 Okay, so let's go ahead and get started again. I'm really happy to see so many of you here today and thank you for joining this very first teacher scientist pairing scheme coordinated by EGU. Some of you may not know me but my name is Solmaz Mohajer I'm an assistant professor at the University of Central Asia in Tajikistan. I'm also a member of EGU outreach committee. Today I will be moderating the session and the session is going to last for one hour and includes a 45 minute of teacher scientist interaction, which will take place live inside a school classroom. So please ask participants to please mute yourself. Thank you very much. Great. So as I said, today's session is for 45 minutes of teacher scientist interaction, and this will take place live inside of a school classroom in Algarve in southern Portugal. And in addition to that there will be a 10 minute Q&A. And this will allow you to interact a little bit more directly with the session presenters and also ask questions. So I'm very happy to use the chat box inside of the zoom at any time during the session to send in your questions and comments, and I will do my best to pass them on to the presenters. Now with that I am very pleased to introduce today's presenters, both are currently based in Portugal. Now we're going to start first with Helder Pereira and his classroom who are joining us from Algarve, where Helder is a biology and geography teacher at Escola Secundaria de Lule. And Helder is also a member of EGU education committee. And in 2018 was selected as the teacher of the year by the editorial committee of the project named House of Sciences. Our next presenter is Susanna Custodio, and she's a seismologist at the University of Lisbon. Her background is in physics, mathematics, engineering, as well as earth sciences, including geology and tectonics. Susanna's research includes hazard assessment and risk mitigation, namely for earthquakes and volcanic eruptions. We are grateful to have both Helder and Susanna with us today, and especially excited to meet the classroom students of Helder. I should also mention that we are grateful to have a translator with us today, Miguel Paradas, who will be providing live captions in English for the non Portuguese speakers. So the session is actually going to take place in Portuguese, but we will have a live translation for you. So please make sure your live caption button is on. I also included some links here at the bottom of the page. You can download today's session plan. I will put the link to all the materials that we will use today as part of the lesson inside of the chat box. So just in a minute, check the chat box and the link will be there, and you will be able to download a folder with all the content of the lesson that Helder and Susanna will teach today. So please feel free to use these materials in your school classrooms. If you're a scientist and you find them useful to use with your students, please feel free also to do that. If you are interested in more examples of paired teaching, especially in the context of birth sciences. I have also provided a link here. That's parsequake.org slash resources. If you go to this link, you will have access to a number of more videos that might be useful to some of the teachers who are attending the session today. If you have any question during the session or outside of the session. If you want to get into contact with the presenters later, please feel free to send me an email my email address is shown here. So send it put it in the chat box in a minute, and I would be more than happy to get back to you with the information that you need. So with that, I just want to introduce today's lesson, which is going to be on the origin of the South American volcanic gaps as you can see on the left side. There are two areas where we do not see volcanoes and these areas are marked in dashed black boxes. Susanna and Heldre are going to engage the classroom today to explore why these gaps exist and what kind of scientific data they can use to learn more about the existence of these gaps. Now the structure of today's lesson is shown on the right side, as you can see 15 minutes of the class is given to Susanna as a scientist as a video teacher, and then the remaining 30 minutes is given to Heldre as the in class teacher. Susanna will introduce and carry forward the lessons in three short segments. These are shown in yellow boxes. The in class activities that happen in between these segments are guided by Heldre in his classroom. And these are shown in white boxes. Now this passing of teaching between the scientists and the teacher today is what we call the pair teaching approach, and today we'll get to experience a live version of it. Again, thanks to the presenters who are able to do that for us. So with that, I will pass the mic to Susanna to kickstart the lesson. Susanna, the floor is yours. Thank you. Hello, everyone. I want to start by thinking if you and Salma for this initiative. And in particular, then to Heldre for inviting me to participate in this project and for coming up with the idea and proposing the activity and to Miguel for translating everything to from Portuguese to English. Thank you very much. I will now switch to Portuguese and to the students in Lola. So, and geological science. And for me, this mix of physics and Earth, what we do in geophysics, applying the physics of Earth, is an area that fascinates me a lot and I'm here to talk a little bit about this. At the moment, I'm a