Download Earthquake Structures and the Richter Scale

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Status: Published
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Resource ID#: 154314
Earthquake Structures and the Richter Scale
In this engineering design challenge, students will build an earthquake-proof structure out of spaghetti and marshmallows and then test them with
an earthquake shake table. Students will research earthquake damage and how designs have changed with our new technologies and our
understanding of earthquakes. After testing and research, students will prepare and present a final presentation on their findings. They will also
explore the use of the Richter scale as a measurement of earthquake intensity. This is a culminating activity for a unit on Earth's forces.
Subject(s): Science
Grade Level(s): 9
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computers for Students,
Internet Connection, LCD Projector, Smart
Phone/Tablet
Instructional Time: 4 Hour(s)
Keywords: Earthquakes, Richter Scale
Resource Collection: Lake/Sumter MSP Secondary Science
ATTACHMENTS
Grading Rubric.docx
How to Make a Plate Tectonic Table.mov
Materials and Structures Worksheet.docx
Student Trial Record Sheet.docx
Student Worksheet.docx
How To Add The Richter Scale To Your Earthquake Table.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will:
analyze the problems involved in solving complex problems while working collaboratively in a group.
explain the effects of seismic forces on structures.
design structures to withstand simulated earthquakes utilizing an earthquake table.
define the Richter Scale as a logarithmic scale and be able to describe the scale in terms of its log properties.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
be familiar with the process of scientific inquiry, in which students ask questions, formulate a plan, control variables, and then analyze their results.
have prior knowledge of plate tectonics as it relates to earthquakes. This lesson should be used a culminating activity at the end of the unit on earthquakes.
page 1 of 4 have experience graphing equations and understanding basic algebra concepts.
Guiding Questions: What are the guiding questions for this lesson?
How can you design a structure/building using spaghetti sticks and marshmallows that will not collapse during an earthquake simulated at various intensities?
Why is the Richter scale measured as a logarithmic scale? Why is it significant?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
1. We have learned about the theory of plate tectonics and the processes, but how does this affect us in our modern life? Millions of people live and work along fault
lines that can have major earthquakes. Have a discussion about how we have to design structures for major cities like San Francisco, Los Angeles, and Seattle that
will not collapse during a major earthquake. Ask them to share what they think about it: Will it be easy? Difficult? What are some of the issues? How successful are
current designs?
2. Show the following videos:
TEDEd: Why Do Buildings Fall in Earthquakes?, uploaded by TED-Ed
How We Design Buildings to Survive Earthquakes, uploaded by DNews
Taiwan Earthquake: High-Rise Building Collapse Reveals Possible Construction Issues, uploaded by TomoNews US
3. Relate how scientists and engineers are always developing new technologies to solve these types of problems. Tell the students that they will be looking at the
relationship between technology and Earthquake preparedness. Tell them that they will be trying to determine features that structures need in order to withstand
the effects of the energy released during an earthquake.
4. Tell the students that in order to to understand the relationship and make design decisions, they will need some background knowledge.Tell them that they will be
exploring the concepts surrounding our understanding of earthquakes.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
1. Present the different ways scientists measure Earthquake intensity. Refer to the following links for support:
How Are Earthquake Magnitudes Measured?
Using the Richter Scale to Measure Earthquakes
When covering the Richter scale, you will need to emphasize the logarithmic scale measurement that is taking place. This would be a great project to work on
across curriculum with an Algebra 1 teacher. If this is not feasible, use the following videos to explain the Richter scale and how the log function works:
What is a Geometric Progression?, uploaded by Jim Fowler
Magnitude of Earthquake on Richter Scale, uploaded by Indianeers
Applications of Exponential and Logaritmic Functions, S.O.S. Math
2. Assign the web quest for students to complete using the attached worksheet. This could be done for homework or if time allows, give them an extra day to explore
building methods for earthquake resistant structures.
3. Students can share their web quest results about earthquake proofing building concepts.
4. Lead a discussion summarizing ways that these concepts may foster different design approaches.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Class Discussion:
1. Present the challenge to students: Design a building made of nothing but spaghetti and marshmallows. The structure must reach a minimum of 3 feet tall (or 1 m)
and use no more than 4 marshmallows as its base. You will design, build and then test your structure at various simulated seismic events, measuring success by
the ability of your structure to withstand the seismic events.
2. You are constrained by a limited number of marshmallows and spaghetti, so make sure you draw up a plan. You will be allowed to make two structures. One is to
test and one is to compete with and submit.
3. Tell the students that they will work in teams. The size and composition of the team is left up to the teacher.
In Groups: Planning the Structure
1. Students should brainstorm by first starting out with the problems they must solve and ways they could overcome them.
2. Provide students with samples of the materials so they can visualize and touch.
3. The teacher should circulate the room listening for discussions in the groups and prompting students that seem to be having difficulty. Direct them towards
identifying some of the problems they must overcome before starting.
4. Once designs are finalized, allow students to move to the next phase.
In Groups: Building and Testing
1. Groups will start building their prototypes. Remind them of limited resources.
2. Optional: Assign each item a monetary value and give each team a budget for building supplies. The team that comes in under budget will receive extra points.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Building the Structures:
1. Before class, the teacher should prepare the plate tectonic table that will be used to simulate seismic events (see attached file labeled "How to Make a Plate
Tectonic Table").
