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Assignment on Earthquake

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building analysis due to seismic load in different seismic zones of Bangladesh

Bangladesh is an earthquake prone country as it lies along the border of the Eurasian and Indo-Australian plates, where earthquakes of comparatively uniform intensity are generated at regular intervals. This increase in earthquake activity is an indication of fresh tectonic activity or propagation of fractures from the adjacent seismic zones. In the light of these after various researches upcoming BNBC, 2015 has been divided into four seismic zones, namely zone-4, zone-3, zone-2, zone-1 being the most severed and at least respectively. The occurrence of earthquakes in an earthquake prone region cannot be prevented. So it is suggested to follow seismic code in order to reduce the loss of life. The present study is aimed at finding out the variation of costing for 80 feet and 150 feet heights Building in four seismic zones of Bangladesh. Framing systems of these two building are considered as dual system reinforced concrete. Earthquake loads are varied as per BNBC-2015.Constant wind load is considered for these building analyses. Analyses of these building are carried out by using ETABS - 2016.Structural drawings of these buildings has been prepared based on analysis result and seismic detailing of various structural element as per BNBC - 2015. Comparative study has been carried on required materials cost for major structural element of these building (beams, columns and shear walls) among four seismic zones. Average required reinforcement of structural elements (beams, columns and shears walls) been calculated separately for four seismic zones of Bangladesh. It is found that average required reinforcements per square feet of 150 feet height building are 1.87 kg, 2.09 kg, 2.29 kg and 2.97 kg in zone -1, zone -2, zone -3 and zone - 4, respectively. Also 1.625 kg, 1.925 kg, 2.247 kg and 2.643 kg reinforcements are required for every unit area of 80 height building. Average reinforcement’s cost in taka for each square feet area of this structure (80feet height) are 97 taka, 116 taka,135 taka,159 taka, respectively in Zone -1, Zone -2, Zone -3, Zone - 4, respectively. One the other hand Average reinforcement’s cost in taka for each square feet area of this structure (150 feet height) are 86 taka, 104 taka,123 taka,146 taka, respectively in Zone -1, Zone -2, Zone -3, Zone - 4, respectively.

Journal of South Asia Disaster Studies

Devi Datt Joshi

Himalaya - Hindukush, the world`s youngest mountain belt envelopes the SAARC region all along its northern fringe. These lofty mountain ranges are spread over Afghanistan in the west and Bangladesh in the east across Pakistan, India, Nepal and Bhutan. These mountains are a boon to the socio-economic growth of this region as they control the climate, water resources and monsoon of the region. At the same time being very young in age the Himalaya is still isostatically imbalanced and geodynamically active due to northward push of the Indian Plate towards the Eurasian plate. Due to under-thrusting of the lndian plate beneath the Eurasian plate stresses are generated. When these stresses reach a critical stage, they are released in the form of earthquakes. The magnitude of these earthquakes is governed by the amount of stresses accumulated within the fault zones. The south Asian region has a history of catastrophic earthquakes which have rocked the region time and again. There have been huge losses of life and property in- spite the low population density in the olden times when many of these earthquakes have taken place. A great or major earthquake in the modern times, in this region may create havoc with huge loss of life and property due to high population density and rapidly developing infrastructure. Earthquake vulnerability assessment of an area depends on major geological/geophysical components viz. mapping and characterizing active faults; seismic microzonation; assessment of seismicity induced landslides, and, revisiting seismic history of the area. The paper presents a review of the seismotectonics and earthquake vulnerability of the Hiamlaya-Hindukush belt. The present status with in the SAARC countries as regards to their seismic hazard assessment is also discussed.

Journal of Seismology

Sujit Kumar Dash

Roger Bilham

The purpose of this article is to examine some of the underlying reasons why populations are especially vulnerable to earthquakes in Pakistan, India, Nepal, Bangladesh and Myanmar, and why a perceived disconnect exists between earthquake resistant engineering and those populations most at risk from earthquakes. The history and tectonic setting of earthquakes in the region is critically examined. The article notes that urban growth and changes in building styles have rendered urban populations more vulnerable than in the past, but that there exist numerous hidden factors within the structure of societies that act to thwart the best intentions of seismologists and engineers to apply ubiquitous earthquake resistance.

New Frontiers in Integrated Solid Earth Sciences

Walter D Mooney

Hla Hla Aung

Although detailed historic account of earthquakes exist, many questions regarding the mode of deformation from the point of view of the plate tectonics remains unresolved. The author gathered the information by reinterpretation of the historical earthquakes and add to the previous understanding and provides a fresh perspective on inter-and intraplates seismogenic zones. Since ancient times, a series of earthquakes occurred along the Sagaing fault zone in a right-lateral strikes-slip sense including the related faults which are located at short distances to the west of the Sagaing fault. Co-seismic changes related to these earthquakes are summarized from the published literature (reference cited). The earthquakes of magnitude M>7.0 occurred along the Sagaing fault and other earthquakes M<7.0 occurred in plate interior settings. Despite being a small booklet among the books on the historical earthquakes in Myanmar, this booklet has been analyzed within the context of present-day understanding of earthquake seismology. A detailed morphotectonic study was carried out in this region using satellite remote sensing techniques to correlate the seismicity with tectonics. Much of the work presented in this book has been published as research papers in quarterly issue of the Tech Digest Magazine, Myanmar Engineering Society. (web site: www.mes.org.mm)

Bangladesh Journal of Environmental Science

Dr Md Towhidul Islam

1. ABSTRACT Earthquake is one of the most natural disasters causes a great loss of lives and properties. It causes severe damages of buildings, roads, bridges, including the changes of civilization. Earthquake proves that nothing is universal except changes. Past history showed that every country faced minor to major earthquake including Bangladesh. Bangladesh faced severe earthquake in the 18 th century which caused wide damages. On the basis of earthquake severity Bangladesh has three zones like zone-I covers Sylhet and Mymensingh regions, zone-II Dhaka and zone-III northern and costal regions. There is possibility of occurrence of major earthquake in Bangladesh. So, wide research is essential. Earthquake cannot be controlled or protected but awareness is essential for saving the lives and properties. Here earthquake disaster is critically evaluated and awareness guideline has been widely established.

Syed Humayun Akhter

Introduction: Dhaka, one of the oldest historical cities in the Indian sub-continent and now the capital of Bangladesh, is vulnerable to earthquakes. In broad terms, Bangladesh is an earthquake-prone country; its northern and eastern regions in particular are known to be subjected to earthquakes of magnitudes greater than 5 on the Richter scale. The geotectonic set-up of the country, which is located along two of the planet’s active plate boundaries, suggests high probabilities of damaging future earthquakes and the possibility of rarer but extraordinarily large earthquakes that can cause damage far from their epicenters. The juxtaposition of the Himalayan orogen along with its syntaxis northeast of Bangladesh and the convergent BurmaArc plate boundary in the east make this land and Dhaka, in particular, vulnerable to high-magnitude earthquake events. Dhaka, a fast growing and densely populated (12.8 million as of 2008) mega city, poses an extremely high risk because of its population density (45,508 per km2) and innumerable high-rise apartments and office buildings constructed through ignoring the Bangladesh National Building Code (BNBC) and failing to adhere to standard construction practices.According to Earthquake Disaster Risk Index (EDRI) parameters Dhaka is one of the top twenty high earthquake risk cities in the world (Cardona et al., 1999). The hazard that is inferred from tectonic analysis is backed by historic evidence. Bangladesh, a country of multiple natural disaster vulnerabilities, and its capital Dhaka are under the looming threat of cataclysmic earthquakes. Records show that large earthquakes have previously ravaged the country and the neighbouring region several times over the last 450 years.

Sift Desk Journals

A massive earthquake of 7.7 magnitude struck south-central Pakistan on September 24, 2013. The epicenter of the earthquake was 63 km north-north-east (NNE) of Awaran in Baluchistan. The earthquake caused the death of 386 people, leaving thousands homeless. The earthquake also affected different cities in Iran, India and Afghanistan. The fundamental cause of the earthquake was displacement along oblique-strike-slip fault at a depth of only 15 km (9.3 miles). The quake has created an island in the Arabian Sea which is an unusual in case of strike-slip faulting and it raises the question of the nature and original mechanism of the earthquake. The formation of the island indicates that there is a significant push of the northward moving Indo-Pakistani plate along with oblique-strike-slip faulting which was the original motion of the earthquake. These facts were discussed and explained in this paper.

