Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

This lesson has been adapted from Ohio Department of Education Earthquake Proof Structures Grade 8 Interdisciplinary Unit.)

Introduction:

This lesson follows up a unit on plate tectonics.

Students should already understand the layers of the Earth and the forces that drive plate tectonics. They should already be familiar with the geologic zone in the Pacific Ocean known as the “Ring of Fire”. They should have knowledge of how earthquakes result from plate motion.

This lesson offers an opportunity to discuss mechanical waves (p waves, s waves & surface waves). It is a real-life, hands-on approach to understanding how science and technology work together. Students will see how energy travels through waves and is transferred from waves through structures. By changing the frequency of the surface waves, different types of damage occur to structures on Earth’s surface.

Survey of Existing Materials:

Newton’s Apple – Great instructions on how to build a shake table.

Discovery Education – Designing Earthquake Proof Buildings

MCEER – Earthquake Engineering to Extreme Events

Ohio Department of Education 8th grade Unit – great rubric & differentiated instruction ideas.

Curriculum Alignment:

MI - GLCE

Inquiry Process

S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation.

S.IP.06.12 Design and conduct scientific investigations

S.IP.06.13 Use tools and equipment (spring scales, stop watches, meter sticks and tapes, models, hand lens, thermometer, models, sieves, microscopes) appropriate to scientific investigations.

S.IP.06.15 Construct charts and graphs from data and observations.

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Inquiry Analysis & Communication

S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

S.IA.06.13 Communicate and defend findings of observations and investigations using evidence.

S.IA.06.14 Draw conclusions from sets of data from multiple trials of a scientific investigation.

Reflection & Social Implications

S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.06.11 Evaluate the strengths and weaknesses of claims, arguments, and data.

S.RS.06.13 Identify the need for evidence in making scientific decisions.

S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

Earth Science/Solid Earth

E.SE.M.5 Plate Tectonics- The lithospheric plates of the Earth constantly move, resulting in major geological events, such as earthquakes, volcanic eruptions, and mountain building.

E.SE.06.51 Explain plate tectonic movement and how the lithospheric plates move centimeters each year.

E.SE.06.52 Demonstrate how major geological events(earthquakes, volcanic eruptions, mountain building) result from these plate motions.

E.SE.06.53 Describe layers of the Earth as a lithosphere (crust and upper mantle), convecting mantle, and dense metallic core.

Also…..From the 7th Grade GLCE’s (Science MEAP is given in 8th Grade)Physical Science / Energy

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

P.EN.M.3 Waves and Energy-Waves have energy and transfer energy when they interact with matter. Examples of waves include sound waves, seismic waves, waves on water, and light waves.

P.EN.07.31 Identify examples of waves, including sound waves, seismic waves, and waves on water.

P.EN.07.32 Describe how waves are produced by vibrations in matter.

P.EN.07.33 Demonstrate how waves transfer energy when they interact with matter (for example: tuning fork in water, waves hitting a beach, earthquake knocking over buildings).

NGSS - Next Generation Science Standards (May 2012 DRAFT)

MS.ESS-EIP Earth’s Interior Processes

a. Use models to explain how the flow of energy drives a cycling of matter between Earth’s surface and deep interior. [Assessment Boundary: The thermodynamic processes that drive convection are not required, only a description of those motions. Explanations should include mid-ocean ridges and ocean trenches.]

d. Plan and carry out investigations that demonstrate the chemical and physical processes that form rocks and cycle Earth materials. [Assessment Boundary: Students should use various materials to replicate, simulate, and demonstrate the processes of crystallization, heating and cooling, weathering, deformation, and sedimentation involved. Investigations should focus on connecting, correlating, and identifying parts of the rock cycle.]

f. Analyze and interpret data sets to describe the history of natural hazards in a region to identify the patterns of hazards that allow for forecasts of the locations and likelihood of future events. [Assessment Boundary: Hazards are limited to those resulting from Earth’s interior processes (e.g., volcanoes, earthquakes, tsunamis).]

