Earthquakes, Geology Lesson PowerPoint, Faults, Folds, Seismograph and more

4. -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.

5. • 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

6. http://sciencepowerpoint.com/Website Link:

15. • Earthquakes available sheet that follows slideshow for class work.

18. • Deformation: When a rock gets bent, twisted, or breaks.

22.  Orogeny: The formation of mountain ranges by intense upward displacement of the earth's crust.  -

23.  Orogeny: The formation of mountain ranges by intense upward displacement of the earth's crust.  Usually associated with folding, thrust faulting, and other compressional processes.

24.  Orogeny: The formation of mountain ranges by intense upward displacement of the earth's crust.  Usually associated with folding, thrust faulting, and other compressional processes.

32.  Stress on a rock can be…  -

33.  Stress on a rock can be…  Compression

34.  Stress on a rock can be…  Compression

35.  Stress on a rock can be…  Compression  Tension

40.  Stress on a rock can be…  Compression  Tension  Shearing

43. • Activity! Learning about shearing with gum. – Get a fresh piece of gum. – Slowly stretch stick of gum in opposite directions until it shears. – Draw picture in journal. Copyright © 2010 Ryan P. Murphy

45.  Stress on a rock can be…  Compression  Tension  Shearing  Confining / Uniform

46.  Stress on a rock can be…  Compression  Tension  Shearing  Confining / Uniform

47. • Activity! Learning about shearing with gum. – Get a fresh piece of gum. – Use your hands to squish the gum into a ball. Try and make your pressure uniform in all directions. Draw picture in journal. Copyright © 2010 Ryan P. Murphy

48. • Quiz Wiz! Stand and stress.

56. • Quiz Wiz! Practice.

98. • Bonus: Can anyone name this movie?

99. • Bonus: Can anyone name this movie?

100. • Rocks can bend, twist, and fracture.

101. • Rocks can bend, twist, and fracture.

117. How large is this Fault?

118. How large is this Fault?

119. How large is this Fault? Small!

120. How large is this Fault? Small! Geologist provide a size reference when they photograph.

121. • Picture of fault on the planet Mercury.

122. • Picture of fault on the planet Mercury.

131. Which big idea do faults and folds deal with the most?

132. It may appear that rocks are standing still. They are However moving on a very dynamic planet.

133. It may appear that rocks are standing still. They are However moving on a very dynamic planet.

135. • Activity! Learning about a fault. – Each student should be given one Hershey‟s Miniatures. (Mr. Goodbar has peanuts ). – Draw a before picture. – Place thumbs under middle and bend Hershey‟s Slowly until it snaps in wrapper. – Unwrap. Draw an after picture and label the fault. Do not eat yet! Copyright © 2010 Ryan P. Murphy

139. • Available Sheet: Folding a Fault (Optional) – No instructions, figuring out how to fold it correctly is part of the challenge / learning.

157. • Activity! Demonstrate a normal fault using some classroom materials. – Ideas – Clay – Styrofoam – Foam pads – Index Cards – Card Board

192. “It’s not my fault.”

193. • Which is a reverse / thrust fault? B

205. “It’s your fault.”

206. • Which is a normal fault?

217. “I fault you.”

218. • Is this a normal fault? (True of False)

224. “It’s your fault.”

225. • Is this a normal fault? (True or False)

240. “Fault, Who goes there.”

241. • Which is a lateral fault?

253. “My Fault.”

254. • Which is an oblique lateral fault? B

259. “Faultwanna”

260. • Which is an oblique lateral fault? A BB

265. “Back to strike- slip or lateral faults.”

275. • San-Andreas Fault in California.

279. • Video! The San Andreas Fault. – http://www.youtube.com/watch?v=ixVVuN- mF1M

281. • Name the type of fault or stress.

288. “Last question.”

289. • Which arrows are incorrect?

293. • Activity! Demonstrate the three types of faults you have learned using your Hershey‟s Miniature. – Normal Fault – Reverse / Thrust Fault – Strike-Slip / Lateral • Oblique Lateral Fault – Eat after teacher has seen you demonstrate an understanding of these faults Copyright © 2010 Ryan P. Murphy

295. • Activity! Creating a Fold. – Hold Hershey‟s Miniature (wrapped) in non- writing hand for several minutes so it warms up. • (Mr. Goodbar has peanuts ). – Draw a before picture. – Repeat same breaking / faulting process from before but this time it should fold. – Draw an after sketch (unwrap). Do not eat yet! Copyright © 2010 Ryan P. Murphy

308. • Which type of fold?

312. • Which type of fold? Not perpendicular and not 90º.

321. • Which type of fold? Mirror image, Right angles formed

332. • Activity! Creating a Fold. – The rock / chocolate should be more elastic now. – Repeat same breaking / faulting process from before but this time it should fold. – Draw an after sketch (unwrap). Do not eat yet! Copyright © 2010 Ryan P. Murphy

333. • The warm chocolate should have folded because the heat made it more malleable. Folds occur in this way as well.

334. • The warm chocolate should have folded because the heat made it more malleable. Folds occur in this way as well.

336. • Activity! Can we compress a carpet together along the floor to make folds.

337. • Activity! Can we compress a carpet together along the floor to make folds.

381. Happy hydrologist at syncline

382. Happy hydrologist at syncline Let’s dig a well.

383. Happy oil and gas geologist at anticlines. Happy hydrologist at syncline Let’s dig a well.

384. Happy oil and gas geologist at anticlines. Happy hydrologist at syncline Let’s dig a well. Let’s drill for gas and oil

388. Happy oil and gas geologist at anticlines. Happy hydrologist at syncline Let’s dig a well. Let’s drill for gas and oil Note: These resources are unevenly distributed around the planet.

389. • Activity! Making folds. – Flatten out layers of different colored clay and lay them on top of each other. – Compress clay together from either end. – Draw your compression fold in your journal.

390. • Activity! Making folds. – Flatten out layers of different colored clay and lay them on top of each other. – Compress clay together from either end. – Draw your compression fold in your journal.

391. • Activity! Making folds. – Flatten out layers of different colored clay and lay them on top of each other. – Compress clay together from either end. – Draw your compression fold in your journal. Compression Fold Anticline

392. • Activity! Making folds. – Flatten out layers of different colored clay and lay them on top of each other. – Compress clay together from either end. – Draw your compression fold in your journal. Compression Fold Anticline

393. • You can now skip ahead a bit to complete this question.

396. Learn more about faults and folds at… http://www.classzone.com/books /earth_science/terc/content/inve stigations/es1106/es1106page01 .cfm

397. • Activity / Demonstration. Deformation Box – Teacher secures sturdy cardboard to inside of clear box-like container. – Teacher fills container with a layer of sugar and smoothes it out, followed by coffee grounds and so on. – Teacher then slowly moves the cardboard forward. – Once movement has caused deformation, secure the cardboard in place by placing an object between the cardboard and the side of the box. – Students sketch and describe findings.

398. • Visual of set-up Sugar Object Coffee Grounds

399. • Possible outcome Object

401. • Quiz Wiz 1-10. Name that fault or fold. • Normal (Tension), Reverse / Thrust (Compression), Lateral / Strip-strike (Shearing) • Compression Fold – Anticline / Syncline Copyright © 2010 Ryan P. Murphy

412. • Bonus Question! “What toy am I”

426. “I’m a Syncline!”

427. “I’m a Syncline!”

446. • Bonus Question! “What toy am I”

447. • Answer! Glo Worm.

460. • You can now complete this question.

465. • Activity! Jell-O Quake Demonstration – Make a tray of Jell-O. (The larger the better) – Place a layer of plastic wrap over the top. – Gently pat surface and watch waves travel from the epicenter in all directions. – Add sugar cube buildings. – Enjoy afterwards?

468. • Video! Sitting by the pool when an earthquake occurs. – Location: Mexico 7.2 on Easter Sunday 2010 – http://www.youtube.com/watch?v=H3OwziE4anM

470.  Earthquake: Shaking of the earth’s crust from a sudden release of energy. Copyright © 2010 Ryan P. Murphy Note: Unlike volcanoes, earthquakes are difficult to predict. Seismologists use prior earthquakes to determine the likelihood and magnitude of a future quake. The time scale could easily have a 50 year window. Learn more at… http://pubs.usgs.gov/gip/earthq1/predict.html

476. • Activity! Making Waves with a Slinky • Teacher will demonstrate waves after we learn them. (Eye Wear!) – Draw waves in journal. – Try and identify waves after sketches. Copyright © 2010 Ryan P. Murphy

477. • Mechanical Waves are waves which propagate through a material like rock. – They can be Longitudinal and Transverse

481. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium

482. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium – Primary Wave, (P-Wave) Arrives first / Fast

483. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium – Primary Wave, (P-Wave) Arrives first / Fast

484. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation

485. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation • Secondary Wave (S-Wave) Slower but powerful.

486. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation • Secondary Wave (S-Wave) Slower but powerful.

487. • Video Link! Longitudinal and Transverse Waves. (Interesting) – https://www.youtube.com/watch?v=aLAB- d8VnZ8

488. • Which is a longitudinal wave, and which is a transverse wave?

498. • Is this a transverse wave or longitudinal wave?

499. • Is this a transverse wave or longitudinal wave?

545. “Oh-no!” “We are trying it one more time.”

574. • Name the wave?

586. • Name the wave? Which one is a Longitudinal Wave?

589. • Name the wave? Which are Body Waves?

590. • Name the wave? Which are Body Waves?

591. • Name the wave? Which are Surface Waves?

592. • Name the wave? Which are Surface Waves?

593. • Name the wave? Which ones are Transverse Waves?

617. • Activity! Jell-O Quake Demonstration – Make a tray of Jell-O. (The larger the better) – Place a layer of plastic wrap over the top. – Gently pat surface and watch waves travel from the epicenter in all directions. – Add sugar cube buildings. – Enjoy afterwards?

618. • Earth Quake Drill: “Drop, Cover, and Hold on.” – http://www.youtube.com/watch?v=LP57C0LITrc

642. Earthquakes are…

643. Earthquakes are… DANGEROUS

644. • What is this?

645. • Recreation ancient Chinese Seismograph from 132 AD. – Copper balls would fall out into a frogs mouth forecasting and reporting an earthquake.

651. • 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

652. • iSeismometer for the Ipad – Learn more at… http://www.iseismometer.com/

653. • Video Link! Seismographs and Seismomitor – http://www.youtube.com/watch?v=Gbd1FcuLJLQ

658. Seismograph. Learn more at…. http://earthquake.usgs.gov/learn/topics/seismology/keeping_track.php

662. • 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

666.  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

667.  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

668.  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

670. • 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

681. • Japanese earthquake, tsunami, and dangers associated with nuclear power / meltdown occurred.

685. • Other notable earthquakes. – New Madrid Missouri Earthquake 1811-1812 – Between 7 and 8 on Richter Scale – Area was sparsely populated in the 1800‟s

686. • Other notable earthquakes. – New Madrid Missouri Earthquake 1811-1812 – Between 7 and 8 on Richter Scale – Area was sparsely populated in the 1800‟s

687. • The Loma Prieta Earthquake (World Series Earthquake) 1989 – Hit San Francisco Bay Area (6.9)

688. • San Francisco Earthquake 1906 – Huge death toll from collapse of buildings and fire storm that emerged as a result. – Magnitude 7.7 – 8.25

689. • 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.

690. • Many more earthquakes have devastated humanity than were presented in this short list.

693. • 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.

694. • 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/

704. • 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.

711. • 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.

715. Hypocenter / Focus

716. Hypocenter / Focus

717. Hypocenter / Focus Primary Waves Secondary Waves

718. Hypocenter / Focus Primary Waves Secondary Waves

719. Hypocenter / Focus Primary Waves Secondary Waves Fault Line

720. Hypocenter / Focus Primary Waves Secondary Waves Fault Line

721. Hypocenter / Focus Epicenter Primary Waves Secondary Waves Fault Line

722. Hypocenter / Focus Epicenter Primary Waves Secondary Waves Fault Line

723. Hypocenter / Focus Epicenter Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line

727. “OH-No!” “One more time.”

731. Reverse / Thrust Fault

732. Reverse / Thrust Fault

733. Reverse / Thrust Fault Fault Line

734. Reverse / Thrust Fault Fault Line

735. Hypocenter / Focus Reverse / Thrust Fault Fault Line

736. Hypocenter / Focus Reverse / Thrust Fault Fault Line

737. Hypocenter / Focus Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line

738. Hypocenter / Focus Primary Waves Secondary Waves Reverse / Thrust Fault Fault Line

741. • An earthquake requires three monitoring stations to determine it‟s location.

742. • 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.

743. • 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.

760. S and P interval

782. • 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.

783. • Activity! S and P Gap. P-Wave S-Wave

788. • Activity! S and P Gap. P-Wave S-Wave START TIMER

792. • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER

793. • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER

794. • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER START

795. • Activity! S and P Gap. P-Wave S-Wave END TIMER START TIMER START

796. • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER START

800. • Activity! S and P Gap. P-Wave S-Wave END TIMER END TIMER END

804. • 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

805. • An earthquake requires three monitoring stations to determine its location. – Where‟s the epicenter of the earthquake below?

806. A

807. A

808. A S and P Wave gap time / distance measured from monitoring station

809. B A

810. B A

811. B A

812. B C A

813. • Where „s the earthquake below? B C A

814. • Where „s the earthquake below? B C A Epicenter

816. • Where „s the earthquake epicenter below? B C A D E F G

821. • Where „s the earthquake epicenter below? B C A Epicenter D E F G

828. • Where „s the earthquake epicenter below? B C A Epicenter D E F G

838. • 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 

839. • 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 

840. • 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 

848. A

849. A B

850. A B C

851. A B C * Epicenter

857. A B C * Epicenter *

858. A B C * Epicenter * Measure the distances from each monitoring station to the epicenter.

859. 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

860. • 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

866. • 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

872. • 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.

873. • 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.

874. • 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.

875. • Activity! – Moisten sand but don‟t super saturate. – Shake tray and observe what happens.

876. • Activity! – Moisten sand but don‟t super saturate. – Shake tray and observe what happens.

877. • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens.

878. • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens.

879. • Activity! – Fill tray with lots of water so water is visible on the surface.. – Shake tray and observe what happens. – Why?

880. • 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.

881. • 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.

882. • 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

888. • What‟s this?

900. • Is a stiff building better than a loose one in an earthquake – http://www.youtube.com/watch?v=9X- js9gXSME&feature=relmfu

901. • Which of the buildings below is good, poor, and really poorly designed to withstand an earthquake? A B C

910. • Which of the buildings below is good, poor, and really poorly designed to withstand an earthquake? A B CWhen two buildings are split this bad, connection that detach is needed.

911. • Rate the buildings below 1-5 for earthquake proof design. (Use fingers) A BB C D E F G H

913. • Rate the buildings below 1-5 for earthquake proof design. (Use fingers) Teacher Rating = 1 A BB C D E F G H

929. • Is it a good or bad idea to put two buildings right next to each other?

930. • Is it a good or bad idea to put two buildings right next to each other? Pounding

931. • Is it a good or bad idea to put two buildings right next to each other? Maybe?

932. • Is it a good or bad idea to put two buildings right next to each other? Maybe?

934. • Activity! Smart Design. Building a structure that can survive an earthquake. – http://www.discoveryeducation.com/teachers/fr ee-lesson-plans/constructing-earthquake-proof- buildings.cfm Copyright © 2010 Ryan P. Murphy

935. • Activity! Smart Design. Building a structure that can survive an earthquake. – Class will create a poorly designed building and place in the earthquake tray and record observations / destruction. – Teams then create a structurally sound building using the blocks, textbooks, strings, elastics, clips, tape, and other materials provided using an understanding of earthquake resistant design. • Dissipate the vibrations or a counterweight system. – Move building to the earthquake tray. – Record what happens in your journal Copyright © 2010 Ryan P. Murphy

936. • Some sites that include information about earthquake / design. – http://www.wbdg.org/resources/seismic_desig n.php – http://www.sciencedaily.com/videos/2007/110 6-earthquake_proof_house.htm – http://www.atcouncil.org/pdfs/bp1a.pdf – http://www.popsci.com/scitech/article/2009- 09/new-earthquake-resistant-design-keeps- buildings-standing-during-violent-quakes – http://www.imaginationstationtoledo.org/conte nt/2011/03/can-you-build-an-earthquake- proof-building/

937. • Video of some designs from USC Berkley – http://www.youtube.com/watch?v=u0QQHv4P cgw

938. • Activity! Smart Design. Building a structure that can survive an earthquake. – Create a structurally sound building using the blocks on a tray. – Place building in the earthquake tray. – Record what happens in your journal. – Recreate building and try again using a devices to dissipate the vibrations or a counterweight system. Copyright © 2010 Ryan P. Murphy Pull bottom tray until it stretches bungee cord and release.

939. • Activity! Smart Design. Building a structure that can survive an earthquake. – Create a structurally sound building using the blocks on a tray. – Place building in the earthquake tray. – Record what happens in your journal. – Recreate building and try again using a devices to dissipate the vibrations or a counterweight system. Copyright © 2010 Ryan P. Murphy Pull bottom tray until it stretches bungee cord and release.

940. • Activity! Smart Design. Building a structure that can survive an earthquake. – Create a structurally sound building using the blocks on a tray. – Place building in the earthquake tray. – Record what happens in your journal. – Recreate building and try again using a devices to dissipate the vibrations or a counterweight system. Copyright © 2010 Ryan P. Murphy 123 4 5 6 7 8Magnitude of the earthquake

944. • It may be time to think outside of the box.

945. • Not a box.

946. • Not a box.

947. • Not a box.

948. • Not a box.

949. • Not a box.

950. • Not a box.

951. • Not a box.

952. • Not a box.

953. • Not a box.

954. • Not a box attached to the ground

955. • You can now complete these questions.

956. • You can now complete these questions.

957. • Could investigate volcanoes for this question as well as earthquakes.

960. • Earth Quake Drill: “Drop, Cover, and Hold on.” – http://www.youtube.com/watch?v=LP57C0LITrc

961.  New Area of Focus: Tsunami’s

966. • Animation showing the 2004 Indonesian Tsunami traveling across the Indian Ocean after an earthquake.

967. • Location of the earthquake that caused the Japanese Tsunami of 2011

968. • Location of the earthquake that caused the Japanese Tsunami of 2011 Tsunami hit the shoreline in just minutes.

970. • Video! Tsunami Footage. – Thousands perished so please be very respectful when viewing. – http://www.youtube.com/watch?v=w3AdFjklR50 – http://www.youtube.com/watch?v=TRDpTEjumdo &feature=relmfu

971. • Demonstration! Creating a tsunami by underwater volcanic eruption. •

972. • Demonstration! Creating a tsunami by underwater volcanic eruption. • Hold balloon underwater with stick.

973. • Demonstration! Creating a tsunami by underwater volcanic eruption. • Hold balloon underwater with stick. Underwater Volcano

974. • Demonstration! Creating a tsunami by underwater volcanic eruption. • Pop balloon and make observations.

975. • Demonstration! Creating a tsunami by underwater volcanic eruption. • Pop balloon and make observations.

976. • Demonstration! Creating a tsunami by underwater volcanic eruption. •

977. • Animation of how a volcanic eruption can cause a tsunami.

978. • Animation of how a volcanic eruption can cause a tsunami. In the open ocean, the wave goes by quickly with little notice

979. • Animation of how a volcanic eruption can cause a tsunami. In the open ocean, the wave goes by quickly with little notice The power of the wave becomes noticeable as the wave approaches shore

980. • A tsunami wave is not like an ocean wave. This is a typical ocean wave.

981. • A tsunami is a surge moving very fast.

982. • Demonstration! Seeing the wave increase in size as it approaches land. Mark the water line before

983. Pop balloon and mark how far water travels.

985. A boat in the open ocean will feel but not really see a large wave.

989. Mark how far water travels.

990. Height and distance traveled inland by tsunami

993. • Activity! Video: Indonesian Tsunami Footage. – Why can‟t you just swim through it / tread water to survive? – http://www.youtube.com/watch?v=bblk6hD- l5c&feature=results_main&playnext=1&list=PLC DE1E3BA0A9F00B2 Copyright © 2010 Ryan P. Murphy

994. • Answer: The currents collect and move debris which makes swimming incredibly difficult and dangerous.

996. Before Tsunami After Tsunami

997. After Tsunami

999. Before Tsunami After Tsunami

1000. After Tsunami

1008. • What is wrong with calling a Tsunami a tidal wave?

1012. • An earthquake can cause a slippage in the plates.

1013. • An earthquake can cause a slippage in the plates. This displaces enormous quantities of water which can cause a tsunami.

1014. • Location of Japan earthquake 2011 at a subduction zone along the Ring of Fire. Epicenter of 9.0 Earthquake

1015. • Location of Japan earthquake 2011 at a subduction zone along the Ring of Fire. – The plate moved 8 feet closer to the North American Plate in a few seconds Epicenter of 9.0 Earthquake

1017. Beneath Ocean

Earthquakes, Geology Lesson PowerPoint, Faults, Folds, Seismograph and more

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