california academy of sciencescalifornia academy of sciences
Educator Guide: Exploring Earthquakes
Exploring Earthquakes
San Francisco Bay Area Earthquakes and Faults
Building for Earthquakes
How to Find the Epicenter of an Earthquake
Teens Talk about #EngineerThat
E-book: Engineering Is Bringing Fish Up from the Deep
Activity: Air Pressure, It's in the Bag
To What Extent Should Organisms Be Collected from the Wild?
Sponsored
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Sciences","credit":null,"description":null,"imgSizes":{"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-400x225.jpg","width":400,"height":225,"mimeType":"image/jpeg"},"guest-author-32":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-32x32.jpg","width":32,"height":32,"mimeType":"image/jpeg"},"guest-author-64":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-64x64.jpg","width":64,"height":64,"mimeType":"image/jpeg"},"guest-author-96":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-96x96.jpg","width":96,"height":96,"mimeType":"image/jpeg"},"guest-author-128":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-128x128.jpg","width":128,"height":128,"mimeType":"image/jpeg"},"detail":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber-75x75.jpg","width":75,"height":75,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/38/2015/03/Do-Now-Fish-Chamber.jpg","width":640,"height":360}},"fetchFailed":false,"isLoading":false}},"audioPlayerReducer":{"postId":"stream_live"},"authorsReducer":{"andrea-swensrud":{"type":"authors","id":"6170","meta":{"index":"authors_1591205172","id":"6170","found":true},"name":"Andrea Aust","firstName":"Andrea","lastName":"Aust","slug":"andrea-swensrud","email":"aaust@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Andrea is the Senior Manager of Science Education for KQED, where she has been developing science education resources and providing professional learning for STEM educators for more than 10 years. Andrea graduated from UC Berkeley with a B.A. in Environmental Science and earned her M.A. in Teaching and Multiple Subject Teaching Credential from the University of San Francisco. Prior to KQED, she taught, developed, and managed marine science and environmental education programs in Aspen, Catalina Island and the Bay Area. Follow her on Twitter at \u003ca href=\"https://twitter.com/KQEDaust\">@KQEDaust\u003c/a>.","avatar":"https://secure.gravatar.com/avatar/0e24afde91dbbf0fb0652c4ebbebceee?s=600&d=blank&r=g","twitter":"KQEDaust","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"science","roles":["editor"]},{"site":"education","roles":["administrator"]},{"site":"quest","roles":["unfiltered_upload","administrator"]}],"headData":{"title":"Andrea Aust | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/0e24afde91dbbf0fb0652c4ebbebceee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/0e24afde91dbbf0fb0652c4ebbebceee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/andrea-swensrud"},"lfarrar":{"type":"authors","id":"6544","meta":{"index":"authors_1591205172","id":"6544","found":true},"name":"Lauren Farrar","firstName":"Lauren","lastName":"Farrar","slug":"lfarrar","email":"lfarrar@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Lauren has a background in biology, education, and filmmaking. She has had the privilege to work on a diverse array of educational endeavors and is currently a producer for KQED Learning's YouTube series \u003cem>Above the Noise\u003c/em>. Lauren's career has taken her to the deepest parts of the ocean to film deep sea hydrothermal vents for classroom webcasts, into the pool to film synchronized swimmers to teach about the pH scale, and on roller coasters to create a video about activation energy. And, she’s done it all for the sake of education. Lauren loves communicating science! Follow her on twitter @LFarrarAtWork","avatar":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"lowdown","roles":["editor"]},{"site":"science","roles":["editor"]},{"site":"education","roles":["administrator"]},{"site":"quest","roles":["administrator"]}],"headData":{"title":"Lauren Farrar | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/580c4ece9fa0756ef42202cdcf4146d1?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lfarrar"},"calacademy":{"type":"authors","id":"9491","meta":{"index":"authors_1591205172","id":"9491","found":true},"name":"California Academy of Sciences","firstName":"California Academy of","lastName":"Sciences","slug":"calacademy","email":"mwilliams@cinema.usc.edu","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"The California Academy of Sciences is a leading scientific and cultural institution based in San Francisco. It is home to an aquarium, planetarium, natural history museum and research and education programs, which engage people of all ages and backgrounds on two of the most important topics of our time: life and its sustainability. Founded in 1853, the Academy’s mission is to explore, explain and sustain life. Visit www.calacademy.org for more information.","avatar":"https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"education","roles":["author"]}],"headData":{"title":"California Academy of Sciences | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/84691055922dd92b93bba2f42ff476d0?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/calacademy"},"quest":{"type":"authors","id":"10216","meta":{"index":"authors_1591205172","id":"10216","found":true},"name":"QUEST Staff","firstName":"QUEST","lastName":"Staff","slug":"quest","email":"quest@kqed.orgx","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"QUEST, an Emmy Award-winning multimedia science series, has a new focus on the science of sustainability.The half-hour magazine style episodes are produced by a collaboration of six public broadcasters around the country and explore a wide variety of sustainability issues related to food, energy, water, climate and biodiversity. The story segments featured in each show are introduced by on-camera host, environmental journalist \u003ca href=\"http://science.kqed.org/quest/author/pssethi/\">Simran Sethi\u003c/a>. The series also includes half-hour specials that focus on a single topic.\r\n \r\nAll 2013-2014 television programs can be viewed online in their entirety or as individual segments by clicking on the titles and images listed below. The programs are also broadcast in each of our six PBS partner regions including \u003ca href=\"http://science.kqed.org/quest/stations/north-carolina/\">North Carolina\u003c/a>, \u003ca href=\"http://science.kqed.org/quest/stations/ohio/\">Ohio\u003c/a>, \u003ca href=\"http://science.kqed.org/quest/stations/nebraska/\">Nebraska\u003c/a>, \u003ca href=\"http://science.kqed.org/quest/stations/northern-california/\">Northern California\u003c/a> and the \u003ca href=\"http://science.kqed.org/quest/stations/northwest/\">Pacific Northwest\u003c/a>. Check local listings for broadcast dates and times.","avatar":"https://secure.gravatar.com/avatar/d3874a881a1fe56a99098a4feea236c8?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"quest","roles":["editor"]}],"headData":{"title":"QUEST Staff | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/d3874a881a1fe56a99098a4feea236c8?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/d3874a881a1fe56a99098a4feea236c8?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/quest"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"quest_142670":{"type":"posts","id":"quest_142670","meta":{"index":"posts_1591205157","site":"quest","id":"142670","score":null,"sort":[1460769909000]},"guestAuthors":[],"slug":"educator-guide-exploring-earthquakes","title":"Educator Guide: Exploring Earthquakes","publishDate":1460769909,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"term":10627,"site":"quest"},"content":"\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n","blocks":[],"excerpt":"Use this guide to investigate why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one.","status":"publish","parent":0,"modified":1460769909,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":2581},"headData":{"title":"Educator Guide: Exploring Earthquakes | KQED","description":"Use this guide to investigate why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"142670 http://ww2.kqed.org/quest/?p=142670","disqusUrl":"https://ww2.kqed.org/quest/2016/04/15/educator-guide-exploring-earthquakes/","disqusTitle":"Educator Guide: Exploring Earthquakes","path":"/quest/142670/educator-guide-exploring-earthquakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What are earthquakes? Get a new perspective on these powerful phenomena with our collection of videos and infographics co-produced with KQED, originally designed with middle and high school educators in mind. You and your students will learn why earthquakes happen, how they've shaped the Bay Area, and what you can do to prepare for the next one. We've included ideas for how to structure a sequence of learning tasks, but feel free to pick and choose!\u003c/p>\n\u003cp>Whether you want to use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>\u003c/strong> resources with students or to polish your own content knowledge, the following guide provides ideas for how to get started.\u003c/p>\n\u003ch2>1. The Earth's Structure\u003c/h2>\n\u003ch3>Core, Mantle and Crust\u003c/h3>\n\u003cp>Before learning about earthquakes, let’s look at the inside of our planet.\u003c/p>\n\u003cul>\n\u003cli>View the video \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/inside-the-earth-exploring-earth%E2%80%99s-layers\" target=\"_blank\">Inside the Earth: Exploring Earth's Layers\u003c/a>\u003c/strong> and consider the following questions:\n\u003col>\n\u003cli>What are distinct characteristics of each layer?\u003c/li>\n\u003cli>How is Earth's surface impacted by its interior?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Read more about the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\" target=\"_blank\">core, mantle and crust\u003c/a>\u003c/strong>.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Boundaries\u003c/h3>\n\u003cp>Movement in narrow zones along plate boundaries causes most earthquakes. Most seismic activity occurs at three types of plate boundaries – convergent, divergent, and transform.\u003c/p>\n\u003cul>\n\u003cli>Observe the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/plate_boundaries_hero_copyrite2012.jpg\" target=\"_blank\">three types of plate boundaries\u003c/a>\u003c/strong> and note where they occur on Earth.\u003c/li>\n\u003cli>Review the brief description of each boundary type.\u003c/li>\n\u003cli>After watching the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=edb7FMcGrAE&index=4&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Plate Boundaries video\u003c/a>\u003c/strong>, research and find specific examples of convergent, divergent, and transform boundaries.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Earth’s Layers\u003c/h3>\n\u003cp>During an earthquake, different types of seismic waves move through the Earth, traveling through solids or liquids differently. This helps scientists understand the properties and composition of the Earth’s layers – the core, mantle, and crust.\u003c/p>\n\u003cul>\n\u003cli>Look at the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&index=2&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Seismic Waves video\u003c/a>\u003c/strong> and discuss with a friend how P and S waves travel differently through the Earth's layers.\u003c/li>\n\u003c/ul>\n\u003ch2>2. Plate Movement through Geologic Time\u003c/h2>\n\u003ch3>The Supercontinent Cycle\u003c/h3>\n\u003cp>Today’s configuration of continents is dramatically different than it was in the past. Learn how previous supercontinents formed and then broke up again over hundreds of millions of years due to plate tectonics.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\" target=\"_blank\">Plate Tectonics: Shaping the Continents video\u003c/a>\u003c/strong> to witness how Earth's forces have shaped the continents from present day to millions of years ago. Choose a location to follow back in time and describe its path.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">Back in Time: 200 Million Years Ago to Present Day video\u003c/a>\u003c/strong> on the Earthquake YouTube playlist. Pause the video two to three times while you are watching and reflect on how the land masses have changed over time.\u003c/li>\n\u003c/ul>\n\u003ch3>Formation of the Atlantic Ocean\u003c/h3>\n\u003cp>The breakup of Pangaea was fueled by the formation of the Atlantic Ocean as new crust was formed along the underwater ridge. By speeding up geologic time through computer simulations, we can witness the movement of the plates and the beginning of this great ocean.\u003c/p>\n\u003cul>\n\u003cli>You are about to witness the formation of the Atlantic Ocean. Before watching, predict when the Atlantic began to form.\u003c/li>\n\u003cli>After viewing this timelapse video from\u003cstrong> \u003ca href=\"https://www.youtube.com/watch?v=ADsjdu27WaM&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=10\" target=\"_blank\">200 Million Years to Present Day\u003c/a>\u003c/strong>, describe what the Atlantic might look like in millions of years.\u003c/li>\n\u003c/ul>\n\u003ch3>Evidence of Plate Tectonics\u003c/h3>\n\u003cp>Some \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\" target=\"_blank\">Evidence of Plate Tectonics\u003c/a>\u003c/strong> comes from what we know about previous life on Earth. Scientists have found fossils of the same land-dwelling animal in Africa and South America. How did similar fossils come to be so far apart? Evidence of plate tectonics has also been gathered from clues left by glaciers and the shapes of coastlines. This has helped scientists to piece together the previous configuration of the continents. How is this possible?\u003c/p>\n\u003cul>\n\u003cli>After viewing the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/recordsinrock-hero_copyrite2012.jpg\" target=\"_blank\">Records in Rock graphic\u003c/a>\u003c/strong> of fossil evidence, make a list of questions that you have about fossil records and the connection to plate tectonics.\u003c/li>\n\u003cli>Similar fossils from South America and Africa are now separated by an ocean. What connections can you make between \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=CxJTuzaonB0&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=8\" target=\"_blank\">this video\u003c/a>\u003c/strong> and the previous graphic? What new questions do you have?