Lauren Mroz GEO 201-02

Whats Shakin?!
Grade Level: 6 Benchmarks (Michigan Curriculum Framework): E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions. S.IP.06.11 Generate scientific questions based on observations, investigations, and research S.IP.06.12 Design and conduct scientific investigations S.IP.06.15 Construct charts and graphs from data and observations

Objectives: This lesson is one of a series of lessons on how major geological events occur from plate motions. This lesson focuses on explaining and demonstrating how earthquakes in particular are a result of plate motions and will take place over three days. Students will be able to explain what an earthquake is. Students will be able to explain what causes an earthquake. Students will be able to relate their knowledge of an earthquake to plate tectonics. Students will be able to conduct an investigation on the effect of earthquakes and interpret results. Students will be able to plot the epicenters of earthquakes and interpret results.

Materials and Setup: If You Lived at The Time of The Great San Francisco Earthquake by Ellen Levine San Francisco Earthquake trade book written assignment. Shake, Rattle, Roll Laboratory Activity Safety: Engage: We have now spent a few days learning about plate tectonics. Today we are going to take what we know about plate tectonics and apply that to a new concept. First, lets do a short activity to remind ourselves about some of the important information we have been learning. We will be doing a Think, Pair, Share, activity about what we know so far in relation to plate tectonics. Now lets introduce our new topic, Earthquakes by making a mind map about everything we can think of that is related to Earthquakes. Next, we are going to read a few chapters out of the book If you lived at the time of the great San Francisco Earthquake by Ellen Levine. Afterwards, I have a short assessment for you to do on what you have learned. This assessment will be graded, you have 15 minutes to work on it, if you do not finish in this time, please do it for homework and turn it in tomorrow. **While students are working on the assessment begin set up on the explore activity** Think, Pair, Share (10 min)

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Create a mind map on the white board on the term Earthquake Read a trade book on Earthquakes If You Lived at The Time of The Great San Francisco Earthquake by Ellen Levine o What did San Francisco look like after the quake? Pg. 7 o What did people do when the earthquake struck? Pg. 12 o How many people died? Pg. 14 o What did the earthquake sound like? Pg. 16 o What did the earthquake look like? Pg. 17 o What did the earthquake feel like? Pg. 19 o How did people keep their spirits up? Pg. 57 Students will do a short writing assignment about the reading.

Explore: To introduce our lesson on earthquakes we will be doing a laboratory activity called, Shake, Rattle, Roll. You will each receive a complete laboratory packet to work through while you explore the concept of earthquakes. As you can see there are three stations in this lab, you will rotate through these stations in your groups and complete the requirements at each station. After each group has completed all three stations we will discuss as a class our observations, results, experiences, and how this activity relates to earthquakes. *This activity can be altered so that each group explores only one of the stations and presents their experiment and results to the class. http://www.teachervision.fen.com/tv/printables/EarthquakesVolcanoes.pdf

Explain: Vocabulary create a foldable o Earthquake o Fault o Hypocenter o Epicenter o Foreshock o Mainshock o Aftershock o S Wave o P Wave o Seismograph o Richter Scale Do you think earthquakes occur very often? Do we experience a lot of earthquakes or very few? Why do you say this? o Go to iris.edu to take a look at the earthquakes that have occurred within the past 2 weeks. What is an Earthquake? What causes an Earthquake?

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o Include pictures to show plate movement How are plate boundaries associated with Earthquakes? o Lets look at the map and try to figure it out o http://www.classzone.com/books/earth_science/terc/content/investigations/es1001/es1001page05 .cfm?chapter_no=investigation P Waves and S Waves o http://earthquake.usgs.gov/learn/teachers/HumanWave.pdf How do we measure the intensity of an Earthquake? o Richter Scale 3-2-1 o 3 things you learned about Earthquakes o 2 things you found interesting o 1 thing you are still questioning

Elaborate: Go over any misunderstanding from 3-2-1 exercise. Take a look at the IRIS Seismic Monitor again. o Notice the magnitude, location, time various earthquakes occurred o Look at a recent earthquake or one in the U.S., look at the latitude, longitude, and magnitude Math: Plotting Epicenters Activity (graded) o Students will be given 20 minutes in class to work on this, the rest should be completed for homework and returned the following day o http://web.ics.purdue.edu/~braile/edumod/epiplot/epiplot.htm After students have completed their maps use the discussion questions in their packet as a fuel for classroom discussion on the results. The objective of the discussion is to help students understand most earthquakes occur along the boundaries of plates and that earthquakes with a higher magnitude occur along convergent boundaries. During the discussion reference to the website animation that shows the plate boundaries and the magnitude of earthquakes along the boundaries. o http://www.classzone.com/books/earth_science/terc/content/investigations/es1001/es1001page02 .cfm?chapter_no=investigation Opportunities to Extend: o Do a case study on specific earthquakes o Focus on earthquakes in the United States o Listen to different earthquakes and notice how the sound changes:

Evaluate: Selected Response Assessment

Differentiation of lesson for various abilities: 1. Students who are more advanced could be expected to write more during Quick Write

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2. Students who are more advanced could be expected to do the large classroom map of epicenter or plot more epicenters on their own maps 3. Students who are not as advanced could be allowed to take the epicenter worksheet home to finish Explain: 1. What is an earthquake? o An earthquake is a vibration of the earth produced by the rapid release of energy. o When an earthquake occurs, energy is released in all directions in the form of seismic waves. The waves are released similar to the ripples caused by a stone dropped in a pond.
The Location below the earths surface where the earthquake starts is called the hypocenter or focus or origin. The hypocenter is the depth at which the earthquake occurs.

The Location directly above the epicenter on the surface of the earth is called the epicenter.

Earthquakes usually occur along preexisting faults that formed along areas of weakness in the Earths Crust. Sometimes an earthquake has foreshocks. These are smaller earthquakes that happen in the same place as the larger earthquake that follows. The largest, main earthquake is called the mainshock. o Mainshocks always have aftershocks that follow. These are smaller earthquakes that occur afterwards in the same place as the mainshock.

2. What causes an earthquake? An earthquake is caused by slippage along a fault in the Earths crust. At an existing fault, or break in the rock, tectonic forces can deform the crustal rocks on either side of the fault. When this occurs, the rocks are bending and storing energy. Eventually, the resistance that holds the rocks in place is overcome, and slippage occurs. Slippage occurs at the weakest point of the fault. When slippage occurs the plates are displaced and the stored energy is released. The energy is released in the form of seismic waves that send vibrations which is what we know of as an earthquake.

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Earthquakes occur along faults where the movement of the earths crust causes stress and strain that produces an earthquake. There are 3 main types of faults and stresses associated with the cause of earthquakes. o Earthquakes can occur along Normal Faults associated with tension forces that extend the crust o Earthquakes can occur along Reverse Faults associated with compression forces that shorten the crust o Earthquakes can occur along Transform Faults associated with shear forces that bend the crust.

3.

An aftershock follows the main quake and is usually weaker than the mainshock.

How are plate boundaries associated with Earthquakes? Plate tectonics confirms that there are three main types of seismic zones. 1. The first follows the line of midocean ridges in relation to divergent boundaries. Activity is low, and it occurs at very shallow depths. The point is that the lithosphere is very thin and weak at these boundaries, so the strain cannot build up enough to cause large earthquakes. 2. The second type is along transform boundaries. The San Andreas fault is a good example of this, so is the Anatolian fault in Northern Turkey. In these faults, two mature plates are scraping by one another. The friction between the plates can be so great that very large strains can build up before they are periodically relieved by large earthquakes. 3. The third type of earthquake is along convergent boundaries due to the collision of oceanic and continental plates. One plate is thrust or subducted under the other plate so that a deep ocean trench is produced. Earthquakes with the highest magnitude and cause the most damage occur along this boundary.

4. What are P waves and S waves? The study of earthquake waves is called seismology There are 2 main types of seismic waves 1. Surface waves that travel along Earths surface; they are fairly slow moving waves 2. Body waves that travel through Earths interior