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Earthquakes and Volcanoes

Earthquakes and Volcanoes introduces students to the causes and effects for both of these natural phenomena. Students will discover many facts about each of these disasters and will be able to explain what causes an earthquake or volcano. They will learn several related terms as well.

The “Options for Lesson” section of the classroom procedure page provides a number of additional suggestions for things you can do during the lesson. One such suggestion is to have students build a model of a volcano to present to the class. Another option is to assign students historical volcanic eruptions or earthquakes to research and present to the class.

Description

Additional information, what our earthquakes and volcanoes lesson plan includes.

Lesson Objectives and Overview: Earthquakes and Volcanoes explores the causes and effects of these two natural disasters. Students will learn the causes and effects and will be able to explain which ones relate to which disaster. They will discover many facts throughout the lesson, as well as important vocabulary that relate to earthquakes and volcanoes. This lesson is for students in 3rd grade and 4th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. For this lesson, you will simply need colored pencils in addition to the handouts. You may also, however, review some videos involving these natural disasters to show students throughout the lesson if you want to.

Options for Lesson

Included with this lesson is an “Options for Lesson” section that lists a number of suggestions for activities to add or substitutions to make for activities already in the lesson. For the Earthquakes and Volcanoes lesson plan, these options include assigning students to build a model volcano to present to the class. You could make this an in-class assignment as opposed to an at-home project and have students work with partners or in groups. Another suggestion is to have students build a model of a house and demonstrate the effects of an earthquake on the home. You could plan a volcano and earthquake week that involves showing a different video related to the subject every day. You could also have students research specific events involving one of these two natural disasters and present their findings to the class.

Teacher Notes

The teacher notes page adds an extra paragraph of information for you to use. It states a few extra guidelines and ideas to help you as you administer the lesson plan to your students. Depending on where you live, your students may have felt an earthquake or tremors. Along the same lines, you might live near a volcano. If you can, use this to your advantage as you talk to students about these natural disasters. There are also several empty lines that you can use to write additional notes for your lesson.

EARTHQUAKES AND VOLCANOES LESSON PLAN CONTENT PAGES

Earthquakes.

The Earthquakes and Volcanoes lesson plan contains three content pages. Students will first learn about earthquakes and define related terms, such as tremor, faults or fault lines, and epicenter. They will discover, for instance, that the ground is always moving. While they may not be able to feel the movement, the earth’s crust constantly moves, more often in some places than in others. The cracks in the earth’s crust are called fault lines. A diagram on the first page labels the parts of an earthquake.

Students will discover the concept of magnitude as well. A seismograph records the motion of the earth’s crust all over the world and can thus measure the size, or magnitude, of an earthquake. If the magnitude is high, there will likely be much more damage in any affected areas. Earthquakes with lower magnitudes usually generate less damage. Students will also recognize how a single earthquake can affect the surface of the earth hundreds of miles from the epicenter. If an earthquake occurs under water, it can cause a tsunami. A tsunami can cause major damage and flooding if it reaches the coastline.

Next, students will learn about volcanoes, what causes eruptions, and what effects may occur as a result. They will learn that one effect of an earthquake is that it can be the cause of a volcanic eruption! The lesson defines the terms magma and lava and explains how the two differ from each other. Magma is the hot molten rock deep beneath the surface of the earth. It rises upward and can reach the earth’s surface. When a volcano erupts, the hot liquid rock becomes lava. Magma, then, is the hot liquid rock inside a volcano; lava is the hot liquid rock outside the volcano.

The lesson also describes how scientists classify volcanoes. The three classifications are active, dormant, and extinct. Active means a volcano recently erupted or may possibly erupt again. Dormant means the volcano has not erupted for a very long time, but it’s possible it will erupt in the future. Only extinct volcanoes will never erupt again. Normally, these include volcanoes that have not erupted for thousands of years.

Students will learn that there are about 1500 active volcanoes in the world today. In the United States, you can find volcanoes in Hawaii, California, Alaska, Oregon, and Washington. Students will discover that, similar to how an earthquake can cause a volcano to erupt, a volcano can cause an earthquake or tsunami! It can also cause flash floods, rock falls, mudslides, and avalanches. The last page shows a diagram that labels the different parts of a volcano.

Here is a list of the vocabulary words students will learn in this lesson plan:

• Crust: the top layer of the earth
• Earthquake: a natural disaster that occurs when blocks of the earth slip past one another and move the earth’s crust
• Fault/fault line: a crack in the crust
• Hypocenter: the location below where the earthquake starts
• Epicenter: the area directly above the hypocenter on the surface of the earth
• Tremor: a small vibration that follows an earthquake
• Seismograph: a device that records the motion of the earth’s crust at locations all around the world
• Magnitude: the size of an earthquake
• Tsunami: an underwater earthquake that results in a very large ocean wave
• Volcano: a rupture on the crust of the earth that allows hot lava, volcanic ash, and gases to escape from a magma chamber below the surface
• Magma: hot, molten rock deep below the earth’s surface
• Lava: liquid rock (magma) that erupts from the volcano

EARTHQUAKES AND VOLCANOES LESSON PLAN WORKSHEETS

The Earthquakes and Volcanoes lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. Each one will help students solidify their grasp of the material they learned throughout the lesson. You can refer to the classroom procedure guidelines to know when to hand out each worksheet.

COLOR AND LABEL ACTIVITY WORKSHEET

There are two worksheets for the activity. For the first worksheet, students will color the volcano on the page and label the different parts. They will then draw a picture below it that shows what the “underneath” of a volcano looks like. You can review the answer key for an idea of what they should draw. Students can also include any other details that they want to.

The second worksheet shows a diagram of an earthquake. Students will label the diagram using the four words in the word bank. They will then color the two pictures of houses below the diagram.

MATCH THE TERM PRACTICE WORKSHEET

For the practice worksheet, students will read 15 terms. They will mark whether the term relates to an earthquake (E) or a volcano (V). Then, they will write the definition in the space next to it. You can decide whether or not you allow students to reference the content pages when they need help.

EARTHQUAKES AND VOLCANOES HOMEWORK ASSIGNMENT

The homework assignment lists 12 multiple choice questions. Students must circle the correct answer for each question. You can choose whether or not students can use the content pages for reference.

Worksheet Answer Keys

The final pages of this lesson plan provide answer keys for the worksheets, including the activity. For the activity, the answer key provides a primitive version of what students should do for the volcano. The goal is for them to understand that magma is inside and beneath the volcano. It also outlines where the labels should go. The practice worksheet answer key defines the terms using the information from the content. Students’ answers should reflect these definitions fairly closely. The answer key for the homework assignment highlights the correct answers in red. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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Earthquakes and volcanoes

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Find more at TeachEngineering.org .

• TeachEngineering
• Earthquakes Living Lab: Designing for Disaster

Hands-on Activity Earthquakes Living Lab: Designing for Disaster

Grade Level: 8 (6-8)

Time Required: 1 hour

Expendable Cost/Group: US $0.00

Group Size: 2

Activity Dependency: None

Subject Areas: Earth and Space, Physical Science

NGSS Performance Expectations:

• http://www.teachengineering.org/livinglabs/earthquakes/

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Engineering connection, learning objectives, materials list, worksheets and attachments, more curriculum like this, introduction/motivation, vocabulary/definitions, activity extensions, activity scaling, additional multimedia support, user comments & tips.

Engineers often use data collected from measurement tools to analyze powerful events such as earthquakes. From seismographs, engineers and researchers determine the strength or magnitudes of earthquakes, from which they can make predictions. The magnitude and type of shaking affects how structures respond. Engineers must consider earthquake potential when designing new structures or evaluating the safety of existing structures. Most structures have a foundation, or a method for supporting the structure in the ground. To design adequate foundations, engineers must understand the properties of the materials on which they are building, which includes studying the geology of the Earth. For large construction projects, especially those near faults and coastlines, engineers consider the effects of plate tectonics and the Earth's structure. If one tectonic plate suddenly slips with respect to another plate, it can trigger a massive earthquake and/or tsunami.

