Question.2110 - The dynamic earth is always changing, tectonic plates are constantly changing and moving or sticking and building up strain. The various processes lead to volcanoes and earthquakes. This week, you are studying earthquakes, but you are also thinking critically about the relationship between plate tectonics, volcanoes and earthquakes. Here are the discussion resources for this week, in addition to the textbook readings and resources, explore these resources and videos. Earthquakes 101 (about 5 minutes) National Geographic: https://www.youtube.com/watch?v=_r_nFT2m-VgLinks to an external site. Minimize Video Explore three of these short animations: https://www.usgs.gov/programs/earthquake-hazards/earthquake-animationsLinks to an external site. Explore three recent earthquakes: https://earthquake.usgs.gov/earthquakes/map/Links to an external site. Refer back to the Plate Tectonics discussion resources and textbook Chapter 2 as needed. Refer back to the Igneous Processes and Volcanoes discussion resources and textbook Chapter 4 as needed. After completing these activities, develop your initial post. This should be at least a cohesive paragraph. Include a summary, in your own words, summarize the topics and earthquakes explored Identify relationships among the earth's dynamic processes of plate tectonics, earthquakes and volcanoes. Include three things that you found interesting and why Share something you already knew and how you knew it. Grading Criteria: Initial Post: This is worth up to 25 of the 40 points You should Compose at least one cohesive paragraph Strive for proper sentence structure and grammar Strive for proper spelling Review material thoroughly Strive to address all questions posed and more Avoid texting shorthand Interactive Posts: These are worth up to 5 points each (max of 15 points may be earned) for substantive discussion posts. The expectation is to reply to one another and add to the discussion on several days each week. Discussions with contributions on only one day may not receive full credit even for quality posts. Being active on several days builds a learning community. These are posts made in response to classmates/teacher Strive for proper sentence structure and grammar Strive for proper spelling Strive to be academic in nature (these may be conversational, but not just small chat or one word replies) IMPORTANT NOTES ABOUT Discussion Board Posts: You do not need the textbook to complete this assignment. You are provided with the prompts and resources to complete this assignment. This assignment is worth 40 points (25 points for the Initial Post and 15 points for 3 responses). Your Initial Post should be made by midweek (by day 4 of your week, based on day of class) so that it ensures that there are posts for your classmates to start their responses. The 3 responses are due by the due date and may be made through the discussion close date, if different from the due date. You must respond three times, credit may be reduced for responses all completed in one day. As this is a Discussion Board and the expectations is to have a “conversation” with your classmates, late interactivity submissions will not be accepted. Late main post for partial credit can be submitted to the faculty member vis the Inbox or comments tool in the gradebook for that discussion grade (submission comments area).
Answer Below:
Plate tectonics, volcanoes, and earthquakes are linked to how the Earth's crust moves and changes over time, especially regarding earthquakes. Chapter 2 of our textbook discusses plate tectonics, which is the theory that the Earth's lithosphere comprises numerous tiny and large plates that float on top of the semi-fluid asthenosphere. The hot mantle creates convection, which forces the plates to move from one location to another. This results in many natural occurrences, including earthquakes and volcanoes. The latest earthquakes listed on the USGS website struck a chord with me. This link, in turn, led me to conclude that seismic activity is frequently centred near plate borders, where the most significant geological pressures exist. National Geographic's 101 film "Earthquakes" effectively illustrated where this natural phenomenon originates: faults and tension accumulation in the Earth's crust. The USGS photos also showed a variety of earthquake processes, including strike-to-slip, thrust, and normal fault. Putting the two together allowed me to understand better how earthquakes work. The essential things I learnt from these sources were about aftershocks, which are lesser tremors that occur after larger ones, subduction zones, which are critical components of tectonic earthquakes and tsunamis, and finally, human activities that generate seismic occurrences. When I learnt about earthquakes, I was fascinated by how the Earth's crust may alter shape following a catastrophic occurrence. I found the concept intriguing because I connected subduction zones with devastating natural calamities like earthquakes and tsunamis. Finally, realising that humans create earthquakes made me feel compelled to maintain environmental legislation to prevent these adverse consequences from occurring. Before I left on this trip, one of the things that kept coming to mind was the concept of plate tectonics and how crucial it is in changing the structure of our planet. The subject was initially taught in school, and several films were released. However, the basic theory that goes into further depth about how earthquakes occur and how they relate to plate movements allows us to comprehend these geological events. PRs PR 1 When I read the first post, I saw how the relationship was drawn between plate tectonics, earthquakes, and volcanism. Looking at recent earthquakes using USGS symbols provided a solid foundation for my seismic models. For instance, discussing aftershocks provided us with a fresh knowledge of how unstable the Earth's crust is. Aftershocks occur as a result of strong earthquakes. Furthermore, acknowledging that individuals are to blame for activities like fracking, which produces earthquakes, raises environmental sustainability and impact concerns. Finally, the work integrates many ideas and bits of information, creating a clear picture of crustal deformation and its consequences. PR 2 The initial post's description of plate tectonics, earthquakes, and volcanoes was instructive and fascinating. Aside from that, the Natural Earthquakes 101 movie from National Geographic and the instructional animations from the USGS collaborated to make earthquake research more accessible and practical. However, it was the subduction zones that piqued my curiosity. They are the primary source of the most powerful earthquakes and the fatal tsunamis that result. Additionally, fracking-related earthquakes were a topic of discussion. This demonstrated the intricate network of relationships between natural geological processes and human actions worldwide. Overall, the post did an excellent job of showing how Earth's changing processes are linked and gave helpful information about what causes earthquakes and what happens afterwards. PR 3 For my first project, I examined various materials, including internet movies, animations, and current seismic recordings, to determine how related plate tectonics, volcanoes, and earthquakes are. I was particularly interested when they discussed aftershocks because they demonstrated how this plate border governs tectonic movement in the Earth's crust following a large earthquake, which consumes much energy. Seeing subduction zones as the primary cause of large earthquakes and tsunamis taught me more about how continental plates move. Understanding that human activities such as fracking might induce earthquakes and seismic activity shifts was critical for environmental protection and risk management. The piece had no unnecessary concepts. It brought together geological concepts and how they connect to various natural phenomena. This made it easier to comprehend real-world issues relating to the changes occurring within our planet.
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