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o There are 2 main types of body waves o 1. Primary waves (P waves) Push-pull waves. They push (compress) and pull (expand) rocks in the direction the wave travels. Particles in a P wave move back and forth parallel to the direction of wave travel. P waves travel the fastest, so are usually the first to arrive at a location. These waves can also travel through solid, liquids, and gases. o 2. Secondary waves (S waves) Side-to- side motion. Shake the particles at right angles to the direction they travel. So particles in an S wave move back and forth perpendicular to the direction of wave travel. o 5. How do we measure earthquakes? Intensity is the measure, in terms of degrees, of damage to the surface and the effects on humans. Intensity records only observations of effects on the crust, not actual ground motion Magnitude does not depend on population and effects to ground structures, but rather on wave amplitude and distance. Magnitude is determined using mathematical formulae and information from seismograms. One such magnitude scale is the Richter scale. This magnitude scale is logarithmic, meaning each step in magnitude is exponentially greater than the last. Refer to the list of magnitudes and their descriptions These waves can only travel through solids

http://geomaps.wr.usgs.gov/parks/deform/gfaults.html http://web.ics.purdue.edu/~braile/edumod/slinky/slinky.htm#Human_Wave http://earthquake.usgs.gov/learn/teachers/HumanWave.pdf http://scign.jpl.nasa.gov/learn/eq8.htm http://earthquake.usgs.gov/learn/faq/?categoryID=2&faqID=26 http://www.pbs.org/wgbh/nova/teachers/activities/2302_shook.html http://earthquake.usgs.gov/learn/topics/plate_tectonics/rift_man.php http://web.ics.purdue.edu/~braile/edumod/epiplot/epiplot.htm

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http://www.geo.mtu.edu/UPSeis/waves.html http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/earthquake_size.html http://www.geo.mtu.edu/UPSeis/magnitude.html http://vulcan.wr.usgs.gov/Glossary/Seismicity/what_causes_earthquakes.html http://www.classzone.com/books/earth_science/terc/content/investigations/es1001/es1001page02.cf m?chapter_no=investigation http://web.ics.purdue.edu/~braile/edumod/epiplot/epiplot.htm

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Scientific Background:
1. What is an earthquake? An earthquake is a slip along a fault in the earths crust due to the build up of stress. Earthquakes usually occur along preexisting faults that are located along areas of weakness. Tectonic plates (which are associated with earthquakes) are always in slow constant motion. As the plates move they can get stuck along edges due to friction. When a plate gets stuck it causes stress to build up along the fault. There are different types of stress that can occur. Tension stress is typical of normal faulting, compression stress is associated with reverse faulting, and shear stress is common along transform faulting. When the stress overcomes the friction, an earthquake occurs. Stress is released in the form of seismic waves that travel through the earths crust. There are different types of waves that travel through the crust. Surface waves are those that travel along the surface and upper boundaries of the earths crust. P waves are the push-pull waves that arrive first to a location and S waves are the side-to-side waves that arrive after the P waves. These vibrations are what we associated with earthquakes. The Location below the earths surface where the earthquake starts is called the hypocenter or focus or origin. The hypocenter is the depth at which the earthquake occurs. The Location directly above the epicenter on the surface of the earth is called the epicenter. Sometimes an earthquake has foreshocks. These are smaller earthquakes that happen in the same place as the larger earthquake that follows. The largest, main earthquake is called the mainshock. Mainshocks always have aftershocks that follow. These are smaller earthquakes that occur afterwards in the same place as the mainshock. Depending on the size of the earthquake, aftershocks can last from days to weeks to months after the initial main shock. 2. What causes an earthquake? Plate Tectonics Theory of Earthquakes o A plate is the rock that makes up the 100 km of the Earths surface. An earthquake will only occur in the outer, more brittle, area of the plate. This is due to the lower temperature of the rock. o Stress occurs due to the convection of rocks in the earths interior. This stress causes the overlying plates to move. Plates typically move at a rate of 2 to 12 centimeters a year. o 90% of earthquakes occur along boundaries where the rocks are weak. The 10% occur along areas away from plate boundaries. The earth consists of four layers, inner core, outer core, mantle, and crust. The crust and the mantle are at the surface of the planet in many different pieces (plates). These pieces are continuously moving slowing on the surface. As the plates move they may slide past each other and bump into each other. Plate boundaries, which are the edges of plates, consist of faults. Most earthquakes are located along these faults. An earthquake is caused by slippage along a fault in the Earths crust. At an existing fault, or break in the rock, tectonic forces can deform the crustal rocks on either side of the fault. When the edges of a fault are stuck together, the rest of the block of earth is still moving, this causes a build up of energy. Eventually, the force that causes the rocks to stick is overcome and slippage occurs. Slippage occurs at the weakest point of the fault. When slippage occurs the plates are

