2. Ecology and Earth Science 9 Science/Ecosystems... · Web viewProcessing and analysing data and information) Comprehensively explained the effect of the 1985 Mexican Earthquake

Assessment Cover SheetInstrument Number 3 Term 2 2020

Student Name

Year Level Year 9 Handout Date (Week beginning) 01/6/2020

Class SCI091A, SCI091B, SCI091C, SCX091D, SCI091E, SCI091F, SCI091M, SCI091H,

Interim Check Date(record choice with teacher)

08/6/2020

Teacher BROWTH, NOLATR, DENNB, STRAAM, GILLMU, TURNGA ,KIRKLE Rough Draft Date 15/6/2020

Unit Number/Name 2. Ecology and Earth Science Due Date (Week beginning) 22/6/2020

Task Title and Genre Earthquake investigation and case study

Target Audience Teacher Details:

Syllabus Assessment Technique AssignmentAssessment Conditions Summative

Seen/Unseen

Seen and unseen elementsMaterials handed

out prior to assessment?

No ☒

Yes ☐

Conditions

Time/Length 3 Weeks Teacher Input Assistance given in classIndividual/Group Work IndividualAllowable Resources Research materials

Criterion Grade

1. Science Understanding

2. Science Inquiry Skills

Differentiation: If assessment conditions have been adjusted details are provided below

Acknowledgement of assessment responsibilityI understand the consequences of plagiarism/cheating and confirm this is my own work.

/tt/file_convert/60ee88e71f31dc7470426f82/document.docx

Student Signature: Date:


Maroochydore State High SchoolStandards Matrix for Year 9 Earth Science

Assessable ElementsChoose an item.A B C D E

Science Understanding

(Earth Sciences)

PART D PART C PART A and B PART A and B

Provided a clear and well supported explanation of the implications of living near a fault

Comprehensively explained the effect of the 1985 Mexican Earthquake:

Listed and described the properties of your chosen fault.

Listed the properties of your chosen fault.

No evidence shown of success criteria

Detailed explanation linking your findings in Part B and the Mexican earthquake to assist people living in earthquake prone areas.

Identified the boundary type that relates to your chosen fault.

Identified the boundary type that relates to your chosen fault.

Comprehensively described the impact of your fault on the surrounding environment.

Described the impact of your fault on the surrounding environment.

Science Inquiry Skills

(Processing and analysing data and

information)

Comprehensively explained the effect of the 1985 Mexican Earthquake

Proposed a justified explanation for the pattern of damage to buildings in Mexico City.

Analysed the seismic data to predict the location of earthquake epicentre

(Questioning and Predicting)

Accurately predicted the magnitude of the earthquake.

(Communicating)Used correct and accurate scientific language and representations in a sophisticated format. Included a bibliography in Harvard Format.

Used correct and accurate scientific language and representations.

Included a bibliography.

Presented information using scientific and everyday language in an appropriate format.

Used everyday language.


Image source: USGS

Introduction:According to the theory of Plate Tectonics Earth is an active planet. Its surface is composed of many individual plates that move and interact, constantly changing and reshaping Earth's outer layer. Faults are breaks in the earth’s crust where adjacent sections, or plates, have moved relative to each other. When a lot of slippage happens all at once, the result is a major earthquake.

Task:

Present your research into a chosen fault and conduct a case study. Completing this task

involves completing 6 steps in your booklet:

1. Choose a fault to investigate2. Task A (includes bibliography)

3. Task B

4. Task C

5. Task D

Your final copy may be handwritten or word-processed.

1. CHOOSING YOUR FAULT

Choose one fault from the list below (If you know of another fault line not listed, consult with your teacher before researching it.).

Every person in the class must choose a different fault.

Altyn Tagh Fault San Andreas Fault Great Lakes tectonic zone Alpine Fault Kunlun Fault Main Uralian Fault Peru-Chile trench a.k.a Atacama trench Alaska-Aleutian Megathrust Central African Shear Zone Sunda Megathrust


2. Task A – DESCRIBE YOUR FAULT

State the name of your chosen fault, the location of your fault and the nearest plate

boundary. Include a labelled map locating your fault.

Define the terms used to classify faults: Strike-slip, normal, and reverse faults.

Identify which term (Strike-slip, normal or reverse) describes the boundary in which your

fault occurs and explain why.

Describe the impact of your fault on the surrounding environment.

This should include descriptions of the appearance, size, and slip rate of your fault. As

well as the date, magnitude and reported damage of any major earthquakes caused by

movement at your fault.

3. Task B– INVESTIGATION: How do earthquakes affect buildings of different heights?In this task you will conduct an investigation that models the effect of earthquake vibrations

on buildings of different heights.

Although you may work in pairs to conduct the investigation, you must work on your own

to complete the analysis.

4. Task C. – CASE STUDY: 1985 Mexican Earthquake.

In this task, you will:

Examine seismic data to determine the epicentre and magnitude of an Earthquake.


5. Task D – This task explains the implications of your research for people living

in Earthquake prone areas.

Explain the pattern of building damage in Mexico city Explain how your findings from investigation (task B) and the case

study in to the 1985 Mexican Earthquake could be used to assist the population living near your fault.


Task A – Describe your fault

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Work on your own to complete this task

Task A – Describe your fault cont. This page has been deliberately left blank for you to draw/insert a labelled map showing the location of your fault.


