Unit 8 Kuhikuhipu‘uone Wilikī - Architecture & · PDF fileUNIT 8: Kuhikuhipu‘uone Wilikī - Architecture & Engineering ... SC.4.2.1; SC.6.6.2 Ka Hana ‘Imi Na‘auao – A Science

Unit 8

Kuhikuhipu‘uone Wilikī - Architecture & Engineering

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Available at: www.cds.hawaii.edu/kahana

Ka Hana ‘Imi Na‘auao –

A Science Careers Curriculum Resource

was written and published by

the Center on Disability Studies,

College of Education, Univ. of Hawai‘i, USA.

Available at: www.hawaii.edu/kahana

2009

The authors permit any non-profit agency or

individual to use, copy &/or alter all materials,

in part or whole, for educational purposes

without obtaining further consent.

Note: This curriculum may be printed here in grayscale.

Color versions of all documents are available on the disk

found in the curriculum package, and can also be

accessed online (see above).

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Available at: www.cds.hawaii.edu/kahana

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UNIT 8: Kuhikuhipu‘uone Wilikī - Architecture & Engineering

CONTENT: Hawaiian Science Careers & College

MATERIALS: Student Handout /Reading Teacher’s Notes Lesson

ACTIVITIES: Hands On Discussion Huaka‘i (Explore) Web Video/Powerpt.

ASSESSMENT: Formative, ✍ Summative TYPE: Individual, Group

Part Content & Activities Assessment A.

p.582-596

Students get … Water Engineering

Teacher gets … Relates to HCPS III

Pre-Test/Knowledge Survey: Architecture &

Engineering

SC.4.8.2, 6.6.2, 6.6.3, 6.6.4; SC.CH.5.1, 8.2; SC.ENV.3.4, 4.5, 5.6; SC.ES.6; SC.PH.3.4

Group Reading & Debate: Water Power in Hawai‘i: Wai (5 pages include Waiāhole Ditch & Water Rights Issues)

SC.MS.3.7; SC.ENV.2.1, 3.2, 5.2, 5.3

Video Options: The Scientific Process - The WET wave Project (5 minutes); An Introduction to Renewable and Nonrenewable Energy (7½ minutes); Wet Wave: Conversion of Energy (5½ minutes); Culture & Science - Working in Lōkahi (10 minutes). Order fr/ www.kukulu.hawaii.edu & http://manoa.hawaii.edu/scihi

SC.6.6.2, 6.6.3, 6.6.4;

SC.PH.3.4; SC.ENV.3.4, 5.6; SC.ES.6

Interactive Powerpoint: Wave Energy Technology with presenter’s notes, not shown in 4 page print preview)

SC.6.6.2, 6.6.4; SC.ENV.3.4; SC.ES.6

B.

p.597-614

Students get … Safe & Sustainable Housing

Teacher gets …

Relates to HCPS III

3 Readings: Housing in Hawai‘i (Ancient Hawaiian Architecture & Radio-Carbon Dating; Student-built Hale; Maui CC’s Eco-Village & related bonus reading) No notes given

SC.ENV.4.5, SC.CH.5.1, 8.2; SC.PAH.3.1; SC.5.6.1

Reading & Activity: “Get Off the Grid” Pre-Fab Eco-Housing with Drawing/Drafting activity an discussion (3 pages)

SC.ENV.5.1; SC.4.2.1; SC.6.6.2

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource


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Lab: “The Day the Earth Shook” NOVA activity on architectural climate risk, earthquake proofing (see also Earthquake Richter Scale in Unit 8 Appendix on compact disk)

SC.ES.8.5; SC.4.8.2

Field Trip &/or Guest Speaker: visit heiau, hale, modern architectural sites with Army Engineers, architects, college students &/or builders (e.g. & trip worksheet given)

SC.ENV.4.5, SC.CH.5.1, 8.2; SC.PAH.3.1; SC.5.6.1

C.

p.615-629

Students get … Architecture/Engineering Projects

Teacher gets …

Relates to HCPS III

Video: Kuhikuhipu‘uone Wilikī (Architecture & Engineering) DVD included in curriculum

CTE.9-12.1

Project: Hale Maquette Building with grading

rubric (3 page student handout) ✍ SC.1

CTE.9-12.1, 8.1.1 FA.9-12.1

Drawing/Drafting Activity: 2 pg. Hale Project Practice Drawing handout (see also Hale Images in Appendix)

SC.1 CTE.9-12.1, 8.1.1 FA.9-12.1

Reading & Worksheet: Responses to

Architectural Site Conditions (4 pgs) SC.ENV.3.2; SC.MS.3.6;

SC.PAH.3.6

Project: Water Energy “Activities to Start” with brainstorming & proposal handouts, grading rubric & teacher’s notes

✍

SC.6.6.2, 6.6.4; SC.PS.6.2; SC.ENV.3.4; SC.ES.6

Ho‘ike: Students do Project Presentations for invited guests & family members (no materials given)

SC.6.6.2, 6.6.4; SC.PS.6.2; SC.ENV.3.2, 3.4; SC.ES.6; SC.MS.3.6; SC.PAH.3.6

Post-Test: Knowledge Survey & Conceptual Learning & Alternate Assessment for Architecture & Engineering (see first item in Unit 8 menu above)

✍ SC.4.8.2, 6.6.2, 6.6.3, 6.6.4; SC.CH.5.1, 8.2; SC.ENV.3.2, 3.4, 4.5, 5.6; SC.ES.6; SC.MS.3.6; SC.PH.3.4; SC.PS.6.2; SC.PAH.3.6

Y Students

get … Appendix (see disk in front of binder) Teacher gets …

Relates to HCPS III

Readings: Earthquake Richter Scale; Home Energy Waste

SC.6.6.2; SC.3.6.1

Visuals: Hawaiian Hale Images (1 pg doc) & online video “Hawaiian Legends – Molokai’s Sacred Stones” at: www.youtube.com/watch?v=8qmVXNTOVNA


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Mini-Unit: Wavegen™Activity with teacher’s

notes (6 pgs) SC.6.6.2, 6.6.3, 6.6.4;

SC.PH.3.4; SC.ENV.3.4, 5.6; SC.ES.6

Websites: Renewable Energy & Island

Sustainability; Engineering in Hawai‘i (2 pgs) SC.PH.3.5; SC.3.6.1,

5.6.1; SC.PH.3.3; SC.PS.6.2

Y Students get … Suggested Field Trip & Guest Speakers Teacher

gets … Relates to HCPS III

Any Island: ancient fishpond, he‘iau & traditional hale architecture, modern canals, housing, community buildings, bridges or possibly sustainable “green housing” projects, ocean site with energy &/or research buoy, college physics lab with water energy demo, or local site where water energy is observable (blowhole, canal narrows, waterfall)

SC.4.8.2, 6.6.2, 6.6.3, 6.6.4; SC.CH.5.1, 8.2; SC.ENV.3.2, 3.4, 4.5, 5.6; SC.ES.6; SC.MS.3.6; SC.PH.3.4; SC.PS.6.2; SC.PAH.3.6

Guest Speaker – architects et al from Army Corps of Engineers, local building contractors, local college faculty to discuss canals, dams, local drainage, sewage, etc.

