Shake and Quake...But Will It Break?

Karen Kenney-Lassiter Laura Fite

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Structural Engineering

Whether you live in a large urban area or a rural area, structures such as buildings,

bridges, dams, towers, tunnels, stadiums, roller coasters, and monuments are probably parts of

your environment. It is a structural engineer who is responsible for the safety of these structures.

The Council of American Structural Engineers (CASE) defines a structural engineer as, “An

engineer with specialized knowledge, training, and experience in the sciences and mathematics

relating to analyzing and designing force-resisting systems for buildings and other structures” (as

cited in National Institute of Building Sciences, 2010). According to the Princeton Review

(2008), the main duty of a structural engineer is to design structures that meet their clients’ needs

while insuring public safety by adhering to all standards and building codes. Specifically, “a

structural engineer analyzes and designs the gravity support and lateral force resistance of

buildings, bridges and other structures” (Structural Engineers Association of Northern California,

2003). To become a structural engineer, one would have to have a bachelor’s degree in structural

engineering or civil engineering with an emphasis on structures, or architectural engineering.

Many have a master’s degree or a PhD. Structural Engineers must gain experience under a

mentor and then seek a professional license (Princeton Review, 2008).

One branch of structural engineering is earthquake engineering. Earthquake engineers

are concerned with “reducing earthquake or seismic risk to structures” (Scawthorn, 2007).

Buildings are normally designed so that if an earthquake occurs, it is assumed that there will be

damage to the building, but that the building will not collapse. Building collapse is not only the

primary cause of the loss of human life, but also causes loss of equipment, contents of the

building, loss of business due to interruption and damage to water, gas, power, and

communication lines (Scawthorn, 2007). The job of an earthquake engineer is to design in order


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to limit these losses. Although we cannot prevent earthquakes, we can try to limit the destruction.

Making sure that buildings do not collapse in an earthquake is one way to lessen the destruction.

Buildings should be built so that they do not sink or topple over and must be able to sway from

side to side (Rogers, p.26). There are several processes that earthquake engineers take part in to

limit the losses that could occur if a building collapses. According to Scawthorn (2007, para.1),

these processes include: “seismic hazard identification; structural analysis, design, and/or

retrofitting to prevent structural collapse and reduce property damage; and review of equipment

and operations to prevent disruption due to earthquakes.”

In more developed countries, existing buildings are at the greatest risk during

earthquakes, so the focus of earthquake engineers is on the identification analysis and reduction

of this risk. Newer construction is safer, but especially large or unusual structures are of most

interest to earthquake engineers. In underdeveloped countries, lack of building codes and

enforcement is a significant contributor for seismic risk (Scawthorn, 2007). Structural engineers,

especially those with expertise in earthquake engineering, are important to improving new

construction and existing structures in earthquake prone areas.

An understanding of earthquakes is important to designing structures that can better

withstand them. Earth has four layers: the inner core, the outer core, the mantle, and the crust.

“The crust and the top of the mantle make up a thin skin on the surface of our planet” (Wicker,

2010). This top layer is composed of plates. Simply put, earthquakes are a release of energy built

up by the stress of the earth’s plates moving past each other. The earth has about 20 plates that

are constantly moving. A fault is an area where these plates slide past one another. “The plates

are all moving in different directions and at different speeds. Sometimes the plates crash

together, pull apart or sideswipe each other” (Wicker, 2010). These plates are rigid, and while


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the plate is moving, a part of it is stuck on another plate remaining stationary. “When the plate

has moved far enough, the edges unstick on one of the faults and there is an earthquake”(USGS,

2009). The force of this friction causes the earthquake when it releases the stored up energy.

These seismic waves are released, resulting in everything shaking (USGS, 2009). On the surface

this is the epicenter, the point above ground where the hypocenter is located (the origin of the

earthquake). A seismograph is instrument that has a base set in the ground and a free hanging

weight and measures the magnitude of the earthquake (USGS, 2009). During an earthquake, the

instrument base moves, but the heavy weight does not. It records data scientist interpret into a

magnitude number for the earthquake using the Richter scale. The Richter scale assigns a

number between 0-9 measuring the earthquakes strength (Olien, 2002). A magnitude of three is

usually not newsworthy, but a magnitude of seven can cause serious damage (Walker, 2008).

Also to consider is the depth of the earthquake. If the earthquake is shallow there will be more

damage to structures. The main effects of earthquakes are shaking and ground rupture. Ground

rupture has been noted with the displacement of the earth along the fault: this causes risks for

engineering structures (Wikipedia, 2011). Disease, lack of life’s basic necessities, higher

insurance premiums, general property damage, road and bridge damage, collapse and

destabilization of buildings, not to mention the loss of human life, are some of the many

consequences of earthquakes (Wikipedia, 2011).

To help ensure future safety of human life during an earthquake, earthquake engineers

deal with the effects of earthquakes on structures. Part of this process is to assess the earthquake

risk in a region and to design structures to withstand future earthquakes (Wikipedia, 2011). This

process is not limited to designing structures to withstand moderate earthquakes, but also to

withstand strong ones without collapsing. Earthquake engineers contribute to the durability of


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structures taking into account “distribution of weight, variation in shape, variation in height, and

variation in foundation material” (Latham, n.d. para. 3). Construction codes in more developed

countries have taken this into account in their building guidelines, but most destruction in recent

years has been in poorly developed countries with nonexistent building codes. For example,

comparing the devastating earthquake in Haiti, 2010 resulted in thousands of more deaths than

the Chile earthquake several months later. “The reasons are simple. Chile is wealthier and

infinitely better prepared, with strict building codes, robust emergency response and a long

history of handling seismic catastrophes” (Bajak, 2010, para. 3). “In terms of energy released at

the epicenter, the Chilean earthquake was 501 times stronger” (Bajak, 2010, para. 3) The earth’s

surface materials also have to be taken into account. Chile has a more stable rock base, while

Haiti’s surface is more granular, causing soil liquefaction during an earthquake. According to

Professor Miranda, a Stanford University earthquake engineer, “Even though Haitians are very

poor, they can build much better structures with the same materials they’ve used before, if only

they do it with better information-learning, for instance, how to tie structural elements together

more effectively” (Orenstein, n.d., para. 6).

The deaths incurred during an earthquake are not a direct result of the natural

phenomenon, but occur during the collapse of structures. Structural engineers are vital in

lowering the lives lost during future earthquakes. Past experiences with building collapse can

improve the future of structural engineering in earthquake prone areas.


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Bajak, F. (2010, February 27). Chile-Haiti earthquake comparison: Chile was more prepared.

The Huffington Post. Retrieved January 13, 2011, from

http://www.huffingtonpost.com/2010/02/27/chile-haiti-earthquake-co_n_479705.html

Earthquake. (2011, January 4). In Wikipedia, The Free Encyclopedia. Retrieved January 13,

2011, from http://en.wikipedia.org/wiki/Earthquake

Latham, T. (n.d.) Construction earthquake-proof buildings. Discovery Education Lesson

Plan Library. Retrieved January 9, 2011 from

http://www.discoveryeducation.com/teachers/free-lesson-plans/constructing -earthquake-

proof-buildings.cfm

Olien, B. (2002). The changing earth. Mankato, MN: Capstone Press.

Orenstein, D. (n.d.). Professor Miranda returns from Haiti and Chile resolved to improve

earthquake construction education. Retrieved January 9, 2011, from Stanford University,

The John A. Blume Earthquake Engineering Center Web site:

https://blume.stanford.edu/news/professor-miranda-returns-haiti-and-chile-resolved-

improve-

earthquake-construction-education.

Princeton Review, Inc. (2008). Structural engineer. Retrieved January 9, 2011, from

http://www.princetonreview.com/Careers.aspx?cid=322

Rogers, D. (1999). Earthquakes. New York, NY: Raintree Steck-Vaughn Publishers.

Scawthorn, C. (2008). Earthquake engineering. AccessScience. McGraw-Hill Companies.

Retrieved January 9, 2011, from

http://www.accessscience.com/popup.aspx?id=800400&name=print

http://www.discoveryeducation.com/teachers/free-lesson-plans/constructing-earthquake-proof-buildings.cfm

https://blume.stanford.edu/news/professor-miranda-returns-haiti-and-chile-resolved-improve-earthquake-construction-education

http://www.princetonreview.com/Careers.aspx?cid=322


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Schmidt, J. A. (2010, May). Structural engineering. Retrieved January 9, 2011 from National

Institute of Building Sciences Website: http://www.wbdg.org/design/dd_structeng.php

Structural Engineers Association of Northern California. (2003). What is structural engineering.

Retrieved January 9, 2011, from http://www.seaonc.org/public/what/what_is.asp

Wald, L. (2009, October 17). The science of earthquakes. U.S. Geological Survey. Retrieved

January 8, 2011, from http://earthquake.usgs.gov/learn/kids/eqscience.php

Walker, S. M. (2008). Earthquakes. Minneapolis, MN: Lerner Publications Company.

Wicker, C. (2010). Earthquakes. Retrieved January 9, 2011, from

http://www.weatherwizkids.com/weather-earthquake.httm

http://www.wbdg.org/design/dd_structeng.php

http://www.seaonc.org/public/what/what_is.asp

http://earthquake.usgs.gov/learn/kids/eqscience.php


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What is odyssey?

All of life is a journey lined with experiences that impact our actions and our choices.

Sometimes during this adventure, our ride is smooth sailing with occasional bumps. Experiences,

challenges, and changes all lead to a different perspective, and at times, a completely different

outlook on life. Through this daily wandering we learn and grow along the way both personally

and professionally. By having diverse offerings we get to try new things and expand our outlook.

Having these opportunities is the odyssey of life. We can grow, improve and make a difference

based on our experiences.

How is the concept of odyssey depicted by your subtopic?

The concept of odyssey is depicted by structural engineering through two different

perspectives. In the past few years there have been devastating earthquakes taking many lives,

especially those in Haiti. To watch the news during this time, one feels helpless in knowing how

to help our neighbors. Structural engineers can improve this odyssey into the future for those

living in earthquake prone areas. By looking at the history of the damage of structures resulting

from these natural disasters and designing new construction that is built with building codes

enforced, structural engineers can improve structures and create a better future for these people.

At the same time, school children today are so pushed to be able to master the basics, we do not

always have time to share and expand into their interest areas. To be successful in their journey

of the future in our global society, students need to be able to recognize problems and identify

solutions in their daily life and the world around them. Taking these two real world issues and

combining them into the unit, students will look at the hardships faced by our neighbors and

understand the cause for such devastation and how looking at past experiences can improve the

future. They will conclude and build upon the knowledge that simple changes in the building


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structures could have saved many lives. Students will have experiences designing, constructing

and testing their ability to use their new knowledge to build a structure to withstand a simulated

earthquake on a shake table. They will be given the opportunity to reflect, refine and retest as

they bolster their problem solving skills.


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Unit title and description:

Shake and Quake….But, Will it Break?

Why don’t all the tall buildings fall during an earthquake? Earthquakes occur all over the world but their

effects are not always the same. Begin to understand the engineering challenges of building earthquake

resistant buildings as you enter the construction zone and become an earthquake engineer for a week.

Try your hand at building a virtual model and a concrete model that will withstand the shaking and

quaking of an earthquake. Will your model survive the shake table?


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Content Outline

Shake and quake……But will it break?

Karen Kenney-Lassiter & Laura Fite

I. Earthquakes

A. Earth’s Surface Layer

1. The crust is the outermost layer of the earth.

2. The crust is made up of tectonic plates.

B. Changes in Crust

1. Tectonic Plates

a. Plates are constantly moving.

b. Faults occur when the plates scrape, collide, spread or move past each

other

c. Parts of rigid plates may get stuck, remaining stationary.

2. Releasing Stored Energy

a. Over time, the force of friction causes energy release when the edges

unstuck.

b. Seismic waves are released.

i. Primary waves or P waves are the initial shock wave and fastest

moving.

ii. Secondary waves or S waves move the ground up and down or

back and forth

iii. Surface waves produce a rolling sensation and cause the most

damage.

C. Measuring Earthquakes

1. Seismograph measure magnitude

2. Richter scale assigns a number between 0 and 9 measuring strength.

D. Effects of Earthquakes

1. Structural Damage

a. Buildings

b. Bridges

c. Homes

2. Repercussion Effects

a. Aftershocks

b. Tsunamis

c. Landslides


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3. Human Losses

a. Life

b. Dwellings

c. Jobs

d. Food and Water

e. Communication

II. Engineering

A. Structural Engineering

1. Structural engineers are responsible for the safety of structures while meeting

client’s needs.

2. Structural engineers are specially trained to analyze and design force resistant

systems.

B. Earthquake Engineers

1. Earthquake engineering is a branch of structural engineering.

2. Earthquake engineering is the application of earthquake science and past

earthquake experiences to the design of new and existing buildings.

3. The main focus of an earthquake engineer is to reduce seismic risk to

structures.

4. Earthquake engineers use several processes to prevent building collapse.

i. Seismic hazard identification

ii. Structural analysis and design and or retrofitting

iii. Review of equipment and operations to prevent disruption due to

earthquakes.

III. Designing for Earthquakes

A. Causes of the Most Devastation

1. Poor building quality

a. Lack of building codes

b. High poverty

i. Haiti, an underdeveloped country lost 220,000 lives in the 2010

magnitude 7.8 earthquake

ii. Chili, a wealthy country lost around 400 lives in the 2010 8.7

magnitude earthquake.

c. Tsunami

i. March 11, 2011 a 23 foot tsunami occurred after an 8.9 magnitude

earthquake offshore near Japan.

ii. Recent Japan earthquake did not cause extreme devastation, but

14,133 lives were lost and 13,000 missing due to the tsunami that

resulted afterwards.


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2. Building Collapse

a. Building collapse is the primary cause of loss of human life.

b. Buildings should sway from side to side; not sink or topple.

c. Structures collapse when they are not designed for the earth’s surface

material.

B. Earthquake Engineers and Improving the Future

1. Earthquake engineers can incorporate features into modern structures to help

withstand earthquakes.

a. Distribution of weight

b. Variation in shape

c. Variation in height

d. Variation in materials

i. Use of flexible building materials

ii. Use of proper foundation materials

iii. Use of proper support systems

2. Engineers follow rules called codes.

a. Accessibility codes

b. Fire and safety codes

c. Hazard codes

3. Earthquake engineers use cost effective designs, especially in high

poverty areas.


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Shake and Quake… But will it Break? Technology Infused Paper

Our unit will focus on engineering as it relates to earthquakes. There have been many

devastating earthquakes in the world; ones that have destroyed cities and human lives. In places

with the most destruction, faulty construction and lack of building codes were the main causes of

building collapse. Earthquake engineers can improve the future by building new structures and

modifying existing structures to decrease the devastation. Students will learn the causes and

effects of earthquakes and discover how safer structures can be built by creating their own

models. The use of technology will be incorporated into our unit by using Smartboards, an on-

line earthquake simulator, an ITunesU video, PowerPoint, Flip cameras, Movie Maker, and

Skype.

Our week will begin with campers learning the causes and effects of earthquakes. A

PowerPoint of earthquake pictures from Chile and Haiti will be viewed as well as an ITunesU

video. Campers will view the video and other websites to become an “expert” on the 2010

earthquake in either Chile or Haiti. To demonstrate their knowledge, they will sort various

photographs of the earthquakes in Haiti and Chile. Using an online storyboarding template,

campers will begin to plan a public service announcement that will be sent to the Haiti Recovery

Group (www.haitirecoverygroup.com) at the conclusion of camp. After a short demonstration

on the use of Flip cameras, initial work on our public service announcement will begin by using

Flip cameras and sharing learned information about the devastation of earthquakes. Teachers will

then show students how to upload videos to prepare for the process of editing their public service

announcement on Movie Maker.

http://www.haitirecoverygroup.com/


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After the campers have gained knowledge of earthquakes they will become familiar with

the process of earthquake engineering design. To become informed about the properties of

building materials and the role they play in real life seismic events, campers will experiment with

various materials with a partner to understand how cost and availability, flexibility, and strength

influence the choice of materials used in building construction. Each pair will have a different

type of material and directions to make a structure that will hold the weight of a tennis ball. The

following day, students will interact with an online earthquake simulator that can be found at

http://128.205.141.53:8080/app/EQ_13.html to solve problems and make informed decisions

about proper building supports.

Using the information acquired during the first few lessons, campers will design a model

of a building using different lengths of dowels and pegboards, a list of requirements, and a

budget. They will test their building on a shake table. Campers will continue to tape their daily

challenges on a Flip camera. They will use these videos for two purposes. First, campers will

construct a short video and a list of questions to share with a specialist to expand on their notion

of engineering design. We are currently searching for an expert who would be willing to view

and respond to campers each day. The second purpose for videotaping is our culminating

product of a public service announcement. This public service announcement will be our

campers’ technology product they will create using Movie Maker. They will share their public

service announcement with an organization in Haiti called the Haiti Relief Group to impart their

knowledge of the importance of building codes and safe structures in earthquake prone areas.

To conclude each session and give campers an opportunity to reflect, they will respond to

a question by posting their reflection or answer on the “Under Construction” board. These

responses will be shared with parents at Open House. We are hoping to provide campers with the

http://128.205.141.53:8080/app/EQ_13.html


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opportunity to speak live via Skype to an earthquake engineer who has firsthand experience with

the destruction of earthquakes in low poverty areas.

Through the use of technology, campers will be engaged in more rigorous activities while

enjoying their odyssey of learning.


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SHAKE AND QUAKE…BUT WILL IT BREAK?

LESSON 1

WHY SO MUCH DAMAGE?

I. DEFINE THE CONTENT

LESSON OBJECTIVE:

AFTER WATCHING ITUNESU VIDEO, STUDENTS WILL DEMONSTRATE THEIR UNDERSTANDING OF TERMINOLOGY BY CONSTRUCTING

DEFINITIONS AND SHARING AT LEAST THREE WITH THE CLASS.

USING INFORMATION FROM VIDEO AND WEBSITE RESOURCES, STUDENTS WILL ANSWER 6 QUESTIONS CORRECTLY ABOUT A SPECIFIC

EARTHQUAKE.

STUDENTS WILL DISCOVER PATTERNS IN TWO SIMILAR EARTHQUAKES AND UNDERSTAND THE CORRELATION BETWEEN POVERTY AND

BUILDING CONSTRUCTION TO THE DEVASTATION IN EACH AREA AS DEMONSTRATED BY CORRECTLY SORTING 19 OUT OF 23 EARTHQUAKE

PICTURES.

STUDENTS WILL DRAW CONCLUSIONS ABOUT THE REASONS WHY SOME EARTHQUAKES ARE MORE DEVASTATING THAN OTHERS BY STATING

THREE DIFFERENCES BETWEEN THE 2010 EARTHQUAKES IN CHILE AND HAITI ON THEIR PUBLIC SERVICE ANNOUNCEMENT.

STUDENTS WILL WORK AS A TEAM TO USE A STORYBOARDING TEMPLATE TO OUTLINE EACH DAY’S PUBLIC SERVICE ANNOUNCEMENT

REQUIREMENT.

LESSON POINT TO PONDER: (REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS

NOT A QUESTION.)

EARTHQUAKES CAN BE PREDICTED.

A POWERFUL EARTHQUAKE WILL ALWAYS CAUSE MASSIVE DESTRUCTION AND LOSS OF LIFE.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE WORTH

KNOWING?

(THINK ABOUT THE CONTENT YOU HAVE

SELECTED. WHAT IS IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT AN EARTHQUAKE IS THE SHAKING, ROLLING, OR SUDDEN SHOCK OF

THE EARTH’S SURFACE RELEASING STRESS CAUSED BY FORCE FROM THE PLATES PUSHING

AGAINST EACH OTHER.


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STUDENTS WILL KNOW THAT MOST INJURIES AND CASUALTIES DURING EARTHQUAKES ARE DUE

TO COLLAPSING STRUCTURES.