ESS3.B: Natural Hazards

Some natural hazards, such as volcanic eruptions, are preceded by phenomena that allow for reliable predictions.

Others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. However, mapping the history of natural hazards in a region and developing

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

an understanding of related geologic forces can help forecast the locations and likelihoods of future events. (f)

MS-ETS-ED Engineering Design

a. Evaluate ideas for solving an environmental problem to determine which designs best meet the criteria and constraints of the problem and take into account scientific principles and short and long-term consequences. [Clarification Statement: Students compare sand blasting, chemical solvent, and high heat for removing graffiti; evaluate different plans for solving problems due to invasive species.] [Assessment Boundary: A numerical weighting system may be used to evaluate designs, but not an advanced mathematical model.

b. Develop a better design by combining characteristics of different solutions to arrive at a design that takes into account relevant scientific principles and better meets the needs of society. [Clarification Statement: For example, students develop a design for a highly energy efficient automobile by combining ideas from different car ads.] [Assessment Boundary: Limit arguments to qualitative characteristics.]

c. Compare different designs by building physical models and running them through the same kinds of tests, while systematically controlling variables and recording the results to determine which design performs best. [Clarification Statement: For example, students test different designs for a bridge by building and testing a model or compare different designs for a hydroponic farm by building and testing small scale models in the classroom.]

d. Use a computer simulation to test the effectiveness of a design under different operating conditions, or test what would happen if parameters of the model were changed, noting how the simulation may be limited in accurately modeling the real world. [Clarification Statement: Examples include simulating how a solar hot water system would function in different seasons or parts of the world and simulating the effects of different preventive actions in slowing the spread of disease during an epidemic.] [Assessment Boundary: Students should be given simulation software to use and not expected to create their own.]

e. Refine a design by conducting several rounds of tests, modifying the model after each test, to create the best possible design that meets the most important criteria. [Clarification Statement: For example, students refine the design of a model building to withstand an earthquake, strengthening failure points after each test, or refine the design of a water filtration system by adding physical and chemical components and retesting after each change.]

f. Communicate information about a proposed solution to a problem, including relevant scientific principles, how the design was developed, how it meets the criteria and constraints of

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

the problem, and how it reduces the potential for negative consequences for society and the natural environment. [Clarification Statement: Students develop a poster, slide presentation, or oral design concept presentation.

Technology Standards (from - http://techplan.edzone.net/METS/METS200968.pdf)

6-8.CC. Communication and Collaboration

6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures

6-8.CC.3. identify effective uses of technology to support communication with peers, family, or school personnel

6-8.RI. Research and Information Literacy

6-8.RI.1. use a variety of digital resources to locate information

6-8.RI.2. evaluate information from online information resources for accuracy and bias

6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous

facts and that multiple sources should always be researched

6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)

6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic mapping systems) to gather, view, and analyze the results for a content-related problem

6-8.CT. Critical Thinking, Problem Solving, and Decision Making

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to assist with solving a problem

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program)

6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital resources

6-8.CT.4. describe strategies for solving routine hardware and software problems

6-8.DC. Digital Citizenship -

6-8.DC.1. provide accurate citations when referencing information sources

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing)

6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies

6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of technology in the past

6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online activities (e.g., posting photos of risqué poses or underage drinking, making threats to others)

6-8.DC.7. describe the potential risks and dangers associated with online communications

6-8.CI. Creativity and Innovation -

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance communication with an audience and to support creativity

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software

6-8.TC. Technology Operations and Concepts -

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)

6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the

accuracy of technology-produced materials

6-8.TC.3. perform queries on existing databases

6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting, charts)

6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and provide rationales for using a certain device for a specific purpose

6-8.TC.6. use accurate technology terminology

6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to science,

technology, engineering, and mathematics

6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning

6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals

6-8.TC.10. discuss security issues related to e-commerce

Engineering Standards

CORE AND COMPONENT IDEAS IN ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE

Core Idea ETS1: Engineering Design

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution

Core Idea ETS2: Links Among Engineering, Technology, Science, and Society

ETS2.A: Interdependence of Science, Engineering, and TechnologyETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

Common Core Math Standards

6.EERepresent and analyze quantitative relationships between dependent and independent variables.

