An Internet WebQuest on Earthquakes

Student Page
Teaching Page | Main Page | Evaluation and Display of Student Work |

Introduction

Earthquakes are one of the most powerful natural forces that can disrupt daily lives. Through careful study, geologists and other geographic and historical researchers are slowly learning more about such questions as these: Why do earthquakes occur? Why do some locations such as California and Japan receive so many earthquakes? Can earthquakes be predicted? What is the great cost in lives and money caused by earthquakes? Are there patterns of occurrence over time? Can we design a city to better withstand an earthquake? Can we stop earthquakes before they occur? Should we try?

In an earthquake the ground rumbles, hanging lamps begin to sway back and forth, shelves begin to rattle or spill their contents, the floor and walls shake. Even if you do not remember seeing or feeling an earthquake, you have probably lived through thousands of tiny earthquakes during your lifetime. The earth is constantly creating earthquakes.

An earthquake is the shaking of the earth caused by pieces of the crust of the Earth that suddenly shift. The crust, the thin outer layer, is mostly cold and brittle rock compared to the hot rock deeper inside. This crust is full of large and small cracks called faults. Although these faults can be hundreds of miles long, usually you cannot see the cracks because they are buried deep underground and because the pieces of crust are compressed together very tightly. The powerful forces that compress these crustal pieces also cause them to move very slowly. When two pieces that are next to each other get pushed in different directions, they will stick together for a long time (many years), but eventually the forces pushing on them will force them to break apart and move. This sudden shift in the rock shakes all of the rock around it. These vibrations, called seismic waves, travel outward in all directions and are called an earthquake. The underground location where the rock first broke apart or shifted is called the focus of the earthquake.

The Quest

You are visiting friends next door. One friend that lives here has a father that works for the United States Geological Survey (U.S.G.S) investigating Earthquakes.

You hear his phone ring and then overhear a serious conversation. The earthquake project that has taken up much of his time has been accelerated by the President of the United States. Lately those earthquakes are getting stronger and less predictable. The President is calling for some research and answers quickly.

Realizing that you can use your trusty computer to help him with the needed research and predictions, you tell all your friends that it's possible to help. The friends follow you as you run home and log on. You quickly begin your research on earthquakes. You'll help stop those nasty things. If you can't stop it, maybe you can at least predict where the next one will occur.

You know that for years you've seen your friend's father get some quick information on earthquakes through the USGS. You actually have met some of the nice people there yourself and you know they'll help you, too. It will be helpful to begin with email to friends at the USGS to ask questions. Their email address is: ask-a-geologist@octopus.wr.usgs.gov.

(Visit the evaluation page for your description of the various roles and responsibilities of this WebQuest. Return here and complete the activities with your teacher's directions.)

Goals and Objectives:

Major Tasks

Minor Tasks

Several concepts will be presented during this WebQuest:

When finished learning about these concepts, you will: use real-time data from the Internet to solve problems, determine latitude and longitude of an earthquake, chart an Earthquake's position on a large world map, determine Plate Boundaries, and ascertain convergent boundaries.

Working in small groups with other students, you will then use this information to develop strategies that might be used to reduce damage and loss of life in the area within which your home or school is located. Overall, this lesson will help you to gain a better understanding of the complex nature of the interaction between earthquakes and human beings.

The Process and Resources

Part of your job in this WebQuest is to take on a role in the group. You will be working together with this group of students in class. Each group will complete several tasks and learn about earthquakes. As a member of the group you will explore WebPages that explain the various issues about actual earthquakes, locations, and causes. The sites will provide information that will help you support your role. Because these are real WebPages you'll be searching, not sites made just for schools, the reading level might challenge you. Use the dictionary to help you with words you might not know.

You'll begin with everyone in your group getting some background information. You will become knowledgeable on the aspects that pertain to your role in your team by reading and exploring the links to WebPages. Then you can help build your model and present it to the class.

Here are the steps that your group should follow (be sure to discuss all the questions as a group):

I. Locate Current Earthquakes

Go to the recent earthquakes site. Here you will see all the earthquakes that have recently occurred. Look at the data you are given carefully. Notice that you are given the latitude and longitude. Chart the position of the location of at least 3 of the recent earthquakes. Do you observe a pattern?


II. Look for patterns

Click here and scroll to the bottom of the page, to view a map (the blue lines indicate plate boundaries) of all of the major tectonic plates which make up the crust of the earth. Note that the arrows (which are called vectors) indicate the direction and speed that the given plate is moving.

Do the earthquakes seem to correspond to the plates in any way?
Return to the map of the tectonic plates. Look at the plate which Australia lies on (this is called the Indo-Australian Plate). How is it moving in relation to the plate which is under the Pacific Ocean (Pacific Plates)? What do you think is happening where these two plates are touching each other?
When two plates rub against each other in this manner, what might the results be? Why?

