Earthquakes and Volcanoes
Course Proposal, Page 1 of 4
GEO 150 Earthquakes and Volcanoes
Department of Geological Sciences, University of Kentucky
3 Credit Hours
Course Proposal
Fulfills University Studies Program’s Natural Science Disciplinary Requirement
Course Description: An introduction to earthquakes and volcanoes, primarily through case studies.
Using the basic principles of plate tectonics, students will learn why, where, and how earthquakes and
volcanoes occur. The hazards associated with earthquakes and volcanic eruptions will be discussed at
length as well as their societal implications in both the United States and developing world. Earthquake
and volcanic hazard mitigation techniques will be addressed. Finally, earthquake hazards in the central
United States will be discussed.
Course Need: Earthquake and volcanic disasters can be extremely disruptive to individuals,
communities, societies, and economies. Recent earthquakes in California, Turkey, Taiwan, and India as
well as volcanic eruptions in the Congo and Montseratt demonstrate this power. Despite this fact (or
perhaps because of it), earthquakes and volcanoes are particularly fascinating to the general public. A
course that addresses earthquake and volcanic hazards is therefore uniquely capable of informing,
educating, and increasing awareness on both a scientific and societal level. Earthquakes and volcanic
eruptions will continue to occur and people in a variety of disciplines (science, engineering, government,
journalism, city planning, housing, land use, emergency response, insurance, relief agencies, education,
etc.) will be forced to consider the impending hazard or deal with its consequences. As a consequence, a
course addressing the causes and effects of earthquake and volcanic hazards should be offered at the
University of Kentucky.
Major Teaching Objectives: The course objectives are both scientific and societal. Upon completion
of this course, students should be able to:
1) Increase students knowledge of geological processes and earth systems through a discussion of how,
where, and why earthquakes and volcanoes occur.
2) Illustrate the difference between geologic and human time-scales and the magnitude of events
observed in the geologic vs. historical record. Document the potential magnitude and spatial scale of
natural disasters due to earthquakes and volcanic events of all sizes. Describe those factors which
influence the frequency of occurrence of earthquakes and volcanic events of all sizes.
3) Enhance students’ comprehension of and interest in earthquake and volcano related news and
documentaries designed for lay audiences.
4) Increase students’ awareness of geological hazards, especially their societal and economic
implications in the United States and throughout the world.
5) Improve knowledge of earthquake and volcanic hazards in the United States, especially in Kentucky
and the south-central United States.
6) Provide students with information regarding hazard mitigation techniques, the costs and benefits of
hazard mitigation, and simple procedures that they can use to improve their own safety, especially
during an earthquake.
Earthquakes and Volcanoes
Course Proposal, Page 2 of 4
Course Outline:
Topic
1. Course introduction: Earthquakes, volcanoes, and their associated hazard
2. Seismic waves, seismograms, and earthquake location
3. What are faults, types of faults
4. Introduction to plate tectonics
5. Types of plate boundary earthquakes
6. The mechanics of faulting
7. Earthquake recurrence
8. Intraplate earthquakes and the New Madrid Seismic Zone (a.k.a. earthquakes in Kentucky)
9. Measures of earthquake size
10. Earthquake statistics
11. Earthquake prediction
12. Earthquake hazards (shaking, landslides, tsunami, liquefaction, fires, structural failure, falling
objects, etc.)