STUDENTS WILL KNOW THAT THE AMOUNT OF DEVASTATION AND HUMAN LIFE DEPENDS UPON

THE SOCIOECONOMIC STATUS AND THE DESIGN AND CONSTRUCTION OF BUILDINGS.

B. WHAT 3 ITEMS ARE IMPORTANT FOR

STUDENTS TO BE ABLE TO DO?

(DEFINE WHAT STUDENTS SHOULD BE

ABLE TO DO AS A RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO REPRESENT THROUGH WORDS OR VISUAL DEPICTIONS THEIR

UNDERSTANDING OF GIVEN TERMINOLOGY BY CONTRIBUTING TO THE CLASS RESOURCE BOARD.

STUDENTS SHOULD BE ABLE TO COMPILE INFORMATION WITH CLASSMATES AND DRAW THEIR

OWN CONCLUSIONS ABOUT THE RELATIONSHIP BETWEEN SOCIOECONOMIC STATUS AND

STRUCTURE OF BUILDINGS AS IT RELATES TO DEVASTATION AND LOSS OF HUMAN LIFE.

STUDENTS SHOULD BE ABLE TO CORRECTLY SORT PICTURES OF THE 2010 EARTHQUAKES IN

HAITI AND CHILE USING THEIR NEWLY ACQUIRED KNOWLEDGE OF THE SIMILARITIES AND

DIFFERENCES IN BOTH EARTHQUAKES AND THE REASONS BEHIND THOSE.

C. WHAT ARE THE ENDURING

UNDERSTANDINGS THAT STUDENTS

SHOULD TAKE AWAY FROM THE

LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT THE EARTHQUAKES HAVING THE MOST DEVASTATION AND

LOSS OF HUMAN LIFE OCCURRED IN POVERTY STRICKEN AREAS WITH POOR BUILDING

CONSTRUCTION.

STUDENTS WILL UNDERSTAND THAT THROUGH THOUGHTFUL PLAN AND DESIGN IT IS POSSIBLE

TO CREATE STRUCTURES THAT ARE BETTER ABLE TO WITHSTAND EARTHQUAKES.

STUDENTS WILL UNDERSTAND THAT THE STRUCTURE AND DESIGN OF BUILDINGS, THE CREATION

AND ENFORCEMENT OF BUILDING CODES, AS WELL AS THE MATERIALS USED CAN GREATLY

REDUCE THE AMOUNT OF EARTHQUAKE DAMAGE.

III. PLANNING

D. ESSENTIAL QUESTION:

(ONE OVERARCHING LESSON QUESTION

)

HOW CAN THE DEVASTATION OF THE PAST HELP US, AS A SOCIETY, PREPARE POPULATIONS IN

EARTHQUAKE PRONE AREAS FOR THEIR JOURNEY INTO A SAFER FUTURE?

E. ASSESSMENT: THE STUDENTS WILL PRESENT FACTUAL INFORMATION BY DISPLAYING VOCABULARY ON THE


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(PERFORMANCE TASK) WHAT WILL

THE STUDENTS DO TO SHOW YOU THAT

THEY MASTERED THE CONTENT?

RESOURCE BOARD.

STUDENTS WILL CONTRIBUTE TO CLASS DISCUSSION BY SHARING INFORMATION ON A SPECIFIC

EARTHQUAKE.

STUDENTS WILL SORT PICTURES OF THE HAITI AND CHILE EARTHQUAKES INTO TWO CATEGORIES

BASED ON THEIR KNOWLEDGE OF SPECIFIC DESTRUCTION IN EACH COUNTRY.

STUDENTS WILL REPORT CORRECT INFORMATION ABOUT THE DEVASTATION OF EARTHQUAKES

TO BEGIN THEIR PUBLIC SERVICE ANNOUNCEMENT.

F. CONTENT

LIST THE CONTENT FOR THIS LESSON

ONLY.

(OUTLINE THE CONTENT YOU WILL

TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

AN EARTHQUAKE IS THE SHAKING, ROLLING, OR SUDDEN SHOCK OF THE EARTH’S SURFACE.

EARTHQUAKES RELEASE STRESS CAUSED BY THE FORCE OF FRICTION WHEN THE EDGES UNSTICK

RELEASING SEISMIC WAVES.

PLATE TECTONICS IS A GEOLOGICAL MODEL IN WHICH THE EARTH’S CRUST AND THE UPPERMOST

MANTLE ARE DIVIDED INTO A NUMBER OF SEGMENTS (PLATES).

PLATES ARE ALWAYS MOVING AND SOMETIMES GET STUCK.

A FAULT IS AN AREA OF STRESS IN THE EARTH WHERE BROKEN ROCKS SLIDE PAST EACH OTHER

CAUSING A CRACK IN THE EARTH’S SURFACE.

AN EPICENTER IS THE POINT ON THE EARTH’S SURFACE DIRECTLY ABOVE THE FOCUS OF AN

EARTHQUAKE.

AFTERSHOCKS, TSUNAMIS, AND LANDSLIDES ARE REPERCUSSION EFFECTS OF EARTHQUAKES.

A SEISMOGRAPH IS AN INSTRUMENT USED FOR RECORDING THE INTENSITY AND DURATION OF

AN EARTHQUAKE.

THE RICHTER SCALE IS A MEASUREMENT OF THE EARTHQUAKE’S INTENSITY.

THERE ARE THREE TYPES OF SEISMIC WAVES RELEASED.

PRIMARY OR P WAVES ARE THE INITIAL SHOCK WAVES AND FASTEST MOVING.

SECONDARY OR S WAVES MOVE THE GROUND UP AND DOWN AND BACK AND FORTH.

SURFACE WAVES PRODUCE A ROLLING SENSATION AND CAUSE THE MOST DAMAGE.

THE AMOUNT OF DEVASTATION AND LOSS OF HUMAN LIFE CAN DEPEND UPON THE DESIGN AND

CONSTRUCTION OF BUILDINGS AND THE SOCIO-ECONOMIC CONDITION OF THE AREA.


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MOST INJURIES AND CASUALTIES DURING EARTHQUAKES ARE DUE TO COLLAPSING STRUCTURES.

HAITI SUFFERED AN EARTHQUAKE ON JANUARY 12, 2010, IN THE CAPITAL CITY OF PORT AU

PRINCE CAUSING COMPLETE DEVASTATION AND 220,000 LIVES LOST. THIS DEVASTATION WAS

ESSENTIALLY CAUSED BY POOR CONSTRUCTION DESIGN AND BUILDING MATERIALS ALONG WITH

THE LACK OF BUILDING CODES DUE TO THE HIGH POVERTY IN THIS AREA.

CHILE SUFFERED AND EARTHQUAKE ON FEBRUARY 27, 2010. ALTHOUGH THIS EARTHQUAKE

WAS 8.8 MAGNITUDE AND OCCURRED IN A POPULATED AREA, ONLY ABOUT 800 LIVES WERE

LOST. THIS EARTHQUAKE OCCURRED IN AN AREA THAT WAS ECONOMICALLY PROSPEROUS AND

HAD VERY STRICT BUILDING CODES AND HIGH QUALITY BUILDING STRUCTURES.

ON MARCH 11, 2011 A 23 FOOT TSUNAMI OCCURRED AFTER AN 8.9 MAGNITUDE

EARTHQUAKE OFFSHORE NEAR JAPAN. RECENT JAPAN EARTHQUAKE DID NOT CAUSE EXTREME

DEVASTATION, BUT 14,133 LIVES WERE LOST AND 13,000 MISSING DUE TO THE TSUNAMI

THAT RESULTED AFTERWARDS.

G. HOOK:

(DESCRIBE HOW YOU WILL GRAB

STUDENTS’ ATTENTION AT THE

BEGINNING OF THE LESSON. BE

CREATIVE.)

AS STUDENTS ENTER THE ROOM, THEY WILL SEE A SIGN WELCOMING THEM TO THE

CONSTRUCTION ZONE. A POWERPOINT WILL BE PLAYING SHOWING BUILDINGS FROM THE HAITI

AND CHILE EARTHQUAKES. THEY WILL HAVE 10 MINUTES TO TRY THEIR HAND AT BEING A

STRUCTURAL ENGINEER. THEY WILL BE GIVEN THE TASK TO SEE WHO CAN BUILD A STRUCTURE

USING AS MANY CARDS FROM A DECK AS THEY WISH AND IN WHATEVER FORM THEY WANT

USING ONLY THE CARDS. WE WILL INFORM STUDENTS THAT THE STRUCTURE MUST BE ABLE TO

WITHSTAND A TABLE SHAKE BY THE TEACHERS. STUDENTS WILL BE QUESTIONED ABOUT WHAT

THEY COULD HAVE DONE TO MAKE THEIR STRUCTURE STRONGER TO STAND UP TO THE SHAKING

OF THE TABLE.

H. INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT YOU WILL

DO.)

AS STUDENTS ENTER THE “CONSTRUCTION ZONE”, TEACHERS WILL GREET THEM, INTRODUCE

THEMSELVES AND ENCOURAGE THEM TO TRY THEIR HAND AT STRUCTURAL ENGINEERING BY

DIRECTING THEM TO A STATION WHERE A CONSTRUCTION PROJECT WILL BE SET UP. THERE WILL

BE A DECK OF CARDS PER STUDENTS. STUDENTS WILL BE INSTRUCTED TO BUILD A STRUCTURE

USING AS MANY CARDS AND IN WHATEVER FORM THEY CHOOSE. STUDENTS WILL BE INFORMED

THAT AFTER 5 MINUTES, THE TEACHERS WILL COME BY AND SHAKE THE TABLE. STUDENTS WILL

COMMENT ON THEIR OBSERVATION OF FACTORS THEY FELT CONTRIBUTED TO STRENGTH.

TEACHERS WILL THEN EXPLAIN TO STUDENTS THAT ENGINEERING IS A PROCESS THAT INVOLVES

MODELING AND DEVELOPING SOLUTIONS TO PROBLEMS AND THAT WE WILL BE FOCUSING ON

THE PROCESS THAT ENGINEERS USE TO IMPROVE THE QUALITY AND SAFETY OF BUILDINGS

THROUGH DESIGN. WE WILL ALSO EXPLAIN THAT WE WILL BE LOOKING AT TWO SIMILAR

STRENGTH EARTHQUAKES TO DETERMINE THE FACTORS RELATING TO THE DEVASTATION AND

WHAT COULD BE DONE TO ENSURE LESS DEVASTATION IN THE FUTURE. WE WILL PRESENT THE

WORD ODYSSEY AS IT RELATES TO A JOURNEY INTO A SAFER FUTURE FOR PEOPLE LIVING IN

EARTHQUAKE PRONE AREAS.

TEACHERS WILL TELL STUDENTS THAT FIRST WE NEED AN UNDERSTANDING OF THE CAUSES OF

EARTHQUAKES AND THE TERMINOLOGY THAT IS PERTINENT. STUDENTS WILL BE GIVEN THREE

NOTE CARDS WITH A VOCABULARY WORD ON EACH AS WELL AS A RECORDING SHEET WITH


21

QUESTIONS RELEVANT TO A SPECIFIC EARTHQUAKE. AN ITUNESU (CU UNIVERSITY EPISODE

#13 EARTHQUAKES—LINK PROVIDED ON DVD). VIDEO ON EARTHQUAKES WILL BE PLAYED

AND USING THEIR NOTE CARDS AND RECORDING SHEETS, STUDENTS WILL HAVE TO PROCESS,

REFINE, EXTRAPOLATE, AND INTERPRET WHICH INFORMATION IN THE VIDEO IS NECESSARY TO

COMPLETE THEIR RESEARCH.

FOLLOWING THE VIDEO, STUDENTS WILL SHARE THEIR VOCABULARY TERM WITH THE CLASS AND

PLACE IT ON THE RESOURCE BOARD. DURING CLASS DISCUSSION, TEACHERS WILL CHECK FOR

UNDERSTANDING AND GIVE ADDITIONAL INFORMATION THROUGH LECTURE AND VISUAL

MODELS.

AFTER DISCUSSION OF THE EARTHQUAKE FACTS AND TERMINOLOGY, STUDENTS WILL DISPERSE

INTO GROUPS BASED ON THEIR SPECIFIC EARTHQUAKE THEY RECORDED INFORMATION ABOUT.

THEY WILL DISCUSS ANSWERS TO THE QUESTIONS THEY WERE GIVEN AND WILL BE PROVIDED

WITH A LIST OF WEBSITES TO FURTHER INVESTIGATE IF THEY HAVE UNANSWERED QUESTIONS.

WHEN FINISHED, THEY WILL BE GIVEN MATERIALS TO MAKE A VISUAL DISPLAY TO SHARE

INFORMATION WITH THE OTHER GROUP.

TEACHERS WILL DISTRIBUTE PICTURES OF EARTHQUAKE DAMAGE TO BUILDINGS IN BOTH CHILE

AND HAITI AND STUDENTS WILL USE THEIR ACQUIRED KNOWLEDGE TO SORT PICTURES. CLASS

DISCUSSION WILL FOLLOW.

TO CONCLUDE, STUDENTS WILL BE GIVEN A TASK OF COMPLETING A PUBLIC SERVICE

ANNOUNCEMENT ABOUT IMPROVING THE SAFETY OF BUILDINGS IN HIGH POVERTY AREAS. WE

WILL OUTLINE THE WEEK’S LESSONS AND COMPLETE A DIGITAL STORYBOARDING TEMPLATE FOR

EACH DAY USING SMARTBOARD. STUDENTS WILL DECIDE HOW TO COMPLETE THIS PROCESS.

TODAY STUDENTS WILL BEGIN THIS PROJECT BY REPORTING CORRECT INFORMATION ABOUT THE

DEVASTATION OF EARTHQUAKES USING A FLIP CAM. THEY WILL DISCUSS THE DIFFERENCES IN

HIGH POVERTY AREAS COMPARED TO AREAS WITH HIGHER SOCIOECONOMIC STATUS.

FINALLY, STUDENTS WILL BE ASKED TO WRITE THEIR THOUGHTS ON A POST-IT NOTE ABOUT

HOW A STRUCTURAL ENGINEER CAN CHANGE THE FUTURE FOR THE PEOPLE IN HIGH POVERTY,

EARTHQUAKE PRONE AREAS. AS THEY LEAVE THEY WILL PLACE THEIR NOTE ON THE “UNDER

CONSTRUCTION” BOARD. THIS BOARD WILL BE USED FOR IDEAS THAT ARE UNDER

CONSTRUCTION OR STILL FORMING.


22


23


24


25


26


27


28


29

I’m an Expert Recording Sheet

Earthquake to research: Haiti, January 12, 2010

What was the specific location of your earthquake?

What was the magnitude?

Describe the people in terms of population and socio-economic status:

Describe the type of buildings:

Describe how communities and the people were affected:

How many human lives were lost?


30

Websites for Information on Haiti Earthquake

http://articles.cnn.com/2010-01-

13/world/haiti.construction_1_building-code-haiti-

earthquake?_s=PM:WORLD

http://news.bbc.co.uk/2/hi/8460042.stm

http://hubpages.com/hub/Haiti-Earthquake-Facts

http://www.dec.org.uk/item/425http://theweek.com/article/index/10

5201/haiti-disaster-the-essential-facts

http://theweek.com/article/index/105201/haiti-disaster-the-essential-

facts

http://www.csmonitor.com/World/Global-News/2010/0302/Chile-

earthquake-facts-Chile-vs.-Haiti-in-

numbershttp://www.huffingtonpost.com/2010/02/28/chile-haiti-

earthquake-2010-comparison_n_480153.html

http://articles.cnn.com/2010-01-13/world/haiti.construction_1_building-code-haiti-earthquake?_s=PM:WORLD



http://news.bbc.co.uk/2/hi/8460042.stm

http://hubpages.com/hub/Haiti-Earthquake-Facts

http://www.dec.org.uk/item/425

http://www.dec.org.uk/item/425

http://theweek.com/article/index/105201/haiti-disaster-the-essential-facts

http://theweek.com/article/index/105201/haiti-disaster-the-essential-facts

http://www.csmonitor.com/World/Global-News/2010/0302/Chile-earthquake-facts-Chile-vs.-Haiti-in-numbers





31

Haiti Answers/I’m an Expert

Earthquake to research: Haiti, January 12, 2010

Please research the following information and log your answers in your

notebook. Be ready to share your findings.

Specific location of your earthquake: Epicenter 16 miles from Port Au

Prince

What was the magnitude? 7.0

Describe the people in terms of population and socio-economic status.

Port au Prince population 2,000,000, Poorest country in western

hemisphere, lowest life expectancy, 80% of people living below poverty

line, only ½ of people had access to tapwater,86% living in slum

conditions, 70% living on less than $2 a day, ½ cannot read or write

Describe the type of buildings. Urban, multi-level buildings, shoddy

construction, many made with homemade brick or construction blocks

Describe how communities were affected. No water, power, not

enough doctors, 19 million cubic meters of debris, looters, landmarks

destroyed, home and businesses destroyed

Number of deaths: 220,000

Describe the effects on the people living there, 2 million homeless, 3

million in need of emergency aid, ½ million living in camps, 5,000

schools damaged or destroyed


32

I’m an Expert Recording Sheet

Earthquake to research: Chile, February 27, 2010

What was the specific location of your earthquake?

What was the magnitude?


Describe the type of buildings:

Describe how communities and people were affected:

How many human lives were lost?


33

Websites for Information Chile Earthquake

http://mceer.buffalo.edu/infoservice/disasters/Chile-Earthquake-

2010.asp#1

http://www.about-knowledge.com/chile-earthquake-facts/

http://geography.about.com/od/chilemaps/a/concepcionchile.

http://en.wikipedia.org/wiki/Concepci%C3%B3n,_Chilehtm

http://www.nytimes.com/2010/02/28/world/americas/28chile.html?

_r=1

http://www.csmonitor.com/World/Global-News/2010/0302/Chile-

earthquake-facts-Chile-vs.-Haiti-in-

numbershttp://www.huffingtonpost.com/2010/02/28/chile-haiti-

earthquake-2010-comparison_n_480153.html

http://mceer.buffalo.edu/infoservice/disasters/Chile-Earthquake-2010.asp#1

http://mceer.buffalo.edu/infoservice/disasters/Chile-Earthquake-2010.asp#1

http://www.about-knowledge.com/chile-earthquake-facts/

http://geography.about.com/od/chilemaps/a/concepcionchile.htm

http://geography.about.com/od/chilemaps/a/concepcionchile.htm

http://www.nytimes.com/2010/02/28/world/americas/28chile.html?_r=1

http://www.nytimes.com/2010/02/28/world/americas/28chile.html?_r=1






34

Chile Answers/I’m an Expert

Earthquake to research: Chile, February 27, 2010

Specific location of your earthquake: Epicenter 70 miles from

Concepcion

What was the magnitude? 8.8


Concepcion is 2nd largest urban area, population of region is 889,725,

population of city alone is 212,000, one of the richest counties in the

hemisphere, 18.2 % below poverty line, annual income is $14,700,

educational center, and economy based on manufacturing and has

several trading centers

Describe the type of buildings: urban, multi-level buildings

Describe how communities were affected: Homes damaged, crumbling

wall allowed prisoners to escape, transportation slowed or halted

tsunami caused further damage

Number of deaths: 700+

Describe the effects on the people living there: 1.5 million displaced,

telephone and power wires down, widespread lawlessness (looting)


35

Digital Storyboarding Template:

http://users.altec.org/~scherrer/digi_dif/storyboard.htm

http://users.altec.org/~scherrer/digi_dif/storyboard.htm


36

Day 1 Vocabulary Cards

mantle

fault

primary waves (P waves)

secondary waves (S waves)

magnitude

seismograph

Richter scale

aftershock

tsunami

epicenter

ground rupture

tectonic plates

Earth’s crust

inner core

outer core


37


38

http://en.wikinews.org/w/index.php?title=File:2010_Haiti_earthquake_damage4.jpg&filetimestamp=20100115000841

http://en.wikinews.org/w/index.php?title=File:Haitian_national_palace_earthquake.jpg&filetimestamp=20100114181800


39

http://upload.wikimedia.org/wikipedia/commons/3/34/Hotel_Montana_Haiti_after_earthquake.jpg


40

http://cdn.mashable.com/wp-content/uploads/2010/01/haiti-3.jpg&image=http:/cdn.mashable.com/wp-content/uploads/2010/01/haiti-3.jpg


41


42

EarthquakeThe shaking, rolling, or sudden shock of the earth’s surface.