SC.6.6.2, 6.6.3, 6.6.4; SC.ENV.2.1, 3.2, 3.4, 5.3, 5.3, 5.6; SC.ES.6; SC.MS.3.7; SC.PH.3.4;

Z Students get … Careers & College Resources Teacher

gets …

Career Cards for Unit 8 – Kuhikuhipu‘uone Wilikī (Architecture & Engineering)

CTE.9-12.2.1 – 12.2.8

This unit addresses the following:

Standards/HCPS III addressed or related to this item: SC./BS 1 Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate using the skills necessary to engage in the scientific process; SC/ENV Standard 2: The Scientific Process: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated: SC.4.2.1 Describe how the use of technology has influenced the economy, demography, and environment of Hawaii; SC.ENV.2.1 Explain how scientific advancements and emerging technology have influenced society; SC.ENV.3 Standard 3: EARTH SCIENCE —Understand the physical systems of the earth: SC.ENV.3.2 Classify landforms (e.g., valleys, caves, waterfalls, dunes) based on the different erosion processes that shaped them (e.g., water, wind); SC.ENV.3.4 Compare different methods of generating electricity (e.g., fossil fuels, nuclear); SC.MS.3: OCEANOGRAPHY —Understand the physical features of the ocean and its influences on weather and climate: SC.MS.3.6 Explain how erosion occurs and the effects of sedimentation; SC.MS.3.7 Describe the relationship between fresh bodies of water, watersheds, and the ocean; SC.PH.3: MATTER AND ENERGY CONSERVATION – Understand the nature of momentum and energy transformations: SC.PH.3.3 Differentiate between energy and


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momentum both quantitatively and conceptually, and recognize that both are conserved; SC.PH.3.4 Describe ways that energy can be transformed from one form to another (e.g., potential energy to kinetic energy); SC.PH.3.5 Use the equations for changes in kinetic energy (KE = ½ mv2) and gravitational potential energy (PE = mgh) to calculate changes in energy SC.PAH.3: ORGANISMS AND THE ENVIRONMENT—Understand the unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter and energy in the environment: SC.PAH.3.1 Illustrate biogeochemical cycles within the Hawaiian ecosystem and describe how abiotic and biotic influences have impacted these cycles; SC.PAH.3.6 Explain how human actions (e.g., conservation, introduction of non-indigenous species, destruction and fragmentation of native habitat, hunting, over harvesting, poor land use practices, stream diversion) have impacted organisms in Hawai‘i since the first Polynesians; SC.ENV.4 Standard 4: LIFE SCIENCE—Understand the interconnections of living systems: Explain the relationship between the carbon cycle and fossil fuels: SC.ENV.4.5 Explain the relationship between the carbon cycle and fossil fuels; SC.ENV.5 Standard 5: INTERDEPENDENCE OF THE ENVIRONMENT AND HUMAN SOCIETIES—Understand the interdependence between environmental systems and human societies: SC.ENV.5.1 Explain how economic and societal decisions affect global and local ecosystems; SC.ENV.5.2 Assess the effect of human actions on an environmental system; SC.ENV.5.3 Explain how population growth and natural resource consumption affect global sustainability; SC.ENV.5.6 Explain why recycling and conservation of resources are important; SC.CH.5: CHEMICAL REACTIONS – Understand the nature of chemical interactions and solutions: SC.CH.5.1 Explain how the quantity of one mole is set (e.g. defining one mole of carbon 12 atoms to have a mass of exactly 12 grams) and describe its properties (e.g. one mole is 6.02 x 1023 particles (atoms or molecules); SC/ES/PS.6 Standard 6: Physical, Earth, and Space Sciences: NATURE OF MATTER AND ENERGY: Understand the nature of matter and energy, forms of energy (including waves) and energy transformations, and their significance in understanding the structure of the universe: SC.3.6.1 Define energy and explain that the sun produces energy in the form of light and heat; SC.5.6.1 Identify different forms of energy (e.g., thermal, electrical, nuclear, light, sound) and how they can change and transfer energy from one form to another; SC.6.6.2 Describe the different types of energy transformations; SC.6.6.3 Explain how energy can change forms and is conserved; SC.6.6.4 Describe the different types of energy transformations; SC.ES.6 No benchmark for Earth Space Science SC.PS.6.2 Explain how the law of conservation of energy is applied to various systems; SC/ES.8 Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth and its processes, the solar system, and the universe and its contents: SC.4.8.2 Describe how fast processes (e.g., volcanoes, earthquakes) sometimes shape and reshape the surface of the Earth; SC.ES.8.5 Explain the effects of movements of crustal plates; SC.CH.8: NUCLEAR REACTIONS AND ENERGY – Understand the properties of nuclear energy: SC.CH.8.2 Determine the amount of radioactive substance remaining after an integral number of half-lives have passed


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Source: see Introduction section or go to: http://standardstoolkit.k12.hi.us/index.html Fine Arts & Career/Technical Education Standards/HCPS III related to this item: CTE.9-12.2 Standard 2: CAREER PLANNING: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals; CTE.9-12.2.1 Analyze annual individual education and career goals; CTE.9-12.2.2 Evaluate potential career choices in relation to personal interests, strengths, and values; CTE.9-12.2.3 Apply appropriate and safe behaviors and practices in the school, community, and workplace; CTE.9-12.2.4 Assess career portfolio that documents evidence of progress toward the attainment of personal, educational, and career goals; CTE.9-12.2.5 Analyze the demographic, geographic, and technological trends that affect work opportunities; CTE.9-12.2.6 Gather and prepare documents related to job-seeking; CTE.9-12.2.7 Prepare for the job interview process; CTE.9-12.2.8 Assess the compensation, lifestyle, and other benefits associated with careers of interest; CTE.8.1.1. Assess the overall effectiveness of a product design or solution; FA.9-12.1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences

Ka ‘Aha ~ a symbol for Sustainability in Hawai‘i ~ Past, Present &Future

NAME: CLASS:


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A

5. Debates over rights to water in Hawai‘i persist today because … a) Slow moving water in ‘auwai (aqueducts) causes erosion of soil b) Water is seen as profitable, not a gift of the gods for all to share c) Ancient Hawaiian burial grounds are threatened by water diversion a) Kalo (taro) farmers want more water than hotels

______

Unit 8 Pre-/Post-Test Kuhikuhipu‘uone Wilikī (Architecture & Engineering)

Knowledge Survey Questions

DIRECTIONS: Write the letter of the correct answer in the blank on the RIGHT. Use capital letters only (e.g. ‘A’ not ‘a’). 1 point given for each correct answer. 1. Engineering and Architecture careers for Hawaii’s youth are ...

a) Limited in number and difficult to get b) Not likely to help them raise a family or benefit local people c) Diverse and plentiful d) All of the above

______

2. Hawai‘i is developing a variety of renewal energy sources because... a) Citizens hope to make Hawai‘i a model of sustainability to others b) Oil is costing citizens too much and contributing to climate change c) Hawai‘i has diverse natural resources to explore year-round d) All of the above

______

3. The housing most likely to survive a 7.0 scale earthquake are ... a) Traditional heiau and hale (Hawaiian altars and houses) b) 2-storey eco-villages and pre-fabricated housing pods c) Modern skyscrapers d) All of the above

______

4. The most vital aspect to consider in engineering a water tunnel is … a) Bernoulli’s Principle b) Forces of energy, fluids and motion

c) Seasonal water flow and erosion a) People’s right to free access of the water

______

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NAME: CLASS:


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Unit 8 Post-Test

Kuhikuhipu‘uone Wilikī (Architecture & Engineering) Conceptual Learning & Alternate Assessment

Page 2

DIRECTIONS: Write, speak or perform your answers as directed below.

6. Plan a Housing Solution. Make drawings on sheets of graph paper (or use paper, index cards, straws, tape, string, paper clips &/or play-dough to make a 3-D model) of an architectural structure that addresses all the needs of a perfect and affordable home for a low income family. It can be situated in any specific site in the world, but must address all natural, cultural, human and visual site conditions, plus safety and sustainability. Take 15-20 minutes to create it. When done, describe your drawing or model to your teacher, and/or write a paragraph to explain all the features of your house and how it meets the criteria above. 7. Debate a water issue. With a partner, consider several issues that may arise regarding an Army decision to build a canal in your town at the site of a stream that flooded recently, causing one death and a million dollars in damages to the neighborhood. Consider each issue, then pick just one and prepare to debate each other, either ‘pro’ or ‘con’. You may write brief notes on another page if you wish to use in the debate:

a) The Environmental Protection Agency is concerned that endangered species of a native plant, bird and snail inhabiting the proposed canal site and reef at mouth of the stream may become extinct due to loss of habitat and erosion from construction b) Some of the water has always flowed to kalo (taro) farms just below the proposed canal site and subsistence farmers could lose their livelihood c) A national hotel chain and small local businesses will be able to provide more jobs if the

canal is built and water diverted to support their interests d) If the canal is built at the proposed site and a portion of the water is diverted, a proposed

low income housing development will benefit needy people. When ready, take 2 minutes each and debate both sides of the issue you chose to address before your teacher and two other students. Take an additional 1 minute to rebut each others’ arguments. Discuss with your audience who would persuade the public and policy makers with their response more & why.

