Earth to Class

EARTHQUAKES”

[An“Earth2Class Workshops for Teacher” Module]

Created by: Greg G. Hofer, Barbara Robertson, and Jean Vitarius

E2C Summer Curriculum Development Workshop, Summer 2004

Based upon New York State Earth Science (Physical Setting) Curriculum

Target Audience: Regents Earth Science, Grades 8 & 9 - 12

Unit Name: Earthquakes Unit Time Frame: Approximately 2 Weeks

MST Standard 4/Key Idea Number 2: Many of the phenomena that we observe on earth involve interactions among components of air, water, and land.

Content Standards (Performance Indicators)

2.1.a. Earth systems have internal and external sources of energy, both of which create heat.

2.1.b. The transfer of heat energy within Earth’s interior results in the formation of regions of different densities. These density differences result in motion.

2.1.j. Properties of Earth's internal structure (crust, mantle, outer core, inner core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction.) Analysis of seismic waves allows the determination of the location of earthquake epicenters and the measurement of earthquake intensity. This analysis leads to the inference that Earth’s interior is composed of layers that differ in composition and states of matter.

2.1.k. The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

2.1.l. The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system. These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges. Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency procedures.

2.1.m. Many processes of the rock cycle are consequences of plate dynamics. These include: production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions; regional metamorphism within subduction zones; and the creation of major depositional basins through down-warping of the crust.

2.1.n. Many of Earth's surface features are the consequence of forces associated with plate motion and interaction. These include: mid-ocean ridges/rifts; subduction zones trenches/island arcs; mountain ranges (folded, faulted, and volcanic); hot spots; and the magnetic and age patterns in surface bedrock.

2.1.o. Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

Performance Standards (Process Skills)

Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Standard 2 Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 3 Mathematics

Measurement

1. Students use measurements in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

Uncertainty

1. Students use ideas of uncertainty to illustrate that mathematics involves more than exactness when dealing with everyday situations.

Standard 6 Interconnectedness:

Models

1. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.

Magnitude and Scale

1. The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

Enactment Standards (Necessary Setting And Materials)

Computers with internet access and printers.

If seismographs are constructed, appropriate materials for construction.

Enactment Activities and Dialogue

By the end of these activities, students should be able to:

• Define and use vocabulary.

• Use seismograms to find Amplitude and S-P intervals.

• Use a time-travel graph to determine distance to the epicenter of an earthquake.

• Understand how triangulation is used to find the location of the epicenter of an earthquake.

• Determine the Richter Magnitude of an earthquake.

• Interpret graphs and apply interpretation to solve problems given at the web sites.

1. Show pictures of earthquake-damaged buildings.

What happened? Isn’t the Earth solid underneath?

2. Where do earthquakes occur?

Use data available at http://www.earthquake.usgs.gov/ to plot earthquake and volcano locations on a world map. (May need to review map skills)

What do you notice about the locations of these earthquakes and volcanoes?

If Earth is solid, why are these in certain areas and not in others?

3. Use models to represent different types of plate boundaries. Study map on page 5 in the NYS Earth Science Reference Tables. [The ESRT are available on the NYSED website (http://www.emsc.nysed.gov/osa/scire/reftable.html ). It is labeled as “2001 Earth Science” and is provided as Adobe Acrobat files]

Compare and contrast the three basic types of plate boundaries—divergent, convergent, and transform.

Which type generally produces the most frequent earthquakes? deepest earthquakes? strongest earthquakes?

4. “Virtual Earthquake On The Web.”

Go to: http://vcourseware.calstatela.edu

Select “Virtual Earthquake.”

First, read carefully through the information provided. Then work through the activity to find the epicenter and Richter scale magnitude for one or two of the simulated quakes. Finally, students should print out their certificates.

5. Use ESRT page 10 “Inferred Properties of Earth’s Interior” chart. Make a model or drawing representing the Earth’s layers.

6. Students can also assess local earthquake hazards see: “Earthquake Hazards” by Corey Shalanski (http://www.earth2class.org/er/ ). The two links provide a lesson plan and a student worksheet.

7. Extra credit, have the students make their own seismograph, see “Build Your Own Seismograph” (http://cse.ssl.berkeley.edu/lessons/indiv/davis/hs/Seismograph.html).

Additional Resources

      1. US Geological Survey
            Earthquakes Hazards Program: http://www.earthquake.usgs.gov/
            Volcano Hazards Program: http://volcanoes.usgs.gov/

2. “Earthquakes and Plate Tectonics”
http://vcourseware.calstatela.edu

3. “Earthquake!”

http://cse.ssl.berkeley.edu/lessons/indiv/davis/hs/QuakesEng3.html