TEACHING CLUES AND CUES
Work with the class to
standardize the
operating procedure as
much as possible. Have
Ask each SET to select three variables from the list and design one
model to test their impact, singly or in combination, when the
structures are placed on the shake table. Remind students to include
lifelines like bridges and electrical wires with their supports, as well as
houses and other buildings.
4. Have students in each SET take turns operating the model, while the
other members of the team record their observations.
5. Assign each SET to write a brief report, based on the notes from
testing, that includes
Q
a summary of the team’s observations
Q
reasons why their design suffered and/or resisted damage
Q
suggestions for making each design more quake resistant
Q
suggestions for retrofitting structures, where applicable
Q
diagrams illustrating all of the above
them practice putting the string in
one short jerk, and be sure that
everyone uses approximately the
some kind of pull. This will allow you
to compare the work of various
groups, and make students’ results
reproducible.
C. Conclusion
Invite one representative from each SET to share the highlights of the
team’s report. When all the reports have been given and discussed,
conduct open discussion around one or more of these topics:
Q
How do municipalities develop building codes for earthquake-
prone areas?
Q
Should schools, senior citizen homes, hospitals, fire stations, police
stations, and other essential facilities be forced to follow tougher
earthquake codes? Why? Why might governments encounter
resistance to these standards? (because of the expense involved,
among other factors)
Q
Is it possible to develop a classification system for types of
structures and their reaction to an earthquake? What factors would
such a system include?
ADA P T A T I ON S AND E X T E N S I ON S
1. If a VCR is available, have each team record its experiments and
play them back in slow motion for detailed observation. Try to
determine the frequency of each structure.
2. Challenge students to develop improved shake table designs, based
on this model and their own ideas. Some students may choose to
develop a shake table and test their best model structures as a science
fair project.
3. Interested students might design a lifelines model that effectively
illustrates the impact of a damaging earthquake upon buried pipe,
sewer, gas, oil, water, and electrical lines.
4. As a research project, students might assess, in dollars and cents,
the, loss of property that has occurred in specific earthquakes because
of structural and nonstructural failures, then research the cost and
availability of earthquake insurance in:
A G U
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F E M A
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