· bread crumbs (to make circle), in individual baggies one per group.
· large grassy area or parking lot
· optional, replace bread crumbs with small pieces of wrapped candy
· optional, replace bread crumbs with chalk if using a parking lot
· optional bamboo skewer and duct tap, tape on end of each rope to the skewer so this can be inserted into the ground
1. Determine different lengths of rope to use. Actual length is scaled to manageable length. Optional, provide scale and have students determine their length of rope needed.
2. Take lengths of rope outside to area of activity. Place one end of each rope to be used per team at one point.
3. Radiate the ropes from the central point. The end of each rope will represent the location of your seismograph station. See diagram below for examples.
4. Prepare for the number needed based on your class size.
5. Divide your class into teams. Each team is to have 3 groups of students. Groups of students can be 2 to 3 in number.
6. Optional, each team may have any where from 1 to 5 groups of students.
1. Assign students to their groups and teams.
2. Provide each group with a rope.
3. Send groups to their designated spots (seismographic stations).
4. Using the rope to represent the radius have each group mark off a circle using their bread crumbs.
5. Epicenter is located where the circles intersect.
6. Optional have students use reference materials to determine the fault found at the epicenter.
(P) What is the minimum number of seismographic stations needed to locate the epicenter of an earthquake.
(C) Which map projection do seismologist need to use to locate the epicenter.
· Connecting across the Curriculum: Mathematics – students use the terms radius, circle and intersect. Optional, provide the time and speed, students will determine the actual distance the seismograph station is from the epicenter. Using the scale you provide students then calculate the length of their rope.
· Connecting across the Curriculum: Reading – have students read selected excerpts from the book 8.4 by Peter Hernon.
· Incorporating Technology – Student use selected Internet site – PEPP site at the following location http://lasker.princeton.edu/ScienceProjects/curr/waves/seismic_waves.htm or Students can use program WinQuakes (free to schools upon registration) to determine epicenters of real earthquakes. Optional use SWAP (freeware).
ES. 1.24 Understand and discuss continental drift, sea-floor spreading, and plate tectonics. Include evidence that supports the movement of the plates, such as magnetic strips on the ocean floor, fossil evidence on separate continents, and the continuity of geological features.