Earthquake Teaching Module

Skip Leone - Burley Junior High School

leoskip@sd151.k12.id.us

1999 Curriculum Projects Home Page

Introduction:

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This project was developed to heighten student and community awareness in the hazards of man made structures during earthquakes. I have received help from Burley Junior High in the form of money to buy the earthquake simulator. I credit the principal, Dan Gillette, for making funds available for this purchase. We have also had cooperation from builders in the community in helping students with questions about building techniques and from the county office in finding the construction dates of the older buildings in town.

Goals:

The goals of this project were for students to discover through experimentation how building techniques affect a building's ability to withstand the forces of seismic waves during an earthquake. We then took the knowledge gained from our experiment, along with information gained from a variety of other resources, into the community and did Rapid Visual Scanning for Earthquake Hazards on a variety of buildings in downtown Burley. By applying what we learned to our community students gained a true feeling of value in what they were learning.

Project Content:

It should be obvious that the goals of this project cannot be met without study of the processes involved in the occurrence of earthquakes. This would include studying materials from the following areas.

Science Processing Skills
Plate Tectonics
Seismic Waves
The Richter Scale
Magnitude
The Mercalli
Intensity Scale
Resonance Frequency
Soil Liquefaction
Live and Dead Load

Each student was then given the task of drawing a building plan for a four-story building showing the internal supporting structure. They were encouraged to obtain help from architects, engineers, or builders in the community. These individual plans were then brought together into cooperative learning groups of six students. The students then used the individual plans to help in brainstorming building ideas for their experiment. Each cooperative group designed and built two balsa wood buildings using opposing support systems such as lateral versus horizontal supports. Groups were required to have a write up for their experiment including a Research Question, Manipulated Variable, Responding Variable, and all possible Controlled Variables, and their Hypothesis. These buildings were then tested on the earthquake simulator to determine which support structure would withstand the highest magnitude earthquake. During the tests qualitative and quantitative observations were made and recorded on data tables. Information from the data tables was then used to make graphs to show the results of the experiment. Students then wrote their conclusions from the experiment and inferences about how their information might be applied to full size buildings.

Teaching Methods:

As I stated above there were many preliminary lessons that needed to be taught before beginning this project. In my opinion the most important was Science Processing Skills. These are the basis for doing experiments and therefore a basic needed in all science classes.

Teacher and students began the project with a discussion of possible research questions for the project.

Research Question: To what extent will the type of internal support structures affect the strength of a building during an earthquake?

Students were then randomly assigned to cooperative groups where they worked to identify their Manipulated, Responding, and Controlled Variables. At this point students were encouraged to seek help in the community from builders, architects, engineers or others with knowledge in building. They were then required to write a hypothesis that would answer the research question.

Example: If the number of horizontal supports is increased then the strength of the building will increase.

At this point they presented a copy of their variables and their hypothesis to the teacher for approval. I checked to see that the variables were correct with the research question and that the hypothesis was correctly written and related back to the research question. I also checked to see that they were using two opposing ideas. I did not in any way influence what support structure they used. It is also very important to check to see that they have designed the building so that the load plates can be installed in the structure. These load plates have been designed to realistically represent the live and dead load that an average high-rise building would have to support. One of the more inventive groups decided to see if putting springs under the main footings would affect the structures ability to withstand an earthquake. Another group tried using thread to tie glue joints together. Some tested different types of glue with the same design. Many tested some combination of vertical, horizontal, or diagonal supports against each other. It would be fantastic to have been able to have the students do their plans on the computer but we do not have the program needed available at the junior high.

Students then developed supply lists from the building plans and then these lists and the plans were given to the teacher for final approval. The supply list was later used to check out materials. If a construction crew used more material than their list called for they were charged for the extra materials. The importance of staying within the budget submitted was stressed.

I then went over some basic building techniques for building with balsa wood. Students were encouraged but not required to use these techniques. These included the use of waxpaper over the plans to make a template. Also several different methods of pining or clamping the balsa wood until the glue dried. One of the most important aspects is getting the load plates solidly into the building. I have devised two main methods for putting buildings together with the load plates, however I am sure someone with more building experience than what I have could come up with more and better methods.

At this point actual building began and I circulated through the room watching the progress, answering questions, and making sure all members of each group were actively engaged in the work at hand. I also "own the building supply company" therefore I check out all supplies and mark them off against the groups supply list. During this process students learn about organizing their group to get the most efficient use of all people. They also start to learn that each student has different skills. During the time building they will also discover the need for a leader who can step in to organize and settle disputes. I try not to get involved in these matters but to let them learn to handle difficulties themselves.

