CW: Earthquake DATA HW: Work on writing your FINAL copy of your REFLECTION_CER

Learning Target: : I am learning how to analyze data in order to predict changes on my science grade. The purpose of this is to understand why my science grade is where it is and what habits produce a positive outcome. Today I am learning how to collect data on earthquakes and organize data into a CER response.

CW: Earthquake DATAHW: Work on writing your FINAL copyof your REFLECTION_CER

Monday:

Monday night you take home your REFLECTION and science notebook…

You can however, complete this at home over the weekend.

EARTHQUAKES

• Go to >– Plate Tectonic Recourses

• Earthquake simulator • Students choose their buildings, their ground

and structural design to see if they can make it through an earthquake.

• http://www.tlc.com/games-quizzes/earthquake-simulator.htm

Setting:

• You are a part of the largest and most prestigious architectural firm in America and you have been hired to build three sky scrapers anywhere in the world for a very famous celebrity. Being a super smart architect you understand the need to research the right combination of ground type and building structures (to withstand earthquake) in an effort to protect the fortune of your client (a very famous celebrity).

• Please review the below information to better equip your research.

Magnitude

• Tremor – a minor quake of magnitude 2 to 4.9 rarely causes more than minor damage

• Quake-at magnitude 5 to 6.9, not the “Big One” but damage and injuries are to be expected.

• Superquake-at magnitude 7.0-9.5, these are the monster quakes. Expect heavy losses in population areas.

Ground TypeStable, solid ground seems safest, but in a quake-prone area, all construction is calculated risk

Loose, gravel soil. Prepare to go deep for support.

Building along a fault zone has its risks but is often unavoidable.

Coastal ground quality varies. When near water there are many dangers to consider.

Prevention Structures Reinforced building materials give concrete and masonry structures more tensile strength.

Base isolation allows a structure’s foundation and the ground to move as one minimizing the forces on the building itself.

Foundation anchoring keeps a structure and its bas moving as a unit when the ground begins to quake.

Pile foundations reach down through unstable soil to the bedrock beneath for added stability.

• You Goal: To systematically ( one step at a time) use the evidence provided by the TLC website to answer the given question.

• Question: What combination of ground and prevention structures will produce the best outcome for your very famous client and their sky scrapers during a tremor, during a quake and during a superquake?

• Instructions: You will have to PREDICT what combination of ground type and structure will provide the best outcome for each earthquake type ( tremor, quake, and superquake) . Then you will OBSERVE the simulations provided by the web site. Be careful to select the provide combinations from each data table and then click the “ begin Quake” tab , write down the correct scale of destruction within the provide data table. Repeat these instruction for each quake type. After your observations for each quake type you will have to make a CLAIM to what combination is the best for your client.

Scale of Destruction

Level 1 Destruction

Level 2 Destruction

Level 3 Destruction Level 4 Destruction

Level 5 Destruction

Level 6 Destruction

Tremor- Data TableGround Type Prevention Structures

Reinforced Building

Foundation Anchoring

Base Isolation Pile Foundations

Stable Ground

Loose Gravel

Along a Fault Zone

Coastal Ground

Tremor- Data Table

Ground Type Prevention Structures

Reinforced Building Foundation Anchoring Base Isolation Pile Foundations

Stable Ground

Along a Fault Zone

Loose Gravel

Coastal Ground

P.O.C.E.R for TremorsQuestion: What combination of ground and prevention structures will produce the best outcome for your clients and their sky scraper during a tremors?

PREDICTION: A statement/ hypothesis about the way things will happen in the future (a forecast).

OBSERVATION: A use of both quantitative and qualitative data to describe an event.

CLAIM: A statement or conclusion that answers the original question/problem.

EVIDENCE: Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

REASONING: A justification that connects the evidence to the claim.It shows why the data counts as evidence by using appropriate and sufficient scientific principles.

____________________________________________________________________

Limited Command Moderate Command Strong Command Distinguished Command

PREDICTION: A statement/ hypothesis about the way things will happen in the future (a forecast).

The prediction has no connection to the question or problem.

A statement about the way things will happen in the future is unclear in how it addresses the question or prompt.

A statement about the way things will happen in the future (a forecast).

A statement, using scientific vocabulary, about the way things will happen in the future.

OBSERVATION: A use of both quantitative and qualitative data to describe an event.

The observations are inaccurate. The use of either quantitative (numbers) or qualitative (the five senses) data to describe an event.

A use of both quantitative (numbers) and qualitative (the five senses) data to describe an event.

A use of both quantitative (numbers) and qualitative (the five senses) data to describe an event in an organized format (such as a data table).

CLAIM: A statement or conclusion that answers the original question/problem.

The statement has no connection to the question or problem

A statement or conclusion that is unclear in how it answers the original question/problem – or – a statement includes an opinionated phrase such as “I think…”

A statement or conclusion that answers the original question/problem.

A statement or conclusion that answers the original question/problem and makes connections to scientific principles.

EVIDENCE: Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.

Provides inappropriate evidence (Evidence that does not support the claim).

Does not provide enough appropriate evidence to support the claim.

Uses scientific data that supports the claim. The data is appropriate and sufficient to support the claim.

Uses multiple sources of scientific data and principles that support the claim.

REASONING: A justification that connects the evidence to the claim.It shows why the data counts as evidence by using appropriate and sufficient scientific principles.

Provides reasoning that does not link evidence to claim.

Provides reasoning that does not sufficiently link the evidence to the claim

Reasoning provides justification that connects the evidence to the claim.Shows why the data counts as evidence by using appropriate and sufficient scientific principles to defend the claim and evidence.

Reasoning provides justification that connects the evidence to the claim. Shows why the data counts as evidence by using appropriate scientific principles to defend the claim and evidence. Justification includes scientific principles that make connections to real-world application.