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retrieved & adapted 2/5/08 from: www.botany.hawaii.edu/faculty/morden/BotZool450/Laau.htm; http://the.honoluluadvertiser.com/article/2006/Dec/20/ln/FP612200358.html; www.ascehawaii.org/herit1996.html; & www.earthjustice.org/news/press/006/hawaii-water-commission-splits-over-waihole-water-case.html

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Reading Activities for “Water Power in Hawai‘i: Wai”

1. Group Read & Share – in small groups read aloud one section of these pages: Group A – read page 1 & 2 (1st 4 paragraphs)

Group B – read page 2 & 3 (middle 3 paragraphs) Group C – read page 4 (last 4 paragraphs)

After reading aloud, talk about your reading and prepare to share your reactions, questions and information with the class:

a) give a synopsis of main ideas in your paragraphs b) share personal stories or reactions the reading brought to mind c) state new vocabulary &/or concepts found in the reading and

their meanings d) pose at least 2 interesting questions for the class to consider

related to the reading

2. Class Discussion – as each group shares their reading responses with the whole class, listen carefully (you may take notes as well) to prepare for the next activity, a debate on water rights. Try to see the issue from many different perspectives, and prepare to debate from any of these points of view.

3. Class Debate – Water rights has been a contentious issue in Hawai’i for over 100 years. Continue the class discussion by examining possible solutions to either the Waiāhole Irrigation System issue or a similar water rights issue in your community. You and a partner will be randomly assigned one of the following positions to debate from:

a) a Hawaiian cultural expert who holds traditional values & beliefs about fresh water use

b) a lo‘i farmer who needs fresh water for his crops c) a real estate developer who wants to build more housing for

local families d) an environmentalist who wants to protect fresh water habitats e) a business representative whose golf course & resort provides

jobs and income from tourists to Hawaii’s economy f) a law professor who believes the state must manage natural

resources responsibly for all public interests Conduct your debates and allow the class to decide on the winner.

4. Wrap Up – write a paragraph to summarize important things learned today.

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Water Power in Hawai’i: Wai

The earliest settlements now known in Hawai’i are on the northeast side of the island of O’ahu. The oldest site excavated — its earliest parts dated between 300 and 600 A.D. — lies along this windward coast on land now occupied by Bellows Air Force Base. The first Hawaiians preferred locations like this which furnished ample water for their crops and other uses. Recently uncovered walls of lo‘i (pondfields) indicate that wetland kalo was grown on lands mauka (toward the mountains) of Kawainui.

Kapahu Farm, East Maui

Souce: http://www.hawaiiankingdom.info/C980587838/index.html

At a site in Hanalei Valley, Kaua‘i, that has been dated to approximately 6IO A.D., archaeologists have uncovered the first known instance of lo‘i fed by an ‘auwai (irrigation ditch). This irrigation method became extremely important in later years as the population grew and spread throughout the islands. ‘Auwai ranged from simple to elaborate in construction, but all shared a basic design: at the head of the ditch, water was diverted

Waikalua Loko fishpond in

Kane’ohe Bay, seen here in the early

1900s, may be over 150

years old.

Source: starbulletin.com/2000/ 06/23/news/story5.html

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into the ‘auwai from springs, streams, or pools and was led downhill to the lo‘i very gradually, with the result that the water moved slowly and its passage did a minimum of erosive damage. The ‘auwai were lined with carefully fitted rock, at least near their heads, and were routinely maintained in order to prevent soil and debris from filling the ditch and impeding the flow of water.

The engineering of the ‘auwai was excellent. With only the

simplest tools, Hawaiians modified natural stream flows and devised new routes that systematically exploited the slope of the terrain to carry water into their fields with great efficiency. These aqueducts, some of them very elaborate, are considered the finest in the Pacific islands. So well designed were they that later, when Western engineers planned irrigation flumes for commercial sugarcane production, they often followed these channels laid out by the Hawaiians of old.

Though ‘auwai were principally for irrigation, they also served

to furnish water to some house sites. Since water belonged to the gods and was therefore valued beyond human terms, no one could claim its ownership or rights to its sole use. There are few records of quarrels over water use until foreigners came, bringing with them different concepts of water rights.

Engineering Waiāhole Ditch & Tunnel System

The first sugar cane irrigation ditch (the Rice Ditch) was built on Kaua‘i in the mid-1850s. In 1905, the first engineer was commissioned to investigate the feasibility of developing water in the Ko‘olau Range on O‘ahu, but it took until 1913 to venture such monumental construction by the newly formed Waiāhole Water Company. When completed a little more than 3 years later, the system included a large number of tunnels ranging in length from 280 feet to the 2.76-mile long main trans-Ko‘olau tunnel.

KĀNE god of

creation, sunlight, forest &

fresh water

Source:

www.friendlyisleswc.com/

carvings2.html

Excavation in those days was far from predictable. Access road and trail construction in the rugged terrain was especially difficult and the workers had to contend with voluminous flows of water as the first dike was pierced. Initially, supplies had to be moved by mule but eventually a 10-mile railroad and ocean pier made the task more efficient.

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Waiāhole Ditch & Tunnel System Today

Sources: http://starbulletin.com/2007/07/30/business/story01.html & http://starbulletin.com/97/04/25/news/story1.html

Photo by DENNIS ODA / [email protected]

July 30, 2007 - Waterflow along the Waiāhole Irrigation System is controlled partially by a series of gates. Earlier this month, Gate No. 31, located in a tunnel drilled on the Windward side of the Ko‘olau range, was not responding to phone commands, so water systems manager Vernon Pico had to trek up to the site and manually open the gate to let more water go through. Pico’s vast worksite is shown in the graphic below.

Agribusiness Development Corporation’s water systems manager, Vernon Pico supervises a crew of five who maintain the Waiahole Irrigation System. After graduating from Campbell High School in Ewa, Pico furthered his education at Leeward Community College in a carpenter apprentice program. He started work as a carpenter making repairs to the system, then was promoted to his current position.

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Waiāhole Water Rights Issues

Hawaiian taro farmers, Daniel Bishop & Charles Reppun (left) as well as attorney Kapua Sproat (right) have active interest in where Waiāhole water goes

Photos by Bruce Asato, The Honolulu Advertiser & www.earthjustice.org/about_us/offices_staff

Nearly a century ago, water vital to taro farmers, streams, and the estuary

on O‘ahu’s east side was diverted to sugar plantations. The plantations are gone now, and Earthjustice represents farmers and Native Hawaiians in an effort to restore the water to where it belongs.

The Waiāhole case arose from the efforts of small family farmers and Native Hawaiians, led by citizen groups (Hakipu‘u ‘Ohana, Ka Lahui Hawai‘i, Kahalu‘u Neighborhood Board, Makawai Stream Restoration Alliance) and a coalition of supporters to restore streams originally diverted by Central O‘ahu sugar plantations. O‘ahu Sugar’s 1993 announcement of its closure in 1995 sparked a monumental legal battle over the diverted water -- in the words of the Hawai‘i Supreme Court, a case of "unprecedented size, duration, and complexity."

The windward parties sought to: return diverted flows to the streams to restore native stream life, such as ‘o‘opu, ‘ōpae and hīhīwai; protect traditional and customary Native Hawaiian practices; support the productivity of the Kane’ohe Bay estuary; and preserve traditional small family farming, including taro cultivation. But large scale agricultural and development interests, including Campbell Estate, Robinson Estate, Kamehameha Schools, Dole/Castle and Cooke, and others, joined by the State, pushed to continue the flow of Windward water to leeward lands to subsidize golf course irrigation, short-term corporate agriculture, and housing development.

This debate is likely to arise again as demands for Waiāhole water increases on both sides of the island.

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Note to Teachers:

The next document gives a preview of the Powerpoint slide show

found on the compact disk in this curriculum (see each Unit

Appendix). The actual Powerpoint slides may also include

presenter’s notes that are not printed in the curriculum pages, but will

appear when you view the slides (select “normal” under viewing

options).

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Wave Energy

TechnologyKa Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana

Why explore wave powerin Hawai‘i?

Wave Energy Levels (kW/m of Wave Front)Formula used to calculate this Power (in kW/m) = k H² T ~ 0.5 H² T

k = constant, H = wave height (crest to trough) in meters, andT = wave period (crest to crest) in seconds

OverviewWhat is wave power?Wave energy

conversion systems(WECS)

Types of energy Physics of water power Benefits & ChallengesWave Energy

Technology (WET) inHawai‘i

PowerBuoy™

What is Wave Power?Wave power is the ________ of ocean surface

waves and the capture of that energy to douseful _______ - including electricitygeneration, desalination and the pumping ofwater.

