Name ______Per. ______Date ______

Feel the Earth Shake STEM Lab

Introduction: View Discovery Ed. Video Clip on Seismology Careers (4min.)

Did you hear? There is a whole lot of “Shaking going on!” The USGS (United States Geologic Survey) says that there are several million earthquakes per year across the globe. The NEIC, (National Earthquake Information Center), detects 50 earthquakes per day on average, that are 4.5 in magnitude or higher, which doesn’t include all of those that happen in remote locations, or are lower in strength. It is not a surprise therefore, that earthquakes are very costly in terms of lives and damage. The estimate for repairing earthquake damage in the United States currently is 4.4 billion dollars annually, and approximately 15,000 lives are lost each year due to earthquakes globally. Since earthquakes affect so many people, it is important to construct buildings that reduce damage. This is even more critical in areas that are more prone to earthquakes due to their position on Earth’s crust.

Earth’s crust is made of numerous plates that move due to the convection currents that occur within the layer of the Earth called the mantle. This large layer contains hot magma that rises and cools sinking back down. This roiling of liquid rock causes friction between the plates creating intensified areas of earthquake and volcanic activity. The edge of the Pacific Ocean is an example of this. Along this wide arc, including the west coast of the United States, an extremely active volcanic and earthquake zone has created what is called the “Ring of Fire.” It is the task of geologists to study earthquakes in order to better understand them and prevent earthquake destruction. Their findings have led to better “earthquake proof” architecture and early warning systems.

In this lab the characteristics of earthquakes will also be studied, and with the additionaluse ofthe engineering process, students will design and build an “earthquake proof” model using common materials. Your group represents an architecture and construction company that is bidding for a contractwith amajor real estate development corporation. Your goal is to build a scale model of the lightest, strongest, and least costly,“earthquake proof”3-story buildingthat is 40m height and has a 10m x 10m base in order to win the lucrative contract. The building will be tested on a pan of giggling Jello to simulate an earthquake. In addition, the mass of the building will be measured, its strength tested with the addition of weight, and the building costs will be factored into the final score. Finally, points will be awarded for the best creative design, company name, and logo. So sharpen your pencils and put on your hard hats! And may the last structure standing win!

Identify the Following: Purpose of the Lab:______

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Goal of the Lab:______

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Group’s role:______Client:______

Homework, Each student in the group is assigned to create a name and logo for your construction company! The design should fill an 8.5x11” sheet of plain paper and be in color. The final name and logo for your group will be decided on tomorrow. Make it graphic, professional, and cool!

Research the definitions for the following geology vocabulary:

  1. Earthquake- ______

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  1. Seismology-______

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  1. Fault-______

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  1. Seismic Waves-______

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  1. Richter Scale-______

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  1. Magnitude-______

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  1. Seismograph-______
  2. Epicenter-______
  3. Focus-______

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View Discovery Ed.: Full Video- “Earth Science: Earthquakes” (20 min.)Write a summary power paragraph about the film.

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Research architecture design principles regarding earthquake resistance. Write a background research power paragraph on this information using a shared google doc. Assign the following writing tasks within your group and write the names of the student responsible for each item:

Research (all), Rough Draft ______, Edit ______, Revise______, Final Draft ______

Ready, Set, Design! Name ______Per. ______Date ______

Brainstorm Ideas/Factors

Use Post-Its to write down every idea that needs to be considered in the successful design and building of the structure. Each student should write as many ideas as they can think of, and all ideas should be valued. Consider things like materials, cost, time, etc. When everyone is done, the leader needs to direct a discussion to organize the ideas into a few categories of related topics. Give each category a general name. Then decide what factors are the most important to address in the design.

What are your main categories of design ideas or factors that your group developed?

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Class Discussion What parameters need to be defined for the building project? List the parameters that are agreed upon by the class.

  1. ______
  2. ______
  3. ______
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  5. ______
  6. ______
  7. ______
  8. ______

Part A View Discovery Ed. “Discovering Math: Advanced: Geometry: 01-Geometric Constructions” video clip (11 min.) List at 3 ideas from the video that you could include in your design.

  1. ______
  2. ______
  3. ______

Part B List all the materials that your group plans to use /does use during construction:______

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Part C Scale Drawings:So, now it is finally time to get those creative juices flowing! To create a good design it must be drawn to scale. The final drawing needs to be on an 8.5x11” sheet of graph paper. Since the model is larger than that, the drawing must be scaled to fit on the paper.

View Discovery Ed. “Grades 06-07: Scales Drawings” (8 min.)

The scale drawing needs to have a ratio of 1cm:2m to make a drawing that is 20cm in height.

The model needs to have a ratio of 1cm:1m to represent a 40mx10mx10m building.

Homework Complete a scale drawing of a design on graph paper. Follow these drawing guidelines:

  1. Use a ruler for all lines and use a pencil.
  2. Label the material and measurement of all components.
  3. Include different views of the building, front, sides, and back.
  4. The building does not have to be enclosed, but at least one wall face needs to remain open to add the weights on each floor for testing.

Part D View the Discovery Ed. Video “Strip the City: San Francisco” (13 min.) Segments #1, 2, &5) and take 5 full note ideas that will be shared.

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  2. ______
  3. ______
  4. ______
  5. ______

Time to Build!Name ______Per. ______Date ______

Part A Decide which design plan made by the group will be used for the building. If you want, you can combine ideas, but be sure to make a final drawing that reflects these changes. As with any company, there are different jobs that need to be done. Determine who will do the following jobs and write the names on the lines provided:

Construction Supervisor ______

Responsibility: Keeps everyone on task and working 100% of the time, sets daily goals, solves problems, and coordinates the work of the members of the group and aligns the project with the given parameters for construction.

Construction Boss______

Responsibility: Oversees the quality of construction. Controls building decisions but with input from the group.

Designer______

Responsibility: Adjusts design plan if changes are made and adds creative design detail to the building.

Accountant ______

Responsibility: Obtains supplies and keeps track of costs, manages the score chart.

All group members are responsible for building and cleaning up. If any group members are missing, then their jobs need to be reassigned as needed.

Part BDaily AgendaFill out each day.

Day / Tasks to Complete / Check if Complete
1
2
3
4
5
6

Part D IndividualEmployee Log Name______Period _____

Once the building is complete, write a well written and thought-out reflection of what you did that went well, and what you did that needed improvement during the process:

  1. Design Time ______

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  1. Building ______

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  1. Testing ______

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  1. What revisions would you recommend for your group’s building?______

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  1. Evaluate the value of learning about earthquakes. ______

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  1. Evaluate the value of learning about engineering. ______

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  1. Evaluate the value of working collaboratively in a group. ______

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Worksheet for Expenditures

Accountant Name______Acct # ______

Fill this out as materials are purchased and keep track of your expenditures.

Material / Unit Cost / Total Cost
Grand Total

Group Cost Chart Company Name ______Account # ______

Materials / Quantity / Unit Cost / Cost
Popsicles sticks / $1.00/10
Tooth picks / $.50/25
Straws / $1.00/10
Swizzle sticks / $1.00/10
Wooden skewers / $1.00/5
Plastic Silverware / $.50/2
Clothes pins / $1.00/2
Cotton swabs / $1.00/10
Match sticks / $1.00/10
Pipe cleaners / $1.00/3
Recycled paper / Free
Recycled construction paper / Free
Card Stock / $.50/sheet
Cardboard / $2.00/pkg.
Tin foil / $1.00/30cm
Wax paper / $.50/30cm
Paper towels / Free
Index cards / $.50/4
Glue / $2.00/bottle
Duct Tape / $5.00/m
Masking Tape / $2.00/m
Clear Packaging Tape / $5.00/m
Transparent Tape / $3.00/m
Thread / $.50/m
String / $1.00/m
Yarn / $100.m
Clay / $3.00/pkg.
Paper clips / $1.00/10
Safety pins / $.50/3
Binder clips / $.50 each
Rubber bands / $1.00/3
Wire / $4.00/m
Brads / $1.00/4
Thumb tacks / $1.00/10
GRAND TOTAL

Shake Rattle & Roll!Name ______Per. ______Date ______Part A Label the following locations on the diagram:

Research the following information:

  1. What are earthquake body waves?
  1. What are earthquake surface waves?

Part B Flash Demo Obtain a slinky and produce waves that are horizontal, vertical, and circular in both directions. These waves represent the different kinds of body and surface waves that occur after an earthquake. Draw amodel picture of each wave type in the boxes:

Body Waves / Surface Waves
P Body Waves / S Body Waves / Love Surface Waves / Rayleigh Surface Waves

Congratulations! Now that you have basked in the glory or failure of your building, let’s step back and take a look at the engineering process that you have just completed.