13. Earthquake hazard mitigation
a. Same hazard, greater exposure: the growth of urban areas in earthquake zones
b. Earthquake hazard estimation
c. Building codes and retrofitting
d. Simple things you can do
e. Societal issues and implications
14. Volcanoes – general introduction
15. Volcanoes in different tectonic environments
a. Mid-ocean ridge systems
b. Subduction zone and island arc systems
c. Hot spot volcanism
16. Physics and chemistry of volcanic eruptions
a. Origin of magma
b. Explosivity
17. Volcanic Hazards (ash flows, pyroclastic flows, lahars, lava flows, volcanic gas, landslides, tsunami)
18. Case studies of classic volcanic eruptions
19. Predicting volcanic eruptions: Mt. St. Helens and Mt. Pinatubo
20. Volcano hazard mitigation
a. Same hazard, greater exposure: the growth of urban areas in volcanic zones
b. Eruption prediction in developed vs. 3rd world countries: Case studies from Japan and Nevado
del Ruiz
Proposed Grading Distribution:
The grade for the course will be computed from the following components and their respective weights:
Exam 1
20 %
Exam 2
20 %
Problem Sets
15 %
Writing Assignments
20 %
Final Exam
25 %
Earthquakes and Volcanoes
Course Proposal, Page 3 of 4
Letter grades will be assigned based on the final computed grade as follows:
> 90%
A
> 80% and < 90%
B
> 70% and < 80%
C
> 60% and < 70%
D
< 60%
E
Writing Component:
To satisfy the University Studies Program’s Natural Science disciplinary requirement, 20% of
the final grade will be based on writing assignments. Writing assignments will include 1) one paragraph
written descriptions/explanations of various earthquake and volcano related theories and processes, 2)
one page position papers on earthquake and volcano hazard and mitigation issues, and 3) a journal of
earthquake and volcano activity during the semester. The latter will include a basic scientific
description of the event, a description of the event’s impact on surrounding environments and
communities, and an evaluation of coverage of the event in the popular press. Information to be
included in the journal is readily available on the web, in newspapers, and on television.
Possible References and/or Course Texts:
Many introductory earthquake and volcano hazards texts are available. In all likelihood, my choice
of texts will be made from the following list. I lean towards using two texts, one covering earthquakes
and the second covering volcanoes.
Bolt, B., Earthquakes: Fourth Edition, W. H. Freeman and Company, 1999.
Brumbaugh, D. S., Earthquakes: Science and Society, Prentice Hall, Inc., 1998.
Decker, R., and B. Decker, Volcanoes, Third Edition, W. H. Freeman and Company, 1998.
Fisher, R. V., G. Heiken, and A. K. Morris, Volcanoes: Crucibles of Change, Princeton University Press,
1998.
Sieh, K., and S. LeVay, The Earth in Turmoil: Earthquakes, Volcanoes, and Their Impact on
Humankind, W. H. Freeman and Company, 1998.
Prager, E., Furious Earth: The Science and Nature of Earthquakes, Volcanoes, and Tsunamis, McGraw
Hill Professional Publishing, 1999.
To supplement lectures and text a number of very informative PBS documentaries (NOVA: Deadly
Shadow of Vesuvius, Hawaii Born of Fire, The Day the Earth Shock, In the Path of a Killer Volcano,
etc.; The Savage Earth Series; National Geographic: Volcano, etc.) on both earthquakes and volcanoes
exist. The UNESCO Natural Disaster Reduction Program also distributes a useful video “Understanding
Volcanic Hazards” (1994). Finally, various sources in the scientific literature have complied illustrative
first person accounts of volcanic and earthquake activity.
GLY 150 Student Learning Outcomes:
Upon completion of this course, students should be able to:
1) Demonstrate knowledge of geological processes and earth systems by describing how, where, and
why earthquakes and volcanoes occur.
2) Describe the difference between geologic and human time-scales as well as the magnitude and
frequency of events observed in the geologic vs. historical record.
3) Comprehend and evaluate the quality of earthquake and volcano related news and documentaries
designed for lay audiences.
4) Demonstrate an awareness of geological hazards, especially their societal and economic implications
in the United States and throughout the world.
5) Describe the primary earthquake and volcanic hazards in the United States, especially in Kentucky
and the south-central United States.
6) Evaluate information regarding hazard mitigation techniques and assess the costs and benefits of
implementing them. Employ simple procedures that they can use to improve their own safety,
especially during an earthquake.