Queensland Comparable Assessment Tasks (QCATs… · Queensland Comparable Assessment Tasks (QCATs) 2012 9 On shaky ground Student booklet. 2 ... Why did many of the taller and shorter

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ScienceQueensland Comparable Assessment Tasks (QCATs) 2012 9On shaky groundStudent booklet

2

Setting the scene

Recent major earthquakes in Japan and New Zealand have shown that improving building design is a major factor in reducing damage and loss of life.

These are questions that seismologists and engineers are working on, using scientific theory and modern technologies.

Their tools of trade include:

• data collected during earthquakes using technology including seismographs, lasers and GPS• the Theory of Plate Tectonics• modelling the effects of earthquakes on buildings.The development of buildings that can resist earthquake vibrations is largely based on studies of earthquakes such as the one that devastated Mexico City in 1985.

Can we predict where dangerous earthquakes are likely to occur?

Can we design buildings that won’t fall down when vibrated by earthquakes?

© The State of Queensland (QSA) 2012 Please read our copyright notice <www.qsa.qld.edu.au/copyright.html>.Queensland Studies Authority PO Box 307 Spring Hill Qld 4004Phone: (07) 3864 0299 Fax: (07) 3221 2533 Email: [email protected] Website: www.qsa.qld.edu.auImages p.1 Landslide: <www.123rf.com/photo_8324038_the-landslide-of-a-rural-road-on-the-background-an-off-road-car.html>; p. 3 Photo right, “total collapse”, p.14 “Hotel de Carlo” <www.tinyvital.com/images/mexcity1985/index.html>; p. 3 Photo left, “Mexico City earthquake” <http://vivirlatino.com/tags/mexico-city-earthquake>.All other images © QSA.

| QCATs 2012 Student booklet Year 9 Science

Case study

In this assessment, you will:• model the effects of earthquake vibrations on buildings of different heights• use your understanding of plate tectonics to explain causes of earthquakes• analyse data to find earthquake location and magnitude• analyse patterns in seismic data to make predictions• use evidence and scientific concepts to explain patterns of building damage.

On 19 September 1985, an earthquake struck Mexico City. Over 10 000 people were killed and over 30 per cent of the buildings were completely destroyed. Studies of the damage to buildings revealed a pattern: most of the collapsed buildings were 8–15 stories high.

Why did many of the taller and shorter buildings escape serious damage?

| 3Queensland Studies Authority

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How do earthquakes affect buildings of different heights?

Investigation: Modelling the effect of earthquake vibrations on buildings of different heights

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

Method

1. 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 strip (cm)

Number of vibrations in 10 seconds Frequency at which strip resonates

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

20.0

17.5

15.0

Four cardboardstrips are held attop with paper clip.

2 rulers

Slowly and gentlyvibrate this way.

rubber bands

Cardboard strips heldtightly between rulers.

15 cm

17.5 cm

20 cm

Diagram 1

* One vibration is a complete swing backwards and forwards.

Class discussion of results


Analysing the results

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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Work on your own to complete the task.


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

If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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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 (i.e. what it is made of).

Use this space for your diagram.


What causes the ground to vibrate during an earthquake?3. Using the letters A–F, label Diagram 2 to show:

A. crust

B. mantle

C. destructive plate boundary (crust being melted)

D. constructive plate boundary (new crust being formed)

E. likely location of an earthquake

F. likely location of a volcano.

4. Complete Table 2 to predict how the distances between m and n, and between x and y, would change. Explain your predictions.

Table 2

Distance between …(See Diagram 2.)

How the distance would change (Circle one.)

Speed of change (Circle one.)

Explanation (Using the Theory of Plate Tectonics)

m and n(over many years)

increases

decreases

stays the same

slow

rapid

no change

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x and y(in the months before an earthquake)

increases

decreases

stays the same

slow

rapid

no change

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x and y(during an earthquake)

increases

decreases

stays the same

slow

rapid

no change

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The Theory of Plate Tectonics explains the origin of earthquakes, volcanoes and other geological activity.

Pacific Ocean Atlantic OceanMexico Africa

North American Plate African PlateCocos Plate

x ym n

GPS measuring stations at , , ,to measure plate movement.

m n x y

Diagram 2: Tectonic plates


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Finding the epicentre and magnitude of an earthquakeUse the information on pages 8 and 9 to answer Questions 5–9.

earthquakefocus

earthquake epicentre(the point on the surface above the focus)

seismographstationseismograph

station

S waves

P waves

distance ofstation fromepicentre

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.

