Flight Mission Challenge: Improving Earthquake Monitoring Educator’s Guide with Activities in Science, Technology, Engineering, and Mathematics Grades 5-9 Acknowledgements



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Flight Mission Challenge:

Improving Earthquake Monitoring
Educator’s Guide with Activities in Science, Technology, Engineering, and Mathematics

Grades 5-9

Acknowledgements


Authors:
Victoria B. Costa, Professor, Science Education, California State University, Fullerton, California
Shaun Smith, Education Flight Projects Specialist, NASA Dryden/AERO Institute
Maria Blue, Elementary Teacher, Santa Clarita, California


AREES Master Educators participated in earthquake and soil moisture research missions aboard the Gulfstream-III during summer 2010. Pictured with the team is Michelle Haupt, NASA Engineering Operations Specialist.

Julie Bookman, Science Teacher, Palmdale, California


Marlene McShea, Science Teacher, Palmdale, California
Bobbie Mitchell, Mathematics Teacher, Palmdale, California
Doug Phelps, Science Teacher, Los Angeles, California
Sonja Squires, Science Teacher, Palmdale, California

Editor:
XXX


Special Thanks To:
Tim Moes, NASA UAVSAR Project Manager, NASA
Tom Mace, Senior Science Advisor, NASA
Michelle Haupt, NASA Engineering Operations Specialist, NASA
Randy Albertson, NASA Airborne Science Program Deputy Director, NASA
Russell Billings, NASA Dryden Pre-College Manager, NASA Dryden/AERO Institute
Katrina Emery, NASA University Research Center Program Manager, NASA
Yvonne Campos, Teacher, Palmdale, California

Letter to Educators


Dear Educators,


The National Aeronautics and Space Administration is gaining a better understanding of earthquakes in California thanks to a specially modified jet, the Gulfstream-III. NASA engineers use radar to collect data on how quakes change the Earth’s surface, which may eventually help scientists predict earthquakes. NASA hopes to collect baseline data in critical areas in order to improve our understanding of how quakes affect not only the immediate area of the quake, but also the state of stress in the surrounding faults. This will help them improve their forecast models of quake probability and magnitude.
This educator guide is a starting point for middle school students to begin researching and answering the challenge of improving earthquake monitoring across the United States and throughout the world. At this time, baseline data have been collected throughout California and a few other regions, such as Haiti and the Dominican Republic. The primary challenge of the Flight Mission Challenge: Improving Earthquake Monitoring is to identify where, how, and why additional baseline data should be collected.
The guide is divided into three major sections. The first section engages students in the study of earthquakes, including the causes and locations of earthquakes; scale and measurement of earthquakes; impact and ways to mitigate earthquakes’ effects. This section leads students to identify new areas where collection of baseline earthquake data is critical.
The second section of the guide engages students in the principles of flight and flight planning, including requirements for planning a flight on the G-III, the collection and analysis of UAVSAR data, and use of the NASA online flight planning tool. This section leads students to develop a flight plan that allows for the efficient and comprehensive collection of data.
A third section of the guide provides further details on the FMC: IEM rules and requirements, multimedia formats and resources, and evaluation rubrics. In this contest, small teams of students are challenged to design a flight mission to collect baseline earthquake monitoring data.
The Flight Mission Careers Corner highlights NASA scientists and engineers involved in the G-III UAVSAR missions.

With the goal of assembling the best team possible, student team members will be assigned expert roles. If a team is small, then some members may need to fulfill more than one role.



  • M
    Find the Flight Mission Challenge: Improving Earthquake Monitoring (FMC: IEM) starting on page XX of this guide. Information about the FMC: IEM contest will be found at:

    http://XXX.nasa.gov
    ission Scientist

  • Flight Engineer: Flight Operations Specialist

  • Technology Specialist (UAVSAR)

  • Mission Director/Project Manager

  • Pilot

  • Technology Specialist (Multimedia)

Through the activities and independent research, student teams will:



  • Select a site for earthquake monitoring

  • Prepare a flight plan

  • Develop a multimedia proposal to submit to NASA

FPC: IEM is a dynamic, standards-based classroom project that provides your students the opportunity to investigate, evaluate, design, and present a solution for a real world problem that will not only contribute to our knowledge of how earthquakes shape the surface of the earth, but also inform our understanding of environmental hazards at the global level.



