geol 15 to earthquakes and hazards - science.earthjay.com...you couldn't even stand up when...

GEOL 15 Lecture 1 1/22/2014

GEOL 15 Introduction to Earthquakes

and Geologic Hazards (3 units)

Spring 2014 Section E4736 M&W 1:05‐2:30PM Room HU125

Jason “Jay” R. Patton

Jason‐[email protected]

http://science.earthjay.com/?page_id=814

Class Business: RosterSyllabus and Class ContentCourse Agreements

Introductions to each other

General Daily Schedule:Possible Bonus Five Minute Pop Quiz (10)HAZARD UPDATE! (e.g. earthquake list)Cover Material/ObjectivesGroup Activity and/or DiscussionClass ReviewPreview Next Class

Class Business: RosterSyllabus and Class Content (next slide: outcomes)Course Agreements


General Daily Schedule:Possible Bonus Five Minute Pop Quiz (10)Review Recent Hazards (e.g. earthquake list)Cover Material/ObjectivesGroup Activity and/or DiscussionClass ReviewPreview Next Class

Course Learning Outcomes

1. Apply the scientific method and scientific reasoning to critically evaluate geologic phenomena.

2. Communicate the basic elements of plate tectonic theory and apply these concepts in describing how earthquakes, or other geologic hazards, impact both humanity and the natural environment.

3. Apply physical science principles to describe how energy is transmitted through geologic systems.



Introductions to each otherMeYou


hand driven “gouge” cores gas engine vibrated “vibra” cores

vibra-core strata from Hookton Slough, southern Humboldt Bay


High marsh overlain by tsunami deposit overlain by sub-tidal mud

Mosher, et.al. 2008

Cross Section

Tectonic Setting:• Indo‐Australia plate

subducts obliquely beneath Sunda microplate

• 2004 & 2005 earthquake regions in brown and green

• Trench deepens from 4.5 to 6.5 north to south (>CCD)

• Fans in the northEarthquake

Earthquakes, ground motions, landslides, turbidity currents, and turbidites:• Seismic Forcing of Slope Stability

• Earthquake creates Ground Motions• Ground Motions trigger Landslides• Landslides transform into Turbidity Currents• Turbidity Currents leave deposits called Turbidites

Submarine Landslides


R/V Roger Revelle in Deep Sea Port of Phuket, Thailand

Piston Coring from a schooner

RR0705-96PC/TC. What is most likely the 2004 turbidite is displayed in this figure from cores 96PC and 96TC, plotted as a composite core.• A. From left to right, mean grain size (μm,

log scale), • point magnetic susceptibility (ms, SI 10-5), • gamma density (g/cc), • CT density (greyscale digital number), • RGB imagery, • CT imagery, • turbidite structure (lithologic log),• texture, and • the lithologic notes.

Key Observations to note:• Soupy and unconsolidated

sediments• Lack of hemipelagic

sediment in core tops• Lack of oxidation in core

tops (<1‐5 years)

4 5

12 3

Possible 2004 Deposit Core Location Map. Chlieh, et.al. 2007


Flattening Core Log data to Stratigraphic Horizons offshore SumatraA) Map of core locations and sediment sourcesB) Core dataC) Flattened core data

The likely implications for these correlations:• Triggering was synchronous

(deposition of these turbidites spans minutes to several hours, impossible to evaluate with radiometric ages)

• Triggering was regional in extent (especially demonstrated in slope cores that have unique sedimentary sources)

CorrelationsRanked by certaintyConstrained by:• geophysical

flattening• Radiocarbon

ages• Stratigraphic

order

Introductions to each otherMeYou Pair up, interview your partner and take notes, then report to the class:• What is your favorite GIS data set?• What do you want to do with GIS

when you grow up (even if you are already grown up)?

• Why are you taking this class?





Today’s Schedule:Review Recent Hazards (e.g. earthquake list)Cover Material/Objectives

Scientific MethodEnergyHazard vs. RiskHazards We Will Investigate

EarthquakeTsunamiLandslideVolcanoFlood

Group DiscussionClass ReviewPreview Next Class

http://earthquake.usgs.gov/earthquakes/map/

Recent Hazards:• Earthquakes• Any Others?

Today’s Objectives:• Scientific Method: what are the steps, can we

tell what step we are in?• Forms of Energy: how these are manifested in

the earth sciences?• Hazard vs. Risk: What is the difference?


What is the Scientific Method?What are the steps?

http://www.thwink.org/sustain/deadlock/WhyUnableToSolveProblem.htm

1. Observe a phenomenon.2. Formulate an hypothesis.3. Design an experiment to test the hypothesis.4. Perform the experiment.5. Accept, reject, or modify the hypothesis.

http://aphysicist.deviantart.com/art/The‐Scientific‐Method‐289852982

Hypothesis

What is an example of the Scientific Method in practice?

What causes ice to melt? (or prevents ice from melting)

1. Observe the phenomenon. (e.g. ice melts)2. Formulate a hypothesis. (e.g. ?)3. Design an experiment to test the hypothesis. (e.g. ?)4. Perform the experiment.5. Accept, reject, or modify the hypothesis. (e.g. ?)

What is Energy?

Potential vs. Kinetic?

Energy is the ability to do work. Forms of Energy:

Chemical, electrical, thermal, radiant (light), mechanical, nuclear, etc. Can you think of some examples?

