STEAM EDUCATION
SHAKE TABLE KIT
PREVENTING EARTHQUAKE DISATERS UNIT
CURRICULUM GUIDE
WELCOME TO CUBIT
Every aspect of Cubit is designed with education in mind because our
curriculum is developed and used by teachers. Each unit is created, reviewed
and revised based on real world classroom experience and best practices
in STEAM education. We do the heavy lifting of creating formal lesson plans
so you can focus your time on doing what you love - teaching.
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STEAM EDUCATION
Each Cubit Curriculum Unit consists of a cohesive framework
that allows students to unpack big ideas through a series
of highly engaging lessons that are aligned to content
standards.
The projects create the opportunity for students to explore
key concepts through hands-on experiences, grapple with
misconceptions, and develop a STEAM growth mindset
through an infusion of design thinking elements that rewards
creative risk taking.
SHAKE TABLE KIT CURRICULUM GUIDE
Cubit Curriculum is designed as a flexible, modular sytem
so educators can choose which format works for their
needs. Cubit Curriculum Unit Plans include a PDF format for
easy downloading and sharing, creating a compact layout to
reduce printing demands and ensuring clear pictures when
handouts are photocopied in black and white. Unit plans are
comprised of simple setup guides, detailed lessons along
with at a glance guides, student worksheets, and specific
Cubit Workshop plan files that can be used collectively or
separately.
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STEAM EDUCATION
EARTH SCIENCE KIT
SHAKE TABLE KIT CURRICULUM GUIDE
/ Middle School
Preventing Earthquake Disasters Unit Plan
TABLE OF CONTENTS
Curriculum Standards Mapping
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Curriculum Concept Connections
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Curriculum Thematic Framework
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Lesson 1: Earth’s Moving Surface
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Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
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Lesson 2: The Ring Of Fire: Modeling Real Tsunamis
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Lesson 3: Impacts of Surface Shaking
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Suggested Materials List for Building Earthquake-Safe Structures
Materials Research Worksheet
Proposal Worksheet
Lesson 4: Prototyping Earthquake-Safe Buildings
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Lesson 5: Appealing Earthquake-Safe Designs
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Letter from the Funders
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STEAM EDUCATION
CUBIT STANDARDS MAPPING
SHAKE TABLE KIT CURRICULUM GUIDE
Unit Title: Preventing Earthquake Disasters
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
Tags: Science, Earth Science, Physical Science, Engineering, Computer Science, 7th Grade, Middle School, NGSS,
Wave Motion, Natural Hazards
Cubit Kit: Earth Science (1x Cubit Controller, 2x Servo Motor Smartware, 1x Potentiometer Smartware, 1x 9-Axis
IMU Smartware, 1x Light Sensor Smartware)
Grade Level: Middle School
NEXT GENERATION SCIENCE STANDARDS
MS-ESS2 Earth’s Systems
MS-ESS2-2. Construct an explanation based on evidence for how geoscience
processes have changed Earth’s surface at varying time and spatial scales.
MS-ESS3 Earth and Human Activity
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic
events and inform the development of technologies to mitigate their effects.
MS-PS4 Waves and their Applications in Technologies for Information Transfer
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-LS3 Engineering Design
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific
principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to
determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several
design solutions to identify the best characteristics of each that can be
combined into a new solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
SCIENCE & ENGINEERING PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Analyzing and Interpreting Data
ESS2.B: Plate Tectonics and
Large-Scale System Interactions
Influence of Science, Engineering, & Technology on Society and the Natural World
Developing and Using Models
ESS3.B: Natural Hazards
Patterns
Constructing Explanations and
Designing Solutions
PS4.A: Wave Properties
Scale, Proportion, and Quantity
Using Mathematics and
Computational Thinking
ETS1.A: Defining and Delimiting
Engineering Problems
Structure and Function
ETS1.B: Developing Possible
Solutions
Stability and Change
ETS1.C: Optimizing the
Design Solution
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Collaborating Around
Computing
Computing Systems
Devices
Abstarction
Recognizing and Defining Computational Problems
Computing Systems
Hardware and Software
Communication and
Coordination
Developing and Using
Abstractions
Computing Systems
Human–Computer
Interaction
Creating Computational
Artifacts
Data and Analysis
Collection
Testing and Refining
Computational Artifacts
Data and Analysis
Visualization and Transformation
Troubleshooting
System Relationships
Algorithms and Programming
Algorythms
Algorithms and Programming
Modularity
Algorithms and Programming
Program Development
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STEAM EDUCATION
CUBIT CONCEPT CONNECTIONS
SHAKE TABLE KIT CURRICULUM GUIDE
Unit Title: Preventing Earthquake Disasters
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
BIG IDEAS
Lesson 1:
- Earth’s Entire Crust is Composed of Plates
- Earth’s Plates are Always Moving Relative to Each Other
- Earthquakes Occur When Plates Move Suddenly
Lesson 2:
- Earthquakes Cause Tsunamis by Transferring Motion Energy to Water
- Earthquakes with Greater Strength Create Waves With Greater Amplitude
- The Amplitude of a Wave Determines its Height
Lesson 3:
- Earthquakes Can Move The Earth’s Surface In Multiple Directions
- The Mass of an Object Affects How it Moves in an Earthquake
- Taller Structures Are Affected More By Shaking
Lesson 4:
- Engineering Earthquake-Safe Structures Involves Considering Aspects of Shaking
- Engineers and Architects Must Consider Safety, Cost, and People’s Needs
Lesson 5:
- Human-Centered Design Creates Solutions Based on How Humans Will Use The Design
- Engineers Use Data to Support Arguments for Earthquake-Safe Designs
ESSENTIAL QUESTIONS
Lesson 1:
- What causes the movement of an earthquake?
Lesson 2:
- How does an earthquake on the ocean floor affect ocean water to cause a tsunami?
Lesson 3:
- What affects how materials move in an earthquake?
Lesson 4:
- How can we use technology to design and test an earthquake-safe building?
Lesson 5:
- What makes for an ideal earthquake-safe building design?
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
STEAM COMPONENTS
Science (Plate Tectonics, Natural Hazards. Wave Motion)
Technology (Controlling Motion, Using Sensors to Record Data)
Art (Design, Architecture)
Engineering (Form and Function, Iteration, Material and Cost Constraints)
Math (Measurement and Data, Statistics and Probability)
DESIGN THINKING FOCUS
Explore: Define a Challenge, Identify Solution Criteria, Gather Information
Imagine: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
Prototype: Build A Prototype, Plan and Conduct Testing, Troubleshoot Issues
Iterate: Provide and Receive Feedback, Identify Revisions, Replan, Rebuild, Retest
Communicate: Create and Give Presentations, Get New Perspectives, Document and
Incorporate Insights
EXTENSIONS
1 - Hot Spot City: The Ideal Earthquake-Safe City
Students design a variety of structures to create their own “cities” ideal for areas where
earthquakes are common. Students use motion sensors to test the
structures to limit their motion.
2 - Surviving Tsunamis: Solutions for Reducing the Impact of Extreme Waves
Students consider the impact of tsunamis on coastlines and design solutions to reduce the
impact. Students model how the ocean floor becomes shallower near coastlines and
explore how this affects the amplitude of the waves. Students test designs for devices to
limit the impact of tsunamis on coastal cities.
3 - Panning for Gold: Separating Sediment with the Shake Table
During the Gold Rush, gold prospectors rushing to make a fortune used shaking to
separate heavy gold from lighter sediment. In this extension, students research the
methods used by miners seeking precious metals and the properties of different types of
sediment to create a design for a modern gold panning system. Using the shake table,
students build and test a system to separate sediment from desired materials, and test its
efficacy through testing.
