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Earthquake Engineering Modules for K-12 Education

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Earthquake Engineering Modules for K-12 Education Earthquake Engineering Modules for K-12 Education Developed at: Washington University in Saint Louis By: Waleed Barnawi, Shirley Dyke, Kevin Truman, Ellen Taylor, Leif Johnson Edited by: Daniel Payne March 26, 2007 This document documents a teaching module containing a series of lessons that are appropriate for educating K-12 students in fundamental engineering principles. The lessons have been developed over the course of several years, expanded upon and refined. In principle, any of the ‘modules’ could be used as a stand alone, one-time lesson to supplement one specific academic area such as forces and vectors or building fundamentals. Alternatively, the full module could be used as a continuous series of lessons over a 8-10 week period. Supplemental worksheets, learning activities and presentations are included herein to provide a great deal of the lesson’s substance and opportunities for active learning. Lessons 1-6 culminate in Lesson 7’s design project. Teams of students will design and construct a balsawood building. A scorecard is provided for students to encourage them to be creative and yet understand practical issues associated with construction and design. If a shake table is available, the project can also become a seismic design demonstration. Ideally this module, presented as a whole or individually, will satisfy some of the educational requirements and standards of the classroom in which it is offered. Acknowledgments Funding for the development of this module has been provided in part by the National Science Foundation GK12 Grants No. DGE-0138624, DGE-0538541 and CMS-0530737. Special thanks is also given to the teachers in the St. Louis area that have contributed to this module. Table of Contents Lesson 1: Who are Engineers, and What Do They Do? Lesson 2: Basics of Buildings Lesson 3: Forces and Vectors Lesson 4: Forces become Loads Lesson 5: Strength of Materials Lesson 6: Shapes and Orientations Lesson 7: Design Project Explanation LESSON 1: Who are Engineers, & What Do They Do? Suggested grade levels: All grades. Duration: 3 hours Goals for this lesson: Form a connection with the students. Excite students and entice their interest. Students will: • be able to explain what an engineer does to their parents and peers • be able to give examples of engineering in the world around them • be able to point out engineered objects • understand that working professionals often work in groups Activities: Newspaper Tower, see handout. Purpose: teambuilding and introducing engineering thinking. Outline of Lesson: I. Introductions II. Engineering a. What do students already know about engineers? b. Offer stereotypes (possibilities below) i. Nerdy ii. Awkward iii. Male iv. Only care about math c. Challenge stereotypes i. Many different kinds of people are engineers, all races, genders, classes and countries. ii. Numbers, one of the most populous jobs. iii. Most are just regular people who do all the same things the students do. d. Note that engineers build different kinds of things related to everyday life. i. Cars ii. Buildings K-12 Earthquake Engineering Education 1 iii. Airplanes iv. Computers v. Cell phones III. Learning Activity: Newspaper Tower a. Tell students how they’ll be graded. If they’re mature enough, show them the rubric you’ll use. b. See Student Handout IV. Closing a. If you will continue to use the lessons in this module, give each student a paper folder in which to keep their materials. b. Point out that they’ve now done a little engineering themselves. c. Have the students each write 2-3 sentences about the activity including i. Whether they liked it or not ii. And why. d. Have the students finish the sentence “Engineers are important in society because they…” e. If returning, be sure to tell them when and what to have with them next session. K-12 Earthquake Engineering Education 2 Handout: Newspaper Tower Objective: Design and build the tallest tower using newspaper and tape. Materials: • Newspapers • 1 ft tape • Scissors Procedure: • Design Time o 10 minutes o Talk about different ideas with team members o Draw your designs o Decide as a team on the “best” idea • Building Time o 15 minutes o NO TALKING UNLESS IT IS ABOUT THE BUILDING!!! Other Rules: • Structure must remain standing for 2 minutes after building time is over. • At the end of the building time, no one may touch his/her tower. • Tower may only touch the ground. Tower cannot be leaning on or attached to the wall, a desk, a chair, or any other object. • The newspaper can be cut but must remain whole. In other words, cannot cut out pieces of the newspaper. OPTIONAL • If all members on the team keep all conversation to the task, I will give 2 extra minutes of “free talk time” to talk about the building. K-12 Earthquake Engineering Education Lesson 2: Basics of Buildings Suggested grade