How Can You Observe Earthquake Activity Using Real-Time Data?

Learning Set 3
S E C T I O N 3 . 2 I N T R O D U C T I O N
1
1 class periods*
—
2
u
3.2 Investigate
How Can You Observe Earthquake
Activity Using Real-Time Data?
Overview
Students read qualitative accounts of earthquakes and then explore the
United States Geological Survey’s Web site where real-time earthquake data
is provided. From these, students learn more about what happens during an
earthquake and how earthquakes are observed and reported. As students
review the Web site they will see how often earthquakes happen and how
*A class period is
considered to be one
data is recorded. This will help them to understand different earthquake
40 to 50 minute class.
events and the results of those events.
Targeted Concepts, Skills,
Performance Expectations
and Nature of Science
Scientists often work together and then
Students discuss earthquake data and how much
share their findings. Sharing findings
they think they will need for reliable results to predict
makes new information available and
plate boundaries.
helps scientists refine their ideas and
build on others’ ideas. When another
person’s or group’s idea is used, credit
needs to be given.
Scientists must keep clear, accurate,
Students should record their predictions for their
and descriptive records of what they do
plate boundaries along with their reasoning.
so they can share their work with others
and consider what they did, why they
did it, and what they want to do next.
Graphs and tables are an effective way
Students use tables of earthquake data from the
to analyze and communicate results of
United States Geological Survey.
scientific investigation.
Scientific investigations and
Students consider how much data they will need to
measurements are considered reliable
predict plate boundaries.
if the results are repeatable by other
scientists using the same procedures.
148
Project-Based Inquiry Science

---

2
3.
Targeted Concepts, Skills,
Performance Expectations
and Nature of Science
Scientists make claims (conclusions)
Students should make a claim with supporting
based on evidence obtained (trends in
evidence on where the plate boundaries occur.
data) from reliable investigations.
Materials
1 per student
Small World Map page
1 per class
Computer with internet access and projection screen
1 per group(s)
Computer with internet access
1 per class class
Project Board
1 per student
Project Board page
1 per classroom
large rock and cardboard to drop it on (to simulate
(optional) an
earthquake)
Activity Setup and Preparation
Set up computer projection system with computer that has Internet access.
The United States Geological Survey’s (USGS) real-time data can be accessed
through an Internet search for ‘USGS, earthquakes’. The implementation
information shows images of how to go through the Web site and provides
a guide for discussion. Note that the format and content of a Web site can
change so you should review the information about the Web site while
checking the Web site prior to class. Have the Web site up and running
to display a region where there will most likely be an earthquake today
(California, Alaska, Japan). This stimulates some conversation and questions
with students, and you just might have an earthquake happen while you are
watching.
The USGS Web site has great background information, such as the FAQ.
Explore the Web site prior to class to become familiar with the site and
perhaps fi nd other areas you would like to visit if time permits.
If there are enough computers available, consider having students follow
your lead during class.
Consider simulating an earthquake by dropping a large rock on a piece of
cardboard. The cardboard is to protect the fl oor.
149
EARTH STRUCTURES AND PROCESSES

---

Learning Set 3
Homework Options
Refl ection
• Science Content: What did you learn about earthquakes from the
United States Geological Survey Web site? (Students should describe
something new they learned about earthquakes, for example, that
earthquakes happen everyday.)
• Science Content: Describe a personal account, or create one, of
what an earthquake would be like. (If students have experienced
earthquakes most likely they have been mild. If they create a story
about what it would be like to live through an earthquake, it will
probably be similar to the accounts in the text.)
• Science Process: Describe the difference between qualitative and
quantitative data. Why do you think both are important when
collecting earthquake data? (Students should be able to describe
qualitative data as personal accounts and quantitative data as
measurements. Both types of data are important when studying
earthquakes because qualitative data gives scientists information
about the strength of an earthquake.)
Preparation for 3.3
• Science Content and Process: How do you think earthquakes are
measured? (The purpose of this question is to get students to think
about how scientists measure earthquakes.)
150
Project-Based Inquiry Science