professor at the Faculty of Science and Universities of Lisbon, in the Department of Geographic Sciences and Physics and Energy, which is the Department of Physics and Mathematics of Earth. And I'm also an instructor at the Don Lee Institute, which is an institution dedicated to the sciences of Earth. So, still here for the theme, as you know, our planet is an extremely dynamic planet. During a long time, we thought it was a unique planet in the solar system, today we know that it is not a unique feeling that other planets also have in the dynamism, but our planet is really very dynamic. And when we talk about this dynamism, what does it mean? It means that we have a lot of forces in action that cause movement and formation in our planet. And some of the manipulations of these forces and of this dynamism are really impressive and some catastrophic, as is the case of the seismos and the volcanoes. And it's a theme that interests us, because we as humans living in this planet have to learn to deal with these manifestations of the dynamism of Earth. And as you know, most of the seismos and the volcanoes in our planet are related to the plate technique, which, as you know, explains a large part of the dynamism of the solid part of our planet. So, today we are going to, as I said before, and as I said before, we are going to one of the most interesting sites in our planet, which are the Andes. I'm going to share my screen here for Google Earth. We are here in Portugal, and now we are going to round up the globe a little bit and go to South America. Ok. And along South America, we can see that here along the west coast of South America, we have this impressive mountain range, which is the longest mountain range in the world, which is the Andes. And of course we can ask ourselves, why is this mountain range here? And if we look at some of the data, let's say, in case we look at it, when we want to perceive the technique of a site, we can start by putting the plate borders here. And we are, as you can see, having a plate border to pass here, on the same side of the Andes, right? Because we have this ocean plate and this continental plate. We can also look at seismos, which is something that we are doing. The seismos are ultimately related to the technical, as you know. And we have here the most superficial seismos, each point is a circle. And we have the seismos closer to the surface, the orange, and then as they get deeper, we are walking to the sea. And of course, this distribution of seismos tells us something about the processes that are taking place here. And now I'm going to give you the seismos and I'm going to put the volcanoes here. Okay, so here you can see them so well, I hope you can see them. We have here the red, maybe I'm going to put it here, so to speak. We have the holocene and pystoacene volcanoes, so if they are active, or if they were active in the last two million years. And as you can see, we have many volcanoes along the Andes, okay? But, and curiously, and in an interesting way, we also have regions where we don't have volcanoes. So we have a very long volcanic chain, but since we are gaps in the middle, or intervals where there are no volcanoes. And what we are going to try to say today is exactly to understand why this happens. And we are going to do it looking at data, as always happens in science. It is not enough to look for a type of data, it is not enough to look for seismos, it is not enough to look for the volcanoes. We have to compare various types of data to understand what is happening here. And we are going to start with the easiest part. The easiest part is to understand why there are volcanoes along the Andes, okay? And then in the second step we are going to try to understand why there are places where there are no volcanoes. But the first part that he is going to do now, is to understand why there are volcanoes along the Andes. And for that, the head of the now is going to give you materials for you to discover the answer to this question. Eldar, strength. Thank you, Suzana. Are you ready? Are you ready? Okay. So now it's my turn to share the screen. I'll give you first. I'm going to give you the maps, okay? I'm going to show you later. Today we are going to do the things of the ancient time, all in paper. Okay? Okay. I have a group of maps and graphics. I have a group of authentic scientific data, that we are going to use in this conversation. And that we are going to help here to understand a point of view of what happens in South America. Okay? So let's go to the maps and together? They are already discussing, even without instructions. They are already discussing, even without instructions. Okay, do you want to see the maps first? Yes. A general perspective, let's take a look at the map. The first map is the one that shows the volcanoes in South America, okay? Guys, before we go to the maps, look here, okay? Here to make it easier to work. On the map you have a group of the geographical distribution of the volcanoes, okay? And then what happens, as Susana said, is that there are two locations where we don't see volcanoes. Okay? And now it doesn't work. Where we don't see volcanoes, can you see them here? One here and another here. Can you see? And the idea is to try to find a reason or an plausible explanation for this absence of volcanoes in that place. Okay? So let's use, not only the data of the geographical distribution of the volcanoes, and notice that there is A, B, C, D, E, they are zones that will be