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
CORE VOCABULARY
Lesson 1:
1 - Earthquake
2 - Earth’s Crust
3 - Plate Tectonics
4 - Plate Boundary
Lesson 2:
5 - Amplitude
6 - Energy
7 - Tsunami
8 - Waves
Lesson 3:
9 - Direction
10 - Mass
11 - Height
Lesson 4:
12 - Criteria
13 - Design
14 - Prototype
Lesson 5:
15 - Architecture
16 - Human-Centered Design
CORE VOCABULARY
Lesson 1:
1 - Epicenter
2 - Scale
Lesson 2:
5 - Frequency
6 - Natural Hazard
7 - Ring of Fire
Lesson 3:
9 - Vibration
Lesson 4:
12 - Engineer
Lesson 5:
None
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
CUBIT CURRICULUM THEMATIC FR AMEWORK
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
CONCEPTUAL FLOWS
Lesson 1 - Earth’s Moving Surface
Lesson 2 - The Ring of Fire: Modeling Real Tsunamis
Lesson 3 - Impacts of Surface Shaking
Lesson 4 - Prototyping Earthquake-Safe Buildings
Lesson 5 - Appealing Earthquake-Safe Designs
LESSON DURATION
60 minutes/lesson
LEARNING OBJECTIVES
Students will be able to:
CONNECTIONS
VOCABULARY
Lesson 1
Explain different types of plate
Earth’s Entire Crust is Composed
Earth’s Moving
Surface
motion
of Plates
Create a model of plate
boundaries generating surface
Earth’s Plates are Always
Earthquake
Crust
Plate Tectonics
movement
Interpret motion sensor data to
compare the sudden plate
movements causing earthquakes to
the slow motion of constant plate
motion
Lesson 2
The Ring of Fire:
Modeling Real
Tsunamis
Analyze geographical tsunami and
earthquake data of the Pacific Ring of
Fire and apply understanding of plate
tectonics to explain its existence
Moving Relative to Each Other
Earthquakes Occur When Plates
Move Suddenly
Earthquakes Cause Tsunamis
by Transferring Motion Energy
to Water
Model a tsunami using the
Earthquakes with Greater
Strength Create Waves With
shake table
Greater Amplitude
Explain the concept of the amplitude of a wave using measurement
The Amplitude of a Wave
Determines its Height
Plate Boundary
Epicenter
Scale
Amplitude
Energy
Tsunami
Waves
Frequency
Natural Hazard
Ring of Fire
Slope
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STEAM EDUCATION
Lesson 3
Impacts of Surface
Shaking
Program the dial smartware of the
Shake Table to test the effects of
Earthquakes Can Move The
Earth’s Surface In Multiple
Direction
Mass
different degrees of shaking intensity
Directions
Height
Explain factors that affect the
impact of surface shaking on
The Mass of an Object Affects
Vibration
different materials
Lesson 4
Prototyping Earthquake-Safe Buildings
Taller Structures Are Affected
More By Shaking
Engineering Earthquake-Safe
Structures Involves Considering
Criteria
Design
the impact on occupants
Aspects of Shaking
Prototype
Identify criteria for a successful
Engineers and Architects Must
Consider Safety, Cost, and People’s Needs
Engineer
Human-Centered Design
Creates Solutions Based on How
Architecture
Human-Centered
Humans Will Use The Design
Design
Take into account material and cost
constraints
Appealing Earthquake-Safe Designs
How it Moves in an Earthquake
Prototype buildings that can
withstand earthquakes and minimize
design
Lesson 5
SHAKE TABLE KIT CURRICULUM GUIDE
Consider the principles of
Human-Centered Design to revise
a design that is safe, functional,
and appealing
Analyze motion sensor data to
support an argument for a design
Engineers Use Data to
Support Arguments for Earthquake-Safe Designs
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
PREVENTING EARTHQUAKE DISASTERS
Lesson 1: Earthquake Disasters
Unit Title: Preventing Earthquake Disasters
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
ESSENTIAL QUESTION: - What causes the movement of an earthquake?
ESSENTIAL QUESTION: - Earth’s Entire Crust is Composed of Plates
- Earth’s Plates are Always Moving Relative to Each Other
- Earthquakes Occur When Plates Move Suddenly
LEARNING OBJECTIVES - STUDENTS WILL BE ABLE TO...
- Explain different types of plate motion
- Create a model of plate boundaries generating surface movement
- Interpret motion sensor data to compare the sudden plate movements causing
earthquakes to the slow motion of constant plate motion
DESIGN THINKING CONNECTIONS
Explore: Identify Solution Criteria
Imagine: Brainstorm Solutions, Evaluate and Select Ideas
Prototype: Plan and Conduct Testing, Troubleshoot Issues
Iterate: Replan, Rebuild, Retest
Communicate: Document and Incorporate Insights
NEXT GENERATION SCIENCE STANDARDS
SCIENCE & ENGINEERING PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Analyzing and Interpreting Data
ESS2.B: Plate Tectonics and
Large-Scale System Interactions
Patterns
Developing and Using Models
ESS3.B: Natural Hazards
Scale, Proportion, and Quantity
Using Mathematics and
Computational Thinking
Stability and Change
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Creating Computational
Artifacts
Computing Systems
Hardware and Software
Communication and
Coordination
Testing and Refining
Computational Artifacts
Computing Systems
Troubleshooting
Computing Systems
Collection
Data and Analysis
Visualization and Transformation
Data and Analysis
Visualization and Transformation
Algorithms and Programming
Program Development
IMPORTANT TERMS
CORE VOCABULARY:
1- Earhquake
2- Earth’s crust
3- Plate tectonics
4- Plate Boundary
SECONDARY VOCABULARY:
1- Epicenter
2- Scale
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
PREVENTING EARTHQUAKE DISASTERS
Lesson 1: Earthquake Disasters
Setup, Preparation and Clean Up
MATERIALS
- 1 per student group - Cubit Earth Science Kit
1 - Cubit Controller
2 - Servo Motor Smartware
1 - Potentiometer Smartware
1 - 9-Axis IMU Smartware
1 - Light Sensor Smartware
- 1 per student group - USB Power Cable for each Cubit Controller or 4 - AA Batteries
- 1 per student group - laptop or Chromebook with Workshop installed
- 1 per student group - set of Shake Table project materials
- 3D-printed Shake Table project parts, pre-purchased or printed from CAD files on a school
3D-printer
- Cardboard and tape to construct two Shake Table platforms.
RESOURCES
Cubit Computer Science Skills Guide
Shake Table Instructions
PREPARATION
Before First Class:
1 - Identify 1-3 brief video segments showing footage of earthquakes, the damage caused by earth
quakes, and/or reenactments of earthquake shaking. Preview the videos to identify segments that
best show the effects of the earthquakes.
a - Consider searching for videos showing:
- The 1906 San Francisco earthquake (California, USA)
- The 1923 Great Kantō earthquake (Tokyo, Japan)
- The 1995 Great Hanshin earthquake (Kobe, Japan)
- The 2015 Gorkha earthquake (Barpak, Nepal)
- The 1989 Loma Prieta earthquake (California, USA)
- A compilation of several high-magnitude earthquakes, e.g. results of a search query such as
“top ten strongest earthquakes”.
b - Note that most videos on YouTube and other video streaming websites are protected by
copyright law, which limits how the videos may be shown. As of the date of this curriculum’s
release, YouTube permits classroom use as long as videos are streamed directly from the site,
whereas downloading and showing a video without credit is not permitted. Always be sure to
check video permissions and applicable copyright law prior to showing.
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
c - It is possible on YouTube and other video websites to create a link that will load a video at a
desired timestamp, consider this as a time-saving strategy.
d - If desired, open multiple browser tabs for quick transition between videos, or create a queue
or playlist of the videos.
2 - Prepare to project or print copies of the plate map found at: https://pubs.usgs.gov/gip/dynamic/
slabs.html (from the USGS website).
3 - Note that this image is public domain and is not limited by copyright.
If using cardboard to construct Shake Table projects, consider asking students to bring cardboard
from home in the days leading up to the lesson.
4 - Designate a location for Shake Table storage.
Immediately Before Each Class:
- Load and pause the first video, or distribute video links and timestamp to students for use on
laptops or Chromebooks.
AGENDA
1 - Warm-up: Thinking about the Horns show (5 min)
2 - Theme and Essential Questions (5 min)
3 - Earth in Motion (15 min)
4 - Graphing Motion with IMU Smartware (10 min)
5 - Modeling Plate Boundary Motion (20 min)
6 - Reflection on Big Ideas (5 min)
CLEAN UP
1 - Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File (on student devices)
or to cloud storage (e.g. Google Drive).)
2- Disconnect from Cubit Controller and Exit Workshop
3 - Turn off or disconnect power
4 - Disassemble Cubit and Smartware.
5 - Store Shake Table materials in designated space.
6 - If necessary, return 4 AA Batteries to the designated space for storage and charging.
