Earthquake Technologies Challenge - Kibo Software, … · Earthquake Technologies Challenge ... X-braces Mass damper (swinging along the shake table) Mass damper (swinging across

Earthquake Technologies ChallengeHome Connection Name ________________________Class__________

This STEM project has been developed in partnership with Texas A&M University and Purdue INSPIRE!

LRM2794-HCL

www.steminaction.co.uk 0845 241 0484

developed in association with

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Dear Family,

During the last few days, the students designed models of buildings using earthquake-safety technologies. They acted just like engineers! They:

• Identified and learned about a problem.

• Planned ways to solve the problem.

• Made and tested a model.

• Revised their design to make it better.

In this challenge, students learned about earthquakes—what they are and where they can happen. They developed an understanding about engineering design and how engineers help keep people safe. They tested earthquake-safe technologies and adhered to a budget. They also practised skills such as developing and using models, making claims based on evidence and communicating technical information.

Let your child tell you about what his or her team did in this engineering effort and how the team used model pieces and tools in their work. Prompt your child if he or she needs help.

• What was the problem you were solving?

• What were the criteria (goals or conditions) that your design had to meet?

• What constraints (limits) to costs and materials did you have to work with?

• How did you measure the success of your design?

• How did you improve your design? What information did you learn that led to your improvements?

On the back of this sheet, work with your child to extend his or her work in the challenge.

LRM2794-HCL

www.steminaction.co.uk 0845 241 0484

developed in association with

™ Earthquake Technologies ChallengeHome Connection Name ________________________Class__________

About EarthquakesEarthquakes vary greatly in their severity. According to the British Geological Survey, around 100 earthquakes occur each year across Britain. Most of these are too weak to be felt. Ask your child about earthquakes.

• What is an earthquake?

• How does the energy of earthquakes move through the earth?

• What do scientists know about where earthquakes happen?

• Can scientists give warnings that an earthquake might occur like they do with tornadoes and hurricanes?

How is the severity of an earthquake measured? The Modified Mercalli (MM) Intensity Scale measures the damage caused by an earthquake. The MM scale is a 12-level system based on how an earthquake affects the earth’s surface. Review the chart with your child. Prompt your child to assign an MM value to the “earthquakes” produced in class.

I. Not felt.II. Felt by people at rest or on upper floors.III. Felt indoors—a vibration like the passing of light lorries.IV. Vibration like the passing of heavy lorries.V. Felt outdoors—small, unstable objects moved or upset.VI. Felt by everyone—furniture moved and weak plaster cracks.VII. Difficult to stand with damage to brick and concrete and chimneys.VIII. Partial collapse of brick and concrete—frame houses move.IX. Brick and concrete seriously damaged or destroyed.X. Many buildings and bridges destroyed.XI. Rails bent greatly and pipelines severely damaged.XII. Damage nearly total.

Try It!If you have access to the Internet, visit earthquakes.bgs.ac.uk to find out where earthquakes occurred recently. Then talk with your child about earthquake preparedness, even if you do not live in an earthquake-prone area. With your child, survey your home. How would your home fare if MM IV earthquake occurred? An MM VI? How could you make your home safer? Write a plan with your child.

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This STEM project has been developed in partnership with Texas A&M University and Purdue INSPIRE!

19STEM in Action Earthquake Technologies Challenge

Build Safe wants to build a new residential building in Fault City that needs to be earthquake safe.

Complete the following sentences:

I think engineers are people who_________________________________________

_________________________________________________________________________.

I think engineers design things such as____________________________________

_________________________________________________________________________.

Define the problem

The engineers design process is a series of steps for solving problems. Fill in the gaps in the diagram below, thinking about each step carefully. See page two of the Student Activity Book for guidance.

Earthquake Shake!

1. Record the time it took the building with no technologies to stop moving.

Test 1 __________ Test 2 __________

Record observations

S Working Scientifically

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Earthquake Technologies ChallengeWorksheet 1 Name ________________________Class__________ Engineers Wanted

I can make careful observations and take accurate measurements using a timer.

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STEM in ActionEarthquake Technologies Challenge

Define the ProblemWhat type of scientist can predict where earthquakes are more likely to happen? Cross bracing helps resist sideways motion. To help understand this further make up the square shown below using pieces of card. Place a paper fastener in each corner to secure the four sides. Standing it up on the table, apply a small force to the top with your hand. The square changes shape. It is now a parallelogram.

Now add two longer pieces of card to form the cross bracing.

1. How has this improved the square?

2. What other shapes can you see?

3. Are there any lines of symmetry within the final shape? How many?

4. List the three design technologies that lessen damage from earthquakes and name the building and the country where this is applied.

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1

Technology Building Country

2

3

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Hands-On Standards® STEM in Action

Earthquake Technologies Challenge

Earthquake Technologies Challenge

I can identify lines of symmetry in a 2D shape.

I understand how to strengthen and reinforce a structure.DT Technical Knowledge

M Geometry I can name a number of 2D shapes.

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Earthquake Technologies ChallengeWorksheet 2 Earthquakes Around the World

Name ________________________Class__________ Name ________________________Class__________

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Define the Problem

Draw on the map below where you think Earth’s tectonic plates are. Use the map in the Student Activity Book pages 4-5 to help you. Think about where earthquakes have been recorded.

Using an atlas or your knowledge of the world, locate three different countries where earthquakes have occured. Mark them on your map.

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Earthquake Technologies ChallengeWorksheet 2 Extension

Name ________________________Class__________

STEM in Action

I can locate some of the world’s countries that are prone to earthquakes. G Locational

Knowledge

Plan Solutions

1. Each team will test one of the technologies - cross bracing, mass damping or building shape and then compare the results with the other teams.

2. Fill in the chart below and answer the questions.

Time for Building to Stop Moving (seconds)

Technology Tested

Team 1 Team 2 Team 3 Team 4 Team 5 Team 6

Cross braces

X-braces

Mass damper (swinging along the shake table)

Mass damper (swinging across the shake table)

Building shape (extend one side)

Building shape (extend both sides)

List any observations from the test here. Why it is important to share and compare your results?

I can investigate and analyse a range of technologies.

S Working Scientifically

DT Evaluate

I can set up practical enquiries, comparative and fair tests. I can make careful observations and take accurate measurements.

I can record findings using tables. I can discuss and write about the results of the test.

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I can solve number and practical problems.M Number & Place Value

Earthquake Technologies ChallengeWorksheet 3 Testing Technologies

Name ________________________Class__________


Plan Solutions

1. Write down results from the first test on the structure with no technologies. This is our control test.

2. Test 1 _________ Test 2 _________

3. Share and compare results from all teams to fill this table in.

Time for Building to Stop Moving (seconds)

Technology Tested

Team 1 Team 2 Team 3 Team 4 Team 5 Team 6

Cross braces

X-braces





4. Draw conclusions Rank the effectiveness of the technologies in reducing the effects of an earthquake’s shaking. Write the most effective technology on line one, below. Then list the others in order. Change the numbers if two or more technologies are equal in their effectiveness. 1. 4.

2. 5.

3. 6.

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23Hands-On Standards® STEM in Action Earthquake Technologies Challenge

I can analyse to make simple conclusions.S Working Scientifically

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Earthquake Technologies ChallengeWorksheet 4 Compare Technologies

Name ________________________Class__________

Plan Solutions

Imagine and Brainstorm

1. Think about the test results. How will you make Build Safe’s residential building more resistant to earthquakes?

2. Decide Fill in the chart. You do not have to fill in all of the rows.

Technology in the building Reason for choosing this technology

3. Make a Model Draw where you will put the technologies in your building.

Front Back

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Earthquake Technologies ChallengeWorksheet 5 Building Design Plan

Name ________________________Class__________

I can use research to help me design an earthquake proof building.

I can communicate my ideas through discussion and annotated sketches.

I can listen to and consider the views and ideas of other teammates.

I am starting to understand how to strengthen structures.

