth.
“One of the main safety concerns in underground
mining is air quality, so it’s important to monitor this.
It’s one of the reasons why we only use diesel vehicles
underground. Actually, the air quality in an underground
mine is probably better than a plane.”
Selina’s work as a geostatican has taken her to some
amazing places. She has worked as a local trainer in
Zimbabwe in Southern Africa and Irian Jaya in Indonesia.
“One of the best things about geology is that you’ll
always see something interesting no matter where you
travel,” she says.
But even though Selina has seen volcanoes in Indonesia,
found fossils in the U.K. and camped on the red Spanish
soil, she says that nothing compares to Western Australian
geology. “Western Australia has some of the most
amazing rock formations. Just look at wave rock or the
Pinnacles. We have one of the oldest and most interesting
geologies in the world.” — Caitlin Howlett
issue 28
COSMOS
SCIENCE MATRIX
What do the row headings mean?
What is the COSMOS Science Matrix?
A learning matrix such as the COSMOS Science Matrix is
a flexible classroom tool designed to meet the needs of a
variety of different learning styles across different levels
of capabilities. Students learn in many different ways –
some are suited to hands-on activities, others are strong
visual learners, some enjoy intellectually challenging
independent hands-off activities, while others need more
guidance. The matrix provides a smorgasbord of science
learning activities from which teachers and/or students
can choose.
Row heading
Description of activity
Scientific
procedure
Hands-on activities that follow
the scientific method. Includes
experiments and surveys. Great for
kinaesthetic and logical learners, as
well as budding scientists.
Thinking about science and its role in
Science
philosophy society. Includes discussion of ethical
issues, debates and hypothetical
situations. An important part of
science in the 21st century.
Can I use the matrix for one or two lessons, or for a
whole unit of study?
Either! The matrix is designed to be time flexible as well
educationally flexible. A time frame for each activity
is suggested on the matrix. Choose to complete one
activity, or as many as you like.
Being
creative
with
science
Is there room for student negotiation?
Yes! Students can be given a copy of the matrix and
choose their own activities, or design their own activities
in consultation with their classroom teacher.
For all those imaginative students with
a creative flair. Great for visual and
musical learners and those who like to
be innovative with the written word.
Here we consider scientific and
Science
time travel technological development as a linear
process by looking back in time or
travelling creatively into the future.
‘Me’ the
scientist
Can I use the matrix for a class assessment?
Yes! You can set up a point system – perhaps one lesson
equals one point. Students can be given a number of
points to complete. If they choose less demanding
activities, they will have to complete more of them.
Personalising the science experience in
order to engage students more deeply.
What do the column headings mean?
1. Read and revise
2. Read and relate
3. Read and review
Designed to enhance student
comprehension of information.
Gives the student the opportunity to
apply or transfer their learning into a
unique format.
Involves the more challenging tasks of
analysing, and/or assessing information
in order to create and express new ideas
and opinions.
cosmos science matrix
Cosmos teacher’s notes
In 1914 there used to be people working on White
Island mining for sulphur. Pretend you are one of
these workers. Write a letter back to your family
about your experiences working on the island.
Pretend you are the journalist writing the article.
Write an email back to your family and friends
describing your journey out to White Island.
‘Me’ the scientist
Make a labelled diagram of the environment on
White Island – showing the algae, the sulphur
streams, the shape of the volcano and any other
description given in the article.
Science
time travel
Being creative
with science
The tour guide Scott says it is sometimes unsettling
on White Island. The last eruption in 2000 could
have killed some tourists if it had erupted during
the day.
Science philosophy
Should people work or visit active volcanoes? Is the
risk worth it? If people were hurt in an eruption,
whose responsibility would it be? Discuss these
issues or hold a class debate.
Build a model of the White Island volcano. Use
vinegar, red food colouring and baking soda to
simulate a volcanic eruption.
Scientific
procedure
1. Read and revise – one or two lessons
You are a geologist studying the crystals that have formed in the
rocks along the stream. See Linked Activity 2 to find out how
much patience and attention is needed to extract crystals from
rock.
Or
As a seismologist in a new job you want to know how many
active volcanoes there are in the world. Use the Internet to
identify as many active volcanoes from around the world as you
can. Locate them on a world map and then identify any trends or
patterns their positions make.
What effect do volcanic eruptions have on the local and global
environments? Research several major volcanic eruptions that
have happened such as Krakatua in 1883 and Pompeii in AD
79 and Mt St Helens in 1980. Write a report that highlights the
effects of the volcanic eruptions on the surrounding environment
and climate, considering both the long- and short-term effects.
The article describes the subduction zone between the Pacific
and Indo-Australian Plate. Make a model or a drawing showing
what is happening at this zone using the description provided in
the article and some research about subduction zones.
Or
Research different types of volcanoes and choose one to design
an informative and visual poster on. Include a drawing of a cross
section of the volcano and label its features.
Or
Collect a series of volcano animations or volcano footage. Design
a table to compare their similarities or differences.
