• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Seismograph, Richter Scale, Epicenter, Hypocenter Earth Science Lesson PowerPoint
 

Seismograph, Richter Scale, Epicenter, Hypocenter Earth Science Lesson PowerPoint

on

  • 481 views

This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, ...

This PowerPoint is one small part of the Geology Topics unit from www.sciencepowerpoint.com. This unit consists of a five part 6000+ slide PowerPoint roadmap, 14 page bundled homework package, modified homework, detailed answer keys, 12 pages of unit notes for students who may require assistance, follow along worksheets, and many review games. The homework and lesson notes chronologically follow the PowerPoint slideshow. The answer keys and unit notes are great for support professionals. The activities and discussion questions in the slideshow are meaningful. The PowerPoint includes built-in instructions, visuals, and review questions. Also included are critical class notes (color coded red), project ideas, video links, and review games. This unit also includes four PowerPoint review games (110+ slides each with Answers), 38+ video links, lab handouts, activity sheets, rubrics, materials list, templates, guides, 6 PowerPoint review Game, and much more. Also included is a 190 slide first day of school PowerPoint presentation.
Areas of Focus within The Geology Topics Unit: -Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami's, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks.
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com

Statistics

Views

Total Views
481
Views on SlideShare
481
Embed Views
0

Actions

Likes
0
Downloads
5
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Seismograph, Richter Scale, Epicenter, Hypocenter Earth Science Lesson PowerPoint Seismograph, Richter Scale, Epicenter, Hypocenter Earth Science Lesson PowerPoint Presentation Transcript