Wave power is a form of __________ energy.Tidal power and ocean currents are othersources of ocean hydro-electric power.

energy

work

renewable

Wave Energy ConversionSystems (WECS)

1. Oscillating WaterColumns (OWC)

- generate electricityfrom the wave-drivenrise and fall of waterin a cylindrical shaft.The rising and fallingwater column drivesair into and out of thetop of the shaft,powering an air-driven turbine.


2. Wave Surge orFocusing Devices

- These shoreline devices,also called "taperedchannel" or "TAPCHAN"systems, rely on a shore-mounted structure tochannel and concentratethe waves, driving theminto an elevated reservoir.Water flow out of thisreservoir is used togenerate electricity, usingstandard hydropowertechnologies.

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3. Floats or PitchingDevices - Thesedevices generateelectricity from thebobbing or pitchingaction of a floatingobject. The objectcan be mounted toa floating raft or toa device fixed onthe ocean floor.

Archimedes Wave Swing

Which is it?1.Oscillating Water column?

2.Wave Surge/Focuser?3. Float/Pitch Device?

Which is it?1.Oscillating Water column?

2.Wave Surge/Focuser?3. Float/Pitch Device?

Wavegen™ created the“Limpet” … the world’s1st wave power station.It is in Islay, Scotland.

Which system arethese devices?

WaveRoller

Pelamis

Salter Duck

WaveDragonNone of the above! The Physics ofHydro-Electric Power

Key physics concepts: energy, power & work

What is Bernoulli’s Principle? (hint: think about conservation of energy)

How might engineers apply it to wave energy?

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Types of energy in a fixedwave power generator

Where in this diagram do each of the followingenergy types occur?

wave energy mechanical energy pneumatic energy electrical energy

Wave Power:Benefit or Challenge?

Portable, modulardesign

Noise

Pollution

Cost-savingpotential

Maintenance Site specifications

Abundance ofresource

Appearance ofdevice

Marine life effects Fishing & recreation Installation &

development cost Coastal erosion Sustainability

Hawaii’s PowerBuoy™Cylindrical, Steel Buoy

Diameter - 4.5 to 5 meters.Length – 12 to 20 meters.Mass – 35 to 55 tons.

Operates 1.0 - 4.0 metersbelow surface.

Average System Output:20 kW

Peak Output: 45-50 kWMooring:

Rigid spar buoy with universaljoint at base.

Deadweight anchor rock boltedinto the substrate providesup to 100-ton holding force.

Kane‘ohe Marine CorpsBase WET Project

The PowerBuoy™ islow-cost, efficient,and readily deployableelectric power thatcan reduce costs atKane‘ohe MarineCorps Base & similarnaval sites

Subsea cable installation

Issues KMCB had to address Shoreline ConditionsOceanographic Conditions Infrastructure Impacts Recreation Impacts Public Safety Cultural considerations

Subsea Cable Installation

Possible Environmental Issues

Alien Invasive Species Entanglement Entrapment Electromagnetic Radiation

(EMR) Electrical leakageHeat generation and

releaseNoise

Diver Working on PlateInstallation for Biological

Monitoring

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Hawaiian Blessing of Site Cable and Vault Located Above Ground

Historic Preservationstructure eligible for listing in National Register of Historic Places

Cultural ConsiderationAncient Hawaiian Burial Ground

Researchers foundEnvironmental Advantages

No fuel Absence of CO2 emissions, radiation, and particulate

matterNo waste or disposal requirementsNo danger of spillage or other environmental damage

No negative impact on marine life can encourage growth

Live coral areas avoided

Minimal aesthetic impact

No noise pollution

No visual pollutionAnchor Box

Goals of WET in Hawai‘i Develop and

ValidateTechnology

Demonstratereliability and costeffectiveness

Demonstratefeasibility ofcombining powerfrom a multi-buoyarrayAnchor Installation

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-Radiocarbon Testing Challenges Our Understanding of Ancient Hawaiian

Architecture

An aerial view of a large war temple (Loaloa) on Maui.

Courtesy Michael Kolb and Northern Ill inois University The development of monumental architecture and social complexity on the Hawaiian island of Maui occurred over a span of at least 500 years, according to the most detailed study to date on the antiquity of the island's extensive temple system. The findings, in the August 2007 issue of Current Anthropology, challenge previous conceptions of ancient Hawaiian civilization by identifying cycles of temple construction that coincide with politically charged periods of warfare and island consolidation. "Because the islands are relatively isolated from the rest of the world, the development of monumental architecture and complex society in Hawai‘i is of keen interest to archaeologists," writes Michael Kolb (Northern Illinois University), who spent more than a decade locating and excavating temple sites. "In many ways, Maui represents an excellent test case for state development. Its monumental architecture is directly linked to economic, political, and ritual development, not unlike the most famous early civilizations, such as the Maya or ancient Eqyptians."

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Kolb conducted radiocarbon-dating* analyses on samples from forty ruins on the island of Maui, including several newly discovered temples. The radiocarbon dates indicate the earliest temples were built in the 13th century, with construction continuing into the early 19th century. Prior research had indicated that Maui's temples, known as heiau, were built within a span of decades near the turn of the 17th century. Kolb's study also identifies an important shift in temple construction from open-air temples used for ancestral worship to enclosed, more elaborate temples used for sacrificial offerings to war gods. Large temples often covered more area than a football field and stood 40 feet in height. "The Hawaiian civilization did not use ceramics, which is typically why radiocarbon dating is relied upon by scientists," says Kolb. "Before a temple was built, the land would be set ablaze to clear it from vegetation, leaving behind charcoal remains. We also were able to gather samples for dating from the sites of ancient ovens and bonfires." The ancient people of Maui stacked lava rocks to form the foundation of the platform temples, often built on the faces of cliffs or other high points on the island. The more elaborate, terraced temples were adorned with altars, oracle towers, offering pits, and god or ancestral images carved from wood or stone. "Oftentimes, in a show of economic might, a conquering chief would remodel, build additions to, and re-dedicate a rival's temples," explains Kolb. "Many of the early structures were modified or new ones were built with enclosures on top. Access was limited to reward loyal constituents, and sacrificial worship became more of a focus."

Carbon Coal

Graphite Diamond

What is radiocarbon dating? Carbon is what’s in your pencil (graphite) in your barbecue (coal) and in your jewelry (diamond). Carbon is abundant on Earth in various forms and scientists can figure out how old carbonaceous materials are by a radiometric dating method that uses the naturally occurring isotope carbon-14 (14C) to determine age up to about 60,000 years!

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BONUS READING: More About Radiocarbon Dating The technique of radiocarbon dating was discovered by Willard Libby and his colleagues in 1949 during his tenure as a professor at the University of Chicago. Libby estimated that the steady state radioactivity concentration of exchangeable carbon-14 would be about 14 disintegrations per minute (dpm) per gram. In 1960, he was awarded the Nobel Prize in chemistry for this work. One of the frequent uses of the technique is to date organic remains from archaeological sites. Plants fix atmospheric carbon during photosynthesis, so the level of C14 in living plants and animals equals the level of C14 in the atmosphere. Radiometric dating (often called radioactive dating) is a technique used to date materials, based on a comparison between the observed abundance of particular naturally occurring radioactive isotopes and their known decay rates.[1] It is the principal source of information about the absolute age of rocks and other geological features, including the age of the Earth itself. Among the best-known techniques are potassium-argon dating and uranium-lead dating. By allowing the establishment of geological timescales, it provides a significant source of information about the dates of fossils and the deduced rates of evolutionary change. Radiometric dating is also used to date archaeological remains and ancient artifacts, the best known technique in this field being radiocarbon dating. Raw, uncalibrated, radiocarbon ages are usually reported in radiocarbon years "Before Present" (BP), "Present" being defined as AD 1950. Such raw ages can be calibrated to give calendar dates.