levels: Grades 3 and up Duration: 3 hours Goals for this lesson: Outline the basics of buildings including types, parts and construction Students will • be able to name and point out several types of buildings • be able to name and point out basic building components • be able to explain to their peers and parents how a building is constructed from the ground up out of those components • work in groups to accomplish a small project Activities: K’nex Building Assembly, see student handout Purpose: Similar to Newspaper Tower from Lesson 1, this activity is both an engineering learning experience and a team-building exercise. Materials: K’nex Handout, K’nex Building Handout, Terms Worksheet Handout, Basics of Buildings Worksheet Presentation, Building Basics (Please refer to Appendix) Outline of Lesson: I. Hand out “Terms” Worksheet a. If you’ll continue to use the lessons in this module, this worksheet should be kept in student folders. It will be used in nearly every remaining lesson. II. Building Basics Presentation a. Types b. Essential parts c. Constructing a building NOTE: This is a good opportunity for the instructor to adapt the lessons in this module to their locality by finding pictures of well-known local buildings to include in the presentation. (For example the Arch in St. Louis) III. Reiteration: K-12 Earthquake Engineering Education 3 a. What are some types of buildings? i. Skyscrapers ii. Religious Centers iii. Shopping malls b. Buildings are composed of essential parts (beams, columns). What are these? i. Ask students to point out examples of these in their own classroom. c. Starting from the bottom, how are buildings constructed? IV. Learning Activity: K’nex Building a. Tell students how they’ll be graded. If they’re mature enough, show them the rubric you’ll use. b. See Handout V. Closing a. Review again, briefly, the material covered in the lesson. b. Give students Basics of Buildings handout. i. Collect today or ii. Collect next session c. Have the students each write 2-3 sentences about the activity including i. Whether they liked it or not ii. And why. d. Have them write 2-3 more sentences about how the material from class helped them in the K’nex Learning Activity. e. Point out to the students that they now have the basics for understanding buildings. f. If you’ll continue to use these lessons, tell students that they’re now ready to begin to learn how to make the buildings stand up (Lesson 3). K-12 Earthquake Engineering Education 4 Lesson 2 Name: ________________ Handout: Terms Worksheet Date: _________________ Term: Definition: Examples (2) Beam Girder Column Force Static Dynamic Vector Structurally sound Load Dead Load Live Load Horizontal Load Bracing K-12 Earthquake Engineering Education Failure (building) Tension Compression Moment (bending) Torsion Ductile Brittle Stress K-12 Earthquake Engineering Education Lesson 2: Name: ________________ Handout: Terms Worksheet (Teacher’s Copy) Date: _________________ Term: Definition: Examples(2): Beam Horizontal members of buildings that Steel I Beams support floors Wooden beam Wooden girders in Girder* Horizontal members of a building that building run perpendicular to beams that support presentation those beams Vertical members of a building that Column support Underpass pier in column beams, girders, and floors presentation Steel column in building pres. The influence on an object that Force produces a Sitting in chair change in a physical quantity Pushing a book Static Unchanging Walls Floor Dynamic Changing or moving Book Planet Vector Direction North South Structurally sound Used to describe structures that are N/A well engineered Load Force that acts on an object N/A Dead load An unmoving, ever present force on an Floor object Roof A force on an object that can be moved, Live load but Desk usually stays put for some time People Horizontal loads A force that pushes on a structure in a Wind horizontal direction Earthquakes Drawing in the lateral Bracing* Reinforcement against lateral loads bracing K-12 Earthquake Engineering Education Failure (building) Used to describe structures that break N/A down Tension A force on an object that is directed to Rubber band produce a strain or extension Tug of War Compression A force on an object that is directed to Garbage truck produce a shrinking or contraction Crushing a soda pop can Moment (bending) A force on an object that is directed to Bending a spoon produce a folding motion Bending a paper clip Torsion A force on an object that is directed to Cranking a jack in the box produce a twisting motion Turning a screw Ductile* After behaving elastically, the material behaves plastically for a while Brittle* After behaving elastically, the material fails suddenly and without warning Stress A force over an area N/A K-12 Earthquake Engineering Education Lesson 2 Name: ________________ Date: _________________ Handout: K’nexTM Building Objective: Design and create a small building that is stable and really nice to look at.
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