    • Seismograph. Learn more at…. http://earthquake.usgs.gov/learn/topics/seismology/keeping_track.php
    • • RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy
    • -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn.
    • • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
    • http://sciencepowerpoint.com/Website Link:
    • • What is this?
    • • Recreation ancient Chinese Seismograph from 132 AD. – Copper balls would fall out into a frogs mouth forecasting and reporting an earthquake.
    • • The seismograph uses a counterweight system, pen, and moving piece of paper. Copyright © 2010 Ryan P. Murphy
    •  Seismograph: An instrument used to measure the shaking caused by an earthquake. Copyright © 2010 Ryan P. Murphy
    •  Seismograph: An instrument used to measure the shaking caused by an earthquake. Copyright © 2010 Ryan P. Murphy Inertia: Counterweight wants to remain at rest.
    •  Seismograph: An instrument used to measure the shaking caused by an earthquake. Copyright © 2010 Ryan P. Murphy Inertia: But once in motion wants to stay in motion.
    •  Seismograph: An instrument used to measure the shaking caused by an earthquake. Copyright © 2010 Ryan P. Murphy Inertia: But once in motion wants to stay in motion.
    • • Activity Link! Make a seismograph • http://pbskids.org/zoom/activities/sci/seism ometer.html or http://science- mattersblog.blogspot.com/2011/04/earthq uakes-make-seismograph.html
    • • iSeismometer for the Ipad – Learn more at… http://www.iseismometer.com/
    • • Video Link! Seismographs and Seismomitor – http://www.youtube.com/watch?v=Gbd1FcuLJLQ
    • • Activity! Human Seismograph. – Need person in rolling chair. – String. – Weight on end of string. – Pen tied to weight. – Paper that two students move. Copyright © 2010 Ryan P. Murphy
    • Seismograph. Learn more at…. http://earthquake.usgs.gov/learn/topics/seismology/keeping_track.php
    • • Activity! Creating a mini earthquake. – Patter feet and hands on desk quietly as small vibrations are recorded. – Increase the magnitude of the noise when the magnitude of the lines increase. – Stop at end, repeat one more time. Copyright © 2010 Ryan P. Murphy
    •  Richter Scale - Scale for measuring earthquake magnitude. Copyright © 2010 Ryan P. Murphy
    •  Richter Scale - Scale for measuring earthquake magnitude.  A magnitude 7.0 earthquake generates 10 times larger amplitude waves than those of a magnitude 6.0. Copyright © 2010 Ryan P. Murphy
    •  Richter Scale - Scale for measuring earthquake magnitude.  A magnitude 7.0 earthquake generates 10 times larger amplitude waves than those of a magnitude 6.0. Copyright © 2010 Ryan P. Murphy 10 times larger
    •  Richter Scale - Scale for measuring earthquake magnitude.  A magnitude 7.0 earthquake generates 10 times larger amplitude waves than those of a magnitude 6.0. Copyright © 2010 Ryan P. Murphy 10 times larger 10 times larger
    •  Richter Scale - Scale for measuring earthquake magnitude.  A magnitude 7.0 earthquake generates 10 times larger amplitude waves than those of a magnitude 6.0. Copyright © 2010 Ryan P. Murphy 10 times larger 10 times larger Richter Scale: Learn More at.. http://earthquake.usgs.gov/learn/topics/richter.php
    • • Top 10 Largest earthquakes in the world since 1900. Learn more about the Top Ten Earthquakes at… http://earthquake.usgs.gov/earthquakes/world/10_ largest_world.php
    • • #10) 1957 Andreanof Islands, Alaska Magnitude 8.6 Copyright © 2010 Ryan P. Murphy
    • • #9) 1950 Assam - Tibet • Magnitude 8.6 Copyright © 2010 Ryan P. Murphy
    • • #8) 2005 Northern Sumatra, Indonesia • Magnitude 8.6 Copyright © 2010 Ryan P. Murphy
    • • #8) 2005 Northern Sumatra, Indonesia • Magnitude 8.6 Copyright © 2010 Ryan P. Murphy “Hoot” “Hoot” “I sure hope everyone is safe.”
    • • #8) 2005 Northern Sumatra, Indonesia • Magnitude 8.6 Copyright © 2010 Ryan P. Murphy “Hoot” “Hoot” “I sure hope everyone is safe.”
    • • #7) 1965 Rat Islands, Alaska • Magnitude 8.7 Copyright © 2010 Ryan P. Murphy
    • • #6) 1906 Off the Coast of Ecuador • Magnitude 8.8 Copyright © 2010 Ryan P. Murphy
    • • #5) 2010 Offshore of Chile • Magnitude 8.8 Copyright © 2010 Ryan P. Murphy
    • • #4) 1952 Kamchatka • Magnitude 9.0 Copyright © 2010 Ryan P. Murphy
    • • #4) 2011 Japan • Magnitude 9.0 Copyright © 2010 Ryan P. Murphy
    • • Japanese earthquake, tsunami, and dangers associated with nuclear power / meltdown occurred.
    • • #3) 2004 Off the coast of Northern Sumatra, • Magnitude 9.1 Copyright © 2010 Ryan P. Murphy
    • • #2) 1964 Prince William Sound, Alaska • Magnitude 9.2 Copyright © 2010 Ryan P. Murphy
    • • #1) Chile 1960 • Magnitude 9.5 Copyright © 2010 Ryan P. Murphy
    • • Other notable earthquakes. – New Madrid Missouri Earthquake 1811-1812 – Between 7 and 8 on Richter Scale – Area was sparsely populated in the 1800‟s
    • • Other notable earthquakes. – New Madrid Missouri Earthquake 1811-1812 – Between 7 and 8 on Richter Scale – Area was sparsely populated in the 1800‟s
    • • The Loma Prieta Earthquake (World Series Earthquake) 1989 – Hit San Francisco Bay Area (6.9)
    • • San Francisco Earthquake 1906 – Huge death toll from collapse of buildings and fire storm that emerged as a result. – Magnitude 7.7 – 8.25
    • • The Great Kantō earthquake (1923) Mainland Japan. – 7.9 on the Richter Scale (140,000 dead) – Occurred at lunchtime and many fires erupted from stoves that fell over. (Firestorm) – Typhoon also hit the area at the same time.
    • • Many more earthquakes have devastated humanity than were presented in this short list.
    • • Many more earthquakes have devastated humanity than were presented in this short list.
