Lesson 24A: Earthquakes

Estimated Time: Three forty-five minute class periods

Indicator(s): Core Learning Goal 1

1.5.4 The student will create and/or interpret graphics (scale drawings, photographs, digital images, etc.).

      1. The student will use computers and/or graphing calculators to produce tables, graphs, and spreadsheet calculations.
      2. The student will read a technical selection and interpret it appropriately.

Indicator(s): Core Learning Goal 2

2.4.1. The student will describe the structure of the Earth.

At least — inner core, outer core, mantle, lithosphere- crust and upper mantle

2.4.5. The student will explain the dynamic activity of the earth

At least — plate tectonics, sea floor spreading, faulting, earthquakes, and volcanoes

Student Outcome(s):

The student will be able to interpret seismic activity by analyzing earthquake data.

Brief Description:

This activity shows the relationship between plates, continental lithosphere thickness, and earthquake depth. Students will look at current earthquake activity data and graph the depth of recent earthquakes. This investigation will allow students to see the relationship between earthquakes and the Earth's crust. For the lesson Extension, students will use Excel. They will enter data into the spreadsheet then construct a 3D graph of the data.

Background knowledge / teacher notes:

From Earthquakes in Maryland

By James P. Reger

Reprinted courtesy of the Maryland Geological Survey with permission from D.W. Shelton. Available: http://www.mgs.md.gov/esic/brochures/earthquake.html

Note: Charts and graphs omitted here. See web site for complete article.

INTRODUCTION

Earthquakes can be among the most devastating and terrifying of natural hazards. Although floods, tornadoes and hurricanes account for much greater annual loss in the United States, severe earthquakes pose the largest risk in terms of sudden loss of life and property. Many interrelated factors determine the extent of loss of property and life from an earthquake. Each of the following should be prefaced with "all other factors being equal. . . ."

Although earthquakes have been the objects of study and superstition for many centuries, the modern science of seismology gained impetus after the famous San Francisco earthquake of 1906. Since then, geologists have learned much more about the structure and composition of the Earth's interior and, more recently, have made progress in earthquake forecasting and in hazard and risk mitigation.

ORIGIN OF EARTHQUAKES

Most earthquakes occur when great stresses building up within the Earth are suddenly released. This sudden release of this stored energy causes movement of the earth's crust along fractures, called faults, and generates shock waves. These shock waves, or seismic waves, radiate in all directions from the focus, much as ripples radiate outward in two dimensions when a pebble is dropped into a pond.

The two basic types of seismic waves are body waves, or primary waves, which travel through the interior of the earth, and surface waves, which travel along the earth's surface and are believed to be responsible for most earthquake damage.

There are two types of body waves: P waves, or primary waves, and S waves, or secondary waves. The faster moving P waves are compressional waves, and the slower S waves are shear waves. Compressional waves involve a "push-pull" vibration of Earth material in the same direction as the P waves are moving. In contrast, shear waves "shake" material at right angles to their path. Differences in P- and S-wave characteristics have provided much information about the structure and composition of the earth's interior.

Although most earthquakes are associated with movement along faults, they can also be triggered by volcanic activity, by large landslides, and by some types of human activity. However, in areas not known for frequent earthquakes, pinpointing the cause of the rare tremor can be very difficult.

The theory of plate tectonics explains most earthquake occurrences. Ninety percent or more of all earthquakes occur along boundaries between large, slowly moving slabs, or plates, of the earth's crust and upper mantle, collectively called the lithosphere.

Most earthquakes are shallow (0-40 miles to the focus), occurring in the lithosphere. The mechanism for most very shallow earthquakes probably involves fracturing of brittle rock in the crust or relief of internal stresses due to frictional resistance locking opposite sides of a fault.

Very little is known about the causes of earthquakes in the eastern United States. In general, there is no clear association among seismicity, geologic structure, and surface displacement, in contrast to a common association in the western U.S.

The mid-Atlantic and central Appalachian region, including Maryland, is characterized by a moderate amount of low-level earthquake activity, but their cause or causes are largely a matter of speculation. In Maryland, for example, there are numerous faults, but none is known or suspected to be active. Because of the relatively low seismic energy release, this region has received relatively little attention from earthquake seismologists (Bollinger, 1969). In the Atlantic Coastal Plain, it is now thought that earthquakes may be associated with nearly vertical faults that formed during the opening of the present Atlantic Ocean during the Triassic period about 220 million years ago (Hanks, 1985). Such faults would occur in the "basement" bedrock, and not in the overlying, younger Coastal Plain sediments themselves. Recent evidence suggests that earthquakes in the Valley and Ridge Province and in the Piedmont Province occur at shallow depths (usually less than 15 miles) in the Precambrian crystalline basement rocks (Wheeler and Bollinger, 1984). The geologic structure that may be responsible for earthquake activity in these areas is a nearly horizontal fault that formed during continental collision and closing of a protoAtlantic Ocean during late Paleozoic time approximately 300 million years ago. It is also possible that some earthquakes in the Piedmont are in some way related to igneous dikes that were intruded into surrounding bedrock during the Triassic and Jurassic periods (roughly 200-175 million years ago).