used to be able to compare the various maps to many other things. Okay? I'm going to do an analysis in comparison to a biological set of scientific data, okay? On the second map you have the data of the relief, okay? And you can see, with the colors that are here on the scale, you can see the diameter in the blue tones, therefore the submarine relief, and you can see in the green tones the relief above, above the sea level. To make it easier for you to work, the following will have a set of graphs. In other words, to be able to do it manually, as we don't have time, you have the topographic profiles corresponding to these areas A, B, C, D, and E. Okay? To always do an analysis in comparison. Okay? Then you have the distribution of the seismos, both from the geographical point of view, as well as the depth of the volcanoes, with different colors, the seismos more at the surface, the seismos deeper, and you still have, as it was used shortly, the location of the borders between the nitrosperic plates that occur in that region. Okay? Challenge number one, first activity. Put your hands on the table, okay? To analyze these data and try to find something that explains the origin of these volcanoes that occur along the Portuguese coast of the Andes. Okay? Prepare yourself. Yes. So, now, brainstorming, and all together, the distribution of the seismos, I'm going to give you two minutes breakers for the analysis of your questions, okay? Okay, so I'll let them, for a few minutes, working on their own. And I will join them later, and I will ask them some questions to see how the process is going on. So, Maz, if you want, you can also share Miguel's iPad screen, and he's moving around, and you can give the audience an insight of what is the work going on, so the work is going on. Okay, Helder? Yep. To do that, you need to stop sharing and then start sharing. Okay. Okay, okay. So, for the audience here, if you look at iPad Dome Mike, you should be able to see the students working in groups. So, we have two live cameras here in the classroom. One gives you the entire classroom. And the other one is our wonderful translator going around. So, we have two live cameras here in the classroom. So, we have two live cameras here in the classroom. Okay, so here you have four different maps, one of them is regarding the depth of the building. So, this is regarding the geography of where the volcanoes are, and then you'll find some graphics that go along with very scientific data, and too far away to be able to tell you what it is. And all the kids are dining in together and pulling some rope in order to get this done. And Helder is just coming along and giving out some more instruction. So, again, for those of you who just joined us, we are in the very first classroom activity. Our classroom teacher Helder is basically guiding the discussion. He has broken down students into different groups and now they're looking at different types of data maps in order to really explore and figure out why there are several or at least two large volcanic gaps in Southern America. And as soon as Helder is done with the discussion, he will turn the teaching torch to Susanna and she will take it from there. I've also added the lesson plant, the link to the lesson plant in the chat box. You have to sort of scroll up to see it. I will add it again. By downloading the materials, you can have access to everything that the teacher and the scientists are using in this classroom. And if you like the lesson, you can also adapt it for your own use in the classroom. If you have any questions, please feel free to write it in the chat box. At the end of the session, you will have an opportunity to ask your questions as well. The kids are just processing all the graphics and finding out if the depth of the, like, really has anything to do with the subjection plates that are going against the continental. Yeah, a lot of feedback. Sorry about the feedback. So Susanna, I see that there's a question in the chat box that maybe you would like to answer. Someone is asking how does one arrange for the scientists so maybe you could share with the participants here how you were selected and how you basically volunteer to be part of this pairing scheme. In my case, I was invited by elder. So I would suggest that you invite a scientist of your preference. So someone who has interesting work or who you have worked with before. And in my experience, oftentimes teachers contact me either after some training event that I did and so people get to know about me and then they get in touch with me. Or also, for example, after some news. So if there is a volcanic eruption, or if there is a strong earthquake and we are interviewed in the media. Then that's also how teachers get to know about who is working in this field. And then they also sometimes contact us to talk at your school. And of course, because we are based at the university, we have a lot of things like open day events. And that's also a way that teachers get to us and they, they, yeah, they at the university we have an outreach section to say so. So if people want, if teachers want a specific lecture on a specific topic, sometimes you also just contact the university, and if it's on our field of expertise and eventually the request comes to us. So lots of pathways. I think it's up to you what's your preferred way to read to scientists. Thanks, Susanna. I think that was a really great answer. And of course, yeah, so Helder chose Susanna and we're very