Geography 12: Test Review- tectonic plates, earthquakes, volcanoes and rocks

Please note this review sheet is in progress, please continue to check back!

Test:  Friday Dec. 6 

Text book chapters:  4, 5 and 6. (major topics:  volcanism, tsunamis, earthquakes, plate tectonics & the rock cycle)

Review two charts you filled out (lab and 

Volcanism vocab:

volcanologist            hot spot                Shield volcano            Composite Volcano

Cinder Cone            Magma                Lava                             Lahar

Pyroclastic flow       Nuee Ardente       Ring of Fire                Caldera volcano

Strato volcano          Geothermal Energy     Tephra      

Questions to consider:

Volcanism

1. What is volcanism, and how does it relate to plate tectonics?
2. Describe the three main types of volcanoes (shield, composite, and cinder cone) and provide an example of each.
3. Explain the difference between lava and magma.
4. What is a hot spot? Provide an example of a volcanic island chain formed by a hot spot.
5. Compare volcanic activity at divergent boundaries (e.g., mid-ocean ridges) and convergent boundaries (e.g., subduction zones).
6. Define a pyroclastic flow and explain why it is one of the most dangerous aspects of volcanic eruptions.
7. How do viscosity and silica content affect the explosiveness of a volcanic eruption?
8. Describe how volcanic eruptions can affect the global climate.

Plate Tectonics vocab:

subduction            Fault line            Convergent            Divergent

Rift valley           Oceanic Crust      Continental Crust    Fold Mountains

Ocean ridge        Marianna Trench    Transform           Pangea

Lithosphere        Crust                    Mantle                    Core

Plate Tectonics Questions:

Summarize the theory of plate tectonics and describe the evidence supporting it (e.g., fossils, sea-floor spreading, magnetic striping).

Explain the three types of plate boundaries (divergent, convergent, and transform) and the features associated with each (e.g., rift valleys, mountain ranges, faults).

Describe the role of mantle convection in driving plate movements.

How does subduction lead to the formation of trenches and volcanic arcs?

What is the difference between continental drift (proposed by Wegener) and the theory of plate tectonics?

Explain why earthquakes and volcanoes are commonly found along plate boundaries.

Describe how the movement of the Pacific Plate has influenced the formation of the Hawaiian Islands.

What is the role of transform boundaries in causing earthquakes? Provide an example of a well-known transform fault.

Earthquakes Vocab:

Richter scale         Mercalli scale        seismograph        S-waves

P-waves                Convection currents       epicentre     focus

Earthquake questions:

Define an earthquake and explain how stress and strain in the Earth's crust lead to faulting.

Differentiate between the focus (hypocenter) and the epicenter of an earthquake.

What are the differences between P-waves, S-waves, and surface waves in terms of motion and speed?

What is the Richter Scale, and how does it differ from the Mercalli scale?

Explain how earthquakes are related to plate tectonics, particularly at transform and convergent boundaries.

What are the primary hazards associated with earthquakes?

Provide an example of a significant historical earthquake, its causes, and its impacts.

Rock Cycle Vocab:      

Igneous            Sedimentary        Metamorphic Rock.   Plutonic Intrusive

Volcanic Extrusive        Biogenic, Clastic & Chemical Sedimentary Rock

The Rock Cycle Questions:

Define the rock cycle and explain how it connects the three main rock types: igneous, sedimentary, and metamorphic.

How are igneous rocks formed? Differentiate between intrusive and extrusive igneous rocks.

Describe the processes that lead to the formation of sedimentary rocks, including weathering, erosion, deposition, compaction, and cementation.

How do metamorphic rocks form, and what role do heat and pressure play in this process?

What is the role of plate tectonics in the rock cycle, particularly in the creation of igneous and metamorphic rocks?

Explain the difference between mechanical weathering and chemical weathering, and how these processes contribute to the formation of sedimentary rocks.

How does the rock cycle demonstrate the concept of Earth as a dynamic system?

Tsunami Vocab:       

Four phases:  generation, propagation, shoaling, and inundation.

trough, crest  

Questions to consider:  

What causes a tsunami, and how is it related to tectonic activity?

