Science

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4

Earth Science

Student's Name:

Institution:

Instructor's Name:

Course Title:

Due Date

Earth Science

Data to be collected

I will gather information about earthquakes and volcanoes. These will help me better understand the activities in spreading ridges and convergence zones; this information will be helpful. These boundaries also assist us in identifying other kinds of plate boundaries.

Ways of data collection

I'll gather information by looking at the most prevalent sorts of earthquakes and volcanoes, as well as the types of boundaries that cause them to occur. The data will then be analyzed to discover if transform, convergent, and divergent borders are responsible for the most prevalent earthquakes and volcanoes.

Therefore, knowing where these hazards occur is vital to plan for them and respond when they occur. Knowing where volcanic activity and earthquakes are likely to occur can help us build better buildings, develop warning systems, and improve the reaction capabilities of cities.

My Real Data

Site	Yearly earthquakes	Boundary plate
San Andres fault	10,000	Transform
Fault near Japan	1,500	Convergent

Site	Yearly volcanoes	Boundary plate
Ring of Fire	450	Mainly convergent
The World at large	150	Transform/Divergent

How to Analyze Data

The boundaries of the main tectonic plates can be deduced from maps based on the distribution of volcanoes and earthquakes around the planet. Shallow earthquakes and also some volcanism are common along divergent plate borders. Due to subduction, many convergent borders include volcanoes ranging from shallow to profound. This is because the oceanic plate subducts into the mantle below the overriding plate when two plates meet at a convergent boundary. Convergent boundaries can also form linear and curvy mountain belts. There are usually no volcanoes or earthquakes at transform borders. (Moss $ Cervato 2016).

My Claim

I claim that the nature of the geological activity within a plate border is linked to the plate conversations at the boundary. The graphs on the bottom show a distinct difference in the likelihood of earthquakes and volcanoes at each location.

Reference

Moss, E., & Cervato, C. (2016). Quantifying the level of inquiry in a reformed introductory geology lab course. Journal of Geoscience Education, 64(2), 125-137.