Plate TectonicsA geological model in which the Earth’s crust and the uppermost mantle are divided into a number of segments (plates).


43

PlatesAlways moving and sometimes get stuck.

EpicenterThe point on the Earth’s surface directly above the focus of an earthquake.


44

FaultAn area of stress in the Earth where broken rocks slide past each other causing a crack in the Earth’s surface.

SeismographAn instrument used for recording the intensity and duration of an earthquake.


45

Richter ScaleA measurement of the earthquakes intensity.

Primary wavesP waves are the initial shock waves and fastest moving.


46

Secondary WavesS Waves move the ground up and down and back and forth.

Surface WavesProduce a rolling sensation and cause the most damage.


47

Images Provided by:

• http://www.arthursclipart.org/nature/nature/page_01.htm

• http://stjschools.org/ndavis/sciencelink2.html

• http://www.zrobtosam.com/PulsPol/Puls3/index.php?sekcja=4&arty_id=6431

• http://www.internationalrivers.org/en/sichuan-earthquake-epicenter

• http://classroomclipart.com/cgi-bin/kids/imageFolio.cgi?direct=Science/Earth_Science/Earthquakes

•http://www.arthursclipart.org/machines/machines/page_02.htm•http://www.setileague.org/iaaseti/smiscale.htm

http://earthquake.usgs.gov/learn/kids/eqscience.php

•http://www.scarborough.k12.me.us/wis/teachers/dtewhey/webquest/nature/images/Earthquake_surface_waves.gif


48

SHAKE AND QUAKE … BUT WILL IT BREAK?

LESSON 2

MAKING IT SAFE!!


LESSON OBJECTIVE:

THROUGH EXPLORATION OF MATERIALS, STUDENTS WILL UNDERSTAND THE TRADE OFFS OF AVAILABILITY AND COST ALONG

WITH PROPERTIES OF MATERIALS AND HOW THEY IMPACT CHOICES OF DESIGN BY CORRECTLY MAKING THREE STATEMENTS

IN THEIR PSA AS TO THE BEST CHOICES OF MATERIALS.

AFTER PRESENTATION BY BUILDING INSPECTOR, STUDENTS WILL UNDERSTAND THE IMPORTANCE OF BUILDING CODES BY

LISTING TWO REASONS IN THEIR PSA AS TO THE NEED FOR BUILDING CODES IN HIGH POVERTY AREAS.

THROUGH USE OF COMMON OBJECTS STUDENTS WILL GRASP AN UNDERSTANDING OF THE PROPERTIES OF MATERIALS AS

DEMONSTRATED BY CORRECTLY MATCHING DEFINITIONS AND TERMS.


NOT A QUESTION.)

IT IS TOO EXPENSIVE TO DESIGN A BUILDING THAT WILL SURVIVE ANY EARTHQUAKE.



KNOWING?

(THINK ABOUT THE CONTENT YOU

HAVE SELECTED. WHAT IS IMPORTANT

FOR STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT DIFFERENT MATERIALS HAVE DIFFERENT PROPERTIES.

STUDENTS WILL KNOW THAT EARTHQUAKE ENGINEERS CAN VARY MATERIALS TO IMPROVE THE

CHANCES OF WITHSTANDING AN EARTHQUAKE.

STUDENTS WILL KNOW THAT ENGINEERS MUST FOLLOW A SET OF RULES CALLED BUILDING

CODES.

B. WHAT 3 ITEMS ARE IMPORTANT

FOR STUDENTS TO BE ABLE TO DO?


AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO STATE THE PURPOSES OF BUILDING CODES.


49


LESSON.)

STUDENTS SHOULD BE ABLE TO BUILD A STRUCTURE AND REVISE TO IMPROVE IT.

STUDENTS SHOULD BE ABLE TO JUSTIFY THE PROBLEMS AND BENEFITS OF DIFFERENT MATERIALS.





AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT EARTHQUAKE ENGINEERS USE CERTAIN MATERIALS FOR THE

REASONS OF COST AND AVAILABILITY, FLEXIBILITY, STRENGTH AND RIGIDITY.

STUDENTS WILL UNDERSTAND THAT THE IDEAL MATERIALS MAY BE EXPENSIVE AND NOT READILY

AVAILABLE.

STUDENTS WILL UNDERSTAND THAT MATERIALS NEED TO BE ABLE TO HOLD WEIGHT BUT NOT BE

SO RIGID AS TO BE UNABLE TO MOVE WITH SOME GROUND MOVEMENT.

III. PLANNING


(ONE OVERARCHING LESSON

QUESTION )

WHAT ARE THE REASONS EARTHQUAKE ENGINEERS USE CERTAIN BUILDING MATERIALS OVER

OTHERS?

E. ASSESSMENT:


THE STUDENTS DO TO SHOW YOU THAT

THEY MASTERED THE CONTENT?

TEACHER OBSERVATION WILL BE USED DURING THE BUILDING AND TESTING OF THEIR

STRUCTURES FOR STRUCTURAL IMPROVEMENT.

STUDENTS WILL BE ASSESSED DURING GROUP DISCUSSION AND PSA PERFORMANCE ON THEIR

REASONING AS TO WHY SOME MATERIALS WERE BETTER THAN OTHERS.

REFLECTIONS ON THE “UNDER CONSTRUCTION” BOARD WILL BE CHECKED FOR UNDERSTANDING

AT THE CONCLUSION OF CLASS.

F. CONTENT


ONLY.




EARTHQUAKE ENGINEERS CAN INCORPORATE FEATURES INTO MODERN STRUCTURES TO

HELP WITHSTAND EARTHQUAKES.

THE FEATURES ARE DISTRIBUTION OF WEIGHT, VARIATION IN SHAPE, VARIATION IN

HEIGHT, AND VARIATION IN MATERIALS.

BUILDING MATERIALS MUST HAVE SOME FLEXIBILITY.

RIGIDITY IS A STRUCTURE’S ABILITY TO MAINTAIN FORM.


50

MATERIALS MUST BE STRONG UNDER PRESSURE AND WEIGHT.

EARTHQUAKE ENGINEERS USE COST EFFECTIVE MATERIALS IN HIGH POVERTY AREAS.

ENGINEERS FOLLOW RULES CALLED BUILDING CODES INCLUDING ACCESSIBILITY CODES, FIRE AND

SAFETY CODES, AND HAZARD CODES.

G. HOOK:




CREATIVE.)

AS STUDENTS ENTER THE ROOM THEY WILL BE ENCOURAGED TO GO TO A TABLE WHERE THEY

WILL USE GUMDROPS AND TOOTHPICKS TO BUILD A STRUCTURE THAT WILL HOLD ONE OR MORE

TEXTBOOKS FOR 15 SECONDS. STUDENTS WILL BE GIVEN 10 MINUTES TO BUILD THEIR

STRUCTURE BEFORE STRUCTURES WILL BE TESTED AND FOLLOWED BY DISCUSSION OF WHY ONE

WAS STRONGER THAN THE OTHER.

H. INSTRUCTION:


DO.)

HOOK- AS STUDENTS ENTER THE ROOM THEY WILL BE ENCOURAGED TO GO TO A TABLE WHERE

THEY WILL USE GUMDROPS AND TOOTHPICKS TO BUILD A STRUCTURE THAT WILL HOLD ONE OR

MORE TEXTBOOKS FOR 15 SECONDS. STUDENTS WILL BE GIVEN 10 MINUTES TO BUILD THEIR

STRUCTURE BEFORE STRUCTURES WILL BE TESTED AND FOLLOWED BY DISCUSSION OF WHY ONE

WAS STRONGER THAN THE OTHER.

STUDENTS WILL BE INTRODUCED TO THE CHIEF BUILDING INSPECTOR, LES EVERETT FROM THE

CITY OF GREENVILLE, WHO WILL TALK TO STUDENTS ABOUT LOCAL BUILDING CODES,

ACCESSIBILITY CODES, FIRE CODES, AND HAZARD CODES AND HOW CODES MAY VARY IN

DIFFERENT PLACES.

AS A DEMONSTRATION, SET UP FOUR DOMINOES AS SUPPORT CORNERS TO HOLD A PIECE OF

PAPER AND A BOOK AND FOUR MARSHMALLOWS TO HOLD A PIECE OF PAPER AND A BOOK.

PLACE A PIECE OF PAPER ON EACH TO DEMONSTRATE THAT EITHER MATERIAL WILL SUPPORT THE

PIECE OF PAPER. PLACE A BOOK ON EACH AND DISCUSS THE IMPACT OF THE BOOK ON THE

DOMINOES AND MARSHMALLOWS. DISCUSS WHAT TERM MIGHT BE USED TO DEFINE A

MATERIAL’S ABILITY TO HOLD A WEIGHT (STRENGTH). REPEAT ACTIVITY BUT THIS TIME, SHAKE

THE TABLE. THE DOMINOES WILL FALL OVER WHILE THE MARSHMALLOWS WILL KEEP THE

STRUCTURE SOUND. GIVE STUDENTS THE OPPORTUNITY TO DISCUSS WHY THEY THINK THIS

HAPPENED AND WHAT TERM MIGHT BE USED TO DEFINE A MATERIAL’S ABILITY TO ABSORB

ENERGY (FLEXIBILITY OR ABSORBENCY).

STUDENTS WILL NOW CREATE THEIR OWN STRUCTURES TO EXPLORE DIFFERENT MATERIALS.

STUDENTS WILL WORK WITH A PARTNER. DEPENDING ON THE NUMBER OF STUDENTS IN THE

CLASS, NOTE CARDS WITH THE FOLLOWING TERMS AND DEFINITIONS WILL BE HANDED OUT:

STRENGTH; FLEXIBILITY; RIGIDITY; COST EFFECTIVE. STUDENTS WILL FIND THEIR PARTNER BY


51

FINDING THE PERSON THAT HAS THE TERM OR DEFINITION MATCHING THEIRS. HAND OUT

MATERIALS, AGAIN DEPENDING ON NUMBER OF PARTNERS. ONE GROUP WILL BE GIVEN PLASTIC

STRAWS. ONE GROUP WILL BE GIVEN CHENILLE STEMS. ONE GROUP WILL BE GIVEN WOOD

STICKS AND SILLY PUTTY. ONE GROUP WILL BE GIVEN RUBBER TUBING. ONE GROUP WILL BE

GIVEN ALL MATERIALS. STUDENTS WILL BE GIVEN A TASK TO COMPLETE WHICH WILL BE ON A

TASK CARD. STUDENTS’ TASK IS TO BUILD A STRUCTURE AT LEAST 50CM IN HEIGHT THAT WILL

HOLD THE WEIGHT OF A TENNIS BALL ON TOP. THEY WILL HAVE 15 MINUTES TO BUILD AND FIVE

MINUTES TO ALLOW FOR THREE TESTS OF THEIR STRUCTURE. THE TENNIS BALL CAN BE PLACED

ON THE STRUCTURE TWICE TO MAKE FINAL REVISIONS BEFORE THE FINAL TEST. AFTER 20

MINUTES, STUDENTS WILL COME TOGETHER. THE STUDENTS THAT HAD ONLY ONE OR TWO

MATERIALS WILL DISCUSS THE PROPERTIES OF THEIR MATERIALS AND THE PROBLEMS THEY HAD.

THEN, THE STUDENTS THAT HAD ALL THE MATERIALS WILL DISCUSS THE PROBLEMS AND THE

BENEFITS OF THEIR MATERIALS AND WHAT COMBINATIONS OF MATERIALS WORKED BEST. NEXT,

RELATE THIS EXPERIMENT TO THE BUILDING OF REAL STRUCTURES.

EXPLORE REASONS WHY EARTHQUAKE ENGINEERS WOULD USE CERTAIN MATERIALS OVER

OTHERS SUCH AS STEEL, WOOD, OR CONCRETE. DISCUSS FLEXIBILITY, STRENGTH, AND RIGIDITY.

CHECK TO SEE IF PARTNERS WERE PAIRED CORRECTLY BY REVIEWING TERMS AND DEFINITIONS.

DISCUSS HOW COST AND AVAILABILITY OF MATERIALS AFFECT BUILDING AND THAT YOU MAY

NOT ALWAYS BE ABLE TO USE THE IDEAL MATERIALS.

POSE THE QUESTION: HOW DO COST AND AVAILABILITY, FLEXIBILITY, STRENGTH, AND RIGIDITY

OF MATERIAL RELATE TO EARTHQUAKE ENGINEERING AND DESIGN? DISCUSS ANSWERS.

STUDENTS WILL POST VIDEO OF TODAY’S EXPERIMENT ON A BLOG ON WORDPRESS.COM FOR

FEEDBACK FROM VIEWERS.

USING STORYBOARDING TEMPLATE STUDENTS WILL PREPARE A TALK ABOUT THE IMPORTANCE

OF BUILDING CODES AND THE BEST KIND OF MATERIALS TO USE IN EARTHQUAKE PRONE AREAS.

ONE STUDENT WILL VIDEO WHILE THE OTHER SPEAKS AS THEY ADD TO THEIR PUBLIC SERVICE

ANNOUNCEMENT THAT THEY BEGAN EARLIER.

TO CONCLUDE, STUDENTS WILL REFLECT ON THE QUESTION: IF YOU COULD USE ANY OF THE

MATERIALS FROM THIS ACTIVITY, WHICH WOULD YOU HAVE USED AND WHY? THEY WILL POST

THEIR REFLECTIONS ON THE “UNDER CONSTRUCTION” BOARD.


52

Checklist of student participation and understanding for lesson 2:

Name:_______________________________________________

observed

Student demonstrate an understanding that building materials need to have some

flexibility.

Student demonstrates an understanding that materials must hold up under pressure

and weight.

After building their structures, student can justify their use of materials .

Student is an active participant in designing the group PSA.

Students have demonstrated their reasoning behind their use of certain materials

keeping in mind properties of materials and cost effectiveness.

Yes or check if observed.


53

Using the toothpicks and gumdrops at an empty station, construct a building that will

hold the most textbooks for 15 seconds without collapsing. You have 15 minutes to

complete your design. You may work individually, with a partner, or in a group.

GOOD LUCK!!

Constructing Gumdrop Structure


54

Strength

Flexibility

Rigidity

Cost effective

Producing

Structures


55

optimum results for

the expenditure.

ability to maintain

form.

A material’s ability to hold up under

pressure and weight.

A material’s ability to absorb energy.


56

Day 2/Properties of Building Materials

1. Using only your material(s), build a structure.

2. Your structure must be 50 cm high and hold the weight of a tennis ball.

3. You will have 15 minutes to build before testing.

4. After 15 minutes you will have 5 minutes to allow for 3 tests.

5. The tennis ball can be placed on your structure twice to make revisions.

6. Your third trial will be the final test.

Day 2/Properties of Building Materials

1. Using only your material(s), build a structure.

2. Your structure must be 50 cm high and hold the weight of a tennis ball.

3. You will have 15 minutes to build before testing.

4. After 15 minutes you will have 5 minutes to allow for 3 tests.

5. The tennis ball can be placed on your structure twice to make revisions.

6. Your third trial will be the final test.


57

7. SHAKE AND QUAKE…BUT WILL IT BREAK?

8. LESSON 3

9. LET’S GET BUILDING!!

DEFINE THE CONTENT

LESSON OBJECTIVE:

THROUGH SIMULATIONS OF EARTHQUAKES THAT HAVE HAPPENED IN THE PAST, STUDENTS WILL DISCOVER THE IMPORTANCE OF SUPPORT

PLACEMENTS NOTED THROUGH AN IMPROVED SCORE OF AT LEAST 25% ON THE SIMULATOR.

STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF BUILDING DESIGN USING TECHNOLOGY THROUGH AN EARTHQUAKE SIMULATOR

PROGRAM BY CONSTRUCTING A VIRTUAL MODEL TO WITHSTAND THE FORCE EXERTED IN ONE OF THREE PROVIDED EARTHQUAKES BY

INCREASING THEIR SCORE BY AT LEAST 25% ON THE SECOND TRIAL.

AFTER CREATING VIRTUAL AND CONCRETE MODELS, STUDENTS WILL STATE THREE FACTORS OF BUILDING SUPPORT USE IN THEIR PSA.

STUDENTS WILL EMPLOY KNOWLEDGE FROM PREVIOUS LESSONS TO DESIGN A 3-D MODEL AND TEST ON A SHAKE TABLE.


NOT A QUESTION.)

AN ENGINEER’S JOB IS TO MAKE THE MOST OUT OF THE LEAST.



KNOWING?

(THINK ABOUT THE CONTENT YOU HAVE

SELECTED. WHAT IS IMPORTANT FOR

STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT EARTHQUAKE ENGINEERS USE SEVERAL PROCESSES TO PREVENT

BUILDING COLLAPSE.

STUDENTS WILL KNOW THAT FOUNDATION, DAMPERS, AND ISOLATORS ARE AN INTEGRAL

PART IN PROPER SUPPORT SYSTEMS.

STUDENTS WILL KNOW THAT ENGINEERS ARE SPECIALLY TRAINED TO ANALYZE AND DESIGN

FORCE RESISTANT SYSTEMS.

B. WHAT 3 ITEMS ARE IMPORTANT FOR

STUDENTS TO BE ABLE TO DO?



LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO INCREASE THEIR SCORE USING THE ONLINE SIMULATOR.

STUDENTS SHOULD BE ABLE TO EXPLAIN THEIR REASONING FOR THE PLACEMENTS OF

SUPPORTS IN THEIR BUILDING.


58

STUDENTS SHOULD BE ABLE TO CONSTRUCT A MODEL USING THE DESIGN PROCESS THAT AN

ENGINEER USES.



SHOULD TAKE AWAY FROM THE LESSON?

(DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT BUDGET CONSTRAINTS HAVE TO BE CONSIDERED DURING

THE DESIGN PROCESS.

STUDENTS WILL UNDERSTAND THAT VARYING THE SUPPORT PLACEMENT SYSTEM WILL

DETERMINE THE DURABILITY OF THE STRUCTURE.

STUDENTS WILL UNDERSTAND THAT EARTHQUAKE ENGINEERS CANNOT DESIGN A BUILDING TO

COMPLETELY WITHSTAND AN EARTHQUAKE, BUT CAN LIMIT STRUCTURAL DAMAGE THROUGH

THE USE OF APPROPRIATE SUPPORT SYSTEMS.

III. PLANNING


(ONE OVERARCHING LESSON QUESTION )

HOW ARE SUPPORT SYSTEMS UTILIZED TO IMPROVE NEW CONSTRUCTION AND LIMIT THE

AMOUNT OF BUILDING DAMAGE OR COLLAPSE DURING AN EARTHQUAKE?

E. ASSESSMENT:

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW YOU THAT THEY

MASTERED THE CONTENT?

ASSESSMENT OF CREATIVITY, DURABILITY AND STAYING WITHIN THE BUDGET CONSTRAINTS

WILL BE COMPLETED DURING THE SHAKE TABLE TEST.

THROUGH COMPLETION OF DATA LOG AND IMPROVING SCORE IN ONLINE SIMULATOR,

UNDERSTANDING WILL BE EVALUATED.

STUDENTS WILL BE OBSERVED DURING CLASS DISCUSSION FOR CORRECTLY DEFENDING THEIR

CHOICE OF MATERIALS OR CORRECTLY STATING THEIR REASONS FOR CHANGE.