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
PREVENTING EARTHQUAKE DISASTERS
Lesson 1: Earth’s Moving surface
Lesson Detail / Duration: 60 minutes
ESSENTIAL QUESTIONS
- What causes the movement of an earthquake?
BIG IDEAS
- Earth’s Entire Crust is Composed of Plates
- Earth’s Plates are Always Moving Relative to Each Other
- Earthquakes Occur When Plates Move Suddenly
LEARNING OBJECTIVES
- Explain different types of plate motion
- Create a model of plate boundaries generating surface movement
- Interpret motion sensor data to compare the sudden plate movements causing
earthquakes to the slow motion of constant plate motion
AGENDA
1 - Warm-up: Earthquake Catastrophes (5 min)
2 - Theme and Essential Question (5 min)
3 - Earth in Motion (15 min)
4 - Graphing Motion with IMU Smartware (10 min)
5 - Modeling Plate Boundary Motion (20 min)
6 - Reflection on Big Ideas (5 min)
DIFFERENTIATION
Stretch - Custom Code Blocks
Scaffold - Vocabulary Cards, Student Guides, Provide Start Files, Explicitly Address
Misconceptions
COMMON MISCONCEPTIONS TO ADDRESS IN THIS LESSON
-
Earthquakes can only be caused by human activity.
Earthquakes are not related to plate motion.
Earthquakes happen randomly across Earth’s surface.
It is impossible to predict earthquakes.
The Earth’s surface is solid and fixed; it cannot move.
The Earth’s surface has always looked the way it does now.
Only the solid land of continents are plates.
Oceans are not part of Earth’s plates; plates are separated by oceans.
- Some parts of the Earth’s surface do not have solid rock underground.
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STEAM EDUCATION
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SHAKE TABLE KIT CURRICULUM GUIDE
Earth’s plates are piled on top of each other in layers.
Earth’s plates are not touching each other.
Earth’s plates are made of melted rock.
Areas with soft soil or loose sediment are not part of plates.
WARM-UP: EARTHQUAKE CATASTROPHES (5 MIN)
Activity Brief
- Show 1-3 videos of the shaking and damage caused by high-magnitude earthquakes.
- Elicit student ideas about the causes of earthquakes
Activity Detail
1 - Introduce the name of the unit, “Preventing Earthquake Disasters”, and the first video.
- Explain the title and purpose of the video: “In this unit, “Preventing Earthquake
Disasters”, we will be thinking about ways technology can help us understand and design
solutions to the damage caused by earthquakes. First, let’s observe videos of some real
earthquakes and how they affected people.”
- Identify the date and name of the earthquake shown in the video.
2 - Project the first video of earthquake shaking and damage, or prompt students
to load the video on their devices and navigate to the chosen timestamp.
3 - Elicit students’ observations and ideas about what caused the shaking.
- Ask, “What did you notice about the shaking of the earthquakes? What was it like?”
- Ask, “What do you think could cause the shaking that happened in the earthquake?
Why do you think it moved the way it did?”
- Accept all student responses.
4 - Repeat for the next 1-2 videos.
THEME AND ESSENTIAL QUESTIONS (5 MIN)
Activity Brief
- Introduce and contextualize the Unit Theme, “How Can Technology Help Us Learn How to
Survive Earthquakes?” .
- Introduce and contextualize the Essential Question: “What causes the movement of
an earthquake?”.
Activity Detail
1 - Contextualize the Unit Theme.
- Say, “Earthquakes have affected millions of people in large cities such as San Francisco, Tokyo, and
Kathmandu. Considering how to design earthquake-safe buildings, bridges, and other structures
is a problem that real geologists, engineers, and architects are trying to solve all over the world. An
effective solution to earthquake disasters can save thousands of lives and millions of dollars in
damage. We can use technology to model real earthquakes and try out ideas for solutions to this
serious challenge for humanity.”
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STEAM EDUCATION
SHAKE TABLE KIT CURRICULUM GUIDE
2 - Introduce the Unit Theme: “How Can Technology Help Us Learn How
to Survive Earthquakes?”
3 - Introduce the Essential Question: “What causes the movement of an earthquake?”
and explain the purpose of the lesson.
- Say, “To find earthquake safety solutions, engineers and architects must understand of the
science of earthquakes before they can design a solution that will work in a real earthquake
disaster. This way they can predict what might happen and how to handle it. Today we will
learn about the geology of earthquakes to help us think about how to design ways to reduce
the damage of earthquakes in real life.”
EARTH IN MOTION (15 MIN)
Activity Brief
- Explain the characteristics of Earth’s plates: sections of solid rock covering all of earth that touch
each other at plate boundaries
- Explain concept of plate tectonics: plates moving relative to each other, and generally move at
slow rates over thousands of years
- Describe different types of plate boundaries: transform boundaries, divergent boundaries, and con
vergent boundaries (including both subduction in the case of a boundary including oceanic crust,
and plate buckling in the case of continental-continental crust boundaries)
Activity Detail
1 - Introduce plates and plate tectonics.
- Ask, “What could be the source of an earthquake’s movement? Is the something
underground that is moving?”
- Explain that the Earth’s crust is constantly moving. “Even though we can only observe the
ground moving during an earthquake, the earth under our feet is actually always moving. All
of Earth’s surface has a thick layer of rock called the Earth’s crust. The crust on and around
continents is usually 30-50 kilometers thick (20-30 miles), and crust underneath oceans is
usually 5-10 kilometers thick (3-6 miles). The crust moves along the surface of the earth so
slowly that it is usually too slow for people to notice. In most places on Earth, it moves only
a few centimeters each year, which is about as fast as your fingernails grow!”
- “But not all parts of Earth’s crust move in the same way. Let’s look at the different ways
the crust moves in different areas.”
2 - Project or distribute the map of Earth’s plates.
3 - Point out plates and plate boundaries.
- Say, “This is a map showing different regions of Earth’s crust. Each of these regions moves
relative to the other regions. These regions are called plates.” Point out the names of 1-2 plates.
- Say, “Notice the lines between the colored regions. These are the plate boundaries,
the areas where two plates touch each other.
- Ask, “We know that all of Earth’s plates are moving all the time, so what do you think could happen at
places where two moving plates touch each other?” If time allows, solicit student responses.
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SHAKE TABLE KIT CURRICULUM GUIDE
4 - Point out differences in plate motion at plate boundaries.
- Ask, “Notice the red arrows at the plate boundaries. What kind of motion do you see?”
Solicit 1-2 student responses, e.g. “The North American and Pacific plates are moving past
each other” or “The Eurasian plate and the Indian plate are moving toward each other”.
5 - Identify and explain divergent plate boundaries.
- Point out the plate boundaries along the Mid-Atlantic Ridge Zone (North American-Eurasian
and South American-African) and explain that the arrows indicate that the plates at this zone
are moving away from each other.
- Define them as “divergent” plate boundaries because the two plates “diverge”, meaning
move apart.
6 - Explain the Mid-Atlantic Ridge Zone as evidence of a divergent plate boundary.
- The ridge surrounds an undersea “rift valley”, which is the opening created between the two
diverging plates. It is a valley (and not a chasm) because hot molten rock from beneath the
crust moves up to fill the opening between the separating sections of crust.
7 - Introduce transform plate boundaries.
- Point out the western boundary between the Pacific and North American plates, and explain
that the arrows indicate that these plates are moving past each other. Define this as a “trans
form” plate boundary.
8 - Explain the movement of the Point Reyes National Seashore as evidence of
a transform plate boundary.
- Point Reyes National Seashore lies on the Pacific Plate, and the part of California it connects
to is part of the North American plate. Geologists found that the rocks in Point Reyes match
rocks in the Tehachapi Mountains near Los Angeles, 310 miles south of the park. Because the
Pacific Plate is moving northward with respect to the North American Plate, Point Reyes has
been “traveling” up the California coast for thousands of years. The boundary separating Point
Reyes from the rest of California is called the San Andreas Fault.
9 - Introduce convergent plate boundaries, including both subduction zones and
continental collisions.
- Point out the boundary between the Eurasian plate and the Indian plate, and explain that
the arrows indicate that these two plates are moving toward each other. When this happens,
one plate gets pushed underneath the other plate, and melts in the hotter temperatures
deep underground.
- Define this as a “convergent” plate boundary, where the two plates “converge”, or meaning
come together. A plate that gets pushed beneath another plate is “subducting” under the
other plate, so these boundaries are also called “subduction zones”.