---

How Can You Observe Earthquake Activity Using Real-Time Data?
2
Learning Set 3 • Think About What Happens at Plate Boundaries
S E C T I O N 3 . 2 I M P L E M E N T A T I O N
1
3.
u 1 class periods
—
2
3.2 Investigate
How Can You Observe Earthquake
3.2 Investigate
Activity Using Real-Time Data?
You may have experienced an earthquake or know someone who has. If
How Can
not, it may be diffi cult to imagine what it is like. Scientists use different types
of information to learn about earthquakes. They may interview people who
You Observe
have recently experienced an earthquake. These fi rst-hand accounts give
Earthquake
scientists information about the strength of an earthquake.
Activity Using
On January 17, 1994 a strong earthquake occurred in Northridge,
California. Here are some descriptions from people who were there.
Real-Time
This information was collected from a questionnaire distributed by the
United States Geological Survey (USGS).
Data?
“I had just gotten up to give my daughter her bottle when I felt a violent
jolt. I knew we were having an earthquake so I tried to run into her room
10 min.
to get her but it was so hard to walk! I could hear things outside falling
and hitting the ground, and all of the pictures in the hall were falling and
breaking. I was so scared!” Zip Code 90037
Introduce the Learning
Set to the class.
The Northridge,
California earthquake
caused $10 billion in
property damage and
took 57 lives.
ES 82
Project-Based Inquiry Science
Engage
Begin by eliciting from students what they have experienced or heard about
earthquakes.
TEACHER TALK
“Have you ever experienced an earthquake or know someone who has?
What was it like? Or, what do you think it is like? ”
151
EARTH STRUCTURES AND PROCESSES

---

Learning Set 3
Guide
Describe how scientists use different types of data when gathering
information about earthquakes.
TEACHER TALK
META NOTES
The qualitative data
“Scientists use both qualitative and quantitative data when collecting
and discussions of
information about earthquakes. In this Section you will look at both. What
earthquake experiences
do you think the difference is between qualitative and quantitative data?
provide a hook for
”
students.
Next, let students know that qualitative data consists of fi rst-hand accounts
META NOTES
and quantitative data consists of measurements. Emphasize that scientists
The readings allude to
consider both types of data important and use qualitative data to help
what to do during an
earthquake. You may
determine the strength of the earthquake.
want to bring it up now
or in the next section
Read through the fi rst-hand accounts with the class. After reading, ask the
where earthquake
class if the earthquake experience was the same for everyone.
safety procedures are
discussed.
You may want to mention the fault lines near your area.
If your students have never experienced an earthquake, consider simulating
META NOTES
one by dropping a large rock on a piece of cardboard. The cardboard
should be placed on the fl oor to protect the fl oor. Send a few students
The US map of
earthquakes at the
to different areas such as the back of the room, outside the door, and
United States Geological
down the hall. Then drop the rock. Ask students to describe what they
Survey site shows
experienced. Ask students who were furthest away if they knew an
hazardous fault lines.
Just click on the map
earthquake happened, then ask students who were nearby. Have them
to zoom into your
describe their experiences and observations, specifi cally, ask if they
area and read the
observed vibrations or shaking.
information under the
map that describes
what is indicated on the
map. You can find other
fault lines by doing an
Internet search on your
state’s name and fault
lines.
152
Project-Based Inquiry Science