F. CONTENT


ONLY.

(OUTLINE THE CONTENT YOU WILL TEACH

TODAY-THIS MAY COME FROM YOUR

CONTENT OUTLINE)

EARTHQUAKE ENGINEERS INCORPORATE FEATURES INTO MODERN STRUCTURES TO HELP

WITHSTAND EARTHQUAKES.

EARTHQUAKE ENGINEERS VARY FOUNDATION MATERIALS AND SUPPORT SYSTEMS TO HELP

STRUCTURES WITHSTAND EARTHQUAKES.

BUDGET CONSTRAINTS HAVE TO BE CONSIDERED WHEN DESIGNING A BUILDING.

EARTHQUAKE ENGINEERS VARY FOUNDATION MATERIALS AND SUPPORT SYSTEMS.


59

DAMPERS ARE DEVICES USED TO DISSIPATE ENERGY FROM VIBRATIONS.

THE FOUNDATION IS THE BASIS OR GROUNDWORK ON WHICH A STRUCTURE SITS.

A BASE ISOLATOR IS A BEARING PAD WHICH IS PLACED BETWEEN A BUILDING AND ITS

FOUNDATION.

A COLUMN IS AN UPRIGHT SUPPORT COMPOSED OF RELATIVELY FEW PIECES.

G. HOOK:




CREATIVE.)

POSE A QUESTION, IF YOU WERE SENT TO AN EARTHQUAKE PRONE AREA TO ASSESS THEIR

STRUCTURES AND YOU COULD ONLY HAVE THREE FACTS TO WORK WITH, WHAT WOULD YOU

WANT TO KNOW? POST YOUR ANSWERS ON THE “UNDER CONSTRUCTION” BOARD.

H. INSTRUCTION:


DO.)

AS STUDENTS ENTER THE CLASSROOM THE FOLLOWING QUESTION WILL BE POSED FOR THE

STUDENTS TO ANSWER. IF YOU WERE SENT TO AN EARTHQUAKE PRONE AREA TO ASSESS THEIR

STRUCTURES AND YOU COULD ONLY HAVE THREE FACTS TO WORK WITH, WHAT WOULD YOU

WANT TO KNOW? POST YOUR ANSWERS ON THE “UNDER CONSTRUCTION” BOARD.

AFTER VIEWING GROUP FEEDBACK ON WORDPRESS.COM BLOG, STUDENTS WILL PARTICIPATE

IN CLASS DISCUSSION ON THEIR REFLECTIONS PREVIOUSLY PLACED ON THE “UNDER

CONSTRUCTION” BOARD AND DEFEND THEIR CHOICE OR STATE REASONS FOR NEW CHOICES

AND MATERIALS.

TEACHERS WILL PROVIDE EXPLANATION AND EXAMPLES OF FOUNDATION, DAMPERS, BASE

ISOLATORS, AND COLUMNS. THE USAGE OF THESE WILL ALSO BE EXPLAINED. STUDENTS WILL

UNDERSTAND FURTHER WHEN THEY ARE USING THE ONLINE SIMULATOR AS IT EXPLAINS IN

MORE DETAIL THE SPECIFIC USES OF THESE DEVICES.

USING THE SMARTBOARD, TEACHERS WILL DEMONSTRATE THE BASICS OF THE SHAKE AND

QUAKE EARTHQUAKE SIMULATOR BY WALKING STUDENTS THROUGH THE PROCESS OF USING

EACH SECTION. EARTHQUAKE SIMULATOR CAN BE ACCESSED BY THE PROVIDED HYPERLINK OR

BY TYPING IN THE ADDRESS:

HTTP://128.205.141.53:8080/APP/EQ_13.HTML

STUDENTS WILL BE DIRECTED TO CHOOSE A PARTNER, FIND A LAPTOP, AND FOLLOW THE

POSTED STEPS TO OPEN THE ONLINE SIMULATOR. EACH SET OF STUDENTS WILL BE GIVEN A

DIFFERENT SEISMIC EVENT TO DESIGN A STRUCTURE WITH SUPPORTS THAT WOULD

WITHSTAND THEIR EVENT. STUDENTS WILL TEST THEIR INITIAL STRUCTURE. AFTER

COMPLETION, THE CLASS WILL DISCUSS THEIR EARTHQUAKE, WHAT SUPPORTS THEY USED AND

HOW THEIR BUILDING WITHSTOOD THE EARTHQUAKE. EACH GROUP WILL THEN TRY TO

http://128.205.141.53:8080/app/EQ_13.html

http://128.205.141.53:8080/app/EQ_13.html


60

IMPROVE THEIR MODEL WITH THE SAME EARTHQUAKE. DATA LOGS WILL BE FILLED OUT

WRITING A DESCRIPTION OF THEIR BUILDING, WHICH SPECIFIC EARTHQUAKE THEY HAD AND

THE RESULTS. STUDENTS WILL CALCULATE THEIR EXPENSES TO SEE IF THEY STAYED WITHIN THE

BUDGET. DISCUSSION WILL FOLLOW.

STUDENTS WILL BE INFORMED THAT NOW THEY ARE GOING TO CREATE AN ACTUAL MODEL.

STUDENTS WILL PULL A PICTURE CARD OUT OF A CONSTRUCTION HAT TO GROUP THEMSELVES

INTO TWO GROUPS. THE STUDENTS WILL GROUP THEMSELVES BY DECIDING WHAT SHAPED

BUILDING THEY HAVE. THE TWO GROUPS OF STUDENTS WILL BE PROVIDED MATERIALS AND A

BUDGET TO DESIGN A 5 STORY BUILDING THAT WILL WITHSTAND AN EARTHQUAKE AS

SIMULATED ON THE SHAKE TABLE. THE MATERIALS THEY WILL USE ARE DOWEL RODS FOR THE

COLUMNS AND PEGBOARDS FOR THE FLOOR AND CEILING. EACH GROUP OF STUDENTS WILL BE

PROVIDED WITH A FLIP CAMERA TO VIDEOTAPE THEIR PROCESS. A DISCUSSION TO EXPLAIN

THAT THE SCALE IS 1 INCH=1FOOT. THE BUILDING SPECIFICATIONS ARE THAT THE HEIGHT OF

THE FIRST FLOOR SHOULD BE 12 FEET AND THE HEIGHT OF FLOORS TWO THROUGH FIVE MUST

BE 10 FEET. AN EXPENSE SHEET WILL BE PROVIDED SHOWING THE COST OF SUPPORTS, FLOOR

AND ROOF. EACH GROUP WILL BE GIVEN A BUDGET OF $10,000,000. A TASK CARD WITH

THIS INFORMATION WILL ALSO BE PROVIDED. THE BUILDING THEY DESIGN MUST BE ABLE TO

SURVIVE THE SHAKE TABLE WITHOUT COLLAPSING AND HAVING AS LITTLE DAMAGE AS

POSSIBLE. STUDENTS WILL BE GIVEN TIME TO DESIGN AND CONSTRUCT THEIR BUILDINGS.

BUILDINGS WILL BE TESTED ON THE SHAKE TABLE. WEIGHTS OF UP TO 30 LBS. WILL BE ADDED

TO REPRESENT A LIVE LOAD. EACH STRUCTURE WILL BE SHAKEN FOR 20 SECONDS. BUILDINGS

WILL BE EXAMINED TO SEE STRUCTURAL DAMAGE AND ASSESSED TO SEE IF THEY ACTUALLY

SURVIVED THE TASK.

VIDEO OF BOTH GROUPS’ PROCESS WILL BE UPLOADED TO WORDPRESS.COM FOR FEEDBACK

AND SUGGESTIONS FROM VIEWERS.

USING THEIR STORYBOARD TEMPLATE, STUDENTS WILL SUMMARIZE ALL THE IMPORTANT

FACTORS THAT EARTHQUAKE ENGINEERS CONSIDER WHEN BUILDING SAFER BUILDINGS. THEY

WILL USE THIS INFORMATION TO VIDEO THEIR PSA.


61

Columnan upright support composed of relatively few

pieces

Base Isolators

A bearing pad that is placed between a building and it’s foundation


62

How Base Isolators Work

DamperDevices used to dissipate energy from

vibrations.


63

FoundationThe basis or groundwork on which a

building sits.

Task cards, building data log, and shake table directions can be found under on line simulator

from the lesson. (http://mceer.buffalo.edu)

http://mceer.buffalo.edu/


64

Building Shape Pictures for Group Pairing

Styrofoam House

pinktentacle.com

Eco Friendly House Petronas Twin Towers

youlivewhere.com Malaysia

http://topofdesigns.com/wp-content/uploads/2010/05/earthquake-building.jpg

http://topofdesigns.com/wp-content/uploads/2010/05/earthquake-house.jpg

http://upload.wikimedia.org/wikipedia/commons/8/85/Petronas_Panorama_II.jpg


65

wikipedia.org

Orpheum Theater Center, Sioux Falls, SD

www.siouxfalls.org

The Gold Dome, Oklahoma City, OK

wikipedia.org

http://upload.wikimedia.org/wikipedia/en/d/d5/Golddome.jpg


66

Arquitectonica Trinity Place National Centre for Performing Arts (The Egg Building)

San Francisco, CA Beiijing, China

arcspace.coom nationalgeographic.com

The Millennium Dome, Greenwich Peninsula, London, UK

wikidpedia.org

http://photography.nationalgeographic.com/photography/photo-of-the-day/storm-clouds-south-dakota/

http://en.wikipedia.org/wiki/File:Millennium_Dome_1.jpg


67

Petroleum Building, Tulsa OK

tulsapreservationcommission.org


68

Freedom Tower

1 World Trade Center NYC

Wikipedia.org

http://upload.wikimedia.org/wikipedia/en/7/74/Freedom_Tower_New.jpg


69

Day 3/Building a Model

Materials:

dowels: 3/16”dowel - 12 inch, 30 inch, 48 inch

pegboards (for each floor and the ceiling)

building data log

1. You will build a five story building using your materials.

2. The height of the first floor must be 12 ft.

3. The height of the second through fifth floors must be 10 feet.

4. The scale we will use is 1 inch= 1 foot.

5. You will have a budget of $10,000,000

Prices are as follows: each floor = $500,000

Roof=$1,000,000

1 story support=$300,000



6. 30 pounds of weight will be placed on your building.