Engineering 101

Part C View the video called “The Design Process: Crash Course for Kids #12.2.” List the engineering process steps on the graphic below.

Part D Now reflect on and describe what your group did for each of these steps during this lab and answer the questions.

  1. ______
  2. ______
  3. ______
  4. ______
  5. ______
  6. ______
  7. ______

8. Which step do you think often results in moving backwards to an earlier step and why? ______

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9. Compare and contrast the nature of science and technology in the Venn diagram.

Earthquake Learning Goal Name ______Per. ______Date ______

4 / In addition to a 3, students will be able to:
  • Apply their knowledge of earthquakes in the analysis and presentation of historically significant earthquake information.
  • Describe the cause of earthquakes in terms of plate tectonics and convection currents within the mantle
  • List and describe the different kinds of faults

3 / In addition to a 2, and without help, students will be able to:
  • Name the land form types that lead to earthquakes
  • Locate epicenters through triangulation
  • List factors that affect the amount of earthquake damage

2 / In addition to a 1, and without help students are able to:
  • Describe the science of seismology
  • Describe the characteristics of earthquakes
  • Describe how earthquakes are measured

1 / Students are able to:
  • Describe what an earthquake is

Graph your progress

Discuss what you can specifically do or not do in your reflections.

Reflection 1 ______

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Reflection 2 ______

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Reflection 3 ______

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Reflection 4 ______

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If you did not reach the goal, what needed to happen to help you get to a 3?

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Teacher comments-______

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Engineering Learning Goal Name ______Per. ______Date ______

4 / In addition to a 3, and without help, students will be able to:
  • Apply their knowledge of engineering in the analysis and presentation of new engineering tasks
  • Accurately instruct other students on the steps used in engineering
  • Analyze and evaluate the engineering process of historically significant engineering projects

3 / In addition to a 2, and without help, students will be able to:
  • Compare and contrast science and engineering
  • Describe all of the steps of the engineering design process in order
  • Use the engineering steps in a design and building project
  • Explain how collaboration is an important part of the engineering process
  • Work in a collaborative group to accomplish an engineering task

2 / In addition to a 1, and without help students are able to:
  • Describe how engineering is used in society
  • List and describe some of the steps of the engineering process

1 / Students are able to:
  • Describe what an engineer does

Graph your progress

Discuss what you can specifically do or not do in your reflections.

Reflection 1 ______

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Reflection 2 ______

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Reflection 3 ______

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Reflection 4 ______

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If you did not reach the goal, what needed to happen to help you get to a 3?

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Teacher comments-______

Final EvaluationName of Company______Acct#______

Fill in the names of group assignments.

Construction Engineer ______

Construction Boss ______

Designer ______

Accountant ______

Table #4 Material Expenditures

Material / Unit Cost / Total Cost
Grand Total

Score ChartCompany Name ______Account # ______

Parameter / Result / Points Earned
Correct Size +/-2 cm= 10 points
Withstands an earthquake
2.0 magnitude=5 points
5.0 magnitude=10 points
8.0 magnitude =15 points
Weight added
50g= 5 points
100g=10 points
150g=15 points
300g=25 points
$Cost
$1-100=15 points
$101-500=10 points
$501-1000=5 points
Mass of Building
0-200g=15 points
201-350g=10 points
351-500g=5 points
Best Company Name 10 points
Building Follows the Scale Drawing Plan
Identical=15 points
Somewhat the same=10 points
Only a little=5 points
Not at all-0 points
Best Use of Recycled Materials 10 points
Best Logo 10 points
Best Creative Design 20 points
Grand Total

Teacher Comments: