Activity 01
Slinky Demo: P- and S-Waves
Pairs stretch slinkies end-to-end. Create P-waves by pushing and pulling longitudinally to see compression; then shake side-to-side for S-waves to observe transverse motion. Time wave travel across the slinky and note which arrives first at the far end.
Explain what causes the ground to shake during an earthquake.
Facilitation TipDuring the Slinky Demo, emphasize the difference in wave motion by having students physically push and pull the slinky to simulate P-waves and shake it side-to-side for S-waves.
What to look forPresent students with a diagram showing a fault line and arrows indicating stress. Ask them to label the fault and write one sentence explaining what happens when the stress is released suddenly.
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Activity 02
DIY Seismograph: Station Build
Small groups assemble seismographs using a hanging weight, string, marker, and paper drum. Place on a shaken table to record simulated P- and S-waves. Compare tracings for wave patterns and measure arrival time gaps.
Differentiate between P-waves and S-waves and their behavior.
Facilitation TipWhen students build their DIY Seismograph, circulate to check that each group has a stable base and that the pen touches the paper at the right angle for clear wave traces.
What to look forProvide students with a simplified seismogram showing the arrival times of P-waves and S-waves from one station. Ask them to calculate the time difference between the P-wave and S-wave arrival and state what this difference tells them about the earthquake's distance.
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Activity 03
Epicenter Triangulation: Map Activity
Small groups receive three seismograph data sheets with P- and S-wave arrival times. Calculate time differences, draw circles on a map from each station using a scale, and find where circles intersect as the epicenter.
Analyze how seismographs are used to locate the epicenter of an earthquake.
Facilitation TipFor Epicenter Triangulation, provide colored pencils and rulers so students can clearly mark distances and intersections on their maps without confusion.
What to look forPose the question: 'If you were a scientist trying to locate an earthquake, why would you need data from at least three different seismograph stations?' Facilitate a discussion where students explain the triangulation method.
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Activity 04
Jell-O Quake: Wave Observation
Pairs prepare trays of set Jell-O. Drop objects or shake trays to generate waves, observing how P-waves ripple through and S-waves cause shearing. Sketch wave paths and discuss solid-like behavior of Earth's crust.
Explain what causes the ground to shake during an earthquake.
Facilitation TipIn the Jell-O Quake activity, guide students to observe wave propagation from the sides of the pan to see how waves travel through different layers.
What to look forPresent students with a diagram showing a fault line and arrows indicating stress. Ask them to label the fault and write one sentence explaining what happens when the stress is released suddenly.
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Generate Complete Lesson→A few notes on teaching this unit
Teachers should start with the Slinky Demo to introduce wave types concretely before moving to abstract diagrams. Avoid rushing through the physics of wave motion—instead, use analogies like a slinky or rope to build intuition. Research suggests that students retain more when they physically create and measure waves themselves, so prioritize hands-on time over lecture. Emphasize the relationship between wave speed and damage to help students understand why S-waves cause more destruction.
Successful learning looks like students correctly labeling faults, distinguishing P-waves from S-waves, and using triangulation to locate epicenters. They should explain the connection between wave types and damage patterns and justify why multiple seismograph stations are necessary. Evidence of understanding includes accurate calculations, clear diagrams, and thoughtful discussion contributions.
Watch Out for These Misconceptions
During the Epicenter Triangulation activity, watch for students assuming earthquakes can happen anywhere equally.
Encourage students to plot data points from a world earthquake map and observe that most clusters align with tectonic plate boundaries. Ask them to explain why these areas show more frequent quakes.
During the Slinky Demo, watch for students believing P-waves and S-waves travel at the same speed.
Have students measure the time it takes for each wave to travel the same distance on the slinky. Ask them to calculate the speed difference and explain how this affects seismic wave arrival times.
During the Jell-O Quake activity, watch for students thinking the epicenter is where shaking is strongest.
Ask students to mark the focus on their Jell-O model and compare it to where the surface waves appear to originate. Discuss how distance and geology affect shaking intensity.
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