School Yard Seismology

By Husebye, Eystein S.; Beketova, Elena B. et al. | Journal of Geoscience Education, May 2003 | Go to article overview

School Yard Seismology


Husebye, Eystein S., Beketova, Elena B., Fedorenko, Yuri V., Journal of Geoscience Education


ABSTRACT

The Norwegian EduSeis initiative is foremost tied to deployment of a 3-component seismograph network in schoolyards nationwide. The operational quality of our own designed Cossack Ranger stations ($ 2000) match those of professional instruments thus providing adequate seismic recordings also for basic research. The obvious advantages here is that schoolyard installations ensure free Internet access for data transfer (in trigger mode) to a server at University of Bergen. This allows for timing to the nearest 20 msec removing the need for GPS clocks. To further reduce operational costs, we require that the schools themselves install a data logger and the seismograph. One project goal is to inspire science interests among students so we are concerned about learning psychology in a competitive high school environment. First convoluted mathematics and IT-intricacies are "hidden" in a flexible data base management system (DBMS) so as not to frighten students (and teachers) but providing easy Internet access to recordings in near real time. The DBMS also provides analysis tools for filtering, zooming, etc. so the goal is that students should be able to make epicenter locations and estimate magnitudes (Richter numbers) for local earthquakes even from home. We encourage and cooperate with seismological oriented School Project works, (sort of high school theses) which have proved popular with students and teachers alike. Just try it on http://pcg1.ifjf.uib.no/.

Keywords: EduSeis, school network, Internet access, interactive analysis, epicenter & Richter numbers, geoscience projects.

BACKGROUND

A general concern in many industrial countries is the lack of science interest among high school students which manifests itself in declining science enrollment in universities and lowered proficiency in mathematics and physics. The reason for this is simply that current high technology developments can not be sustained unless academia produce more and relative better scientists and engineers. A major problem here is the recruitment of talented youngsters to start academic careers and some science disciplines have launched special programs for courting high school students to enroll at their respective institutions/universities (Gollub and Spital, 2002). Well-known efforts are those in mathematics and young scientist's competitions on both national and international levels. Seismology and earth sciences are no exception in these courting ventures and the most widely quoted are the EduSeis and outreach programs in the USA. Several other countries have also launched similar programs and links to such efforts are easily found on the ORFEUS web page (http://orfeus. knmi.nl/).

In Norway, we are somewhat late in establishing an EduSeis (Educational Seismology)program and thus have the advantages of learning from mistakes and successes of our colleagues. These lessons are incorporated in our learning strategies presented in next chapter and then followed by a brief description of our 3-component (3C) Cossack Ranger seismograph installed in school yards in Norway (Figure 1). The data base system implemented and seismogram analysis tools adapted are also presented. The design principle of EduSeis Norway is simply to allow students and their teachers access to the wonderful world of seismology free of the rather involved mathematics and complex algorithms associated with the DBMS. Also, we hope to stimulate high school students by allowing them to participate in near real time of local seismicity and explosion activities.

PERSPECTIVE: PROSPECT OF SUCCESS FOR THE SEIS-SCHOOL PROJECT

Our SEIS-SCHOOL project started modestly with installation of a single Cossack Ranger seismograph at the nearby Aasane Gymnasium in November 2000. It worked and became instantaneously successful as a strong local earthquake was recorded a few days later leading to excellent media coverage of students and the school. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

School Yard Seismology
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.