Week 9: Earthquakes and Volcanoes - Science Methods II (Addy Junge)

  Addy Junge

Week 9: Earthquakes and Volcanoes

1. What did you do in lab today?​

  • At the start of our lab, we filled out our formative assessment about volcanoes. After that, we individually jotted down what we already knew about earthquakes and volcanoes on whiteboards. We then continued to watch a video of an earthquake and a video of a volcanic eruption. Our class started talking about questions or comments we had on the videos. Switching gears to our activity, my group and I made predictions about where we think earthquakes and volcanoes are. Once we were done with our predictions, we started to discover where they actually were based on a website. We talked about it as a class and whether our predictions were right. Finally, we ended our lab by talking about the earthquake waves, discussing different types of volcanoes, and creating a poster for our future classroom. 


2. What was the big question?
  • I would say the big question during our lab would be "How are earthquakes and volcanoes alike and what are their characteristics?"
  • The big questions/ideas in our textbook are:
    • How do volcanoes and earthquakes form?
    • What are volcanoes and earthquakes?
    • What are the dangers associated with volcanoes and earthquakes?
3. What did you learn in Thursday’s discussion?​
  • Here are my notes from our lecture:
4. Read the online textbook, chapter 1:
  1. What did you learn?​
    • I learned about many things regarding volcanoes and earthquakes in today's reading. Although I have already taken Introduction to Earth Science, I still feel like I am learning new information. Something I found interesting was that volcanoes can actually be on a moon. I also learned more in-depth about the Pacific Plate and how it is slowly moving northwest, but the hot spots stay there. That is why there continue to be new volcanoes/hot spots, or islands in the Hawaii area. With this being said, the Hawaiian islands get older and older as you go northwest. Lastly, I was reminded of the third earthquake boundary (I could not remember the other one in our individual activity during lab): transform boundaries - this is where tectonic plates sidewipe one another, causing stress to the point where it slips, creating an earthquake. 
  2. What was most helpful?​
    • After reading all this information, the images were really helpful, especially "Volcano Formation" by "NASA Space Place" and "S-waves & P-waves" by "BC Open Textbooks." I also really enjoyed how this chapter was neatly organized with categories and subcategories, including pictures, figures, and videos. It was also nice to read the facts about our national parks and their volcanoes, geysers, and hot spots. 
  3. What do you need more information on?​
    • Shield volcanoes are placed under the "Effusive Eruptions" category, and Composite volcanoes are placed under the "Explosive Eruptions" category. So, where does the Cinder Cone volcano get placed under?
5. What questions, concerns, and/or comments do you have?
  • A concern I have is how we will teach unlearning about Earth science misconceptions, considering there are probably several of them about earthquakes and volcanoes (especially with all the Hollywood movies surrounding them).









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