---

How Can You Observe Earthquake Activity Using Real-Time Data?
2
3.2 Investigate
3.
Predict
“My wife woke me up and asked if I felt anything. I told her that I
certainly did not feel anything except her shaking me. She said she
10 min.
thought she felt an earthquake but maybe it was a big truck – we live
close to the freeway. Turns out it was an earthquake, a pretty big one!
Who knew!” Zip Code 90650
Have students
“I am from Virginia and I was in California visiting my grandchildren. In
answer questions
the very middle of the night I woke up and felt a strange rumbling. Then
things started to shake a bit and my grandson ran into my room and
related to common
told me to stand in the doorway, that we were having an earthquake.
Well, that door was swinging back and forth and I told him that I would
misconceptions.
stay right where I was, thank you very much! I wasn’t going to get
knocked out by some door and have to be taken to the hospital in my
nightclothes!” Zip Code 90808
“I was asleep in my tent when I felt the earthquake. It woke up my whole
family, and all of the other campers in the campground. Since there
were no rocks, trees, or buildings around we all felt pretty safe. It was a
thrilling way to experience the power of nature.” Zip Code 93060
Scientists also use other types of earthquake data. Real-time earthquake
data is posted within minutes of an earthquake every time one happens in
the world. This data can be found on the United States Geological Survey
(USGS) website. You will go to this website and observe some real-time
earthquake data.
Predict
Before you go to the USGS site, meet with your group and answer the
following questions:
•
Where do you think most earthquakes happen in the world?
•
When and where do you think the last earthquake in the
United States occurred?
•
How many earthquakes do you think happened in your home state
this week?
•
How many earthquakes do you think happened in California
this week?
•
How big are most earthquakes? How deep beneath Earth’s surface
do they occur?
META NOTES
ES 83
These questions
EARTH STRUCTURES AND PROCESSES
are designed to
elicit students' prior
knowledge and
are geared toward
Guide
some common
misconceptions. They
Ask students to answer the questions individually and let them know how
also provide hooks for
much time they have.
what students should
focus on when the USGS
Hold a class discussion on students’ responses. Students will have a variety
Web site is visited.
of answers based on their experiences. These questions and answers can
help guide the discussion. Do not lead students toward any particular ideas,
META NOTES
rather leave all student ideas in the collective conversation.
This section gives
students a chance to
support, eliminate,
and refine their pre-
conceptions with data.
153
EARTH STRUCTURES AND PROCESSES

---

Learning Set 3
Procedure
Learning Set 3 • Think About What Happens at Plate Boundaries
35 min.
Lead the class through
Procedure
Go to the USGS website with your class. As you explore the site and
the USGS Web site.
familiarize yourself with it, discuss and answer the following questions:
1.
Why do we not hear about earthquakes every day?
2.
Where was the last recorded earthquake? How large was it? Do you
think it made the news? Why or why not?
3.
Does the number of recorded earthquakes surprise you? Did you
hear about any of them on the news recently? What makes an
earthquake newsworthy?
4.
Where in the United States was the last recorded earthquake? How
large was it? Do you think it made the news? Why or why not?
5.
How many earthquakes were recorded in the United States during the
past week?
6.
How are earthquake data recorded?
7.
What does the magnitude of an earthquake mean? How does
magnitude vary?
8.
What does the depth of an earthquake mean? How does depth vary?
9.
How is the earthquake data on the USGS website collected?
10. How many earthquakes have been recorded in the world during the
past week?
How do you measure and compare time?
Earthquakes are reported using Coordinated Universal Time (UTC).
Scientists do this so data can be compared around the world. When the
Sun is at high noon in Greenwich, England it is 12:00 UTC.
As an example, if an
Location
Local Time
UTC
Local Time
earthquake happens
Zone
conversion
at 12:00 UTC on
Greenwich, England
Greenwich Mean
12:00 hours or 12:00 pm
December 31 (high
Time
(high noon)
New York,
Eastern Standard
-5 hours
07:00 hours or 7:00 am
noon in Greenwich,
New York
(mid-morning)
England), what is
Chicago, Illinois
Central Standard
-6 hours
06:00 hours or 6:00 am
happening in the rest
San Francisco,
Pacifi c Standard
-8 hours
04:00 hours or 4:00 am
of the world?
California
Hawaiian
Hawaiian
-10 hours
02:00 hours or 2:00 am
Standard
Standard
(very early morning)
Baghdad, Iraq
USSR, Zone 2
+3 hours
15:00 hours or 3:00 pm
(mid-afternoon)
Hong Kong
China Coastal
+8 hours
20:00 hours or 8:00 pm
China
(mid-evening)
ES 84
Project-Based Inquiry Science
Guide
Let students know if they will be using computers to explore real-time data
at the USGS Web site or if you will lead the class through it. Let students
know they should complete the questions in the Procedure and write down
questions they still have. Then begin exploring the site.
The USGS Web site shows the most current earthquake data available in the
world. It is refreshed every time a new earthquake is recorded and/or every
hour. Explain that earthquakes happen all the time in many places, both
under the water and on land.
Go to the Web site and describe for students how to use it.
154
Project-Based Inquiry Science

