Socials 10: Issues Project part 3 & 4

Socials 10:  Issues Project continued….

Part 3:  Note Taking

Go back to your annotated bibliography and begin your actual in-depth research.  Working through one sources at a time, paraphrase the most important and most relevant information onto note cards, or note sections.  Use only one topic/idea per index card/ piece of paper.  Each idea/topic that you have on your outline will then have a card of information from each source.  Always record the number of the source that you used (from annotated) and the page references from the source to help you later with footnotes.  (quotes).  Dividing each source into main topics will really help you  when you get to the actual writing phase.  Use quotes sparingly, for statistics or something that  is said so well that you need to use it, or comments that can most effectively be made by the speaker.  If you organize your notes in this manner your essay will essentially write itself!!!

Part 4: Creating outline and thesis statement

--thesis statement - The goal of a thesis statement is to let your reader know what your paper or essay is about (the central topic/idea). It will highlight and include your argument. -why is a thesis statement needed? It’s a guide to keep you focussed in your paper and it tells the reader what your paper is about. -write your supporting arguments first (into your outline, with quotes) -then write your paragraph that refutes your argument

https://www.youtube.com/watch?v=DFp1uGTXo4Q

Create an outline:

Intro:  with thesis

Body 1:  main idea, supporting ideas in point form, quotes

Body 2:  as above

Body 3:  as above

Refute:  main 

Soc 10 & Geog 12 Nov. 24/25

 Socials 10:

On Monday we finished up our Annotated Bibliographies (these were due today/Tuesday).  On Tuesday we went over the Friday 5 and continued watching the Untouchables.

Geog. 12

On Monday we reviewed the Friday 5 and the work we did on Friday out of the text book.  From here I showed a couple of videos to clarify S & P waves, R & L waves (we added to our notes sheet)  We started the Earthquake lab.

https://www.britannica.com/video/rock-vibrations-Earth-earthquake-waves-P-surface/-218347

https://www.britannica.com/video/did-you-know-earthquake-waves/-255047

https://www.youtube.com/watch?v=huiiEehjUds

https://www.youtube.com/watch?v=7eeqzRUg4DU

Today we talked about Interplate volcanism/hotspots.  What they are, how they form etc...we took notes, watched these two videos, completed a diagram explanation and also plotted a number of volcanos on a map to understand a bit more about where volcanos happen on the E's surface.

https://www.youtube.com/watch?v=LdlEufZop-Y

https://www.youtube.com/watch?v=AhSaE0omw9o

Earth Quake & Plate Boundaries lab

Lab Activity Outline

Part 1:  Plate Boundaries

Goal:  Understand the different plate boundaries and what type of movement occurs at each of these boundaries, including at which boundaries earthquakes occur at.

Complete the “scavenger hunt” sheet from the information provided in the station study.

Part 2: Understanding Seismology and Seismic Waves

(use a laptop/computer to help you with the next portions of the lab)

1. Introduction to Seismic Waves: 

https://www.sciencecourseware.org/VirtualEarthquake/VQuakeExecute.html

• Review notes on P-waves and S-waves. Explain how these waves travel through the earth and are detected by seismographs.

• Discuss the differences in speed, motion, and the materials these waves can travel through.

2.  Explore the Virtual Earthquake Lab:  https://ds.iris.edu/seismon/swaves/

• Students access the IRIS Virtual Earthquake Lab.

• The simulator guides students through an earthquake scenario where they measure the time lag between P-waves and S-waves to determine the earthquake’s epicenter.

3. Recording Seismic Data:

• Practice measuring seismic wave arrival times on virtual seismograms.

• Use this data to predict  the earthquake’s epicenter by examining seismograms from multiple locations.

4. Reflection Questions:

• What is the difference in travel time between P-waves and S-waves? Why does this difference increase with distance?

• How accurate was your epicenter prediction, and what challenges did you face in measuring it?

Part 3:  Earthquake Magnitude and Depth Analysis via Exploration of  the Virtual Earthquake Lab:

• Students access the IRIS Virtual Earthquake Lab. (see link below), see how it works.  

• Access the  IRIS Seismic Monitor - Try the different options in the lab and see what you can find out about earthquakes.  List the things this site can tell you on a piece of lined paper.

• Using the IRIS Seismic Monitor,  explore recent real-time earthquakes around the world.

• Select a few recent earthquakes, noting the magnitude, depth, and affected area. Try to choose earthquakes from different tectonic settings and of different magnitudes.

• Map out a these Earthquakes (put these on your map).  Connect to data so you know which EQ goes with what data.

Part 4: Impacts of Earthquakes 

1. Analyze Earthquake Impact Based on Depth and Magnitude:

• Using the simulator https://www.iris.edu/app/10.5/,  adjust variables like earthquake magnitude and depth to see how these factors impact the energy released.

• Note how deeper earthquakes (like those in subduction zones) tend to have different surface impacts than shallow earthquakes.

2. Calculate Energy Released:

• Use the simulator to view the logarithmic scale of earthquake magnitudes and discuss why a small increase in magnitude means a significant increase in energy.

• Record energy comparisons, such as comparing a magnitude 6.0 to a magnitude 7.0 earthquake.

3. Reflection Questions:

• How does increasing earthquake depth affect surface impact and wave strength?

• Why does a higher magnitude earthquake release exponentially more energy?

---

Part 3: Discussion and Conclusion

• Data Comparison and Real-World Implications:

• Students compare their simulated earthquake results with recent earthquakes displayed on the IRIS Seismic Monitor.

• Discuss the implications of earthquake magnitude and depth in real-world scenarios, such as building codes in earthquake-prone areas.

• Summary Questions:

• What role do seismic waves play in helping scientists understand earthquakes?

• How can seismology data help prepare regions for future earthquakes?

---

LAB WRITE UP:

Part 1:  Plate Boundaries

-provide a brief summary of what you learned (1-2 sentences).  

-Submit chart.

Part 2: Understanding Seismology and Seismic Waves

-provide a brief summary of what you learned.

-answer reflection questions

Part 3:  Earthquake Magnitude and Depth Analysis

-provide brief summary of what you learned.

-submit map with information from EQ you plotted

Part 4: Impacts of Earthquakes 

-provide brief summary of what you learned.

-answer reflection questions

Conclusions and Summary Questions

-answer questions from this section

-submit anything you wrote down while doing the lab as an addition (if you want to show additional work)

_____________________________________________________________

EQSimulator

https://ds.iris.edu/seismon/swaves/

https://ds.iris.edu/ieb/index.html?format=text&nodata=404&starttime=1970-01-01&endtime=2025-01-01&minmag=0&maxmag=10&mindepth=0&maxdepth=900&orderby=time-desc&src=usgs&limit=1000&maxlat=73.43&minlat=-73.43&maxlon=180.00&minlon=-180.00&zm=2&mt=ter

https://seismic-explorer.concord.org/

https://earthquake.usgs.gov/earthquakes/map/?currentFeatureId=us7000rdmh&extent=7.27529,-162.24609&extent=60.15244,-58.97461

Answers to Friday 5, Geog & SS10, Nov. 21

 Socials 10

1.  What is prohibition?

Prohibition is the ban (making illegal) the selling and making of alcohol

2.  Two new inventions of the 1920's?

range, toaster, vacuum, electric lights, cistern,  Model T Ford

3.  Explain how women's lives changed in the 1920's?

Women were free-er in terms of dress and rules.  When they made their own money they became much more independent.  New inventions made their lives easier.  White women gained the right to vote.

4.  Compare and Contrast Spanish Flu and Covid 19.

Similarities:  used masks and hand washing to try and prevent spread, businesses were closed, fever, respiratory issues = symptoms, world wide pandemics

Differences:  time periods, Covid mostly elderly affected, SF hit ages 24-40

5.  One positive and one negative of prohibition?

Pos:  less money spent on alcohol more on families, less petty crime

Neg:  illegal underground alcohol trade, bootlegging

Geography 12

1.  What are the main types of avalanches?

slab, cornice & loose

2.  What are the prevailing winds and where do they mostly come from?

the predominant direction that the wind comes from

SW

3.  Strike slip faults aka _____________ and an example.

Transverse

San Andreas Fault

4.  What are some land forms found at divergent plate boundaries?

mid ocean ridges, rift valleys/grabbins, volcanic activity

5.  What does the Modified Mercalli scale measure?

Intensity of an EQ

Bonus:

Differentiate between the epicentre and the focus.

focus is where the EQ happens within the earth, the epicentre is where is happens on the surface, directly above the focus

1920 scrapbook link

https://revelstokesecondary.sd19.bc.ca/wp-content/uploads/2025/11/The_Confident_Years_Canada_In_The_1920s.pdf

Answers to Friday 5: Nov. 14, Geog & SS10

 SS10

1.  What were the two reasons for the start of WWI?

Militarism, Imperialism, Alliances, Nationalism, Arms race, the assassination of the Arch Duke of A-H empire

2.  Why did Russia exit from WW1?

1917-Russian Revolution (Civil War) so they couldn't fight a war in and out of their country.  They had experienced heavy casualties on the E front, huge food shortages and low wages, lead to civil unrest.

3.  Provide two things that were going on in Canada during WWI?

Victory Bonds,  Women's movement especially labour, internment, conscription crisis, propaganda, women's suffrage

4.  Two ideas included in the Treaty of Versailles?

Germany would pay heavy reparations, have restrictions on army and navy, war guild clause,  loss of land

Wilson's 14 points, League of Nations

5.  What did the War Measures Act allow?

Internment (arrest without due cause)

Bonus:

What is currently in the house of commons that if it doesn't pass will topple the government?

Budget

Geography 12

1.  Provide two ideas that support the theory of continental drift.

Fossils and plants on continents that seemed to have fit together

Magnetic north is moving

The idea of Pangea or all the continents fitting together

Evidence of glaciation in areas that today don't have glaciers suggesting larger masses of ice

Seismograph data suggests boundaries

2. Explain plate tectonics.

Plate tectonics is a theory explaining how Earth's crust is divided into plates that move and float on the mantle

3.  Two things that happen where plates meet.

 mountain building, trench formation, volcanoes, and earthquakes.

4.  Label the major lines of latitude on the globe.

see below

5.  Lines of Longitude are also known as____________ and run in these directions ___________

meridians, N-S

Bonus:

Add degrees to the lines of latitude.

Geog. 12 Nov. 14

 Today we had the first Friday 5 of Term 2.  From here we went over and corrected our Gradation tests.  We finished up doing question 7 on p. 25 and defining:  core, mantle, crust, sial, sima and aesthenosphere.