After the buildings are complete I grade each building according to how well it complies with the building plans, stays within the supply list, and on the quality of the actual building.

Then it's time for the real test, The Epicenter Earthquake Simulator. Each building is mounted on the simulator and the test begins. I start the simulator at a magnitude 4 and begin to move up the scale. The building must withstand 15 seconds at each magnitude before the dial is moved to increase the magnitude. It's at this point I wish for a video camera with slow-motion capabilities so that we could play back and see exactly where each building fails first. Possibly someday in the future!

After the test is over the group must get together to write their conclusions. I stress the importance of making sure the conclusions relate back to the research question and hypothesis. The paper work from beginning to end is then turned in and graded according to the rubric given at the beginning of the project. (see included rubric)

Results:

Before the seismic event!

After the seismic event!

Before!

After!

I have been doing this project for several years and my only problem is making students wait until we cover the necessary material before they begin this project. Students from other years have talked about the project so much that most students can't wait to be in my class so they can have their chance.

This year I made some changes that brought great rewards. Due to a lack of materials, such as load plates, in the past students were only allowed to build one building per group. This year with the purchase of more load plates groups built two buildings of opposing design which made this a true experiment. This was an important step in the process of teaching Science Processing Skills because it gave students a practical experience with the process. Students were able to see how important it was to follow all the steps in order to have successful experiments.

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Part Two of the Project:

Introduction:

My goal in adding the "Rapid Visual Screening of Buildings for Potential Seismic Hazards" was to help make the study of earthquakes and specifically the building projects of more personal importance to each student. The basic idea of this project was to point out the part man plays in the devastation of earthquakes. I emphasize the old adage " Earthquakes don't kill people, buildings do"

Teaching Methods:

I began with an introduction to the types of construction used on the RSV evaluation forms that we would use.

I also have a short activity that I use for students to experiment with liquefaction. Much of the Mini-Cassia area sits on some type of sediments.

I spent time last summer taking pictures of many buildings within walking distance of the junior high school. I then picked the most appropriate buildings and photo copied those pictures on to the RSV forms.

I took time in class to explain the forms and how to use them. I had also prepared some sample forms using pictures from our workshop in Sandpoint last summer. We used these to practice on. Then students were assigned to groups, given a map of our route, and we were off to do our evaluations.

Back in the classroom student worked to write their conclusions, and to make recommendations for the buildings evaluated.

Assessment:

Report forms along with formal written evaluations and recommendations were then turned in for grading.

In class we discussed and compared the evaluations of all groups.

Results:

Test scores over the Earthquake Unit were much higher this year leading me to believe that student interest level was higher.

This unit is used not only to teach earthquakes but also to further the study of Science Processing Skills.

I believe that it is much more important that students learn to use their imagination and skills to solve a problem than it is for them to be able to recite correct answers!

Because I believe strongly in motivating students to do their own thinking it is difficult to list quantitative results. I am convinced that students become much better problem solvers, not only in my class but in all their other classes as well, in part do to this project and the many lessons taught to prepare them of this project.

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LESSON PLAN
BALSA WOOD BUILDINGS

Goals:

Students will discover through experimentation which type of basic structural support system, (example: vertical, horizontal, diagonal) will withstand the highest magnitude earthquake.

Objectives:

Students will:

1.Develop an individual building plan for a four-story building.

2.Work together in groups of four to develop a building plan the group will use as a template for their actual buildings.

3.Develop an experiment to test one particular aspect of building design.
(Example: design of structural bracing)

4.Build and test buildings on the earthquake simulator.

Introduction:

It will be necessary to discuss some ideas about building design. How much help you give students is dependent on a variety of variables.
Information that is probably necessary would include:

The load plates included in the project to simulate the live and dead load on the building
Students will need some suggestions on building techniques
Information about limits on wood and glue are important
What magnitude is and how it's measured on a logarithmic scale
What Primary and Secondary waves are and how they travel

Materials:

1.Earthquake simulator ( available from several companies or make your own)

2.Balsa wood ( 1/8" x 1/8" )

3.Pins (and-or) clips to hold wood together during construction

4.Glue

5.Wax paper

6.Metric rulers

7.Load Plates

Procedure:

1. Each student will make an individual building plan of four floors. This will include a separate plan for each floor even if they are all the same. The plan will be drawn to actual size and show all support structure used in the building. The plan will also include dimensions of all parts and a total amount of wood used.

2. After individual plans are completed students will get together in groups of four to decide on a group plan and to develop a research question for their experiment to build two buildings to test two support systems against each other.

3. Each group will turn in their plan for approval. Plan must include the following:
A. finished plans on paper to be used as template
B. research question, hypothesis, manipulated, responding and controlled variables
C. list of all materials needed ( must include exact amounts of each item)

4. Construct your buildings using your plans as a template. Cover the paper plans with Wax paper and tape them together. Cut and assemble balsa wood on the wax paper. Put building together with load plates in the appropriate places between floors.

5. Test buildings on the simulator. Make sure you video the tests so you can play them back in slow motion to see where the buildings failed.

6. Write conclusions about what happened in the tests. Be sure your conclusions refer back to your research question and your hypothesis.

Assessment:

My students and I work together to develop a rubric to assess this project. This could also include per evaluation or self-evaluation.

Possible Rubric

Exemplary:

* Same as Proficient with the following additions.
* No errors in measurement on the individual or group plans.
* Written work has no spelling errors.
* Completed buildings that are neatly constructed and accurately follow plans staying within the prescribed limits for wood and glue.

Proficient:

* Individual plans of actual size showing two floors of contrasting structural support. Must include accurate measurements of all structural pieces allowing errors in measurement up to plus or minus 1mm. All plans done in pencil.
* Group plan will be two buildings of four stories each. Designed to test two different support systems.
* Actual size plan must be labeled to show accurately the size of all pieces allowing errors up to plus or minus 1mm.
* Clearly written Research Question following form used for this class.
* Clearly written Manipulated, Responding, and all possible Controlled Variables that follow the written form used for this class.
* Clearly written Hypothesis that relates directly to the research question and follows the form used in this class.
* All written work will be in complete sentences neatly written in ink or typed with no more than two spelling errors.
* Completed buildings that follow plans and stay within given wood and glue limits with only small errors in construction.
* Clearly written conclusions that relate directly to the hypothesis.
* First and Last names and period number appear on all parts of the project.

Developing:

*Same as proficient with these changes.
*Plans allowing errors in measurement up to plus or minus 2mm.
*Written work in complete sentences, hand written in ink with no more than five spelling errors.
*Completed buildings have only minor differences from plans and do not exceed materials limits by more than 5%.

Beginning:

*Individual plans showing two floors of contrasting structural supports.
*Group plans for two buildings of at least three stories using two different support systems.
*Written work must include Research Question, Hypothesis, Manipulated, and Responding Variables.
*Completed buildings will basically follow the group plans.
*Names will appear on all work.

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Lesson Plan
Rapid Visual Screening of Buildings for Potential Seismic Hazards

Goals:

For students to understand that the failure of buildings is largely responsible for injury and loss of human life during earthquakes. To learn to recognize potential hazards in the community of Burley. To relate what we learned in the Building Projects to the building hazards found in this activity.

Objectives:

q       Establish the seismic risk in Burley Id.
q       Students will learn to use the Rapid Screening Procedure to evaluate seismic hazards.
q       Students will write formal conclusions and recommendations for buildings in our tour of burley

Introduction of Construction Types:

Wood Frame:
Studded Frame - most common type of low-rise single family construction.
Post & Beam - usually used in small warehouses and churches
Damage - studded style resists damage well. Watch for unbraced walls at foundation, unbraced carports, decks, chimneys, and brick veneers.

Steel Frame
Uses: commercial and institutional
Damage: tend to perform well due to steel strength, flexibility and lightness

Light Steel Frame: usually one story metal spans clad with metal
Uses: agricultural, industrial factories, warehouses
Damage: usually perform well, building can deform, and cladding can fall off

Concrete Shear Wall: concrete box structure
Uses: commercial, institutional, and residential
Damage: Fair, can be too rigid

Concrete Tilt Up: concrete panels cast on ground then tilted up
Uses: low-rise commercial and residential
Damage: a prime source of seismic hazard in areas where construction requirements are not high

Precast Frame: essentially a post and beam structure
Uses: commercial and institutional
Damage: highly variable

Reinforced Masonry: bricks and blocks with reinforcement of wood or steel
Uses: commercial, institutional, residential, usually low-rise perimeter bearing wall structure
Damage: can perform well depending on workmanship and amount of reinforcement

Unreinforced Masonry: brick, block, and stone common pre-1930's
Uses: commercial, residential, institutional, usually 1-6 stories
Damage: recognized as most hazardous

Materials:

q Pictures of construction types for classroom

q Prepared forms with pictures of buildings to be evaluated

q Map for walking tour of town

q Dates of buildings if possible

Procedure:

1. Students will work as partners on the tour.

2. Prepare students in classroom by working on pictures of buildings from other towns.
Learning to recognize different construction types, and to fill out the forms for the evaluation.

3. Walking tour through town to do visual screening.

4. Classroom write-up of conclusions and recommendations for the buildings evaluated.

I also do an activity that goes closely with this on liquefaction. Most of the Mini-Cassia area sits on some type of sedimentary deposit, either old lake or river sediments.

Earthquake Teaching Module

Skip Leone - Burley Junior High School

Table of Contents:

Earthquake Teaching Module
Introduction
Goals
Project Content
Teaching Methods
Results

Part Two of the Project
Introduction
Teaching Methods
Assessment
Result

Lesson Plan - Balsa Wood Buildings
Goals
Objectives
Introduction
Materials
Procedure
Assessment

Sample Rubric
Exemplary
Proficient
Developing
Beginning

Lesson Plan -
Rapid Visual Screening of Buildings for Potential Seismic Hazards
Goals
Objectives
Types of Construction
Materials
Procedure

Introduction:

Goals:

Project Content:

Teaching Methods:

Results:

Before the seismic event!

After the seismic event!

Before!

After!

Part Two of the Project:

Introduction:

Teaching Methods:

Assessment:

Results:

LESSON PLAN
BALSA WOOD BUILDINGS

Goals:

Objectives:

Students will:

Introduction:

Materials:

Procedure:

Assessment:

Possible Rubric

Exemplary:

Proficient:

Developing:

Beginning:

Lesson Plan
Rapid Visual Screening of Buildings for Potential Seismic Hazards

Goals:

Objectives:

Introduction of Construction Types:

Materials:

Procedure:

Home | About | Programs & Services | Store—Books & Maps | Links | Site Map | Adjunct Sites

Idaho Geological Survey igs@uidaho.edu (208) 885-7991

Earthquake Teaching Module

Skip Leone - Burley Junior High School

Table of Contents:

Earthquake Teaching Module Introduction Goals Project Content Teaching Methods Results Part Two of the Project Introduction Teaching Methods Assessment Result

Lesson Plan - Balsa Wood Buildings Goals Objectives Introduction Materials Procedure Assessment Sample Rubric Exemplary Proficient Developing Beginning

Lesson Plan - Rapid Visual Screening of Buildings for Potential Seismic Hazards Goals Objectives Types of Construction Materials Procedure

Introduction:

Goals:

Project Content:

Teaching Methods:

Results:

Before the seismic event! After the seismic event! Before! After!

Part Two of the Project:

Introduction:

Teaching Methods:

Assessment:

Results:

LESSON PLAN BALSA WOOD BUILDINGS

Goals:

Objectives:

Students will:

Introduction:

Materials:

Procedure:

Assessment:

Possible Rubric

Exemplary:

Proficient:

Developing:

Beginning:

Lesson Plan Rapid Visual Screening of Buildings for Potential Seismic Hazards

Goals:

Objectives:

Introduction of Construction Types:

Materials:

Procedure:

Home | About | Programs & Services | Store—Books & Maps | Links | Site Map | Adjunct Sites

Idaho Geological Survey igs@uidaho.edu (208) 885-7991

Earthquake Teaching Module
Introduction
Goals
Project Content
Teaching Methods
Results

Part Two of the Project
Introduction
Teaching Methods
Assessment
Result

Lesson Plan - Balsa Wood Buildings
Goals
Objectives
Introduction
Materials
Procedure
Assessment

Sample Rubric
Exemplary
Proficient
Developing
Beginning

Lesson Plan -
Rapid Visual Screening of Buildings for Potential Seismic Hazards
Goals
Objectives
Types of Construction
Materials
Procedure

Before the seismic event!

After the seismic event!

Before!

After!

LESSON PLAN
BALSA WOOD BUILDINGS

Lesson Plan
Rapid Visual Screening of Buildings for Potential Seismic Hazards