DTDesign

Evaluate Technical

Knowledge

Plan Solutions

Imagine and Brainstorm

1. Share your ideas with your team. Listen to your teammates’ ideas and look at their plans. Discuss all of the ideas.

2. Decide Fill in the chart on your decisions as a team.

Technology in the building Reason for choosing this technology

3. Make a Model Draw where you will put the technologies in your building.

Front Back

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Earthquake Technologies ChallengeWorksheet 6 Group Design

Name ________________________Class__________

STEM in Action26 Earthquake Technologies Challenge

I can solve problems involving multiplying and adding.M Multiplication and Division

Plan Solutions 1. How much will it cost to build your apartment building? Work with a partner on your team and use the Student Activity Book to fill in the chart below.

Four-storey model Piece Number Cost per

pieceTotal cost of pieces

Total cost of floor

First floor

Grey connector 8

Blue connector 8

Green rod 4

Yellow rod 8

Orange rod 4

Each added floor

Grey connector 4

Blue connector 4

Yellow rod 4

Orange rod 4

Technology Piece Number Cost per piece

Total cost of pieces

Total cost of

technology

Cross brace Red rod 1

X-braceWhite connector 1

Blue rod 4

Mass damper

Purple connector 2

Weight and string 1

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Earthquake Technologies ChallengeWorksheet 7 Calculate Material Costs

Name ________________________Class__________


Plan Solutions

1. Build Safe has given you a cost constraint. The final cost of your building and its technologies must be no more than £325,000.

Cost per floor Number of floors Total cost

First floor 1

Added floors

Total cost of building

2. Subtract to find out how much of your budget you have left for technologies.

3. Determine what you are spending on the technologies.

Technology Cost per technology Quantity Total cost

Cross-brace

x-brace

Mass damper

Widen first floor

Total cost of all technologies

4. Compare Fill in the amounts. Add >, < , or = to show how they compare.

£ , £ , Available money for earthquake technology Total cost of all technologies

C We have enough money for our technologies. We are ready to build.

C We spent more than £325,000. We need to make changes.

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I can solve one and two step problems. I can add and subtract numbers using column method.

I can order and compare numbers beyond 1000.M

Addition & Subtraction Number &

Place Value

Earthquake Technologies ChallengeWorksheet 8 Cost Constraints

Name ________________________Class__________

Cost constraint:

Our total building cost:

Available money for earthquake technology:

HTh H

3 02 05 0,£

,£–

,£

,£ HTh THTh U


Plan Solutions1. Observe other teams’ testing. Mark which technologies each team used.

2. Record the time it took the building with technology to stop moving.

Team

Technology Used Team 1 Team 2 Team 3 Team 4 Team 5 Team 6

Cross brace(s)

X-brace(s)





Time for building to stop moving (seconds)

3. Analyse Compare the results. Write <, >, or =.

Team 1

Team 2

Team 3

Team 4

Team 5

Team 6

4. Explain Which design do you think is safest? Explain.

I can order and compare numbers.M Number & Place Value

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Earthquake Technologies ChallengeWorksheet 9 Building Safety Test

Name ________________________Class__________


Reflect and Redesign Use your plan, model and test results to finish these sentences.

Building Plan

1. We chose: (circle) cross braces x-braces mass damper building shape

2. We chose these technologies because

Model

3. Check the criteria your plan met.

C Our building swayed for 8 seconds or less.

C Our building included at least two different earthquake safe technologies.

4. One part of our model that worked well was

because

5. One part of our model that did not work well was

because

Compare Models

6. We compared our model to Team . I observed that

7. The most successful model was made by Team . It was successful

because

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I can evaluate the building against criteria and constraints.DT Evaluate

Earthquake Technologies ChallengeWorksheet 10 Reflect and Redesign

Name ________________________Class__________

I can use results to suggest improvements.S Working Scientifically


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Earthquake Technologies ChallengeTeacher’s Notes

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Earthquake Technologies Challenge - Kibo Software, … · Earthquake Technologies Challenge ... X-braces Mass damper (swinging along the shake table) Mass damper (swinging across

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