10 - Explain the Himalayas as evidence of subduction when two continental (thick)
plates converge.
- The Indian plate and the Eurasian plate are both continental plates, composed of thick
crust, that are converging, and the Indian plate is subducting beneath the Eurasian plate. The
Eurasian plate is getting pushed up as the Indian plate is getting pushed down, and the rock
of the Eurasian plates got pushed up to form the Himalayan mountains.
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STEAM EDUCATION
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11 - Explain the Andes mountains as evidence of subduction when an oceanic (thin) plate
subducts beneath a continental (thick) plate.
- Point out the boundary between the Nazca plate and the South American plate.
- Explain that there is only one arrow because the Nazca plate is subducting beneath the
South American plate, and the South American plate is more fixed. The Andes Mountains on
the South American plate were pushed up as the Nazca plate subducts beneath them.
12 - Introduce the cause of earthquakes as the release of pressure at convergent or
transform plate boundaries.
- When geologists observe earthquakes, they are almost always observing motion related to
plates that are moving toward or against one another.
- Explain that plates are always moving, but they often get “stuck” against one another, so that
pressure builds up at the plate boundary. Sometimes that pressure builds up enough
for the two plates to slide quickly against each other. This release of energy shakes the crust
and causes an earthquake.
13 - Introduce the plate motion modeling activity.
- Say, “We will use Cubit and the motion-detecting sensor smartware called the IMU to help
us visualize what happens when plates move past each other, and model transform and
convergent plate boundaries.”
WELCOME TO CUBIT INTRODUCTION (5 MIN)
Activity Brief
- Review how to connect the Cubit controller to a device running Workshop.
Activity Detail
1 - Distribute the Cubit, IMU smartware, and platform of the Cubit Earth Science Kit.
2 - If necessary, introduce students to the basics of using the Cubit Controller and smartware.
- The Cubit Controller is the “brain” and communicates with the software (Workshop)
and hardware (Cubit smartware).
- We create (program) the instructions.
- The smartware we will use today is the IMU motion detector.
- Remind students that the Launch button sends code changes to the Cubit Controller)
3 - Guide students through connecting to their Cubit controller to their computers and
connecting the IMU smartware.
- Ask students to open Cubit Workshop, connect the IMU to the Cubit Controller with a cable
connector, and connect a USB or batteries to the Cubit Controller
- From Workshop, select your Cubit’s name from the Cubit Selector menu and connect your
Cubit with the Connect button. If necessary, check Bluetooth Setting on student devices
- The IMU Symbol will appear on the Port in the Block Menu and the connection on the Cubit
Controller will light up blue.
- The Start block will “fire” (start the first block(s) in the sequence) when the Launch button in
Workshop is clicked.
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GRAPHING MOTION WITH IMU SMARTWARE (10 MIN)
Activity Brief
- Explain the data recorded by the IMU Smartware (see Lesson Detail for explanation of
each data type)
- Explain X, Y, and Z directions (see Lesson Detail for explanation of the positive and negative
values in each direction)
- Explain this activity uses only data from the Accelerometer.
- Introduce the Graph Data Over Time block.
Activity Detail
1 - Explain the data recorded by the IMU Smartware.
- Gyro measures change in distance from a fixed point (change in spatial orientation)
- Accelerometer change in speed from any constant speed, including non-zero speeds
(note this is not speed, but change in speed)
- Magnetometer measures magnetic fields (not proximity of a magnet to the IMU)
2 - Explain X, Y, and Z directions.
- A diagram of this information is printed on the yellow circuit board.
- Begin by orienting the IMU with the white cable port towards oneself.
- X direction is front-back -- positive values towards opposite side from cable port (forward)
- Y direction is left-right -- positive values toward left side when looking at IMU in positive X direction
- Z direction is up-down -- positive values toward top of the IMU
3 - Explain this activity uses only data from the Accelerometer.
4 - Introduce the Graph Data Over Time block and if necessary review graph concepts
and representations.
- Point out data pin and the plus icon for adding additional lines of data.
5 - Explain that when this block fires, it graphs one point of data; it does not graph data
repeatedly. This means a wire must connect the end to the start of the block.
6 - Prompt students to program their Cubits to gather Accelerometer data.
- Ask students to test their program by shaking the table.
MODELING PLATE BOUNDARY MOTION (20 MIN)
Activity Brief
- Student groups model the motion of transform and convergent subduction plate boundaries
using top platforms of Shake Tables.
- Students record and interpret data from IMU Smartware.
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Activity Detail
1 - Explain that students will use the Shake Table platforms to model convergent and
transform plate motion.
- Students will use the top platform and the bottom platform of the Shake Table to represent
different plates.
- The plate boundary will be between the
2 - Review accuracies and inaccuracies of the model.
- This model is accurate in that the platforms model the stiffness of the rock that makes up a
plate. It is inaccurate because oceanic plates and continental plates are different thicknesses
(and if using the 3D-printed model, the top platform supports are not a feature of real plates).
3 - Guide students through attaching the IMU to the top platform of the Shake Table.
- 3D printed platforms have holes for screws on IMU smartware.
- If using tape, consider demonstrating a strategy for attaching the unit.
4 - Prompt students to use what they learned about plate motion to model two different
plate boundaries, and record the data from the IMU.
- It is recommended to allow students to choose plate boundaries and model the motion of
that specific plate boundary.
- Observe students’ particular modeling and ask students which boundaries they are
modeling, and how their model shows the plate boundary.
- If after several minutes students struggle to model boundaries with accuracy, guide the
class through two sample boundaries.
5 - Circulate to provide support until 3-8 minutes remain in the activity.
6 - In the remaining time, convene the class and ask student groups which plates they
modeled and to explain the data they observed.
- Prompt students to explain, rather than only describe, the data they collected from the IMU.
- Prompt students to discuss what the data means about what it could feel like on the surface
of the Earth, as if a (very tiny!) person were standing on the platform.
7 - Ask students if their data reflected anything they could interpret as an earthquake.
- Guide the students to explain differences in changes of speed.
8 - Guide the discussion to the idea that uneven movement between plate boundaries results
in periods of faster motion, which would cause more felt movement at the surface.
REFLECTION ON BIG IDEAS (5 MIN)
Activity Brief
- Students reflect on the Big Ideas as answers to the Essential Question:
- Earth’s Entire Crust is Composed of Plates
- Earth’s Plates are Always Moving Relative to Each Other
- Earthquakes Occur When Plates Move Suddenly
- The teacher reinforces growth mindset by acknowledging and encouraging effort, persistence,
and teamwork.
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Activity Detail
1 - Remind students of the day’s Essential Question:
- “What causes the movement of an earthquake?”
2 - Ask several student volunteers what they have learned to help them answer this question.
3 - Summarize the discussion with the Big Ideas:
- Earth’s Entire Crust is Composed of Plates
- Earth’s Plates are Always Moving Relative to Each Other
- Earthquakes Occur When Plates Move Suddenly
4- Congratulate all students for their creativity, teamwork, and persistence.
- Reinforce growth mindset by focusing on students’ effort. Avoid attributing positive qualities
to students or the class; rather, tell them that genuinely trying their best, not giving up, asking
questions, collaborating with their peers, trying out new ideas, and making and learning from
mistakes are all good ways to build skills, make progress toward their goals, and become
stronger learners.
5 - Have students save their Workshop plans as a new file and disconnect and store their
Cubits, Smartware, and Shake Table materials.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 2: The Ring Of Fire: Modeling Real Tsunamis
Standards and Conceptual Snapshot
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
ESSENTIAL QUESTIONS
- How does an earthquake on the ocean floor affect ocean water to cause a tsunami?
