Seismic Retrofit R-Us Laura Branch Earnest Righetti High School Grade Level: 9-12 Subject Area: Earth Science/Geology

Transcription

1 Seismic Retrofit R-Us Laura Branch Earnest Righetti High School Grade Level: 9-12 Subject Area: Earth Science/Geology Project Summary: The world is shaking!!! Why? Why is there so much damage to buildings in certain parts of the world compared to other parts? Does this have anything to do with the socioeconomics of areas around the world? Using their knowledge of plate tectonics, students will design an earthquake safe building that can withstand the shaking of a moderate earthquake.

2 Seismic Retrofit R-Us 2 Introduction: Project Description: Seismic Retrofit R Us is a project that uses the idea of plate tectonics and scale. This is the culminating project for a physical geology unit, incorporating the California state standards for volcanism, plate tectonics and investigation and experimentation. Using the idea of scale, students will create a floor plan and plan view (front view) of an earthquake proof building. The sky is the limit and imagination is key. Once the buildings are complete, students will randomly choose a geologic location around the world that has a high risk of earthquakes and other natural disasters. These areas are all located along a plate boundary, i.e. India, Japan, San Francisco, Peru, etc. The amount of money students will have to purchase supplies is based on the socioeconomics of their chosen areas. Areas that are rich receive a lot of money to purchase supplies in which to build their earthquake proof building. Areas that are poor receive enough money to pay employees and are only able to purchase a deck of cards to build an earthquake proof building. Students have a day or two to build their buildings and put them on an earthquake table. Obviously, the poorer areas will have more damage/failure due to limited money constraints. Educational Value: This project is enjoyable for the students, yet makes them think critically and problem solve, which is an important skill they will continually use later in life. Students work with others, just like in the work force, and must use their newly acquired knowledge of plate tectonics and volcanism. It is important for students to be exposed to problem solving/critical thinking projects, especially in this time of high stakes testing. It seems that a lot of times we get away from these important learning techniques and base a lot of our teaching on trying to raise test scores through rote memorization.

3 Seismic Retrofit R-Us 3 Lesson Plans: Lesson #1: Plate Tectonics & Physical Geography of the World Student objective #1: Students will use their colored world plate map to determine plate boundaries of areas around the world. Student objective #2: Students will use their knowledge of plate tectonics & volcanoes to determine the geologic features of a specific location. Materials: Overhead: Lab hand out Lab hand-out World maps Colored world plate map Lesson Procedures: 1) Have students get out the colored world map they completed the day before. 2) Pass out the given lab hand-out for the lab. 3) Using the overhead, explain the directions for the lab. **Find the location on the world map. **Use this information to find the area on the plate map. **Using the plate map, students will figure out what specific type of plate boundary the location is on Hot spot, oceanic oceanic convergent, oceanic-continental convergent, continental-continental convergent, divergent or transform boundary. **Based on the type of boundary, determine what type of geologic features would be associated with the area. (Use your plate boundary notes) **If there are volcanoes associated with your area, determine what the Explosivity would be and the viscosity of the magma. Lesson #2: Can you take refuge from a dinosaur in our classroom? Student objective #1: Students will be able to build a 1:40 scale, 3-D model of our classroom using the metric system. Student objective #2: Students will be able to explain whether or not the given, 1:40 scale model of a dinosaur, would fit in our classroom.