MEASURING EARTHQUAKES

The vibrations produced by earthquakes are detected and recorded by instruments called seismographs. The time of occurrence, the duration of shaking, the locations of the epicenter and focus, and estimates of the energy released can be obtained from data from seismographs set up around the world.

There are no operational seismograph stations in Maryland at the present time, but there are 13 stations in bordering states. Some of the nearest stations are in Newark, Delaware; Millersville, Pennsylvania; State College, Pennsylvania; Morgantown, West Virginia; and Blacksburg, Virginia.

Measurement of the severity of an earthquake can be expressed in several ways, the two most common being intensity and magnitude. The intensity, reported on the Modified Mercalli Intensity (MMI) Scale, is a subjective measure in terms of eyewitness accounts (Table 1). Intensities are ranked on a 12-level scale and range from barely perceptible (I) to total destruction (XII). The lower intensities are described in terms of people's reactions and sensations, whereas the higher intensities relate chiefly to observable structural damage.

Magnitude is an objective measure of earthquake severity and is closely related to the amount of seismic energy released at the focus of an earthquake. It is based on the amplitude of seismic waves as recorded on standardized seismographs. The standard for magnitude measures is the Richter Scale, an open-ended scale expressed in whole numbers and decimal fractions. The Richter Scale is logarithmic, meaning that an earthquake of magnitude 5.0 has 10 times the wave amplitude of a magnitude 4.0 and 100 times the ground vibration amplitude of a magnitude 3.0 event. As a first approximation, each whole number increment on the Richter Scale corresponds to a release of about 31 times more seismic, or vibrational, energy. Actually, there are several different methods of determining Richter magnitude. One uses surface waves, another body waves, and so on. However, the differences in results are slight.

Although the Richter scale has no upper limit, the greatest magnitude on record is 8.9 for earthquakes that occurred off the northwest coast of South America in 1906 (magnitude estimated) and off the east coast of Honshu, Japan in 1933. By comparison, the famous San Francisco earthquake of 1906 had an estimated magnitude of about 8.3 and an MMI of X.

TABLE 2. Approximate relationships among earthquake magnitude, intensity, worldwide occurrence, and area affected (after U.S. Geological Survey, 1981, 1989).

General
Description

Richter
Magnitude

Modified
Mercalli
Intensity

Expected
Annual
Incidence

Distance
Felt
(miles)

Microearthquake

below 2.0

600,000

Perceptible

2.0-2.9

I—II

300,000

Felt generally

3.0-3.9

II-III

49,000

15

Minor

4.0-4.9

IV-V

6,000

30

Moderate

5.0-5.9

VI-VII

1,000

70

Large (Strong)

6.0-6.9

VII-VIII

120

125

Major (Severe)

7.0-7.9

IX-X

18

250

Great

8.0-8.9

XI-XII

1.1

450

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A comparison of the Modified Mercalli and the Richter Scales is shown in Table 2. It is important to realize that these relationships are only generalizations and can vary for any given earthquake depending upon local geologic conditions. As a general rule of thumb, damage is slight at the magnitude 4.5 level, becomes moderate at about 5.5, and above 6.5 or so can range from considerable to nearly total (Bollinger et al., 1989). This relation may not apply to earthquakes in Maryland, if recent events are any indication. A small tremor in January, 1990, west of Baltimore was assigned an Modified Mercalli Intensity V near the epicenter, but registered only a 2.5 to 2.6 magnitude on the Richter scale.

 

 
Lesson Description:

 

ENGAGE

1. Have students create a concept map that demonstrates their knowledge of earthquakes. Fill in any background information including knowledge of P, S, and L waves.

  1. Show students the Richter Magnitude scale and the Mercalli Intensity Scale.
  2. A virtual earthquake activity can be found on the Web at URL

    http://vcourseware5.calstatela.edu/VirtualEarthquake/VQuakeIntro.html

EXPLORE

This EXPLORE activity can be found on the web at URL

http://edmall.gsfc.nasa.gov/inv99Project.Site/Pages/trl/inv5-4.html

Students will work in small groups. Have students:

1. Go to Earthquake Information: Reducing Hazards. Available: http://quake.wr.usgs.gov and click on Latest California earthquake information (prototype).

