Students use recent 3-component seismograms (recordings of motion on the N/S, E/W, …
Students use recent 3-component seismograms (recordings of motion on the N/S, E/W, and up/down axis) to locate quakes. Students identify P and S waves in their seismograms and measure the time between arrival of the P and S wave. Students then use this time to look-up the distance the epicenter is away from the station using the travel-time-curve. By combining their information with the results from at least three other students using seismograms recorded at different locations, the location of the epicenter can be determined.
Students begin this activity by experimenting with Silly Puttyâ„¢ to identify different …
Students begin this activity by experimenting with Silly Puttyâ„¢ to identify different stresses that rocks can experience, and examining the relationship between stress type and strain. This lays the foundation for students to understand that the structure (strain) we see in rocks provides evidence for the type of stress that caused it. Students apply this idea by examining images of faults and folds to determine how the structures formed. Additional evidence is collected through experimentation with sponge models. Students summarize their ideas and evidence for each image in a short written paragraph or in alternative presentation format. Sponge models are particularly useful because they allow students to interact physically with the models to consider the forces necessary to create these features as well as visualizing deformation in 3-D.
Students learn about forces in the Earth. After viewing this model, they …
Students learn about forces in the Earth. After viewing this model, they will be able to describe sequential earthquakes on a fault when steady force is applied. In the model, each piece of spaghetti acts as an asperity that must be broken for slip to occur. Students can either be involved with the construction of the model or simply view the demonstration on a teacher-built model. Two sets of instructions are provided for construction and implementation of the model.
Students collect evidence to develop an argument that responds to the question …
Students collect evidence to develop an argument that responds to the question What causes Greenland's ice to quake? Exploration begins by using Google Earth to examine the physical features of a Greenland's continental glacier. Next, students examine the spatial and temporal distribution of a set of Greenland icequakes that occurred between 1993 - 2010. Finally this data is compared to monthly and annual mean air temperatures in Greenland.
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