\u003c/li>\n\u003cli>View this \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/remnants_in_rock_hero_copyrite2012.jpg\" target=\"_blank\">Remnants in Rock graphic\u003c/a>\u003c/strong> of glacier evidence and discuss how it supports the idea of a past supercontinent.\u003c/li>\n\u003cli>This \u003ca href=\"https://www.calacademy.org/sites/default/files/styles/manual_crop_standard_960x540/public/assets/images/explorescience/earthquake/complementary-coasts_hero_copyrite2012.jpg\" target=\"_blank\">\u003cstrong>Complementary Coasts graphic\u003c/strong>\u003c/a> provides evidence of complementary coastlines along Africa and South America. Look at a world map and determine other coastlines that could fit together based on their shapes.\u003c/li>\n\u003c/ul>\n\u003ch3>Plate Tectonics Shaped Human History\u003c/h3>\n\u003cp>Plate tectonics played an important role in the history of ancient civilizations both by causing destructive events and opportunities for life to flourish.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\" target=\"_blank\">Plate Tectonics and Ancient Civilizations video\u003c/a>\u003c/strong> and consider why early civilizations would spring up in tectonically active areas.\u003c/li>\n\u003c/ul>\n\u003ch2>3. Earthquake 101\u003c/h2>\n\u003ch3>Anatomy of an Earthquake\u003c/h3>\n\u003cp>Although the Earth’s surface is moving and changing through geologic time, we usually do not see it happening before our eyes, but we can experience it through earthquakes. As the plates move past each other, along fault zones, they sometimes get caught and pressure builds up. When the plates finally give and slip due to the increased pressure, energy is released as seismic waves, causing the ground to shake. This is an earthquake.\u003c/p>\n\u003cul>\n\u003cli>Using the \u003cstrong>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/earthquakes/\" target=\"_blank\">Anatomy of an Earthquake diagram\u003c/a>\u003c/strong>, describe the relationship between the faults and the plates. How are the focus and the epicenter different?\u003c/li>\n\u003cli>Design a demonstration or model using everyday materials showing how earthquakes occur (built-up strain and sudden energy release).\u003c/li>\n\u003c/ul>\n\u003ch3>Fault Types\u003c/h3>\n\u003cp>Basic fault types found around the world are normal, reverse, and strike-slip. How do fault types relate to plate boundaries?\u003c/p>\n\u003cul>\n\u003cli>View \u003cstrong>\u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">these animations\u003c/a>\u003c/strong> to learn about the basic fault types. Use your own words and hand movements to describe the different fault types to a friend.\u003c/li>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\" target=\"_blank\">Faults: Where Earthquakes Occur \u003c/a>\u003c/strong>to learn more about the different types of faults.\u003c/li>\n\u003c/ul>\n\u003ch3>Determining the Epicenter\u003c/h3>\n\u003cp>How is the location of the earthquake slip determined? The process is called triangulation.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=SFJ_l3uFkPI&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=5\" target=\"_blank\">Epicenter video\u003c/a>\u003c/strong> to learn how to determine the epicenter of an earthquake.\u003c/li>\n\u003cli>Use the online activity \u003cstrong>\u003ca href=\"http://www.sciencecourseware.com/virtualearthquake/vquakeexecute.html\">Virtual Earthquake by Geology Labs On-Line\u003c/a>\u003c/strong> to practice finding the epicenter of an earthquake.\u003c/li>\n\u003cli>Alternatively, do this activity to \u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/earthquakes-and-tectonic-plates\" target=\"_blank\">learn how to triangulate\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Then, discuss the following questions with a friend:\n\u003col>\n\u003cli>Why is it necessary to have information from three seismograph stations for triangulation? Why is it not possible to find the epicenter using information from just two stations?\u003c/li>\n\u003cli>Why is it important to know where the epicenter of an earthquake is located?\u003c/li>\n\u003cli>What can scientists learn about faults from mapping earthquake epicenters?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cp>Earthquakes are generally described by their magnitude (the energy released) and intensity (the damage that is done). Learn how these are measured.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\" target=\"_blank\">measuring earthquakes\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=YXMKSOsv3QA&index=10&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">Magnitude video\u003c/a>\u003c/strong> from a scientist at the Pacific Tsunami Warning Center about earthquake energy release. Describe the difference between a 6.9 and an 8.5 earthquake.\u003c/li>\n\u003cli>Compare the two earthquakes in the \u003cstrong>\u003ca href=\"http://pubs.usgs.gov/of/2005/1135/Loma_Prieta/BA_1906_vs_Loma_Prieta.html\">Intensity Comparison of the 1906 and 1989 Earthquakes\u003c/a>\u003c/strong> animation. Make some observations about their intensities.\u003c/li>\n\u003c/ul>\n\u003ch3>Seismic Waves\u003c/h3>\n\u003cp>An earthquake generates a series of seismic waves that transmit the energy released by an earthquake. They travel through the interior and near the surface of the Earth. Learn about the different types of seismic waves.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.calacademy.org/educators/lesson-plans/measuring-earthquakes\" target=\"_blank\">Build your own seismograph\u003c/a>\u003c/strong> to experience the phenomenon firsthand.\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=wDfIgoXaXis&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=2\" target=\"_blank\">Seismic Waves animation\u003c/a>\u003c/strong> and answer the following questions:\n\u003col>\n\u003cli>What are the different kinds of waves?\u003c/li>\n\u003cli>Which wave moves the fastest?\u003c/li>\n\u003cli>Which wave causes the most destruction?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>After watching the animation, review with a friend how the buildings fared on the different substrates. On which type of substrate is it safest to build?\u003c/li>\n\u003c/ul>\n\u003ch2>4. Bay Area Earthquakes\u003c/h2>\n\u003ch3>Bay Area Faults\u003c/h3>\n\u003cp>California lies within an active seismic zone, straddling the Pacific and North American plates, which are grinding past each other. There are many active faults in California that are capable of creating major earthquakes. The Bay Area sits on a series of active faults that include the San Andreas, Calaveras, and Hayward.\u003c/p>\n\u003cul>\n\u003cli>Read more about \u003cstrong>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\" target=\"_blank\">Bay Area Faults\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Use the \u003cstrong>\u003ca href=\"https://www.calacademy.org/sites/default/files/assets/images/explorescience/earthquake/bayareafaultplaneslabeled.jpg\" target=\"_blank\">Bay Area Fault Planes image\u003c/a>\u003c/strong> to determine how many fault planes cut through the Bay Area. Why do you think there are so many?\u003c/li>\n\u003cli>Watch the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=GhFMtCmHc9c&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=6\" target=\"_blank\">Hayward Fault: Predictable Peril video\u003c/a>\u003c/strong> and discuss: Why are scientists so concerned about earthquakes occurring on the Hayward Fault?\u003c/li>\n\u003cli>Based on the evidence of the video above, what type of fault is the Hayward Fault? Why do you think so? (Review the \u003ca href=\"http://www.iris.washington.edu/gifs/animations/faults.htm\" target=\"_blank\">fault animations\u003c/a>.)\u003c/li>\n\u003c/ul>\n\u003ch3>The Great San Francisco Earthquake of 1906\u003c/h3>\n\u003cp>The San Andreas Fault, part of the boundary between the Pacific and North American plates, has been the source of damaging earthquakes in the Bay Area. In 1906 a large earthquake occurred on the San Andreas Fault that led to the destruction of many city blocks in San Francisco.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=y43k3Fzrw4A&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw&index=15\" target=\"_blank\">The Science Behind the 1906 Earthquake video\u003c/a>\u003c/strong> and collect the following information:\n\u003col>\n\u003cli>Where was the focus of the 1906 Earthquake?\u003c/li>\n\u003cli>What do the red and yellow colors represent on the simulation and how are they related?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003c/ul>\n\u003ch3>Personal Accounts of Earthquakes\u003c/h3>\n\u003cp>Below are oral history accounts from the 1906 earthquake. Explore these documents and answer the questions provided. Then, seek out a family member or family friend who experienced the 1989 Loma Prieta earthquake. Compare and contrast events as told from several perspectives.\u003c/p>\n\u003cul>\n\u003cli>Explore these \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/personal_accounts.pdf\" target=\"_blank\">oral history accounts from the 1906 earthquake\u003c/a>. \u003c/strong>\n\u003col>\n\u003cli>\u003cstrong>\u003c/strong>Compare and contrast the first-person narratives.\u003c/li>\n\u003cli>Why do personal accounts differ from each other?\u003c/li>\n\u003c/ol>\n\u003c/li>\n\u003cli>Use this \u003cstrong>\u003ca href=\"http://www.calacademy.org:8080/sites/default/files/assets/docs/pdf/339s1_eqoralhistory.pdf\" target=\"_blank\">guide to conduct your own interviews\u003c/a>\u003c/strong> of family or family friends who experienced the 1989 Loma Prieta earthquake.\u003c/li>\n\u003cli>Share your findings of your interviews with your fellow students. Do these personal accounts differ from each other? Why?\u003c/li>\n\u003c/ul>\n\u003ch2>5. Get Prepared\u003c/h2>\n\u003ch3>Engineering Preparedness\u003c/h3>\n\u003cp>California has experienced many damaging earthquakes. From the damage caused, scientists and engineers have learned how to design buildings that will better withstand the shaking. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cul>\n\u003cli>Watch \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=7hoSqazNmfY&index=13&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The Shaking Table at UC Berkeley video\u003c/a>\u003c/strong> to learn more about how engineers make our built environment better able to withstand earthquakes.\u003c/li>\n\u003cli>View the \u003cstrong>\u003ca href=\"https://www.youtube.com/watch?v=cu9WpKxfByc&index=11&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw\" target=\"_blank\">The New Bay Bridge: Earthquake Makeover \u003c/a>\u003c/strong>video to learn about changes to the new Bay Bridge in the San Francisco Bay Area.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do Before an Earthquake\u003c/h3>\n\u003cp>Creating an emergency plan, preparing an earthquake kit, and safely storing and securing heavy items are a few ways to prepare for the big one!\u003c/p>\n\u003cul>\n\u003cli>Read \u003cstrong>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\" target=\"_blank\">How to Prepare for an Earthquake\u003c/a>\u003c/strong>.\u003c/li>\n\u003cli>Make a list of items for your classroom earthquake kit and create a kit that you store at school.\u003c/li>\n\u003cli>Develop an emergency plan. Think about a few places where you spend the majority of your time. This may be at home, at school, in your car, etc.\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do During an Earthquake\u003c/h3>\n\u003cp>Earthquakes are unpredictable and can happen at any time. It is important to know what to do when an earthquake occurs whether you are at home, at work or at play.\u003c/p>\n\u003cul>\n\u003cli>Go to the \u003cstrong>\u003ca href=\"https://www.ready.gov/earthquakes\" target=\"_blank\">FEMA Ready website\u003c/a>\u003c/strong> and research what to do during an earthquake. Relate this information to your plans for preparing for an earthquake.\u003c/li>\n\u003cli>If an earthquake occurred at home, at work, or at play, what would you do? Imagine realistic scenarios and consider where you would drop, cover, and hold on. Do these locations have hazards?\u003c/li>\n\u003c/ul>\n\u003ch3>What to Do After an Earthquake\u003c/h3>\n\u003cp>The more prepared you are after an earthquake, the better. Consider the information you have learned regarding what to do before and after an earthquake. It is not known what the situation will actually be after an earthquake. What are necessary steps that you can take to assess the situation and your safety?\u003c/p>\n\u003cul>\n\u003cli>If you don't already know, take the time to learn how to turn off water and gas in your home.\u003c/li>\n\u003cli>Set a safe location to meet your family or friends after an earthquake. How will you get there? What would you bring with you?\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003ch2>Connections to NGSS Disciplinary Core Ideas\u003c/h2>\n\u003ch3>ESS1.C The History of Planet Earth\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers were formed.\u003c/li>\n\u003cli>(Grades 6-8) Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.\u003c/li>\n\u003cli>(Grades 9-12) Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.A Earth Materials and Systems\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and crust occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS2.B Plate Tectonics and Large-Scale System Interactions\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth.\u003c/li>\n\u003cli>(Grades 6-8) Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.\u003c/li>\n\u003cli>(Grades 6-8) The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.\u003c/li>\n\u003cli>(Grades 9-12) Plate tectonics can be viewed as the surface expression of mantle convection.\u003c/li>\n\u003c/ul>\n\u003ch3>ESS3.B Natural Hazards\u003c/h3>\n\u003cul>\n\u003cli>(Grade 4) A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.\u003c/li>\n\u003cli>(Grades 6-8) Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.\u003c/li>\n\u003cli>(Grades 9-12) Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.\u003c/li>\n\u003c/ul>\n\u003ch3>PS4.A Wave Properties\u003c/h3>\n\u003cul>\n\u003cli>(Grades 9-12) Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.\u003c/li>\n\u003c/ul>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003cem>\u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>\u003c/em>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/142670/educator-guide-exploring-earthquakes","authors":["6170"],"categories":["quest_11"],"tags":["quest_439","quest_909","quest_932","quest_13461","quest_13466"],"collections":["quest_10627"],"featImg":"quest_142706","label":"quest_10627"},"quest_141523":{"type":"posts","id":"quest_141523","meta":{"index":"posts_1591205157","site":"quest","id":"141523","score":null,"sort":[1460707246000]},"guestAuthors":[],"slug":"exploring-earthquakes","title":"Exploring Earthquakes","publishDate":1460707246,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"term":10627,"site":"quest"},"content":"\u003cp>Geological processes shape life on Earth. They affect its surface, the evolution and distribution of our planet's species, and impact people’s lives.