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displaced and the stored energy is released. The energy is released in the form of seismic waves that send vibrations which is what we know of as an earthquake. 3. How are plate boundaries associated with Earthquakes? The majority of earthquakes do not occur in random areas of the world, instead they are primarly located along narrow zones. These narrow zones are typically the boundaries between different plates on the surface of the earth. Plate tectonics explains why earthquakes are usually only found along these boundaries. According to plate tectonics, the lithosphere is broken up into many different plates (oceanic and continental) that are always in slow movement. Due to this movement, the plates will interact with one another, usually along the boundaries. The first follows the line of midocean ridges in relation to divergent boundaries. Activity is low, and it occurs at very shallow depths. The point is that the lithosphere is very thin and weak at these boundaries, so the strain cannot build up enough to cause large earthquakes. The second type is along transform boundaries. The San Andreas fault is a good example of this, so is the Anatolian fault in Northern Turkey. In these faults, two mature plates are scraping by one another. The friction between the plates can be so great that very large strains can build up before they are periodically relieved by large earthquakes. The third type of earthquake is along convergent boundaries due to the collision of oceanic and continental plates. One plate is thrust or subducted under the other plate so that a deep ocean trench is produced. Earthquakes with the highest magnitude and cause the most damage occur along this boundary. A fault is a fracture zone along 2 blocks of rocks, these blocks of rocks can move in various ways in relation to one another. It is the movement of these blocks of rocks that causes earthquakes. A normal fault is a dip-slip fault that is a response to tension between the blocks. In a normal fault the hanging block moves downward in relationship to the footwall block. Reverse faulting is in response to crustal compression between the blocks. In reverse faulting, the crust moves upward in relationship to the footwall block. Transform faulting is in response to shear pressure between the blocks. In transform faulting, one block either moves to the left or to the right of the other block. When a block moves to the right it is referred to as a right-lateral transform fault, when it moves to the left it is referred to as a left-lateral transform fault. An oblique fault is a combination of normal faulting and transform faulting. 4. What are P waves and S waves? The study of earthquake waves is called seismology An earthquake releases energy when slippage occurs in the form of seismic waves. These waves move in all directions from the origin of the earthquake. There are a few different types of waves that travel through the earths crust when an earthquake occurs. These waves travel travel at different velocities, have different amplitudes, and affect the earth in different ways. There are 2 main types of seismic waves; surface waves and body waves. Surface waves travel along the Earths surface and upper most boundary layers. Body waves travel through the interior of the earth in two different forms; P waves and S waves. P waves are primary waves that have a pushpull motion. These waves push (compress) and pull (expand) rocks in the direction the waves travels. These waves are the first to arrive, so they travel the fastest to a location. These

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particular waves can travel through solids, liquids, and gases. S waves are secondary waves that have a side-to-side motion. These waves arrive after P waves and shake the particles at right angles to the direction (back and forth( in which they travel. A surface wave will arrive after the P and S waves. There are different types of surface waves. One type of surface wave is a love wave which moves the ground side to side and is the fastest surface wave to arrive. Another type of surface wave is a Rayleigh wave which rolls along the ground moving the ground up and down and side to side. 5. How do we measure earthquakes? An earthquake can be measured based on the intensity and the magnitude of the quake. Intensity is a measure of the degree of earthquake shaking in a given location based on the amount of damage caused. Magnitude is a more quantitative measure of earthquakes based on calculations from seismic records that estimate the amount of energy an earthquake releases. Intensity scales take into account the amount of damage done and the description of the event. This scale is called the Modified Mercalli Intensity Scale. This scale outlines 12 classifications for defining the intensity of an earthquake. This scale however is only based on the effect of an earthquake which are dependent upon the severity the ground shakes and the population density, building designs, and surface materials at the location of the quake. To compare earthquakes globally, the magnitude scale was developed. One type of scale is the Richer Magnitude scale developed in 1935 by Charles Richter. This scale is based on the amplitude of the largest seismic wave recorded on a seismogram. This scale has no upper limit. It also accounts for the various amplitudes of waves recorded. Richter used a logarithmic scale to express magnitude, in which a tenfold increase in wave amplitude represents 1 on the magnitude scale. Each unit on a Richter scale is equal to a 32-fold energy increase. A more precise way to measure scales is also being explored called moment magnitude. This scale calculates the average amount of displacement along a fault, the area of the rupture surface, the shear strength of the faulted rock. This type of measurement can also be calculated from seismograms by examining long periods of seismic waves. Therefore, this particular scale is most useful for large earthquakes.