Would you live in an area with a live volcano, or an area prone to
earthquakes? Make a list of questions you would consider before
making your decision. Then research answers to as many of
these questions as you can before you make your final decision.
Test the pH of different liquid samples just as a volcanologist
would. See Linked Activity 1.
2. Read and relate – three or four lessons
You are a seismologist working in the field and need to construct
your own seismograph. See Linked Activity 3.
Watch the movie Journey to The Centre of The Earth (or read the
original book by Jules Verne) with particular focus on the scientists’
journey into the volcano. Make note of correct and incorrect
scientific detail in the story related to the features and behaviours
of volcanoes. Then rewrite one section of your choosing so that it is
scientifically accurate.
Create a public service advertisement to educate people living on
active volcanoes about what they can do to protect themselves and
their property in the event of a volcanic eruption or earthquake.
Do you think that there is enough money and research focussed on
early detection of natural disasters, such as earthquakes or volcanic
eruptions? Research some of the technology currently used to
detect warning signs of natural disasters. Decide whether it is good
enough to avoid a disaster and save lives. If not, what features
would you improve and why?
Crystals of sulphur form in the rock along the stream banks of
the White Island. Try growing your own crystals using alum,
copper sulphate or table salt. Use different conditions, such as
concentration of salt, temperature of solution, rate of cooling or
material to grow a crystal on ie string, paperclip etc. Share your
results with the rest of the class – which method seems to grow
the largest crystals? Which method seems to grow the clearest
crystals?
3. Read and review – four or five lessons
issue 28
cosmos science matrix
Cosmos teacher’s notes
issue 28
Linked Activity 1
Testing the pH of water
Volcanologists can monitor the changes in the activity of a volcano by testing the pH of solutions found in and around
rock and gas samples. Testing the pH of a solution tests how acidic it is. In the activity below you will carry out pH testing
similar to that of a volcanologist.
Aim:
To identify the pH of a variety of solutions.
Materials:
n Universal indicator
n Universal indicator colour chart
n Water (tap water or distilled water)
n Sand
n Dirt
n Talc
n Rock samples collected from various locations
n Stirring rod
n Water
n Straw
n Beakers/containers
n Test tubes
Method:
1. Place a few tablespoons of sand in a beaker or other container. Pour water into the container until the water level is a few
centimetres above the level of the sand. Stir the sand in the water and leave to settle.
2. Do the same for the dirt, talc and any rock samples you may have collected from around the school, from home or from
the school laboratory.
3. Pour approximately 50 mL of water into another beaker or container. Using the straw, blow bubbles (exhaled air) into it
for one minute.
4. Test the pH of water by adding a few drops of universal indicator to water. Then match its colour with the colour on the
universal indicator colour chart. Record the pH of the water in the results table below.
5. Test the pH of the solution of water mixed with exhaled air by adding a few drops of universal indicator to the water and
then matching its colour with the colour on the universal indicator colour chart. Record the pH in the results table below.
6. Pour a small volume of the solution made of water and sand into a test tube and add a few drops of universal indicator.
Match the colour of this solution with the universal indicator colour chart to identify the pH of the sample. Record the
pH of sand soaked water in the results table below.
7. Repeat step 6 for each water sample you set up in step 2.
8. Devise two solutions of your own to test in the same way.
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 1 cont
Results:
Table 1 – pH of various solutions
WATER SAMPLE
pH
Water
Water with exhaled air
Water in sand
Water in dirt
Water in talc
Discussion:
1. What are you measuring when you measure the pH of a solution?
2. Which sample acted as a control for this experiment?
3. What is the pH of water?
4. Did the pH of your soil and rock water solutions vary from that of water? Suggest why or why not?
5. Did the pH of water mixed with exhaled air vary from that of water? Suggest why or why not?
10
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 1 cont
6. How might volcanologists use the measurement of pH in their studies of volcanoes?
Conclusion:
Write your own conclusion to the experiment. Make sure to refer back to the aim.
11
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 2
Extracting Crystals from Volcanic Rock
materials:
n 1 choc chip cookie
n 1 toothpick
method:
1. Use the toothpick to extract as many crystals (choc chips) as you can without damaging the surrounding rock (cookie).
How many crystals did you extract in their entirety?
Discussion:
1. How is this activity similar to the actual mining of crystals?
2. How is this activity different to the actual mining of crystals?
3. Do you think this activity is an effective model for students to learn about mining for crystals? Why or why not?
12
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 3
Make your own seismograph
You are a seismologist working in the field and need to construct your own seismograph. Carry out the following activity
to design and make your own.
Background Research:
A seismograph is a device used by scientists to measure the motions of the Earth's surface. It consists of a stand, a base
and a pendulum. When an earthquake occurs the stand and base of the seismograph move with the ground, but the
pendulum does not move. It records the movements of the Earth’s surface on a record called a seismogram.