\u003c/p>\n\u003cp>Within the past century, scientists have gained significant knowledge about these processes and why earthquakes occur. They've learned that Earth’s surface, made up of plates, is constantly moving and that forces between these plates cause earthquakes, which produce energy released as seismic waves. They've also studied how this energy release affects our environment.\u003c/p>\n\u003cp>Earthquakes are part of the larger story of plate tectonics. The constant movement of Earth's plates builds mountains, moves continents, and creates the landscape in which life evolves or goes extinct.\u003c/p>\n\u003cp>By studying these processes, scientists can predict where earthquakes will occur, but not when. Even if we don't know when earthquakes are coming, we can do our best to prepare for them. Knowing what to expect from and how to respond to an earthquake can mitigate its impact and save lives.\u003c/p>\n\u003cp>The California Academy of Sciences (CAS) and KQED partnered to bring you this rich collection of resources about earthquakes. This material is also available as a free \u003ca href=\"https://itunes.apple.com/us/book/energy/id884353155?mt=13&ign-mpt=uo%3D4\">iBooks Textbook \u003c/a>in Apple’s iBookstore and as a course of \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U\u003c/a>. The media collection includes the following information about earthquakes:\u003c/p>\n\u003ch3>What is an Earthquake?\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\">From Core to Crust: Defining Earth’s Layers \u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"https://www.calacademy.org/educators/inside-the-earth-exploring-earths-layers\">Inside the Earth: Exploring Earth’s Layers\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\">Plate Tectonics: Shaping the Continents\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\">Evidence of Plate Tectonics\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\">Plate Tectonics and Ancient Civilizations\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-boundaries-divergent-convergent-and-transform\">Plate Boundaries: Divergent, Convergent, and Transform\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\">Faults: Where Earthquakes Occur\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/the-four-types-of-seismic-waves/\">What Are Seismic Waves\u003c/a>?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/how-to-find-the-epicenter-of-an-earthquake/\">How to Find the Epicenter of an Earthquake\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\">Measuring Earthquakes: Intensity and Magnitude\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/building-for-earthquakes/\">Building for Earthquakes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch3>Bay Area Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\">San Francisco Bay Area Earthquakes and Faults\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/the-great-san-francisco-earthquake-of-1906\">The Great San Francisco Earthquake of 1906\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Earthquake Preparedness\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\">How to Prepare for an Earthquake\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Educator Guide\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2016/04/15/educator-guide-exploring-earthquakes/\">Exploring Earthquakes: Educator Guide\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Explore the science of earthquakes with the California Academy of Sciences and KQED.","status":"publish","parent":0,"modified":1494362417,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":325},"headData":{"title":"Exploring Earthquakes | KQED","description":"Explore the science of earthquakes with the California Academy of Sciences and KQED.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"141523 http://ww2.kqed.org/quest/?p=141523","disqusUrl":"https://ww2.kqed.org/quest/2016/04/15/exploring-earthquakes/","disqusTitle":"Exploring Earthquakes","path":"/quest/141523/exploring-earthquakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Geological processes shape life on Earth. They affect its surface, the evolution and distribution of our planet's species, and impact people’s lives.\u003c/p>\n\u003cp>Within the past century, scientists have gained significant knowledge about these processes and why earthquakes occur. They've learned that Earth’s surface, made up of plates, is constantly moving and that forces between these plates cause earthquakes, which produce energy released as seismic waves. They've also studied how this energy release affects our environment.\u003c/p>\n\u003cp>Earthquakes are part of the larger story of plate tectonics. The constant movement of Earth's plates builds mountains, moves continents, and creates the landscape in which life evolves or goes extinct.\u003c/p>\n\u003cp>By studying these processes, scientists can predict where earthquakes will occur, but not when. Even if we don't know when earthquakes are coming, we can do our best to prepare for them. Knowing what to expect from and how to respond to an earthquake can mitigate its impact and save lives.\u003c/p>\n\u003cp>The California Academy of Sciences (CAS) and KQED partnered to bring you this rich collection of resources about earthquakes. This material is also available as a free \u003ca href=\"https://itunes.apple.com/us/book/energy/id884353155?mt=13&ign-mpt=uo%3D4\">iBooks Textbook \u003c/a>in Apple’s iBookstore and as a course of \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U\u003c/a>. The media collection includes the following information about earthquakes:\u003c/p>\n\u003ch3>What is an Earthquake?\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/from-core-to-crust-defining-earths-layers\">From Core to Crust: Defining Earth’s Layers \u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"https://www.calacademy.org/educators/inside-the-earth-exploring-earths-layers\">Inside the Earth: Exploring Earth’s Layers\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-shaping-the-continents\">Plate Tectonics: Shaping the Continents\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/evidence-of-plate-tectonics\">Evidence of Plate Tectonics\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-tectonics-and-ancient-civilizations\">Plate Tectonics and Ancient Civilizations\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/plate-boundaries-divergent-convergent-and-transform\">Plate Boundaries: Divergent, Convergent, and Transform\u003c/a> [CAS]\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/faults-where-earthquakes-occur\">Faults: Where Earthquakes Occur\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Measuring Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2012/02/07/the-four-types-of-seismic-waves/\">What Are Seismic Waves\u003c/a>?\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/how-to-find-the-epicenter-of-an-earthquake/\">How to Find the Epicenter of an Earthquake\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/measuring-earthquakes-intensity-and-magnitude/\">Measuring Earthquakes: Intensity and Magnitude\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/building-for-earthquakes/\">Building for Earthquakes\u003c/a>\u003c/li>\n\u003c/ul>\n\u003ch3>Bay Area Earthquakes\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/\">San Francisco Bay Area Earthquakes and Faults\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/the-great-san-francisco-earthquake-of-1906\">The Great San Francisco Earthquake of 1906\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Earthquake Preparedness\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.calacademy.org/explore-science/how-to-prepare-for-an-earthquake\">How to Prepare for an Earthquake\u003c/a> [CAS]\u003c/li>\n\u003c/ul>\n\u003ch3>Educator Guide\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/quest/2016/04/15/educator-guide-exploring-earthquakes/\">Exploring Earthquakes: Educator Guide\u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/141523/exploring-earthquakes","authors":["10216"],"categories":["quest_11"],"tags":["quest_439","quest_907","quest_909","quest_13373","quest_13461","quest_3706"],"collections":["quest_10627"],"featImg":"quest_141524","label":"quest_10627"},"quest_141904":{"type":"posts","id":"quest_141904","meta":{"index":"posts_1591205157","site":"quest","id":"141904","score":null,"sort":[1460707239000]},"guestAuthors":[],"slug":"san-francisco-bay-area-earthquakes-and-faults","title":"San Francisco Bay Area Earthquakes and Faults","publishDate":1460707239,"format":"video","headTitle":"QUEST | KQED Science","labelTerm":{"term":10627,"site":"quest"},"content":"\u003cp>Most earthquakes happen along plate boundaries. Many of these locations are also where mountain building or volcanic activity occurs. Certain areas, sometimes referred to as earthquake belts, are more prone to earthquakes. One belt runs northward through the western Pacific Ocean, across the Aleutian Islands, and then down the western coasts of North and South America. This belt includes the Bay Area faults and is called the “Ring of Fire.”\u003c/p>\n\u003cfigure id=\"attachment_141905\" class=\"wp-caption aligncenter\" style=\"max-width: 2304px\">\u003cimg class=\"wp-image-141905 size-full\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png\" alt=\"major Bay Area Faults\" width=\"2304\" height=\"3072\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png 2304w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-400x533.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1440x1920.png 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-960x1280.png 960w\" sizes=\"(max-width: 2304px) 100vw, 2304px\">\u003cfigcaption class=\"wp-caption-text\">Major Bay Area Faults \u003ccite>((Courtesy of California Academy of Sciences))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The City of San Francisco experienced major earthquakes in 1906 and 1989 due to its location along the San Andreas fault. However, of the major fault systems in the Bay Area, the Hayward Fault is of most concern to geologists. Extending almost 40 miles from Fremont to San Pablo Bay, the Hayward Fault runs under some of the most densely populated areas in the country. More than two million people live and work along the fault. BART, major gas lines, schools, and trauma centers sit on or near the fault. The Hayward Fault is a prime candidate in Northern California for a magnitude 7 earthquake within the next 30 years.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=GhFMtCmHc9c&w=640&h=360]\u003c/p>\n\u003cp>Geologists have observed cracks and deformed curbs on sidewalks and streets in areas near the fault. These are evidence of creep, a phenomenon of slow movement on the surface of the ground even though deep beneath the surface the rock is stuck in place. When the rock that’s stuck builds up enough tension, the fault then ruptures, or slips, causing a major earthquake. The last major earthquake on the Hayward Fault was in 1868—more than 140 years ago—and historically, major earthquakes have occurred along that fault about every 140 years.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n","blocks":[],"excerpt":"Many faults run through the San Francisco Bay Area, making it prone to earthquakes. ","status":"publish","parent":0,"modified":1460684944,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":367},"headData":{"title":"San Francisco Bay Area Earthquakes and Faults | KQED","description":"Many faults run through the San Francisco Bay Area, making it prone to earthquakes. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"141904 http://ww2.kqed.org/quest/?p=141904","disqusUrl":"https://ww2.kqed.org/quest/2016/04/15/san-francisco-bay-area-earthquakes-and-faults/","disqusTitle":"San Francisco Bay Area Earthquakes and Faults","videoEmbed":"https://www.youtube.com/watch?v=m5xM-CTDLo0&index=1&list=PLS14biAqBAtE_wpsyXkZbbb7Wwq4DkUzw","path":"/quest/141904/san-francisco-bay-area-earthquakes-and-faults","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most earthquakes happen along plate boundaries. Many of these locations are also where mountain building or volcanic activity occurs. Certain areas, sometimes referred to as earthquake belts, are more prone to earthquakes. One belt runs northward through the western Pacific Ocean, across the Aleutian Islands, and then down the western coasts of North and South America. This belt includes the Bay Area faults and is called the “Ring of Fire.”\u003c/p>\n\u003cfigure id=\"attachment_141905\" class=\"wp-caption aligncenter\" style=\"max-width: 2304px\">\u003cimg class=\"wp-image-141905 size-full\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png\" alt=\"major Bay Area Faults\" width=\"2304\" height=\"3072\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled.png 2304w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-400x533.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-800x1067.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-768x1024.png 768w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1440x1920.png 1440w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-1180x1573.png 1180w, https://ww2.kqed.org/app/uploads/sites/39/2016/04/BayAreaFaultPlanesLabeled-960x1280.png 960w\" sizes=\"(max-width: 2304px) 100vw, 2304px\">\u003cfigcaption class=\"wp-caption-text\">Major Bay Area Faults \u003ccite>((Courtesy of California Academy of Sciences))\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The City of San Francisco experienced major earthquakes in 1906 and 1989 due to its location along the San Andreas fault. However, of the major fault systems in the Bay Area, the Hayward Fault is of most concern to geologists. Extending almost 40 miles from Fremont to San Pablo Bay, the Hayward Fault runs under some of the most densely populated areas in the country. More than two million people live and work along the fault. BART, major gas lines, schools, and trauma centers sit on or near the fault. The Hayward Fault is a prime candidate in Northern California for a magnitude 7 earthquake within the next 30 years.