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Name:____________________________ Date:_____________________________

A Shaky Day in San Francisco

Directions: After reading the parts of the book by Ellen Levine, If You Lived at the Time of the Great San Francisco Earthquake, answer the following questions in complete sentences. This assessment will be worth 15 points.

1. What aspect of the San Francisco earthquake did you find to be the most surprising? Explain.

2. Based on what you have read, what would be some of the challenges the people living in San Francisco faced after the earthquake? Explain at least 2 challenges.

3. Write about what you think your experience would be like if you experienced the San Francisco earthquake. Include things you might hear, feel, see, what you would feel like, what you would need to do after the earthquake, what would be different, etc. Write at least 5 sentences.

Shake, Rattle, Roll

Earthquake Laboratory
Background:

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The USGS has reported outstanding statistics on the occurrence of earthquakes throughout the world. They state that each year there are about 7 million earthquakes that occur. While many of these of earthquakes occur in remote areas of the world or are not strong enough to be felt, in 2010 there were a total of 21,546 earthquakes worldwide with 2,156 that had a magnitude of 5.0-9.9 (these could be felt). With so many earthquakes that occur, its a wonder society is able to survive these! Thanks to scientists who studied the effect earthquakes have on buildings, structures, bridges, etc., engineers and architects can design and build features that are able to withstand the impact of most earthquakes. Your Task: You have recently been hired as an architect for a new company, Quake. They have assigned you the task of designing and constructing new headquarters for their company in three different areas. Being familiar with the area, you know that the first building is being constructed near the North American Boundary and Juan de Fuca boundary so it must be able to withstand high impact. The second building is being constructed about 30 miles away on a hillside. Finally, the third Quake building you must construct will be in an area where you know the surface, ground, is very unstable and could most likely move if an earthquake struck. Your boss tells you that she wants all of the buildings to be about 12 inches tall and that due to tight finances you may only use the materials provided by the company. You have 15 minutes to construct a building that will withstand the effects of an earthquake at each location. Good luck!

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Quake Building One

Lauren Mroz GEO 201-02

Your Mission:

This Quake building is being constructed in a high impact location. Using the materials provided, design a structure that is at least 12 inches high and will remain standing when a heavy book is dropped next to building. While you are constructing your building be sure to fill out the observation chart found in the back of this packet. After you have constructed your building follow the guidelines below to test your structure.

The Test:

1. 2. 3. 4. 5.

Tape a piece of graph paper to the floor Put your building on the paper. DO NOT TAPE YOUR BUILDING TO THE PAPER. Trace the foundation of your building on the paper. Using a few yard sticks, measure 2 yards above the ground. Drop a heavy book from this height next to your structure (make sure you do not drop the book on top of your building) 6. Using a different color, trace the new location of the foundation of your building. 7. Measure the distance the foundation moved, if it moved at all.

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Quake Building Two

Lauren Mroz GEO 201-02

Your Mission:

This Quake building is being constructed in on a hillside. Using the materials provided, design a structure on a slanted surface that is at least 12 inches high and will not slide down the hill when the side of the hill is impacted. It is important to build your structure on graph paper making sure that the surface is slanted so one side of the building is higher than the other. While you are constructing your building be sure to fill out the observation chart found in the back of this packet. After you have constructed your building follow the guidelines below to test your structure.

The Test:

1. Build your structure on the graph paper. DO NOT TAPE YOUR BUILDING TO THE PAPER. 2. Trace the foundation of your building on the paper. 3. Using a few yard sticks, measure 12 inches above the uphill wall. 4. Drop a light weight (box of staples, box of crayons, pack of cards) from this height uphill of your structure. 5. Using a different color, trace the new location of the foundation of your building. 6. Measure the distance the foundation moved, if it moved at all.

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Quake Building Three
Your Mission:

Lauren Mroz GEO 201-02

This Quake building is being constructed in on an unstable surface. Using the materials provided, design a structure on an unstable surface that is at least 12 inches high and will not fall down when surface (ground) moves beneath. While you are constructing your building be sure to fill out the observation chart found in the back of this packet. After you have constructed your building follow the guidelines below to test your structure.

The Test:

1. 2. 3. 4.