Diagram 3 (a): Seismic waves


Time (seconds)

Diagram 3 (b): A seismogram

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

P wavearrival time

S wavearrival time

maximumamplitude (mm)

S P S Pminus ( – ) time

Diagram 3 (c): Different frequencies of vibrations on a seismogram

Low frequencyvibrations

High frequencyvibrations


10

Finding the epicentre and magnitude of the 1985 Mexican earthquake

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

5. Mark on Seismogram 2:

• the arrival time of the first P wave and

• the arrival time of the first S wave.

Finding the epicentre and magnitude (size) of an earthquake helps seismologists to see patterns of building damage.

500

400

300

200

100

0

�100

�200

�300

�400

�5000 15 30 45 60 75 90 105 120 135 150 165 180 195 210 225 240

Time (seconds) after 7:19 am

Am

plit

ude (

mm

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500

400

300

200

100

0

�100

�200

�300

�400

�5000 15 30 45 60 75 90 105 120 135 150 165 180 195 210 225 240


Am

plit

ude (

mm

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arrival timeof first waveP

arrival timeof first waveS

S P– time

Seismogram 1: Mazatlan seismic station

Seismogram 2: Mexico City seismic station

Note that the amplitude is greater than Seismogram 2 can display.


6. (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.)

Graph 1: Conversion graph of S – P time to distance from epicentre

Seismic station

Mazatlan Mexico City

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

Seismic station

Mazatlan Mexico City

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

0 10 20 30 40 50 60 70 80 90 100 110300

400

500

600

700

800

900

1000

S P– time (s)

Dis

tance (

km

)

For example, the – time for

Mazatlan seismic station is 85 seconds.

Using the conversion graph, Mazatlan

is 830 km from the epicentre.

S P


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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.

7. (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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8. (a) Use Seismogram 1 (page 10) 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

Mazatlan

Mexico City

North American PlateCocos Plate

0 200 400 600 800 1000km

Plate boundary

San Luis Potosi

Maximumamplitude (mm)

The magnitude of an earthquake (on the Richter scale) is found by measuring the maximum amplitude of S waves at a seismic station.


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

Patterns in the seismic data

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

9. 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.

Earthquake magnitude is determined by plotting amplitude and distance on a Richter nomogram.

0.1

0.2

0.5

1

2

5

10

20

50

100

200

500

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0800

700

600

500

400

300

200

100

60

40

30

20

900

Using the Richter nomogram

SExample: When waves have

a maximum amplitude of 1 mm

at a distance of 300 km, the

magnitude is 4.0

Distance(km)

MagnitudeAmplitude

(mm)

Magnitude of Mexican earthquake(on the Richter scale) = . . . . . . . .

Figure 1: The Richter nomogram

Look for patterns in the data by comparing Seismograms 1 and 2 on page 10.

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�5000 15 30 45 60 75 90 105 120 135 150 165 180 195 210 225 240


Am

plit

ude

(mm

)

arrival timeof first waveP

Seismogram 3: San Luis Potosi (580 km from epicentre)


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Explaining the pattern of building damage in Mexico CityAfter determining the position and magnitude of the 1985 earthquake in Mexico, a seismologist said:

10. 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 above

the frequency of ground vibrations at different distances from the epicentre

the results of the modelling investigation on page 4

similarities and differences between the buildings

any other relevant information in this assessment task.

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.


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Use this space to plan your ideas. Use the list on page 14 as a checklist.


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e re

latio

nshi

p be

twee

n tw

o va

riabl

es.

Pro

pose

s m

odifi

catio

ns to

an

inve

stig

atio

n an

d a

test

able

hy

poth

esis

to im

prov

e th

e qu

ality

of e

vide

nce.

Use

s sc

ient

ific

conc

epts

to a

naly

se a

nd p

rese

nt s

eism

ic d

ata

and

draw

con

clus

ions

.

Que

stio

ns 1

, 2, 5

, 6, 7

a, 8

Ana

lyse

s pa

ttern

s in

sei

smic

dat

a to

mak

e pr

edic

tions

. R

evie

ws

evid

ence

and

sci

entif

ic u

nder

stan

ding

s to

con

stru

ct

an e

vide

nce-

base

d ar

gum

ent f

or th

e pa

ttern

of b

uild

ing

dam

age.