Table of Contents





Page

Acknowledgements




Letter to Educators




Introduction for Educators




Standards




Science




Mathematics




English/Language Arts




Technology




Learning Objectives




Unit Timeline




Teacher Notes




Assessment Timeline




Strategies for Engaging and Supporting All Students




Daily Log Questions




Key Vocabulary




Section 1: Improving Earthquake Monitoring




Introduction




The Flight Mission Challenge




Establishing Teams




Activity 1.1: Jigsaw Challenge Brainstorm




Earthquakes: From Cause to Impact




Activity 1.2: Plate Tectonics and Volcanism




Activity 1.3: Plate Tectonics and Earthquakes




How Scientists Monitor Earthquakes




Mitigating the Impact of Earthquakes




Engineering Extension: Quaky-Shaky Design Challenge




Activity 1.4: Selecting the Site for the Flight Mission Challenge




Section 2: Elements of Flight Planning




The G-III UAVSAR




Activity 2.1: Swath Geometry Problem Set




Activity 2.2: Interpreting Interferograms




Components of a Flight Plan




Activity 2.3: Flight Planning – Part 1




FMC:IEM Considerations




Activity 2.4: Flight Planning – Part 2




The Flight Mission Challenge: Improving Earthquake Monitoring




Challenge Objectives




Challenge Description




Assessment Process




Extensions




Multimedia Options and Resources




FMC: IEM Multimedia Presentation Rubric




Letter to Students




Instructional Materials




Student Resources - Improving Earthquake Monitoring




Jigsaw Challenge Brainstorm (Activity 1.1)




Team Members (Activity 1.1)




Plate Tectonics and Earthquakes (Activity 1.3)




Argument Construction Worksheet (Activity 1.4)




Presentation Flow Chart - Site Selection (Activity 1.4)




Student Resources - Elements of Flight Planning




Swath Geometry Problem Set (Activity 2.1)




Interpreting Interferograms (Activity 2.2)




Flight Plan Draft (Activity 2.3)




Presentation Flow Chart – Flight Plan (Activity 2.4)




Teacher Resources




Proposal Checklist and Scoring Guide (Activity 2.5)




Team Conference Checklist




Daily Log Prompts




Multiple Choice Test Bank




Online Resources




Plate Tectonics and Volcanoes (Activity 1.2)




Engineering Design Packet (Engineering Extension)




Additional Resources




Career Corner Summaries




Career Corner: Project Manager Engineer Tim Moes




Career Corner: Flight Operations Engineer Michelle Haupt




Career Corner: Instrument Engineer XXX




Career Corner: Pilot XXX




Career Corner: Mission Scientist XXX




Resources




Shaky Table Construction Directions




Educator Reply Card





SCIENCE Standards Addressed in the FMC:IEM Curriculum

National (5-8)

National (9-12)

Science as Inquiry

  • Abilities necessary to do scientific inquiry

  • Understanding about scientific inquiry

  • Abilities necessary to do scientific inquiry

  • Understanding about scientific inquiry

Earth and Space Science

  • Structure of the Earth System

  • Energy in the earth system

Science and Technology

  • Abilities of technological design

  • Understanding about science and technology

  • Abilities of technological design

  • Understanding about science and technology

Science in Personal /Social Perspectives

  • Populations, resources, and environments

  • Natural hazards

  • Science and technology in society

  • Natural and human-induced hazards

  • Science and technology in local, national, and global challenges

California (9-12) Students will . . .

California (9-12) Students will . . .

Earth Science


1 Plate Tectonics and Earth’s Structure

  • (1.a.) Know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones.

  • (1.d.) Know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface.

  • (1.e.) Know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions.

  • (1.f.) Know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.

  • (1.g.) Know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region.

2 Shaping Earth’s Surface

  • (2.d.) Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

6. Processes

  • (6.a) Know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics.

  • (6.b.) Know the principal structures that form at the three different kinds of plate boundaries.

  • (6.c.) Know why and how earthquakes occur and the scales used to measure their intensity and magnitude.

Forces and Motion

2. Forces (8th)

  • (2.a.) Students know a force has both direction and magnitude.

  • (2.b). Students know when an object is subject to two or more forces at once, the result is the cumulative effect of all the forces.

  • (2.c.) Students know when the forces on an object are balanced, the motion of the object does not change.

  • (2.d.) Students know how to identify separately the two or more forces that are acting on a single static object, including gravity, elastic forces due to tension or compression in matter, and friction.

  • (2.e.) Students know that when the forces on an object are unbalanced, the object will change its velocity (that is, it will speed up, slow down, or change direction).

(2.f.) Students know the greater the mass of an object, the more force is needed to achieve the same rate of change in motion.




Investigation and Experimentation


  • Develop a hypothesis.

  • Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

  • Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.

  • Communicate the steps and results from an investigation in written reports and oral presentations.

  • Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map.

  • Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).

  • Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

  • Recognize the usefulness and limitations of models and theories as scientific representations of reality.

  • Read and interpret topographic and geologic maps.

  • Recognize the cumulative nature of scientific evidence.

  • Analyze situations and solve problems that require combining and applying concepts from more than one area of science.

  • Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California.


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