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Designed to provide teachers of earth science with activities and information that will assist them in keeping their curricula up to date, this publication contains activities grouped into six chapters. Chapter titles are: (1) Weather and Climate, (2) Oceans, (3) The Earth and Its Surface, (4) Plate Tectonics, (5) Uses of Space Photography, and (6) Space. Each activity has been set in the same general format (introduction, objectives, materials, procedure, and, for some activities, review or summary questions). Some activities are new; others have been standard for years but are located in publications no longer readily available to teachers. (PB)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Activities in this module focus on the nature and operation of isotasy (principle of buoyancy applied to solid materials of the earth's crust). Students identify conditions under which one substance floats in another substance, predict movement of earth's crust when material is added to or substracted from the crust, and predict relative thickness of crustal areas from average density and elevation data. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods suggested; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Two to three class periods are recommended to study possible explanations for large changes in sea level that occurred during and since Cretaceous time. Relationships between rock temperatures and volumes that rocks occupy are examined. Applications of this knowledge (and knowledge of sea-floor spreading) are used to explain sea level changes by gathering data from a model of sea-floor spreading constructed of blocks on a paper grid. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending three 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Using four types of data recorded by geologists, students determine the position of the mid-Atlantic ridge as it crosses Iceland, the only extensive area of plate growth lying above water. In addition to examining types of geological activity in Iceland related to plate growth and fitting data consistent with a single explanation, benefits and hazards to Iceland's citizens resulting from being on the mid-Atlantic ridge are examined. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending one 45-minute class period for this module; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Focusing on a land bridge (connection between two land masses), students explain how the Bering Land Bridge first became possible, list two animals that migrated during each of the two major time periods, and explain two ways for a land bridge to become exposed or submerged. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending two 45-minute class periods for this module; (8) summary questions (with answers); (9) extension activities; and (10) list of references. In these activities on microcontinental tectonics, students duplicate the rotation of some microcontinents, determine the original location of microclimates by studying their paleomagnetism (declination and inclination), and find out why Baja, California will someday be a microcontinent like Madagascar and New Zealand. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending three 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Using volcanic areas ("hot spots") as the focal point, students record patterns existing in familiar earth materials, describe the force necessary to produce these patterns and force produced in areas located over hot spots, identify crustal plates moving rapidly and those moving relatively slowly, describe surface features in a hot spot area, and describe what changes take place as a hot spot continues to develop. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending two-three 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. In this module students draw a profile of the sea floor using bathymetric data, identify which topographic elements are similar on many bathymetric profiles across a portion of the North Atlantic sea floor, describe relationships between sea-floor topography and earthquake epicenter locations, compare/contrast bathymetric profile features on a map, and compare distribution of earthquake epicenters on bathymetric profiles with those seen on a World Seismocity Map. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending three 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Activities in this module focus on investigating magnetic characteristics of a sea-floor model in the vicinity of a wide-ocean ridge. The model affords concrete, manipulative experience with the interpretive notions of mirror image (normal and reverse) magnetic patterns, with the amount and rate of sea-floor spreading, and the opportunity to suggest possible ways in which the magnetic pattern could have been formed. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. A game approach is used in this module focusing on land investment and development at a site located at a major plate boundary (San Andreas Fault) in California. Objectives include identifying geologic hazards in an earthquake-prone area, identifying probable effects of these hazards on land and development in the area, and stating measures used to minimize effect of these hazards. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, recommending three 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Assuming knowledge of magnetism, latitude, longitude, geographic poles, and mid-ocean ridges, activities give students experiences with magnetic polarity and polarity reversal, including using a compass to determine magnetic field direction, using data on magnetic field direction and age of rocks in sea floor to find direction and rates of sea-floor spreading, explaining how paleomagnetic data are used in studying earth history, and locating older/younger sea floor parts. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Objectives of activities in this module include locating and relating plate boundaries and areas having frequent earthquakes, explaining how to use historical seismic data to predict earthquakes in an area, listing three precursors (events occurring before an earthquake) and explaining how they are used in earthquake prediction, and making an earthquake prediction based on simulated data. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, suggesting two 45-minute class periods; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Two activities focus on fossil evidence supporting continental drift. Students describe how paleontologists reconstruct animals from small bits of fossil evidence found in Antarctica, list fossils making best climate indicators (and explain why), describe climatic conditions in Antarctica 200-million years ago, and explain possible location of Antarctica in Cretaceous time based on fossil locations from several continents and where paleontologists might look for new fossil evidence. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. In this 2-period module, students study earthquake depth and distribution patterns around the world and the relationship between earthquakes and various types of plate boundaries. The activities require observational, recording, plotting, and inference-making skills and serve as an introduction to plate tectonic theory or as a follow-up activity after a unit on earthquakes. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Data from the Deep Sea Drilling Project are modified in this 4-period, individualized activity focusing on use of fossil ranges in and correlating sea sediments. Students describe kinds of data obtained by the project, determine relative ages of sediment layers by using fossils and principle of supersition, correlate layers represented in diagrams (provided in booklets), and relate age of ocean crust to sea-floor spreading. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Objectives of the activity in this module include telling how the geography of mid-ocean mountains is different on either side of a fracture zone, drawing a diagram to show the relation between sea-floor spreading direction and direction of rock movement on both sides of a fracture zone, and explaining why earthquakes may occur along part of a fracture zone. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Students prepare a strip map in this 2-3 period activity during which they mark the edges of plate boundaries using earthquake data, identify the kind of pattern that earthquake zones show on the earth's surface, and explain why earthquakes occur more frequently in some places than others. (Author/JN)

Crustal Evolution Education Project (CEEP) modules were designed to: (1) provide students with the methods and results of continuing investigations into the composition, history, and processes of the earth's crust and the application of this knowledge to man's activities and (2) to be used by teachers with little or no previous background in the modern theories of sea-floor spreading, continental drift, and plate tectonics. Each module consists of two booklets: a teacher's guide and student investigation. The teacher's guide contains all of the information present in the student investigation booklet as well as: (1) a general introduction; (2) prerequisite student background; (3) objectives; (4) list of required materials; (5) background information; (6) suggested approach; (7) procedure, including number of 45-minute class periods required; (8) summary questions (with answers); (9) extension activities; and (10) list of references. Objectives of this 1-2 period module include identifying divergent, convergent, and transform plate boundaries, demonstrating the relationship between plate boundaries on a sphere by rotation of a small piece of the sphere, and determining where earthquakes commonly occur along plate boundaries. (Author/JN)

The purpose of this booklet is to provide practical information to owners, operators, and occupants of office and commercial buildings on the vulnerabilities posed by earthquake damage to nonstructural items and the means available to deal with these potential problems. Examples of dangerous nonstructural damages that have occurred in past earthquakes include broken glass, the overturning of tall and heavy shelves, falling overhead light fixtures, ruptured piping containing hazardous substances, and falling pieces of brickwork or precast concrete panels. Typical nonstructural items are described in terms of their earthquake damageability relative to different intensities of shaking. Charts illustrate high-moderate-low statements of life safety and outage risks and percent replacement cost estimates. The most promising countermeasures for protecting each item from earthquake damage are provided. Photographs illustrate actual instances of damage to each type of nonstructural item. Within the document are 23 figures; appended are 12 references and a 14-item annotated bibliography. (MLF)

This manual presents, in illustrated form, the protective measures needed to save educational buildings from the effects of earthquakes. The information may be used at the community level as a guide to the construction of earthquake resistant educational buildings. Primarily, the manual deals with the construction techniques used for school buildings, student hostels, and teachers' houses built of traditional materials--brick, stone masonry, wood, and adobe. The manual covers the following material: (1) where earthquakes occur and how they damage buildings; (2) design of new educational buildings; and (3) strengthening of existing buildings. Numerous figures and tables are included and two appendixes provide the international earthquake intensity scale and seismic zoning maps of some Asian and Pacific countries. Ten references are included. (SI)

Presents simple laboratory experiments to help students understand the principle of buoyancy and mass balance. Buoyancy experiments can simulate lithospheric mass balance, crustal loading and unloading, and can be used to model differences between the oceanic and continental lithosphere. (MKR)

Part of the Understanding Our Environment project that is designed to engage students in investigating specific environmental problems through concrete activities and direct experience, this unit places Earth in the context of its environment-the Universe-then focuses on Earth as seen from satellites. Students analyze patterns formed by the locations of volcanoes and earthquakes around the world and discover the boundaries of tectonic plates. Students begin by creating a tour of space, from quasars to Earth, and end with a tour of the Earth's biomes. The objectives include: understanding that Earth is part of a larger environment that creates and influences conditions on Earth, understanding the role of the Earth's interior in influencing Earth's surface environment, considering the variety and significance of the Earth's surface features, discussing conditions that make life possible on Earth, and learning about the natural regions of the Earth. (JRH)

Describes and attempts to explain the sporadic devastating effects of the Northridge (California) Earthquake of January 17, 1994, as being the result of constructive interference from P and S earthquake waves. (MVL)

Contains the second of three columns reviewing films on earthquakes. The films are about earthquakes in general, though California earthquakes play a dominant role in many of these films, which are rated on a scale of one to five stars. The list includes the year made, length of time in minutes, distribution source, and price. One of the top-rated films is "Earthquake: the Terrifying Truth." (AIM)

Indicates the importance of the development of students' measurement and estimation skills. Analyzes earthquake data recorded at seismograph stations and explains how to read and modify the graphs. Presents an activity for student evaluation. (YDS)

Describes a project where students download seismological data from the Internet and use the data to plot earthquakes on a world map. Combines elements of geography, mathematics, and science. (JRH)

Discusses the way in which physics can be used to determine the structure of the Earth and observe the processes indicative of the structures dynamic nature. (MDH)