BIG IDEAS
- Earthquakes Cause Tsunamis by Transferring Motion Energy to Water
- Earthquakes with Higher Strength Create Waves With Greater Amplitude
- The Amplitude of a Wave Determines its Height
LEARNING OBJECTIVES
- Analyze geographical tsunami and earthquake data of the Pacific Ring of Fire and apply
understanding of plate tectonics to explain its existence
- Model a tsunami using the shake table
- Explain the concept of the amplitude of a wave using measurement
DESIGN THINKING CONNECTIONS:
Imagine: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
Prototype: Build A Prototype, Plan and Conduct Testing, Troubleshoot Issues
Iterate: Provide and Receive Feedback, Identify Revisions, Replan, Rebuild, Retest
Communicate: Get New Perspectives, Document and Incorporate Insights
NEXT GENERATION SCIENCE STANDARDS
SCIENCE & ENGINEERING PRACTICES
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Analyzing and Interpreting Data
ESS3.B: Natural Hazards
Patterns
Developing and Using Models
PS4.A: Wave Properties
Scale, Proportion, and Quantity
Using Mathematics and
Computational Thinking
Stability and Change
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K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Collaborating Around
Computing
Computing Systems
Devices
Abstraction
Recognizing and Defining
Computational Problems
Computing Systems
Hardware and Software
System Relationships
Developing and Using
Abstractions
Computing Systems
Troubleshooting
Creating Computational
Artifacts
Algorithms and Programming
Algorithms
Testing and Refining
Computational Artifacts
Algorithms and Programming
Control
Algorithms and Programming
Modularity
Algorithms and Programming
Program Development
IMPORTANT TERMS
CORE VOCABULARY:
1- Amplitude
2- Energy
3- Tsunami
4- Waves
SECONDARY VOCABULARY:
1- Frequency
2- Natural Hazard
3- Ring of Fire
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PREVENTING EARTHQUAKE DISASTERS
Lesson 2: The Ring Of Fire: Modeling Real Tsunamis
Setup, Preparation and Clean Up
MATERIALS
- 1 per student group - Cubit Earth Science Kit
1 - Cubit Controller
2 - Servo Motor Smartware
1 - Potentiometer Smartware
1 - 9-Axis IMU Smartware
1 - Light Sensor Smartware
- 1 per student group - USB Power Cable for each Cubit Controller or 4 - AA Batteries
- 1 per student group - laptop or Chromebook with Workshop installed
- 1 per student group - set of Shake Table project materials
- 3D-printed Shake Table project parts, pre-purchased or printed from CAD files on a school
3D-printer , OR
- Household materials to construct a Shake Table
- Cardboard
- Tape and optional strong glue such as hot glue
- Rubber bands
- Wire or unfolded paper clips
- Sturdy peg material. If possible, use wood pegs approximately 2-3” tall and ½” diameter and
cut notches at an angle. These are best for constructing posts to suspend the table. Consider
cutting the notches using a saw or other cutting tool from a woodshop classroom or maker
space; these can also be used to create pegs from a single wooden rod.
-1 per student group - clear, high-sided plastic containers, at least 6 inches in length, such as food
storage containers.
- 1 per student group - permanent marker
- 1-3 rolls clear tape to share across groups (or one per student group)
- 1 per student group - ruler or tape measure
- Access to water
- Optional - paper or cloth towels to prevent safety concerns of water around electronics
RESOURCES
Cubit Computer Science Skills Guide
Shake Table Instructions
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PREPARATION
Before First Class:
1 - Identify 1-3 brief video segments showing footage of Tsunamis and/or the damage caused
by Tsunamis. Preview the videos to identify segments that best show the effects of the earthquakes.
a - Note that most videos on YouTube and other video streaming websites are protected by
copyright law, which limits how the videos may be shown. As of the date of this curriculum’s
release, YouTube permits classroom use as long as videos are streamed directly from the site,
whereas downloading and showing a video without credit is not permitted. Always be sure to
check video permissions and applicable copyright law prior to showing.
b - If desired, open multiple browser tabs for quick transition between videos, or create a queue
or playlist of the videos.
2 - Identify a map of tsunami occurrences, and prepare to project or print one copy per student group.
a - The map must show the Pacific Ocean and the Atlantic Ocean
3 - Prepare to project or print copies of the plate map used in the previous lesson, found at:
https://pubs.usgs.gov/gip/dynamic/slabs.html (from the USGS website).
a - Note that this image is public domain and is not limited by copyright.
4 - If desired, in the days preceding the lesson, ask students to bring clear plastic food storage
containers from home.
Immediately Before Each Class:
- Load and pause the first video, or distribute video links and timestamp to students for use on
laptops or Chromebooks.
AGENDA
1 - Warm-up: Tsunami Catastrophes (5 min)
2 - Theme and Essential Question (5 min)
34 - Estimating Tsunami Risk (10 min)
5 - Constructing and Programming the Shake Table (20 min)
6 - Modeling Tsunamis and Measuring Wave Amplitude (15 min)
7 - Reflection on Big Ideas (5 min)
CLEAN UP
1 - Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File (on student devices)
or to cloud storage (e.g. Google Drive).)
2- Disconnect from Cubit Controller and Exit Workshop
3 - Turn off or disconnect power
4 - Disassemble Cubit and Smartware.
5 - Store Cubit, smartware, and Shake Table materials.
6 - If necessary, return 4 AA Batteries to the designated space for storage and charging.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 2: The Ring Of Fire: Modeling Real Tsunamis
Lesson Detail / Duration: 60 minutes
ESSENTIAL QUESTIONS
- How does an earthquake on the ocean floor affect ocean water to cause a tsunami?
BIG IDEAS
- Earthquakes Cause Tsunamis by Transferring Motion Energy to Water
- Earthquakes with Higher Strength Create Waves With Greater Amplitude
- The Amplitude of a Wave Determines its Height
LEARNING OBJECTIVES
- Analyze geographical tsunami and earthquake data of the Pacific Ring of Fire and apply
understanding of plate tectonics to explain its existence
- Model a tsunami using the shake table
- Explain the concept of the amplitude of a wave using measurement
AGENDA
1 - Warm-up: Tsunami Catastrophes (5 min)
2 - Theme and Essential Question (5 min)
3 - Estimating Tsunami Risk (10 min)
4 - Constructing and Programming the Shake Table (20 min)
5 - Modeling Tsunamis and Measuring Wave Amplitude (15 min)
6 - Reflection on Big Ideas (5 min)
DIFFERENTIATION
Stretch - Custom Code Blocks
Scaffold - Vocabulary Cards, Student Guides, Provide Start Files, Explicitly Address
Misconceptions
COMMON MISCONCEPTIONS TO ADDRESS IN THIS LESSON
- Earthquakes only happen on land
- A tsunami only hits the shore once; it is not a series of waves
- Any unusual surge of water onto land is a tidal wave; tsunamis are tidal waves, and therefore
affected by the moon’s gravity
- An undersea earthquake would only affect the water just above the earthquake’s epicenter
- The ocean is too deep for most undersea earthquakes to affect the surface of the ocean
- An earthquake on land cannot affect the ocean
- An earthquake on land causes a tsunami on the same body of land where the earthquake occurred
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WARM-UP: TSUNAMI CATASTROPHES (5 MIN)
Activity Brief
- Show 1-3 videos of the scale of a tsunami and the resulting damage
- Elicit student ideas about the causes of tsunamis
- Identify earthquakes as the source of tsunamis
Activity Detail
1 - Project the first video of tsunami damage, or prompt students to load the video on
their devices and navigate to the chosen timestamp.
2 - Elicit students’ observations and ideas about what caused the tsunami.
- Ask, “What did you notice about the tsunami? How was it similar or different to normal waves
we might observe in the ocean?”
- Ask, “What do you think could cause the motion of the tsunami? Why do you think it moved
the way it did?”
- Accept all student responses.
3 - Repeat for the next 1-2 videos.
4 - Explain that earthquakes are the most common cause of tsunamis.
- Ask, “We know that when anything moves, it needs a push or pull from something. Tsunamis
are water in motion, but where does the push come from, the motion that starts the motion?
- “Yesterday we learned that earthquakes move the earth and the rock beneath it. Just like there
is rock deep beneath the surface of land, there is also rock deep beneath the ocean floor,
and this rock can be moved in an earthquake.”
- “Most tsunamis are caused by movement of the sea floor, and this happens most often during
an earthquake.”
THEME AND ESSENTIAL QUESTIONS (5 MIN)
Activity Brief
- Remind students of the Unit Theme, “How Can Technology Help Us Learn How to Survive Earthquakes?” .
- Introduce and contextualize the Essential Question: “How does an earthquake on the ocean
floor affect ocean water to cause a tsunami?”.
Activity Detail
1 - Contextualize the lesson within the Theme of the unit: “How Can Technology Help Us
Learn How to Survive Earthquakes?”
