CAREER: Investigating Earthquake Cycles on Mid-Ocean Ridge Transform Faults

洋中脊转换断层（RTF）上的地震活动是非常系统的，这项研究将探讨这种异常的地震行为的可预测性的物理原因。转换断层长度和板块构造滑动速率是全球尺度关系的基础，这些尺度关系可以在大多数RTF上稳健地估计最大地震的规模、地震耦合和最大地震的重复时间。然而，在RTF地震周期中创造这种规律性并限制其最大地震规模的过程是未知的。该综合研究和教育项目包括两个主要组成部分：从高分辨率多波束测深和RTF有限元建模中对RTF结构进行全面分析;推导典型（Gofar）和非典型（Clipperton）RTF上的震源参数，以比较地震耦合和断层性质的沿着走向变化。该项目的最终目的是通过确定时间相关的风险模型（将风险描述为大地震后的低风险和随时间推移而建立的风险）是否实际反映了几何简单断层上断层滑动的基本力学，来改善地震风险评估。部分研究将通过本科课程项目完成，学生将接受地球物理数据集和资源使用方面的培训。两名研究生将获得研究经验。关于地震生成和可预测性的基本概念将通过简单的模拟实验传达给高中物理教师，这是一个新的专业发展讲习班的一个组成部分。高中物理课程将作为夏季讲习班的成果开发，大学生将在下一学年与教师一起在课堂上获得教育经验。

Seismicity on mid-ocean ridge transform faults (RTFs) is remarkably systematic and this study will explore the physical reasons for this unusual predictability in earthquake behavior. Transform fault length and plate tectonic slip rate are the basis of global scaling relations that robustly estimate the size of the largest earthquake, the seismic coupling, and the repeat time of the largest earthquakes on most RTFs. However, the processes that create this regularity in RTF seismic cycles and that limit the size of their largest earthquakes are unknown. This integrated research and education project comprises two main components: A comprehensive analysis of RTF structure from high-resolution multibeam bathymetry and finite element modeling of RTFs; Derivation of earthquake source parameters on typical (Gofar) and atypical (Clipperton) RTFs to compare along strike variation in seismic coupling and fault properties. The ultimate aim of this project is to improve seismic hazard assessment by determining if time-dependent hazard models, which describe hazard as being low following a large earthquake and building with time, actually reflect the underlying mechanics of fault slip on geometrically simple faults. Part of the study will be completed through undergraduate class projects, with students trained in the use of geophysical datasets and resources. Two graduate students will gain research experience. Basic concepts on earthquake generation and predictability will be conveyed to high school physics teachers through simple analog experiments that are one component of a new professional development workshop. High school physics curricula will be developed as an outcome of the Summer workshops, and university students will gain educational experience working in the classroom with the teachers throughout the following school year.