Fill the top of a shoe box with marbles (enough so they can still roll out). Place the building on top of the marbles. Obtain a stopwatch. Slowly slide the box back and forth about 2 inches in either direction (about 1 shake every 5 seconds) 5. Gradually increase the speed of the shake until you shake 1 time every second. 6. Continue recording results even if the building moves. 7. When the building falls over, stop shaking, and record the speed at which the building fell.

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Shake, Rattle, Roll

Teachers Guide

Building
Building 1: High Impact

Structural Characteristics

How building withstood testing

Why the building behaved that way

Building 2: Hillside Building 3: Unstable surface

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Teachers Guide
Results of Building 1:

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A relatively short, wide building will be more stable than a tall, narrow building. Another design feature that will help the building's stability is to concentrate most of its mass near the bottom, since a top-heavy building will tend to be unstable. Since many of the buildings in earthquake-prone cities are skyscrapers, most of them are narrower at the top than the bottom. An extreme example of this is the pyramid-shaped Transamerica building in San Francisco, California.

Results of Building 2:
The building will be most stable if it is given a wide foundation, such as a fan of paper to skirt its bottom to provide more surface area against the side of the hill. Another strategy would be to brace the building by attaching straws to the downhill wall that angle down to the hillside surface. Again, as with the High Impact challenge, a relatively wide building will be more stable than a relatively tall, narrow building.

Results of Building 3:
This building will be stabilized by focusing most of its mass near the bottom. A pyramid shape would be a very clever idea, and is unlikely to tip over even when it is being shaken quite rapidly. In some communities where the ground beneath buildings is quite soft, such as the Marina district of San Francisco, California, which was badly damaged in 1989, the buildings were literally shaken apart because the soft ground magnified the intensity of the earthquake. Explain that some new buildings have actually been constructed on rubber mountings that absorb the shock waves.

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Resource: http://earthquake.usgs.gov/learn/teachers/HumanWave.pdf Important Information students should understand before this experiment: 1. From the epicenter of an earthquake energy is released. 2. There are two main types of energy that are released in the form of waves. These two types are P waves and S waves. 3. These two waves have different motions and are what causes the shake that we feel during an earthquake. To Begin: 1. Split the class into 2 groups. One group will demonstrate the P wave while the other group watches, then they will switch places and the second group will demonstrate the S wave.

For the P Wave:

1. Have the students stand in a line side by side with their feet shoulder width apart 2. Tell the students to not be too rigid or limp when pushed 3. Have each person put their arms over the shoulders of the person on either side of them. a. This simulates the molecules in the wave tightly bound together 4. The teacher will push an end student so that they lean to the side into the person next to them and then straighten back up. 5. This motion should be transferred from one person to another down the line with the same force they felt. Observe that: 1. The motion down the line took a while to reach the end person. 2. Each person only experienced a brief disturbance, then they returned to their original position. 3. As the wave passed from person to person, there was a moment in which the students were closer together this shows compression 4. After the wave was passed the students moved back to their original position this shows dilation

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For the S Wave:

1. Have the students stand in a line side by side with their feet shoulder width apart. 2. Have each person put their arms over the shoulders of the person on either side of them. 3. Have the first person in the line bend forward at the waist then straighten up again. 4. This motion should be transferred from one person to another down the line with the same force they felt. Observe that: 1. The motion down the line took a while to reach the end person. 2. Each person only experienced a brief disturbance, then they returned to their original position 3. The motion of each person is perpendicular to the direction of propagation

P Wave

S Wave

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2.5 or Less
2.5 - 5.4 5.5 - 6.0 6.1 - 6.9 7.0 - 7.9 8.0 or greater!

Usually not felt 900,000 a year!

Usually felt at 3.0 , but causes little damage. 30,000 a year.

Slight damage to buildings 500 a year.

Can cause a lot of damage in populate areas. 100 a year.

Serious damage! Major Earthquake. 20 a year.