III. Where Will Your Home Be in a Million Years?

1.Click here and return to the map of the tectonic plates. Locate station KOKB in Hawaii and designate this location on your map.
2.Use the scaling arrow at the bottom of the map to determine the speed at which station KOKB is moving.
3.How fast it is moving in one year?
4.How far will it move in 10 years? 100 years? 1,000 years? 10,000 years? 100,000 years? a million years? a hundred million years? 250 million years?
5.Determine the plate on which station KOKB is located. What plates are touching it?
6.Use the "direction arrow" for station KOKB to determine the direction that that station will move in. Assuming that station KOKB remains moving in that direction, use the scale on your map to determine where station KOKB will be at each interval.
7.Do the same activity for station PERT in Perth, Australia.
8.How would the movement of either station effect the climate that plants and animals located on the land mass would experience?
9.How might this change in climate effect the habitat on the land mass? How might this habitat effect the animals?
10.What animals living in the region might become extinct and which might be able to survive?

IV. Can you determine where there are convergent plate boundaries?

If you are not sure what a convergent plate boundary is, click here to read all about them.

When convergent plates collide, one plate slides underneath the other. When this happens, the earth may move in a deeper location than if the plates are at sea level.
Look at where the deepest earthquakes occurred. Do they correspond to areas of convergent plate boundaries

V. How do volcanoes fit into the equation?

Can you determine whether volcanoes have anything to do with the plate boundaries? If you have a question about this relationship, try here..

Other Interesting Sites

Here is a site where you can see the "shaking intensity" from various faults on the west coast.

Another site of interest is Understanding Earthquakes, check it out!

Figure 1(Plate Tectonics)


Phase 1 - Background Information

Take a look at these WebPages on earthquakes to gain background knowledge to help you with your WebQuest. Use other resources that you have access to so that you can explore and later, build your model. Answer the following questions as a group. Then proceed to choosing a role.

Resource Links

 

Phase 2 - Looking Deeper
INSTRUCTIONS for Group Activities

Day 1
Here is the vocabulary that is needed for this unit:

Focus:
Focus is the location within the earth where underground rock moves and sends out earthquake waves.
Epicenter:
The epicenter is the location on the surface of the earth directly above the focus of an earthquake.
Earthquake waves (seismic waves):
Earthquake waves are the shock waves created at the focus of an earthquake and sent out in all directions through the earth.
Earthquake:
An earthquake is the rapid vibration of the earth created by a sudden movement of large sections of rock.
Seismograph:
A seismograph is a device that records earthquake waves.
Seismogram:
A seismogram is the picture drawn by a seismograph.
Plate tectonics:
According to the theory of Plate Tectonics, the outer layer of the earth
is broken up into large, brittle plates of rock that float on warmer soft rock below.

A. Using this vocabulary, construct two sentences for each of the following words and copy the definitions for each word into your notebook.
You will have an opportunity to practice your vocabulary skills in the next few days.
B. Visit this site and view the different types of seismic waves
Write a sentence describing each of those different types.

Days 2-3
Day 2 With your group, examine the Process and Resources links above. As a group, discuss the questions and take notes over the information. Use your information and any other information to complete an independently constructed written narrative on the impact of an earthquake on a community.

Day 3 Write your narrative
Directions for writing your narrative:

You will need to realize that when you write from a certain chosen point of view, you need certain information:

a. News Reporter:
You need a short, concise article describing the who, what, where, and when of the earthquake and providing information the public needs.

b. Scientist:
You need a scientific account stating what is objectively known about the earthquake: its causes, its effects, its magnitude and or intensity, and the likelihood of its recurrence, if known.

c. Eyewitness:
You need a personal narrative or letter explaining to a friend telling about being in an earthquake. This will describe what happened to you, to the building in which you were, to family members and pets, and to the family home during the earthquake. Describe what you had done before the earthquake to be prepared, how effective those preparations were, what life was like in the two weeks following the earthquake, and what you would do differently in preparation for the next earthquake.

d. Cartographer:

You need to produce a map of the world showing locations of recent quakes. The map should show political and physical features necessary. Latitude and longitude should be used to pinpoint epicenters. A map key and scale should be given to make the map information clear to the reader.

Students feel free to make up information, quotations, etc., but keep the basic facts consistent from one essay to another. Since, in real life, compositions of the second and third type are likely to be written later than news accounts, some discrepancies in details are to be expected.

