Activity Description for "WHAT DOES IT TAKE TO CREATE A BIG
QUAKE?"
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TITLE: WHAT DOES IT TAKE TO CREATE A BIG QUAKE?
TARGET GRADE LEVEL: 9th 12th Grade (Easily modified for
middle school students)
GOAL(S):
- Students will be able to describe earthquake magnitude
- Students will be able to explain major factors that contribute to
the amount of energy released from an earthquake.
- Students will be able to explain the likelihood of a mega-quake
like a 10.5
TIME: ~ 45 Minutes
TEACHER BACKGROUND INFORMATION:
 Seismic
Monitor - Seismic
Monitor allows you to monitor global seismicity in near real-time,
visit seismic stations around the world, and search the web for earthquake
or region-related information. You can also view seismograms and make
dataset requests via its WILBER interface.
MATERIALS
- Video Projector (If unavailable overhead projector)
- Computer with Internet connection
- Optional: Computer lab
- Copies of student handout
- Copies of IRIS One-Pagers #2 & #3
- Downloaded(If video projector is unavailable make transparencies
of slides!)
- Earthquake Simulator Presentation
- Fact or Fantasy Presentation
- USGS Fact or Fantasy Transcript (Teacher Copy)
BEFORE TEACHING
- Test the preview on your machine to be sure it will play. There
may be an incompatibility with Windows Media Player for Macs
- Explore the earthquake simulator yourself ahead of time
- Review the presentation and the background material on earthquake
magnitudes.
Points to Emphasizes
- Capture the enthusiasm of the “teachable moment” the
mini-series presents, but reassure students that mini-series is fiction.
- Scientists use models to help them understand and predict the way
the earth system functions
Day 1- WHAT DOES IT TAKE TO CREATE A BIG QUAKE?
| 5 Es |
Activity |
Time (Min) |
Engage
Capture student's attention, stimulate thinking & access
prior knowledge. |
Engage Students
Watch 10.5 Preview (Best in Windows Media Player) (Slide 2)
http://www.nbc.com/nbc/10.5/video/56k.shtml |
3
|
| Brainstorming! Write down everything you associate
with the title 10.5 (Bubble Maps work well for this!) (Slide 2) |
3 |
| Have student report out to create a class
chart! |
5 |
Explore
Think, plan, investigate, and organize collected information |
Review the goals for the lesson with
the class (Slide 3) |
2 |
| Distribute IRIS One-Pager #3. Allow time for students
to read and study the diagram. |
5 |
As a class discuss the graph and develop the definition
of magnitude (Slide 4)
Discussion Questions
1. What information can you gather from the graph?
The graph shows the relationship between 5 things; Magnitude, Energy Release,
Earthquakes, Energy Equivalents, Earthquakes Frequency.
2. What is the relationship between Magnitude and the amount of energy
released?
Magnitude describes the relative size of earthquakes & is proportional
to energy released |
5 |
Measuring the physical characteristics of an earthquake.
(Slides 5 & 6)
Discussion Questions
1. What are the physical characteristics we could measure of this fault?
(Slide 5)
(Slide 6) Length, Depth, Slip = Students should develop definitions based
on the pictures and discussion. |
5 |
Using your computer lab, have students
examine the model by manipulating the different variables while
looking for trends. Students should complete their worksheets
OR
Use video projector to examine the model by manipulating the different
variables while looking for trends as a class. |
|
Total Time: 45 Minutes
Day 2 - WHAT DOES IT TAKE TO CREATE A BIG
QUAKE?
| 5 Es |
Activity |
Time (Min) |
| Suggested
Anticipatory Set |
Review
from Day 1: What are three factors that contribute to the amount
of energy released from an Earthquake? |
5 |
Explain
Students are involved in an analysis of the exploration. Understanding
is clarified & modified because of reflective activities |
Slide presentation that discusses how
the factors students explored contribute to the calculation of magnitude.
(Slides 8, 9 & 10)
Slide 8 (Worksheet question 4)
Students should already know three factors which contribute to the Seismic
Moment; Fault Length, Depth and slip.
With the class examine that relationship between magnitude and the “size” of
each contributing factor. (Direct and positive therefore each factor is
multiplied together)
Slide 9
Emphasize that Rigidity decreases with depth because of the combination
of temperatures and pressures. Below a certain point the earth materials
lose their rigidity and earthquakes do not occur there.
Rigidity can be demonstrated with a thin piece of wood or the mineral Mica.
Slow Force = Bending
Fast Force = Breaking
Weak Force = Bending
Strong Force = Breaking
Slide 10
Emphasize that magnitude does NOT equal the amount of energy released from
an earthquake. Seismic moment DOES equal the amount of energy released
from an earthquake. |
15 |
Extend
Expand & solidify understanding of the concept &/or apply to a
real world situation |
Discuss Questions 6 & 7 of student worksheet.
|
10 |
USGS FACT OR FANTASY!
A series of slides designed to address common earthquake related misconceptions.
Fact or Fantasy handout elaborates on each question. Can be shortened
as needed by eliminating slides.
Show each fact or fiction question.
Have students discuss their reasoning with a neighbor before showing answer. |
10 |
Total Time: 40 Minutes |