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/GhFMtCmHc9c'\n title='//www.youtube.com/embed/GhFMtCmHc9c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Geologists have observed cracks and deformed curbs on sidewalks and streets in areas near the fault. These are evidence of creep, a phenomenon of slow movement on the surface of the ground even though deep beneath the surface the rock is stuck in place. When the rock that’s stuck builds up enough tension, the fault then ruptures, or slips, causing a major earthquake. The last major earthquake on the Hayward Fault was in 1868—more than 140 years ago—and historically, major earthquakes have occurred along that fault about every 140 years.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/141904/san-francisco-bay-area-earthquakes-and-faults","authors":["10216"],"categories":["quest_11"],"tags":["quest_439","quest_909","quest_13461","quest_1080","quest_1325","quest_2484","quest_3071"],"collections":["quest_10627"],"featImg":"quest_141905","label":"quest_10627"},"quest_136791":{"type":"posts","id":"quest_136791","meta":{"index":"posts_1591205157","site":"quest","id":"136791","score":null,"sort":[1460707222000]},"guestAuthors":[],"slug":"building-for-earthquakes","title":"Building for Earthquakes","publishDate":1460707222,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"term":10627,"site":"quest"},"content":"\u003cp>\u003ca href=\"http://pubs.usgs.gov/fs/2008/3027/\">An earthquake forecast\u003c/a> for the State of California was released by USGS, Southern California Earthquake Center and the California Geological Survey in 2008. It states that there is a greater than 99% probability that one or more earthquakes of at least a 6.7 magnitude will occur in California over the next 30 years. California has experienced many damaging earthquakes in its history. Scientists and engineers have learned how to design buildings that will better withstand future earthquakes. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cp>Engineers have dedicated their careers to studying how to make the buildings we live and work in safer and better able to withstand damage from future earthquakes. Computer simulations help scientists test possible scenarios and see the impact of a future earthquake on the Bay Area. Information such as the proximity of mountains, type of soil, and other factors are used to calculate shaking intensity. This information allows engineers to design safer structures for earthquake prone areas.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=7hoSqazNmfY&w=640&h=360]\u003c/p>\n\u003cp>Real-world tests on building materials are conducted on large tables that simulate ground shaking using accurate seismic data. The shaking table at the Pacific Earthquake Engineering Research Center at UC Berkeley is the largest multi-directional shaking table in the U.S. and has been the site of important research. Because the shaking table can move vertically and horizontally—and because it includes three rotational components—it can be programmed to simulate seismic waves with various forces, velocities and frequencies. This allows engineers to test how building materials will stand up under different earthquake scenarios. Engineering designs, such as the isolation bearings found below a building, enable engineers to strengthen buildings like San Francisco’s City Hall and the iconic Ferry Building.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=cu9WpKxfByc&w=640&h=360]\u003c/p>\n\u003cp>The San Francisco-Oakland Bay Bridge was built in 1936. During its first year, nine million vehicles crossed the bridge. That number has now increased to more than 102 million vehicles per year. The bridge consists of two major crossings—the West Span and the East Span, with Yerba Buena Island situated in between. In 1989, the Loma Prieta earthquake caused a portion of the East Span of the bridge to fail, resulting in a decision to retrofit the West Span of the bridge and build a new self-anchored suspension bridge to replace the vulnerable East Span. The new East Span of the Bay Bridge has been designed to withstand the largest earthquake expected to occur at a nearby fault in the next 1,500 years. Instead of having two cables holding up the deck like most other self-anchored suspension bridges, it has one huge cable that loops under the bridge, acting like a sling. The tower in the East Span is made up of four separate legs that are connected by “shear link beams.” These steel beams are designed to move separately and will function like fuses in an electrical circuit during an earthquake, absorbing most of the energy and leaving the bridge intact. One of the piles of the tower’s foundation even contains seismic monitoring equipment to collect data about ground motion during an earthquake.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=nOQqTP2JvDs&w=640&h=360]\u003c/p>\n\u003cp>The San Francisco Public Utilities Commission is hard at work on a $4.6 billion, decade-long construction project to overhaul the Hetch Hetchy water system, which delivers water from the Hetch Hetchy reservoir in Yosemite National Park and five local reservoirs to 2.5 million residents in the Bay Area. The most expensive and biggest of the jobs is replacing a 90-year-old earth and rock-filled Calaveras dam.\u003c/p>\n\u003cp>[youtube https://www.youtube.com/watch?v=WHbAHUTQX9I&w=640&h=360]\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n","blocks":[],"excerpt":"Scientists and engineers are constantly exploring how to make buildings, bridges and dams earthquake safe.","status":"publish","parent":0,"modified":1460744804,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":724},"headData":{"title":"Building for Earthquakes | KQED","description":"Scientists and engineers are constantly exploring how to make buildings, bridges and dams earthquake safe.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"136791 http://ww2.kqed.org/quest/?p=136791","disqusUrl":"https://ww2.kqed.org/quest/2016/04/15/building-for-earthquakes/","disqusTitle":"Building for Earthquakes","path":"/quest/136791/building-for-earthquakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://pubs.usgs.gov/fs/2008/3027/\">An earthquake forecast\u003c/a> for the State of California was released by USGS, Southern California Earthquake Center and the California Geological Survey in 2008. It states that there is a greater than 99% probability that one or more earthquakes of at least a 6.7 magnitude will occur in California over the next 30 years. California has experienced many damaging earthquakes in its history. Scientists and engineers have learned how to design buildings that will better withstand future earthquakes. Over the past few decades, many structures have undergone earthquake retrofitting in the Bay Area and beyond.\u003c/p>\n\u003cp>Engineers have dedicated their careers to studying how to make the buildings we live and work in safer and better able to withstand damage from future earthquakes. Computer simulations help scientists test possible scenarios and see the impact of a future earthquake on the Bay Area. Information such as the proximity of mountains, type of soil, and other factors are used to calculate shaking intensity. This information allows engineers to design safer structures for earthquake prone areas.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/7hoSqazNmfY'\n title='//www.youtube.com/embed/7hoSqazNmfY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Real-world tests on building materials are conducted on large tables that simulate ground shaking using accurate seismic data. The shaking table at the Pacific Earthquake Engineering Research Center at UC Berkeley is the largest multi-directional shaking table in the U.S. and has been the site of important research. Because the shaking table can move vertically and horizontally—and because it includes three rotational components—it can be programmed to simulate seismic waves with various forces, velocities and frequencies. This allows engineers to test how building materials will stand up under different earthquake scenarios. Engineering designs, such as the isolation bearings found below a building, enable engineers to strengthen buildings like San Francisco’s City Hall and the iconic Ferry Building.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/cu9WpKxfByc'\n title='//www.youtube.com/embed/cu9WpKxfByc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The San Francisco-Oakland Bay Bridge was built in 1936. During its first year, nine million vehicles crossed the bridge. That number has now increased to more than 102 million vehicles per year. The bridge consists of two major crossings—the West Span and the East Span, with Yerba Buena Island situated in between. In 1989, the Loma Prieta earthquake caused a portion of the East Span of the bridge to fail, resulting in a decision to retrofit the West Span of the bridge and build a new self-anchored suspension bridge to replace the vulnerable East Span. The new East Span of the Bay Bridge has been designed to withstand the largest earthquake expected to occur at a nearby fault in the next 1,500 years. Instead of having two cables holding up the deck like most other self-anchored suspension bridges, it has one huge cable that loops under the bridge, acting like a sling. The tower in the East Span is made up of four separate legs that are connected by “shear link beams.” These steel beams are designed to move separately and will function like fuses in an electrical circuit during an earthquake, absorbing most of the energy and leaving the bridge intact. One of the piles of the tower’s foundation even contains seismic monitoring equipment to collect data about ground motion during an earthquake.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/nOQqTP2JvDs'\n title='//www.youtube.com/embed/nOQqTP2JvDs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The San Francisco Public Utilities Commission is hard at work on a $4.6 billion, decade-long construction project to overhaul the Hetch Hetchy water system, which delivers water from the Hetch Hetchy reservoir in Yosemite National Park and five local reservoirs to 2.5 million residents in the Bay Area. The most expensive and biggest of the jobs is replacing a 90-year-old earth and rock-filled Calaveras dam.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/WHbAHUTQX9I'\n title='//www.youtube.com/embed/WHbAHUTQX9I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/136791/building-for-earthquakes","authors":["10216"],"categories":["quest_11"],"tags":["quest_287","quest_439","quest_907","quest_13458","quest_909","quest_13197","quest_13461","quest_13446","quest_3071"],"collections":["quest_10627"],"featImg":"quest_141963","label":"quest_10627"},"quest_136760":{"type":"posts","id":"quest_136760","meta":{"index":"posts_1591205157","site":"quest","id":"136760","score":null,"sort":[1460707200000]},"guestAuthors":[],"slug":"how-to-find-the-epicenter-of-an-earthquake","title":"How to Find the Epicenter of an Earthquake","publishDate":1460707200,"format":"video","headTitle":"QUEST | KQED Science","labelTerm":{"term":10627,"site":"quest"},"content":"\u003cp>Scientists use triangulation to find the epicenter of an earthquake. When seismic data is collected from at least three different locations, it can be used to determine the epicenter by where it intersects. Every earthquake is recorded on numerous seismographs located in different directions. Each seismograph records the times when the first (P waves) and second (S waves) seismic waves arrive. From that information, scientists can determine how fast the waves are traveling. Knowing this helps them calculate the distance from the epicenter to each seismograph.\u003c/p>\n\u003cp>To determine the direction each wave traveled, scientists draw circles around the seismograph locations. The radius of each circle equals the known distance to the epicenter. Where these three circles intersect is the epicenter.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Learn how scientists use triangulation to determine an earthquake's epicenter.","status":"publish","parent":0,"modified":1460742532,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":185},"headData":{"title":"How to Find the Epicenter of an Earthquake | KQED","description":"Learn how scientists use triangulation to determine an earthquake's epicenter.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"136760 http://ww2.kqed.org/quest/?p=136760","disqusUrl":"https://ww2.kqed.org/quest/2016/04/15/how-to-find-the-epicenter-of-an-earthquake/","disqusTitle":"How to Find the Epicenter of an Earthquake","videoEmbed":"https://www.youtube.com/watch?v=SFJ_l3uFkPI","path":"/quest/136760/how-to-find-the-epicenter-of-an-earthquake","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Scientists use triangulation to find the epicenter of an earthquake. When seismic data is collected from at least three different locations, it can be used to determine the epicenter by where it intersects. Every earthquake is recorded on numerous seismographs located in different directions. Each seismograph records the times when the first (P waves) and second (S waves) seismic waves arrive. From that information, scientists can determine how fast the waves are traveling. Knowing this helps them calculate the distance from the epicenter to each seismograph.\u003c/p>\n\u003cp>To determine the direction each wave traveled, scientists draw circles around the seismograph locations. The radius of each circle equals the known distance to the epicenter. Where these three circles intersect is the epicenter.\u003c/p>\n\u003chr>\n\u003cp>This post is part of \u003ca href=\"https://www.calacademy.org/earthquakes\">Exploring Earthquakes\u003c/a>, a rich collection of resources co-presented by the California Academy of Sciences and KQED. This material is also available as a free \u003ca href=\"https://itunes.apple.com/book/earthquake/id552255768?mt=11\">iBooks textbook\u003c/a> and \u003ca href=\"https://itunes.apple.com/us/course/earthquake/id552092722\">iTunes U course\u003c/a>.\u003c/p>\n\u003cp>Don’t miss \u003ca href=\"https://www.calacademy.org/exhibits/earthquake-life-on-a-dynamic-planet\">Earthquake\u003c/a>, an interactive exhibit at the Academy exploring the seismic forces that impact us today and featuring the Shake House, an earthquake simulator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/136760/how-to-find-the-epicenter-of-an-earthquake","authors":["10216"],"categories":["quest_11"],"tags":["quest_439","quest_909","quest_13462","quest_13461","quest_2581","quest_13463"],"collections":["quest_10627"],"featImg":"quest_142580","label":"quest_10627"},"quest_124111":{"type":"posts","id":"quest_124111","meta":{"index":"posts_1591205157","site":"quest","id":"124111","score":null,"sort":[1455934475000]},"guestAuthors":[],"slug":"teens-talk-about-engineerthat","title":"Teens Talk about #EngineerThat","publishDate":1455934475,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>The \u003ca href=\"https://www.calacademy.org/teen-think-tank\" target=\"_blank\">Teen Think Tank\u003c/a> at the California Academy of Sciences was hard at work last week reviewing submissions from our \u003ca href=\"http://ww2.kqed.org/quest/2015/10/16/engineerthat/\" target=\"_blank\">#EngineerThat\u003c/a> student media challenge. You can view their favorites (and vote for your favorite) \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">here\u003c/a>. We wanted to hear the teens' perspectives on being peer judges for the challenge and also what they learned about communicating engineering solutions using multimedia. Here's what they had to say.\u003c/p>\n\u003ch4>What was your role in #EngineerThat challenge?\u003c/h4>\n\u003cp>We helped judge the submissions from the #EngineerThat challenge. We spent time reviewing each of the submissions and jotting down notes. After reviewing all of the submissions, we had a group discussion about what we liked and what we thought could be improved. At the end of the review session, we took a vote of our top five submissions.\u003c/p>\n\u003ch4>How did you feel about reviewing your peers’ submissions?\u003c/h4>\n\u003cp>We were impressed with the creativity, designs and dedication to solving issues that affected the participants.\u003c/p>\n\u003ch4>What was challenging?\u003c/h4>\n\u003cp>It was difficult to not compare ideas to one another, especially when there was such a wide range of problems and solutions. It was also difficult to understand some of the problems when they were specific to the participants. Not all of the submissions had solutions that were connected to their problem. It was challenging to judge submissions that were not clear, which forced us to make assumptions based on the information presented.\u003c/p>\n\u003ch4>What did you learn about what makes a good engineering story?\u003c/h4>\n\u003cp>Being specific and presenting effectively makes a good story. It is also important to consider what the design constraints are, so that you can look at the problem at all angles to create an solution. It is equally important to make the problem clear and compelling.\u003c/p>\n\u003ch4>What overall feedback do you have for the students that participated?\u003c/h4>\n\u003cp>Everyone did a great job tackling a problem that may be overlooked by other people. The solutions and thoughtfulness of the submissions were inspiring.\u003c/p>\n\u003ch4>What advice would you give to youth who want to participate in an upcoming challenge?\u003c/h4>\n\u003cp>Present all of the information clearly. Make sure the problem and solution are connected and related. It is important to know what the judging criterias are and make sure to meet them.\u003c/p>\n\u003ch4>Any other takeaways that you have from participating?\u003c/h4>\n\u003cp>It was great reviewing the submissions as a group. We were able to look at the submissions from different perspectives. It was interesting to see the range of problems other youth are facing or have on their minds and that can be solved with engineering principles.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Teens from the California Academy of Sciences were judges for KQED's #EngineerThat student media challenge. Hear what they had to say about being peer reviewers and their feedback for the youth who participated in the challenge.","status":"publish","parent":0,"modified":1455935295,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":430},"headData":{"title":"Teens Talk about #EngineerThat | KQED","description":"Teens from the California Academy of Sciences were judges for KQED's #EngineerThat student media challenge. Hear what they had to say about being peer reviewers and their feedback for the youth who participated in the challenge.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"124111 http://ww2.kqed.org/quest/?p=124111","disqusUrl":"https://ww2.kqed.org/quest/2016/02/19/teens-talk-about-engineerthat/","disqusTitle":"Teens Talk about #EngineerThat","path":"/quest/124111/teens-talk-about-engineerthat","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://www.calacademy.org/teen-think-tank\" target=\"_blank\">Teen Think Tank\u003c/a> at the California Academy of Sciences was hard at work last week reviewing submissions from our \u003ca href=\"http://ww2.kqed.org/quest/2015/10/16/engineerthat/\" target=\"_blank\">#EngineerThat\u003c/a> student media challenge. You can view their favorites (and vote for your favorite) \u003ca href=\"http://ww2.kqed.org/quest/2016/02/18/top-five-favorites-from-engineerthat/\" target=\"_blank\">here\u003c/a>. We wanted to hear the teens' perspectives on being peer judges for the challenge and also what they learned about communicating engineering solutions using multimedia. Here's what they had to say.\u003c/p>\n\u003ch4>What was your role in #EngineerThat challenge?\u003c/h4>\n\u003cp>We helped judge the submissions from the #EngineerThat challenge. We spent time reviewing each of the submissions and jotting down notes. After reviewing all of the submissions, we had a group discussion about what we liked and what we thought could be improved. At the end of the review session, we took a vote of our top five submissions.\u003c/p>\n\u003ch4>How did you feel about reviewing your peers’ submissions?\u003c/h4>\n\u003cp>We were impressed with the creativity, designs and dedication to solving issues that affected the participants.\u003c/p>\n\u003ch4>What was challenging?\u003c/h4>\n\u003cp>It was difficult to not compare ideas to one another, especially when there was such a wide range of problems and solutions. It was also difficult to understand some of the problems when they were specific to the participants. Not all of the submissions had solutions that were connected to their problem. It was challenging to judge submissions that were not clear, which forced us to make assumptions based on the information presented.\u003c/p>\n\u003ch4>What did you learn about what makes a good engineering story?\u003c/h4>\n\u003cp>Being specific and presenting effectively makes a good story. It is also important to consider what the design constraints are, so that you can look at the problem at all angles to create an solution. It is equally important to make the problem clear and compelling.\u003c/p>\n\u003ch4>What overall feedback do you have for the students that participated?\u003c/h4>\n\u003cp>Everyone did a great job tackling a problem that may be overlooked by other people. The solutions and thoughtfulness of the submissions were inspiring.\u003c/p>\n\u003ch4>What advice would you give to youth who want to participate in an upcoming challenge?\u003c/h4>\n\u003cp>Present all of the information clearly. Make sure the problem and solution are connected and related. It is important to know what the judging criterias are and make sure to meet them.\u003c/p>\n\u003ch4>Any other takeaways that you have from participating?\u003c/h4>\n\u003cp>It was great reviewing the submissions as a group. We were able to look at the submissions from different perspectives. It was interesting to see the range of problems other youth are facing or have on their minds and that can be solved with engineering principles.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/124111/teens-talk-about-engineerthat","authors":["6170"],"categories":["quest_7","quest_8"],"tags":["quest_13421","quest_439","quest_13197","quest_12220","quest_13442","quest_13443"],"featImg":"quest_124126","label":"quest"},"quest_74013":{"type":"posts","id":"quest_74013","meta":{"index":"posts_1591205157","site":"quest","id":"74013","score":null,"sort":[1428021175000]},"guestAuthors":[],"slug":"e-book-engineering-is-bringing-fish-up-from-the-deep","title":"E-book: Engineering Is Bringing Fish Up from the Deep","publishDate":1428021175,"format":"aside","headTitle":"QUEST | KQED Science","labelTerm":{},"content":"\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-02.png\" alt=\"Decompression Chamber-02\" width=\"641\" height=\"361\" class=\"alignleft size-full wp-image-74007\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02.png 641w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02-400x225.png 400w\" sizes=\"(max-width: 641px) 100vw, 641px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cstrong>View the E-book\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Collecting live fish to study from near-surface waters is a fairly easy task for biologists. The same cannot be said about fish from the ocean's twilight zone, 200-500 feet beneath the surface. Fish in this region are subject to pressure changes when brought up from their deep water home, which can result in injury or death. Scientists at the \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\">California Academy of Sciences\u003c/a> were eager to find a way to collect these fish without causing any harm. They needed a decompression chamber that they could bring with them on their dives and use to transport the fish. The only problem was that nothing like this existed. So they built one.\u003c/p>\n\u003cp>The new, media-rich e-book from QUEST, \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a>, explores the story of how Academy scientists designed a portable decompression chamber in order to safely transport fish discovered on their expeditions to the Philippines. The book dives into the science of pressure — from the air pressure we experience every day to water pressure and the special adaptations of fish. The book also contains a career spotlight video of the Academy biologist who spearheaded the process of designing the chamber, and a hands-on activity where students of all ages can experience the effects of changing air pressure. \u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a> is the second e-book in our \u003cstrong>Engineering Is...\u003c/strong> series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED's e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\" target=\"_blank\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cdiv class=\"clearfix\">\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-105x136.jpg\" alt=\"Decompression Chamber 105x136\" width=\"105\" height=\"136\" class=\"alignleft size-full wp-image-74015\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Discover how scientists engineered a way to study new fish species from the ocean’s twilight zone.\n\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg class=\"wp-image-16316\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/12/E-book-button-for-Web.png\" alt=\"View it on QUEST\" width=\"110\" height=\"40\">\u003c/a>\n\u003c/p>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The ocean's mysterious twilight zone is home to a wealth of fish species, many that are new to researchers. In this e-book from KQED, discover how scientists from the California Academy of Sciences engineered a device to safely transport live fish from the twilight zone back to the Academy's aquarium for further study.\r\n","status":"publish","parent":0,"modified":1450482698,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":288},"headData":{"title":"E-book: Engineering Is Bringing Fish Up from the Deep | KQED","description":"The ocean's mysterious twilight zone is home to a wealth of fish species, many that are new to researchers. In this e-book from KQED, discover how scientists from the California Academy of Sciences engineered a device to safely transport live fish from the twilight zone back to the Academy's aquarium for further study.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"74013 http://science.kqed.org/quest/?p=74013","disqusUrl":"https://ww2.kqed.org/quest/2015/04/02/e-book-engineering-is-bringing-fish-up-from-the-deep/","disqusTitle":"E-book: Engineering Is Bringing Fish Up from the Deep","source":"Engineering","sourceUrl":"https://ww2.kqed.org/quest/category/engineering/","path":"/quest/74013/e-book-engineering-is-bringing-fish-up-from-the-deep","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-02.png\" alt=\"Decompression Chamber-02\" width=\"641\" height=\"361\" class=\"alignleft size-full wp-image-74007\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02.png 641w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Decompression-Chamber-02-400x225.png 400w\" sizes=\"(max-width: 641px) 100vw, 641px\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cstrong>View the E-book\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Collecting live fish to study from near-surface waters is a fairly easy task for biologists. The same cannot be said about fish from the ocean's twilight zone, 200-500 feet beneath the surface. Fish in this region are subject to pressure changes when brought up from their deep water home, which can result in injury or death. Scientists at the \u003ca href=\"http://www.calacademy.org/\" target=\"_blank\">California Academy of Sciences\u003c/a> were eager to find a way to collect these fish without causing any harm. They needed a decompression chamber that they could bring with them on their dives and use to transport the fish. The only problem was that nothing like this existed. So they built one.\u003c/p>\n\u003cp>The new, media-rich e-book from QUEST, \u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a>, explores the story of how Academy scientists designed a portable decompression chamber in order to safely transport fish discovered on their expeditions to the Philippines. The book dives into the science of pressure — from the air pressure we experience every day to water pressure and the special adaptations of fish. The book also contains a career spotlight video of the Academy biologist who spearheaded the process of designing the chamber, and a hands-on activity where students of all ages can experience the effects of changing air pressure. \u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is Bringing Fish Up from the Deep\u003c/a> is the second e-book in our \u003cstrong>Engineering Is...\u003c/strong> series and is available to view on your computer, tablet and smartphone, for free. You can find links to all of KQED's e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\" target=\"_blank\">kqed.org/ebooks\u003c/a>.\u003c/p>\n\u003cdiv class=\"clearfix\">\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Decompression-Chamber-105x136.jpg\" alt=\"Decompression Chamber 105x136\" width=\"105\" height=\"136\" class=\"alignleft size-full wp-image-74015\">\u003cbr>\n\u003c/a>\u003c/p>\n\u003cp>Discover how scientists engineered a way to study new fish species from the ocean’s twilight zone.\n\u003c/p>\n\u003cp>\u003ca href=\"http://decompression.woop.ie/\">\u003cimg class=\"wp-image-16316\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/12/E-book-button-for-Web.png\" alt=\"View it on QUEST\" width=\"110\" height=\"40\">\u003c/a>\n\u003c/p>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/74013/e-book-engineering-is-bringing-fish-up-from-the-deep","authors":["6170"],"categories":["quest_4","quest_8","quest_16"],"tags":["quest_197","quest_439","quest_12946","quest_1099","quest_12269","quest_2288","quest_13068"],"collections":["quest_13156"],"featImg":"quest_74007","label":"source_quest_74013"},"quest_73970":{"type":"posts","id":"quest_73970","meta":{"index":"posts_1591205157","site":"quest","id":"73970","score":null,"sort":[1427999341000]},"guestAuthors":[],"slug":"air-pressure-activity-its-in-the-bag","title":"Activity: Air Pressure, It's in the Bag","publishDate":1427999341,"format":"aside","headTitle":"QUEST | KQED Science","labelTerm":{"term":13156,"site":"quest"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\" alt=\"Hands-on activity title\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-73989\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem> Activity written by Kathryn Danielson and Clea Matson from \u003ca href=\"http://www.calacademy.org/\"> California Academy of Sciences \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Air Pressure Activity \u003c/strong>\u003cbr>\nIn this activity, students are asked to create a change in air pressure using a garbage bag and vacuum cleaner, then create an illustration, model or concept map that explains what is happening. Students can also capture the process in “before and after” videos or photos, then share the videos and/or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website \u003c/a> or with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure. Visit \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\"> KQED's community voices\u003c/a> to see experiences and ideas others have posted!\u003c/p>\n\u003cp>\u003cstrong>Objective\u003c/strong>\u003cbr>\nIn this activity, students will:\u003c/p>\n\u003cul>\n\u003cli>create a change in pressure that allows them to experience the force of atmospheric pressure (shrink-wrapping);\u003c/li>\n\u003cli>create a model that explains this phenomenon;\u003c/li>\n\u003cli>receive comments and questions about their model to co-construct and revise their ideas to help them better understand this phenomenon; and\u003c/li>\n\u003cli>share their models, pictures and videos on social media.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Materials\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>1 large contractor trash bag\u003c/li>\n\u003cli>1 household vacuum cleaner with a hose attachment\u003c/li>\n\u003cli>scratch paper\u003c/li>\n\u003cli>pencils\u003c/li>\n\u003cli>2 sticky-note pads (different colors)\u003c/li>\n\u003cli>camera for capturing photos or video (optional)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Background\u003c/strong>\u003cbr>\n\u003cem>What is air pressure?\u003c/em>\u003cbr>\nAlthough we don’t usually notice air pressure, the molecules that make up the surrounding air are constantly colliding with us from all different directions. Air pressure is the force of these collisions per unit area. In fact, we often measure pressure in pounds per square inch (psi). This activity helps students understand pressure and changes in pressure by experiencing air pressure in a new way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>What causes a person to be “shrink-wrapped” when the vacuum is turned on?\u003c/em>\u003cbr>\nIn this activity, participants climb into a large trash bag (with their head and neck remaining outside!) and remove the air from inside of the bag using a household vacuum cleaner. Before the vacuum cleaner is turned on, there is an equal density of air molecules inside and outside the bag. As described above, the air molecules are colliding with the inside and outside of the bag with equal force per unit area.\u003c/p>\n\u003cp>When the vacuum cleaner is turned on, \u003cem>most\u003c/em> of the air is removed from inside the bag. When the air inside the bag is removed, there is no longer equilibrium. The force of the air molecules colliding with the inside of the bag is now close to zero, but the air molecules colliding with the outside of the bag have the same force per unit area as before. The air pressure that is outside of the bag (atmospheric pressure is about 14.7 psi on the surface of the earth) is now unopposed by an equal force of air pressure inside the bag. Thus, the bag is not being \u003cem>sucked\u003c/em> onto your body by the vacuum cleaner; rather, the bag is being \u003cem>pushed\u003c/em> onto your body by the air outside of the bag.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73973\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\" alt=\"Air pressure model\" width=\"1106\" height=\"828\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model.png 1106w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-960x719.png 960w\" sizes=\"(max-width: 1106px) 100vw, 1106px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>How is this related to the pressure change that a fish might feel when coming up from the “twilight zone”?\u003c/em>\u003cbr>\nThe fish that come up from the deep water of the “twilight zone” experience a similarly dramatic change in pressure. Many fish have a gas-filled organ, called a swim bladder, which helps fish to stay buoyant in the water. Fish that live deep in the ocean have swim bladders with a certain density of air inside them. When these fish are brought up from the deep water to the shallower water at the surface, the pressure exerted by the surrounding water on the swim bladder decreases quickly. There is no longer equilibrium between the pressure of the air inside the swim bladder and the surrounding water. The air inside the swim bladder presses \u003cem>out\u003c/em>, similar to the way the air outside of the trash bag pushes \u003cem>in\u003c/em> on your body.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73975\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\" alt=\"swim bladder model\" width=\"1125\" height=\"844\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model.png 1125w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-960x720.png 960w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Activity Instructions (for Educators)\u003c/strong>\u003c/p>\n\u003cp>NOTE: ADULT SUPERVISION STRONGLY SUGGESTED\u003c/p>\n\u003col>\n\u003cli>Show the materials to the class and explain that they will be exploring the concept of pressure in this activity.\u003c/li>\n\u003cli>Ask for two volunteers: the first volunteer will sit inside the trash bag and the second volunteer will help to create the vacuum inside the bag.\u003c/li>\n\u003cli>Have the first volunteer kneel or sit cross-legged inside the trash bag. Have the other volunteer help to bring the bag over their shoulders. The bag should come up to their neck, but not be tight around the neck. DO NOT COVER HEAD WITH GARBAGE BAG. The teacher should operate the vacuum cleaner.\u003c/li>\n\u003cli>Instruct the volunteer inside the bag to hold the hose of the vacuum cleaner inside the bag, pointed away from their body, and to cup their hands around the vacuum-cleaner hose so the bag or their clothes don’t get sucked into the hose.\u003c/li>\n\u003cli>Count down from 5 and turn on the vacuum cleaner.\u003c/li>\n\u003cli>Observe the shrink-wrap process.\u003cbr>\n*Quick Tip: if the bag doesn't tightly shrink-wrap to the person inside the bag, have the second volunteer make sure that the opening of the bag is closed around the person’s body and that air is only moving through the vacuum cleaner hose, unobstructed by the bag or clothing. Students should feel a tight squeeze from the bag, but if they are uncomfortable, you can turn off the vacuum and the bag will immediately stop squeezing.\n\u003c/li>\n\u003cli>Have as many students as possible experience the shrink-wrap process by sitting inside the bag.\u003c/li>\n\u003cli>Once students have experienced or observed the shrink-wrap process, have them spend five minutes drawing a conceptual model that explains what they observed.\u003cbr>\n*Students should draw two pictures: the first should depict what’s happening before the vacuum cleaner gets turned on, and the second should show what’s happening after the vacuum cleaner is on and their body is shrink-wrapped.\u003cbr>\n*Encourage students to include labels, arrows or anything else that helps them illustrate what they observed.\n\u003c/li>\n\u003cli>Have students partner up to discuss their conceptual models. Students should ask questions about their partner’s model and have a chance to respond to their partner’s questions. After discussing, give students time to revise their models and incorporate any new ideas that came from the discussion.\u003c/li>\n\u003cli>After revising their models this first time, instruct students to display their drawings on their desks for a gallery walk. The purpose of the gallery walk is for the whole class to see all of the models, ask questions and provide feedback. To do this, distribute two colors of sticky notes:\u003cbr>\n *Color 1 = questions or clarifications about the model\u003cbr>\n *Color 2 = positive comments or agreement about the model\n\u003c/li>\n\u003cli>Students should circulate through the classroom and comment on the models using the colored sticky notes.\u003c/li>\n\u003cli>Have students return to their seats and read their notes. Give students a final chance to revise their models based on their peers’ comments or questions.\u003c/li>\n\u003cli>Conclude the activity by leading a class discussion to explain the science of the shrink-wrap activity. To do this, you can draw a scientifically accurate model on the board. This is also the chance to address any misconceptions about what’s causing the bag to shrink-wrap. Some other guiding questions for the whole class discussion might include the following:\u003cbr>\n *Using a similar setup, what other ideas for experiments do students have?\u003cbr>\n*How is this activity related to the pressure change that a fish might feel when coming up from the “twilight zone”?\n\u003c/li>\n\u003cli>Are you curious about what other people think about this phenomenon? Students can share their experiences with others all over the world by posting videos, photos or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website\u003c/a> and see what others have posted \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\">here\u003c/a>. Or share them with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This activity is part of our \u003cstrong>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is: Bringing Fish Up from the Deep\u003c/a>\u003c/strong> e-book. The e-book explores the science and engineering principles behind the California Academy of Sciences’ portable decompression chamber, and includes videos, interactives and media making opportunities. You can find our other e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\"> kqed.org/ebooks\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Feel changes in air pressure with this hands-on activity.","status":"publish","parent":0,"modified":1450482846,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1359},"headData":{"title":"Activity: Air Pressure, It's in the Bag | KQED","description":"Feel changes in air pressure with this hands-on activity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"73970 http://science.kqed.org/quest/?p=73970","disqusUrl":"https://ww2.kqed.org/quest/2015/04/02/air-pressure-activity-its-in-the-bag/","disqusTitle":"Activity: Air Pressure, It's in the Bag","path":"/quest/73970/air-pressure-activity-its-in-the-bag","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Activity_image.jpg\" alt=\"Hands-on activity title\" width=\"640\" height=\"360\" class=\"aligncenter size-full wp-image-73989\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Activity_image-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem> Activity written by Kathryn Danielson and Clea Matson from \u003ca href=\"http://www.calacademy.org/\"> California Academy of Sciences \u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Air Pressure Activity \u003c/strong>\u003cbr>\nIn this activity, students are asked to create a change in air pressure using a garbage bag and vacuum cleaner, then create an illustration, model or concept map that explains what is happening. Students can also capture the process in “before and after” videos or photos, then share the videos and/or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website \u003c/a> or with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure. Visit \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\"> KQED's community voices\u003c/a> to see experiences and ideas others have posted!\u003c/p>\n\u003cp>\u003cstrong>Objective\u003c/strong>\u003cbr>\nIn this activity, students will:\u003c/p>\n\u003cul>\n\u003cli>create a change in pressure that allows them to experience the force of atmospheric pressure (shrink-wrapping);\u003c/li>\n\u003cli>create a model that explains this phenomenon;\u003c/li>\n\u003cli>receive comments and questions about their model to co-construct and revise their ideas to help them better understand this phenomenon; and\u003c/li>\n\u003cli>share their models, pictures and videos on social media.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Materials\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>1 large contractor trash bag\u003c/li>\n\u003cli>1 household vacuum cleaner with a hose attachment\u003c/li>\n\u003cli>scratch paper\u003c/li>\n\u003cli>pencils\u003c/li>\n\u003cli>2 sticky-note pads (different colors)\u003c/li>\n\u003cli>camera for capturing photos or video (optional)\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Background\u003c/strong>\u003cbr>\n\u003cem>What is air pressure?\u003c/em>\u003cbr>\nAlthough we don’t usually notice air pressure, the molecules that make up the surrounding air are constantly colliding with us from all different directions. Air pressure is the force of these collisions per unit area. In fact, we often measure pressure in pounds per square inch (psi). This activity helps students understand pressure and changes in pressure by experiencing air pressure in a new way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>What causes a person to be “shrink-wrapped” when the vacuum is turned on?\u003c/em>\u003cbr>\nIn this activity, participants climb into a large trash bag (with their head and neck remaining outside!) and remove the air from inside of the bag using a household vacuum cleaner. Before the vacuum cleaner is turned on, there is an equal density of air molecules inside and outside the bag. As described above, the air molecules are colliding with the inside and outside of the bag with equal force per unit area.\u003c/p>\n\u003cp>When the vacuum cleaner is turned on, \u003cem>most\u003c/em> of the air is removed from inside the bag. When the air inside the bag is removed, there is no longer equilibrium. The force of the air molecules colliding with the inside of the bag is now close to zero, but the air molecules colliding with the outside of the bag have the same force per unit area as before. The air pressure that is outside of the bag (atmospheric pressure is about 14.7 psi on the surface of the earth) is now unopposed by an equal force of air pressure inside the bag. Thus, the bag is not being \u003cem>sucked\u003c/em> onto your body by the vacuum cleaner; rather, the bag is being \u003cem>pushed\u003c/em> onto your body by the air outside of the bag.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73973\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/Air_pressure_model.png\" alt=\"Air pressure model\" width=\"1106\" height=\"828\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model.png 1106w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-400x299.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-800x599.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/Air_pressure_model-960x719.png 960w\" sizes=\"(max-width: 1106px) 100vw, 1106px\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>How is this related to the pressure change that a fish might feel when coming up from the “twilight zone”?\u003c/em>\u003cbr>\nThe fish that come up from the deep water of the “twilight zone” experience a similarly dramatic change in pressure. Many fish have a gas-filled organ, called a swim bladder, which helps fish to stay buoyant in the water. Fish that live deep in the ocean have swim bladders with a certain density of air inside them. When these fish are brought up from the deep water to the shallower water at the surface, the pressure exerted by the surrounding water on the swim bladder decreases quickly. There is no longer equilibrium between the pressure of the air inside the swim bladder and the surrounding water. The air inside the swim bladder presses \u003cem>out\u003c/em>, similar to the way the air outside of the trash bag pushes \u003cem>in\u003c/em> on your body.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\">\u003cimg class=\"aligncenter size-full wp-image-73975\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2015/04/swim_bladder_model.png\" alt=\"swim bladder model\" width=\"1125\" height=\"844\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model.png 1125w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-400x300.png 400w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/39/2015/04/swim_bladder_model-960x720.png 960w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Activity Instructions (for Educators)\u003c/strong>\u003c/p>\n\u003cp>NOTE: ADULT SUPERVISION STRONGLY SUGGESTED\u003c/p>\n\u003col>\n\u003cli>Show the materials to the class and explain that they will be exploring the concept of pressure in this activity.\u003c/li>\n\u003cli>Ask for two volunteers: the first volunteer will sit inside the trash bag and the second volunteer will help to create the vacuum inside the bag.\u003c/li>\n\u003cli>Have the first volunteer kneel or sit cross-legged inside the trash bag. Have the other volunteer help to bring the bag over their shoulders. The bag should come up to their neck, but not be tight around the neck. DO NOT COVER HEAD WITH GARBAGE BAG. The teacher should operate the vacuum cleaner.\u003c/li>\n\u003cli>Instruct the volunteer inside the bag to hold the hose of the vacuum cleaner inside the bag, pointed away from their body, and to cup their hands around the vacuum-cleaner hose so the bag or their clothes don’t get sucked into the hose.\u003c/li>\n\u003cli>Count down from 5 and turn on the vacuum cleaner.\u003c/li>\n\u003cli>Observe the shrink-wrap process.\u003cbr>\n*Quick Tip: if the bag doesn't tightly shrink-wrap to the person inside the bag, have the second volunteer make sure that the opening of the bag is closed around the person’s body and that air is only moving through the vacuum cleaner hose, unobstructed by the bag or clothing. Students should feel a tight squeeze from the bag, but if they are uncomfortable, you can turn off the vacuum and the bag will immediately stop squeezing.\n\u003c/li>\n\u003cli>Have as many students as possible experience the shrink-wrap process by sitting inside the bag.\u003c/li>\n\u003cli>Once students have experienced or observed the shrink-wrap process, have them spend five minutes drawing a conceptual model that explains what they observed.\u003cbr>\n*Students should draw two pictures: the first should depict what’s happening before the vacuum cleaner gets turned on, and the second should show what’s happening after the vacuum cleaner is on and their body is shrink-wrapped.\u003cbr>\n*Encourage students to include labels, arrows or anything else that helps them illustrate what they observed.\n\u003c/li>\n\u003cli>Have students partner up to discuss their conceptual models. Students should ask questions about their partner’s model and have a chance to respond to their partner’s questions. After discussing, give students time to revise their models and incorporate any new ideas that came from the discussion.\u003c/li>\n\u003cli>After revising their models this first time, instruct students to display their drawings on their desks for a gallery walk. The purpose of the gallery walk is for the whole class to see all of the models, ask questions and provide feedback. To do this, distribute two colors of sticky notes:\u003cbr>\n *Color 1 = questions or clarifications about the model\u003cbr>\n *Color 2 = positive comments or agreement about the model\n\u003c/li>\n\u003cli>Students should circulate through the classroom and comment on the models using the colored sticky notes.\u003c/li>\n\u003cli>Have students return to their seats and read their notes. Give students a final chance to revise their models based on their peers’ comments or questions.\u003c/li>\n\u003cli>Conclude the activity by leading a class discussion to explain the science of the shrink-wrap activity. To do this, you can draw a scientifically accurate model on the board. This is also the chance to address any misconceptions about what’s causing the bag to shrink-wrap. Some other guiding questions for the whole class discussion might include the following:\u003cbr>\n *Using a similar setup, what other ideas for experiments do students have?\u003cbr>\n*How is this activity related to the pressure change that a fish might feel when coming up from the “twilight zone”?\n\u003c/li>\n\u003cli>Are you curious about what other people think about this phenomenon? Students can share their experiences with others all over the world by posting videos, photos or their models on the \u003ca href=\"http://blogs.kqed.org/education/submit-your-story/\">KQED website\u003c/a> and see what others have posted \u003ca href=\"http://blogs.kqed.org/education/category/community-created-content/\">here\u003c/a>. Or share them with @KQEDedspace via Vine, Instagram or Twitter with the hashtag #kqedpressure.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This activity is part of our \u003cstrong>\u003ca href=\"http://decompression.woop.ie/\" target=\"_blank\">Engineering Is: Bringing Fish Up from the Deep\u003c/a>\u003c/strong> e-book. The e-book explores the science and engineering principles behind the California Academy of Sciences’ portable decompression chamber, and includes videos, interactives and media making opportunities. You can find our other e-books at \u003ca href=\"http://blogs.kqed.org/education/e-books/\"> kqed.org/ebooks\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/73970/air-pressure-activity-its-in-the-bag","authors":["6544"],"categories":["quest_8","quest_16"],"tags":["quest_13154","quest_13155","quest_13153","quest_439","quest_12946","quest_13152","quest_2349","quest_13139"],"collections":["quest_13156"],"featImg":"quest_73989","label":"quest_13156"},"education_16699":{"type":"posts","id":"education_16699","meta":{"index":"posts_1591205157","site":"education","id":"16699","score":null,"sort":[1427834467000]},"guestAuthors":[],"slug":"to-what-extent-should-organisms-be-collected-from-the-wild","title":"To What Extent Should Organisms Be Collected from the Wild?","publishDate":1427834467,"format":"standard","headTitle":"To What Extent Should Organisms Be Collected from the Wild? | KQED","labelTerm":{"term":2837,"site":"education"},"content":"\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSpecimen\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should museums and aquariums be collecting organisms from the wild?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Imagine walking through a museum’s research collection of many living and nonliving animals and plants. Although you may be amazed by the massive quantity of organisms provided, you may also wonder why there are so many in the collections, and what research purposes they have. Recently, there has been a \u003ca href=\"http://www.sciencemag.org/content/344/6181/260.short\" target=\"_blank\" rel=\"noopener noreferrer\">debate among scientists\u003c/a> about the necessity of collecting specimens from the wild. Many strong arguments have been presented for both sides of this controversial issue. While it is common for museums, aquariums and zoos to collect specimens for observation and research, it has been argued that with recent technological advances there may be several alternative options for studying species.\u003c/p>\n\u003cp>For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild. Several natural history museums in the U.S. with large specimen collections are the \u003ca href=\"http://www.mnh.si.edu\" target=\"_blank\" rel=\"noopener noreferrer\">Smithsonian\u003c/a>, the \u003ca href=\"http://www.amnh.org\" target=\"_blank\" rel=\"noopener noreferrer\">American Museum of Natural History\u003c/a>, the \u003ca href=\"http://www.fieldmuseum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Field Museum\u003c/a> and the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. Museums collect specimens for many reasons. Primarily, they collect in order to provide voucher specimens for crucial scientific research and to display the collected organisms for the public. Non-living museum collections are used by scientists to study internal anatomy, systematics and disease. Living collections are used to study behavior and ecology in organisms where such studies might be difficult or impossible to do in the field. Collecting organisms from the wild has been a popular and controversial subject among scientists in the past couple of years. One reason why people are worried about this issue is because of the staggering amount of living and nonliving organisms in captivity. For example, there are nearly 390 million \u003ca href=\"http://www.calacademy.org/a-specimens-path\" target=\"_blank\" rel=\"noopener noreferrer\">non-living specimens\u003c/a>, which include rocks, plants and animals, in the five largest museums in the world. The California Academy of Sciences has close to 40,000 living animals available for the public to view, some of which are newly described or are previously unstudied species collected from the wild. Some experts say that collecting animals is a requirement in order to expand and answer scientific research questions, while others believe it is unsustainable and now unnecessary because of technological advances. People who support different sides of the issue have come to one compromise, which is requiring scientific collecting permits. This allows those with permits to sustainably collect wild specimens, though there are still questions about the process among the scientific community.\u003c/p>\n\u003cp>Collecting organisms from the wild serves many purposes, primarily in the areas of research and conservation. Some science programs harbor a large collection of many species, which enables researchers to study and learn more about the species first-hand. Collections are shared among museums and universities, with researchers traveling between institutions to study specimens. Collecting allows more data to be gathered than simply observing organisms in the wild. With this data, scientists can discover opportunities to conserve endangered species through understanding more about the behaviors and environmental needs of those species. Many specific traits and qualities of these organisms cannot be found without a physical portrayal of the species. In relation to that, morphological diversity, or the variations among species, can be researched far more efficiently through collecting rather than methods of observation. On a smaller scale, live animals collected can be \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\" target=\"_blank\" rel=\"noopener noreferrer\">displayed for the public\u003c/a> to see and appreciate, as exhibited in the California Academy of Sciences, which gives the public a better connection to endangered species, thus creating a greater incentive to protect and conserve. Although collecting can be invasive, there are international limits on certain species and amount of specimens that may be taken from their environments. One of the major players in this area is \u003ca href=\"http://www.cites.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CITES\u003c/a>, an international treaty that created varying levels of protection to over 30,000 species of both plants and animals. In short, documenting biodiversity in an efficient and humane way gives us a better understanding of the world we live in and in doing so, humans and other species can more effectively coexist.