9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

M.UN.06.01 Convert between basic units of measurement within a single measurement system, e.g., square inches to square feet

Materials:

Pre/Post Assessment: (See end of lesson)

Step 1 – Engage the Learner

The Earthquake Proof Tower in Japan - Sky Tree (video)

Step 2 – Explore the Concept

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Student Team Challenge: Building an Earthquake Proof Structure:

• Students research online various earthquake proof structures.

• Based on their prior research, students are challenged to create an earthquake proof structure that will withstand shaking for 10 seconds on an earthquake simulator/shake table.

• Students will complete the “Student Sheets” set. (attached at the end of this lesson)

• Students build their earthquake proof structures.

• Students test their model structure with an earthquake simulator. Building Earthquake Proof Homes (Motivational Video) ....prior to using shake table. Video taping the models will allow for more in-depth analysis of what happened when.

• Students make brief presentations to the class explaining how they built their structures, reasons for their design choices their data analysis about the structures performance and how they would change things if they were to redesign them again.

Step 3 – Explain the Concept

Share the performance rubric with students to ensure high expectations and that there are concrete levels of performance communicated that they will be assessed upon.

Exploratorium Faultline Website - http://www.exploratorium.edu/faultline/ (specifically check out Damage Control)

Step 4 – Elaborate on the Concept

Students discuss changes they could make in their design and encourage more time for reflection.

Modification of design, rebuild of structures, and retesting.

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Step 5 – Evaluate Student Understanding (and Differentiation of Instruction)

Designing Earthquake Proof Buildings Performance Rubric

Post Test – (See Pre Test Above)

Decide if Misconceptions still exist: Compiled List of Earthquake Misconceptions

Earthquake Misconceptions:

From: http://serc.carleton.edu/NAGTWorkshops/intro/misconception_list.html

Earthquakes are rare events (media coverage of earthquakes is limited and biased to U.S. area or high death tolls)

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

The ground cracks opens during an earthquake to swallow people and buildings (common to Hollywood movies and popular literature like 'Clan of the Cave Bear' and Shogun', but also dates to early reports of Lisbon earthquake and confusion over landslides, etc.).

Earth shaking is deadly (as opposed to building collapse, tsunamis, landslides, fire, etc.)

Seismic waves involve the long distance net motion of particles

Seismic waves go from crust to core, but not core to crust (textbooks seldom specifically discuss second half of journey apart from a general treatment of shadow zones).

S-waves (shear waves) do not reach other side of Earth from where earthquake originated because they cannot pass through oceans (or cannot reach islands).

Wind blowing through subterranean passages causes earthquakes (Aristotle's hypothesis, tied with older cosmology of hollow passages through earth)

Earthquakes occur from collapse of subterranean hollow spaces (tie to older cosmologies).

The biggest earthquake is a magnitude 10.

From: http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/common-misconceptions-about-weathering-erosion-volcanoes-and-earthquakes

Earthquakes happen randomly across the earth’s surface. (As with volcanoes, students may believe that earthquakes happen in random locations across the earth. Most of the world’s seismic activity is associated with tectonic plate boundaries and fault lines.)

The ground opens up during an earthquake. (While shallow crevasses may form during an earthquake due to landslides or ground failures, the ground does not “open up” along a fault line. If a fault opened up, there would be no friction and no earthquake!)

From: http://k12s.phast.umass.edu/~nasa/misconceptions.html

Chicago could not be severely damaged by an earthquake in the near future.