Scientists and engineers around the globe gather data through observation and experimentation and use it to describe and understand how the world works. The Earthquakes Living Lab gives students the chance to track earthquakes across the planet and examine where, why and how they are occurring. Using the real-world data in the living lab enables students and teachers to practice analyzing data to solve problems and answer questions, in much the same way that scientists and engineers do every day.

After this activity, students should be able to:

• Describe examples of the types of damage caused by earthquakes.
• Describe how engineers design buildings to resist earthquakes.
• Examine what subsurface materials are most and least likely to result in significant damage from earthquakes.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

View aligned curriculum

Do you agree with this alignment? Thanks for your feedback!

State Standards

Colorado - science.

Each group needs:

• computer or other device with Internet access
• journal or writing paper for each student
• pen or pencil, one per student
• Designing for Disaster Worksheet , one per group

What happens when two tectonic plates suddenly slip past one another? (See if students know.) That's right, an earthquake occurs. The slipping causes shaking, or vibration in the form of surface and body waves. The seismic waves travelling through the Earth can damage human-made structures such as roadways, buildings and pipelines. What can we do about it?

For regions that are prone to earthquakes, engineers can design structures to resist or withstand the forces generated by earthquakes. How would you do this? (Listen to student ideas?) Some structures are engineered to be stronger or stiffer, while other structures are engineered to react to earthquake forces by being more flexible and bending.

Engineers also take into consideration the subsurface soil and rock properties when designing the foundations for structures that will be located in areas where earthquakes occur. Some subsurface ground types are more susceptible to shaking from earthquakes than others. Let's learn more about this.

Before the Activity

• Make copies of the Designing for Disaster Worksheet , one per group. The worksheet serves as a student guide for the activity.
• Make arrangements so that each student group has a computer with Internet access.
• Setup a free account (username and password) in order to access the National Geographic's Forces of Nature interactive simulation (for the Explore section of the worksheet).
• Decide whether to have students work together in one journal or keep individual journals.

With the Students

• Divide the class into student pairs, and have them assemble at their computers with journals/paper and writing instruments.
• Hand out the worksheets to the groups and direct them to read through the instructions.
• Before looking at the Earthquakes Living Lab, have pairs complete the Engage section of the worksheet:
• Look around your classroom. Name one thing that may fail or break during an earthquake.
• Overall, do you think your school is prepared to withstand an earthquake? Explain why or why not.

• Guide students to the seventh (last) link on the page, "How do engineers use models and earthquake simulations to test designs for earthquake-resistant buildings and structures?" and have them watch the five-minute video  (Video recap: Researchers use the world's largest "shake table" to test new construction methods for buildings in areas prone to earthquakes.)
• From what they learned in the video, have student answer the first question in the Explore section by recording one type of test that researchers conduct and one design component engineers may use in buildings that experience seismic activity.
• Have students move on to get an in-depth look into why earthquakes occur and an earthquake simulation to see a demonstration of different magnitude earthquakes: https://youtu.be/RqqqSnaTfQo
• After watching the video and digesting the information, have students answer the fifth question in the Explore section: Note one thing that failed during an earthquake.
• Direct students to the fourth link on the San Francisco Earthquakes Living Lab page, titled "How do earthquakes affect buildings?" to watch a simulation of how earthquakes affect buildings. Go to the USGS link at https://www.usgs.gov/media/videos/shaking-frontier-building-anchorage-alaska-during-mw71-earthquake-january-24-2016 . Have students write down two new details they learned from this video on how earthquakes affect buildings.
• To explore the different effects of a soil type on earthquake damage, direct students to read the following article: https://www1.wsrb.com/blog/the-effects-of-soil-type-on-earthquake-damage . Have them answer the following questions:
• Which type of ground soil would result in the least amount of damage to buildings?
• Name at least 3 other factors that have an effect on an earthquakes’ damage.
• Return to the San Francisco Earthquakes Living Lab page, have students select the sixth link titled, "How do engineers design buildings that withstand the forces of earthquakes?" at https://www.exploratorium.edu/explore/seismic-science/engineering . Have students read the Exploratorium Seismic Engineering article about the importance of design, construction materials and location, especially the "Location, location, location" section, and then briefly compare the impact of seismic waves on structures built on solid rock vs. on softer soils.
• After having read the entire Faultline "Damage Control: Engineering" information about engineering design principles related to earthquakes, have students answer the Explain question: If you were to design a building in an earthquake area, what factors would you consider to result in the least amount of damage?
• Elaborate: To conclude the worksheet, direct students to summarize what they learned about important considerations and how to design buildings in earthquake-prone areas: Thinking as engineers, draw a sketch of a building that could withstand a strong earthquake and explain your key design features.

