OPENING QUESTION:
What and where is the CSZ? Please discuss and be prepared to share a *detailed* response with the class
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If you missed our last test, please arrange with me to take it after school ASAP (I'm here every day this week)
LEARNING TARGET: I will be able to use the
WORDS O' THE DAY:
- Epicenter
- Focus
WORK O' THE DAY:
We talked yesterday about the 6.8 M quake that hit our area in 2001.
Please work with your team to find it on the map below.
What is the significance, if any, of the location of that earthquake?
Notice that 'epicenter' of that event is on Anderson Island, but the 'focus' of that earthquake is much, much deeper than that!
The 1949 earthquake and the 2001 earthquake were both exceptionally deep in the Earth's crust. They are certainly related to motion of the Juan de Fuca plate against the North America plate, but they are not at all the same a Full or Partial 'Rip' of that entire plate boundary.
Make an individual sketch of Western Washington and suggest areas of intensity that will result from a FULL RIP of the CSZ.
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Scientists have known of the dangers of a Full or Partial Rip on the CSZ since at least the 1990's. That information was slow to percolate out to society in general and communities in Western Washington, Oregon & California in particular.
Oddly enough that changed in a very big way with the publication of a very well researched and reported article in (of all places!) the New Yorker Magazine called:
We're going to read that now.
For content.
Having said that, that doesn't mean you have to read every work in every sentence in every paragraph on every page.
If you are reading a paragraph and you find your mind wandering, no worries, jump to the first sentence of the next paragraph. If/when that paragraph gets slow, skip to the next!
I have paper copies if you prefer.
If you have reading software on your computer you are welcome to go audio, provided of course you use headphones (I have extras).
As you are reading and you come across something that really stands out for you, please grab a strip and in 3 or 4 words *only* write a very brief note (using a sharpie) to describe that item.
We'll use those strips in our review activity so be sure and write big enough letters, and write lengthwise so if we put those strips on the board that the entire class can see!