From: http://hub.mspnet.org/media/data/MiTEP_List_of_Common_Geoscience_Misconceptions.pdf?media_000000007297.pdf

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Catastrophic changes on the Earth's surface, like volcanic eruptions and earthquakes, only affect the lithosphere.

Differentiated Instruction:

Instruction is differentiated according to learner needs. To help all learners either meet the intent of the specified performance indicator(s) or, if the indicator is already met, to advance beyond the specified performance indicator(s).

Below performance indicators: • If students have difficulty with fine motor skills physically manipulating smaller materials (ie. spaghetti sticks) substitute larger toys/pieces made of colored wooden dowels and round blocks with holes to achieve a similar experience.

• Place students having difficulty in groups with students able to assist them.

• Assign students less capable of design to take charge of navigating the Internet.

• Have visual learners work in groups to create posters that explain plate tectonics, s- and p-waves, faults, elastic rebound and the MMI and Richter Scales.

Beyond performance indicators: • Students can vary the frequency and magnitude of the simulator.

• Students can design a structure of their choice to withstand an earthquake and devise a testing method.

• Students can design the tallest freestanding structure that will survive an earthquake on the simulator.

• Students can design an earthquake simulator.

Sources & Resources

Newton's Apple - Teacher guide Earthquakes http://www.newtonsapple.tv/TeacherGuide.php?id=1288

Discovery Education - Constructing Earthquake Proof Buildings http://www.discoveryeducation.com/teachers/free-lesson-plans/constructing-earthquake-proof-buildings.cfm

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

MCEER - Earthquake Engineering to Extreme Events – Building Structure Exercise http://mceer.buffalo.edu/infoservice/Education/structureLessonPlan.asp

Ohio Department of Education Earthquake Proof Structures – Grade 8 Interdisciplinary Unit http://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CTE_LP_S01_BB_L08_I02_01.pdf

Design Team Members:

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Student Sheets - Designing an Earthquake Proof Building

Challenge: Design a structure that is at least 10cm long x 10cm wide and stands at least 20 cm tall using any combination of the available items. It must be able to withstand a level 10 earthquake (in the earthquake simulator) for 10 seconds without collapsing.

What is the goal of the design?

What must the design be able to do?

What must the design not do?

Sketch a diagram of your design and label the major parts & features. (Use the back of this sheet if you need additional space.)

Explain the basic operation of the design.

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Materials:List the materials and quantities required to create your model.

Explain why you chose those materials. What other materials may be substituted if your first selection is unavailable?

It’s ALWAYS important to test only one variable at a time so that you know what caused the change, so we’ll need to define our variables.

Variables: Manipulated Variable: (size of base?, type of materials used, amount of materials used , amount of crossbars, etc…)

Responding Variable: (time that the structure stays together)

Controlled Variable(s):

Hypothesis:(If the manipulated variable increases/decreases, then the responding variable will increase/decrease.)Example: If the number of cross supports increases, then the building stability will increase.

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Data:Create a table and a line graph showing your buildings changes over time. You may need to refer to the video tape of your structures shaking.

Table: Time Observations1 second2 seconds3 seconds4 seconds5 seconds6 seconds7 seconds8 seconds9 seconds10 seconds

Graph:

Modifications:

If you were to re-design your structure, what changes would you make to increase the performance? Why?

Remember DRY MIX!

Dependent/Responding Variable on the Y axis & Manipulated/Independent Variable on the X axis.

Also remember to include units and a title.

Eileen ByrnesS3T-CtE STEM Lesson

Building Earthquake Proof StructuresLTU October 2012

Name- ________________________

Hour - ____________

Pre / Post TestDesigning Earthquake Proof Buildings

Pre Test Questions Post Test

How is energy transferred?

Name two (2) types of mechanical waves.

Define elasticity and give an example of something that

has this property.

What do you know about how waves travel?

Give an example of compression.

Give an example of tension.

Why do you think some