2. Look at the Index Map of Recent Earthquakes in California and Nevada, choose a site of earthquake activity to study.

3. Record the latitudes and longitudes for their study site in their journal.
Now click on the study area to get the enlarged map

4. Click on a square for one of the earthquakes to get more information.

5. Record the location, date, magnitude and depth for each earthquake in their study area (Hint: Use the back button after each earthquake to get back to the location map).

EXPLAIN

1. Construct a bar graph that shows the location of each earthquake and their depths.

2. Calculate the depth of the earthquake as a percentage of the lithosphere thickness using the formula: depth of earthquake/depth of lithosphere.

Example: Earthquake #1 = 2km/100km =.02 = 2%

3. Graph the data.

  • Students will share their results with the class.
  • Education Element: Explain

     

    BACKGROUND INFORMATION

    Graphing exercise

    http://asd-www.larc.nasa.gov/SCOOL//lesson_plans/Creating_a_Bar_Graph.html

    EXTEND

    1. Have students:

    2. Give students a copy of a blank worksheet (URL http://edmall.gsfc.nasa.gov/aacps/Earthquake/EQSearch.html)

    3. Assign student groups to a second geographic area ( see URL http://edmall.gsfc.nasa.gov/aacps/Earthquake/excelist.html to download prenumbered spreadsheets or let each group select a unique area from the list (below) of geographic areas.

    4. Repeat the process with the new selection.

    Latitude Longitude Location

    Top to Bottom Right to Left

    -20 to -50 -65 to -80 Peru-Chili Trench (south)

    -10 to -20 -65 to -85 Peru-Chili Trench (north)

    30 to 10 -80 to -120 San Andreas Fault (south)

    60 to 30 -110 to -150 San Andreas Fault (north)

    -20 to -30 -110 to -120 Easter Microplate

    -30 to -40 -95 to -120 Juan Fernandez Microplate

    60 to 50 -160 to 140 Bering Straight

    55 to 40 165 to 140 Kuril Trench

    30 to 10 150 to 140 Mariana Trench (Japan)

    -10 to -30 180 to -150 Hawaiian Island Chain

    -10 to -25 170 to -170 Fiji

    35 to 20 140 to 120 Ryuku Trench

    10 to -10 80 to 60 Sumatra

    -20 to -30 80 to 60 Indian Ocean

    27 to 10 70 to 50 Arabian Plate

    40 to 30 40 to 10 Mediterranean Sea

    GT Connection: Investigate how countries such as Japan, cope with prevalent earthquakes in densely populated areas.

    EVALUATE

    Compare earthquake graphs and compare seismic activity around the world.

     

    Materials:

    Computer with Internet Access

    Microsoft Excel spreadsheet program

    Sample student worksheet (http://edmall.gsfc.nasa.gov/aacps/Earthquake/Sample.html)

    Blank Midatlantic Ridge spreadsheet (http://edmall.gsfc.nasa.gov/aacps/earthquake/excel/midatridge.xls)

    Answer sheet (http://edmall.gsfc.nasa.gov/aacps/earthquake/excel/midatridgeSAMPLE.xls)

    Blank student worksheet (http://edmall.gsfc.nasa.gov/aacps/Earthquake/EQSearch.html)

    Additional spreadsheets (http://edmall.gsfc.nasa.gov/aacps/Earthquake/excelist.html)

    Resources:

    Shake, Rattle and Fall Into the Ocean?

    Available: http://edmall.gsfc.nasa.gov/inv99Project.Site/Pages/trl/inv5-4.html

    Goddard Space Flight Center Earth and Space Sciences Education Project (GESSEP)

    Marilyn Tupis: Principal Investigator

    Jeff Cottingham, Cheryl Overington, Connie Lenhart

    How do Earthquakes Cause Damage? What Influences the Amount of Damage?

    Available: http://www.pgc.nrcan.gc.ca/seismo/eqinfo/damage.htm

    Regional Earthquake Study.

    Krayer, W. Montgomery County Public Schools.

    Reger., J. Earthquakes in Maryland. Maryland Geological Survey.

    Available: http://mgs.dnr.md.gov/esic/brochures/earthquake.html

     

    USGS. Earthquake Search

    Available: http://wwwneic.cr.usgs.gov/neis/epic/epic.html

    USGS. Latest Quake Information.

    Available: http://quake.wr.usgs.gov

    USGS. Earthquake Information.

    Available: http://quake.wr.usgs.gov/cgi-bin/quake/gldfs.cr.usgs.gov/name%3Dquake/zoom%3D2.800