Seismology and Hazard Management                        

Overview of “Seismology and Hazard Management”

The studies of earthquakes, volcanoes, and Plate Tectonics have long been among the most important focus of LDEO research. In fact, “Doc” Ewing founded the institution in 1949 largely in the desire to find a quieter location than the Columbia campus in Manhattan from which to use his seismometers to “listen” for earthquakes. Many important components of the theory of Plate Tectonics were devised by LDEO scientists such as Lynn Sykes, one of the authors of the scientific paper in which the diagram that forms the basis of the model of plate boundaries first appeared. Seismology continues to be one of the largest areas of investigation at LDEO. The Lamont Cooperative Seismographic Network provides much information about local events, even minor tremors.

During the Cold War, LDEO scientists developed techniques to identify Soviet nuclear tests, and this ability to verify treaty violations was one factor leading to better cooperation between the USA and USSR to end the “arms race.” Such interests have led LDEO seismologists now to establish the “Center for Hazards and Risk Research at Columbia University.” The Center has studied earthquakes and other events around the world, especially in Turkey, India, and Venezuela.. Shortly after the World Trade Center attack, Dr. Arthur Lerner-Lam gave two presentations to NYS teachers. One, Keynote Speech at the 106th Annual Conference of the Science Teachers Association of New York State, was entitled “Prepare for the Expected or Prepare for the Worse?” There and in his E2C presentation during the Nov 2001 Workshop, he explored the concept that what the general public wants of scientists now is not the ability to predict the probable—what might happen and how likely it is—but rather to predict the improbable—what is the worst case scenario. This is major shift in the role of science, technology, and society. But it is one of the aftermaths of 9/11, and such a shift is likely to be around for the future. Therefore, as educators, we need to consider how to teach to address this question.

Earthquakes, volcanoes, and the Plate Tectonics theory form important components of any Earth Science course. However, it in becoming increasing obvious that we need to add to the teaching of the “what” more about how to prepare for these and other hazards.

1. Pertinent Readings

            Spaulding & Namowitz, Heath Earth Science, ch. 13 – 16

2. Pertinent E2C Workshops and Resources

 

“HOW PREDICTABLE ARE NATURAL DISASTERS?”

Jan. 2000—scientist: Arthur Lerner-Lam

EARTHQUAKES AND OTHER HAZARDS

Nov. 2000—scientist: Arthur Lerner-Lam 

PREPARING FOR AND RESPONDING TO NATURAL AND HUMAN-CREATED HAZARDS

Nov. 2001—scientist: Arthur Lerner-Lam

“CENTER FOR HAZARDS AND RISK RESEARCH AT COLUMBIA UNIVERSITY”

 Nov. 2002—scientist: Arthur Lerner-Lam

THE CENTER FOR INTERNATIONAL EARTH SCIENCE INFORMATION NETWORK (CIESIN) HAZARD STUDIES

Nov. 2002—scientist: Robert Chen

CORE/MANTLE STUDIES

Dec. 2000—presenter: Michael J. Passow, based on work of scientist Paul Richards

 

 

3. Key General Concepts

            Earthquakes—seismic waves, epicenter, focus

            Volcanoes—cinder cones, stratovolcanoes, shield cones, hot spots

            Folding—anticlines, synclines

            Plate tectonics—plates, divergent boundaries, convergent boundaries, strike-slip and transform faults

 

4. Questions about the Key Concepts (These are to be answered and submitted.)

  1. Name three lines of evidence that Earth’s surface consists of moving plates.
  2. Briefly describe the three major types of plate boundaries. How are they represented in the ESRT?
  3. Explain how to locate an epicenter using the ESRT.
  4. Using Internet resources, find where earthquakes and volcanism are active within the last few days.
  5. What different kinds of information are presented by the Richter and Mercalli scales
  6. Compared with the pattern of earthquakes, where do most volcanoes occur?
  7. Describe the three basic shapes of volcanoes, and give an example of each.
  8. What type of igneous activity has occurred in the New York-New Jersey?
  9. What explains anticline and syncline folds seen in many rocks in NY and NJ?
  10. List some ways to mitigate earthquake and volcano hazards (assuming people must live within danger zones).

5. Educational Technology

In this session, we will consider important concepts related to seismology—earthquakes, volcanoes, and plate tectonics. In the educational technology segment of class, we will examine several interesting web sites that can be used for student investigations:

www.usgs.gov  Follow the links to find where seismic events are currently occurring. There are also many pages dealing with general information about earthquakes and volcanoes.

www.ldeo.columbia.edu In the Research section, go to Lamont Cooperative Seismic Network. Here you can learn much about earthquakes in the Northeast.

www.vquake.calstatela.edu (There are now two seismological investigations created by the California State University at Los Angeles group. You should probably try both and decide which you prefer.)

For one example of an investigation that incorporates web-based activities, see “Earthquakes on the Web.” Another example has been created by E2C participant Corey Shalanski: Click here for the activity and here for the worksheet.

6. DLESE review

            Open www.dlese.org. Follow the appropriate prompts to locate at least two web sites dealing with imaging. Send the URLs as part of your course submission materials. If possible, provide feedback to DLESE using the Community Review System.


7. Planning for Your Course

     1.  Consider the theme of Dr. Lerner-Lam—Science must now develop ways to predict not what may happen, but rather the worst that may happen. What might be some ways that you need to change your lessons to adapt this approach?
     2.  Identify representative state science education standards pertinent to this session’s theme.
     3.  Describe one activity in which students might utilize information or data available through the resources you used for this session.

Optional Opportunity

            Earthquakes and volcanoes occur every day. Use the US Geological Survey website, www.usgs.gov, to have students locate these on a wall map. If there is a particularly interesting event occurring, have students write current event reports. Have them include suggestions for ways that can reduce damage to property anjd threats to people.