2. After building, allow teams to test their structure with various attempts on the earthquake table. Ask students to observe and record what worked and what did not.
This should be done in a journal format that will provide students with data to present later in the lesson. They may also take photos of their results to analyze for
future designs.
3. If their test was unsuccessful, they should analyze the weak points of their design and modify.
4. Test again.
page 2 of 4 5. Once students have created and tested a successful prototype, they will finalize their design plan, build it, and submit the finished structures for testing.
Testing the Structures:
1. Once all groups have submitted their finished structures, begin testing them against each other.
2. Students should observe and record results (see attached file labeled "Student Trial Record Sheet").
3. Incorporate technology by allowing students to make a video of the entire process. As a class you could incorporate this into a design challenge as part of a career
component. You could also use this as a graded deliverable.
4. Once all groups have competed, have a discussion about what worked and why.
Final Presentations:
1. After all tests of buildings, students should develop a presentation of their findings. This will include the initial problem, their design solution(s), the result of each
test, and what modifications were made. Pictures should be incorporated into the presentation.
2. Student groups will then present their findings to the class through either a digital format (Power Point, Prezi, Google Slides, iMovie, etc.) or as a poster.
3. As part of the development of their final presentation, students will complete their project including three major components:
Research the problems associated with building earthquake resistant structures. Students will have a new found understanding of the difficulties engineers have
when presented with a problem and how a problem can be solved through teamwork, careful testing, and modifications. Students will relate how a problem
can help them learn engineering concepts that might they might not have understood thoroughly until they tried to solve the problem.
Students will include a review of how earthquakes occur and where they occur.
Students will explain how the Richter scale is used to measure earthquakes. They must provide at least one example showcasing the difference in magnitude of
different earthquake readings. For example a hurricane measured as a 5 on the Richter scale is 10 times more powerful than an earthquake measured as a 4.
Summative Assessment
Students will be assessed on their presentation using the attached grading rubric.
Formative Assessment
The teacher will facilitate throughout the project. As students design, test, and implement changes, the teacher will circulate and ask students questions to have
them explain their thinking. The teacher will direct groups to make sure they stay on task and to keep them focused on the problem. As students examine their
failed attempts, the teacher will guide them back to what they might have missed in their design and to try and steer them to a more successful solution.
The goal is not necessarily to make all designs successful, but to understand the challenge with solving a problem without a definite correct answer. Some students
may become frustrated with their lack of success. Lead them back to what may be causing the problems as a redesign.
After each phase of testing, the teacher may lead the class in a discussion, which will gauge understanding of the project.
Feedback to Students
The teacher will circulate and facilitate throughout the project and question students individually and within groups, offering feedback and support without directly
influencing student design.
While many buildings will topple in this activity, the teacher will remain positive and supportive in helping students understand what they may need to do to be
successful in the project.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Assign students to heterogeneous groups. The teacher can provide extra time for students that may need it.
The criteria can be adjusted if needed such as more materials, more time, less height, etc.
Provide the specific web resources for the research portion of the project for students that may need it.
Extensions:
Students will conduct research into recent earthquakes in Japan. Emphasis should be on how the structures withstood the quakes. Did the Japanese alter their
building codes? How do American building codes compare? Is the U.S. prepared to handle earthquakes?
Students can investigate earthquakes here in Florida.
Students can research fracking as a possible cause of earthquakes.
Suggested Technology: Document Camera, Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Smart Phone/Tablet
Special Materials Needed:
Earthquake table
See attached video or How to Make an Earthquake Table, uploaded by Teacher Stuff
Suggested supplies: 2 sheets of cardboard or plywood, elastic, 8 feet of PVC pipe
Marshmallows
Uncooked spaghetti (or other craft supply of similar size/strength)
Further Recommendations:
We recommend groups of two for this project. This allows all students ample opportunity to handle the supplies and solve problems.
This activity was designed as a culminating activity and a design challenge.
To fully address the standard you will have to add other activities and resources to this lesson.
SOURCE AND ACCESS INFORMATION
page 3 of 4 Contributed by: Richard Commerford
Name of Author/Source: Richard Commerford, Melissa Ngo, Sherri Hampton
District/Organization of Contributor(s): Sumter
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.912.E.6.3:
MAFS.912.N-Q.1.1:
Description
Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving
plates.
Remarks/Examples:
Discuss the development of plate tectonic theory, which is derived from the combination of two theories: continental
drift and seafloor spreading. Compare and contrast the three primary types of plate boundaries (convergent,
divergent, and transform). Explain the origin of geologic features and processes that result from plate tectonics
(e.g. earthquakes, volcanoes, trenches, mid-ocean ridges, island arcs and chains, hot spots, earthquake
distribution, tsunamis, mountain ranges).
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★
Related Access Points
Access Point Number
SC.912.E.6.In.3:
Access Point Title
Relate a cause and effect of movements in Earth’s crust (plate tectonics), such as fault lines in the plates causing
earthquakes.
page 4 of 4