Most intense earthquakes Does the most damage - can destroy near the epicenter Usually 1 every 5 - 10 years

Name: _________________________

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Date:___________________________

Plotting Epicenters from 2011

Using the map of the world and provided list of earthquakes, gathered by USGS, we will plot of worldwide epicenter locations during a 3 week period in 2011. Remember that an epicenter is the point on the earths surface directly above where the earthquake occurred underground (hypocenter). This plot will display the narrow zones in which seismic activity occurs and allow for interpretation on why earthquakes most often occur within these zones. A list of the only some of the epicenters during 2010 is provided. Using the latitude and longitude coordinates, plot the epicenters on the provided world map. For each coordinate determine the magnitude (the amount of energy released from an earthquake based on the Richter scale) and plot the points accordingly. For epicenters with a magnitude of 4.8-5.9 put a green dot at the location. For epicenters with a magnitude of 6.0 to 6.9 put a blue dot at the location. For epicenters with a magnitude of 7.0-7.9 place a purple dot at the location. For epicenters with a magnitude of 8.0 or larger place a red dot at the location. When you are finished plotting the epicenters begin answering the question that interprets your world map and be prepared to discuss your observations! Have fun!

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Plotting Epicenters from 2011

The table below is a list of epicenter for a 3 week period in 2011, notice the latitude, longitude, and magnitude of each epicenter and be sure to plot these coordinates correctly. Dont forget to use the correct colors for each magnitude.
Year Day Time Lat. Long. Dep. Magnitude

Year 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011 2011

Day 11-3 11-6 11-7 10-31 10-30 10-25 11-05 10-24 11-1 11-5 10-27 11-1 11-7 10-24 10-27 11-3 10-28 11-6 10-30 11-6 11-7 10-29 10-28 10-28 11-5 11-1 10-30 11-2 11-3 11-6 110-27 10-24 11-6 10-25 11-6 10-31

Time 3:47 p.m. 2:03 p.m. 1:46 a.m. 8:59 p.m. 11:08 p.m. 5:08 p.m. 7:56 a.m. 9:37 p.m. 12:32 p.m. 8:46 p.m. 6:37 a.m. 3:38 p.m. 4.44 a.m. 4:26 p.m. 1:20 a.m. 1:56 p.m. 11:06 a.m. 6:53 p.m. 11:52 a.m. 2:17 p.m. 10:36 a.m. 5:33 a.m. 11:46 p.m. 6:54 p.m. 7:13 a.m. 10:28 p.m. 6:53 p.m. 7:01 p.m. 6:37 a.m. 2:43 a.m. 11:43 a.m. 3:38 p.m. 8:56 p.m. 2:32 a.m. 2:35 a.m. 1:22 a.m.

Latitude 55 54 45 43 38 37 39 38 19 57 39 36 -3.7 -5.3 -15 -10 -28 -20 -3 2 -14 -15 -15 -14 -23 -24 -25 9 -55 38 37 38 36 70 15 12

Longitude 164 159 149 145 142 144 143 141 -109 -135 -120 -117 149 146 169 161 -176 -178 101 97 -76 -76 -76 -75 -70 -67 -70 -84 -28 43 43 43 25 -5 -60 48

Depth (km) 21.9 156.7 158.4 55.3 30.4 16 42 58.7 5.0 1.8 16 4.7 34.8 187.8 39.7 144 10 596 36 65 52.4 22 19.7 24 33 204 47 39 48 5.0 17 10 36 16 61 10

Magnitude 5 4.5 5.1 4.8 4.9 5.2 4.8 4.6 6.3 4.7 4.7 4.1 5.2 4.5 4.9 5.6 5.7 4.7 5.6 4.7 4.7 4.8 6.2 6.9 5.9 4.6 6.0 5.4 4.9 4.7 5.2 5.0 4.8 5.0 4.8 5.0

Lauren Mroz GEO 201-02

2011 2011 2011 2011 2011 2011

10-25 11-6 11-7 10-24 11-6 10-31

6:07 a.m. 3:52 a.m. 11:59 a.m. 2:35 p.m. 4:41 a.m. 6:28 a.m.

-12 35 36 41 -6 14

-14 -97 71 79 106 -92

9.9 5.0 219 44 160 84

5.3 5.6 5.5 4.1 5.3 4.4

Lauren Mroz GEO 201-02

Name: _______________________________ Date:_________________________________

Plotting Epicenters from 2011

Directions: When you are finished plotting the location of epicenters on your map, begin to work on these discussion questions. Give these questions a lot of thought! Write down any questions you may have while pondering these questions on the back of the paper. Get to thinking!! :)

Questions for Pondering: 1. Where do you see the most earthquakes?

2. Is there a pattern to the location of earthquakes?

3. Why do you think the earthquakes occur where they do?

4. Where are there the highest magnitude earthquakes?

5. Are there more high magnitude or low magnitude earthquakes?

6. What types of boundaries might be most associated with high magnitude earthquakes? Low

magnitude?