- Say, “Tsunamis are one of the disasters that an earthquake can cause. Tsunamis can affect thou
sands of people living on ocean coasts, and destroy cities. As sea levels rise and coastlines
change, cities that are now inland may become coastal cities. More cities will be at risk of tsunami
damage in the future.”
- “Today we will be thinking about tsunamis using Cubit to think about ways we can help people
predict and prepare for tsunamis.”
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2 - Introduce the Essential Question: “How does an earthquake on the ocean floor affect
ocean water?” and explain the purpose of the lesson.
- Say, “Geologists, ocean scientists, engineers, safety officials, and city governments need to
understand why tsunamis happen and what affects the probability of a tsunami affecting their
city. This way they can predict what might happen and what areas need to prepare to be
affected by a tsunami. This can also help them prepare to warn people who live near the water
to evacuate when a tsunami happens, and design systems to alert people to escape in a tsunami
disaster. Today we will learn about the geology of tsunamis and model a tsunami to help us
think about how to design ways to reduce the damage caused by tsunamis in real life.”
ESTIMATING TSUNAMI RISK (10 MIN)
Activity Brief
- Display a map of tsunami occurrences and solicit student ideas about why not all areas are
equally likely to experience a tsunami.
- Compare the frequency of tsunamis around the Pacific Ocean to those around the Atlantic
Ocean, and introduce the the Pacific Ring of Fire
- Display the plate boundary map and solicit student ideas about the relationship of tsunami
frequencies and plate boundaries.
- Explain that tsunamis are more likely because the plate boundaries of the Pacific plate are nearly
all convergent and transform plate boundaries.
Activity Detail
1 - Project, distribute copies of, or have students load the map of tsunami occurrences
on their devices.
2 - Prompt students to discuss with their group why they think tsunamis happened
in those areas.
3 - Ask a few groups to share out their ideas about the distribution of tsunami events.
4 - Focus students on the coasts surrounding the Pacific Ocean and solicit student
observations.
5 - Focus students on the coasts surrounding the Atlantic Ocean and solicit student
observations.
6 - Project, distribute copies of, or have students load the map of plate boundaries and
movement directions on their devices.
7 - Ask students to compare the plate boundaries in the Pacific and Atlantic Oceans, and
discuss with their group their ideas about the relationship between tsunami frequencies
and plate boundaries.
8 - Ask several groups to share out their observations.
9 - Ask students to connect their ideas to what they about what they know about
earthquakes.
10 - Guide the discussion to the understanding that tsunamis are likely to occur along coasts
near only certain types of plate boundaries, convergent and transform boundaries.
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11 - Introduce the tsunami modeling activity.
- Say, “Today we will build our Shake Table and use Cubit to investigate what happens when earth
quakes shake water. This will help us understand what tsunamis are like and how people can figure
out how to prepare themselves for a tsunami disaster.”
CONSTRUCTING AND PROGRAMMING THE SHAKE TABLE (20 MIN)
Activity Brief
Students construct the Shake Table and write a Workshop program to shake the table at two
speeds: fast and slow, changeable by pressing the Cubit button.
Activity Detail
1 - Distribute the Cubit Earth Science Kits, rubber bands, string/chains, and Shake Table platforms.
- If you are constructing the Earth Tables instead of using 3D printed materials, also distribute
cardboard/pegboard/wood, strong tape (e.g. duct or packing tape) or hot glue, wooden pegs if
using, and any other tools necessary to construct the platforms.
2 - If desired, review relevant Workshop blocks for the Servo smartware, Wait, and Wait Until Cubit
Button Pressed.
- Additionally, consider supporting the computer science concept of infinite loops, and/or event
handling (Wait Until Cubit Button Pressed) if students are not familiar with these concepts.
3 - Direct students to follow directions to build the Shake Tables, then connect devices to their
Cubits and collaborate with their team to develop a strategy and write a program to make the
table platform shake at two speeds, then change speeds when the Cubit button is pressed.
Circulate to provide assistance.
- Servos have a maximum speed determined by the difference between the positions
programmed for it to reach. Explain this to students or assist students in discovering this.
- Creating this effect involves two Wait Until Cubit Button Pressed blocks and a wire looping to
the beginning of the program sequence to create an infinite loop.
MODELING TSUNAMIS AND MEASURING WAVE AMPLITUDE (15 MIN)
Activity Brief
- Direct students to graduate clear plastic containers to measure wave height
- Students conduct tests of increasing earthquake intensity
- Debrief the activity by connecting energy of increased shaking to wave height
- Introduce the term amplitude as equivalent to wave height
Activity Detail
1 - Distribute clear plastic containers, permanent markers, and rulers or measuring tape to
student groups.
- If you would prefer to not mark graduations directly onto the containers, distribute clear plastic
tape for students to affix to the containers and mark graduations.
2 - Review safety guidelines for using water around electronics.
- Students should only fill the containers such that there is ample room to the top of the
container, to allow for high intensity shaking. Students should use as little water as will work for the
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activity; consider suggesting a maximum amount of water for the containers students will be using.
- Warn students that if spilled water comes in contact with any electronic device, students should
not touch the spilled water. The power supply to the device should be disconnected
immediately, if it is safe to do so, preferably using a non-conductive material to touch the
device, or by pulling on an insulated power supply cable.
- Consider asking students to line the platform with paper towels to absorb any accidentally
spilled water.
3 - Direct students to graduate the containers by measuring and marking regular height intervals
on the containers, starting from the water level.
4 - As students graduate their containers, distribute paper for recording observations.
5 - Direct students to fill their containers with water.
6 - Direct students to begin testing how changing the intensity of the Table’s shaking affects the
height of the waves at the two speeds they chose. Ask students to use the Display Value block
to record their observations of wave height at different readings of the dial.
7 - Circulate to provide assistance and ask Questions for Understanding.
8 - Encourage early finishers to revise their Workshop plans with new speeds, and record their
observations at these speeds.
- Students may also add more events in their plan sequence such that the button press cycles
between 3 or more different speeds.
9 - When 5-7 minutes remain in the activity, convene the class and ask 1-2 groups to share their
measurements and observations.
10 - Ask students about the role of energy in this investigation.
- Ask, “When you changed the servo positions, the speed of the table’s shaking changed speed.
What do you know about the relationship between the speed of an object and the energy
of the object?”
- Ask, “When you increased the speed of the platform’s shaking, did the energy of the water
change?” Guide the discussion to the understanding that motion energy transfers from the
moving platform to the water, causing its motion.
11 - Connect increased energy with increased wave height.
12 - Introduce the term amplitude, and connect increased amplitude with increased energy.
13 - If time remains, discuss wave frequency, and/or other types of waves or materials that conduct
wave motion.
- Examples of wave types: light waves, sound waves, mechanical waves, other waves on the
electromagnetic spectrum (e.g. radio waves, microwaves, X-rays, gamma rays)
- Examples of materials that conduct waves: air, earth, rock, light, anything composed of molecules
QUESTIONS FOR UNDERSTANDING FOR COLLABORATIVE GROUP WORK
- What is the highest wave you observed? What was its speed?
- Why does your wave start? How does the shaking cause the wave?
- What could you infer about the motion of a plate if the tsunamis associated with it have
taller waves than tsunamis associated with a different plate?
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- What will happen to the wave if you stop the shaking?
- What if an earthquake shook the crust for only a short period of time? How would that be
different than if the earthquake shook for a long time?
REFLECTION ON BIG IDEAS (5 MIN)
Activity Brief
- Students reflect on the Big Ideas as answers to the Essential Question:
- Earthquakes Cause Tsunamis by Transferring Motion Energy to Water
- Earthquakes with Greater Strength Create Waves With Greater Amplitude
- The Amplitude of a Wave Determines its Height
- The teacher reinforces growth mindset by acknowledging and encouraging effort, persistence,
and teamwork.
Activity Detail
1 - Remind students of the day’s Essential Question:
- “How does an earthquake on the ocean floor affect ocean water to cause a tsunami?”
2 - Ask several student volunteers what they have learned to help them answer this question.
3 - Summarize the discussion with the Big Ideas:
- Earthquakes Cause Tsunamis by Transferring Motion Energy to Water
- Earthquakes with Greater Strength Create Waves With Greater Amplitude
- The Amplitude of a Wave Determines its Height
4 - Congratulate all students for their creativity, teamwork, and persistence.