Que

stio

ns 9

, 10

Use

s ap

prop

riate

sci

entif

ic la

ngua

ge, c

onve

ntio

ns a

nd

repr

esen

tatio

ns.

Que

stio

ns 1

–10

A B C D E

Id

entif

ies

all t

ecto

nic

feat

ures

and

use

s th

e Th

eory

of

Pla

te T

ecto

nics

to p

rovi

de w

ell-r

easo

ned

expl

anat

ions

of

cru

stal

mov

emen

ts o

ver t

ime

and

the

mos

t lik

ely

loca

tion

of th

e ea

rthqu

ake

epic

entre

.

Id

entif

ies

mos

t tec

toni

c fe

atur

es. C

orre

ctly

pre

dict

s so

me

crus

tal m

ovem

ents

ove

r tim

e. U

ses

the

Theo

ry

of P

late

Tec

toni

cs to

exp

lain

a c

rust

al m

ovem

ent o

r th

e m

ost l

ikel

y lo

catio

n of

the

earth

quak

e ep

icen

tre.

Id

entif

ies

som

e cr

usta

l fea

ture

s.

U

ses

frequ

ency

dat

a to

exp

licitl

y su

ppor

t the

giv

en

hypo

thes

is. C

lear

ly ju

stifi

es w

hich

bui

ldin

gs a

re m

ore

likel

y to

be

affe

cted

by

high

freq

uenc

y vi

brat

ions

. P

ropo

ses

a hy

poth

esis

that

can

be

valid

ly te

sted

us

ing

the

mod

ifica

tions

sug

gest

ed.

S

ugge

sts

a se

t of v

alid

mod

ifica

tions

to th

e in

vest

igat

ion.

A

naly

ses

data

to a

ccur

atel

y de

term

ine

the

mag

nitu

de a

nd

poss

ible

epi

cent

res

of th

e ea

rthqu

ake.

U

ses

data

to p

artia

lly e

xpla

in th

e gi

ven

hypo

thes

is.

Des

crib

es th

e re

latio

nshi

p be

twee

n he

ight

and

freq

uenc

y.

Mak

es a

val

id p

redi

ctio

n ab

out w

hich

bui

ldin

gs a

re m

ore

likel

y to

be

affe

cted

by

high

freq

uenc

y vi

brat

ions

. Mak

es

sign

ifica

nt p

rogr

ess

in d

eter

min

ing

mag

nitu

de a

nd

poss

ible

epi

cent

res

of th

e ea

rthqu

ake.

P

artia

lly d

escr

ibes

the

rela

tions

hip

betw

een

heig

ht a

nd

frequ

ency

. Som

e su

cces

s in

det

erm

inin

g m

agni

tude

an

d po

ssib

le e

pice

ntre

s of

the

earth

quak

e.

P

rovi

des

a de

taile

d ex

plan

atio

n fo

r bui

ldin

g da

mag

e,

just

ified

by

a th

orou

gh a

naly

sis

of a

ll re

leva

nt e

vide

nce.

C

onst

ruct

s a

seis

mog

ram

that

refle

cts

all p

atte

rns

evid

ent i

n th

e se

ism

ic d

ata.

Acc

urat

ely

inte

rpre

ts a

nd

pres

ents

dat

a an

d m

akes

cle

ar, p

urpo

sefu

l use

of

appr

opria

te s

cien

tific

lang

uage

.

C

onst

ruct

s a

seis

mog

ram

that

refle

cts

som

e of

the

patte

rns

evid

ent i

n th

e se

ism

ic d

ata.

Pro

vide

s a

parti

al

expl

anat

ion

for b

uild

ing

dam

age

just

ified

by

som

e ev

iden

ce. M

akes

app

ropr

iate

use

of s

cien

tific

lang

uage

, gr

aphs

and

dia

gram

s.

M

akes

sta

tem

ents

abo

ut b

uild

ing

dam

age

with

som

e re

fere

nce

to in

form

atio

n in

the

task

. Use

s so

me

scie

ntifi

c te

rms.

Documents

Queensland Comparable Assessment Tasks (QCATs… · Queensland Comparable Assessment Tasks (QCATs) 2012 9 On shaky ground Student booklet. 2 ... Why did many of the taller and shorter