See isotope markings on this

photographic plate (bottom right: isotopes of neon-20, neon-22, &

carbon compounds)

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BONUS READING: More About Carbon & Allotropy

Allotropy is a behavior exhibited by certain chemical elements: these elements can exist in two or more different forms, known as allotropes of that element. In each different allotrope, the element's atoms are bonded together in a different manner. For example, the element carbon has two common allotropes: diamond, where the carbon atoms are bonded together in a tetrahedral lattice arrangement, and graphite, where the carbon atoms are bonded together in sheets of a hexagonal lattice. Note that allotropy refers only to different forms of an element within the same state of matter (i.e. different solid, liquid or gas) - the changes of state between solid, liquid and gas are not considered allotropy. For some elements, allotropes have different molecular formulae which persist in different phases - for example, the two allotropes of oxygen (dioxygen, O2 and ozone, O3), can both exist in the solid, liquid and gaseous states. Conversely, some elements do not maintain distinct allotropes in different phases: e.g. phosphorus has numerous solid allotropes, which all revert to the same P4 form when melted to the liquid state.

The structure of eight allotropes of carbon are shown in this diagram:

a) Diamond

b) graphite

c) lonsdaleite

d) C60

e) C540

f) C70

g) amorphous carbon

h) a carbon nanotube

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IAO, Maui » Maui High School students tie palm fronds to the A-frame of a traditional Hawaiian house at the state's Kepaniwai Park in Iao Valley in a hands-on class that teaches them about native culture.

"Not too wide. I'd rather have the palms too close than too far," said master builder Francis "Palani" Sinenci, who has helped to build more than 60 native Hawaiian structures.

The construction project, sponsored by the county and state, involves the building of a Hawaiian "hale halawai," or gathering house, to replace a "hale noho," or sleeping house, burned down a couple of years ago.

Sinenci, who is volunteering his labor and expertise, point out that the hale is being constructed according to rules adopted on May 7 by the county Department of Public Works and Environmental Management establishing standards for indigenous Hawaiian architecture.

The rules, mandated by the Maui County Council, include limits on the size of the hale, materials to be used in making them and when a fire sprinkler system is required in the structure.

Project houses Hawaiian culture

Maui students build a traditional

hale under modern guidelines

By Gary T. Kubota

[email protected]

Francis "Palani" Sinenci, left, talks to

Paulo Samita Jr. about tying palm fronds to a traditional Hawaiian house.

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Similar rules are being developed by the City and County of Honolulu's Department of Planning and Permitting, following the adoption in July of an indigenous architectural ordinance on Oahu.

Rather than using traditional sennit, students are knotting the fronds onto the structure with nylon parachute cords because of their proven strength and resilience, he said.

Because of the lack of affordable native hardwood, some non-native trees such as ironwood and inkberry are used in the structure, but the wall posts are made of native ohia, he said.

During a day-long workshop Monday, the 19 students from a Hawaiian studies class at Maui High helped in gathering the palms from a storage shed and taking turns tying the palms on the 30-by-40-foot hale.

"It's good because you learn more of the Hawaiian culture," said Paulo Samita Jr., a freshman.

Hawaiian studies teacher Kailani Ross said the students learned about indigenous plants, the names of various posts in a traditional hale and the cultural protocols in preparing to erect a native structure.

Ross said eventually the Hawaiian studies class would like to build a hale on the school grounds and is looking for funding sources.

Several years ago, erecting a traditional Hawaiian hale would have been difficult because the county building code on Maui was based on using Western techniques and materials.

But county ordinance and rules now allow the use of native woods and other materials within limits and have established a way for the traditional hale to be built by a new generation of master builders.

Sinenci, who has taught a course on traditional Hawaiian hale construction at Maui Community College, has trained 10 master builders, including one from Oahu and another from Kauai.

At the Iao hale site, apprentice Prescott "Kepa" Guillermo hopes to become the 11th.

Guillermo, who has worked as a certified arborist and tree trimmer, said he has enjoyed the experience since he started the apprenticeship in July. "I'm learning my roots," he said. "It's a great privilege."

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Maui Community College’s Eco-village

LIVING THE SUSTAINABLE LIFE By Don Ainsworth

A group of Maui college students is awakening to the challenges and benefits of sustainability. Maui Community College Instruction in Sustainable Technologies (MIST), a program funded by the Department of Energy, a grant from the Sohn Foundation and community donations, is not only educating students about sustainable technology, but also hopes to impact resource use island-wide.

Since 1994, student interns have been learning both theory and practical applications of alternative energy and conservation-related systems. This semester, 16 students enrolled in two new courses are designing and constructing an "eco-cottage" as a demonstration project for the community. Because of the desire to utilize these technical skills throughout Maui County, students from Hana, Lana‘i, and Moloka‘i are participating.

The eco-cottage, located on the Maui Community College campus, will be a prototype used to demonstrate the potential of resource conservation and the ability to live in areas without access to electricity, public water and sewers. As the work progresses, the structure will be visible from Kahului’s main thoroughfare, Kaahumanu Avenue.

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From Cottage to Village

After completion of the eco-cottage, an eco-village will be constructed which will consist of five 3-bedroom dormitory units around a pentagonal main building used as a common area. The central building will house classrooms and labs for students studying for an Associate of Science degree in Sustainable Technologies, as well as provide recreation and meeting facilities.

The buildings, sited in a cluster configuration, will make efficient use of trade winds and solar paths. Both the eco-cottage and eco-village will provide students an opportunity for hands-on experience in the design, installation and maintenance of sustainable systems, as well as create a research facility for real-time testing and development of energy-related products and systems.

The eco-village will incorporate the following technologies: 1) Solar stills and filters to treat water from an existing brackish well on campus in order to provide drinking and utility water; 2) Composting toilets, gray water systems and mechanical conservation devices. A bio-filter meander will process the gray water and provide biomass for composting and, eventually, bioconversion; 3) Passive cooling and ventilation utilizing architectural systems as well as landscaping and siting; 4). Solar power to heat water and provide basic electric power, utilizing building materials with built-in solar thermal and photovoltaic system components; 5) An energy management system that will accept input from solar, wind, on-site generation and electric grid sources and maintain power storage bank integrity; 6) Propane-powered refrigerator, generator, range and back-up water heater; 7) Biomass anaerobic digestion conversion system to convert green waste, wet kitchen waste and biomass crop into soil extenders, fertilizers and methane gas. The methane gas will be used to eventually eliminate the need for propane.

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BONUS READING: Re-Use Principles In Action

The dorm units will be designed and constructed in such a way that they can be sold and moved from the site. New buildings, incorporating the latest technologies, will then replace the initial units. Sales from the older units, in addition to dorm rental income, use fees and non-credit seminar income will provide continuing financial sustainability.

The eco-village residents will be the students themselves. As members of a sustainability team, they will be responsible for the caring and feeding of the systems. Living in the units will give the students an understanding of not only the technology but the lifestyle changes required in a sustainable setting, such as altering times for use of electric power and limiting water use.

To support their involvement with sustainable technology, the students will have access to e-mail, the Internet, the University of Hawaii HITS television instructional system, MCC's Skybridge outreach learning system and the CU/CMe video interactive communication system.

Maui Community College offers not only an innovative sustainable technologies program, but also the only one in the state. Ground-breaking and blessing ceremonies for the eco-cottage were conducted in February. Building and site tours will be coordinated through the campus MIST office. For more information, call Jane Yamashiro at 984-3262 or Don Ainsworth at 984-3384. The eco-village will offer "real-world" study of sustainable technologies that can be practically applied in Hawai‘i. It is the program's goal to demonstrate that these technologies are of value now and in the future to conserve our valuable resources.

Don Ainsworth, M.Ed., Colorado State University, is program coordinator for the Sustainable Technologies Program at Maui Community College. He can be contacted at [email protected] This article is reprinted with permission from the March 1997 issue of Hawaii Pacific Architecture. For more information please contact Editor Jamie Campos at (808) 621-8200, extension 237.

Inside a vacation eco-cottage.

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GET OFF THE GRID – ECO-HOUSING IS HERE!

From sustainable materials like flyash concrete, FSC-certified wood, no-VOC paint and EcoResin to the green roof, LED lighting system, EnergyStar appliances, photovoltaic energy system, and rainwater/ greywater catchment, this house is as green as it gets. The ‘zero-energy’ house actually produces so much energy from the solar panels on the roof that you can charge your electric vehicle with a plug in the side of the house.

