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: Website with Earthquake Data: Earthquake Data 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 xxxxx xxxxx xxxxx xx xxxxx xxxx xxxxx x xx xx xxx x x xx x

Earthquake and Volcano Data Map After plotting, study the map that you have produced and answer these questions. Do the earthquakes appear to occur all over the earth's surface or only in isolated regions? The majority of earthquakes plotted, on the world map, appeared and occurred in clusters. However, there were also isolated earthquakes.
a.

Is there a recognizable pattern to where earthquakes seem to occur? The earthquakes that appear on the map follow the pattern of occurring in the same place. Alaska, California, the Caribbean, Greece, Japan and Sumatra are all regions where earthquakes have appeared to be frequent.
b.

If such a pattern does exist, could you use it to determine where High-Risk earthquakes zones are located? As worldly earthquakes form a pattern of presenting themselves in clusters there could be a possibility of determining them as High-Risk zones. The reason being that in those regions the plates are probably trying to shift.
c.

Name several High-Risk Zones. As depicted on the map the possible High-Risk earthquake zones could be the clusters near Alaska, California, the Caribbean, Greece, Japan and Sumatra.
d. e.

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.

f.

Compare your map to a map of known plate boundaries, found here. Do you see any relationship between the map you created and the map above showing tectonic plates? Between the map showing tectonic plates and the map I created there appears to be a relationship. The relationship has something to do with the earthquake clusters occurring in the vicinity of nearby plate boundaries.
a.

What is the relationship between tectonic plates and earthquakes? The relationship between tectonic plates and earthquakes is held when plates shift or slide next to one another rupturing the earths surface, also known as triggering an earthquake.
b.

Earthquake and Volcano Data Map 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? The boundary found near Alaska is a subduction zone. The one off the coast of California is a Continental Transform Fault. The one around the Caribbean is an Oceanic Transform Fault and Subduction zone. The one near Greece is a Subduction Zone. The one off the North West coast of Sumatra is a Subduction Zone and the one near Japan is a Subduction Zone. Examine your data on deep or shallow quakes. Do deep earthquakes seem to correlate to any particular type of plate boundary? If so, what type of boundary? Attempt to explain. The deep earthquakes are not shown to be frequent, but they do seem to correlate on plate boundaries. For example the three in Alaska lie on the Pacific plate boundary, the one around the BVI lies on the Caribbean plate boundary, the two around the Philippines lie on the Philippine plate boundary and the one off the coast of Chile lies on the Nazca plate boundary. These earthquakes are occurring here because the plates are moving.
a.

Do shallow earthquakes seem to correlate to any particular type of plate boundary? If so, what type of boundary? Attempt to explain. The shallow earthquakes appear on the map in clusters and those clusters correlate on different plates. For instance the ones off the North West of Sumatra lie on the Indian plate boundary, the ones near Alaska lie on the Pacific plate boundary, the ones around the BVI lie on the Caribbean plate boundary, the ones off California lie on the North American plate boundary and the ones off Japan lie on the Pacific plate boundary. These earthquakes are occurring here because the plates are shifting.
b.

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.) Galapagos Fernandina- Latitude: 0.37 Longitude: -91.55 Pavlof Volcano- Latitude- 55.43 Longitude: -161.9
1.

From your map, can you determine whether or not volcanoes have anything to do with the plate boundaries?

Earthquake and Volcano Data Map On my map the volcanoes plotted appear to lie exactly on plate boundaries. It therefore appears that volcanoes form on plate boundaries. Do earthquakes and volcanoes often appear in the same locations? Support your answer with examples from the map. Earthquakes and volcanoes do become evident in the same locations. This is shown on the Alaskan peninsula where deep and shallow earthquakes are frequent as well as where the Pavlof Volcano is located.
2.

3.

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

Mount Vesuvius - 79

Composite

Explosive

Krakatoa 1883

Composite

Explosive

Mount Pelee 1902 Mount St. Helens 1980

Composite Composite

Explosive Explosive

Is the only active volcano in continent al Europe. It occurred in Indonesia . It is an active volcano. The volcanic ash cloud drifted east across the United States in 3 days and encircled Earth in 15 days.

Earthquake and Volcano Data Map

Mount Pinatubo 1991 Composite Quiet Killed hundreds and damaged thousand s of homes. Three times the height of Mt.Vesuv ius. Currently active. All the lava can pave a road three times around the earth.

Mount Etna 2002

Composite

Explosive

Mount Eyjafjallajkull - 2010 Mount day. Kilauea 1983-present

Composite Shield

Explosive Explosive

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 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

Task-Specific Information

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Earthquake and Volcano Data Map

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.

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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.