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Notes for Teachers

Context: This lesson takes place in a classroom for multiple class periods.
Students may work in small groups of 2-3.
An emphasis on the target product (an earthquake proof structure).
Creative solutions should be encouraged.
You can do this project with 1 simulator, or with each group having their own (more expensive). I recommend having about 1 simulator per 3 groups.

List of Materials:

�Materials for simulator

Small box such as a shoebox
Scissors
Small balls such as marbles, ping pong balls, or golf balls
Rubber bands
Tape

Materials for the Structure

30 beams: toothpicks or spaghetti
30 connectors: mini marshmallows or gum drops

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Arizona Science Standards

Science Standards:

7.P2U1.2: Develop and use a model to predict how forces act on objects at a distance.

7.P2U1.3: Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force.

Science and Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Arizona Math Standards

7.G.B.6 Solve mathematical problems and problems in a real-world context involving area of two-dimensional objects composed of triangles, quadrilaterals, and other polygons. Solve mathematical problems and problems in real world context involving volume and surface area of three-dimensional objects composed of cubes and right prisms.

ISTE Standards

Computational Thinker (5a): Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Students can use technology tools to simulate earthquakes, analyze data collected from their experiments, and iterate on their designs using digital modeling software.

Creative Communicator (6a): Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

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Objectives:

Students will design and construct an earthquake-proof structure using toothpicks and mini marshmallows, applying principles of stability, load-bearing capacity, and structural integrity.

Students will investigate the effects of earthquakes on structures and apply scientific knowledge to design and test their earthquake-proof structures, utilizing the scientific process to observe, experiment, analyze data, and draw conclusions.

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Agenda (4x 60 minutes)

Day 1: Introduce the criteria for success: stability, height, and ability to withstand simulated earthquakes. Have students sketch their design ideas, considering different shapes and support structures. Encourage students to work in teams to brainstorm and refine their designs. Circulate among the groups to provide guidance and feedback on their designs.

Day 2: Instruct students to begin building their structures, following their design plans. Encourage teamwork and collaboration as students construct their structures. Once the structures are complete, demonstrate how to simulate an earthquake using a shake table or by shaking the tabletop. Have each group test their structure's using the earthquake simulator.

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Why do we need Earthquake proof buildings?

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Earthquake-Proof Structure

Earthquake: A sudden and violent shaking of the ground, often caused by movements of the Earth's tectonic plates.

Seismic: Relating to or caused by earthquakes or other vibrations of the Earth.

Structural Integrity: The ability of a structure to withstand external forces without collapsing or failing.

Load-bearing: Describes a component of a structure that supports weight or bears a load.

Stability: The ability of a structure to remain in a balanced or steady position, resisting tipping or collapsing.

Force: A push or pull acting upon an object, which may cause it to change its position or shape.

Tension: The force that stretches or elongates a material.

Shear: The force that causes parts of a material to slide past each other in opposite directions.

Resilience: The ability of a structure to recover from or adapt to changes or disturbances.

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Hands-On Activity

Instructions

Day 1: Give students their supplies (Only a few marshmallows). Have them test creating a triangle and a rectangle. Encourage them to test the strength of these shapes. Students should then plan their design on paper. Come up with different designs, each person in the group should have their own design. Articulate their design to others and choose one for the first design to test.

Day 2: Give them the full supplies and have them create their structure. Test the structure with the earthquake simulator. Make note of any structural weaknesses.

Day 3: Guide students through a discussion of their testing results, prompting them to identify strengths and weaknesses in their designs. Allow students to make some adjustments to their original design, with the same constraints. Retest the improved design.

Day 4: Encourage students to consider what improvements they would make if they had more time or resources. Have each group prepare a brief presentation to showcase their structure, discussing their design process, testing results, and any modifications they would make. Allow time for groups to present their designs to the class.

Constraints:

30 beams: toothpicks or spaghetti
30 connectors: mini marshmallows or gum drops
Time

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How do we assess our work?

Have students conduct tests to simulate earthquakes and assess the stability of their structures.
Collect data on the performance of each structure during testing, such as height, durability, and resilience.
Guide students in analyzing the test results, identifying patterns, and drawing conclusions about the effectiveness of their designs.
Ask students to reflect on their individual and team experiences throughout the project.
Have students assess their own performance, identifying strengths, areas for growth, and lessons learned.
Provide prompts or questions to guide students' reflections, such as "What was the most challenging aspect of the project for you?" or "What would you do differently if you were to redo the project?"
Evaluate students' presentations where they showcase their earthquake-proof structures and discuss their design process, testing results, and reflections.
Assess students' ability to effectively communicate their ideas, use of visual aids, and engagement with the audience during the presentation.

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Differentiation

One way to differentiate in this lesson is to provide some groups a template for a few different building designs. They can reason through these designs to determine which they think will work best.

Remediation

Extension/Enrichment

Require a certain height for the structure. �Require it to hold a small weight on the top.