This is the grey water filtration system in front of the house - look closely and you can see architect Michelle Kaufman in the window. The green roof surrounds skylights.

See more cool eco-architecture at: www.inhabitat.com/category/architecture … and They Deliver!

The benefits of green homes are catching on! Entire apartment communities are getting solar-powered, and now PowerHouse Enterprises is making solar power more accessible with green prefab homes delivered by truck! Three of their award-winning designs - single family, multi-unit, and PowerPod - offer flexible living solutions with features such as energy-generating metal roofs, solar electricity, low-flow composting toilets, CFLs for lighting, bamboo flooring, and recycled compost wood siding.

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PREFAB FRIDAY: Solar Green Homes Delivered by Truck! by Mahesh Basantani

Elevation of PowerPod with “Butterfly Roof”

The houses are factory built in the US and currently are delivered in pieces by truck to states in New England and to New York. Their concrete foundations are pre-poured, and space is left for lighting, plumbing, and wiring to be completed on site.

One highlight is the metal roofing, which serves dual purposes. It provides heating during cold seasons and generates electricity. Water runs in plastic tubes installed under the roofs and is heated by the sun, which supplies hot water and heats the homes. Also, roof-integrated solar photovoltaic (PV) panels generate a portion of the homes’ electricity needs.

The multi-units range from affordable housing to high-end urban condominiums. The PowerPods could be used as energy-efficient guest houses, vacation homes, offices, studios, or even house boats, and come with a choice of roof variations. The “solar butterfly” roof design collects rainwater, maximizes the use of daylight, and is fitted with solar PV panels to generate electricity - all for about $100,000!

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Multi-unit Elevation & Floor Plan

Elevations of PowerPod Houses Show Roof Variations

DRAWING & DISCUSSION: On a blank paper, on the board, or using Computer Assisted Drafting at the computer, draft your perfect eco-house and label 10 features you include. Your drawing can be the home of your future family, business or some other building. When done, show your drawing to the class and explain your 3 best features and why you included them.

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Back to Teachers Home

Objective To explore structural engineering through three design challenges.

copy of "Shake, Rattle, and Roll" student handout (PDF or HTML)

10 index cards

1 sheet of graph paper

2 sheets of lined notebook paper

10 drinking straws

16 paper clips

1 metric ruler

1 tape measure

1 pencil

1 colored pencil

marbles to fill shoebox top

masking or transparent tape

1. This program presents information about some architectural features that work and those that don't during an earthquake. To give the students some hands-on experience in structural design, conduct this activity.

2. Set up the three challenges around the room with the materials and the "Shake, Rattle, and Roll" student handout (which should remain with each specific structure challenge).

3. Divide the class into three teams and assign each team to one of the

Day the Earth Shook, The

Classroom Activity Materials | Procedure | Activity Answer

Day the Earth Shook

Original broadcast: January 16, 1996

Page 1 of 2NOVA Online | Teachers | Classroom Activity | Day the Earth Shook, The | PBS

8/24/2006http://www.pbs.org/wgbh/nova/teachers/activities/2302_shook.html

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structure challenges. Each team will build and test its structure and record its results.

4. When the teams are done, have them rotate so that each team is working on a new structure challenge, using the information gained from the team that already worked on that challenge. Have teams again record their data and analysis. Continue rotating until all teams have built and tested three different structures. Once this is done, bring the class back together and discuss the results. You may want to have one student record all the results on the chalkboard. Which features, if any, helped resist which challenges? Which features helped resist all challenges?

Challenge #1 High Impact: A relatively short, wide building will be more stable than a tall, narrow building. Another design feature that will help the building's stability is to concentrate most of its mass near the bottom, since a top-heavy building will tend to be unstable. Since many of the buildings in earthquake-prone cities are skyscrapers, most of them are narrower at the top than the bottom. An extreme example of this is the pyramid-shaped Transamerica building in San Francisco, California.

Challenge #2 Hillside Home: The building will be most stable if it is given a wide foundation, such as a fan of paper to skirt its bottom to provide more surface area against the side of the hill. Another strategy would be to brace the building by attaching straws to the downhill wall that angle down to the hillside surface. Again, as with the High Impact challenge, a relatively wide building will be more stable than a relatively tall, narrow building.

Challenge #3 Rolling Along: This building will be stabilized by focusing most of its mass near the bottom. A pyramid shape would be a very clever idea, and is unlikely to tip over even when it is being shaken quite rapidly. In some communities where the ground beneath buildings is quite soft, such as the Marina district of San Francisco, California, which was badly damaged in 1989, the buildings were literally shaken apart because the soft ground magnified the intensity of the earthquake. Explain that some new buildings have actually been constructed on rubber mountings that absorb the shock waves.

NOVA Home | Teachers Home | TV Schedule | E-Mail Bulletin | Help | Shop NOVA Teacher's Guide by Title | by Subject | Transcripts | Credits | Site Map PBS TeacherSource © | Updated April 2004

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Shake, Rattle, and RollScientists have studied the effects of earthquakes on structures, such as buildings,bridges, and roads. Based on their observations, architects and engineers have designedfeatures that enhance a structure’s ability to withstand the effects of earthquakes.With your team, try building your own structure to see if you can discover some of thefeatures that minimize the effects on a building when the earth shakes.

Your Assignment:Construct a building of at least 30 cm (approximately 12 inches) tall that passes thetest for your team’s challenge. You will need to use all the materials you are given.When your team has finished, test your structure by following the test procedure listedunder your team’s challenge.

Challenge1 2 3(circle your challenge)

Structuralcharacteristics

How building wasaffected by test

Why buildingreacted that way

Recommenda-tions for change

Challenge #1: High ImpactDesign a structure that will remain stand-ing even when a heavy book is droppedonto the floor next to the structure.

Test: Tape a piece of graph paper tothe floor and place the building on thepaper. You may not fasten the buildingto the floor or to the paper. Trace thefoundation of the building with a pencil.Use a tape measure to find a height of2m (approximately 2 yards) above thefloor. Drop a heavy book onto the floordirectly next to the structure. Carefullypick up the book and use a colored pencilto retrace the foundation of the building.Measure the distance that the foundationmoved from its original spot on the paper.

Challenge #2: Hillside HomeDesign a structure on a slanted surfaceso the structure does not slide downhilleven when an impact strikes the hillside.Build the structure on graph paper.Measure one end of the surface 8 cm(approximately 3 inches), so that this endis higher than the other end. Do notfasten the structure to the graph paper.

Test: Use a pencil to trace the foundationon the graph paper and tape the paperto the hillside. Then drop a small weight,such as a packaged box of staples or awrapped package of index cards, from aheight of 30 cm (approximately 12 inches),directly above the uphill wall of thestructure. Remove the weight carefullyand use a colored pencil to retrace thefoundation of the building. Measurethe distance that the foundation movedwhen the weight was dropped.

Challenge #3: Rolling AlongBuild a structure on an unstable surfacethat will not fall down even when thesurface moves beneath the building.

Test: Fill most of the top of a shoe boxwith a single layer of marbles so thatmarbles can still roll. Set the building ontothe marbles. Using a stopwatch or aclock with a second hand, begin slidingthe box back and forth a distance of 5cm(approximately 2 inches) in each directionat a rate of 1 shake every 5 seconds.Increase the speed slowly until you areshaking once per second. The building maymove, but it may not fall over. If it fallsover, record the speed at which you wereshaking when it toppled.

First team

Second team

Third team

The Day the Earth Shook

Observations

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SCIENCE FIELD TRIP: Honolulu Architecture & Engineering

SEPT. 25, TUESDAY, 8:00 am to 12:00 pm

Before the Field Trip! • Hand in your signed permission form & medical insurance info (no form, no

medical, no trip! Note: school medical can be obtained – ask your teacher) • Take this sheet home to let your family know more about the trip & to

prepare all you will need to bring with you – this includes: • sketchpaper, pencil, eraser - you may also want to bring a camera and

small backpack, but you cannot leave personal items on the bus! • sunscreen lotion, hat, umbrella (depending on weather) • good walking shoes • water & snack for recess (you will return to school in time for lunch as

normal) ***Things not to bring: music walkmans, gameboys, other valuables On the Day of the Field Trip! UH, ALU LIKE & school chaperones will escort no more than 12 students each all morning. Students must ensure they are always visible within 50 feet of them. Note: If you are not going on the trip, report to the class your teacher assigned you with the homework or alternate work the teacher assigns you. Stay there for only 1 class, & go to your other classes as normal.

After the Field Trip! • Homework: organize your notes and sketches from the trip and include:

o a written response on 3 of the specific sites you liked the best & why o at least 10 sketches (1-2 minute, 3 x 3 inch) with notes of sites seen o at least 10 notes relating physics to what you learned on this trip

• Bring field trip notes, sketches & written responses to your next class for discussion and grading for participation and effort (_____ points)

• 8:00 – in your science classroom, review agenda, & meet chaperones • 8:10 – meet bus, get name tags as you step onboard (leave on all morning!) • 8:15 – bus departs (remember safety & manners for bus) • 8:35 – bus arrives at Hawaiian heiau; 1st speaker gives tour & talk story • 9:00 – bus departs for next site • 9:15 – 2nd speaker gives guided modern architectural walking tour; students record architectural & engineering info in thumbnail sketches & notes • 10:45 – bus departs for traditional Hawaiian architecture site • 11:05 – 3rd speaker talks story about traditional hale, modern purposes • 11:45 – students get on bus and return to school by 12:00

***Times are approximate!

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Architecture & Engineering Field Trip Worksheet

Use this sheet to do your field trip assignments on the day of the trip and to complete for homework by the next class:

o at least 10 sketches (1-2 minute, 3 x 3 inch) with notes of sites seen o a written response on 3 of the specific sites you liked the best & why o at least 10 notes relating physics to what you learned on this trip

This work is due ____________________ and will be graded for participation and effort: _____ points My Notes:

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My Thumbnail Sketches

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Hale Maquette Project A maquette is a scale model created by architects and engineers to provide a visual of a structure they propose building. Your maquette should be build to a scale of 1: . BEGIN … by choosing the type of hale you wish to create. Your choices are:

√ ancient heiau √ traditional hale √ modern eco-hale NEXT … either choose a real or an imaginary site in your community to put your structure on, and a time in which this structure will be built (ancient Hawai‘i, today, in 2050 or ________??) RESEARCH … using the Internet, the library and interviewing people (yes, you must do all 3, so write down your sources!), find out these things about your type of structure: √ what was the purpose of similar structures in the past? √ what different kinds of structures like this have been built here in Hawai‘i?

√ who would want a structure like this in your community (past, present or future)? √ what purpose(s) will your new structure serve and for whom? √ how does the above information affect the design of your structure? √ in what 3 ways can you incorporate the science you are learning into this project?

DRAW … sketch 10 small diagrams showing the most important design considerations for your proposed structure. These must include natural (esp. topography & hydrology), cultural (esp. history), human (esp. environmental quality) and visual (esp. spatial). DRAFT … create 3 scale drawings of your proposed structure, including: √ 1 Floor Plan √ 1 Cross-section √ 1 Elevation √ (optional) Perspective Drawing GATHER … bring clean, recycled materials from home as much as possible. These can include: flat cardboard, various thicknesses; plastic; cellophane; thread & string; dry pasta, various kinds; natural fibers such as leaves, bark, small stones. Avoid using materials that will wilt, attract insects, break too easily, interact with glue poorly. PRESENT … describe your research & maquette to an audience on: __________________

Scale “Model Green Home” created by

university architectural students

Retrieved 9/24/07 from: www.prweb.com/releases/2007/7/prweb538086

.htm

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Name: Class:

PEER & SELF-EVALUATIONS OF MY HALE PROJECT

Hand this sheet in with all work when done, after giving to 2 classmates for grading!

Criteria & Points

Approaching Expectations C, C-, D, 60% min

Meets Expectations B, C+ 75% min

Exceeds Expectations A, 90% min

My Self- Evaluation

Peer #1 Evaluation

Peer #2 Evaluation

type of hale, site & time period are identified 6 points

hale type, imaginary or real site & time period easy to identify

hale type, imaginary or real site & time period all labeled clearly

hale type, imaginary or real site & time period all labeled with details

purpose & types of similar structures in the past is given 6 points

2 or less examples of purposes or types are presented &/or written

more than 2 examples of both purposes & types are presented &/or written

multiple examples & details for purposes & types are presented & written

purposes for your community, past & present are given 6 points

2 or less details each for past & present purposes presented &/or written

more than 2 details each for past & present purposes presented & written

multiple details for purposes past & now presented & written

maquette design responds to own research 3 points

less than 3 ways design responds to own research is clearly presented &/or written

3 ways design responds to own research is clearly presented &/or written

3 or more ways design responds to own research is clearly presented &/or written

science lessons are related to project &/or research 3 points

less than 3 links to class science learning are presented &/or written

3 links to class science learning are presented &/or written

more than 3 links to class science learning are presented &/or written

…continue on next page!

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PEER & SELF-EVALUATIONS continued …

Criteria & Points

Approaching Expectations C, C-, D, 60% min

Meets Expectations B, C+ 75% min

Exceeds Expectations A, 90% min

My Self- Evaluation

Peer #1 Evaluation

Peer #2 Evaluation

10 small sketches done as directed 10 points

less than 10 sketches done &/or less than 75% accuracy in all

10 sketches done clearly & with 75% accuracy or better

more than 10 sketches done clearly & accurately

3 scale drawings done as directed 10 points

less than 3 scale drawings done &/or less than 75% accuracy

3 unique scale drawings done clearly & accurately

3-4 unique detailed,scale drawings done clearly & accurately

1 scale maquette of a hale is done 10 points

1 maquette is done, but isn’t to scale &/or neat &/or does not show good use of time

1 scale maquette is done neatly & shows good use of class time

1 scale maquette is done well & shows effort beyond class time

Presentation of research & hale proj. to audience 6 points

presentation is too long or short, not clear &/or not audible for audience

3-5 minute presentation is audible & info is clear for audience

3-5 minute presentation is audible, info is clear & engaging for audience

TOTAL 60 points

Points guide: A = 9/10, 5/6, or 3/3 in each category B, C+ = 7.5/10, 4.5/6, or 2/3 C, C-, D = 6/10, 3.5/6, or 1.5/3

Self-evaluation Comments: Teacher’s Evaluation Comments:

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retrieved and adapted 11/07/07 from: www.scihi.hawaii.edu

1

HALE PROJECT: PRACTICE DRAWING 1. A Floor Plan shows position, location DRAW A HALE FLOOR PLAN HERE and size of the inside of a structure, as seen from above.

Example shows a house

2. A Cross-section shows the inside of a structure, seen vertically from the DRAW A 2 STOREY

side, and also gives size. CROSS-SECTION HERE

Example shows a pyramid

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Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED Retrieved and adapted 11/07/07 from: www.scihi.hawaii.edu

2

3. An Elevation shows the outside STUDY HOW TO DRAW IN appearance, positions and details 2-POINT PERSPECTIVE of a structure, seen vertically in 2 point perspective.

DRAW AN ELEVATION OF A HALE HERE

----x----------------------------------------------------------------------------------------------------x--- vanishing horizon line vanishing point point nearest corner

1. Use pencil to draw a horizon line 2. Create vanishing points on the

horizon line at left & right (points can be off the page)

3. Draw a vertical line showing the nearest corner of the building (put a bit above & below the horizon line); Make all other vertical lines parallel to this one

4. Make all horizontal lines meet at the nearest vanishing point.

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1

Name: Period:

ARCHITECTURAL DESIGN: RESPONSES TO SITE CONDITIONS

Hale hālāwai (gathering house) at Hana, Maui

Site conditions can be classified into 4 categories:

1. Natural – topography (shape of the land); geologic base (soil, erosion, etc.); hydrology (water, drainage); vegetation (existing & desired plants); wildlife (habitats, protected species); climate (sun, temperatures, precipitation, wind)

2. Cultural – existing land use (neighbors, noise, roads); transportation

(access by vehicle, on foot, disabled, parking, public bus routes); utilities (sewage, electricity, gas, sustainability); boundaries (property line, easements); legal regulations (building codes, bylaws, zoning, development proposal); history (past site use and history, current importance, protocols for use, kapu)

3. Human – current use & needs of site (observations, interviews);

environmental quality (safety from crime, traffic, natural hazards); proposed structure’s impact (quiet, cleanliness, convenience, privacy, community identity, diversity, structure’s scale, continuity of site uses, cultural expression, social interaction needs & opportunities)

4. Visual – site features (outstanding nearby features, natural or human-

made); views (from and of proposed structure, seasonal affects of views); spatial qualities (outdoor/indoor spaces, variety, uniformity); sensory qualities (sounds, smells, touch, colors from proposed structure and around site)

Usually, architects and engineers will create visuals of their proposed structure and how they plan to respond to the site conditions using CAD (computer assisted drafting). However, they often start with simple small sketches, usually drawn to shown an aerial view of the site.