---

How Can You Observe Earthquake Activity Using Real-Time Data?
2
3.
Let students know that the color of the box indicates if the quake was within
the last hour, day, or week. The size of the box indicates the magnitude of
META NOTES
the quake.
Like most Web sites,
this Web site changes
NOTE: Further instructions are embedded in the Guide and Assess below.
often. These screen
captures may not
Guide and Assess
match, and there may
be more information
While you are leading the class or after groups have explored the site and
available at the site.
the class is discussing the site, assist students in fi nding and understanding
Use this discussion
as a guide to what
answers to the questions.
to talk about and
show students about
1. Students should see that the latest earthquake happened that day.
earthquakes.
Earthquakes happen every day but they may be very small, or the
area may not be heavily populated, so the quake isn’t “newsworthy.”
Students should notice that most of the earthquakes plotted on the
world map have a small magnitude.
2. Students should notice the keys below the map for “ages” and
“magnitudes.” Select a recent earthquake on the map by clicking on
155
EARTH STRUCTURES AND PROCESSES

---

Learning Set 3
any of the earthquakes. The map should zoom into a more local
region. Select an earthquake and more earthquake information will
be displayed. This will vary depending on the data.
3. Students will probably say that a newsworthy earthquake depends
on how big the earthquake is and if it causes any damage or injuries
to people.
4. Click on North America and point out the regions of earthquakes.
Click on the link for the US map. More than likely there has been
some recent earthquake activity in the US over the last week. In the
left margin of the Web site, select “Current Earthquakes,” “Maps”
of the “USA.” This map will show earthquakes with magnitudes
greater than or equal to 1.0 (M1+) that have happened in the United
States within the last week. Here students should notice how many
earthquakes have taken place within the last few days or even the
past hour. Most will probably have a magnitude less than 3.
5. Students or you should indicate the total number of earthquakes that
have happened in the US during the last week. This is listed under
the title of the map.
6. Look at a list of earthquakes by selecting the “Earthquake List”
prompt below the map. Orient them to the different headings:
Magnitude, Date, UTC Time (Coordinated Universal Time), Latitude,
Longitude, Depth, and Location.
156
Project-Based Inquiry Science

---

How Can You Observe Earthquake Activity Using Real-Time Data?
2
3.
This is a good time to go over the box How do you measure and
compare time? Emphasize that they do not need to be able to
compute it into their time zone, they just need to recognize that it is
a unit of time.
7. Students have not been introduced yet to the meaning of magnitude.
Magnitude is the “strength” of the earthquake. It is a number
that characterizes the relative size of an earthquake. Magnitude
is based on measurement of the maximum motion recorded by
a seismograph. We generally use the Richter Scale to measure
magnitude. Earthquakes with magnitudes 1 or 2 are not felt, 3 to 4
are sometimes felt but there is little or no damage, 4 to 6 are always
felt and there is often minor damage, and larger than 6 are always
felt and there is much damage and devastation. Show students a map
and/or a list of earthquakes. Students should notice the differences
META NOTES
in the magnitude numbers. Below many of these real-time maps
Students will learn
there is an option for M>3 or M>1. Students should see that most
about magnitude
earthquakes are small, not felt, and cause little or no damage.
and depth in the next
Section.
8. Students have not been introduced yet to the meaning of depth.
Show students an example of a list of earthquakes. Students should
notice that the depth number varies. The depth is the distance below
META NOTES
the surface of the crust the earthquake happened. As a reference, the
This is a good place to
crust of Earth varies in thickness between 5 km and 70 km. Notice
discuss the information
that earthquakes happen at varying depths, and some happen below
box Estimating in
Kilometers in the
the crust in the mantle. On the list shown below, there are three
student text if students
such earthquakes: two at 100km and one at 200km below the surface
need it.
of the earth. Look for examples in a real-time earthquake list.
157
EARTH STRUCTURES AND PROCESSES

---