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APEC, TSUKUBA –TOKIO, 2012

PROPOSED OF MATHEMATICAL ACTIVITIES WITH MODELING APPROACH TO CULTURE OF DISASTER PREVENTION - PERU. APEC, TSUKUBA –TOKIO, 2012. PROPOSE FOR CYCLE V (6th grade of primary level). HOW PROTECT US IN AN EARTHQUAKE?.

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APEC, TSUKUBA –TOKIO, 2012

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  1. PROPOSED OF MATHEMATICAL ACTIVITIES WITH MODELING APPROACH TO CULTURE OF DISASTER PREVENTION - PERU APEC, TSUKUBA –TOKIO, 2012

  2. PROPOSE FOR CYCLE V(6th grade of primary level)

  3. HOW PROTECT US IN AN EARTHQUAKE?

  4. CAPABILITIESMATH: Solve problems which requires the interpretation of a data table, measure of central tendency and the use of Global Positioning System (GPS).ENVIRONMENTAL SCIENCE: Investigate on the natural disaster effects (earthquakes and tsunami) and take precautionary measures before them.

  5. TASK PROGRAMMING

  6. TASK 1 A You Tube video about Pisco earthquake dated on august 15th, 2007 is presented in class for 7 minutes.

  7. TASK 22.1 Group of four students answer the following questions on their notebooks:a) What did you see on the video?b) How should be prepared to act in an earthquake? (13 minutes)2.2 Share the answer with the whole class (25 minutes)

  8. TASK 3 • Investigate among people of the community and take note of: • What are the signs to show that a tsunami or earthquake is coming? • Has there been a tsunami or earthquake which affected to the community? When? Which were their effects?

  9. TASK 4

  10. a)Compare the years in which the earthquakes happened in Peru. What can you state?b)From the above table, what was the less intensity? What was the larger scale?c)Find the median of the quantities of degrees in the Ritcher scale. Interpret its value.d)What can you say about the epicenter location of the earthquakes happened in Peru?e)Using material construct a scale model of the Earth and the angle corresponding to the coordinates from the global positioning of your community with your classmates.F)Find the geographical coordinates of the epicenter: latitude and longitude? Write them on the table.

  11. TASK 5 During the first 15 minutes, students of each group exchange ideas about the answers of task 5. During the rest 25 minutes, the whole class share answers of task 5. In turns, a student of each group exposes the group answer to a certain question.

  12. TASK 6During the last 10 minutes the teacher asked the students:a)How should you be prepared to survive when there is an earthquake?b)What is the budget you need to invest for the family in that case?

  13. TASK 7During the last 20 minutes, every student answers on a printed sheet the following question:What did you learn in the classes of the module/ unit “How to be protected in case of a earthquake?”

  14. PROPOSE FOR CYCLE VII(3th grade of secondary level)

  15. Where and when there will be an earthquake?

  16. TASK 1After reflecting on the effects of the last earthquakes in Ica- Peru, let’s see the following table with some data: What type of information are there in this table?, where these happened?, which were the effects?

  17. Competences-capabilitiesSecondary

  18. TASK 2:Find the cities according to the geographical coordinates in the earth globe

  19. TASK 4:Identify the region of Peru where these coordinates belong to

  20. TASK 5: The earthquake magnitude is referred to the quantity of liberated energy. Reflection in groups: • What does this energy mean? • What is the source of this energy? • What is the unit of measure of the energy? • What effects does this liberated energy have on the environment? • What type of transformations does this liberated energy suffer?

  21. TASK 6: Draw a graphic: year,length, geographical region What observations could you take notes?... In Ica there are more breaches.

  22. TASK 7: What is the meaning of this rupture length ? • What are the characteristics of this rupture ? • What effects does the rupture have on the environment? • Does the brench depends on the liberated energy ? • What characteristics from the ground does it make possible to predict the extension of the brench in a seismic movement? • With time, is it possible to correct the brenches ? • Reflect and research ina personal way, and then share your discoveries with your classmates. • Elaborate conclusive proposals related to: ground conditions and the buildings for living: composition, structure, charge, etc.

  23. TASK 8: What kind of ideas can you elaborate taking into consideration the line of this graphic?

  24. How could you calculate the affected zone by the earthquake, according to the intensity level? TASK 9 You can use formules orcreateyourowncalculteways. Draw a graphic l = f(A) (earthquakeintensity in functiontotheaffectedarea) Whatconclusions can you deduce?

  25. TASK 10 Suppose that the propagation aim and the other factors keep but the epicenter change to Lima:Graphically represent: the action radio and the intensities that affect to every region.Compare the affected areas respect to the previous one. What can you state? Discover the math relations that you can set up between these two cases.

  26. TASK 11: Fromthedevelopedactivities: What are the areas you consider more seismic in Peru? Could you predict a next earthquake? If the answer is affirmative, say the probable epicenter and argue your answer. What can you say about about the radial expansion of the telluric movement?

  27. TASK 12: Compare therupturelengthand thegeographicallocationtopredict • After 2001, a strong earthquake is expected near the cities located at 18° latitude. These corresponding to Tacna and the north part of Chile. • In the same way, you can estimate for the cities located between latitudes 13° and 14°, which corresponding to the south part of Lima and north of Ica.

  28. The most important thing is in these activities it is not the students’ mistakes but that the students learn strategies to be able to solve problems, through the math relations, finding regularities and y approximation of models.

  29. Thank you very much

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