E-TRAILS Design a Structure to Withstand an · PDF filedifferently to make them more earthquake-resistant? ... Design a Structure to Withstand an Earthquake Post-Con nection Activity

EARTH SCIENCE

Design a Structure toWithstand an Earthquake

E-TRAILS

electronic field trips

Just one of the many Electronic Field Trips available at Liberty Science Center


Brief Description of Standards.

New Jersey Core Curriculum Science Content Standards5.1 Scientific Processes5.2 Science and Society5.3 Mathematical Applications5.4 Nature and Process of Technology5.5 Life Science5.6 Physical Science – Chemistry5.7 Physical Science – Physics5.8 Earth Science5.9 Astronomy and Space Science5.10 Environmental Studies

New York Learning Standards For Math,Science, and Technology1 Mathematical analysis, scientific inquiry,

engineering design2 Using appropriate technology3 Mathematics: integration and

application4 Science: integration and application5 Technology: integration and

application6 Relationships and common themes7 Problem solving in the real world

National Science Education StandardsA Science as inquiryB Physical scienceC Life scienceD Earth and space scienceE Science and technologyF Science in personal and social

perspectivesG History and nature of science

Standard Alignment for Earth ScienceElectronic Discovery Trail

New Jersey New York National5.1 1 A5.3 2 B5.4 3 C5.5 4 D5.7 5 E5.8 6 F5.10 7

Copyright ©1999 Liberty Science CenterWritten and developed by the Educational Outreach Department,

Liberty Science Center, Jersey City, NJ.

Dear Teacher,You are about to use an exciting, cutting edge technology to connect withLiberty Science Center (LSC), one of the best resources available to support yourscience program. Through videoconferencing technology, LSC will become aunique collaborative partner to support your classroom science investigations.Your participation is essential. We need you to help us engage your studentsand to clarify for them the connections and relationships the lesson has to theirongoing class work. We depend upon your involvement so that what we haveto offer creates a positive learning experience.

To ensure your connection with LSC is the best it can possibly be, the following suggestions may be helpful:

• Have paper and pencils or markers available for each student. Someteachers find clipboards help the students maintain focus. White boardsare fine too.

• When sharing samples (i.e. bugs, soil) place them in a petri dish to be handledand moved. Have colored paper to place behind objects for contrast.

• Test any visuals you want to share with us before connecting.

• Be able to move freely around the room. This is an effective way to keepyour students engaged.

• Have on hand any materials and supplies requested in advance by theinstructors.

How to start: Read this E-trail thoroughly and then discuss the Challenge with your class the program and the expectations you have for your students’participation. We will be asking your class to do an activity with us, whichmight have them moving around the room, working in small groups ormanipulating materials. Talk about what they are about to experience andhow it relates to current studies taking place in your classroom. Next, dothe pre-connection activity. You may have other ideas and activities thatcan be add to the program to support the completion of the Challenge. If you have an exciting activity that you’ve tried with your class, please pass it on to us so we may share it with others.

We are looking forward to working with you and your students during thisElectronic Discovery Trail Challenge.

“See” You Soon!

Notes

You walked into your home and slammed the door. What happened? Did the pic-tures on the wall fall down? Did your parents’ expensive flower vase fall over and break? Did the paint crack? These are possible results of just slamming the door. Now try to imagine the damage caused by anearthquake. Earthquakes are natural phenomena that are catastrophic only when they adversely affect our structures and endanger our safety.The amount of damage from an earthquake depends on several factors: the strength of the earthquake, the duration, and the location of the epicenter. When architects design a structure, they consider the effects ofnatural disasters on their structures. We know the Earth’s crust is constantlymoving and that minor tremors occur all the time. As the earth undergoeschanges beneath us, we need to plan for the possibility of a major earthquake.What measures can we take to ensure that our structures will be able towithstand an earthquake, thereby protecting our valuables and ourselves?Your Challenge is to design a structure that can withstand an earthquake.

Earth Science

Design a Structure to Withstand an Earthquake


Mock EarthquakeStudents will explore how the type of subsoil affects the amount of damage caused by an earthquake.

Materials• 2 shallow, rectangular pans • 1 bag potting soil • 2 to 3 boxes unflavored gelatin • Various sizes of items for testing (single-serve cereal box, matchbox cars, miniature trees, miniature

toys, etc.). The more items you use, the more effective your lesson will be. Remember that you can make items to test and/or use pre-made items.

• Newspaper to cover area

Preparation• Fill the first pan with soil to a depth of 1/2 inch.

• Follow directions on box to prepare gelatin.

• Fill second pan with gelatin to depth of 1/2 inch.