When architects and engineers plan to build

something, they first look at the site in which it is to

be constructed and they consider the purpose of

the structure they will build. This was true in

ancient times in Hawai‘i and it is still true today.

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2

A) Look at the picture of the hale on page 1 and draw 3 site condition sketches for it below as if you were looking straight down at the site (#1 is done for you): (___ points)

Think about the site conditions designers in Hawai‘i must give special consideration to. The next example lists a few most & least important conditions and the design responses you see evident in the State Capital Building. Can you think of other important conditions and responses for this site? Write you answers in the spaces below.

Example:

Important Condition • state symbolism

(ocean, volcano & coconut palms)

• sun, wind, rain, heat • ________________

________________

Design Response • reflecting pool, cone-

shaped chambers & tree-like columns

• open air design • ________________ ________________

Not Important • typical US state

capital building design • topography • ________________ ________________

Design Response • unique Hwn motifs in

structure, decor • leveled land • ________________ ________________

Contours/Slope Drainage Sunpath Vegetation

10˚ slope downward

Retrieved 9/6/07 from: www.netstate.com

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3

Now consider the 3 most and 3 least important conditions and design responses you see evident in the Hawaiian structures below. Draw &/or write your answers, using extra paper as needed.

B) (___ points)

Ancient Heiau

Important Condition Design Response

Not Important Design Response

C) (___ points)

Traditional Hale



Pu‘ukohola Heiau (temple) Hawai‘i Island Retrieved 9/6/07 from: www.girr.org/vacation_diaries/hawaii_2003/hawaii_2003_diary.html

Hale (house), Lahaina, Maui Retrieved 9/6/07 from: www.pbase.com/goislands/image/27007894

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4

D) (___ points)

Modern Hale



Energy Efficient House, Hawai‘i Retrieved 9/6/07 from: www.energycodes.gov/news/sts/standard_fall01.stm

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1

Water Energy Project: Activities to Start

A) Group Brainstorm: Background Info

1. List all the different sources of water in Hawai‘i you can here:

2. List all the way these waters can move here:

3. List all the ways people past and present have controlled water

movement and/or the energy it creates: 4. List all the physics topics related to energy, fluids and motion you

can here: B) Project Challenge: Water Energy Demonstration Model Hydro-power research is being done using both ocean and land-based technology. In a group of 2-3, create a model out of simple recycled materials (water bottles, straws, balloons, bowls, etc.) that demonstrates a water energy technology that would be useful in Hawai‘i. Analyze the physics of your model and demonstrate it in a class presentation. Evaluation and project extension possibilities will be discussed in advance (see next page).

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2

C) Group Brainstorm: Plan Your Project As a group, decide if you want to …

explore ocean OR land-based water energy technology recreate a model of existing technology (you will have to

research this) OR design your own model (you will have to pose research questions, hypotheses and experiments)

1. List all the options you like here (use additional paper if needed):

2. List the pros & cons of these ideas here (ease, feasibility, usefulness):

D) Group Brainstorm: Project Evaluation Tell the class what your group’s best idea is and listen to their ideas, then discuss how you would each like the projects to be evaluated.

How many points for learning as you work? Will science learning and progress/cooperation as a team both count?

How many points for a quality final project? How much time is needed to gather materials, do research or

experiment, and create the model? How will you demonstrate understanding of the physics

involved in your project (written report, presentation notes, PowerPoint?)

Who & how will evaluate your final projects? How could the project be shared and/or extended in a way

useful to the class, others at school, home or in the community?

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3

E) Group Brainstorm: Evaluation Rubric After class discussion and agreement is reached, list the criteria and value of each component of the project here:

Expectations Criteria Exceeded Met Not Met

Points

1.

2.

3.

4.

5.

6.

Due dates: PROJECT PROPOSAL is due: ____________________ MID-PROJECT PROGRESS EVALUATION is due: ______________ PROJECT PRESENTATION is due: __________________________ Presentation: will be to: Our class Invited Guests: __________ Evaluation: Project will be judged and graded by: Self Peers (team or class) Teacher Other: ________

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F) Group Project Proposal 1. Our model will be based on ________________ based technology

(ocean OR land-based?) 2. We will (check one): _____recreate a model of existing technology

_____ design our own model 3. Our Research &/or Experiment Plan & Timeline are: In class – we need _____ minutes to _____________________

__________________________________________________

by this date: _______________________________________

In class – we need _____ minutes to _____________________

__________________________________________________

by this date: _______________________________________

In class – we need _____ minutes to _____________________

__________________________________________________

by this date: _______________________________________

Out of class – we need _____ minutes to _________________

__________________________________________________

by this date: _______________________________________


__________________________________________________

by this date: _______________________________________


__________________________________________________

by this date: _______________________________________

Each of our primary roles is:

Name: _________________ Role: _________________ Name: _________________ Role: _________________ Name: _________________ Role: _________________

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TEACHER’S NOTES: WATER ENERGY PROJECT These notes may assist with the activities on the handouts above. The next page offers an alternate rubric to evaluate student projects if there is not enough time for the class to discuss and agree on criteria. A) Group Brainstorm: Background Info

1. List all the different sources of water in Hawai‘i you can here:

2. List all the way these waters can move here:

Ocean Rain, snow Stream, canal, runoff Waterfall lake aquifer

Tides, currents, hydrothermal vents precipitation stream/sluice flow waterfall stream flow, evaporation percolation

3. List all the ways people past and present have controlled water

movement and/or the energy it creates: ‘auwai, fishpond, watermill, dams, dykes, canals, sluices, oscillating water columns (Limpet, PowerBuoy), wave surge/focusing devices (Tapchan), floats or pitching devices (Pelamis, Wave Roller, Salter Duck, Wave Dragon) 4. List all the physics topics related to energy, fluids and motion you

can here: work, power, Bernoulli’s Principle, energy (wave, electrical, pneumatic, mechanical), pressure, buoyancy, etc.

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6

Teacher Assigned Project Evaluation You will be graded on these criteria and expectations.

Expectations Criteria Exceeded Met Not Met

Points (100)

1. Group role (self & peer evaluation of assigned tasks)

Completed own tasks well & helped peers learn

Completed own tasks fully & worked positively

Worked alone on all tasks or did not do own tasks

10

2. Group Proposal (title, description, work plan, timeline, materials)

Proposal was thorough & challenging

Proposal was complete & done on time

Proposal was incomplete or too simple

20

3. Group Research or Experiment (notes, in class work)

Notes show extensive project prep

Research &/or experiment notes done

Few or no evidence of project prep

20

4. Mid-Project Progress (self & peer evaluation of learning, teamwork, etc.)

Self & peer evaluations done & issues identified & addressed

Self & peer evaluations done, issues identified & help sought

Self & peer evals not complete, issues not ID’d/addressed

10

5. Model & Results (functionality, analysis, findings)

Proj. analysis & findings are complete & comprehensive

Project analysis & findings complete

Project, analysis & findings not complete or inadequate

20

6. Presentation (verbal & written report, extension ideas)

Verbal & written report presented well w/ project extension ideas

Verbal & written report presented clearly

Verbal & written report incomplete &/or not clearly presented

20

Due dates: PROJECT PROPOSAL is due: ____________________ MID-PROJECT PROGRESS EVALUATION is due: ______________ PROJECT PRESENTATION is due: __________________________ Presentation: will be to: Our class Invited Guests: Evaluation: Project will be judged and graded by: Self Peers (team or class) Teacher Other: ________

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Documents

Unit 8 Kuhikuhipu‘uone Wilikī - Architecture & · PDF fileUNIT 8: Kuhikuhipu‘uone Wilikī - Architecture & Engineering ... SC.4.2.1; SC.6.6.2 Ka Hana ‘Imi Na‘auao – A Science