This video shows how to display in three-dimensions, earthquake data associated with an active subduction zone. These visualizations are useful when trying to understand the geometries of plate boundaries.

Here’s the link to the USGS site where you can download earthquake data : http://earthquake.usgs.gov/earthquakes/eqarchives/epic/

[youtube="http://www.youtube.com/watch?v=U_VJ_0wORbM"]

This type of movement is quite clearly seen in the freshwater eel. Because movement of the head back and forth exerts drag, which consumes additional energy and slows travel, a great many fishes have modified this snakelike motion by keeping the waves very small along most of the length of the body, in some cases showing no obvious movement at all, and then increasing them sharply in the tail region. It is the end of the traveling waves that moves the tail forcefully back and forth, providing the main propulsion for forward motion. A simpler form of tail propulsion is seen in such inflexible-bodied fishes as the trunkfish, which simply alternates contractions of all the muscle blocks on one side of the body with those on the other side, causing the tail to move from side to side like a sculling paddle.

Some of the predatory bony fishes are the fastest swimmers; they can cruise at speeds that are between three and six times their body length per second and may be able to reach 9 to 13 body lengths per second in very short bursts. Some fishes, such as the blenny, which has been timed at 0.8 km/hr (0.5 mph), swim very slowly; others, such as the salmon, which may reach a sustained speed of 13 km/hr (8 mph), move much faster; and it has been estimated that tuna may reach speeds of 80 km/hr (50 mph), and swordfish, 97 km/hr (60 mph).

[youtube="http://www.youtube.com/watch?v=kj2zewEEcf0"]

During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus (on top of the ground) is called the epicenter of the earthquake.

You can try this little experiment:
Break a block of foam rubber in half.
Put the pieces on a smooth table.
Put the rough edges of the foam rubber pieces together.
While pushing the two pieces together lightly, push one piece away from you along the table top while pulling the other piece toward you. See how they stick?
Keep pushing and pulling smoothly.

Soon a little bit of foam rubber along the crack (the fault) will break and the two pieces will suddenly slip past each other. That sudden breaking of the foam rubber is the earthquake. That’s just what happens along a strike-slip fault.

Earthquake-like seismic waves can also be caused by explosions underground. These explosions may be set off to break rock while making tunnels for roads, railroads, subways, or mines. These explosions, however, don’t cause very strong seismic waves. You may not even feel them. Sometimes seismic waves occur when the roof or walls of a mine collapse. These can sometimes be felt by people near the mine. The largest underground explosions, from tests of nuclear warheads (bombs), can create seismic waves very much like large earthquakes. This fact has been exploited as a means to enforce the global nuclear test ban, because no nuclear warhead can be detonated on earth without producing such seismic waves.

Flapping flight uses the same principle, but the movement of the wings is more complicated. There are three important motions in addition to the bird’s forward motion:

[youtube="http://www.youtube.com/watch?v=2HCnhT7qoLs"]

By flapping its wings down, together with the forward motion of the body, a bird can tilt the lift of its wings forward for propulsion. Why don’t birds simply move their wings up and down, without twisting and folding? Notice that the outer part of the wing moves down much farther than the inner part close to the body. Twisting allows each part of the wing to keep the necessary angle relative to the airflow. If part of the wing is angled lower than the airflow, there might not be enough lift. If part of the wing is pointed too high, there could be a lot of drag. The wings are flexible, so they twist automatically.

Wing folding isn’t essential – ornithopters fly without it – but it helps birds fly with less effort. To see why it is helpful, think about what happens during the upstroke. Because the wing is going up, the lift vector points backward, especially in the outer portion of the wing. The upstroke actually slows the bird down! By folding its wings (decreasing the wingspan) a bird can reduce drag during the upstroke.

In addition to the three basic movements described here, birds can do a lot of other things with their wings to allow them to maneuver in the air. Instead of using their tails for flight control, they move their wings forward and backward for balance. To make a turn, they can twist the wings or apply more power on one side. For slow flight, birds can flap their wings almost forward and backward instead of vertically; the upstroke and downstroke produce lift without forward body motion.
Since flapping wings are subject to unsteady flows – they not only move but accelerate through the air – they can produce more lift than fixed wings and are resistant to stalling.

via http://www.n6iap.com/

Theory
Above the earth, an ocean of air surrounds us. The air pressure from the air above us produces large forces on all objects. The force of normal atmospheric pressure in Colorado on one side of a typical office door is about 15 tons! But there is an equal force on both sides, meaning the net force, or total force, is zero. Now, if the pressure is larger on one side than the other, there will be a force. In the atmosphere, the pressure isn’t constant. This is primarily because the sun heats the earth’s surface unevenly. As heat is transferred to the air, we get regions of warm and cool air which can turn into regions of low and high pressure. This difference in pressure makes a force that causes the wind to blow. On a large scale, the rotation of the earth and other factors can make the source of the pressure differences that drive the wind hard to determine, but on small scales the sources are easier to determine. If you live near the ocean, you have noticed that, in the summer, the land will be warmer than the ocean during the day.

Here is a laboratory experiment you can also make from the Little Shop of Physics at Colorado State University.
Necessary materials:
This activity can be performed as a demonstration, but is
much more effective if students can see, feel, and hear the
experiment while working in small groups.
• 1 clean and dry 1 liter bottle
• Styrofoam packing peanuts
• 1 Fizz Keeper pump cap
• 1 small piece of masking or duct tape
Prepare your experiment by punching a hole in the side of the 1 liter bottle toward the bottom. Cover
the hole with the piece of tape. Fill the bottle with styrofoam packing peanuts and then put the special Fizz Keeper pump cap on the bottle. If you don’t have styrofoam packing peanuts, minimarshmallows can be used. The styrofoam peanuts can compress to half their size and help students see the effect of high pressure in the bottle.
Pressure air over the ocean will cause a wind to blow toward the shore—a welcome sea breeze. At night, the ocean stays warm longer than the land, so we get the reverse—a land breeze. On the front range of Colorado, we see a similar effect. In the morning, the eastward-facing foothills
warm first; the air here warms and rises, and the higher-pressure region on the plains causes the wind to blow toward the foothills. At night, the eastward-facing foothills lose the light first, and so cool down first. The process is reversed, and the wind blows from the mountains. You may have noticed this before; if not, pay attention on your morning and evening commute! It’s not always true that the wind blows west in the mornings and east in the evenings, but it’s true more often than not. Doing the Experiment Hold a brainstorming session with your class to elicit their ideas about the wind and what causes it to blow. Ask them to tell you if they have noticed any trends. What direction is the wind blowing when they walk to school? When they walk home? Follow this with a brief explanation or review of the differential heating of the earth that leads to pressure
differences in the atmosphere, the proceed as follows:
• Tell your students that in this experiment, they will make a high-pressure system that will then flow to
an area of low pressure, causing wind to blow. This experiment will also help them see, feel, and hear
the effects of air pressure.
• Show students the supplies they have for the experiment and ask them to identify the two main ingredients
of the styrofoam peanuts, a plastic foam concoction of plastic and air. (If you are using
marshmallows, the main ingredients are sugar and air.)
• Explain that the Fizz Keeper is a special cap that can put more air molecules into the bottle. Ask
them not to pump it yet. Have them squeeze the bottle and note how it feels. Then listen as they
shake the bottle, and note what they hear. Ask them what they think will happen if they pump a lot
of air molecules into the bottle.
• Have one student hold his/her thumb over the taped hole, while another student pumps the cap as
much as he/she can. Squeeze the bottle. How does it feel? Has the temperature changed at all?
What’s happening to the styrofoam peanuts? Now carefully shake the bottle, keeping the hole covered.
Does it sound any different then before?
• Have students predict what will happen when they take the tape off the hole.
• Before removing the tape, tip the bottle horizontally and shake the peanuts evenly over the surface.
• Remove the tape and have them discuss and explain what they observed. (When you add more air
molecules to the bottle, the air pressure increases, compressing the air in the styrofoam peanuts. The
bottle feels solid, and the peanuts may sound noisy as you shake the bottle. When you release the
tape over the hole, the high pressure moves horizontally to an area of lower pressure, creating a
wind. The air pressure in the bottle equalizes, and the packing peanuts return to their original size.)
Summing Up
This is a nice demonstration of how wind is created as air moves horizontally from regions of high pressure
to low pressure.
For More Information
the Center for Multi-Scale Modeling of Atmospheric Processes: cmmap.colostate.edu
Little Shop of Physics: littleshop.physics.colostate.edu

You can also use your favorite foods add vegetables puree in it, choose vegetables in the similar color of those food natural color, add a little bit of it not too much. You don’t want to make your favorite recipes taste totally different. After all you can choose for healthy snacks and/or desserts.
Something like: chips with guacamole or salsa, oatmeal cookie with raisin, carot cake, banana pudding, chocolate covered strawberry, fruit cake, waffle with fruit compote, banana split ice cream, etc.

There are many recipes how to make your kids eat good and healthy food just check out various cookbooks sites to pick up something the most one!

The Fruit Alphabet on http://www.thefruitpages.com/alphabet.shtml to print it out.