• Allow gelatin to solidify (approx. one-two hours in refrigerator).

To Do and Observe• Make two identical “communities,” one on each surface of the pan. Try to include as many “structures”

as possible.

• Raise one end of both pans to the same height.

• Drop both pans simultaneously.

• Observe the effect of the earthquake on the structures in each pan.

• Discuss and record observations.

• Conduct additional trials varying the intensity of the earthquake by dropping the pans from a greater height.

What’s Going OnDropping the pans will cause disturbances in both pans, simulating an earthquake. In the pan with the soil, the disturbance will be instant. In the gelatin pan, the disturbance will be slightly continuous,demonstrating how the earthquake produces aftershocks.


Pre-Connection Activity

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Description of Exhibit:LSC’s Torsional Wave spans four floors up through the center atrium, a total of seventy feet. This exhibitencourages guests to experiment with wave behavior.

Terms to Know:amplitude, compression, frequency, longitudinal wave, magnitude, peak, P-wave, S-wave, torsional wave,transverse wave, trough, tsunamis, wavelength

Objectives:• To understand that earthquakes are waves of energy that move through the earth.• To deduce that the speed of a wave is determined by the material it passes through.• To see and duplicate the three-directional motion of an earthquake.

Discussion Points:• What type of structure will you design?• What materials will it be made of?• Where will you build it?

Activity: Making Waves with SlinkiesMaterials:

• One Slinky per pair of students

Procedure:

1. Working with a partner, stretch the Slinky on the floor between the two of you.

2. Squeeze 10-15 coils tightly together, then release the coils suddenly.

3. Gently move one end of the slinky back and forth several times.

4. Observe the motion of the waves as they travel from the source to the opposite end.

5. Predict how long it takes the wave to go from one end of the Slinky to the other. Were you close? Test two more times.

Think about/try this:

• What could you do to make the Slinky represent a major earthquake?• List some reasons why the Slinky seems so flexible. Are there other materials that a Slinky could be

made out of that would add to its flexibility? If so list them.• How would the design of a Slinky assist you in designing your structure?

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In case of an emergency during a connection call 201 401 1692 or 201 451 0006, ext. 0


Connection 1 - Torsional Wave

Description of Exhibit:LSC’s exhibit area “A Closer Look at Your Skeleton” has several models and manipulatives that allow our guests the chance to explore the components and functions of the human skeleton system.

Terms to Know:brittle, calcified, calcium, cartilage, collagen, cross-section, decalcified, flexible, hydroxyapatite, joint, ligament, osteoporosis, osteoblasts, osteoclasts, structure, tendon, torsional, torso

Objectives:• To discuss what materials are necessary for strength and flexibility in their structure.• To explore how and why a structure must rely on an internal skeleton for its support.

Discussion Points:• How will your structure be designed internally to provide support?• What shapes will you use in your structure?• Will you include flexible components and if so how?

Activity: An Egg in the Palm of Your HandMaterials:

For each group:• One raw egg• One zip lock plastic bag, quart size or larger

Procedure:

1. Place egg in bag. Release some air and close the bag.

2. Hold egg between your two palms - the ends of the egg in the palm of your hands.

3. Squeeze your hands together, trying to crush the egg.


• Did you break the egg? Why is it so difficult to break the egg this way?• What is the form and function of the egg? How are they related?• How does a baby chicken get out of the egg?


Connection 2 - Skeletal Area

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Connection 3 - Earthquake Simulator

Description of Exhibit:LSC’s Earthquake Simulator encourages interactive examination of the effects of earthquakes on differenttypes of structures. After guests enter variables into the computer, they can test the outcome.

Terms to Know:aftershock, bedrock, compression, concrete, ductility, fault, flexibility, frequency, intensity, magnitude, peak,reinforced, resonance, Richter's scale, seismic activity, seismograph, seismology, shock, subsurface, tectonics

Objectives:• To demonstrate an earthquakes effect on various building structures and composition.• To understand the variables that have an effect on the amount of damage that occur during

an earthquake.• To introduce the concepts of earthquake-safe building construction.

Discussion Points:• What is the purpose of your structure and where will your structure be located?• How will you incorporate emergency procedures for exiting your structure if needed?• Will you consider energy conservation in the materials and functions of your structure?

Activity: Tower of CardsMaterials:

For each team:• Pictures of earthquake damaged buildings• 25 3 x 5 index cards• Scissors• 60cm (2 feet) of tape

Procedure:

1. In teams, examine the pictures of the damaged buildings. Discuss what could have been done differently to make them more earthquake-resistant? List your ideas.