7. Buildings must be able to survive (without collapsing) and earthquake

simulated on the shake table for 20 seconds.

8. You must keep track of your budget on the Building Data Log.

9. You will have 45 minutes.

Good Luck!!


70

SHAKE AND QUAKE….BUT WILL IT BREAK?

LESSON 4

BUILDING FOR THE BIG ONE!


LESSON OBJECTIVE:

STUDENTS WILL USE MOVIE MAKER TO EDIT AND FINALIZE THEIR PUBLIC SERVICE ANNOUNCEMENT WITH TWO OR MORE FACTS

REPRESENTING EACH DAILY COMPONENT TO BE SHARED WITH PARENTS, TEACHERS, AND THE HAITI RECOVERY GROUP VIA THE INTERNET.

USING FEEDBACK FROM EXPERT, STUDENTS WILL MAKE IMPROVEMENTS TO THEIR 5 STORY 3-D MODEL THAT WILL SHOW IMPROVEMENT IN

HOLDING AS MUCH OR MORE WEIGHT WHILE INCREASING TIME ON SHAKE TABLE.

STUDENTS WILL PREPARE AT LEAST TWO INFORMED QUESTIONS TO POSE TO EARTHQUAKE EXPERT WHO HAS VISITED HAITI REPRESENTING

AN UNDERSTANDING OF THE PROCESS STRUCTURAL ENGINEERS GO THROUGH, AS WELL AS AN UNDERSTANDING OF THE DEVASTATION IN

HAITI.


NOT A QUESTION.)

THERE IS ONE FACTOR THAT IS MOST IMPORTANT IN EARTHQUAKE ENGINEERING DESIGN.



KNOWING?

(THINK ABOUT THE CONTENT YOU

HAVE SELECTED. WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT THERE ARE MANY FACTORS THAT EARTHQUAKE ENGINEERS USE

WHEN DESIGNING BUILDINGS.

STUDENTS WILL KNOW THAT EARTHQUAKE ENGINEERS LOOK AT INFORMATION FROM

EARTHQUAKES IN THE PAST TO DESIGN IN THE FUTURE.

STUDENTS WILL KNOW THAT PUBLIC SERVICE ANNOUNCEMENTS ARE USED TO INFORM AND

SWAY AN AUDIENCE.

B. WHAT 3 ITEMS ARE IMPORTANT


71

FOR STUDENTS TO BE ABLE TO DO?



LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO COMPILE A VIDEO USING MOVIE MAKER.

STUDENTS SHOULD BE ABLE TO ASK INFORMED QUESTIONS TO THE EARTHQUAKE EXPERT VIA

SKYPE.

STUDENTS SHOULD BE ABLE TO MAKE A REASONABLE PREDICTION AS TO HOW HAITI WOULD

REACT TO A FUTURE EARTHQUAKE AFTER REBUILDING FROM PRESENT DEVASTATION.





AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT A PUBLIC SERVICE ANNOUNCEMENT CAN SWAY THEIR

AUDIENCE.

STUDENTS WILL UNDERSTAND THAT EARTHQUAKE ENGINEERING CAN HELP SOLVE REAL WORLD

PROBLEMS.

STUDENTS WILL UNDERSTAND THAT LESSONS FROM THE HAITI EARTHQUAKE CAN BE USED TO

MAKE CHANGES IN DESIGN IN THE FUTURE FOR THAT POVERTY STRICKEN AREA.

III. PLANNING


(ONE OVERARCHING LESSON

QUESTION )

HOW CAN WE USE OUR NEWLY ACQUIRED KNOWLEDGE TO HELP INFORM PEOPLE IN POVERTY

STRICKEN AREAS?

E. ASSESSMENT:


THE STUDENTS DO TO SHOW YOU

THAT THEY MASTERED THE CONTENT?

STUDENTS’ PUBLIC SERVICE ANNOUNCEMENT WILL BE ASSESSED USING A RUBRIC AS AN

ASSESSMENT.

STUDENTS WILL CONSTRUCT REFLECTIVE QUESTIONS TO DISCUSS WITH THE STRUCTURAL

ENGINEER AS NOTED BY THEIR POSING QUESTIONS DURING THE SKYPE INTERVIEW.

F. CONTENT


ONLY.




EARTHQUAKE ENGINEERS USE BUILDING CODES, PROPER MATERIALS AND SUPPORT SYSTEMS IN

THE MOST COST EFFECTIVE WAY TO MINIMIZE DAMAGE IN AN EARTHQUAKE.

THE PURPOSE OF A PUBLIC SERVICE ANNOUNCEMENT IS TO RAISE AWARENESS, TO INFORM AND

EDUCATE THE PUBLIC.

EARTHQUAKE ENGINEERS USE PAST EXPERIENCES TO CREATE A BETTER FUTURE.

MOVIE MAKER IS A COMPUTER PROGRAM WHERE YOU CAN EDIT AND SHARE YOUR FINISHED


72

MOVIES VIA THE INTERNET.

G. HOOK:




CREATIVE.)

AS THE STUDENTS ENTER CLASS FOR THE LAST DAY, THERE WILL BE A GRAPH POSTED FOR THEM TO

MAKE AN INFORMED PREDICTION ON ABOUT HOW PORT AU PRINCE, HAITI WILL WITHSTAND A

7.7 MAGNITUDE EARTHQUAKE IN THE YEAR 2030. THERE WILL BE CHOICES PROVIDED AND THE

STUDENTS WILL PLACE THEIR NAME IN THE COLUMN OF THE GRAPH THAT REPRESENTS THEIR

CLOSEST PREDICTION.

H. INSTRUCTION:


DO.)

AS THE STUDENTS ENTER CLASS FOR THE LAST DAY, THERE WILL BE A GRAPH POSTED FOR THEM TO

MAKE AN INFORMED PREDICTION ON ABOUT HOW PORT AU PRINCE, HAITI WILL WITHSTAND A

7.7 MAGNITUDE EARTHQUAKE IN THE YEAR 2030. THERE WILL BE CHOICES PROVIDED AND THE

STUDENTS WILL PLACE THEIR NAME IN THE COLUMN OF THE GRAPH THAT REPRESENTS THEIR

CLOSEST PREDICTION.

USING THEIR STORYBOARD AS THEIR PLANNER AND THE DAILY VIDEO SEGMENTS DEMONSTRATING

INFORMATION FOR THEIR PSA, STUDENTS WILL USE MOVIE MAKER TO EDIT AND FINALIZE THEIR

SECTION. AFTER A BRIEF DEMONSTRATION ON HOW TO USE MOVIE MAKER, STUDENTS WILL

WORK WITH THEIR PARTNER. THIS VIDEO WILL BE COMPLIED INTO ONE PUBLIC SERVICE

ANNOUNCEMENT TO BE SHARED WITH PARENTS AS WELL AS THE HAITI RECOVERY GROUP

(WWW.HAITIRECOVERYGROUP.COM) AND OUR EARTHQUAKE ENGINEER.

THE FEEDBACK FROM THE WORDPRESS.COM BLOG ABOUT THEIR STRUCTURES AND THEIR

PERFORMANCE ON THE SHAKE TABLE WILL BE SHARED WITH THE STUDENTS. AS A CLASS, WE WILL

EXAMINE THIS FEEDBACK AND ALSO USE IT TO ENHANCE OUR STRUCTURES. THESE STRUCTURES

SHOULD BE READY TO SHARE WITH PARENTS ON THE SHAKE TABLE.

STUDENTS WILL TAKE SOME REFLECTION TIME TO LIST QUESTIONS THEY WOULD LIKE TO ASK AN

EARTHQUAKE EXPERT ON STRUCTURAL ENGINEERING OR THE DEVASTATION IN HAITI. AFTER

DISCUSSION IN CLASS, STUDENTS WILL SKYPE WITH OUR EARTHQUAKE EXPERT WHO HAS VISITED

HAITI TO HAVE THEIR QUESTIONS ANSWERED.

STUDENTS WILL PRACTICE INFORMATION THAT THEY WISH TO SHARE WITH VISITORS.

http://www.haitirecoverygroup.com/


73

Day 4/Labels for Graph (Hook)

An earthquake has just

hit the city of Port Au

Prince, Haiti. It is the

year 2030. What are

the results of this

quake?

Port Au Prince looks much the same as it did after the 2010


74

earthquake with a similar number of lives lost.

Port Au Prince has many damaged buildings but less building collapse and much less loss of life.

Port Au Prince has minimal building damage and no loss of life.


75

Rubric for Public Service Announcement (PSA)

Beginning Developing Accomplishing Exemplary Storyboard Did not use

storyboard as planner.

Demonstrates some planning, using storyboard.

Demonstrates good planning using storyboard.

Demonstrates outstanding planning using storyboard.

Emotional Appeal

Demonstrates very little or no emotional appeal.

Demonstrates some emotional appeal.

Demonstrates good level of emotional appeal.

Demonstrates an outstanding level of emotional appeal.

Collaboration with Peers

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Often listens to, shares with, and supports the efforts of others in the group, but sometimes is not a good team member.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause problems in the group.

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Flow/Technical Production

Lacks flow. Rarely conveys emotions or enthusiasm. Difficulty time hearing the message.

The PSA has some flow, but has some rough spots. Shows little enthusiasm and emotion. Can understand and hear most of the recordings.

The PSA has good flow, with little errors. The recording is clear and audible.

The PSA has outstanding flow and is very professional. Emotion and enthusiasm are evident.


76

Website for directions using Windows Movie Maker to pull up on whiteboard:

http://www.readwritethink.org/files/resources/printouts/Movie_Maker.pdf

http://www.readwritethink.org/files/resources/printouts/Movie_Maker.pdf

Documents

Shake and Quake...But Will It Break?