This animation shows every recorded earthquake in sequence as they occurred from January 1, 2001, through December 31, 2015, at a rate of 30 days per second. The earthquake hypocenters first appear as flashes then remain as colored circles before shrinking with time so as not to obscure subsequent earthquakes. The size of the circle represents the earthquake magnitude while the color represents its depth within the earth. At the end of the animation it will first show all quakes in this 15-year period. Next, it will show only those earthquakes greater than magnitude 6.5, the smallest earthquake size known to make a tsunami. Finally it will only show those earthquakes with magnitudes of magnitude 8.0 or larger, the "great" earthquakes most likely to pose a tsunami threat when they occur under the ocean or near a coastline and when they are shallow within the earth (less than 100 km or 60 mi. deep).
This time period includes some remarkable events. Several large earthquakes caused devastating tsunamis, including 9.1 magnitude in Sumatra (26 December 2004), 8.1 magnitude in Samoa (29 September 2009), 8.8 magnitude in Chile (27 February 2010), and 9.0 magnitude off of Japan (11 March 2011). Like most earthquakes these events occurred at plate boundaries, and truly large events like these tend to occur at subduction zones where tectonic plates collide. Other, much smaller earthquakes also occur away from plate boundaries such as those related to volcanic activity in Hawaii or those related to wastewater injection wells in Oklahoma.
You can view a YouTube version of this animation here.
C1 Patterns. Children recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence
C3 Scale Proportion and Quantity. Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure length.
C1 Patterns. Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
C2 Cause and Effect. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship
C3 Scale Proportion and Quantity. Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.
C5 Energy and Matter. Students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change.
C1 Patterns. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.
C2 Cause and Effect. Students classify relationships as causal or correlational, and recognize that correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
C4 Systems and System Models. Students can understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. They can use models to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. They can also learn that models are limited in that they only represent certain aspects of the system under study.
C5 Energy and Matter. Students learn matter is conserved because atoms are conserved in physical and chemical processes. They also learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C1 Patterns. Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revision using a different scale; thus requiring improved investigations and experiments. They use mathematical representations to identify certain patterns and analyze patterns of performance in order to re-engineer and improve a designed system.
C4 Systems and System Models. Students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They can use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. They can also use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They can also design systems to do specific tasks.
C5 Energy and Matter. Students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.
C7 Stability and Change. Students understand much of science deals with constructing explanations of how things change and how they remain stable. They quantify and model changes in systems over very short or very long periods of time. They see some changes are irreversible, and negative feedback can stabilize a system, while positive feedback can destabilize it. They recognize systems can be designed for greater or lesser stability
ESS2.B Plate Tectonics & Large Scale Interactions. Maps show where things are located. One can map the shapes and kinds of land and water in any area.
ESS3.B Natural Hazards. In a region, some kinds of severe weather are more likely than others. Forecasts allow communities to prepare for severe weather.
ESS2.B Plate Tectonics & Large Scale Interactions. Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events.
ESS3.B Natural Hazards. A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.
PS2.A Forces and Motion. The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center
PS2.B Types of Interactions. The effect of unbalanced forces on an object results in a change of motion. Patterns of motion can be used to predict future motion. Some forces act through contact, some forces act even when the objects are not in contact. The gravitational force of Earth acting on an object near Earth’s surface pulls that object toward the planet’s center
PS3.A Definitions of Energy. Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form.
PS3.B Conservation of Energy and Energy Transfer. Moving objects contain energy. The faster the object moves, the more energy it has. Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form.
PS4.A Wave Properties. Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move.
ESS2.B Plate Tectonics & Large Scale Interactions. Plate tectonics is the unifying theory that explains movements of rocks at Earth’s surface and geological history. Maps are used to display evidence of plate movement.
ESS3.B Natural Hazards. Mapping the history of natural hazards in a region and understanding related geological forces can help forecast the locations and likelihoods of future events, such as volcanic eruptions, earthquakes and severe weather.
ESS3.C Human Impact on Earth systems. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
PS2.A Forces and Motion. The role of the mass of an object must be qualitatively accounted for in any change of motion due to the application of a force.
PS3.A Definitions of Energy. Kinetic energy can be distinguished from the various forms of potential energy. Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter.
PS3.B Conservation of Energy and Energy Transfer. Kinetic energy can be distinguished from the various forms of potential energy. Energy changes to and from each type can be tracked through physical or chemical interactions. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter.
PS3.C Relationship between energy and forces. When two objects interact, each one exerts a force on the other, and these forces can transfer energy between them.
PS4.A Wave Properties. A simple wave model has a repeating pattern with a specific wavelength, frequency, and amplitude, and mechanical waves need a medium through which they are transmitted. This model can explain many phenomena including sound and light. Waves can transmit energy
ESS2.B Plate Tectonics & Large Scale Interactions. Radioactive decay within Earth’s interior contributes to thermal convection in the mantle. Plate tectonics can be viewed as the surface expression of mantle convection.
ESS3.B Natural Hazards. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales. Human activities can contribute to the frequency and intensity of some natural hazards.
ESS3.C Human Impact on Earth systems. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies that produce less pollution and waste and that preclude ecosystem degradation.
PS2.A Forces and Motion. Newton’s 2nd law (F=ma) and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.
PS3.A Definitions of Energy. The total energy within a system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects).
PS3.B Conservation of Energy and Energy Transfer. Systems move toward stable states.
PS4.A Wave Properties. The wavelength and frequency of a wave are related to one another by the speed of the wave, which depends on the type of wave and the medium through which it is passing. Waves can be used to transmit information and energy.
The great majority of earthquakes occur at tectonic plate boundaries.
The majority of great earthquakes (magnitude 8.0 or larger) are megathrust earthquakes that occur at convergent plate boundaries, also called destructive margins or subduction zones.
For an earthquake to pose a tsunami hazard it needs to vertically move the seafloor; therefore it needs to be large (typically 8.0 or larger), under or near the ocean, and shallow within the earth (less than 100 km).
During the 15-year period covered by this animation 20 earthquakes had a magnitude of 8.0 or larger:
June 23, 2001, MW = 8.4, near coast of southern Peru
September 25, 2003, MW = 8.3, Hokkaido, Japan
December 23, 2004, MW = 8.1, north of Macquarie Island (south of New Zealand)
December 26, 2004, MW = 9.1, northern Sumatra and Andaman Islands
March 28, 2005, MW = 8.6, northern Sumatra, Indonesia
May 3, 2006, MW = 8.0, Tonga
November 15, 2006, MW = 8.3, Kuril Islands, Russia
January 13, 2007, MW = 8.1, east of Kuril Islands, Russia
April 1, 2007, MW = 8.1, Solomon Islands
August 15, 2007, MW = 8.0, near coast of central Peru
September 12, 2007, MW = 8.4, southern Sumatra, Indonesia
September 29, 2009, MW = 8.1, Samoa Islands
February 27, 2010, MW = 8.8, offshore of central Chile
March 11, 2011, MW = 9.1, near the east coast of Honshu, Japan
April 11, 2012, MW = 8.6, off the west coast of northern Sumatra, Indonesia
April 11, 2012, MW = 8.2, off the west coast of northern Sumatra, Indonesia
February 6, 2013, MW = 8.0, west of Lata, Solomon Islands