2. Discuss with your team how you can design a tower with the materials that will be strong enough to withstand an earthquake. Do you want height, strength or both?

3. Use your materials to construct your tower.


• If you could add one other material to your tower, what would it be?

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Post-Connection Activity

Completing the Challenge Now that you’ve finished your on-line visits with LSC, review with your entire class the information they’ve acquired to see if your students are ready to complete their Challenge. They should compare their notes, drawings, models and answers before they make decisions.

Here are some variables to consider before your students complete the Challenge:

• What form will the finished project be: essay, 3-D model, drawing, combination of...?

• Will students work independently or in groups?

• Which discussion points are the most important for your class to consider?

Here are additional considerations for your students to think about before completing the Challenge:

• Your building must not only survive an earthquake but also the normal wear and tear from the environment. That is why you need to be particular about the building materials you choose.

• Consider the things necessary for stability during an earthquake, such as strength in materials, archways,beams, curves, and pillars.

• Will your structure survive better if surrounded by water, soil, sand, rocks, an estuary, etc.?

• How will you secure your structure to its foundation? In an earthquake, there is a greater likelihood a building will hop off its foundation rather than actually crumble to bits on top of it.

• The chief seismologist at the United States Geological Survey recommends staying inside a groaning building (with your head covered) during an earthquake rather than going outside and risk being killed by a falling structure. Consider the ornamentation on the exterior of your structure when designing an earthquake-safe structure.

• Windows, door, and certain load-bearing beams are other important features in the design of any building or structure. Choose among more traditional rectangular entry ways, arches, or devise your own attributes; beams could be tall or short, wide or narrow, ribbed, flanged, etc. Let your imagination run wild with many different shapes and sizes.

• Even though Mexico City was not located near the epicenter of the 1985 disaster, it suffered more damage than towns closer to the epicenter of the earthquake. This was due to the location of its buildings, which were rested on soft or weak subsurface rock or sediment.

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Extensions

Cross Curriculum:• Language Arts/Science

Write an advertisement for building plans especially designed for earthquake areas. Try writing a shorter version for a radio commercial. Make a recording and play it for the class.

• Math/ScienceGo back to the Slinky activity. When you do it again, measure the time and distance it takes for the coils to move from one person to the next. Graph your data.

Websites:

• Earthquake Information from USGS• quake.wr.usgs.gov

• Earth Alert• www.discovery.com/news/earthalert/earthalert.html

• TheTech-Earthquakes• www.thetech.org/exhibits_events/online/quakes/intro

• Nova Online/Super Bridge/Build a Bridge• pbs.org/wgbh/nova/bridge/build.html

Literature:• Campbell, Ann-Jeannette and Rood, Ronald. Incredible Earth: A Book of Answers for Kids. New York:

John Wiley & Sons Inc. 1996.

• Cutting, Brian and Jillian. What is this Skeleton?. Bothell: Applecross Ltd. 1992.

• Levy, Matthys and Salvadori, Mario. Why the Earth Quakes. New York: W.W. Norton & Co. 1995.

• Sattler, Helen Roney and Maestro, Giulio. Our Patchwork Planet: The Story of Plate Tectonics. New York: Lothrop, Lee and Shephard Books. 1995.

Other Activities:• Visit a seismology laboratory in your area.

• Contact your local building inspector and find out what the building codes are in your area, and why they exist.

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The Electronic Field Trip program is a continually evolving program.

Your evaluation will help improve the program. Please complete this evaluation with your students,

and return it to us using the reverse side, or fax to 201 451 6383.

School

Teacher

Phone #

School Address

Grade level(s) Total Group Size

Date

Which technology do you use? ❍ ITV ❍ 1 ISDN ❍ 3 ISDN

Name of Challenge

Did you do the Pre-Visit Activity? ❍ Yes ❍ No

Was the Pre-Visit Activity helpful? ❍ Yes ❍ No

Were the instructors helpful? ❍ Yes ❍ No

Did you do the Connection Activities? ❍ Yes ❍ No

Did your experience meet your expectations? ❍ Yes ❍ No

Did you complete the Challenge? ❍ Yes ❍ No

Would you like to display your students’ projects at LSC? ❍ Yes ❍ No

Would you like to do a Challenge again in the future? ❍ Yes ❍ No

How did you incorporate this program into your curriculum?

Comments

Thank you for taking the time to fill out this form!

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Schools Program Administrator251 Phillip StreetLiberty State ParkJersey City, NJ 07305-4600

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Documents

E-TRAILS Design a Structure to Withstand an · PDF filedifferently to make them more earthquake-resistant? ... Design a Structure to Withstand an Earthquake Post-Con nection Activity