Earthquakes, Algebra, and Biology
Grant Keys1, Rachel Rice2
1
Winton Woods High School, Cincinnati, OH 2Oak Hills High School, Cincinnati, OH
GOALS:
GOALS:
The students will thoroughly understand how
earthquakes happen and the various methods of
detecting and studying them.
The students will develop a deep understanding of
lines and be able to translate freely between table,
graph and equation forms.
ACTIVITY:
WEIGHT (pounds)
DISPLACEMENT (inches)
0
1
2
3
x
0
3=3(1)
6=3+3=3(2)
9=3+3+3=3(3)
?
Many animals, including household pets,
often behave strangely before earthquakes.
Can they detect waves before we can?
How much
weight can we
put on the
spring until it
breaks?
ACTIVITY:
This system in the UC Controls Lab can be accessed
via webcam and remote log-in to allow experiments
to be demonstrated in the classroom, including major
earthquakes and disturbances of varying amplitude
and frequency determined by the user.
Do you see the pattern to discover the equation?
ASSESSMENT:
10
9
8
7
6
Find the stiffness of
this common object.
5
4
3
2
y = .10x + 10
Make a table and graph
1
0
0
1
2
•List 10 linear relationship examples
•Write ½ page experiment summary report
•Make a summary poster to hang in the room
•Compare and contrast each other’s posters
•Create a “very strong” new product including the
table, graph, and equation
•Present product to class and score self 1-10
3
Make a table and discover the equation
HOURS
WORKED
0
1
2
3
x
STANDARDS:
Patterns, Functions, and Algebra
MONEY
MADE
0
8
16
24
Graph and discover the equation
Make a table and discover the equation
2. Generalize patterns using functions or relationships
(linear, quadratic and exponential), and freely
translate among tabular, graphical, and symbolic
representations.
8. Find linear equations that represent lines that pass
through a given set of ordered pairs.
15. Describe how a change in the value of a constant
in a linear or quadratic equation affects the related
graphs.
•The students will observe and then replicate
demonstrations of various materials being
stretched or broken.
•The correlation to forces as they relate to
earthquakes will be made.
•The idea of using erratic animal behavior as
an accurate predictor of seismic activity will be
introduced.
ASSESSMENT::
•Complete Knowledge tracking chart
•Complete vocabulary worksheet
•Write report designing experiment to use
animal behavior as a predictor of earthquake
ODE SCIENCE BENCHMARKS:
11-12 Physical Science D : “Apply principles of forces and motion
to mathematically analyze, describe, and predict the net effects on
objects or systems.
11-12 Life Science B: “Explain how humans are connected to and
impact natural systems”
11-12 Life Science E: “Explain the interconnectedness of the
components of a natural system”
11-12 Scientific Ways of Knowing A: “Explain how scientific
evidence is used to develop and revise scientific prediction, ideas,
or theories
11-12 Scientific Ways of Knowing C: “Explain how societal issues
and considerations affect the progress of science and technology