May/June 2017 – Vol. 29 No. 7

Did You Feel It? and the Quake-Catcher Network: Gather and Contribute Data About Earthquakes in Your Front Yard and Schoolyard

Posted: Tuesday, May 6th, 2014

by Robert de Groot

It is 9:09 pm on Friday March 28, 2014 in Southern California and all of a sudden a magnitude (M) 5.1 earthquake strikes in the northwest corner of Orange County near the cities of La Habra and Fullerton. The Southern California Seismic Network swings into action collecting data about the event. The event is widely felt and many people put into practice what they learned during the Great California ShakeOut the statewide earthquake drill held every third Thursday of October – Drop, Cover, and Hold On.

You Feel It Event Page for the M 5.1 LaHabraEarthquake (courtesy: USGS)

You Feel It Event Page for the M 5.1 LaHabraEarthquake (courtesy: USGS)

After the shaking ends, everyone checks for injuries and damage. Then many submit data of what they felt during the earthquake on the United States Geological Survey’s Did You Feel It? website. This site leverages the abundant information available about earthquakes from the people who actually experience them. By taking advantage of the vast numbers of Internet users, the USGS can get a more complete description of what people experienced, the effects of the earthquake, and the extent of damage than was available in the past.

Within two hours after the March 28, 2014 magnitude 5.1 event there are over 30 aftershocks. The earthquake shakes all nine high schools of the Chaffey Joint Union High School District (CJUHSD), located 60 km east of Los Angeles.

Advertisement

Advertisement

However, something else is also shaking at the schools.

In 2013, CJUHSD Superintendent Mat Holton and Assistant Superintendent Tim Ward agreed to have seismometers from the Quake Catcher Network installed in all of their schools.

Quake Catcher Network Logo

Quake Catcher Network Logo

The Quake-Catcher Network (QCN) is a collaborative initiative for developing the world’s largest, low-cost strong-motion seismic network by utilizing motion sensors in and attached to internet-connected computers. The QCN is a distributed computing network that links volunteer hosted computers to a real-time motion-sensing network.The volunteer computers monitor vibrational sensors called micro electro-mechanical systems, (MEMS), accelerometers and digitally transmit “triggers” to QCN’s servers whenever strong motions are observed.QCN is one of many scientific computing projects that runs on the world-renowned distributed computing platform Berkeley Open Infrastructure for Network Computing (BOINC). QCN’s servers sift through these signals, and determine which ones represent earthquakes, and which ones represent cultural noise.QCN provides software so that individuals can join together to improve earthquake monitoring, earthquake awareness, and the science of earthquakes.

Earth science teacher Bernadette Vargas (CSTA member) from Etiwanda High School, having felt the earthquake herself, signs into her account on the QCN website and she discovers that five of the high schools in the CJUHSD generated records from the earthquake. The seismogram shown here is from Montclair High School. She creates a report for her colleagues, which shares basic information about the earthquake, which schools in the district detected the event, and how to interpret the data. She explains that the blue record shows movement on the z-axis (up/down), the yellow on the y-axis, and the green on the x-axis.

Montclair High School (CJUHSD) seismogram from the M 5.1 La Habra Earthquake (courtesy: QCN)

Montclair High School (CJUHSD) seismogram from the M 5.1 La Habra Earthquake (courtesy: QCN)

The result on the following Monday: a teachable moment like no other. Many of the students felt the earthquake but not all of them felt the same thing – why? In several earth science classrooms in the CJUHSD a lively discussion about the difference between earthquake magnitude and intensity ensued. Copies of Putting Down Roots in Earthquake Country published by the Southern California Earthquake Center were distributed. Not only did the students review the Seven Steps to Earthquake Safety they also learned about the factors that influence what one feels during an earthquake.

The seismograms recorded by five of the CJUHSD high schools provided an opportunity for science educators to do other interpretive activities with students including a review of the behavior of seismic waves and how the locations earthquakes can be determined.

Vargas and her colleagues have been putting into practice strategies to implement NGSS in creative and innovative ways such as utilizing QCN data collected from events in their front yards and schoolyards.

An indispensable component of the QCN partnership between earthquake researchers and the CJUHSD is the support from the district’s information technology professionals. Director of Technical Support Marc Moya and his capable team assisted with the installation of the sensors and with troubleshooting software issues. Not only has Marc and his team embraced the importance of contributing data to better understanding earthquakes, they are also participating in a collaborative effort that focuses on improving student learning by providing opportunities to interact with authentic data.

California is Earthquake County and participation in the ShakeOut and other activities that promote preparedness and resilience are essential components of a K-12 education. Vargas, Moya, and others recognize that engaging students in real-time activities such as Did You Feel It and QCN complement and enhance these activities by providing students with opportunities to participate in authentic STEM-based learning experiences.

For more information about QCN visit the program’s website or contact Robert de Groot. 

Robert de Groot is Education Program Manager at the Southern California Earthquake Center, an NSF+USGS Center at the University of Southern California and a member of CSTA.
 

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.