happy to have her. And I think it's also really good that teachers get to choose who they want to work with. And if any of you are interested in doing something like that, and you don't have to access to a scientist that you could reach out to, feel free to contact me or contact the EGU. And we may be able to actually help you with the selection of a scientist that might be interested to do something like this with your classroom later. So if you just also write to me, I can also later keep in mind, first of all, what kind of a lesson plan you want to teach. And then based on that lesson plan, you will be paired with a scientist who can contribute to that lesson plan. If you see another message Susanna that you may be able to help. One person is asking for help. I think they're trying to open the link for PHET Colorado simulation. Do you know how that works. I don't know what that is. Okay, so it's not part of the lesson plan. I'm not sure what that is. Okay, so maybe elaborate on that question a little bit more, or toward the end of the session. Go ahead and unmute and maybe discuss this question, and we'd be happy to see if we can help you address that. She's saying that it's inside the drive link resources. Okay, so maybe this will be a question also for Helder. So let's let's ask him when he comes back. I will also take a look. Exactly where it is. It's in one of the folders, or which document it is in. I see that a couple of people are also commenting about peer learning and how effective peer learning can be. So as you can see, this is a totally a collaborative learning environment where students think together work together to solve problems and the peer teaching approach is also designed in a way to enhance this kind of collaborative learning. Yes, but I just tried this link the PHET link and I can open it. Okay, so it works for you. It works for me this link. Yes, I can put the link here. It works all for me. Okay, so I'm going to ask Miguel to unmute. Yes. Now we have your audio. Yeah. You're muted again, Miguel. For some reason this muted itself. So it was just going through the continental plates and how the oceanic plate dives under the continental plate. And he was just explaining that to the young ones and explaining how brittle the top shelf, the top layer of the math was sorry the subjection plate. Now he's analyzing the depth of birth, birth, birth birth. And inquiring the students what these are and why these five points are. So he's talking about the Mary and the trench and applying the same thing. So again he's talking about the continental plates and the oceanic plates and how the oceanic plate dives under the continental plate. And of course asking the students what their real opinion is. So for the conclusion of whatever they think is the reason of why the gaps exist and why the potential is where they are. First we need to explain why the volcanoes are there. Then you'll have to explain why there are the gaps there. With this much information and as much data as you can get from all the fields, the formats and the gaps. We need to know this and to explain to me how this happens. We need to know this and to explain to me how this happens. We need to know this and to explain to me how this happens. I feel like the conclusion in order for the teacher to accept and he's trying to explain that. They just need to know and explain how the process is and where it goes wrong. So once again for the teachers here all these maps that you see how there is using is also available in the Google Drive link that's in the chat box. There's also a lesson plan that you will be able to use. So once the classroom activity is wrapped up, Hilda is going to pass the torch to Susanna and I think that's about now. Now Susanna and I are just going to get some ideas to share with you. So one member of each group will present their conclusions to Susanna now. A speaker? No. Now let's get to Miguel. Guys, five stars worked super hard. It's one thing that we hear, it's one thing that we see in the text videos. The information is already digested. So the students will be able to follow the steps of the scientists and use the data to better understand what they are doing. So go, sit down for the first stage, each group, let's go. Susanna, can you hear me? Okay, so from the global model of the light and the top of the button, we were able to see the presence of forces, the proof that there is a convergence of plates. This convergence of plates is a subduction of the denser plate, which is in this case the sonic one. And there will be an increase in the depth of this cosmic plate under the continental. This is demonstrated by the enzymes that appear in the greatest depth. Exactly. More inside the continent. That is, it will see an increase in temperature and then a formation of magma. And Fun Fact, the denser plate, which is the atomic one, as I said, decreases the diffusion point. Okay. That's why it helps in the formation of magma. Exactly. That's it. Thank you. Do you have any extra information from the other groups? Miguel, that's all. Fun Fact. It seems that the other groups basically reached the same conclusions. I agree. Yes. Maybe then we would pass the ball to you there. Okay. So, let's take a break and listen to Susana's movement. Okay, so, are you with me? Hello. Hello. Okay. Yes, attention. Okay. Okay. continental. I asked for this animation here to walk, and what we have here, as your colleagues do, is an oceanic plaque that is denser, and that's