Suzanne Webb
Extension 3
This project is an example of integration between mathematics, the Internet, and science, specifically the use of basic math calculations, graph interpretation, scientific concepts related to earthquakes, and the application of this knowledge. I currently do a unit on earthquakes and volcanoes. This activity allows for a wonderful computerized example of the calculation of an epicenter, the interpretation of seismograms, and a review of basic information related to earthquakes. This activity is only one activity in the unit. I have always hand calculated and drawn the epicenter circles with a compass and will continue to do this as an introductory lesson to the location of an epicenter. Seismograms are not read in the hand drawn epicenter lesson but rather lag time is calculated from sets of data given to the students. I have used the virtual earthquake Internet site in the past. I used a simple worksheet with a few definitions and a few instructions of what I wanted the students to do. The instructions were to go through the site and copy and paste three pieces of information into a word processing document; they were the seismogram with the parts of the tracing identified, the s-p interval graph, and the triangulation map with the epicenter located. In the past I have found that this was not enough formal instruction. Even though I felt the site was very user friendly, my lower level freshman students always had a difficult time and many questions. Tried the activity in the same way two different years and had the same result.
I designed this activity or worksheet to help solve many of the problems and questions my students have had and also incorporated many questions to make them read the material presented to them. One of the main problems is that students don't read and want immediate results, by using this worksheet I am hoping it will move them through the Internet site and keep the progressing. The downsides of this activity is to make sure that the Internet sites are current. Some students may find the amount of information overwhelming and difficult to sort through but hopefully the worksheet will keep them focused. It is good science in that it is the manipulation of data to formulate a conclusion based on the data and to make inferences from the data. I think I am going to extend this project for my final project.
Some of the goals I feel the project addresses are found below and my explanations of how they are met are in bold print. I also want to state that when I learned that the requirement was to apply state and national goals to the project I had a negative attitude towards it (more politics etc.) After searching through the goals and reading them thoroughly really for the first time, I like the focus of the goals and the constructivist approach. I just finished taking a constructivist class and combined with this application of the goals have I feel reached a new level in my approach to teaching and my focus. The problem now is to find the time to create lessons or finding lessons using this model. So thanks for making it a part of the course otherwise I would not have ever tried to apply them.
USE TECHNOLOGY AND MATHEMATICS TO IMPROVE INVESTIGATIONS AND COMMUNICATIONS. A variety of technologies, such as handtools, measuring instruments, and calculators, should be an integral component of scientific investigations. The use of computers for the collection, analysis, and display of data is also a part of this standard. Mathematics plays an essential role in all aspects of an inquiry. For example, measurement is used for posing questions, formulas are used for developing explanations, and charts and graphs are used for communicating results
In this earthquake activity students will be required to use their graph reading and interpretation skills. Students will be required to use computers for the analysis and manipulation of data regarding earthquakes. Students will also use these tools to interpreted data to locate and epicenter.
Know and apply concepts that describe the features and processes of the Earth and its resources. Analyze and explain large-scale dynamic forces, events and processes that affect the Earth' s land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
As students investigate earthquakes, they should start to make connections between the geography of the land and its influences and the importance of locating the source of these quakes
Virtual Earthquake
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Site # 1 Sydney, Australia: http://vflylab.angis.org.au/ |
Site # 4 Los Angeles, CA: http://vquake.calstatela.edu/ |
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Site # 2 Los Angeles, CA: http://vearthquake.calstatela.edu/ |
Site # 5 Sonoma, CA:http://cdl-flylab.sonoma.edu/ |
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Site # 3 Los Angeles, CA: http://vflylab.calstatela.edu/ |
Site # 6 CA: http://vflylab.angis.org.au/edesktop/VirtApps/VirtualEarthQuake/VQuakeIntro.html |
Once you have opened the assigned site, define the following terms using the information available on the website.
Seismograph-________________________________________________________________________
Seismogram-________________________________________________________________________
Focus-_____________________________________________________________________________
Epicenter-___________________________________________________________________________
RichterMagnitude-____________________________________________________________________
How many seismograms are needed to locate an epicenter?____________
- Click on execute virtual earthquake at the bottom of the page
- Answer the questions below
1. What is an earthquake?
2. Most earthquakes take place along fault lines? True or False
3. How deep into the earth are most earthquakes located?_______________
4. What causes the shock waves or seismic waves to form?
5. What causes the ground motion that people call earthquakes?
6. What are seismic waves?
7. What two types of waves are seismologist interested in when trying to locate an epicenter of an earthquake?
_________________ & _________________
8. What are P waves able to travel through?_________________________________________________________
9. What are S waves able to travel through?_________________________________________________________
10. Does the speed of the S and P waves remain constant? Why or Why not?
11. Which wave, the S or P wave will arrive and be recorded by the seismograph first? Why?
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12. Label the following parts
13. What is the arrival time of the P wave? ___ 14. What is the arrival time of the S wave? ___ 14. What is the S-P interval time? _____ 16. What is the amplitude of the P wave? ____ 17. What is the amplitude of the S wave? ____ |
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- OK. Let's have an earthquake!
- Choose one of the following regions to generate a set of seismograms for an earthquake by clicking the circle in front of your choice:
- Click on submit choice
- Look at the region you selected. What region did you select? ______________________________
- Review the seismogram
- Click on view seismograms
- You will now see three seismograms
Answer the questions below before proceeding.
18. What unit is time measured in? _______________
19. What unit is the height of the waves measured in?____________
20. On the sample seismogram vertical lines are second intervals, how many seconds does each line represent? _______
21. Which variable is the independent variable? ______________
22. Which variable is the dependent variable? _______________
23. How do you know when the p wave arrives?_______________________________________________________
24. What time did the p wave arrive? ___________
25. How do you know when the s wave arrived?_______________________________________________________
26. What time did the s wave arrive? __________
27. What are the names of your three seismograph stations?______________, ________________, ______________
- In order to locate the epicenter of this earthquake, you need to estimate the time interval between the arrival of the P and S waves (the S-P interval) on the seismograms from three different station information available on the web site.
- What is the S-P time interval for the first station is _______ seconds
- What is the S-P time interval for the second station is _______ seconds
- What is the S-P time interval for the third station is _______ seconds
- Scroll to the bottom of the
page in order to measure the S-P intervals on the expanded graph
S-P Interval (seconds)
magnitude on the Richter scale?
___________________________ & _________________________
- Click on go to next page
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The Richter Nomogram Look at the Richter nomagram and read the information on the web site and answer the following. 42. What would the magnitude be if the distance is 600km and the amplitude the arrival time of s wave WIDTH=185> |
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- Enter values into the virtual earthquake program.
- Click on find the epicenter
- Your results must state that you have excellent results otherwise you need to go back and remeasure the s-p interval and the epicentral distance
- When you have excellent results, print your map
33. What are some factors that may affect the speed of earthquake waves?
- Click on Compute Richter Magnitude
34. What does the term magnitude of an earthquake mean?
35. What scale is used to measure magnitude? ________________
36. How can one describe a magnitude of 2earthquake?__________________________________________________
37. How can one describe a magnitude of 3earthquake?__________________________________________________
38. How can one describe a magnitude of 8earthquake?__________________________________________________
39. How can one describe a magnitude of 9earthquake?__________________________________________________
40. Why are the following: the cost of repairs resulting from damage, the length of the rupture of the earthquake fault, the amount of ground shaking, not good determiners of the relative strength of an earthquake?
41. What two pieces of information are needed to calculate magnitude on the Richter scale?
___________________________ & _________________________
- Click on go to next page
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The Richter Nomogram Look at the Richter nomagram and read the information on the web site and answer the following. 42. What would the magnitude be if the distance is 600km and the amplitude is 50 mm ? ________________ 43. What would the magnitude be if the distance is 300km and the amplitude is 0.5 mm ? ________________ 44. What would the amplitude be if the distance is 180 km and the magnitude is 5.0 ? ________________ 45. What would the distance be if the amplitude is 0.2 km and the magnitude is 4.5 ? ________________ 46. An earthquake with a magnitude of 6 is how many times stronger than a magnitude 5? ________________ 47. An earthquake with a magnitude of 6 is how many times stronger than a magnitude 4? ________________ |
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- Click on go to next page
Record the maximum amplitude of the S-wave in the table below and type your estimate in the box below each seismogram on the website.
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Station Location |
Epicentral Distance (km) |
Amplitude (mm) |
Magnitude |
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- Draw lines on the Richter Nomogram above to represent your data. Where do the three lines cross? _________ This is your average magnitude.
- Click on go to next page
- Check your answers and line placements on the Richter graph
- Click submit
- Type in your name and high school and print your certificate if you like.
- Turn in your worksheet and printed diagram of your triangulation.