Summative Project on Earthquakes

Your project for this unit is to incorporate all the information we have researched and discussed into a Google Tour of plate tectonics.   You will need to include information on where earthquakes happens, types of boundaries, and the differences between places and faults.  Information about evidence for plate tectonics must accompany what   This means you'll need some work to identify WHERE you are going and then travel there.   An audio narrative will accompany this work, and identification of specific information is expected.

How will we grade this?   We'll brainstorm a rubric in class together, and it will be posted.

Week 2, Unit 1

We've all done a lot of work on research, but science is about EVIDENCE in a variety of ways.  That means we need to do something that will allow us to measure what is going on when an earthquake occurs.  For this series of tasks, you need to keep a data sheet, with tables, for your table.  A separate data sheet is needed for each task.  A data sheet will include the name of the task, your group members, information written in tables, and questions.   If you want, you may do this using a word processor like Google Docs.  That way you can share the information with me without worrying about losing paper.

Task 5:   P vs. S waves.   You will be creating P and S waves, and making observations to compare the two wave types.  Fill out this data sheet.

Task 6: Slip-strike motion.   You will need to use a block of wood, and rubber bands, and a surface that allows intermittent (step-by-step) motion to do this activity.   Ask your teacher to demonstrate if you need help.  Your data will be observations, PLUS the six quiz questions at that bottom.

Task 7:  Evidence for plate tectonics.   Print this page and highlight what is important about it.   Now, create a model (that would be a puzzle, a 3d diagram, a playdoh structure, or what the activity asks of you) that shows me you understand fossil distribution, paleomagnetism, and tectonic supercontinents

Task 8:  On Friday, please bring a package of m&ms or skittles and a package of mini marshmallows.  We will be using them for a class activity on Monday.

Unit 1, Week 1, Disasters in Iowa

Your goal during the first three days is to make sure all of you will know how to do the following tasks.   Students who feel ready to be assessed for understanding need to see ::mapowell:: Don't worry if you aren't working on the same task as others.   Your group knows what you need.
My goal is to help as needed.  You don't need a babysitter, but you may need some help in figuring out where to start and how to deal with confusion.   Help one another and listen when I try to help you. 




Task 1  Learning about Landforms

We really need to get a start by looking at the bits and pieces that plate tectonics have caused in the world in order to understand Iowa.   Upon completion, you should be able to make a map of Iowa and surrounding states and label the nearest plate, as well as 20 landform pieces. (no, not 20 different landform pieces...Iowa doesn't have any mesas that I know about)

Task 2 Heat Transfer

We need to look at heat transfer as a way that weather moves and energy inside the earth moves.   Take a look at the questions being asked here to see if you understand what is happening.

Task 3 Earthquakes and the Midwest.   We need to take a look at what our chances our of getting a sizable quake in the area in which we live.  To do this, you will need to do some research, starting with the information found here and here.  Map the Earthquake fault zones on your diagram from Task 1, shading in the impact zone.  As you look through this information, you will need to start deciding what you believe to be true and what you believe to be false, because there is conflicting information.  Does heat transfer matter in earthquakes?  If so, how does it matter?  Do land form types affect whether or not an earthquake occurs(compare with other earthquake zones around the world)?  Do plate tectonics matter for earthquakes or volcanoes in all cases? Do you have strong evidence to support your viewpoint?  By Wednesday, you need to have a poster or digital representation of your ideas that is visible from a distance of 3 feet or greater.

The science of plate tectonics

Exactly HOW is plate tectonics related to the world we live in?

Your goal will be to find a series of plate tectonics links that tell me information about the following

• boundaries
• converging plates
• diverging plates
• transform faults
• US fault lines
• volcanos
• tsunami

  WAIT, WAIT! This is not a 5 minute assignment. You want each link to be readable (you'll need to interpret it), validated (meaning that is wasn't written by a nut, but by someone with expertise in the area), with rich graphics (for visual learners) and for each one, we'll need to create an explanation of HOW it relates to plate tectonics. Links and explanations must be shared among group members as a google doc, and ultimately shared with your teacher

What are we doing in this class? Project-Based Learning

Personal Reflection on Videos

Once your video is uploaded to youtube, you need to watch it and another class video by going to the youtube channel:  marciarpowell   Write your name and your partners names.

Answer the questions for BOTH videos:
What colors can you see on the sheet?
What color of shadows can you see?  Is this the same or different?

With the sound off, watch another person's video.   What does the color tell you about the story?   The mood?   Can you explain a plot with a beginning, a middle, and an end? (Answer in one or two sentences)

List a specific example in your video where there is a fuzzy-edged shadow( ____seconds)  How was it formed?

List a specific example in your video where there is a sharp-edged shadow( ____seconds)  How was it formed?

List a specific example in your video where there is a penumbra, or lighter shadow( ____seconds)  How was it formed?

List a specific example in your video where there is an umbra, or darker shadow( ____seconds)  How was it formed?

Were there any wavelengths of light you could not see in your video?   How could you tell?

Explain how you could improve your video to make the mood better through lighting or to make the quality of the shadows better.

Parts of the EM spectrum Notes and Activities

Teachers' Domain: Tour of the Electromagnetic Spectrum: Radio Waves

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE

Teachers' Domain: The Electromagnetic Spectrum: FRONTLINE





ttp://www.pbs.org/wgbh/nova/gamma/spectrum.html



Discussion Questions

What are electromagnetic waves?

What is a photon?

Name one manufactured device or natural phenomenon that emits electromagnetic radiation in each of the following wavelengths: radio, microwave, infrared, visible light, ultraviolet, X-ray, and gamma ray.

Which type(s) of electromagnetic radiation do human bodies emit? Which type(s) can our senses detect?

List three ways that electromagnetic radiation is used to improve our everyday lives. 

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Everybody has at some time thrown a pebble into a puddle and observed the ripples spreading across the surface.  Some of us don’t stop until the puddle has been completely filled with every loose piece of debris in the vicinity.  Now let’s dive in a bit deeper into the physics.

Select the Wave Interference simulation

1)      Before you change any settings

a.       What is the shape of the pulse?

b.      How can you explain this?  Talk about crests or frequency.

Reflection:

2)      Increase the amplitude to maximum.

3)      Turn off the water and add a vertical wall (bottom right button) across the entire width of the tank.

4)      Turn on the water for just a couple of drips.

5)      Observe the wave reflection from the barrier

a.       What is the shape of the reflection?

b.      In what ways does it differ from the incident (incoming) wave?

c.       Compare this result to what you learned about reflected pulses from the wave on a spring demo?

Interference:

6)      Allow the faucet to run.  Feel free to adjust the frequency.

a.      What do you think the particularly bright and dark spots represent?

7)      Show the graph and observe the last couple of waves in front of the wall.

a.       Once again, considering the wave on a spring demo, what do these last waves on the graph remind you of?

8)      A second example of wave interference can be seen by removing the barrier and turning on a second drip

a.       Draw or describe the resulting pattern.

b.      How are the dark & light stripes similar to and different from standing waves?  (Hint:  Look at the graph again)

c.       What do you think may be happening along the gray rays?

d.      How can you test your ideas?  Hint:  Consider the purpose of the horizontal dashed line.

e.       Perform the experiment.  Was your hypothesis supported or rejected?

9)      Adjust the drip frequency, pausing a few seconds for the image to stabilize after each change.

a.       How does drip frequency relate to the number of rays?

b.      What is the range for the number of rays you can generate?

c.       Is there a pattern?

10)  Return the frequency to full and double the drip spacing.

a.       Now how many rays can you count?