• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Discuss the environmental imapact of Mt. St. Helens tectonic eruption.

Extracts from this document...

Introduction

Discuss the environmental impact of a Mount St. Helens tectonic event. Introduction Mount St Helens is an active volcano, south-western Washington in the Cascade Range. The volcano which had been dormant since 1857, began to show signs of renewed activity in early 1980. On May 18 1980, it erupted with such violence that the top of the mountain was blown off and a cloud of ash and gases was sent to an altitude of 19 km (12 mi). The blast killed 57 people and destroyed all life in an area of some 180 sq km (70 sq mi); an even wider area was covered with ash and debris. It continues to emit ash and steam intermittently. As a result of the eruption, the mountain's elevation was decreased from 2,950 m (9,677 ft) to 2,550 m (8,365 ft). A National Volcano Monument was established here in 1982. ...read more.

Middle

Landslide was biggest ever recorded. The satellite picture shows the damage of the volcano's blast to the forest. Thousands of trees up to 13km around the volcano were destroyed they were incinerated from the Pyroclastic flow. From there 30km around the volcano were blown down trees, that had to be salvaged for timber. Following that was the seared/scorched trees, which would take years to recover. The blast has caused severe damage to the vegetation around Mount St. Helens which will last for years to come. When Mount St. Helens erupted it caused massive damage to the climax community vegetation of the region mainly coniferous woodlands. With whole areas now covered in bare rock vegetation succession has now got to take place again. Starting with the pioneer communities having to reconalize the area. Vegetation succession takes years to finish with the Climax vegetation. The environmental impact of this is tremendous. ...read more.

Conclusion

If you look at the diagram on the right you can see the red represents highest ground and the purple is low lying ground. Because of this at the bottom of the Volcano is low lying ground and Lahars and Pyroclastic flows hug the ground. Causing the Pyroclastic flow to be directed down the slope on the north side because it is all low lying ground. The volcano only caused one global impact, the atmospheric dust cloud. Mount St. Helens before the eruption was 9,677 feet. After the eruption it dropped to 8,365 feet. The ash cloud reached over 15km into the sky, by two weeks it had encircled the entire planet. All around the world day had turned to night, this was a global impact that lasted for weeks. The lasting impact of the eruption will always been seen at Mt. St. Helens. As pic. 5 shows there has been a massive scare left on the Vlocano forever. ?? ?? ?? ?? ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Physical Geography section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Here's what a star student thought of this essay

3 star(s)

Response to the question

The student addresses the question in a logical way although I question the completeness of this piece of work. The work , whilst I believe it to be on the short side (it should be remembered that it is always ...

Read full review

Response to the question

The student addresses the question in a logical way although I question the completeness of this piece of work. The work , whilst I believe it to be on the short side (it should be remembered that it is always 'quality not quantity' and therefore the length was not totally relevant), seemed incomplete due to the fact that student seemed to have chosen to lay out the work by using subtitles but the only subtitle I can find is 'introduction' and afterwards, there is nothing more. Yet, the entire piece of work submitted here could not have been the introduction, therefore this is a bit confusing. Other than this, the student shows a clearly understanding of the topic and supports this by referring to diagrams or graphs.

Level of analysis

The writer shows the appropriate analytical skills required for GCSE and it is typical of a student to lay their work out like this student has done. It guides the examiner logically and clearly through their work which helps gain higher marks. The student shows a clear understanding by using figures and graphs (or diagrams) to support their argument. This further demonstrates their knowledge to the examiner which helps them gain higher marks. Their response, whilst clear, lacks fluency at times. Although I did not fail to follow through their piece of work, I could not explicitly see that it was answering the question. This perhaps was due to the fluency of the piece of work and so goes to show the importance of pre-planning for coursework.

Quality of writing

The punctuation is fine, however their grammar and spelling are unforgivable at GCSE level. The number of typos in this piece of work is shocking for a piece of coursework and does not help the grade. The technical terms would best be put into a glossary to further demonstrate the understanding of the student. This student applies the technical terms well and hence, shows that they understand the topic. Apart from the grammar and spelling, the student follows the typical GCSE student structure and level of detail throughout this piece of work. Those who gain the highest grades always 'go that extra step' and do further analysis to (almost) 'show off' their understanding. Such work appeals to the examiner as it would classed as 'different' and so they would award higher marks.


Did you find this review helpful? Join our team of reviewers and help other students learn

Reviewed by crystalclearmagic 23/03/2012

Read less
Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Physical Geography essays

  1. Swanage Geography Coursework

    said in the questionnaire, I took that on board on what the people wanted and added that in my plan. The Car Park issue from before as now been resolved because of my plan, there is now a huge Car Parking facility which is free for residents, so I managed to improve in two ways.

  2. Is porlock bay affected by longshore drift?

    Below is a list: 1 ) We were told to keep away from the edge of the sea. This is because it was very dangerous as there was a very strong sea current. 2) We were told not to throw pebbles. This is because it is dangerous as if the stones hit someone, they could be seriously injured.

  1. Earthquakes are inevitable but the damage caused is not. Discuss this view

    Many also think that all the damage and injuries from earthquakes comes from collapsing buildings. Again, as buildings are designed better, more of the losses in earthquakes are from objects that break or fall on people causing injury. It is evident when looking at different earthquakes that although they are

  2. Globalization - discuss the integration of the worlds economy.

    The global coexists and interrelates with the local, the national, the regional, and other dimensions of geography. Globalization has also not encompassed all of humanity to the same extent. In terms of territorial location, for example, global networks have involved the populations of North America, Western Europe, and East Asia much more than other parts of the world.

  1. A study to identify the valley features of the River Derwent, and how the ...

    of the rock samples were well-rounded is that none of the sites I collected data from were close enough to the mouth to find well-rounded rocks. The pie charts show that all four sites had a proportion of rounded rock samples.

  2. Geography - Ivestigation of the River Colne, Buckinghamshire

    On the whole, however, even the steep incline in a river's Upper Course will not compensate for the energy loss through friction and erosion (both erosion of the banks and of the bedload). Furthermore, for the section of river I will be studying, there will be no mountains (I have

  1. The research I have carried out to test if the statement Stretches of a ...

    We did it because it made our sampling method systematic across the seven sites; we chose five points in each site and used random sampling to pick 2 stones in each point. Also we used the metal chain to measure across the river and also to measure all the bumps in the river.

  2. Evaluations of River Coursework

    However, as a large quantity of pebbles was measured, mistakes could have been made in the writing down of the number or the category which the pebble falls into. This is entirely a human area, but would still have affected my results the same as the other reasons outlined above.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work