why when it collides with a continental plaque, which is less dense, which is to stay up here, the plaque that is denser tends to wrinkle to the inside of the earth. And note this, now one thing that I often go over is that the plaques are hypostereal, which means that they are composed of crust, which is here, we have here the oceanic crust, yellow, and the continental crust, the thicker the orange, and then for a piece of mint, ok? For some of the plaques they are hypostereal, which has crust, and the upper part of all the mint, which we call sub-crustal mint, which is hypostereal. And therefore, all this hypostereal plaque, the crust, is another piece of mint. What makes hypostereal is that it has its own identity, right? Because this mint that is here in the hypostereal is the same crust as the mint's, in terms of composition. The difference is that it is cold, ok? So, the crusts that are closer to the surface, and they are sufficiently reduced to have a rigid and fragile behavior, which means that they part. And that's why, as this plaque goes through, in all the hypostereal systems, therefore, throughout all the hypostereal system, which has subsurface systems, but in depth, we only have systems in places where the plaque is subducted. And therefore, that's why we see the locations of the systems to deepen more and more, as we accept the force, as your colleague said, to the side of the continent. Now, very important, and this is something that escapes us. It's not the subducted plaque that stops, ok? That's not what happens. What happens is that the subducted plaque, due to being subject to large pressures, the large pressures of the interior of the earth, basically these rocks that are subducted, will release the water that is in your composition, and therefore release the water, and the water will go down the point of the rocks of the mantle, and it's the mantle that will go down and form a magma less dense than then ascends to the surface, and as this magma goes ascending and reaches the surface, it will then create the volcanoes. Like this process, it's a process that is repeated throughout the subduction zone, it will create volcanoes, parallel to the subduction zone, parallel to all the force, and therefore you have to say, where do we have subduction? We hope to find volcanic arches behind what happens in the years. This will be the easiest part of the problem, it was to understand why there are new volcanoes. Now let's go to the part more out of the ordinary, which is why in the years we have areas behind the subduction zone, where there are no volcanoes, as we saw in Google Earth. We have mountains, but we don't have active volcanoes. And to solve this question, we have to choose for more data, for different types of data, and that's what we're going to do now in the second part of the activity. Eldreff. Perfect, thank you. Thank you. It makes sense now that what I had heard about last year, when we studied the plate technique, and now see with another approach. So, let's go there. The part that is easy, as Susana said, is already there. You have to understand that we have volcanoes for the longest time, in the best part of the 20th century. However, we have the hard states of the globe, the states of the planet that don't have volcanoes. And that now is a challenge for you. Right? Let's go there. Now, as I said, we're going to use different types of data, we're going to use different types of data that allow you to travel in depth. You can put the other maps there on the side. The sequence, I'm going to start with this part. Okay? But Eldre, we have about 12 minutes to wrap up the lesson. So, just something to keep in mind, Malta, now I have to be a little bit faster in a little while, there are also less data, ok, and they are already there in terms. So let's look at tomographic data, that is, based on the signs, the scientists can obtain images of geophysicists, of geophysicists, a kind of x-ray, ok, but based on the signs, we will be able to see the interior of the Earth, and then we will also be able to see other signs of subduction, for example, the moon, with this information, the blue areas, the cold areas, where the seismic waves are located, the light, ok, to compare the waves, ok, and what you have are a series of images of geophysicists, in depth, showing what is happening in area A, B, C, D and E, exactly. Then, last year we saw this, ok, the principle is the same, stop, we have there, in Japan, the Pacific cloud plate on the Eurasian plate, and this is possible to produce maps like these that you have at your disposal now, ok, then there is another map that gives us the geometry of the cloud layer, ok, of the cloud layer that is, of NASA, that is modeled below the Pacific cloud layer, good, to save time, it has the synthesis in depth, ok, and the last graph is the angle of the cloud, and if you look closely, I will find a plausible explanation for the absence of volcanoes I will find the absence of volcanoes, ok, 5 minutes, ok, look at the data, look at the data, look at the data, look at the data, look at the data, I just gave them 5 minutes to look at the data, it's less data than the previous data set, It will be enough for them, hopefully. Okay, great. Thanks. If you can't see the data from the graph, you can see that it's a model. Okay? Being a model that doesn't correspond exactly to the given data. Okay? If you have trouble understanding the graph, look at the geometry of the axis. Okay? Look at the next