Geosciences 470R/570R
Volcanology: Physical Processes and Petrologic Applications
Spring 2015
Lecture
Monday/Wednesday/Friday 12:00-12:50 pm G-S 203
Instructor
Eric Seedorff (seedorff@email.arizona.edu)
Office: Gould-Simpson Building, Rm 316
Office Hours: Monday 2:30-3:30 pm; Wednesday 2:30-3:30 pm
By appointment and open-door policy
Cell/text: 520 419-4431
Lecture textbook
Lockwood and Hazlett (2010) Volcanoes: Global Perspectives:
Oxford, Wiley-Blackwell, 541 p.
Prerequisites
GEOS 251 (Physical Geology), GEOS 356 (Petrology)*
*may be taken concurrently
Corequisites
GEOS 470L/570L (Volcanology lab) (meets Mon 9:00-11:50 pm)
Background and Course Design
The purpose of the volcanology curriculum is to offer a stimulating introduction
to volcanology and to provide examples of its application. The curriculum is composed
of two courses: a lecture component (this class, GEOS 470R/570R, Volcanology:
Physical Processes and Petrologic Applications), and a laboratory and field trip
component (GEOS 470L/570L, Volcanology: Laboratory and Field Methods). Unless
exceptions are granted by the instructor, students are expected to take both classes
simultaneously; the laboratories and field trips are coordinated with the lecture material.
This class is an overview of physical volcanology with regular interjections of
applying volcanologic principles to geologic problem solving, especially in igneous
petrology. The class is aimed at upper division undergraduate and graduate geologists,
geophysicists, and geochemists majoring in Geosciences, Planetary Sciences, and related
scientific and engineering fields. The lecture material is presented in six segments:
 Introduction, with background material on physical and chemical properties of
magmas
 Volcanology of silicic magmas
 Volcanology of intermediate magmas
 Volcanology of mafic to ultramafic magmas
 Petrologic synthesis
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
Applications to extraterrestrial volcanism, mineral deposits, volcanic hazards,
and other societal concerns.
Examples are drawn from active and Recent volcanoes—including famous eruptions, as
well as from Tertiary to Precambrian (and extraterrestrial) volcanic rocks.
Students begin by acquiring a fundamental understanding of the properties of
magmas and their natural ranges on Earth. The core of the course focuses on the physical
volcanology of magmas from a wide variety of tectonic settings, beginning with silicic
compositions, progressing through intermediate, mafic, and ultramafic compositions.
Throughout, both effusive and explosive eruptive processes are covered, associated with
the physical characteristics, chemical compositions, volumes, time scales, and spatial
extents of volcanism. The course emphasizes the surface and near-surface environments-where volcanic rocks form, but it also draws attention to how the volcanic environment is
linked to deeper environments--where hypabyssal and plutonic rocks are emplaced, with
a somewhat different set of associated physical, chemical, volumetric, temporal, and
spatial properties. Given that volcanic rocks represent virtually instantaneous samples of
dynamically evolving magma chambers, petrologic problems are periodically introduced
as students develop a volcanologic perspective. Finally, volcanologic processes on Earth
are applied to extraterrestrial volcanism, mineral deposits, and society.
Class Goals and Expectations
The vocabulary of volcanology is introduced, but the goal of the class is to be able
to think critically about origins of volcanic rocks and geologic processes and to be
capable of applying that knowledge to related fields.
The reading and writing assignment for graduate students is an opportunity to
think in terms of an ongoing volcanic eruption, to gain practice in formal writing, and to
be creative while applying scientific knowledge.
Attendance
Attendance in lecture is required; hence, students who do not regularly attend
lectures may be administratively dropped from the course. Material covered in lecture
and in the required readings provides the principal basis for exam questions.
Reading Assignments for Lecture
There are two types of reading assignments related to lectures. Papers from the
published geologic literature will be assigned periodically—roughly one paper every
week or two. These are required reading; they should be at least skimmed before the
subject is covered in lecture. Exam questions may be based on the required readings.
Selected chapters from the text provide additional explanation and depth for
material covered in lecture. I recommend that the appropriate chapters from the text be
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skimmed prior to the lecture in which they will be covered and then referred to or read
after the lecture as needed or desired. Careful reading of the chapters is optional.
Grading
Undergraduate and graduate students are graded separately. Graduate students
are required to write an essay in the middle of the semester.
Grades for undergraduate students are based on one mid-term examination (100
points) and a cumulative final examination (150 pts) [total 250 points].
Grades for graduate students are based on one mid-term examination (100 points),
a reading and writing assignment (50 points), and a cumulative final examination (150
pts) [total 300 points].
Exam dates are provided in the schedule. Review sessions will be offered before
the mid-term and final exams. The final examination will cover the entire course but
emphasize the material covered since the mid-term examination.
Cheating
1. Underlying Principle
Unless specified in the assignment, all work and all words used to describe the
results of an assignment must be the student’s own. No material, whether paragraphs,
sentences or phrases must be copied from another student or any external source.
External material that is used, usually for a specific reason, must be accompanied by a
citation of the source.
2. Individual Assignments
In some cases, students will be told that no conferring is allowed; if that is the
case, students must not discuss their work with others, or show others their work. More
often, Geosciences faculty will encourage discussion among students, because this
facilitates learning. In such a case, any ideas and concepts may be discussed openly, but
the student is still responsible for his/her own work turned in for grading. Identical
paragraphs, sentences, phrases, or notations on a map/illustration may not be used by two
or more students. The best way to avoid this is for students to discuss the assignment, but
then separate from each other in order to produce the work to be turned in for grading,
and not share electronic files using e-mail, flash drives or other method.
3. Group Assignments
Geosciences faculty routinely give two kinds of group assignments. Category 1 is
a group assignment where students work in parallel on the same material (for instance a
mapping exercise), but then turn in individual work for grading. Discussion is
encouraged, but it is essential that each student first perform the written or map work
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individually, after which ideas may be exchanged and interpretations modified before the
work is graded. Copying of another’s work is prohibited, and this can be avoided in the
same way as for individual assignments. Category 2 is a group assignment where
students work explicitly as teams, perhaps with each member performing parts of a
complex task (such as a geophysical or analytical experiment), and a combined product
will be graded with equal scores for all members of the team. In this case, full discussion
of the work, before any write-up takes place, is expected. The instructor will inform
students whether a group assignment is Category 1 or 2.
4. Reporting of Cheating
All incidents of cheating or plagiarism will be reported to the Dean of Students’
office and the College of Science. As well as the violations in take-home or field
assignments detailed above, this will include any violations during quizzes and exams.
The University’s procedure and forms give students an opportunity to explain to the
instructor, and to comment upon (or rebut) any accusations in writing before the forms
are turned in. But the forms can be turned in, reporting the cheating incident, even if the
student fails to meet with the instructor or does not countersign the paperwork.
5. Expectation of Student Integrity
Instructors in the Department of Geosciences set a high standard for themselves as
educators, and they expect that students, both in general education and majors’ classes,
will do the same for their own education. Thus cheating and plagiarism will not be
tolerated.
6. UA Code of Academic Integrity
This document is a statement of what students and faculty should expect within
Department of Geosciences, or in general education courses offered by the Department.
It does not replace the UA’s Code of Academic Integrity, which can be read in full at
<http://deanofstudents.arizona.edu/codeofacademicintegrity>
Learning Disabilities
Students requiring accommodation in testing or note taking should notify me and
must deliver the appropriate Disability Resource Center faculty letter within the first few
days of the course.
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