An earthquake is a tremor of the earth's surface usually triggered by the release of underground stress along fault lines. This release causes movement in masses of rock and resulting shock waves. In spite of extensive research and sophisticated equipment, it is impossible to predict an earthquake, although experts can estimate the likelihood of an earthquake occurring in a particular region.
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The magnitude 9.0 Tohoku earthquake on March 11, 2011, which occurred near the northeast coast of Honshu, Japan, resulted from thrust faulting on or near the subduction zone plate boundary between the Pacific and North American plates.
To be earthquake proof, buildings, structures and their foundations need to be built to be resistant to sideways loads. The lighter the building is, the less the loads. This is particularly so when the weight is higher up. Where possible the roof should be of light-weight material. If there are floors and walls and partitions, the lighter these are the better, too. If the sideways resistance is to be obtained from walls, these walls must go equally in both directions. They must be strong enough to take the loads. They must be tied in to any framing, and reinforced to take load in their weakest direction. They must not fall apart and must remain in place after the worst shock waves so as to retain strength for the aftershocks.
Comments
Great lesson
I think that this is a great lesson that combines science with current events and real world applications. I have done a similar activity where my students build earthquake structures but I like how you connected it to the recent events in Japan. Having the students have to consider the economic costs associated with their building makes the students use skills that are required to solve today's real world problems when they are given criteria and constraints, like a budget.
One question I have how does the compass measure the quake strength? Perhaps a diagram or video showing how this would work would be helpful.
If I were to do this lesson with my student's, I would have them discuss how the science concepts of compression and elasticity were incorporated into their design (could be included in the student lab sheet). I would also have each of the group's present their designs and test them in front of the entire class so that students can see how other groups decided to meet the challenge. While each group presents, the rest of the class can take notes on the other groups' designs and the success/failures of their designs. Then they could really reflect on their design as well as their class mates and figure out what would be the best solution for the people of Japan.
One year anniversary this past week
With the passing of the anniversary of the earthquake in Japan it is important to encourage students to explore the long-term effects earthquakes have on structures. It is important that students should understand the activity as a real world problem where we need strong safe building structures. I also like that it gives the students an opportunity to generate ideas for possible solutions, both individually and through group activity.and determine the best solution, and explain reasons for the choices.