earthquake: A natural destructive event that occurs when two tectonic plates suddenly slip past one another, creating seismic waves.

seismic wave: A wave of energy created by an earthquake that travels through the Earth's layers.

subsurface: Earth material (such as rock) that is near but not exposed at the surface of the ground.

tectonic plates: Large sections of the Earth's crust (lithosphere) that move, float and sometimes fracture and whose interaction causes much of the planet's seismic activity as well as continental drift, earthquakes, volcanoes, mountains and oceanic trenches.

Pre-Activity Assessment

Introduction: For the Engage section of the Designing for Disaster Worksheet , have students 1) look around the classroom and identify one thing that may be unsafe in an earthquake, and 2) think about whether or not the school building would be safe during an earthquake.

Activity Embedded Assessment

Exploring Earthquake Design: As part of completing the worksheet , students turn in summaries of their findings about designing earthquake-resistant buildings. Gauge their understanding by leading a class discussion: What ground material is best for building on? What foundations are best? What are some other hazards that must be taken into account? (For example, likelihood of tsunamis, ground susceptibility to liquefaction.)

Post-Activity Assessment

Extra Exploration: To wrap up the worksheet , students think about their own design ideas and draw their own building sketches for earthquake-proof constructions. Have students share their key design ideas with the class, or grade them individually.

Have students explore the other two regions in the Earthquakes Living Lab (Japan and Chile).

Assign students to explore historical earthquakes or buildings designed specifically for withstanding earthquakes.

Have student pairs build off their research and simulations experience by making their own model structures for testing, as described at the IDEERS Earthquake Engineering Competition website at http://www.ideers.bris.ac.uk/comp/comp_home.html . The instructions specify that models be made from MDF board, paper, glue and string, be four stories high on a limited footprint and be able to carry 7.5 kg or more, but could modified as desired. Click on the rules (materials, structure and vertical load) to get started. The website also includes model-making techniques (construction tips, bracing hints, etc.) Alternatively, have students conduct the Shake It Up! Engineering for Seismic Waves activity, during which they design and build shake tables to test their own model buildings made of toothpicks and mini marshmallows.

• For lower grades, skip the Elaborate worksheet section and/or conduct the activity as a class.
• For upper grades, have students work individually and/or have them include both good and bad earthquake-proof design sketches on their worksheets.

As part of the activity (Explore section of the worksheet), show students the five-minute Science Nation Earthquake Testing video at the Windows to the Universe website at  https://www.youtube.com/watch?v=7hoSqazNmfY.

Students learn about the types of seismic waves produced by earthquakes and how they move through the Earth. Students learn how engineers build shake tables that simulate the ground motions of the Earth caused by seismic waves in order to test the seismic performance of buildings.

Using the online resources at the Earthquakes Living Lab, students examine information and gather evidence supporting the theory. Working in pairs, students think like engineers and connect what they understand about the theory of plate tectonics to the design of structures for earthquake-resistance...

They make a model of a seismograph—a measuring device that records an earthquake on a seismogram. Students also investigate which structural designs are most likely to survive an earthquake.

Students make sense of the design challenges engineers face that arise from earthquake phenomena. Students work as engineering teams to explore concepts of how engineers design and construct buildings to withstand earthquake damage by applying elements of the engineering design process by building t...

Contributors

Supporting program, acknowledgements.

This curriculum was created with the support of National Science Foundation grant no. DUE 0532684. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: August 16, 2023

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Geography Gr. 10 Earthquakes and Volcanoes T2 W6

Earthquakes: Case study Volcanoes: Concepts, Characteristics and Location

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