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Earth Systems
Inquiry Activity

DESCRIPTION OF ACTIVITY:

TITLE - SEISMIC SEA

Overview
Students will discover causes, conditions, and factors which relate to seismic sea waves called tsunamis.

Duration of activity 30-60 min.

Materials, facilities, and resources
· Erosions tables or long plastic shoe boxes
· Sand, rocks, pebbles
· Wooden bar that fits the table crosswise
· Water

BACKGROUND INFORMATION:

Students should be able to measure amplitudes, and the speed and height of waves (Height = 2 x amplitude)

TEACHING AND LEARNING STRATEGIES:

Ensure inquiry
Students will devise their own hypothesis about what factors effect the size and strength of tsunamis by manipulating their models to obtain data. The end product will be a lab report which is described in the "Summary of Learning".

Prerequisite instructions
Before doing this activity, students should be familar with experimental design (e.g., manipulate only one variable at a time, what data to collect, etc.).

INVITATION TO LEARN:

Problem: What physical properties influence the size and strength of tsunamis?

Activity
1. Students will work in groups of three to four to explore what strength of Earth movement would be needed to create a tsunami and also what topographical features effect the size of a tsunami.
2. The students will and build a typical beach using sand in their erosion tables.
3. At the deep end, they will insert the wooden bar crossways to the length of the table.
4. They will move the bar back and forth, up and down, etc. to produce waves.
5. They will explore and measure the following:
A. Amount of movement of the bar verses the wave size (graph).
B. How the topographical lay of the beach effects the size of the wave (description).
6. The students should continue the experiment using various materials to build beaches and record their results using the same amount of "earthquake force" on the bar (movement-push).

Safe Operating procedures
Explain to the students the need for restraint with the water waves and the need to return the wet sand, rocks, and pebbles into various buckets at the end of the class period.

EXTENSIONS:

Collect data on tsunami damage around the world and through newspaper articles or topographical (satellite - NOAA) maps. Discuss the unique problems associated with harbors in these areas and how damage could be reduced in the future.

SUMMARY OF LEARNING:

Assessment
Students will generate lab reports consisting of:
1. Hypothesis
2. Description of the various designs tested
3. Data table
4. Interpretation of data (graph, description)
5. Conclusions
6. Recommendations to the public (what they could expect at their locations).

Multiple Choice questions
1. As a tsunami approaches a shoreline it becomes:
A. Higher B. The same C. Lower

2. Man-made harbor designs could reduce the damage done by tsunamis. Some practical things that could be done are:
A. Make the harbors shallower.
B. Place sea walls outside the harbor.
C. Move the buildings back.
D. Place large rocks in the harbor.


SEISMIC SEA
STEPS IN THE EXPERIMENTAL DESIGN


NAME ______________________________

DATE _______________

PERIOD _______


POINTS


Problem Clearly Stated:








Hypothesis: (beach design)







Earthquake strength:
Data sheet





Graph





Beach Design:

Procedures used to test variables





List of the variables with each procedure





List of materials used with each procedure





Conclusion: (answers the problem)

Applications to real world:

How could harbors be redesigned?

All rights reserved except those which may be granted under Sections 107 and 108 of the Copyright Revision Act of 1976. This document may be freely distributed in its entirety for non-profit purposes provided that the copyright notice is not removed. If you have questions concerning proper use of this material, or if you are interested in obtaining permission, contact the Curriculum Section Reception Desk at 801-538-7698.

This document was submitted for posting to the Internet by the State Science Specialist. Any questions concerning content should be directed to that individual.

Updated September 18 1997 by Michelle Dumas