Geography · Year 13

Active learning ideas

Earthquakes: Causes and Impacts

Active learning works for earthquakes because students grapple with invisible forces through tangible models and real-world data. When students feel seismic waves via slinkies or observe building failure on a shake table, they connect abstract wave mechanics to observable consequences in ways that lectures alone cannot.

• National Curriculum Attainment Targets
• A-Level: Geography - Hazards
• A-Level: Geography - Tectonic Processes

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Simulation Game
• 25 min · Pairs

Pairs Demo: Slinky Seismic Waves

Give each pair a slinky. One student creates quick longitudinal jerks for P-waves and transverse shakes for S-waves. Pairs time wave travel along the slinky and note motion differences. Follow with class discussion on damage links.

Explain how different types of seismic waves cause varying degrees of damage.

Facilitation Tip

During the Slinky Seismic Waves demo, demonstrate the difference between P-waves and S-waves by varying the push-pull speed and side-to-side motion yourself so students see the compression vs. shear motion clearly.

What to look for

Pose the question: 'Given the same magnitude earthquake, why might the damage in a densely populated city built on soft sediment be far greater than in a less populated area on solid rock?' Guide students to discuss wave amplification, liquefaction, and building density.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Simulation Game
• 50 min · Small Groups

Small Groups: Shake Table Building Challenge

Groups build structures using spaghetti, marshmallows, and tape to represent different codes. Shake a tray table at varying intensities. Measure collapse thresholds and redesign for resilience. Record findings in shared tables.

Analyze the factors that influence the intensity of an earthquake's ground shaking.

Facilitation Tip

For the Shake Table Building Challenge, provide identical base materials but vary the surface (sand, foam, cardboard) so students directly experience how substrate changes shaking intensity.

What to look for

Provide students with a simplified diagram of seismic wave propagation from a fault. Ask them to label the P-wave, S-wave, and surface waves, and briefly describe the primary motion associated with each and the type of damage each is most likely to cause.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Simulation Game
• 45 min · Small Groups

Whole Class: Earthquake Case Jigsaw

Assign groups one quake (e.g., 1906 San Francisco, 2015 Nepal). Research causes, waves, impacts, responses. Regroup to share via jigsaw, then map patterns on class board.

Compare the effectiveness of different building codes in mitigating earthquake damage.

Facilitation Tip

In the Earthquake Case Jigsaw, assign each group a different event so they notice patterns across regions rather than memorising isolated facts.

What to look for

Students research a specific earthquake case study (e.g., Christchurch 2011, Mexico City 1985). They then present their findings on the primary and secondary impacts to a small group. Peers use a checklist to assess if the presentation clearly explained the role of seismic waves, local geology, and building codes in the event's outcome.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 04

• Simulation Game
• 30 min · Pairs

Pairs Debate: Building Code Comparisons

Pairs prepare arguments for one code (Japan vs. Turkey). Debate effectiveness using evidence from quakes. Vote and reflect on risk reduction criteria.

Explain how different types of seismic waves cause varying degrees of damage.

What to look for

Pose the question: 'Given the same magnitude earthquake, why might the damage in a densely populated city built on soft sediment be far greater than in a less populated area on solid rock?' Guide students to discuss wave amplification, liquefaction, and building density.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should emphasise wave propagation first through models before moving to secondary effects, because students often conflate energy release with damage. Research shows that students retain wave mechanics better when they manipulate slinkies themselves rather than watching a demonstration. Avoid rushing to mitigation strategies before students grasp why damage occurs; their solutions will lack depth if the problem isn’t fully understood.

Students should leave able to distinguish wave types by motion and damage potential, explain why identical magnitude quakes cause different outcomes, and justify building code choices based on geology. Look for students linking wave behaviour to secondary hazards and building responses during discussions and presentations.

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Watch Out for These Misconceptions

• During the Shake Table Building Challenge, watch for students assuming that stronger magnitude always means more damage regardless of site conditions.

  Use the shake table to test identical structures on different surfaces, then have students measure damage and relate it to soil type and wave amplification during a whole-class debrief.

• During the Slinky Seismic Waves demo, watch for students believing that P-waves cause the most damage because they arrive first.

  Ask students to observe which waves create the largest amplitude on the slinky, then connect that observation to surface waves and real-world damage footage to redirect their thinking.

• During the Earthquake Case Jigsaw, watch for students assuming earthquakes only happen at plate boundaries.

  Use the case studies to plot epicentres on a world map, highlighting intraplate quakes like those in the UK, and prompt students to explain why these occur using their tectonic knowledge.

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Methods used in this brief

• Simulation Game