BibliographyA list of resources you used to complete task A. Use HARVARD format (see page of your study diary).


Task B: How do earthquakes affect buildings of different heights?

In this model, the rulers represent the ground being shaken by the earthquake and the cardboard strips represent buildings.

Method1. Very slowly and gently vibrate the rulers in the direction shown.

2. Slowly increase the rate of vibration.

3. When a strip begins to resonate (i.e. vibrate strongly and regularly), count the number of complete vibrations* in 10 seconds.

4. Record the result in the Trial 1 column for that strip.

5. Continue to increase the rate of vibration, repeating steps 3 and 4.6. Repeat steps 1 to 5 until you have recorded the results of three trials for each strip.

Table 1: Results

Height of Number of vibrations in 10 seconds Frequency at whichstrip resonates

strip (cm)Trial 1 Trial 2 Trial 3 Mean (vibrations per second)

20.0

17.5

15.0


Work in pairs to complete this task

* One vibration is a complete swing backwards and forwards.

Analysing the resultsWork on your own to complete the task.

1. (a) Do the results support the following hypothesis?

A strip of a certain height resonates at a particular frequency.

• Yes

• No (Circle one.)

Explain your

choice.

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(b) Describe the relationship between the height of a strip and the frequency at which it resonates.

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(c) If a nearby earthquake produces rapid (high frequency) ground vibrations, which buildings are more likely to be damaged?

• tall

• medium

• short

(Circle one.)

Explain your choice using the results of the investigation.

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In the model, the independent variable is height. Other variables may change the frequency at which a strip resonates,

e.g. width, thickness, material

2. Choose a different independent variable that may change the frequency at which a strip resonates.

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(a) How would the model be changed to test this variable? Include a diagram.

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Use this space for your diagram.

(b) Write a hypothesis that you could test using the new model.

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Task C: Finding the epicentre and magnitude of an earthquake


Work on your own to complete the task.

Seismic waves

The energy released by an earthquake is carried through the crustal rock as different types of waves.P (primary) waves travel faster than S (secondary) waves.

When the waves arrive at the surface, they cause the ground to vibrate.


When waves produced by an earthquake arrive at the surface, the vibrations are detected by a seismograph and recorded on a chart (a seismogram).

Below are two seismograms, each of which recorded vibrations from the earthquake that struck Mexico soon after 7:19 am on 19 September 1985.

1. Mark on Seismogram 2: The arrival of the first P wave and The arrival of the first S wave


2. (a) Find the time difference (S – P time) between the arrival of P and S waves at Mexico City seismic station (Seismogram 2).

(b) Use Graph 1 below to find the distance of Mexico City seismic station from the epicentre. (The distance of Mazatlan from the epicentre is given as an example.)

Seismic station

Mazatlan Mexico City

Distance from epicentre 830 km . . . . . . . . . km


Seismic station

Mazatlan Mexico City

S – P time 85 sec . . . . . . . . . sec

Map 1: Southern Mexico

Map 1 above shows a circle with a radius of 830 km and Mazatlan at its centre. The epicentre of the 1985 earthquake lies somewhere on this circle.

3. (a) Draw a circle with Mexico City at the centre and a radius equal to the distance of Mexico City from the epicentre (from Q6).

(b) On Map 1, mark with a cross (X) the most likely epicentre of the earthquake.

(c) Explain your choice using your understanding of plate tectonics.

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4. (a) Use Seismogram 1 (page 13) to find the maximum amplitude of S waves at Mazatlan seismic station.

Maximum amplitude of S waves Distance from epicentre

Mazatlan seismic station . . . . . . . . . mm 830 km


(b) Plot the data from question 8(a) on the Richter nomogram below. An example is given.

Patterns in the seismic dataSan Luis Potosi is 580 km from the epicentre and does not have a seismic station.

5. Sketch (below) the predicted seismogram for San Luis Potosi during the 1985 earthquake.

Your answer should show the S – P time and estimates of amplitude and frequency.


Look for patterns in the data by comparing Seismograms 1 and 2 on page 13.

Task D: Explaining the pattern of building damage in Mexico City and the implications of your research

After determining the position and magnitude of the 1985 earthquake in Mexico, a seismologist said:

“Even though the 1985 earthquake was a strong quake, it was not very close to Mexico City. I was surprised that there was so much damage to buildings from 8 to 15 stories high, while many of the taller and shorter buildings were not damaged.This pattern of damage was not observed in locations closer to the epicentre.I found that Mexico City is built on clay that resonates at a particular frequency. I wonder if that has something to do with the pattern of building damage.”

1. Propose an explanation for the pattern of damage to buildings in Mexico City. Use the examples shown in the photo below. Justify your response with reference to:the seismologist’s statement abovethe frequency of ground vibrations at different distances from the epicentrethe results of the modelling investigation on page 8similarities and differences between the buildingsany other relevant information in this assessment task.


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Use this space to plan your ideas. Use the list on page 17 as a checklist.

Explain how your findings from investigation (task B) and the case study in to the 1985 Mexican

Earthquake could be used to assist the population living near your fault

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Documents

2. Ecology and Earth Science 9 Science/Ecosystems... · Web viewProcessing and analysing data and information) Comprehensively explained the effect of the 1985 Mexican Earthquake