After an earthquake, students can analyze the seismograms to determine characteristics of earthquakes such as time of occurrence, distance from the epicenter to the station, magnitude, and location. jAmaSeis facilitates student centered investigations of seismological concepts using either a low-cost educational seismograph or streamed data from other educational seismographs or from any seismic station that sends data to the IRIS Data Management System. Students can watch as the seismic waves are recorded on their computer, and can be among the first to analyze the data from an earthquake. To address this opportunity, the Incorporated Research Institutions for Seismology (IRIS), in collaboration with Moravian College, developed ' jAmaSeis', a cross-platform application that enables students to access real-time earthquake waveform data. Adding the ability to view and explore recordings of significant and newsworthy earthquakes in real-time makes the subject even more compelling. J.Įarthquakes capture the attention of students and inspire them to explore the Earth. Successively, by using a probabilisticīravo, T. By using this dataset (more than 300 events), we applied a nonlinear probabilistic earthquake location algorithm using the Equal Differential Time (EDT) likelihood function, (Font et al., 2004 Lomax, 2005) which is much more robust in the presence of outliers in the data. Etna in the last year (2011) which was automatically detected and located by means of the Hypoellipse code. Therefore, we selected, as reference locations, all the events occurred on Mt. Etna during recent years allows their use today in routine earthquake locations. Etna, the 1D model is often unable to represent the complex structure of the volcano (in particular the strong lateral heterogeneities), whereas the increasing accuracy in the 3D velocity models at Mt.
In fact, as the automatic data processing may be affected by outliers (wrong picks), the use of a traditional earthquake location techniques based on a least-square misfit function (L2-norm) often yield unstable and unreliable solutions. The main purpose of this work is to investigate the performances of a different automatic procedure to improve the quasi- real time earthquakes locations. Etna, the seismic network is managed by INGV and the quasi- real time earthquakes locations are performed by using an automatic-picking algorithm based on short-term-average to long-term-average ratios (STA/LTA) calculated from an approximate squared envelope function of the seismogram, which furnish a list of P-wave arrival times, and the location algorithm Hypoellipse, with a 1D velocity model. The reliability of an automatic location algorithm is influenced by several factors such as errors in picking seismic phases, network geometry, and velocity model uncertainties. Tuve', T.Īutomatic procedure for locating earthquake in quasi- real time must provide a good estimation of earthquakes location within a few seconds after the event is first detected and is strongly needed for seismic warning system. Students were also observed to consider a number of problem components simultaneously, indicating their capabilities in handling the complexity of the task.Near- real time 3D probabilistic earthquakes locations at Mt. Group problem solving involved moving iteratively between design phases, frequently revisiting problem scoping, being cognizant of the problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. On testing, students redesigned to build an improved structure. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning.