Quake, Rattle, and Roll!

Students will become junior seismologists and determine the location of an earthquake's epicenter.  They will get a chance to ask questions and learn about earthquakes and earthquake preparedness from a seismologist. 

 

 

 

Project time frame

Approximately three- to five- 50 minute class periods to prepare.  Times TBD.

 

 

 

How to sign up

Contact Tonya Kimmerly at tkimmerl@remc11.k12.mi.us for information on how to sign up.   

 

 

 

IP or ISDN?

IP/H.323 schools

 

Learner Outcomes

Michigan Science Grade Level Content Expectations

S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions.

S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.

 

Students will be able to:

• interpret data to determine the distances of three seiemographs from an earthquake's epicenter 
• draw a conclusion about the location of the earthquake's epicenter

 

 

 

Methods and Activities

Prior vocabulary knowledge (plate, plate tectonics, fault, earthquake, epicenter, P wave, S wave, seismograph)

 

Preparation Materials

• Computer with internet access
• Earthquake Epicenter and Magnitude by Virtual Courseware or copy and paste URL into browser www.sciencecourseware.org/eec/Earthquake/EpicenterMagnitude/

 

Hands-on activiity:

1. Find the difference in arrival time on the y-axis of the graph.  To find the distance to the epicenter, read down from this point to the x-axis of the graph.  Enter this distance in the data table.
2. Set your compass at a radius equal to the distance from the city to the earthquake epicenter.
3. Draw a circle with the radius determined in the previous step, with the city as the center point.
4. Repeat these steps for the other two cities.

 

Follow up questions and discussion with the expert

 

 

Materials

• data table of difference in arrival time of P and S waves*

• graph of seismic wave arrival times*
• map of the U.S.*
• earthquake risk map
• drawing compass with pencil 

 

 *will be sent via email upon VC confirmation

 

 

Videoconference Details.

 

Time: 90 minutes

 

Responsibilities: Students will work in teams to locate the epicenter using triangulation data from three stations.  Teachers will monitor student progress and keep focus.

 

Agenda: 60-90 minutes

 

• 5 min. Welcome and introductions. Each class shares their location and brief information about their school.

• 15 min. Earthquake simulation and seismograms shown.
• 20-30 min. Silence on the videoconference. Each class works busily to find the epicenter location.
• 20 min. Answers and discussion. Each class presents their solution and discusses the answer with the other class. Students can ask the expert questions regarding the problem solving process and content.

 

Credit: Virtual Courseware by U.S. National Science Foundation and California State University 

 

 

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