4 Seismic Retrofit R-Us 4 Materials: Meter sticks Rulers 11 x 17 paper scotch tape 1:40 scale model of dinosaurs Overhead: Data table for measurements Lesson Procedures: 1) Copy the given data table for room measurements. 2) Measure room in meters, record data on the data table. Convert measurements to centimeters, record data on the data table. Convert data to 1:40 scale, record on the data table. 3) Using the scaled measurements, create a 3-D model of the classroom. 4) Put the dinosaur in the classroom model and determine whether they can take refuge in the classroom if a dinosaur is on a rampage. Lesson #3: Seismic Retrofit R Us Student Objective #1: Given their background knowledge of scale, students will create a 13,000 square foot floor plan for an earthquake proof building. Student Objective #2: Students will build a building out of supplies to put on the earthquake table. Materials: Decks of cards Scotch tape Straws Glue sticks Earthquake table Folded & taped locations of the world Rulers Compasses

5 Seismic Retrofit R-Us 5 11 x 17 paper 11 x 17 quad paper (graph paper, 4 squares = 1 inch) Lesson Procedures: Part 1: 1) Go over Seismic Retrofit R Us guidelines. Explain to students the expectations of the floor plan and plan view. Only one project will be turned in PER GROUP. 2) Students will get into groups of 3 or 4. They will brainstorm what type of building they will build, what their business name is and what type of materials they will use to create an earthquake-proof building. **Students will work together to create a floor plan that is approximately 13,000 square feet. (I give them some wiggle room here. It really needs to be between about 10,000 and 25,000 square feet.) **Students will work together to create a plan view (front view) picture of their building. **Students will draw in an evacuation route for the top and bottom floors of their building. This will be drawn directly on their floor plan. **Students will create a key on their floor plan that lists the total square footage for the entire building and include types of materials/designs that will make it stronger. **Students turn in their floor plans and plan view and one student from each group will choose a location from the bag of locations. Part 2: 3) Students will look at their location and figure out a) type of plate boundary and b) geologic hazards. 4) Students will build their buildings using the supplies they purchase. The amount of supplies they purchase is based on the socioeconomics of the area. (Note: They MUST pay for one accountant, one architect and two engineers for the math to come out correct. Students from other groups MAY NOT site UNICEF and donate money to the poorer areas!!!) 5) Put the buildings on the earthquake table to see if they can withstand a magnitude 7

6 Seismic Retrofit R-Us 6 earthquake. 6) As a group, students answer the given questions on their lab handout. Student Impact: Students will learn about scale. In order to really hit home what scale is, students measure the classroom and convert these measurements based on a 1:40 scale. In other words, they measure the room in meters, convert the meters into centimeters and then divide those measurements by 40 in order to make the room 40 times smaller. The reason I pick a 1:40 scale model of our classroom is because I have 1:40 scale model of dinosaurs. The question for this portion of the lab is: Can you take refuge in our classroom from a dinosaur? How could you solve this problem? Students will use this knowledge to create their scaled floor plan using graph paper. Students will then create their floor plan. The plan view does not have to be to scale. Using their recently acquired knowledge of plate tectonics helps students determine what types of geologic hazards could affect their location. My hope is that students will take what they learn in this lab as far as geologic hazards along plate boundaries to help them later in life when trying to figure out 1) where to live and 2) where would be an appropriate area to purchase a house. For example What type of geologic hazards do I feel comfortable living in? Should I purchase a house in the floor plain of a river? Is that house along the San Andreas Fault really a good deal? Assessment: This assignment is graded on students ability to complete the assignment, the ability to create a floor plan that is within a certain square footage and their ability to create a 1:40 scale model of the classroom. Students fill out an evaluation at the end of the project that includes what type of boundary their particular location is found along, what earthquake risks are there and what other types of geologic hazards are associated with the area. This project involves the higher level thinking of students and group work. Students are

7 Seismic Retrofit R-Us 7 graded as a group, not individually. They are not graded on whether their building withstands an earthquake on the earthquake table since this project guarantees that buildings will fail. Standards: 3b. Students know the principal structures that form at the three different kinds of plate boundaries. 3d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude. 3e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. 3f. Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. 9b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards. Various California Content Standards for Investigation and Experimentation. Materials/Budget: Equipment needed for this project: **Meter Sticks **Rulers **11x17 paper **Scissors **Decks of cards (1 per group) **Scotch Tape **Glue sticks **Earthquake Table

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