Describe the process of tsunami formation, from the triggering event to the impact on coastal areas.

Explain how energy is transferred through water and why tsunamis are different from regular ocean waves.

What are some strategies used to mitigate the impact of tsunamis on coastal communities?        

Overall questions:

How are volcanism, plate tectonics, and earthquakes interconnected? Use specific examples to explain.

Describe how the rock cycle is influenced by tectonic activity (e.g., subduction zones, mountain building).

Analyze how a volcanic eruption could impact the surrounding rock cycle and contribute to the creation of new landforms.

Imagine you are an urban planner in an earthquake-prone area. What measures would you recommend to reduce risks to people and infrastructure?

Discuss the importance of monitoring tectonic and volcanic activity in regions prone to earthquakes and eruptions. How does this knowledge benefit society?     

Geography 12: Nov. 27

 Today in the first half we started by talking about the field trip next week and the expectations.  We then talked about the hotspot/intraplate volcanism sheet to ensure understanding of the vocab and how these volcanoes are formed.

From here we went on to review hotspot volcanoes a bit more and then talked about some of the other major types of volcanoes, their lava type and how they affect human's (both pos/neg).  We ended with this video:  https://www.youtube.com/watch?v=sd8cVCtIRO4

In the second half Mr. Robinson visited our class and talked about rocks, different types, their value and the relevance of Geology in our world.

We will have a test on Tuesday on plate tectonics, earthquakes, volcanoes, tsunamis and rocks/rock cycle.

Wednesday next week:  field trip to Nakusp hot springs, please bring in your field trip forms and cash.

Social Studies 10: Nov. 27

 We started the day with a seating change and homework check.  From here we worked on part 3 of our issues.  On Friday I will introduce part 4 (if you have done a good job on part 3, part 4 will be super quick and easy.  Part 3 and 4 will be due on Friday December 6th, then we move onto the writing phase.

In the second half we started by talking about the Canadian economy in the 1920's and Canada's increased reliance on the US as a trading partner.  We then reviewed Canadian Autonomy and the timeline you did for homework.  We took notes on the King-Byng crisis and Balfour Report/Statute of Westminster.  We then the some partner work to answer the question:  Of all the events that made Canada more independent, which had the greatest impact on Canadian autonomy?  (this is an excellent test question!!).   We did a bit more partner work on the changing role of women and then finished up with watching two short videos on the Person's case.  While watching the videos we were writing down in a T chart:  continuity (what stayed the same for women at this time and change for women at this time.  

Here are the videos we watched.

https://www.youtube.com/watch?v=SdbG6EIHrbs&t=1s

https://www.youtube.com/watch?v=if_pyx5dm9Y&t=4s

https://www.youtube.com/watch?v=gFD3san49W8

***Friday 5 on Friday!

**Test on 1920's on Tuesday

SS10 - 1920's Review sheet

Text Book chapters:  7 & 8 plus page 188

Main topics on the Quest:
-Society & Culture in the 1920's
-Canadian identity, then and now
-formation of Unions & the Winnipeg General Strike
-Regionalism vs Federalism 
-Canada's Growing independence
-events that effected Canada's independence:  King-Byng, Channak, Halibut etc...
-shift in trade from Britain to US
-Role of Women/person's case
-Minority groups

-Social reform


Vocabulary:

Paris peace treaty/treaty of Versailles, Wilson's 14 points, League of Nations

Inflation                suffrage                         Spanish Flu pandemic

union                     communism                  collective bargaining
Citizens' Committee of 1000                      general strike

prohibition            branch plants                 multilateral action
socialist                 enfranchised                  regionalism
minority government                                  autonomy
Statute of Westminster                                urbanization
Aboriginal Title                                          Indian Act
Cultural Assimilation                                 Group of Seven

push-pull factors     social reform               child labour

People:
JS Wordsworth
Agnes Macphail
Mackenzie King
Viscount Byng
Arthur Meighen
Arthur Lismer (Group of Seven painter if we get there)

Questions to consider:
-Did Canada become more autonomous during the 1920's?