Stored energy is Potential energyMoving energy is Kinetic energyDo you know examples of each?

http://www.energyquest.ca.gov/story/chapter01.html

Can energy change form? Do you know an example?A car uses stored chemical energy in gasoline to move. The engine changes the chemical energy into heat and kinetic energy to power the car.

http://en.wikipedia.org/wiki/Energy


http://www.srh.noaa.gov/jetstream/atmos/hydro_cycle.htmhttp://www.srh.noaa.gov/jetstream/downloads/hydro2010.pdf

Potential vs. Kinetic? What is Force? Do you have an example that you can demonstrate?

There are two types of forces, “Contact” and “Action‐at‐a‐distance.” What are examples of each type of force?

• A force is a push or pull upon an object resulting from the object's interaction with another object.

• Whenever there is an interaction between two objects, there is a force upon each of the objects.

• When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.

Contact:Frictional ForcesTensional ForcesNormal ForcesSpring Force

http://www.physicsclassroom.com/class/newtlaws/u2l2a.cfm

Action at a Distance:Gravitational ForcesElectrical ForcesMagnetic Forces

http://fatherofthefaith.com/sei/coefficient‐of‐friction‐between‐cast‐iron‐and‐pine.html http://www.ccohs.ca/oshanswers/hsprograms/hazard_risk.html

• A hazard is a situation that poses a level of threat to life, health, property, or environment.

• Do you know of any examples?

What is a Hazard? http://en.wikipedia.org/wiki/Hazard

• Risk is the potential of loss (an undesirable outcome, however not necessarily so) resulting from a given action, activity and/or inaction.

• Can you think of an example where there is a hazard but no risk?

What is Risk? http://en.wikipedia.org/wiki/Risk


• Earthquake• Tsunami• Landslide• Volcano• Flood

What are some potential Hazards? The Cascadia subduction zone (CSZ)

The following paragraph is a recording from the radio announcer R. Pate, at the radio station KHAR, who was on duty when the earthquake struck. (Bolt,1978)

"Hey, boy!—Oh‐wee, that's a good one! Hey—boy oh boy oh boy! Man, that's an earthquake! Hey, that's an earthquake for sure!—Whee‐eee! Boy oh boy—this is something you'd read—doesn't come up very often up here, but I'm going through it right now! Man—everything's moving—you know, all that stuff in all the cabinets have come up loose... Who‐eee! Scared the hell out of me, man! Oh boy, I whish this house would quit shaking! That damn bird cage—oooo—oh man! I've never lived through anything like this before in my life! And it hasn't even shown signs of stopping yet, either—ooooeeee—the whole place is shaking—like someone was holding—Hold it, I'd better put the television on the floor. Just a minute—Boy! Let me tell you that sure scared the hell out of me and it's still shaking, I'm telling you! I wonder if I should get outside? Oh boy! Man, I'm telling you that's the worst thing I ever lived through! I wonder if that's the last one of 'em? Oh man! Oh—Oh boy, I'm telling you that's something I hope I don't go through very often. Maa‐uhn!—I'm not fakin' a bit of this— I'm telling you, the whole placed just moved like somebody had taken it by the nape of the neck and was shaking it. Everything's moving around here!—I wonder if the HAR radio tower still is standing up. Man! You sure can't hear it, but I wonder what they have to say on the air about it? The radio fell back here— but I don't think it killed it—Oh! I'm shaking like a leaf—I don't think it hurt it. Man, that could very easily have knocked the tower down—I don't get anything on the air—from any of the stations—I can't even think! I wonder what it did to the tower. We may have lost the tower. I'll see if any of the station come on—No, none of them do. I assume the radio is okay—Boy! The place is still moving! You couldn't even stand up when that thing was going like that—I was falling all over the place here. I turned this thing on, and started talking just after the thing started, and man! I'm telling you, this house was shaking like a leaf! The picture frames—all the doors were opened—the dishes were falling out of the cabinets—and it's still swaying back and forth—I've got to go through and make a check to make sure that none of the water lines are ruptured or anything. Man I hope I don't live through one of those things again...."

http://webshaker.ucsd.edu/sounds/r1.asxhttp://webshaker.ucsd.edu/soundRecords.html

Group Discussion:

• What Hazards are also Risks to us on the Northcoast?

• Why?


Class Review:Review Recent Hazards (e.g. earthquake list)Cover Material/Objectives

Scientific MethodEnergyHazard vs. RiskHazards We Will Investigate

EarthquakeTsunamiLandslideVolcanoFlood

One Minute Paper, that lasts three minutes.

I want to read about what you do understand. What is the most exciting thing you learned today?

I want to read about what you do not understand. What may have been confusing?

What is one question that you have about today’s lecture?

We will cover these issues during our review of today’s class at the beginning of our next class.

Next Class:

• Earthquake Hazards• Stress and Strain (energy transfer)• Sliding Brick / Elastic Rebound Activity• First Pop Quiz (email me tonight with

your personal information and I will provide you a special clue for the quiz).

Email me the following to: Jason‐[email protected]

• Name• Why are you taking the class?• What is your goal at College of the Redwoods?• What is the highest level of math you have taken?• What are some hobbies?• How will you use what you learn in this class in your

daily life?• What is the most important natural hazard (as it

relates to you and your life)?• Have you experienced any natural hazards? If so, do

you have a story to tell? Please tell me your story.

geol 15 to earthquakes and hazards - science.earthjay.com...you couldn't even stand up when...

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