one. Okay? The next one will be the example of a model. The next one is a model. Okay? Okay? And the next one. The next one will be the example of a model that doesn't correspond to the given data. Okay? And the next one is the example of a model that doesn't correspond to the given data. Okay? Okay, so for just those of you who may be joined in a little bit late, this is the second part of the activity that Hilda is doing in the classroom. And after that he's going to give the mic back to Susanna and she was going to wrap up the lesson for the class. So would you like to say something about what what this map is and how they are using it in the classroom at the moment is subduction zone geometry model. So this is the slide deep so it's how shallow or so how horizontal or how vertical the slab is dipping into the mental. So for zero degrees it means the slide is just horizontal and for 90 degrees it could be dipping vertically into the mental. And so the in the first part of the class students were answering the question why are there volcanoes along the end is. That's sort of the easy question. And in the second part and of course it's related to subduction that's what they were identifying. And for the second part of the lesson they are now exploring why there are regions without volcanoes then because there's of course reduction along all the West Coast of South America. So we would expect volcanoes to exist all along the end is but that's not the case for active volcanoes or recently active volcanoes. So there are these volcanic gaps. And now they are looking into the data that they're looking at our tumor graphic cross cut a cross section along this a bdcb profile. And the graphic cross sections cross sections of the slab interface and this map which is slapped deep and the other one related to this one, which I don't remember what it is. So let me check in the materials. Okay, maybe I'm not missing anything. Okay, so depth and club deep those are the two different maps that they're looking at this one is club deep. And the other one is how deep we to ease. So the depth of the slide that's to the top of the slide. Okay, great. And now we now that we have you here. Let me explain what one of the students who was presenting on behalf of the behalf of the class. What was his major points of the presentation. He was explaining why there are volcanoes along the end is and he was relating that with production. So one of his main points was so his main points were that the oceanic slab is dancer. So it will dive under the continental plate and that's absolutely correct. And then he also related that the earthquake locations that are deeper has you go into the continent because of course that plate is acting, and you only have earthquakes in the subject in late this year, which gets deeper as you get away from the earthquake. And then he said that the plate is conducting and it gets warmer. And so you generate magma. And here it's a bit tricky actually because often they understand that because of students understand very often that because of production has the temperature increases, it is the plate itself that melts. And this is not the case. So what happens is that has the place of that. Because it is under bigger pressures, and the greater pressures it will release the water in the rock matrix. And it's the water that is released that decreases the amount of the mental rocks, and then the mental rock melt and they come to the surface and generate magma and volcanoes. So that was, they were almost all, they were almost 100% correct but that there was that point piece that I'm not entirely sure that was correct in their interpretation. And I think maybe this is really the good point that when a teacher and a scientist work together, then these kind of misconceptions, even though they're very tiny but perhaps important can be sort of revealed and discussed in the class. Actually, I'm actually quite sure that tell their noses, it's not. It's likely that from, you know, either textbook images or just the type of cartoons that we usually see that they get the impression that it is the plate itself that is melting it's a very common misconception. That's the kind of things that you have to repeat and go through a number of times to actually apprehend because of course the first time you get some of the concepts and then as you work more need to consolidate your ideas. Exactly. I see. We have held there again with us. Helder, you're muted. Yep. Thanks. So we have another volunteer. I was looking for a girl, but they are very shy, although they are very bright. Most of them they found a clue. So, do you want to share it? Yes. Exactly. It's very plain. So, you've discovered everything. It was great. It was fantastic. I'm just going to take a zoom. Okay, it can be. Let's take a picture. Let's look at the trailer. Okay, so. Okay, let's see an animation of Iris. Iris is a situation, a source of North American universities dedicated to seismology. And they have a lot of very good animations. And they have these about seismos and techniques of South America. We're just going to see the initial part, which is about the seismos we're talking about. Okay, so let's start with an introduction to the seismos and techniques of South America. As you know, this region that surrounds the Pacific is characterized by subduction zones, which are here in Roxo. And along these subduction zones, there are about 80% of the entire world. And there is also a lot of volcanism. We