Research how seismograms work and how they are made. Try some of these websites to collect your information then
carry out the experiment:
www.thetech.org/exhibits_events/online/quakes/seismo/
earthquakescanada.nrcan.gc.ca/info-gen/smeters-smetres/seismograph-eng.php
www.geo.depauw.edu/
www.teachersdomain.org/resource/ess05.sci.ess.Earthsys.seismograph/
Aim:
To design and build a working model of a seismograph.
Materials:
Choose from the following materials or bring in your own from home to use.
n Cereal boxes
n Pipe cleaners
n Plastic/paper cups
n Sand
n Pens/pencils
n Drinking straws
n Masking tape
n Toilet rolls
n String
n Rubber bands
n Marbles
n Weights
n Springs
n Retort stand
Method:
1. Use your background research to design your seismograph. Make a labelled drawing of your design.
Build your seismograph.
2. Test the seismograph by shaking the table it is on.
3. Redesign or alter your seismograph to get it to work, or to improve it.
If you need help with you design have a look at these designs for ideas: http://tiny.cc/seismograph
http://tiny.cc/seismograph2
13
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 3 cont
Make your own seismograph
Discussion:
1. Write out the steps you used to design and build your seismograph:
2. Which step in the process took the longest time? Why?
3. How can your seismograph design be improved?
14
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 3 cont
Make your own seismograph
4. What elements of your seismograph model are similar to seismographs used by seismologists? What elements are
different?
5. What were some of the challenges you encountered in designing and building your seismograph? How did you try to
solve those problems? Did you succeed in solving those problems?
15
Activities
Cosmos teacher’s notes
issue 28
Linked Activity 3 cont
Make your own seismograph
6. What are the scientific principles underlying the mechanism of how your seismograph measures ground motion?
Conclusion:
Do you think you have made a successful model of a seismograph? Justify your answer.
16
Activities
Cosmos teacher’s notes
appendix
Cosmos teacher’s notes
issue 28
Appendix A
Volcanoes Y Chart
Looks like and why
Sounds like and why
Smells like and why
Any other information you already know about volcanoes.
17
issue 28
Appendix B
Glossary of terms
Word
Definition
Tsunami
Sulphurous steam
Aeons
Subterranean magma
Volcanism
Subduction zone
Volcanologist
Geothermal region
Calderas
Corrosive
Seismometer
Crust
Mantle
Lava
Magma
Viscous
Silica
Geologist
Stratovolcano
Tephra
18
appendix
Cosmos teacher’s notes
appendix
Cosmos teacher’s notes
issue 28
Appendix C
Summarising
After reading the article, summarise the main points by answering the questions below.
1. The title of the article is Islands of Fire. What do you think the article is about just by reading the title?
2. In your own words write a description of the two volcanoes discussed in the article – White Island and Rangitoto.
White Island
Rangitoto
3. Compare and contrast the White Island Volcano to the Auckland Region volcanoes such as Rangitoto using the venn
diagram:
Differences
Similarities
Differences
Rangitoto
White Island
19
issue 28
Appendix C
Summarising
4. Which volcano would you prefer to live near – Taupo or Ruapehu? Justify your answer.
5. Write your own legend about the origins of volcanoes.
6. Pretend you are a member of New Zealand Parliament. What types of things would you want to include in the public
education program that has come about from Exercise Ruaumoko.
20
appendix
Cosmos teacher’s notes
Cosmos teacher’s notes
issue 28
Terms and conditions
1. Use of COSMOS Teacher’s Notes (including experiments set out in the notes) are subject to these terms and conditions.
COSMOS Teacher’s Notes are only available to subscribers who are teachers or to educational institutions where a teacher,
a teacher/librarian, or a librarian takes out a subscription on behalf of the educational institution.
2. COSMOS Teacher’s Notes are only available as an Acrobat PDF document delivered via an email link to one address per
teacher subscription.
3. All contents of COSMOS Teacher’s Notes are copyright © 2005 – 2009 Luna Media Pty Ltd (ABN: 53 111 760 984).
4. COSMOS Teacher’s Notes are to be used for educational purposes only, and cannot be sold separately, or otherwise
traded in a commercial fashion. They ultimately remain the property of Luna Media Pty Ltd, publishers of COSMOS
magazine.
5. A teacher who is a current subscriber is licensed to share COSMOS Teacher’s Notes with other teachers in the same
educational institution, but not with teachers outside of the educational institution.
6. This licence is granted only while the recipient remains a current subscriber to COSMOS magazine.
7. COSMOS Teacher’s Notes are a supplementary aid to teachers, for use in addition to prescribed curriculum. The
suitability of COSMOS Teacher’s Notes for any particular purpose is a matter to be determined by the relevant teacher.
8. Teachers and students must not conduct experiments set out in COSMOS Teacher’s Notes other than in accordance with
your institution’s and any statutory prescribed health and safety regulations and procedures.
9. Except in relation to liability for personal injury (including sickness and death), Luna Media shall be under no liability in
respect of any loss or damage (including consequential loss or damage) which may be suffered or incurred or which may
arise directly or indirectly in respect of the use of COSMOS Teacher’s Notes or experiments contained therein.
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