NEW_Accomplishments.indd - IRIS

More documents

Recommendations

Info

$Refraction - IRIS$

EDUCATION AND OUTREACH 2006 IRIS 5-YEAR PROPOSAL The Boston College Educational Seismology Project: Inviting Students Into the World of Science Research Alan Kafka, Michael Barnett, John Ebel • Boston College Weston Observatory, a research laboratory of the Department of Geology and Geophysics at Boston College, in partnership with the Boston College Lynch School of Education, offers a unique educational opportunity for students, teachers, and their communities to be directly involved with scientific research. This project uses seismology as a medium for inviting students into the world of science research by inquiry-based learning through investigation of earthquakes recorded by seismographs in K-12 classrooms. Seismology is an interdisciplinary science that requires understanding a wide range of scientific concepts, and seismology also teaches students how the natural environment impacts our everyday lives. Thus, seismology offers numerous possibilities for introducing students to the nature of scientific inquiry and to a wide range of important scientific ideas. It is truly fascinating that it is possible to record earthquakes at great distances using seismographs. In fact, it does not take a particularly complex seismograph to record earthquakes from across the globe. Seismographs measure the pulse of the Earth, and provide direct information about earthquakes, plate tectonics, and the structure of the Earthʼs interior. Thus, having their own seismograph in the classroom gives students a way of collecting real-world data and making measurements that provide them with an understanding of the interior structure of the Earth and processes by which the Earth changes. The AS1 seismograph, which serves as the classroom seismograph for this work, is ideal for this purpose because it is affordable, records earthquakes quite well considering its low cost, and is relatively simple to install and operate. We operate AS1 seismographs in classrooms and provide curriculum resources, as well as research exercises, for students in the K-12 schools. The exercises associated with these in-class seismographs teach students not only about seismology and earthquakes, but also about plate tectonics, earthquakes, volcanoes, and mountain building, as well as about how the forces of nature shape the Earthʼs surface. Furthermore, our seismology curriculum, based on the in-class seismographs, also teaches students about various aspects of physics, such as energy, mechanics, and waves. Figure 1. Science teacher Joseph Bergin and his stutdents at Garfield Elementary School in Brighton, MA, viewing the seismogram of the magnitude 9.0 Sumatra earthquake recorded in their classroom. Figure 2. The December 26, 2004, Sumatra earthquake (magnitude 9.0) recorded by an AS1 seismograph operating at Garfield Elementary School. 212
2006 IRIS 5-YEAR PROPOSAL EDUCATION AND OUTREACH Seismographs in Schools John C. Lahr • U.S. Geological Survey Emeritus Scientist USGS Emeritus Scientist Dr. John Lahr continued his affiliation with IRIS and his desire to educate students about earthquakes into his retirement. John worked at the USGS for 32 years and since1999 he has been active in the IRIS Education and Outreach Program. In this picture John is showing Depot Bay, Oregon, Kids Zone students Chyyanne Miller and Marcos Garcia (back row) and Javier Jimenez and Harley Seward (front row) how the AS1 seismic system works. The Education and Outreach Program has provided seismographs to more than 100 teachers participating in their Seismographs in Schools program, which is aimed at informing students and the general public about seismology and earthquakes. Seismology provides an exciting and interesting context for many required subjects, including general science, physics, and mathematics. Thus, seismology and earth science can be integrated with concepts that are addressed by the current Education Standards to achieve a better understanding of both. In addition, a basic understanding of seismology is necessary to obtain public support for the mitigation strategies that have been developed to save lives and reduce property damage resulting directly from earthquake shaking as well as from earthquake-triggered hazards such as landslides and tsunamis. Due to recent advances in computer technology, today it is not difficult to purchase and operate a seismograph station. Seeing earthquakes recorded on their “own” school instrument, an instrument that they can operate and understand, is far more interesting to students than simply finding a similar seismograph on a web site. This is an effective “hook” to get their attention, especially when a newsworthy event has been recorded During two vacation trips around the U.S. in 2004, John made stops along the way to help educators operate their seismic stations. John talked with the students and assisted the teachers with their seismometers, as well as helping them with activities associated with the “Seismographs in Schools” program. The Magnitude 9.0 Indonesia earthquake of December 26, 2004, was well recorded by many IRIS Seismographs in Schools systems. The record above was recorded at Mattawan High School in Mattawan, Michigan. 213
Page 1 and 2:
Cornerstone Facilities for Seismolo
Page 3 and 4:
Cornerstone Facilities for Seismolo
Page 5 and 6:
2006 IRIS 5-YEAR PROPOSAL ACCOMPLIS
Page 7 and 8:
Page 9:
Page 12 and 13:
SCIENCE SUMMARIES 2006 IRIS 5-YEAR
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 25 and 26:
2006 IRIS 5-YEAR PROPOSAL EARTHQUAK
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
2006 IRIS 5-YEAR PROPOSAL MONITORIN
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
2006 IRIS 5-YEAR PROPOSAL SIGNALS A
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
2006 IRIS 5-YEAR PROPOSAL SURFACE O
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Cedar Mtn State Line Estes Park 200
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
2006 IRIS 5-YEAR PROPOSAL UPWELLING
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
2006 IRIS 5-YEAR PROPOSAL GLOBAL MA
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172: 2006 IRIS 5-YEAR PROPOSAL GLOBAL MA
Page 173 and 174: 2006 IRIS 5-YEAR PROPOSAL CORE-MANT
Page 191 and 192: 2006 IRIS 5-YEAR PROPOSAL INNER COR
Page 207 and 208: 2006 IRIS 5-YEAR PROPOSAL EDUCATION
Page 221: 2006 IRIS 5-YEAR PROPOSAL EDUCATION
Page 227: 2006 IRIS 5-YEAR PROPOSAL EDUCATION
show all

NEW_Accomplishments.indd - IRIS

Create successful ePaper yourself

Delete template?

Save as template?