SHAKE, RATTLE and ROLL

NAME: _____________________________

Engineers continually strive to make buildings stronger to resist the forces of earthquakes. After watching the video in the space below free write why you think some houses in earthquakes structurally remain intact, while others get destroyed?

National Geographic Earthquake Destructionhttps://www.youtube.com/watch?v=4Y-62Ti5_6s

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Your Task

As a member of a group of structural engineers your company is trying to increase business by finding new clients to design and build earthquake resistant buildings. You are to identity possible regions of the world that would benefit from your proposal. Then, using limited material, you will design, investigate, test and revise a prototype earthquake resistant building.

Research

Using the resources provided analyze the data by looking at the location, magnitude and frequency of the world's earthquakes. Consider the number of earthquakes that occur in your chosen area, not just the size of the earthquakes. Determine an area of the world you would like to target your earthquake proof design. Once you have chosen a target area, research the types of structures commonly found in the area.

Earthquake

Location, Frequency and Magnitude

Types of structures found in the location

Target Area Location: _____________________________________________

In addition as an engineer you will also have to research the types of waves produced by earthquakes as well as the forces that may affect the stability of a structure. Using the links below, collect the necessary information you will need to help you design your building.

Forces Affecting Structures Types of Seismic Waves

LINKS

Earthquake Data

http://earthquake.usgs.gov/

http://www.iris.edu/seismon/

http://earthquake.usgs.gov/earthquakes/world/historical.php/

Design Structure

http://www.hgpho.to/wfest/house/house-e.html

http://www.hagafoto.jp/index.php?option=com_photostock&Itemid=33&view=list&thumbsize=large&lang=en&lightbox=1&curbox=&phrase=Traditional+House&showtitle=inner

http://www.sciencekids.co.nz/pictures/structures.html

http://www.nlb.gov.sg/sure/wp-content/uploads/2013/11/Cheatsheet_house_Final_lowres.pdf

https://maps.google.com/

https://earth.google.com/

Forces

http://legacy.mos.org/etf/force.html

http://www.iris.edu/hq/programs/education_and_outreach/animations/6

http://www.safestronghome.com/earthquake/01.asp

http://www.iitk.ac.in/nicee/EQTips/EQTip09.pdf

http://www.iris.edu/hq/files/programs/education_and_outreach/aotm/6/SeismicWaveBehavior_Building.pdf

All Topics

http://www.exploratorium.edu/faultline/activezone/index.html

As you know, a force is a push or a pull on an object. In this investigation you will be studying balanced and unbalanced forces as they relate to stresses created by the different types of seismic waves. In the space below draw a picture of balanced and unbalanced forces. Using your drawings turn and talk with a partner to explain each type of force.

Balanced ForceUnbalanced Force

Which type of force will cause a house to collapse during an earthquake? Keep this in mind as you begin to build your model house.

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2nd part

InvestigateIn this investigation, you will explore the effect of seismic waves on your prototype.

Model to create seismic waves- A Method for Producing Earthquake Waves:

MaterialsPlywood 1/8 inch, heavy cardboard or card stockSponges or upholstery cushion

1. Construct a model earthquake shaker table like the one in the diagram below. Place a sponge or upholstery cushion on a table, this represents the interior of the Earth. Place a piece of cardboard, wood or card stock which represents the Earth’s crust, on top of the sponge or cushion. This will allow you to create the three types of earthquake waves.

Picture of sponge or upholstery cushion foam with a piece of cardboard or wood on top to create the shaker table

2. As you have learned, seismic waves are vibrations that carry energy released from an earthquake through the Earth. Earthquakes produce three different types of seismic waves: P wave or primary waves, S waves or secondary waves and Surface waves. Create the different types of waves produced by an Earthquake by moving the board on top of the sponge/cushion from side to side, up and down and with a rolling motion. Below fill in the correct type of Earthquake wave that goes with each motion. Turn and talk with your partner to be sure you agree.

Motion Type of Seismic Wave

Side to Side

Up and Down

Rolling

3. Investigate possible solutions for your prototype design.In order to first identify possible solutions, you must create a prototype.Design a model building that is representative of the seismic area you chose using the materials provided. The model should include floor(s), beams and roof. Design your model using any or all of the materials listed below

Materials: 2 index cards 12 straws1 sponge 18” masking tape

Describe your challenge (criteria).Describe area you chose (provide evidence), technology you will modify, problem you want to address and final goal.

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Describe the resources we have given you to help you investigate the problem (constraints).List the time, material, people, equipment.

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Now you are ready to investigate. You will plan your prototype by choosing one independent variable you will test from a list of common structural concerns in buildings found in seismic areas. Other students will be investigating different concerns and you will find the optimal design of your prototype using all of the class data. You may determine a different independent variable than listed below, with the approval of the teacher. Make sure to design a control structure and an experimental structure.

Heavy roofsOpen SpacesUnreinforced wallsType of FootingHeight of BuildingFlexibility

Draw your plans below.

ControlExperimental

To find your optimal solution, write a procedure being sure to describe how you will change the independent variable, measure the dependent variable, and keep the other factors constant in your experiment. Include enough detail so that you or someone else could repeat your experiment and get similar outcomes. Repeat trials to gain confidence in your results.

DEPENDENT VARIABLE: _________________________________________

INDEPENDENT VARIABLE: _______________________________________

CONSTANTS: _______________________________________________________________

PREDICTION: _______________________________________________________________________ I predict this because I think that ___________________________________________________________________________________

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PROCEDURE:

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Get your teacher’s approval before you begin your experiment.________________

4. Conduct your experiment and record your data in a table in the space below. Does the data seem reasonable? If not, do you need to repeat any trials to correct errors? What must be done to the data to make sense of it?

Change the table so it fits your experiment:

(Title)

What were the first steps you took to solve your challenge (investigations)?Describe your prototype. Did your design work the way you wanted it to? How do you know? Use your data to explain.

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5. Collaborate with your classmates the findings of each independent variable tested. Take notes and make drawings as needed below. Make sure you look at the mean and the spread of the data before choosing your three modifications. The modification should always make your design more stable. This information will be used to redesign an optimal structure based on the shared data.

After viewing class results, what modifications will you include in your new prototype? Why did you add these improvements? Use class data to explain (select and justify optimal solutions).

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6. Revise your design. Determine the 3 optimal solutions to help revise your original prototype to create a solution that is better than the predecessor. Draw the new design in the space below, being sure to label the 3 optimal solutions you included. Build and test your revised prototype.

Are there additional changes you would recommend? If time allows, test again and make changes to your design. Record changes below.

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What did you learn about engineering from this activity?

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