    • • Many more earthquakes have devastated humanity than were presented in this short list.
    • • Final Warning. The Cascadia Fault – The US Northwest is struck by a major earthquake every 240 years on average. – It‟s been 311 years since the last major quake.
    • • Recent earthquakes over last seven days from around the world and magnitude. – Note how most earthquakes will be on plate boundaries. – http://earthquake.usgs.gov/earthquakes/map/
    • • You can now skip ahead a bit to complete this question.
    • • You can now skip ahead a bit to complete this question.
    •  Epicenter: The point on the earth's surface that is directly above the hypocenter or focus.  - Copyright © 2010 Ryan P. Murphy
    •  Epicenter: The point on the earth's surface that is directly above the hypocenter or focus. Just above the earthquake Copyright © 2010 Ryan P. Murphy
    •  Epicenter: The point on the earth's surface that is directly above the hypocenter or focus. Just above the earthquake / focus Copyright © 2010 Ryan P. Murphy
    •  Epicenter: The point on the earth's surface that is directly above the hypocenter or focus. Just above the earthquake / focus / hypocenter Copyright © 2010 Ryan P. Murphy
    •  Epicenter: The point on the earth's surface that is directly above the hypocenter or focus. Just above the earthquake / focus / hypocenter Copyright © 2010 Ryan P. Murphy
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide.
    • • Activity! Sheet Provided – Locating the Epicenter, Hypocenter, and some basic Origami – Please cut out the box – Color it / label epicenter, hypocenter, fault line. • Color Seismic Waves Red – Fold it correctly and tape it together. – Be ready for quiz on next slide. No directions on folding. Science is learning through experience in its simplest form. Figure it out.
    • Hypocenter / Focus
    • Hypocenter / Focus
    • Hypocenter / Focus Primary Waves Secondary Waves
    • Hypocenter / Focus Primary Waves Secondary Waves
    • Hypocenter / Focus Primary Waves Secondary Waves Fault Line
    • Hypocenter / Focus Primary Waves Secondary Waves Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • “OH-No!” “One more time.”
    • Reverse / Thrust Fault
    • Reverse / Thrust Fault
    • Reverse / Thrust Fault Fault Line
    • Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line
    • • An earthquake requires three monitoring stations to determine it‟s location.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • • An earthquake requires three monitoring stations to determine it‟s location. P and S waves travel at known velocities through the earth. S waves are slower than P waves by a known amount. Therefore, the farther a seismic recording station is from the earthquake epicenter the greater the difference in time of arrival between the P and S wave.
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • S and P interval
    • • Activity! S and P Gap. – Have two students line up next to each other against the wall. – Label one as the fast walker (P-wave) and one as the slow walker (S-wave “Side to Side Macho Man”) – Each students begins walking across room at same time and various students (monitoring stations) time the gap between the two students as they walk by. – Start timer when P-wave passes, and end when S-wave arrives. – Have the monitor stations share times.
    • • Activity! S and P Gap. P-Wave S-Wave
    • • Activity! S and P Gap. P-Wave S-Wave
    • • Activity! S and P Gap. P-Wave S-Wave
    • • Activity! S and P Gap. P-Wave S-Wave
    • • Activity! S and P Gap. P-Wave S-Wave
    • • Activity! S and P Gap. P-Wave S-Wave START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER START
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END
    • • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END Compare times of the gap between the P wave and the S wave (should be close) 0:00 0:00 0:00
    • • An earthquake requires three monitoring stations to determine its location. – Where‟s the epicenter of the earthquake below?
    • A
    • A
    • A S and P Wave gap time / distance measured from monitoring station
    • B A
    • B A
    • B A
    • B C A
    • • Where „s the earthquake below? B C A
    • • Where „s the earthquake below? B C A Epicenter
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A Epicenter D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A Epicenter D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Where „s the earthquake epicenter below? B C A D E F G
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create and epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create and epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • • Quick Activity! Working the process backwards. – Make a right triangle in the middle of your page. – Mark each point (A, B, C) These are seismic activity monitoring stations. – Create a epicenter near the triangle. – Use a compass to create a circle from each monitoring station (center of circle) through the epicenter (perimeter of circle). – Record radius (distance from monitoring station to the epicenter). Visual next slide 
    • A
    • A B
    • A B C
    • A B C * Epicenter
    • A B C * Epicenter
    • A B C * Epicenter
    • A B C * Epicenter
    • A B C * Epicenter
    • A B C * Epicenter
    • A B C * Epicenter *
    • A B C * Epicenter * Measure the distances from each monitoring station to the epicenter.
    • A B C * Epicenter * Measure the distances from each monitoring station to the epicenter. Distance to epicenter determined by the gap between the arrival of the first P wave and the first S wave
    • • Activity – Finding the Epicenter • http://www.geology.ar.gov/pdf/Locating_an_e picenter_activity.pdf • http://www.oakton.edu/user/4/billtong/eas100 lab/lab10quake.htm • (Advanced) • http://www.geo.mtu.edu/UPSeis/locating.html Copyright © 2010 Ryan P. Murphy Learn more at… http://www.geo.mtu.edu /UPSeis/locating.html
    • • Do earthquakes kill people? Copyright © 2010 Ryan P. Murphy
    • • Answer! Earthquakes don‟t generally kill people, Copyright © 2010 Ryan P. Murphy
    • • Answer! Earthquakes don‟t generally kill people, poorly built buildings do. Copyright © 2010 Ryan P. Murphy
    • • The type of soil a building is on, and the design / construction of the building has a lot to do with how well the building will fare in an earthquake. Copyright © 2010 Ryan P. Murphy
    • • Liquefaction: A process where sand or landfill will often change from a wet solid into a dense liquid, which further amplifies shaking. Copyright © 2010 Ryan P. Murphy
    • • Liquefaction: A process where sand or landfill will often change from a wet solid into a dense liquid, which further amplifies shaking. Copyright © 2010 Ryan P. Murphy Liquefaction Activity / Demo at… http://www.exploratorium.edu/faultline/activezone/liquefactio n.html More activities and info found at… https://media.up.edu/Physics/TOLE/EarthquakeTsunamiHazar ds/LessonPlans/EQHazardMaps_Liquefaction-TOTLE.pdf
    • • Activity! – Fill a tray with dry sand several inches or at least 12 cm. – Fill a one liter soda bottle with water and cap and bury into the sand.
    • • Activity! – Fill a tray with dry sand several inches or at least 12 cm. – Fill a one liter soda bottle with water and cap and bury into the sand. – Shake tray and observe what happens.
    • • Activity! – Fill a tray with dry sand several inches or at least 12 cm. – Fill a one liter soda bottle with water and cap and bury into the sand. – Shake tray and observe what happens.
    • • Activity! – Moisten sand but don‟t super saturate. – Shake tray and observe what happens.
    • • Activity! – Moisten sand but don‟t super saturate. – Shake tray and observe what happens.
    • • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens.
    • • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens.
    • • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens. – Why?
    • • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens. – Why? Liquefaction. The sand (solid) mixed with water (liquid) and acted as a liquid.
    • • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens. – Why? Liquefaction. The sand (solid) mixed with water (liquid) and acted as a liquid.
    • • Videos (Optional) Liquefaction – http://www.youtube.com/watch?v=rn3oAvmZY8k Japan – http://www.youtube.com/watch?v=tvYKcCS_J7Y Christchurch New Zealand (How it happens) Copyright © 2010 Ryan P. Murphy
    • • Building on loose sand and poorly packed fill material increases the intensity of the an earthquake. Copyright © 2010 Ryan P. Murphy
    • • Building on loose sand and poorly packed fill material increases the intensity of the an earthquake. – Building on solid bedrock is better. Copyright © 2010 Ryan P. Murphy
    • • Many of our major cities have large areas that are built on sand and fill.  Copyright © 2010 Ryan P. Murphy
    • • Which area experienced liquefaction based on the seismic waves? A B Copyright © 2010 Ryan P. Murphy
    • • Answer! Area A because the seismic waves were more severe. A B Copyright © 2010 Ryan P. Murphy
    • • Try and figure out the picture beneath the boxes. Raise your hand when you think you know. – You only get one guess. Copyright © 2010 Ryan P. Murphy
    • http://sciencepowerpoint.com/Website Link:
    • • This part of the PowerPoint roadmap is just one small part of my Geology Topics Unit. This unit includes… • A six part 6,000 Slide PowerPoint Presentation / unit roadmap full of activities, review questions, games, video links, flashcards, materials list, and much more. • A 18 bundled homework package, modified version, 19 pages of unit notes, 6 PowerPoint Review Games of 100+ slides each, videos, rubrics, and much more that all chronologically follow the unit slideshow. • This is a fantastic unit for any Earth Science Class. • http://sciencepowerpoint.com/Geology_Unit.html
    • Areas of Focus within The Geology Topics Unit: -Areas of Focus within The Geology Topics Unit: Plate Tectonics, Evidence for Plate Tectonics, Pangea, Energy Waves, Layers of the Earth, Heat Transfer, Types of Crust, Plate Boundaries, Hot Spots, Volcanoes, Positives and Negatives of Volcanoes, Types of Volcanoes, Parts of a Volcano, Magma, Types of Lava, Viscosity, Earthquakes, Faults, Folds, Seismograph, Richter Scale, Seismograph, Tsunami‟s, Rocks, Minerals, Crystals, Uses of Minerals, Types of Crystals, Physical Properties of Minerals, Rock Cycle, Common Igneous Rocks, Common Sedimentary Rocks, Common Metamorphic Rocks., Age of the Earth, Uniformitarianism, Principle of Superposition, Earth History, Time Units, Timeline of Events, Basic Evolution, Mass Extinction Events, Dinosaurs, Early Mammals, and more. Full Unit can be found at… http://sciencepowerpoint.com/Geology_Unit.html
    • • This was a very brief tour. Please visit the links below to learn more about each of the units in this curriculum package. – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
    • Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
    • • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The Rivers and Water Quality Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and Science Skills Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and The Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy
    • • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
    • http://sciencepowerpoint.com/Website Link: