PROPOSED OF MATHEMATICAL
ACTIVITIES WITH MODELING
APPROACH TO CULTURE OF
DISASTER PREVENTION - PERU
APEC, TSUKUBA –TOKIO, 2012
PROPOSE FOR CYCLE V
(6th grade of primary level)
HOW PROTECT US IN AN EARTHQUAKE?
CAPABILITIES
MATH: Solve problems which requires the
interpretation of a data table, measure of
central tendency and the use of Global
Positioning
System
(GPS).
ENVIRONMENTAL SCIENCE: Investigate on
the natural disaster effects (earthquakes and
tsunami) and take precautionary measures
before
them.
TASK PROGRAMMING
TASK 1
A You Tube video about Pisco earthquake dated
on august 15th, 2007 is presented in class for 7
minutes.
TASK 2
2.1 Group of four students answer the
following questions on their notebooks:
a) What did you see on the video?
b) How should be prepared to act in an
earthquake? (13 minutes)
2.2 Share the answer with the whole class
(25 minutes)
TASK 3
Investigate among people of the community and
take note of:
•What are the signs to show that a tsunami or
earthquake is coming?
•Has there been a tsunami or earthquake which
affected to the community? When? Which were
their effects?
TASK 4
YEAR
DEGREES IN
RITCHER SCALE
EPICENTER
GEOGRAPHICAL
COORDINATES
LATITUDE
August 15th 2007
7,9 degrees
Pisco
September 25th 2005 7,0 degrees
Moyobamba
June 23rd 2001
6,9 degrees
Northern of
Arequipa
November 12th 1996
7,7 degrees
Nasca
May 29th 1990
5,8 degrees
Moyobamba
October 3rd 1974
8,1 degrees
Callao
May 31st 1970
7,5 degrees
Casma
LONGITUDE
a)Compare the years in which the earthquakes
happened in Peru. What can you state?
b)From the above table, what was the less intensity?
What was the larger scale?
c)Find the median of the quantities of degrees in the
Ritcher scale. Interpret its value.
d)What can you say about the epicenter location of the
earthquakes happened in Peru?
e)Using material construct a scale model of the Earth
and the angle corresponding to the coordinates from
the global positioning of your community with your
classmates.
F)Find the geographical coordinates of the epicenter:
latitude and longitude? Write them on the table.
TASK 5
During the first 15 minutes, students of each
group exchange ideas about the answers of task
5.
During the rest 25 minutes, the whole class share
answers of task 5. In turns, a student of each
group exposes the group answer to a certain
question.
TASK 6
During the last 10 minutes the teacher asked
the students:
a)How should you be prepared to survive
when there is an earthquake?
b)What is the budget you need to invest for
the family in that case?
TASK 7
During the last 20 minutes, every
student answers on a printed sheet the
following question:
What did you learn in the classes of
the module/ unit “How to be protected
in case of a earthquake?”
PROPOSE FOR CYCLE VII
(3th grade of secondary level)
Where and when there will
be an earthquake?
TASK 1
After reflecting on the effects of the
last earthquakes in Ica- Peru, let’s see
the following table with some data:
What type of information are there in
this table?, where these happened?,
which were the effects?
Competences-capabilities
Secondary
MATH
-Phenomenon modeling
of the real world with
functions.
-Graphical representation
of statistical data.
-Graphics and
interpretation of
functions.
-Analysis of functions.
SCIENCE
CITIZENSHIP
The earth’s crust, internal Phenomenon and
geological processes.
disasters.
Socioeconomical results.
Water pollution.
Ecological balance.
Main ecosystems in the
world and sustainable
development.
Nuclear reactors.
Radioisotope production.
Ideas about radiation
protection.
Depredation, pollution,
global warming.
TASK 2:
Find the cities according to the geographical
coordinates in the earth globe
TASK 4:
Identify the region of Peru where these coordinates belong to
Año
Región
Latitud
Magnitud
(Mw)
Ruptura (Km)
1582
Ica
14
7,5
80
1586
Ica
14
8,1
175
1604
Tacna
17
8,5
450
1619
La Libertad
8
8
130
1664
Ica
14
7,5
75
1678
Lima
11
8
130
1687
Ayacucho
13
8,3
300
1687
Cusco
14
8
150
1715
Moquegua
17
7,5
75
1868
Tacna
17
9
500
1974
Lima
11
8
140
1996
Nazca/Ica
14
7,7
150
2001
Arequipa
16
8,2
350
TASK 5:
The earthquake magnitude is referred to the quantity of liberated
energy.
Reflection in groups:
• What does this energy mean?
• What is the source of this energy?
• What is the unit of measure of the energy?
• What effects does this liberated energy have on the environment?
• What type of transformations does this liberated energy suffer?
TASK 6:
Draw a graphic: year,length, geographical region
What observations could you take notes?... In Ica there are more
breaches.
TASK 7:
What is the meaning of this rupture length ?
•
•
•
•
What are the characteristics of this rupture ?
What effects does the rupture have on the environment?
Does the brench depends on the liberated energy ?
What characteristics from the ground does it make possible to
predict the extension of the brench in a seismic movement?
• With time, is it possible to correct the brenches ?
• Reflect and research ina personal way, and then share your
discoveries with your classmates.
• Elaborate conclusive proposals related to:
ground conditions and the buildings for living: composition,
structure, charge, etc.
TASK 8:
What kind of ideas can you elaborate
taking into consideration the line of this graphic?
2500
2000
Tacna
1500
ica
La Libertad
1000
Tacna
ica
500
0
1
2
3
4
5
6
7
8
9
10
11
12
13
TASK 9
How could you
calculate the affected
zone by the
earthquake, according
to the intensity level?
You can use
formules or
create your own
calculte ways.
Draw a graphic l = f(A)
(earthquake intensity in
function to the affected
area) What conclusions
can you deduce?
TASK 10
Suppose
that
the
propagation aim and the
other factors keep but the
epicenter change to Lima:
Graphically represent: the
action radio and the
intensities that affect to
every
region.
Compare the affected
areas respect to the
previous one. What can
you
state?
Discover
the
math
relations that you can set
up between these two
cases.
TASK 11:
From the developed activities:
•What are the areas you consider more
seismic in Peru?
•Could you predict a next earthquake? If
the answer is affirmative, say the probable
epicenter and argue your answer.
•What can you say about about the radial
expansion of the telluric movement?
TASK 12: Compare the rupture length and
the geographical location to predict
• After 2001, a strong earthquake is expected
near the cities located at 18° latitude. These
corresponding to Tacna and the north part of
Chile.
• In the same way, you can estimate for the
cities located between latitudes 13° and 14°,
which corresponding to the south part of Lima
and north of Ica.
The most important thing is in these
activities it is not the students’
mistakes but that the students learn
strategies to be able to solve
problems, through the math relations,
finding regularities and y
approximation of models.
Thank you very much