-Of all the events that made Canada more autonomous, which had the greatest impact?  Why?
-Do you agree with the idea of the "roaring 20's"?
-Was the Winnipeg General Strike justified?
-Were the actions of the Federal Government during the Winnipeg General strike justified?
-Why do you think the rise in Labour Unions happened during this time.
-Be able to apply different historical thinking concepts to different issues/content in this chapter:
eg:  historical perspectives, Winnipeg General Strike
       continuity and change:  Role of Women
       historical significance:  King Byng Affair

       cause & consequence: Winnipeg General Strike

How did the role of women change during the 1920's?

What was the social change of the 20's that had the greatest impact on people?
Was the 1920's a period of progress or decline for Canadians?

Geography 12: Nov. 25

 Today we reviewed the expectations for the little mini project on Natural Disasters (see blog post from Nov. 21st) we then went to the library and worked on this project and our intraplate volcanism sheet from Friday's class.

Social Studies 10: Nov. 25 (Monday)

 Today in class we discussed the 1920's scrap book and some significant things of the era.  We did a quick review of Winnipeg General Strike vocabulary and discussed some significant things that happened during, before and after the strike and why they were significant.  From here we took some notes on Canadian Autonomy and Read pp. 219-221 and completed Q#2 on p. 221 (there will be a homework check on Wednesday on this question).

Social Studies 10: Nov. 22

 Today the band students had band during our block, the rest of the students did the following:

1.  Finish Winnipeg General Strike if not submitted

2.  Finish up 1920's scrapbook sheet (link on Nov. 4th post)

3.  Finish any missing work:  (cartoon analysis, untouchables assignment)

4.  Work on Issues part 3

Geography 12: Nov. 22

 Rocks with Mr. Robinson got postponed until next week as he was feeling under the weather.  We carried on with Volcanoes, reviewing the questions we ended our last volcano class with.  We watched this video:  https://www.youtube.com/watch?v=LQwZwKS9RPs and discussed the following terms:  lithostatic pressure, magmastatic pressure, pyroclastic flow, hydrothermal alteration, volcanologist.  We plotted some volcanoes on a map and took some notes on hotspot or intraplate volcanism.  We also watched this video on the creation of intraplate volcanoes and are working on a sheet to explain the terminology that goes with this (we will finish next class).  https://www.iris.edu/hq/inclass/animation/hotspot_volcanism_thermal_plume. (video is on right side of page)

Socials 10: Nov. 21

 First half:

Part 3 & 4 of Issues paper were introduced.  Students then had time to work on their papers.

Second half:

We worked on finishing:

• Winnipeg General Strike sheet (due Friday Nov. 22)
• 1920's scrap book (due Monday). link to it from Nov. 4th blog post.
• Time on issues

Then we talked about the causes and consequences of the Winnipeg General Strike and of all the consequences which had the greatest effect.  We then talked about the postal strike to finish up the class and a little of the business cycle.

Geography 12: Nov. 21

 First Half:  Avalanche Canada presentation by Kate

Second Half:  Quick review of rock cycle, went over fill in the blanks sheet and watched three quick videos.  

https://www.youtube.com/watch?v=NqF1per99lE  

https://www.youtube.com/watch?v=JzsmkVUEy0Q   

https://www.youtube.com/watch?v=zaXBVYr9Ij0   

From here we did one or all of the following:

1.  Completed reading in the textbook pp. 84-89

2.  Time to work on or complete Earthquake Lab

3.  Start Natural Disasters quick project. (we will spend more time on this next week)

Natural Disasters project quick outline below.  Please note the points with * at them as they are not on your sheet.

Throughout history, natural disasters have constantly impacted human societies across the globe. In this project,

you will research one of these catastrophes and report on the major facts surrounding it. You may use technology,

the book, or any other devices available to you to complete this project. When you research the catastrophe,

complete the chart below. When you have completed the chart, utilize the back of this page to create a “mini-poster”

that advertises your natural disaster. *On poster also include a short piece on how Human's can mitigate natural

disaster. *In your summary piece also relate your disaster to the one of the Geographic Thinking concepts. For ideas

of Natural Disasters see the bottom of this post.

