Research Overview
The volcano-petrology group in the Department of Geology and Geophysics is engaged in research concerning chemical and physical processes taking place in beneath active volcanos. We study the chemical reactions and phase transformations taking place among crystals and liquids in magmas in order to better understand volcanic eruptions. The compositions and textures of volcanic rocks contain clues about the conditions of magma accumulation, evolution, and eruptive transport in the Earth’s crust. Many aspects of the dynamic chemical environment of an erupting magma can be simulated using laboratory apparatus that reproduce the temperature and pressure conditions of natural magma chambers. Volcanic products we have studied in detail include pumice derived from the 1991 eruption of Mt. Pinatubo (Philippines) and the1912 eruption of Novarupta (Alaska), xenoliths from Hualalai Volcano (Hawaii), a lava dome at the summit of Merapi Volcano (Java), debris avalanche deposits from Bezymianny Volcano (Russia), and a sample transported to Earth from the surface of Mars (MIL03346).
Comments from prior teacher-participants:
“Working in Julia’s lab made me excited about discovery again and helped me see science as a creative process again, more so than a set of facts. As a result, I completely changed the emphasis of my physical science class this year.”
“The experience promoted discussion between two teachers at different schools, where the emphases and approaches to physical science education are different.”
“I can really see using the same techniques, analogies and types of equipment in my classroom to talk about not only light (from a physics perspective) but also crystal structure and materials science (from a chemistry perspective).”
“I found today’s information very valuable as it supports my lesson that teaches the students about viscosity of liquids. I never knew that this theme was also important to lava flows and rocks. I can transfer this new knowledge on to my students as it has an everyday application and will make the learning meaningful.”
“The other highlight of the day was checking out and playing with the Scanning Electron Microscope (SEM)... While the explanation of how it worked is WAY more detailed than I would discuss with most high school students, having a better understanding of how it functions will help me in the long run.”
“Many things that I learned and experience this summer have made me more confident in teaching science.”
Professional development
(1) General Science Content Standards
Participation in this professional development program is anticipated to strengthen teacher understanding of the following National Content Standards defined for grades 9-12 and Content and Performance Standards of the Hawaii Department of Education, grade 12:
National Standards• change, constancy, and measurement
• evolution and equilibrium
• understanding scientific inquiry.
• properties of earth materials
• structure of the earth system
• conservation of energy and increase in disorder
• chemical reactions
• geochemical cycles
State Standards• doing scientific inquiry
• using unifying concepts and themes
• doing safety
• relating the nature of technology to science
• understanding scientific inquiry and the content of scientific knowledge
• nature of matter
• forces that shape the Earth
(2) Skills and Content Focus Areas
The explicit objectives of RET/V-P are for participants to (1) master technical skills for safe and productive laboratory work, (2) deepen understanding of science content, (3) develop scientific "habits of the mind" as outlined in the National Science Standards, and (4) hone science communication skills.
Teachers will receive training in necessary technical skills such as precise massing of materials, welding metal capsules, operating electronic controllers, working with high temperature/ high pressure apparatus, handling chemicals safely, analyzing experimental products’ textures and compositions qualitatively and quantitatively. It is expected that these activities may be unfamiliar to participants. The safety of everyone in the lab depends upon professional and mature conduct at all times.
Participation in the RET/V-P program is expected to strengthen teachers’ science content mastery in the areas of chemistry, Earth science, and physics. Areas of specific focus include volcanology, phase diagrams, crystallization, rheology, and the kinetics of chemical reactions. Good science practices will be fostered through opportunities to collect data, record observations, solve problems, predict outcomes, and plan a sequence of experiments.
Finally, participants will improve and practice communications skills during lab interactions and producing a written science report and learning portfolio. Teachers will be contacted throughout the following school year to report on the effectiveness of the techniques implemented in their classrooms. It is hoped that the teacher will form lasting relationship with the laboratory group members that will continue to yield mutual opportunities for learning and teaching.
For more information about Julia Hammer and her research, you can also check out her web site.