All of the stories should include:

The facts:

Date and time of the hypothetical earthquake:

Location:

Estimated strength and impact:

*Richter magnitude: (see chart below)

Injuries:

*Maximum Mercalli intensity if known(I-XII): (see chart below)

Deaths:

Property Damage ($):

Days 4-5
Complete a jointly constructed poster to support aid to communities suffering from an earthquake or on a promotion of earthquake safety.

Gather your materials. You should have poster board (1 piece per 4 students), ink pens, colors or markers, rulers, pictures. Now agree on what should be on the poster. You can divide the poster into thirds or into appropriate things needed such as title, pictures, drawing and coloring. Read the information on safety and precautions first.

Day 6-7
Research earthquakes throughout the past century. This site might help.

Gather your materials. You should have poster board(1 piece per 4 students), ink, pens, colors, or markers, rulers, etc. Construct a timeline or chart chronologically sequencing the earthquakes worldwide throughout the past century. You should have at least ten earthquakes listed with their geographical location and historic time. Discuss another category to add information to your chart or to note on your timeline.

Day 8-10

Directions for Clay Models of Folds and Faults

Grade Level: Middle School

Teacher Presentation: yes

Student Activities: yes

Materials Needed:

Lesson Time: 2 class periods

Descriptive Text:

Students will model folding and faulting using clay and answer questions on student handout pertaining to the subject.

STUDENT HANDOUT


Examining Folding and Faulting

After sediments are deposited, they are gradually buried by more sediments. As the sediments pile up, they are compacted and are lithified, or changed to rock. Extremely high pressures and temperatures exist deep in the earth. Because of these high pressures and temperatures, there is stress on the rocks. Sometimes this stress causes the rocks to bend and fold. Sometimes the rock layers are broken and move. These breaks are called faults. These folded or faulted rock layers may be exposed at the earth's surface. In this investigation, you will examine the processes of folding and faulting.

Procedure

  1. Knead and flatten each of the pieces of modeling clay into thin layers on a sheet of waxed paper. Place the layers on top of each other. Using the knife, carefully cut the clay into a large rectangle. The clay will represent the original way the sediments were deposited. Draw and label a cross section, or cut-away view, of the layers.
  2. Apply pressure with both hands at either end of the layers.
  3. Using the knife, carefully cut a cross section through the center of the piece of clay in the same direction that you applied the pressure. See dotted line in Figure 1. Draw the cross section.
  4. Take one-half of the folded layers and carefully flatten them again. Place a ping-pong ball under the center and push the layers of clay down over it. Remove the ball. Carefully cut through the clay so that you have a cross section of the model of a dome mountain. Draw and label the cross section of the model dome mountain.
  5. Take the other half of the folded layers and carefully flatten them too. Then cut across the layers in a direction perpendicular to the original cut. Do not move the clay after you cut it in half. Now apply pressure with both hands parallel to the newest cut. One piece should move upwards. You have created a fault. If you apply enough pressure, one may slide over the other slightly to form a thrust fault. Draw and label a side view of the layers.

Conclusions

  1. According to your first drawing, which layers of "sediment" would have been deposited first? Last?
  2. Using your second drawing as a reference, answer these questions.
    1. If a syncline were eroded, would you find the oldest rocks at the center or at the edge? Why?
    2. If an anticline were eroded, would you find the oldest rocks at the center or at the edge? Why?
  3. How can you tell which side of a fault has risen in relation to the other side?

Critical Thinking and Application

  1. How are the processes of mountain and valley formation related to faulting?
  2. Why must a geologist be careful in trying to determine the ages of rock layers found in a fault or fold?
  3. When a rubber band is stretched too much, it will break. How is this idea related to the concept of rock faulting?
  4. Some areas of the Hawaiian Islands are increasing in size each year. How might this be possible?
  5. Explain why sedimentary layers are important in detecting movements of the crust.

Phase 3 - Presenting Your Projects on Earthquakes

Each WebQuest team has a different role in this WebQuest and has will gain expertise on their perspective. That expertise will be applied to create a report and model that will support the group's conclusions. Using information, pictures, facts, opinions, etc. from WebPages that were explored, you will attempt to build a model that will fit the requirements. After each group has given their presentation and presented their model, the class will discuss each project, allowing everyone to evaluate what was realized and learned. Remember to keep an open mind as you examine other people's projects and listen to their ideas.


Conclusion

Now that you've heard all about earthquakes. Each group will use the rubric on the evaluation page and evaluate how well that they have completed this unit. The teacher will also use this evaluation. Both evaluations will be used to determine a grade. The student evaluation will count as 1/4 of the grade and the teacher evaluation will count 2/4's. The other 1/4 will come from student handouts, participation, tests, and group questions.

Evaluation

Besides answering the following questions, please look at the rubric to evaluate your written work and your model of folds and faults.