The workshop brought together scientists and informal educators to learn about EarthScope and other geophysical studies that record Earth movements and image the deep structure of the continent. The workshop coincided with the 200th Anniversary of large earthquakes that struck near New Madrid, Missouri, as well as arrival of the USArray of seismometers in the central United States. This was the sixth in a series of workshops for park rangers and museum educators sponsored by the EarthScope National Office.
Summary: EarthScope New Madrid–Central U.S. Interpretive Workshop
Fogelman Executive Conference Center, Memphis, Tennessee, March 17-20, 2011
The central U.S. region is a prime target area to investigate intra-continental earthquakes as well as the deep structure and tectonic evolution of the North America continent. The workshop featured presentations by prominent scientists and interpretive professionals to help convey the story of the landscape and geological hazards of the Central United States. Participants learned how to use basic geologic information and EarthScope science results, and developed and presented actual interpretive programs during the workshop.
Organizations represented included: Newburg Children's Museum; The Museum of Discovery; Longway Planetarium; Reelfoot Lake Research and Teaching Center; Baylor University; Sesser-Valier School; Maine East High School; Adventure Science Center and Sudekum Planetarium; Pink Palace Museum; Reelfoot Lake State Park; Tennessee Emergency Management Agency; Starved Rock State Park; Sharpe Planetarium; Signature Design; Bootheel Youth Museum; Public Lands Interpretive Association; Paris Landing State Park; Crowley's Ridge State Park; Chapman University; Michigan Tech University; Friends of Crab Orchard Public Library; and Norris Dam State Park.
Instructors were from the University of Memphis, Illinois State University, the Southern California Earthquake Center, Oregon State University, IRIS, and UNAVCO. Excerpts of their presentations are available at www.earthscope.org/workshops/new_madrid/presentations.
Instructors:
- Bob Lillie (Prof. Geology, Oregon State Univ.; Certified Interp. Trainer; EarthScope Education/Outreach Manager)
- Skip Nelson (Prof. Geology, Illinois State University; Director of Illinois EarthScope Teacher Training Program)
- Jer Ming Chiu (Professor, Center for Earthquake Research and Information, University of Memphis)
- Bob de Groot (Education Programs Manager, Southern California Earthquake Center)
- Chuck Langston (Director, Center for Earthquake Research and Information, University of Memphis)
- Beatrice Magnani (Assoc Research Prof, Center for Earthquake Research and Information, University of Memphis)
- Patrick McQuillan (Education and Outreach Specialist, Incorporated Research Institutions for Seismology)
- Kent Moran (Historian and Research Assoc, Center for Earthquake Research and Information, Univ of Memphis)
- Shelley Olds (Science Education Specialist at UNAVCO, Inc.)
- Christine Powell (Professor, Center for Earthquake Research and Information, University of Memphis)
- Roy Van Arsdale (Professor, Department of Earth Sciences, University of Memphis)
Interpretive presentations:
The participants and scientists worked in groups to develop interpretive programs focused on how society benefits from knowledge of earthquake hazards and geophysical monitoring. The very innovative (and entertaining) programs developed and presented at the end of the workshop are outlined below.
Group 1 – Grace Land Forms
Topic: “All Shook Up—Mysterious Landforms of New Madrid”
Setting: A guided bus trip in the New Madrid Seismic Zone
Audience: A group of Elvis impersonators
Theme: “Science solves the mystery of creating the New Madrid landforms.”
This presentation follows a touring group of Elvis impersonators as they explore the geology and geomorphology of New Madrid on a magical, EarthScope school bus, driven by Miss Frizzle. Landforms and famous landmarks are explained with Elvis-Style metaphors and songs. Sandblows, for example, are accompanied by a shaken-up coke bottle demonstration and “All Shook Up” music and lyrics. Hail to the King, baby!
Group 2 – Pulse of our Times
Topic: “Moving Forwards to Look Backwards”
Setting: Life-guard break at a swimming pool or lake in a state park
Audience: Parents and children visiting a state park in the New Madrid Seismic Zone
Theme: “Evolving technology enhances our understanding of geology.”
Seismic and earthquake data are discussed, along with observations from the time of the 1811-12 New Madrid quakes, such as diaries and letters from people who felt the tremors. Past ideas and concepts are explored along-side modern earthquake assessment techniques, with tie-ins to how kids can participate (such as SeisMac or the iPhone app). The concept of using seismic tomography to “see” into the Earth is also discussed.
Group 3 – Shake, Rattle, and Roll
Topic: “How Seismic Waves Travel”
Setting: A museum in the Memphis area
Audience: A group of 4th to 6th graders visiting the museum
Theme: “Earthquakes produce a variety of seismic waves that shake, rattle, and roll.”
This presentation addressed basic concepts of seismology, such as P- and S-waves and how they move. Various metaphors were used, such as a slinky and a water droplet. They illustrate how to reach a younger audience, but still keep true to the seismic information to be shared. For example, in one activity, the kids were lined up shoulder to shoulder. When they placed their arms around the shoulders of their neighbors, they represented a solid (with rigidity); when they left their arms at their sides, they represent a liquid (lacking rigidity). A “push” at one end represented a P-wave—this wave propagated through the kids when their arms were locked (a solid), but less easily when their arms were free (a liquid). Next, instead of pushing, the first kid in the chain was bent double at the waist to represent an S-wave. This wave propagated through the solid (locked arms represent rigid-ity) but not the liquid (no locked arms mean a lack of rigidity).
Group 4 – Shakin’ Bacon
Topic: “New Madrid: Who’s the Big Bad Wolf Now?”
Setting: A new earthquake exhibit at a park or museum
Audience: Parents and younger children
Theme: “How we build our buildings can provide safety from the Big Bad Earthquake Wolf.”
“The Three Little Pigs” tale is used as a metaphor for preparedness and hazard awareness. This presentation involves teaching to younger children, but uses audience participation in the story-telling to engage the crowd. Once the story is over, the kids and their families visit the new museum exhibits to learn the concepts behind the metaphor. Coke cans, for example, can be easily knocked over by shaking a table. Once the cans have been connected with cross beams and a shear wall, it requires much more force to disturb the cans.