Natural Disaster Name:

Type of Natural Disaster

Location of the Disaster. (in general & then the location(s) of your focus disaster.

Date(s) of the Disaster. (*pick one/two that is/are recent)

Human Cost Associated With the Disaster (Number of Deaths Caused) (focus disaster)

Short Summary of the Disaster (focus disaster(s))

 

How has your natural disaster changed due to Climate Change?

1. Geological Disasters Earthquakes Volcanic eruptions Tsunamis (triggered by underwater earthquakes or volcanic eruptions) Landslides and rockfalls Sinkholes Avalanches

2. Meteorological Disasters

Tropical cyclones (e.g., hurricanes, typhoons)

Tornadoes

Thunderstorms

Heatwaves

Cold waves and frost

Blizzards

Hailstorms

Sandstorms and dust storms

3. Hydrological Disasters Floods (e.g., flash floods, river floods, coastal floods) Storm surges (often linked with tropical cyclones) Droughts

4. Climate-Related and Combined Disasters Wildfires (often triggered by droughts or lightning) Permafrost thawing (leading to ground instability) Climate-related mass migrations (indirect disaster outcomes) Environmental degradation (e.g., desertification, deforestation)

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 

Socials 10: Nov. 19th

 Your issues part 2 was due today (annotated bibliography).  Please share with me if you have not already submitted these.

Today we continued on with the Winnipeg General Strike.  We did some review and discussed the difference between communism and socialism.  We took some notes on the Citizens Committee of 1000 and learned more about those opposed to the strike.

We watched these two videos:

https://www.youtube.com/watch?v=YRF5pXVtbDc

https://www.youtube.com/watch?v=6j75V5ckaYQ&t=3s

Geography 12: November 19th

 Today we talked about rocks and the rock cycle.  We took note on the three main types of rocks:  igneous, sedimentary and metamorphic and the subcategories of each one.  We then examined the rock cycle and how each of the rock types plays into the rock cycle.

From here we watched the following three videos:

https://www.youtube.com/watch?v=7Bxw4kkeHJ8

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

https://www.youtube.com/watch?v=VByCLpj-I_s

We finished the class with worksheet of a diagram of the rock cycle and some fill in the blank questions on the rock cycle.

Socials 10: Nov. 18th

 Today we reviewed our Friday 5 answers as well as did a little general review.  I handed back cartoon analysis marks and "The Untouchables" assignment.  The rest of the class we spent working on Issues part 2, I reviewed the expectations for this.  Issues part 2 is due:  Tuesday November 19th.  We will go over part 3 on Thursday.

Geography 12: Answers to Friday 5, Nov. 15

 1.  What does the Richter scale measure vs the Mercalli Scale?

Richer measures magnitude (the amount of energy released from the source)

Mercalli measures intensity (the amount of shaking (or damage) we feel on the surface)

2.  Provide two pieces of evidence to support Alfred Wegner's theory on continental drift.

-pangaea (super continent or that the pieces of the earth fit together)

-fossils (that match fossils on other continents)

-magnetic north is a moving entity (support that continents move)

-glaciation evidence exists on other continents that don't today experience below zero temps (ex. southern Africa)

3.  Name the main types of plate boundaries.

DIVERGENT - where plates are moving away from each other.

CONVERGENT SUBDUCTIVE - where plates are moving towards each other and one plate is forced underneath the other. 

CONVERGENT COLLISION - where two continental plates are moving towards each other & colliding to form “fold mountains.”

