9:15 AM - 9:30 AM
[G04-02] Use of Skeleton Seismographs in Junior High School Science Classes
Keywords:Seismograph, Noto Peninsula earthquake, Junior High School, Science Classes
Background
Japan is one of the world's earthquake-prone countries, and every few years an significance earthquake occurs. It is still fresh in our minds that a big earthquake centered on the Noto Peninsula occurred on January 1 of this year, causing extensive damages. Whenever such a major earthquake occurs, junior high school science classes often have the opportunity to discuss the mechanism of the earthquake with students.
Challenges
On the other hand, classes dealing with seismic wave data often use existing data on a textbook rather than actual observed data, which makes the classes somewhat lacking in impact in terms of involving hands-on experience. In addition, when teaching the principles of seismometers, actual seismometers are often not available, so the explanations are based on only illustrations or videos.
Skeleton Seismometer
By using actual seismgrams recorded by a "Skeleton Seismometer for Classrooms (Okamoto and Nemoto 2023)" installed in our science room, this study aimed to make students more interested in data analysis, such as reading the duration of initial microtremors (S-P time) and calculating P- and S-wave velocities. For this porpose, the seismographs were placed on the table where they can be observed at any time, so the students can always learn about the mechanism of seismographs in their daily classes.
Mehthods:
(1) Preparation of the seismograph
A set of skeleton seismographs was placed on a preparation table at the front of the science lab. Also a PC monitor displayes real time waves. Figure 1 shows the installation in the science room.
(2) Explanation of the principle of the seismograph
The structure of the seismograph such as vertical and horizontal pendulumms, coil and magnet sensors and PC recording system are easy understand.
(3) Presentation of observed data
Among the seismic waves observed by the skeleton seismograph, the hourly observation data on January 1, when the Noto Peninsula earthquake occurred, was presented to the students.
(4) Analysis of observed data
We analyzed the seismograms on January 3, when an aftershock waveform was easy to read. The data analysis included reading the duration of initial microtremors (S-P time) and calculating the velocity of P- and S-waves from the PC time stamps.
(5) Post-event questionnaire
A survey of students' attitudes toward seismographs and seismic waves was conducted.
Results:
In our science room, many students observed and tried the real time movement and responce of the seismographs by impacting the lab bench and the ground. Figure 2 shows students observing the real time display before the start of class.
When the seismic wave data for January 1 was presented, there was a great surprise in the classroom as the waveforms changed drastically from the 16:00 hour mark showing a time series of screenshots. In terms of reading seismograms, the students were able to read the initial microtremor duration time (S-P time) and calculate P- and S-wave velocity without any problems. Figure 3 shows the seismogram of an aftershock that occurred at 2:21 a.m. on January 3, which was actually used in our classroom.
Discussion
The students' feedback from the questionnaire showed that the installation of the skeleton seismograph cleary increased their interest in seismometers and seismic waves. And the feedback also indicated that the students were more interested in analyzing real seismograms than using vertual ones.
References
1)Yoshio Okamoto and Hiroo Nemoto, Skeleton Seismometer for Classroom Use - Acrylic Resin, Neodymium Magnet, and ESP32 Substrate -, Poster, 77th Meeting of the Japanese Society for Earth Science Education, Shiga, 2023
Japan is one of the world's earthquake-prone countries, and every few years an significance earthquake occurs. It is still fresh in our minds that a big earthquake centered on the Noto Peninsula occurred on January 1 of this year, causing extensive damages. Whenever such a major earthquake occurs, junior high school science classes often have the opportunity to discuss the mechanism of the earthquake with students.
Challenges
On the other hand, classes dealing with seismic wave data often use existing data on a textbook rather than actual observed data, which makes the classes somewhat lacking in impact in terms of involving hands-on experience. In addition, when teaching the principles of seismometers, actual seismometers are often not available, so the explanations are based on only illustrations or videos.
Skeleton Seismometer
By using actual seismgrams recorded by a "Skeleton Seismometer for Classrooms (Okamoto and Nemoto 2023)" installed in our science room, this study aimed to make students more interested in data analysis, such as reading the duration of initial microtremors (S-P time) and calculating P- and S-wave velocities. For this porpose, the seismographs were placed on the table where they can be observed at any time, so the students can always learn about the mechanism of seismographs in their daily classes.
Mehthods:
(1) Preparation of the seismograph
A set of skeleton seismographs was placed on a preparation table at the front of the science lab. Also a PC monitor displayes real time waves. Figure 1 shows the installation in the science room.
(2) Explanation of the principle of the seismograph
The structure of the seismograph such as vertical and horizontal pendulumms, coil and magnet sensors and PC recording system are easy understand.
(3) Presentation of observed data
Among the seismic waves observed by the skeleton seismograph, the hourly observation data on January 1, when the Noto Peninsula earthquake occurred, was presented to the students.
(4) Analysis of observed data
We analyzed the seismograms on January 3, when an aftershock waveform was easy to read. The data analysis included reading the duration of initial microtremors (S-P time) and calculating the velocity of P- and S-waves from the PC time stamps.
(5) Post-event questionnaire
A survey of students' attitudes toward seismographs and seismic waves was conducted.
Results:
In our science room, many students observed and tried the real time movement and responce of the seismographs by impacting the lab bench and the ground. Figure 2 shows students observing the real time display before the start of class.
When the seismic wave data for January 1 was presented, there was a great surprise in the classroom as the waveforms changed drastically from the 16:00 hour mark showing a time series of screenshots. In terms of reading seismograms, the students were able to read the initial microtremor duration time (S-P time) and calculate P- and S-wave velocity without any problems. Figure 3 shows the seismogram of an aftershock that occurred at 2:21 a.m. on January 3, which was actually used in our classroom.
Discussion
The students' feedback from the questionnaire showed that the installation of the skeleton seismograph cleary increased their interest in seismometers and seismic waves. And the feedback also indicated that the students were more interested in analyzing real seismograms than using vertual ones.
References
1)Yoshio Okamoto and Hiroo Nemoto, Skeleton Seismometer for Classroom Use - Acrylic Resin, Neodymium Magnet, and ESP32 Substrate -, Poster, 77th Meeting of the Japanese Society for Earth Science Education, Shiga, 2023