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collecting wildlife does have some negative impacts. Organisms live and thrive in their natural habitats because they have adapted for over thousands of years to live in specific conditions. When humans collect live specimens and move them to a different location, we may be affecting their overall well-being. Collecting may also increase the risk of extinction or endangerment of species that have small populations. Scientist \u003ca href=\"https://sols.asu.edu/people/ben-minteer\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Minteer\u003c/a> found that when an individual of a species thought to be extinct is unexpectedly discovered, some scientists are interested in collecting specimens for data. This could cause what Minteer coined “re-extinction,” when humans have a negative effect on a species’ population. Recently, with newer technology, there are ways to collect data on species that do not involve killing them or removing them from their natural habitat. For example, tagging or video recording animals allows scientists to monitor an animal’s actions and collect data based on their behavior. And, catch-and-release DNA sampling can provide phylogenetic information.\u003c/p>\n\u003cp>What do you think? To what extent should collecting living and nonliving specimens be allowed? Is there a middle ground between collecting organisms for research and observation while sustaining the species’ livelihood in the wild? Is it possible to gain enough information about a species simply by observing them in the wild, or do we need to collect some organisms to be able to learn enough to effectively conserve them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://www.npr.org/player/embed/318307574/323166184\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2014/06/18/318307574/is-collecting-animals-for-science-a-noble-mission-or-a-threat\">Is Collecting Animals For Science A Noble Mission Or A Threat?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nScientists collect animals from all over the world for research, whether to document a new species, learn about the evolution of a species, or a number of other reasons, but some in the scientific community wonder if all of the collecting is necessary.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSpecimen\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\">Diving Into the Twilight Zone\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nJoin Steinhart Aquarium director Bart Shepherd on an expedition to explore one of the most mysterious ocean realms: the twilight zone.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/nS8suhK-c5I\">Where’d You Get All Those Dead Animals?\u003c/a> (The Field Museum)\u003c/strong>\u003cbr>\nThis video from the Field Museum’s “The Brain Scoop” series discusses where specimens come from in museums, why animals are collected as “voucher specimens” by field biologists and why these specimens are useful.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/earth/story/20141230-the-new-species-hiding-in-museums\"> The New Species Hiding in Museums\u003c/a> (BBC)\u003c/strong>\u003cbr>\nThis article identifies new five species of animals that have recently been discovered in museum collections.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: Alexander B., Darrah B., Jonathan H., Nora H., Janelle L., Oliver L., Otto L. and Samuel P. The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild for research purposes. To what extent do you think collecting living and nonliving specimens should be allowed?","status":"publish","parent":0,"modified":1704763755,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1333},"headData":{"title":"To What Extent Should Organisms Be Collected from the Wild? | KQED","description":"For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild for research purposes. To what extent do you think collecting living and nonliving specimens should be allowed?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"templateType":"standard","featuredImageType":"standard","path":"/education/16699/to-what-extent-should-organisms-be-collected-from-the-wild","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDEdspace\u003c/em> and end it with \u003cem>#DoNowSpecimen\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>To what extent should museums and aquariums be collecting organisms from the wild?\u003c/p>\n\u003ch2>\u003cstrong>Introduction\u003c/strong>\u003c/h2>\n\u003cp>Imagine walking through a museum’s research collection of many living and nonliving animals and plants. Although you may be amazed by the massive quantity of organisms provided, you may also wonder why there are so many in the collections, and what research purposes they have. Recently, there has been a \u003ca href=\"http://www.sciencemag.org/content/344/6181/260.short\" target=\"_blank\" rel=\"noopener noreferrer\">debate among scientists\u003c/a> about the necessity of collecting specimens from the wild. Many strong arguments have been presented for both sides of this controversial issue. While it is common for museums, aquariums and zoos to collect specimens for observation and research, it has been argued that with recent technological advances there may be several alternative options for studying species.\u003c/p>\n\u003cp>For centuries, museums and scientists have been collecting animals, plants and other organisms from the wild. Several natural history museums in the U.S. with large specimen collections are the \u003ca href=\"http://www.mnh.si.edu\" target=\"_blank\" rel=\"noopener noreferrer\">Smithsonian\u003c/a>, the \u003ca href=\"http://www.amnh.org\" target=\"_blank\" rel=\"noopener noreferrer\">American Museum of Natural History\u003c/a>, the \u003ca href=\"http://www.fieldmuseum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Field Museum\u003c/a> and the \u003ca href=\"http://www.calacademy.org\" target=\"_blank\" rel=\"noopener noreferrer\">California Academy of Sciences\u003c/a>. Museums collect specimens for many reasons. Primarily, they collect in order to provide voucher specimens for crucial scientific research and to display the collected organisms for the public. Non-living museum collections are used by scientists to study internal anatomy, systematics and disease. Living collections are used to study behavior and ecology in organisms where such studies might be difficult or impossible to do in the field. Collecting organisms from the wild has been a popular and controversial subject among scientists in the past couple of years. One reason why people are worried about this issue is because of the staggering amount of living and nonliving organisms in captivity. For example, there are nearly 390 million \u003ca href=\"http://www.calacademy.org/a-specimens-path\" target=\"_blank\" rel=\"noopener noreferrer\">non-living specimens\u003c/a>, which include rocks, plants and animals, in the five largest museums in the world. The California Academy of Sciences has close to 40,000 living animals available for the public to view, some of which are newly described or are previously unstudied species collected from the wild. Some experts say that collecting animals is a requirement in order to expand and answer scientific research questions, while others believe it is unsustainable and now unnecessary because of technological advances. People who support different sides of the issue have come to one compromise, which is requiring scientific collecting permits. This allows those with permits to sustainably collect wild specimens, though there are still questions about the process among the scientific community.\u003c/p>\n\u003cp>Collecting organisms from the wild serves many purposes, primarily in the areas of research and conservation. Some science programs harbor a large collection of many species, which enables researchers to study and learn more about the species first-hand. Collections are shared among museums and universities, with researchers traveling between institutions to study specimens. Collecting allows more data to be gathered than simply observing organisms in the wild. With this data, scientists can discover opportunities to conserve endangered species through understanding more about the behaviors and environmental needs of those species. Many specific traits and qualities of these organisms cannot be found without a physical portrayal of the species. In relation to that, morphological diversity, or the variations among species, can be researched far more efficiently through collecting rather than methods of observation. On a smaller scale, live animals collected can be \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\" target=\"_blank\" rel=\"noopener noreferrer\">displayed for the public\u003c/a> to see and appreciate, as exhibited in the California Academy of Sciences, which gives the public a better connection to endangered species, thus creating a greater incentive to protect and conserve. Although collecting can be invasive, there are international limits on certain species and amount of specimens that may be taken from their environments. One of the major players in this area is \u003ca href=\"http://www.cites.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CITES\u003c/a>, an international treaty that created varying levels of protection to over 30,000 species of both plants and animals. In short, documenting biodiversity in an efficient and humane way gives us a better understanding of the world we live in and in doing so, humans and other species can more effectively coexist.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Collecting wildlife does have some negative impacts. Organisms live and thrive in their natural habitats because they have adapted for over thousands of years to live in specific conditions. When humans collect live specimens and move them to a different location, we may be affecting their overall well-being. Collecting may also increase the risk of extinction or endangerment of species that have small populations. Scientist \u003ca href=\"https://sols.asu.edu/people/ben-minteer\" target=\"_blank\" rel=\"noopener noreferrer\">Ben Minteer\u003c/a> found that when an individual of a species thought to be extinct is unexpectedly discovered, some scientists are interested in collecting specimens for data. This could cause what Minteer coined “re-extinction,” when humans have a negative effect on a species’ population. Recently, with newer technology, there are ways to collect data on species that do not involve killing them or removing them from their natural habitat. For example, tagging or video recording animals allows scientists to monitor an animal’s actions and collect data based on their behavior. And, catch-and-release DNA sampling can provide phylogenetic information.\u003c/p>\n\u003cp>What do you think? To what extent should collecting living and nonliving specimens be allowed? Is there a middle ground between collecting organisms for research and observation while sustaining the species’ livelihood in the wild? Is it possible to gain enough information about a species simply by observing them in the wild, or do we need to collect some organisms to be able to learn enough to effectively conserve them?\u003c/p>\n\u003ch2>\u003cstrong>Resource\u003c/strong>\u003c/h2>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"http://www.npr.org/player/embed/318307574/323166184\" width=\"100%\" height=\"290\" frameborder=\"0\" scrolling=\"no\" title=\"NPR embedded audio player\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2014/06/18/318307574/is-collecting-animals-for-science-a-noble-mission-or-a-threat\">Is Collecting Animals For Science A Noble Mission Or A Threat?\u003c/a> (NPR)\u003c/strong>\u003cbr>\nScientists collect animals from all over the world for research, whether to document a new species, learn about the evolution of a species, or a number of other reasons, but some in the scientific community wonder if all of the collecting is necessary.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>To respond to the Do Now, you can comment below or tweet your response. Be sure to begin your tweet with \u003cem>@KQEDedspace\u003c/em> and end it with \u003cem>#DoNowSpecimen\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>For more info on how to use Twitter, click \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">here\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>We encourage students to reply to other people’s tweets to foster more of a conversation. Also, if students tweet their personal opinions, ask them to support their ideas with links to interesting/credible articles online (adding a nice research component) or retweet other people’s ideas that they agree/disagree/find amusing. We also value student-produced media linked to their tweets. You can visit our \u003ca href=\"http://ww2.kqed.org/education/category/tools/video-tutorials/\">video tutorials\u003c/a> that showcase how to use several web-based production tools. Of course, do as you can… and any contribution is most welcomed.\u003c/strong>\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"http://science.kqed.org/quest/video/diving-into-the-twilight-zone/\">Diving Into the Twilight Zone\u003c/a> (KQED QUEST)\u003c/strong>\u003cbr>\nJoin Steinhart Aquarium director Bart Shepherd on an expedition to explore one of the most mysterious ocean realms: the twilight zone.\u003c/p>\n\u003cp>\u003cstrong>VIDEO: \u003ca href=\"https://youtu.be/nS8suhK-c5I\">Where’d You Get All Those Dead Animals?\u003c/a> (The Field Museum)\u003c/strong>\u003cbr>\nThis video from the Field Museum’s “The Brain Scoop” series discusses where specimens come from in museums, why animals are collected as “voucher specimens” by field biologists and why these specimens are useful.\u003c/p>\n\u003cp>\u003cstrong>ARTICLE:\u003ca href=\"http://www.bbc.com/earth/story/20141230-the-new-species-hiding-in-museums\"> The New Species Hiding in Museums\u003c/a> (BBC)\u003c/strong>\u003cbr>\nThis article identifies new five species of animals that have recently been discovered in museum collections.\u003c/p>\n\u003chr>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED Education partners with phenomenal organizations to bring you the Science Do Now activities. The Science Do Now is posted every two weeks on Tuesday. This post was written by the following youth from the Science News Team within the California Academy of Sciences’ TechTeens program: Alexander B., Darrah B., Jonathan H., Nora H., Janelle L., Oliver L., Otto L. and Samuel P. The TechTeens are youth leaders who use digital media to develop and communicate science stories for the public.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/16699/to-what-extent-should-organisms-be-collected-from-the-wild","authors":["9491"],"series":["education_2837"],"categories":["education_1","education_49"],"tags":["education_5","education_1320"],"collections":["education_2403"],"featImg":"education_16704","label":"education_2837"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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