HAZARD HUNT 1. What do you think is the direct cause of most earthquake deaths and injuries? You probably came up with some good ideas, but you may be surprised to find that most deaths and injuries during an earthquake are due to falling debris from damaged buildings. IN-CLASS ACTIVITY In about 8 minutes, go on a hazard hunt in and around this building. Try to identify as many hazards as you can. Keep a list and/or diagram to help you remember so that you can report to the class. Classroom Hazard Hunt Are free-standing cabinets, bookcases, and wall shelves secured to a structural support? Are heavy objects removed from shelves above the heads of seated students? Are aquariums and other potentially hazardous displays located away from seating areas? Is the TV monitor securely fastened to a stable platform or securely attached to a rolling cart with lockable wheels? Is the classroom piano secured against rolling during an earthquake? Are wall mountings secured to prevent them from swinging free or breaking windows during an earthquake? Are hanging plants all in lightweight, unbreakable pots and fastened to closed hooks? Community Hazard Hunt Worksheet What hazards can be found in this community? Quake-Safe Home Checklist 1. Place beds so that they are not next to large windows. 2. Place beds so that they are not right below hanging lights. 3. Place beds so that they are not right below heavy mirrors. 4. Place beds so that they are not right below framed pictures. 5. Place beds so that they are not right below shelves with lots of things that can fall. 6. Replace heavy lamps on bed tables with light, non-breakable lamps. 7. Change hanging plants from heavy pots into lighter pots. 8. Use closed hooks on hanging plants, lamps, etc. 9. Make sure hooks (hanging plants, lamps, etc.) are attached to studs. 10. Remove all heavy objects from high shelves. 11. Remove all breakable things from high shelves. 12. Replace latches, such as magnetic touch latches on cabinets, with latches that will hold during an earthquake. 13. Take glass bottles out of medicine cabinets and put on lower shelves. (PARENT NOTE: If there are small children around, make sure you use childproof latches when you move things to lower shelves.) 14. Remove glass containers that are around the bathtub. 15. Move materials that can easily catch fire so they are not close to heat sources. 16. Attach water heater to the studs of the nearest wall. 17. Move heavy objects away from exit routes in your house. 18. Block wheeled objects so they can not roll. 19. Attach tall heavy furniture such as bookshelves to studs in walls. 20. Use flexible connectors where gas liens meet appliances such as stoves, water heaters, and dryers. 21. Attach heavy appliances such as refrigerators to studs in walls. 22. Nail plywood to ceiling joists to protect people from chimney bricks that could fall through the ceiling. 23. Make sure heavy mirrors are well fastened to walls. 24. Make sure heavy pictures are well fastened to walls. 25. Make sure air conditioners are well braced. 26. Make sure all roof tiles are secure. 27. Brace outside chimney. 28. Bolt house to the foundation. Remove dead or diseased tree limbs that could fall on the house. GEOS 102 - Earthquake Safety Directions: This assignment will consist of three parts. PART 1 - will take about 15 minutes in class. You will need a sheet of paper to keep notes. You will need these notes for part 2, which will be explained later. You, due to your great knowledge of earthquakes, have been hired to design an Earthquake Survival Kit. Your kit must meet the following minimum requirements: It should provide supplies for a family of 4 people. It should provide supplies for 3 days. It should be able to be stored for long periods of time without spoilage. Take the next 15 minutes. Think about the things you would put in your kit. Write out a list of items you would include, giving both the item name and a quantity. Remember, after a major earthquake many of the things we take for granted would not be available, plan well. PART 2 – begin in class and finish at home: Form a business group with your lab group. Compare your Earthquake Survival Kits. Do you all have the same items? Did you forget something, or did someone else remember something very important? It will be your group's assignment to design an Earthquake Survival Kit that is reliable, practical, and affordable. Your kit must be able to fit in the container displayed in the front of the room. Use all of your lists to make the final decision about what materials will go into your kit. 1. Make a group list of these materials, again showing name and quantity. 2. Calculate a cost for your kit, and a sales price. You should make 40% above cost on each kit. 3. Write a 30-second radio commercial for your kit. (Let people know why the need it, what it will do for them, how much it will cost, and why that is a good value.) 4. Design a magazine ad for your kit, include the same items as listed in #3. Remember though, radio and print are two different advertising mediums. PART 3 – Assessment (complete at home): Search the internet for "Earthquake Survival Kits." 1. Does anyone list one? How does it compare to yours, in cost, in items included? Do they advertise it for sale? Is their ad like yours? If you found one on the net. 2. How easy was it to find? Describe your search. 3. What address will get us to the kit you found? 4. Compared to the other kits you found, how would you rate yours on a scale of 1 (worse) - 10 (best). 5. Explain why you gave your kit its rating. 6. Talk to relatives living in earthquake prone areas. Do they have an "Earthquake Survival Kit"? Why or Why not? Fault Model Assignment This is an excerpt from a lesson on faults. For the complete lesson go to http://www.usgs.gov/education/learnweb/ESLesson1.html Construct a fault model using the Fault Model Sheet. 1. Color the fault model that is included according to the color key provided. 2. Paste or glue the fault model onto a piece of construction paper. 3. Cut out the fault model and fold each side down to form a box with the drawn features on top. 4. Tape or glue the corners together. This box is a three dimensional model of the top layers of the Earth's crust. 5. The dashed lines on your model represent a fault. Carefully cut along the dashed lines. You will end up with two pieces. You may wish to have your students tape or glue a piece of construction paper on the side of the two fault blocks along the fault face. This will help with the demonstration. Fault Model Sheet: Shimmy--Shimmy-Shake! (To the tune of Old McDonald's Farm, lyrics adapted from Sylvia Herndon) Verse 1 Verse 3 Rumble, rockin', shakin' ground Get under something near and safe Shimmy--shimmy-shake! Shimmy--shimmy--shake! Whoops! it's hard not to fall down... You must be fast, now don't you wait... Shimmy--shimmy--shake! Shimmy--shimmy--shake! With a rattle rattle here With a rattle rattle here And a rumble tumble there And a rumble tumble there Here a rattle - there a rumble ... Here a rattle - there a rumble Everywhere a rumble tumble. Everywhere a rumble tumble. Rumble, rockin', shakin' ground... Rumble, rockin', shakin' ground... Shimmy--shimmy--shake! Shimmy--shimmy--shake! Verse 2 Verse 4 Someone says It's an earthquake! Hold on tight and 'fore you know Shimmy--shimmy--shake! Shimmy--shimmy--shake! Best to hurry, don't you wait... Rockin's over, you can go... Shimmy--shimmy--shake! No more shimmy--shake! With a rattle rattle here No rattle rattle here And a rumble tumble there No rumble tumble there Here a rattle- there a rumble Here no rattle - there no rumble Everywhere a rumble tumble. Gone is all the rumble tumble, Rumble, rockin', shakin' ground... Rumble, rockin', shakin' ground... Shimmy--shimmy--shake! No more shimmy--shake!