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accompanying and the data exchange software.
Both proposed systems designed having always
in mind future expansions and upgrades. We have
successfully tested (and developed the
corresponding firmware) a number of additional
hardware modules that add flexibility to the whole
system. Those are:
Ethernet module which adds network feature.
Secure Digital (SD) card module.
GPS module.
4 DIDACTIC UNIT EXAMPLE
The proposed experimental device can be easily
imported to an environmental oriented class course.
Following an inquiry based approach students can
experiment using their educational seismograph as
proposed in Table 1 (Kafka et al, 2010).
Table 1: Structure of an inquiry based exercise.
Aspects of the
scientific process
Example Exercise Tasks
Inquire Install Seismograph
Explore
What signals captured by our
seismograph
Investigate
What signals recorded by other
seismographs around the world
– Seismic waves
Apply Detect local earthquakes
Learn
Estimate earthquake’s
epicentre, magnitude – Hazard
correlation
Communicate
Exchange data and results with
other schools
Apart from being a standalone experimental
device, the proposed structure can be successfully
used for active classroom activities. Under this
approach students engaged to physically participate
in learning activities. A proposal is to explore the
nature and the properties of earthquakes. By letting
the students to jump individually or by groups in
specific distances from sensor, the teacher can
present a set of inquiry questions such as the
representative ones below:
Is there a difference between a student’s and a
group of students’ jump?
What happened when student jumps near the
sensor?
Is there a difference between jumping over
floor and over carpets that cover the floor?
Can the students identify from the recordings
when they start jumping?
5 CONCLUSIONS
The current study introduces a set of low cost
educational seismological experimental devices with
initial cost under 10€. It is oriented for standalone as
well as networked operation implemented in this
way the base of an educational seismic network. The
complete design offered as open source hardware.
Coupled with the proposed devices, a set of public
available software tested and verified for concurrent
operation. The proposed system can easily be
adapted to curriculum including hands-on
experiments providing in this way the core for
various inquiry-based activities. Expansion of the
proposed devices is possible by adding GPS,
network capability and SD recording function
leading to complete amateur seismological station.
REFERENCES
Ammon, C. J., & Lay, T., 2007. Animating the Seismic
Wavefield with USArray. Retrieved from http://eqseis.
geosc.psu.edu/~cammon/QA/Ammon-Lay-GSAToday
.pdf
Braile, L. W., 2005. Seismic Wave Demonstrations Using
the Slinky. The Earth Scientist, 21(2), 15-19.
Brudzinski, M. R., 2011. Episodic Tremor and Slip:
Potential Clues to the Earthquake Process and How
Faults Slip. The Earth Scientist, 27(1), 7-11
Cantore, L., Bobbio, A., Di Martino, F., Petrillo, A.,
Simini, M. and Zollo, A., 2003. The EduSeis project in
Italy: a tool for training and awareness on the seismic
risk, Seismol. Res. Lett., 74 (5), 596-602.
Cochran E., Lawrence J., Christensen C., Chung A., 2009.
A novel strong-motion seismic network for
community participation in earthquake monitoring,
IEEE Inst & Meas, 12, 6, 8-15.
Jones, A., 2005. Using the Seismic Waves Program in
Schools. The Earth Scientist, 21(2), 26-27.
Kafka, A., Macherides, A., Cambell, L., Barnett, M.,
Rosca, C. and Ebel, J., 2010, On-Line Seismology
Curriculum for Use with Educational Seismographs,
IRIS core proposal, Education & Outreach, vol II
Sullivan, D., Igoe, T., 2004. Physical Computing: Sensing
and Controlling the Physical World with Computers”,
Thomson, New York.
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