5. Back in the classroom, suggest ways for students to fill in any miss-
ing information. Individuals may volunteer to call their mentors in the
chamber of commerce, the local building department, or the public
works department. Students could also call the firm that developed or
manages a building. Then instruct all the students who filled out forms
on the same building to compare their data and discuss any
discrepancies. The goal of this process should be an assessment of
each building surveyed that represents the students’ best consensus.
C. Conclusion
On the classroom local map you started in Unit 1, use a red marker to
circle any block or group of blocks where concentrated nonstructural
damage could be expected in the event of an earthquake. Open a class
discussion of what students have learned. If students have not already
expressed an opinion, ask if the sidewalks they traveled would be safe
places to be during an earthquake. Generally, the most dangerous
place to be is at building exits and directly adjacent to buildings (on
the sidewalks, for example).
ADA P T A T I ON S AND E X T E N S I ON S
1. If a structural engineer is present or structural information is
available from the building manager, students may also informally
judge which buildings could be expected to withstand heavy earth-
quake shaking.
2. If structural information is available from the building manager,
students may also list the type of building construction used (wood,
steel, masonry, cement, or other building materials.)
V
A G U
/
F E M A
313
S
E I S M I C
S
L E U T H S