TRANSFORM - where plates are moving alongside each other

4.  Pick one plate boundary and explain one thing that happens here because of tectonic activity.

Plate Boundary	Major Landforms	Tectonic Activity
Divergent	Ocean ridges and islands	Small earthquakes and Shield-volcanoes
Convergent (Subductive)	Fold mountains (with volcanoes) and ocean trenches and island arcs if boundary at sea	Big earthquakes and big volcanoes
Convergent (Collision)	Fold mountains and mountain roots	Big earthquakes            (NO volcanos)
Transform	No major landforms are found	Big earthquakes            (NO volcanos)

5.  Define seismic waves.

-The energy released by the earthquake that travel in all directions from the focus point

Socials 10: Answers to Friday 5

 1.  Define prohibition:

-a complete ban of the making and selling of alcohol

2.  What are some of the consequences of prohibition?

-bootlegging, rumrunning, increased money being spent on family/going home, better production in the factories, decrease in petty crime and public drunkenness, increase in large scale crime around alcohol

3.  What were the main reasons people were striking in Winnipeg?

-better wages and working conditions

(Economic hardship) poor working conditions, poor wages, lack of jobs for soldiers returning from war (unemployment), inflation. (Labour movement gained strength) increasing numbers joining unions and demanding better collectively

4.  What was OBU?

-One Big Union - formation of several labour unions in the West, wanted to unite labour to increase their voice, if you strike we will support your strike - wanted Canada wide strike on June 1st

5.  Explain why many people thought the labour movement was connected to communism?

-some similar ideals working for better rights of the worker, fear of an uprising similar to Communist revolution in Russia in 1917 = fresh in people's minds

Geography 12: Nov. 14th

 In the first block we worked on our Earthquake and Plate Tectonics lab.  Most students are working on part 3 of the lab.  You will have more time on Friay (tomorrow) to work through the lab.

In the second half we spent 20 more minutes working on the lab and then we switched gears to talk about volcanoes.  We talked about the Ring of Fire, where volcanoes occur and what we know about volcanoes near us.  We watched the following three videos and answered these 4 questions.

1.  Describe what a volcano is in your own words.

2.  Link volcanic activity to plate tectonics.

3.  List the ways volcanos affect humans (both pos and neg).

4.  Compare and contrast Hawaiian volcanoes to those on the coast of North America.  (Similarities and Differences).

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

https://www.youtube.com/watch?v=R_pDKyg5YKY

https://www.youtube.com/watch?time_continue=148&v=yDy28QtdYJY&feature=emb_title

Social Studies 10 - week of November 12th

 Tuesday November 12th:

In class today, students saw their marks that will likely be on their report card.  We then continued watching the movie the Untouchables. (up to 1:44), we will finish on Friday in class and I will provide you time in class to complete the assignment (it must be completed in class).

Thursday November 14th

In the first half we will continue working on our Issues projects, part 2.  This part will be due at the start of next week.

In the second half we continued on with our 1920's unit:  we will review prohibition and talk about Labour unrest.  We took some notes on the Winnipeg General Strike and One Big Union and watched these two videos and started an assignment on the Winnipeg General Strike.

https://www.youtube.com/watch?v=iZ0QyuyEgfo&t=5s

https://www.youtube.com/watch?v=rP4cnrRyT3c

Friday November 15th

We will write our first Friday 5 of term 2.

We will finish movie and movie sheet.

The rest of the time will be used to complete 1920's scrap book sheet and Issues part 2.

Geography 12: Earthquake & Plate Tectonics 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 a few locations around the school.

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 and information 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 https://ds.iris.edu/seismon/index.phtm- 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 (use above link)  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?

---

Discussion and Conclusion

• Data Comparison and Real-World Implications:

• Students compare their simulated earthquake results with recent earthquakes displayed on the IRIS Seismic Monitor. What do you notice?

• 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?

• At what magnitude earthquake do we start to see destruction on the Earth's surface?

• Relate plate tectonics to locations of Earthquakes. Reflect on how using real-time data from the IRIS Seismic Monitor might enhance our understanding of global earthquake patterns.

• Why is monitoring seismic activity around the world important?

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

https://ds.iris.edu/seismon/index.phtml

https://earthquake.usgs.gov/earthquakes/map/

https://www.iris.edu/app/10.5/

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=67.81&minlat=-67.81&maxlon=131.31&minlon=-131.31&zm=2&mt=terhttps://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=67.81&minlat=-67.81&maxlon=131.31&minlon=-131.31&zm=2&mt=ter

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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)