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.

• Year 13
• Geography
• 4 activities
• 25 min–50 min

Learning Objectives

1. Analyze the specific mechanisms by which P-waves, S-waves, and surface waves contribute to earthquake damage.
2. Evaluate the influence of focal depth, distance from the epicenter, and local geology on seismic wave intensity.
3. Compare the effectiveness of different building construction techniques and materials in resisting seismic forces.
4. Synthesize information from case studies to explain variations in earthquake impact and recovery.
5. Critique the design and implementation of building codes in seismically active regions.

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Discussion Prompt

After the Shake Table Building Challenge, 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 using their table results as evidence.

Quick Check

During the Slinky Seismic Waves demo, 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.

Peer Assessment

After the Earthquake Case Jigsaw, have students research a specific earthquake case study (e.g., Christchurch 2011, Mexico City 1985). They present their findings on 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.

Extensions & Scaffolding

• Challenge: Ask students to design a structure that survives both P-waves and surface waves on the shake table, then test it against a standard design.
• Scaffolding: Provide pre-labeled wave cut-outs for the slinky demo so students can physically arrange them to show wave order and motion.
• Deeper exploration: Have students research a secondary hazard like liquefaction, then create a short video explaining how it forms and why it amplifies damage.

Key Vocabulary

Seismic Waves	Vibrations that travel through Earth carrying the energy released during an earthquake. They include P-waves, S-waves, and surface waves.
Epicenter	The point on Earth's surface directly above the focus, or origin, of an earthquake. Seismic waves are typically strongest at the epicenter.
Liquefaction	A process where saturated soil or sand loses its strength and stiffness due to earthquake shaking, behaving like a liquid.
Mercalli Intensity Scale	A scale used to measure the intensity of an earthquake's effects at a particular location, based on observed damage and human reactions.
Fault	A fracture or zone of fractures between two blocks of rock, where the blocks have slid past each other. Earthquakes commonly occur along faults.