Earthquake and Volcano Data Map In this task, you will map a weeks worth of earthquake activity along

with some of the Earths most active volcanoes in order to draw conclusions about tectonic plate boundaries and geologic activity. It will be graded as Criteria D Scientific Inquiry, and is due on April 23. Part 1:

Using your map of the Earth, plot 1 weeks worth of earthquake data. Use Red dots for Shallow quakes (<100m) and Blue dots for Deep Quakes (>100m). Place dots on the map according to the latitude and longitude coordinates of each quake. (April 9-16, 2012) While plotting, place a tally mark in the appropriate section of the table below for each earthquake. Magnitude 4.5 - 4.6 4.7 4.8 4.9 - 5.0 5.1 5.2 5.3 5.4 5.5 5.6 5.7 - 5.8 5.9 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 - 7.0 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 8.0 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 9.0 Number of Quakes i

ii

Earthquake and Volcano Data Map After plotting, study the map that you have produced and answer these questions.
a.

Do the earthquakes appear to occur all over the earth's surface or only in isolated regions? Is there a recognizable pattern to where earthquakes seem to occur? If such a pattern does exist, could you use it to determine where High-Risk earthquakes zones are located? Name several High-Risk Zones. Read the paragraph entitled Comparing Magnitude on page 56 of your text. How many earthquakes during the week you recorded have a magnitude that could cause little damage? How many could cause moderate damage? How many could cause great damage? Were there any very rare events that were recorded during the week? Create an appropriate visual representation of the frequency data collected using the graph paper provided.

b.

c.

d.

e.

f.

Compare your map to a map of known plate boundaries, found here.

a.

Do you see any relationship between the map you created and the map above showing tectonic plates? What is the relationship between tectonic plates and earthquakes? Use the Google Earth Earthquake overlay to identify the types of boundaries at the High-Risk Zones you identified above. What types of boundaries are found at the High-Risk Zones?

b. c.

Examine your data on deep or shallow quakes.

a.

Do deep earthquakes seem to correlate to any particular type of plate boundary? If so, what type of boundary? Attempt to explain. Do shallow earthquakes seem to correlate to any particular type of plate boundary? If so, what type of boundary? Attempt to explain.

b.

Earthquake and Volcano Data Map

Part 2: Select two active volcanoes from each of the 12 zones listed on this website. Research to find their latitude and longitude. Plot them on your World Map using a Green Triangle. (If a zone has less than 2 active volcanoes, plot the only one listed.)
1.

From your map, can you determine whether or not volcanoes have anything to do with the plate boundaries? Do earthquakes and volcanoes often appear in the same locations? Support your answer with examples from the map. Read Sections 3 and 4 of Chapter 3. Research the following volcanic eruptions. Classify them according to the type of volcano and the type of eruption. Add them to your map if you have not already. Name and label their points on the map.
Volcano Type of Volcano Type of Eruption Amazing or Interestin g Fact about Eruption

2.

3.

Mount Vesuvius - 79 Krakatoa 1883 Mount Pelee 1902 Mount St. Helens 1980 Mount Pinatubo 1991 Mount Etna 2002 Mount Eyjafjallajkull - 2010 Mount Kilauea 1983-present day.

Expected Timeline
Assigned on Tuesday, April 17 Wednesday, April 18 Friday, April 20 Monday, April 23 Copy and save quake data. Begin plotting quakes. Plot quakes for Homework. Begin analyzing data, answering questions and creating the graph. Finish Part 1 for homework, due Friday. Begin Part 2. Finish Part 2 for homework. Due Monday. Project Due at start of class.

Criteria E Grading Rubric: Processing Data

Earthquake and Volcano Data Map Modified Generic Rubric 12

A. The student collects some data and attempts to record it in a suitable format. B. The student organizes and presents data using simple numerical or visual forms. C. The student attempts to identify a pattern or relationship in the data. D. The student attempts to draw a conclusion that is not consistent with their interpretation of the data. A. The student collects sufficient relevant data and records it in a suitable format. B. The student organizes, transforms or presents data in numerical and\or visual forms with some errors or omissions. C. The student states a trend, pattern or relationship shown in the data. D. The student draws a conclusion that is consistent with the interpretation of the data. A. The student collects sufficient relevant data and records it in a suitable format. B. The student organizes, transforms and presents data in a numerical and\or visual form logically and correctly. C. The student states a trend, pattern or relationship in the data and uses the data to convey an understanding or interpretation. D. The student draws a clear conclusion that is consistent with the interpretation of the data and explains it using scientific reasoning.

Task-Specific Information

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A. All required data on quakes is present and plotted correctly. B. Visual representation of frequencies is appropriate and properly formatted with all necessary graphing conventions. C. Answers are supported with examples from data. D. Answers are clear, thorough and use scientific language correctly.