7. Do you see anything unusual about the location of the earthquakes?

Lauren Mroz GEO 201-02

Name:_________________________ Date:_________________________

Earrrthquaaaake!
Final Assessment
Directions: We have spent the past week learning all about earthquakes. Now it is your turn to demonstrate everything you have learned! Read each question below slowly and think about the question before answering. Take your time, dont rush, you will do great! If you have any question raise your hand and I will come by to help you. Good luck!

Multiple Choice: Directions: Reach each question and every possible answer completely. Select your answer by completely circling the correct choice answer. Each question will have only 1 correct answer. Each question is worth 2 points. 1. The epicenter of an earthquake is a. The location above the point of origin on the surface of the earth. b. A specific type of faulting that causes an earthquake. c. The location below the point of origin in the inner core of the earth. 2. Earthquakes occur at which of the following locations a. Transform Boundaries b. Fault lines c. All of the above 3. The study of earthquake waves is called a. Earthology b. Waveology c. Seismology

Lauren Mroz GEO 201-02

4. How do rock molecules move during a P wave? a. Rolling in a circular motion b. Back and forth parallel to the direction of the wave travels c. Back and forth perpendicular to the direction the wave travels 5. Based on the plotting epicenters activity, the least common magnitude to occur is a. 4.0 5.9 b. 6.0 7.9 c. 8.0 or greater 6. Earthquakes with the largest magnitude and cause the most damage occur along a. Convergent boundaries b. Divergent boundaries c. Transform boundaries 7. In order to be felt, an earthquake must have a magnitude of at least a. 2.0 b. 3.0 c. 6.0 8. Which of the following statements is false? a. Earthquakes are caused by stress & strain on the earths crust b. When an earthquake occurs energy is released in the form of seismic waves c. Only one earthquake can occur in a given area 9. What is the correct order in which waves are arrive from first to last? a. P wave S wave Surface wave b. Surface Wave P wave S wave c. S wave Surface Wave P wave

Lauren Mroz GEO 201-02

10. An earthquake occurs when a. Random waves are sent from the inner core to the surface of the earth. b. Vibrations from other earthquakes cause a new earthquake c. Slippage occurs along preexisting faults 11. Earthquakes occur along which of the following faults? a. Normal Faulting b. Reverse Faulting c. All of the above 12. The location at which movement occurred triggering an earthquake is called the a. Hypocenter (focus) b. Epicenter c. Fault line

True/False:
Directions: Carefully read the statements below then decide if the statement is true of false. Mark the letter T for true or F for false in the space provided. Each statement is worth 1 point. 13. The largest wave of an earthquake occurs first, so it is called the foreshock _______ 14. There are 2 main types of seismic waves, surface waves and body waves 15. The intensity of an earthquake is measured on the Richter Scale 16. Mainshocks always have aftershocks 17. The San Andres Fault is along divergent boundaries _______ _______ _______ _______

Lauren Mroz GEO 201-02

Fill in the blank:

Directions: Read each question below and determine what word or phrase best completes the statement. Write the answer in the space provided for each question. Each question is worth 1 point. 18. All earthquakes occur along ________________ in the Earths crust. 19. We measure earthquakes based on intensity and ________________. 20.When slippage occurs, stored energy is released in the form of ________________. 21. The location pattern earthquakes follow is along the ________________ of the different plates. 22. The location below the surface where the origin of the earthquake occurs is called the ________________.

***When you are finished: 1. Go back over your answers and make sure you have selected the correct choice 2. In a different color, circle the number of the question you think were unsure of when deciding upon an answer 3. Write the score you think you received in the space provided below. Remember each multiple choice is worth 2 points, each true and false is worth 1 point and each fill in the blank is worth 1 point. That makes this exam worth a total of 34 points

The score I think I received is ______________________ out of 34.

The score I actually received is ______________________ out of 34.

Lauren Mroz GEO 201-02

Earrrthquaaaake!
Answer Sheet 1. A 2. C 3. C 4. B 5. C 6. A 7. B 8. C 9. A 10. C 11. C 12. A 13. F 14. T 15. F 16. T 17. F 18. Fault 19. Magnitude 20. Seismic Wave 21. Boundaries 22. Hypocenter or Focus or Origin