October 2006 Naomi J.

Marty GK-12 Program Earthquakes Concept: Earth Science: Earthquakes & Earthquake-Resistant Construction Description of Activity: Activity starts with introduction to earthquakes and the way seismic waves travel. The students are then asked to design a building out a certain number of toothpicks and gumdrops that will withstand a simulated earthquake. The students build and test their designs together as groups within the classroom. State Standards: (arkedu.state.ar.us) ESS.8.6.10 Identify the effects of earthquakes on Earths surface: tsunamis floods changes in natural and man-made structures ESS.8.6.11 Investigate and map patterns of earthquake and volcanic activity Locate earthquake belts on Earth: Mediterranean-Tran-Asiatic Circum-Pacific (Ring of Fire) ESS.8.6.13 Analyze how earthquake occurrences are recorded (seismograph) and measured (Richter scale) ESS.8.6.15 Investigate careers, scientists, and historical breakthroughs related to internal forces that change the earth Materials: o Wood Fault Line Models (described below) o Dry Spaghetti o Gumdrops o Toothpicks o Earthquake Shaker Simulator o Metal Slinky Key Questions: o Where do earthquakes happen? o What kind of properties to you think would be important for a building to withstand an earthquake? Management or Organization Suggestions:

Allow the students to pick their partner for the earthquake-resistant structure activity. Tell the students that if their building falls over on the earthquake-simulator it is out of the contest.

Procedure: 1. Have the students watch a video about earthquakes. Follow video with discussion of earthquake material. Discuss recent earthquakes in the news (Hawaii-very recent). 2. Group the students and have them assemble the strike-slip fault line model with spaghetti inserted into the slats. Discuss the idea of pre-shocks and after-shocks associated with an earthquake. Using a fault line model built of several layers of colored clay stacked up and sliced at an angle, demonstrate how the foot wall and hanging wall are moving in a normal fault, reverse fault, and strike-slip fault. 3. Talk about shock waves and how waves travel using the slinky. 4. Discuss earthquake measurement and what the Richter scale is. 5. Talk about earthquake resistant construction. 6. Challenge the students to build the tallest, most earthquake resistant building they can out of 15 gumdrops and 15 toothpicks. 7. The students should, together with a partner, design their structure and then draw this structure in their science journal. They should then write a 2-3 sentence description of their structure and why they think the structure they chose will withstand the simulated earthquake. 8. The students should then be provided with the gumdrops and toothpicks for building. 9. Test the structures using the earthquake simulator. If a building falls over easily, it is removed from the contest. Reflection: 1. What worked? I made a model fault line using clay that seemed to help the students understand how the reverse and normal faults were different. I think this would have been a good thing for them to have done themselves, modeling the different fault lines, but we didnt have enough time to complete that and use the earthquake simulator. The students were very excited about using the earthquake simulator and competing with the other students for some sort of prize (we gave them pencils). The competition was fierce. Many students built walls around their work area, so that their designs would not be copied. Also the students came up with some good ideas, in the end, about what kind of things were important in earthquake-resistant structures. 2. What didnt work? This activity would be more influential if the students had extra time to redesign their structures after the first run and then test them again. We did not have enough time for the second part of the activity. However, perhaps if we used something like clay and plastic rods (coffee stirrers) instead of gumdrops and toothpicks, the students could simply disassemble their primary structures and rebuild a secondary one. 3. What would I change for the next time?

I think I would prefer to include a second testing on the earthquake simulator, using clay or play dough instead of gumdrops.