have about more than 400 active volcanoes. In particular, in this west coast of South America, there are very high seismos. Some of them are very developed, very matured. And in particular, this area has become the seismos of the largest magnitude in the history of seismology. We have a seismos of 9.5, and we even know that this number is a little low, but the instruments at the time, the maximum we were able to resist it was 9.5. It was the Valdivia seismos in 1960. And in addition to this seismos, which is a champion seismos, which is the largest seismos ever resisted, there are also many other seismos, both along the subduction zone as well as in the plate itself. So, here the regional technique, as you saw, is dominated by the subduction of the nascent plate area, oceanic, under the South American plate, continental. This subduction generates these volcanoes, as we wish, and it is a subduction that occurs at a speed of about 5-6 cm per year, which is more or less the same speed as our nails grow. So, a very palpable speed. In addition to this, we have in South America about 800 torrents per year, so they are huge, and here we are to see the seismos over the last 15 years, from the most superficial to the deepest, and we see that we already had this. So, the nascent lithospheric plate, the oceanic plate, the nascent lithospheric plate, subducted under the South American plate, see how, when we enter the mantle region, we only have deep seismos, which occur in the lithospheric plate, while along what is more at the surface, we have seismos both inside the oceanic plate and inside the continental plate, because it goes away as long as it is compressed, and these are seismos. And now we have here the oceanic lithospheric plate, which is able to hydrate, to lose its water, as long as it loses water. The melting, the formation of the water is not to retain the plate, it is the release of water, and the release of water then goes down to the point of the rocks and allows the subduction. And this is what happens along the zones where we have volcanism. And then we have here these regions that we saw, which are lacunas in the cadet of volcanoes, in the volcanic arc, what happens then here? As you saw by the entire subducted plate, what happens here is that the plate, the plane, it sinks a little bit, and instead of continuing to dive into the earth, as it did here, instead of continuing to dive into the earth, it sinks and stays the same as the continental lithospheric plate. So we stay with the oceanic lithospheric plate, with a double lithosphere, so to speak. So here the lithospheric plate is continental, and below it is the oceanic lithospheric plate. We have two lithosceres, one over the other, and that is why we couldn't lose water here, or this professor happens here, but there is no creation of volcanism and magma, because there is no rock and mud to melt. Ok, and that's it. From here the animation will tell us about other seasons, about several seasons throughout South America, but this is up to you to see at home if you want to know more. From my part, that's all. I hope you have enjoyed the activity, I hope you have learned, I hope you have enjoyed looking at real-life facts, I'm going to say that I always like to do, I hope you have also liked to do, but I have also been influenced by the notion that many times when we want to discover the solution for a complicated question in the Earth's science, we have to look for different types of data, because we will only look for one thing, only for the seasons, only for the position of the volcanoes. We can't really find the answer, we have to cross several types of different information. I have also been influenced by the very important notion that is that the theories that we have, always have a limit of applicability. Tecnonica de Placas has great success in explaining great things, but there are things that I can't explain, because there are places where observations are a bit different from what the concepts of Tecnonica de Placas are, or because dominant forces are different from the usual, or because other processes are involved. So this is an important concept. The theories are there to help us. They explain a large part of the observations, but they always have a limit of applicability, and there are always regimes because there are other mechanisms because there are other forces that are going to cause other types of observations and that give us clues to exactly those mechanisms. So in this way we are expanding our theories, we are proposing new models and we will be able to explain more and more of the observations of the world that surrounds us. And that's it, my part is all about your questions. Thank you, Suzana. Any questions? I have a question that has been in my air, open. The most important question, because they gave me the opportunity. I'm always messing with them because I like to say that the text books are full of potato figures, because many of those figures, instead of helping them to understand the concepts, complicate the perception in some way. And the use of real data helps greatly, in my opinion, to clarify the way science works and, as you said, the information that we remove from the data is very important. People, do you want to say hello? Hello, thank you. Okay. They are eager to go out there. Do you want to go out? Yes? Thank you, everyone. Thank you, Suzana. Thank you, Suzana. Thank you. Fantastic. Thank you so much, Helder and Suzana for this session.