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Abstract

Canada is developing an earthquake early warning system (EEWS) for implementation in 2024. To help prepare the Canadian public to take appropriate protective action when getting an EEW alert, educating them about the phenomenon of earthquakes is essential. To this end, we are developing a historical case study focusing on the conceptual development of earthquake intensity and magnitude. Historical case studies in science education have usually focused on helping learners understand the nature of science better, but they have also been effective in teaching scientific content. The case study begins with the human experiences of earthquakes and how they used myths to explain the observations. The story then picks up in the 18^th century and documents many different earthquakes (Lisbon, Portugal, 1755; Naples, Italy, 1857; Mino-Owari, Japan, 1891; Assam, India, 1897; San Francisco, USA, 1906; and Alaska, USA, 1964) and the development of understandings of what earthquakes are, how they happen, and how the concepts of intensity and magnitude played a role in those understandings. The case study reveals the switch from mythic explanations to reasoned ones; that earthquakes are natural occurrences and therefore steps can be taken to mitigate death and destruction. The narrative distinguishes between an observational era and one of the instruments. After the development of the seismometer, there was a much more quantitative approach to seismology. A stark contrast between earthquake intensity (very concrete, yet subjective) and magnitude (abstract, yet calculated) became quite apparent. By focusing on this contrast, readers will develop a robust understanding of both conceptions.