- Reinforce growth mindset by focusing on students’ effort. Avoid attributing positive qualities
to students or the class; rather, tell them that genuinely trying their best, not giving up,
asking questions, collaborating with their peers, trying out new ideas, and making and learning
from mistakes are all good ways to build skills, make progress toward their goals, and become
stronger learners.
5 - Have students save their Workshop plans as a new file and disconnect and store their
Cubits and Smartware.
6 - Have students safely store the containers, emptying or reusing water as desired.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Standards and Conceptual Snapshot
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
ESSENTIAL QUESTIONS
- What affects how materials move in an earthquake?
BIG IDEAS
- Earthquakes Can Move The Earth’s Surface In Multiple Directions
- The Mass of an Object Affects How it Moves in an Earthquake
- Taller Structures Are Affected More By Shaking
LEARNING OBJECTIVES
- Program the dial smartware of the Shake Table to test the effects of different degrees of
shaking intensity
- Explain factors that affect the impact of surface shaking on different materials
DESIGN THINKING CONNECTIONS:
Explore: Define a Challenge, Identify Solution Criteria, Gather Information
Imagine: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
Prototype: Plan and Conduct Testing
Iterate: Provide and Receive Feedback, Identify Revisions, Replan
Communicate: Create and Give Presentations, Get New Perspectives, Document and
Incorporate Insights
NEXT GENERATION SCIENCE STANDARDS
SCIENCE & ENGINEERING PRACTICES
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Developing and Using Models
ESS3.B: Natural Hazards
Structure and Function
Constructing Explanations and
ETS1.A: Defining and Delimiting
Stability and Change
Designing Solutions
Engineering Problems
ETS1.B: Developing Possible
Solutions
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K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Collaborating Around
Computing
Computing Systems
Devices
Abstraction
Recognizing and Defining
Computational Problems
Computing Systems
Hardware and Software
Human–Computer Interaction
Developing and Using
Abstractions
Computing Systems
Troubleshooting
System Relationships
Creating Computational
Artifacts
Algorithms and Programming
Algorithms
Testing and Refining
Computational Artifacts
Algorithms and Programming
Modularity
Algorithms and Programming
Program Development
IMPORTANT TERMS
CORE VOCABULARY:
1- Direction
2- Mass
3- Height
SECONDARY VOCABULARY:
1- Vibration
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Setup, Preparation and Clean Up
MATERIALS
- 1 per student group - Cubit Earth Science Kit
1 - Cubit Controller
2 - Servo Motor Smartware
1 - Potentiometer Smartware
1 - 9-Axis IMU Smartware
1 - Light Sensor Smartware
- 1 per student group - USB Power Cable for each Cubit Controller or 4 - AA Batteries
- 1 per student group - laptop or Chromebook with Workshop installed
- 1 per student group - previously-constructed Shake Tables
- Materials to test properties impacted by different levels of shaking
See Suggested Materials List for details
- 1 per student group - tape measures or rulers
RESOURCES
Cubit Student Quick Guide
Earthquake-Safe Structures Materials List
Materials Research Worksheet copymaster
Design Proposal Worksheet copymaster
PREPARATION
Before First Class:
1 - In the days before the lesson, consider asking students to bring construction materials from home.
a - See the Suggested Materials List for recommendations.
b - If desired, make copies of the Suggested Materials List or your own adapted list and
provide to students.
2 - Make one copy per student group of the Materials Research Worksheet, and the Design
Proposal Worksheet (one copy for each group in all classes)
3 - Identify 1-3 brief video segments focusing on the damage caused by earthquakes. These may be
videos used in first lesson if desired.
a - Take note of the magnitude of the earthquake to tell students
b - Consider searching for videos showing:
- The 1906 San Francisco earthquake (California, USA)
- The 1923 Great Kantō earthquake (Tokyo, Japan)
- The 1995 Great Hanshin earthquake (Kobe, Japan)
- The 2015 Gorkha earthquake (Barpak, Nepal)
- The 1989 Loma Prieta earthquake (California, USA)
- A compilation of several high-magnitude earthquakes, e.g. results of a search query such as
“top ten strongest earthquakes”.
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c - Note that most videos on YouTube and other video streaming websites are protected by
copyright law, which limits how the videos may be shown. As of the date of this curriculum’s
release, YouTube permits classroom use as long as videos are streamed directly from the site,
whereas downloading and showing a video without credit is not permitted. Always be sure to
check video permissions and applicable copyright law prior to showing.
d - If desired, open multiple browser tabs for quick transition between videos, or create a queue
or playlist of the videos.
4 - Set out building materials for students to view and try out in an accessible space.
Immediately Before Each Class:
1 - Load and pause the first video, or distribute video links and timestamp to students for use on
laptops or Chromebooks.
2 - Ensure building materials are available to students.
AGENDA
1 - Warm-up: Focusing on Structural Earthquake Damage (5 min)
2 - Theme and Essential Questions (5 min)
3 - Programming the Potentiometer (15 min)
4 - Testing Earthquake-Safe Structure Materials (15 min)
5 - Creating and Sharing Material Proposals (15 min)
6 - Reflection on Big Ideas (5 min)
CLEAN UP
1 - Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File (on student devices)
or to cloud storage (e.g. Google Drive).)
2- Disconnect from Cubit Controller and Exit Workshop
3 - Turn off or disconnect power
4 - If necessary, return 4 AA Batteries to the designated space for storage and charging.
5 - Return unused building materials
6 - Store Shake Tables and materials in the designated spaces
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Lesson Detail / Duration: 60 minutes
ESSENTIAL QUESTIONS
- What affects how materials move in an earthquake?
BIG IDEAS
- Earthquakes Can Move The Earth’s Surface In Multiple Directions
- The Mass of an Object Affects How it Moves in an Earthquake
- Taller Structures Are Affected More By Shaking
LEARNING OBJECTIVES
- Program the dial smartware of the Shake Table to test the effects of different degrees
of shaking intensity
- Explain factors that affect the impact of surface shaking on different materials
AGENDA
1 - Warm-up: Focusing on Structural Earthquake Damage (5 min)
2 - Theme and Essential Question (5 min)
3 - Programming the Potentiometer (15 min)
4 - Testing Earthquake-Safe Structure Materials (15 min)
5 - Creating and Sharing Material Proposals (15 min)
6 - Reflection on Big Ideas (5 min)
DIFFERENTIATION
- Stretch - Custom Code Blocks, Program “Slow Earthquakes” with large but slow movements,
use IMU to record shaking data
- Scaffold - Vocabulary Cards, Student Guides, Provide Start Files, Explicitly Address Misconceptions,
Co-Write Potentiometer Plan
COMMON MISCONCEPTIONS TO ADDRESS IN THIS LESSON
-
All buildings are equally affected by shaking
Any tall structure will be destroyed in an earthquake
Any solid material will be destroyed in an earthquake
Any building that survives an earthquakes does so by chance or luck
WARM-UP: FOCUSING ON STRUCTURAL EARTHQUAKE DAMAGE (5 MIN)
Activity Brief
- Display images and/or videos of buildings damaged by earthquakes of different magnitudes
- Discuss student ideas about what aspects of a structure affected the amount of damage it sustained
- Compare structural damage between different videos/images
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Activity Detail
1 - Project the first video or image of earthquake damage, or prompt students to load the video/
photo on their devices and if necessary, navigate to the desired timestamp.
2 - Tell students the magnitude of the earthquake.
- If necessary include a brief explanation of the Richter scale.
3 - Elicit students’ observations and ideas about what aspects of the structure affected how much
it was damaged.
- Ask, “What did you notice about the building(s) in this video/image?”
- “Why do you think the earthquake damaged the building(s) in this way?”
- Accept all student responses.
4 - Repeat for the next video/image.
5 - Compare the two videos and ask students to explain why they think there were differences in
the amount or type of damage caused to each building.
6 - Repeat for each additional video and/or image shown.
THEME AND ESSENTIAL QUESTIONS (5 MIN)
Activity Brief
- Remind students of the Unit Theme, “How Can Technology Help Us Learn How to
Survive Earthquakes?”.
- Introduce and contextualize the Essential Question: “What affects how materials move in
an earthquake?”.
Activity Detail
1 - Connect the lesson to preceding lessons.
- Say, “We have learned about what causes earthquakes, and some of the effects earthquakes
have on water. We know that sudden movements of plates can have big effects on water
and land. The forces that cause plates to move and result in earthquakes and tsunamis are
on such a large scale that humans cannot change them. We have no way (yet!) of stopping
earthquakes from happening in the first place.”
2 - Ask students, “What can people do to survive in a world with earthquakes and tsunamis?”
- Accept all student ideas.
3 - Guide the discussion to consider earthquake-safe structural design as a possible solution to the
damage caused by earthquakes.
4 - Contextualize the lesson within the Theme of the unit: “How Can Technology Help Us Learn
How to Survive Earthquakes?”
- Ask and explain, “How do you build an earthquake structure without testing it in a real earth
quake? Engineers, architects, and scientists use models to learn and test things that are too
big, small, or rare to observe in real life. By modeling a real-life earthquake, the Shake Table
we have programmed with Cubit can help us learn about what might happen to different
materials, and test how they might perform in a real earthquake.”
5 - Introduce the Essential Question: “What affects how materials move in an earthquake?” and
explain the purpose of the lesson.
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“Today we will start with the materials we will use to prototype earthquake-safe building
designs in our next few days with Cubit. By doing this research with the materials we will be
using, you can make informed decisions about how to design your own structures.”
PROGRAMMING THE POTENTIOMETER (15 MIN)
Activity Brief
- Distribute the Cubit Earth Science Kits and constructed Shake Tables.
- Review the Convert Value block, the acceptable ranges of the Dial and Servo smartware blocks,
and if necessary, the concepts of input data, output data, and ranges.
- Students write a Workshop plan to use the potentiometer dial smartware to control the intensity
of the shaking driven by the Shake Table servo motors.
Activity Detail
1 - Distribute the Cubit Earth Science Kits with constructed Shake Tables.
2 - Introduce the potentiometer dial smartware and Read Dial block.
3 - Review the Convert Value block, the acceptable ranges of the Dial and Servo smartware blocks,
and if necessary, the concepts of input data, output data, and ranges.
- The Convert Value block is automatically generated when the data output from the Read
Dial block is connected to the data input to a Servo motor block. It can also be found in the
Math menu.
- Review the maximum value accepted by each block: Maximum dial position is 1023, and
maximum servo position is 255. The Rotate Servo Motor block measures in “steps” (Servo
units of motion) forward or backwards can accept values of -255 (rotate 255 steps
backwards) to 255 (rotate 255 steps forwards).
- Support students’ understanding of what the block “does” to the data by asking students
what would happen to different data.
- For example, ask, “Let’s say the Read Dial block sends a value of 1023, maximum reading, to
the Convert Value block. The Convert Value block is connected to a Set Servo Position
block. What position would the Servo Motor move to?”
4 - Prompt students to write and test a Workshop plan to use data from the Potentiometer to
control the movement of the Servo motors.
- Students may load and revise their plans from the previous lesson or create new plans.
5 - Circulate to provide assistance. If many groups finish early, consider distributing worksheets to
start the next activity while allowing remaining groups to finish writing their plans.
TESTING EARTHQUAKE-SAFE STRUCTURE MATERIALS (15 MIN)
Activity Brief
- Students conduct systematic testing of different classroom materials, which will be used to
construct buildings in future lessons, and record observations
- Students compare the effect of shaking on materials of different properties, and on structures
of different shapes and heights
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Activity Detail
1 - Distribute the Earthquake-Safe Structure Material Testing worksheet, measuring tape, and
adhesive materials.
- If desired, review the steps of the worksheet.
2 - Point out the available materials to be tested.
3 - Explain that students will be testing both properties of the materials, and different shapes
of structures.
- Say, “When architects and engineers think about how to design and build a structure, they
need to choose materials that have the best chance of meeting their criteria. Our criteria is
that our materials help our buildings withstand an earthquake.”
- “We will try out different materials to see what happens to them in an earthquake. This will
help us choose materials that meet our goal of earthquake safety.” Give examples of
materials at hand that students could compare.
- Say, “Architects and engineers also make choices about how to put the materials together.
Some buildings are designed to be tall, short, narrow, wide, and include different shapes.
We will also be experimenting to see how different shapes of structures are affected by shaking.”
4 - Prompt student groups to begin selecting and testing materials, recording their observations
on the worksheet.
5 - Circulate to provide assistance and ask Questions for Understanding.
6 - Ask students to return and clean up materials.
QUESTIONS FOR UNDERSTANDING FOR COLLABORATIVE GROUP WORK
- What were the differences between some of the materials you tested?
- Why might you want to try testing materials at different speeds?
- What happened when you tested...
...a flexible material?
...a stiff material?
...something tall?
...something large?
...something heavy?
...something light?
...something with a large base?
...something with a small base?
- What affected the direction that your test object moved in?
- Did any of your materials not move at all during your simulated earthquake? Is it possible
to build a building that is not affected by the earthquake at all?
CREATING AND SHARING MATERIAL PROPOSALS (15 MIN)
Activity Brief
- Student groups discuss their observations from the worksheets, and decide on materials to
use in prototyping their building
- Groups complete Materials Proposal Worksheet
- Pairs (or threes) of student groups present their proposals, and add any shared insights to their
own proposals
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Activity Detail
1 - Remind students of the next lessons’ engineering challenge and criteria for success.
- Say, “In the next few days with Cubit, we will be designing structures that can survive the
shaking of a wide range of earthquakes. Today you observed how some materials act during
shaking. Now you and your team will create a proposal for the materials you will use to
build your structure.”
- “Your proposal will be a suggestion based on reasoning. In other words, it is an idea for
what you think will work, and your ideas about why it will work. In your proposal, list the
materials you want to use, and include why you think using them will help make your
structure earthquake safe.”
2 - Inform students that they will share their proposals with another group when they finish,
and that the two groups will exchange ideas.
3 - Allow 5 minutes for groups to discuss their observations from the testing activity and fill
out the Materials Proposal Worksheet.
4 - Pair up groups and assign them as “A” or “B” groups.
- If you have an uneven number of student groups, create a set of three groups and
assign one as a “C” group.
5 - Explain the presentation activity.
- Explain, “For the first few minutes, each group will share their own proposals, and the
other group(s) will just listen.”
- “First, the “A” group will share their plan while the “B” (and “C”) group(s) listen. Next,
the “B” group will share, and other group(s) will listen.”
- “After each group has shared, groups can collaborate to exchange promising ideas.
6 - Prompt the “A” groups to begin sharing, allow 2-3 minutes for them to share, then
prompt the “B” groups to share. Budget time such that all groups can share before
5-8 minutes remain in the activity.
- If you have any “C” groups, adjust the sharing time so all groups have a chance to exchange ideas.
7 - When 5-8 minutes remain, stop the class and set norms for respectful collaboration.
- “We are collaborating, which means sharing ideas. When exchanging ideas, focus on things you
heard from other groups that could work for your group. “In collaboration, no one “owns” an idea.
Sharing a good idea isn’t cheating. Collaborating means sharing good ideas with everyone.
Engineers collaborate with each other all the time, and this is a way to make better designs. This is
not a time to hide ideas from each other, it is a time to help each other.
- “This is also not a time to negatively judge another group’s ideas, or say anyone’s ideas are bad, or
say that someone’s idea will not work. We are focusing on sharing what will work with each other.
Be respectful of other ideas -- sometimes ideas that do not work inspire ideas that do work.”
8 - Use the remainder of the time for groups to collaborate, instructing them to document
their new insights on their Proposal worksheets.
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REFLECTION ON BIG IDEAS (5 MIN)
Activity Brief
- Students reflect on the Big Ideas as answers to the Essential Question:
- Earthquakes Can Move The Earth’s Surface In Multiple Directions
- The Mass of an Object Affects How it Moves in an Earthquake
- Taller Structures Are Affected More By Shaking
- The teacher reinforces growth mindset by acknowledging and encouraging effort,
persistence, and teamwork.
Activity Detail
1 - Remind students of the day’s Essential Question:
- “What affects how materials move in an earthquake?”
2 - Ask several student volunteers what they have learned to help them answer this question.
3 - Summarize the discussion with the Big Ideas:
- Earthquakes Can Move The Earth’s Surface In Multiple Directions
- The Mass of an Object Affects How it Moves in an Earthquake
- Taller Structures Are Affected More By Shaking
4 - Congratulate all students for their creativity, teamwork, and persistence.
- Reinforce growth mindset by focusing on students’ effort. Avoid attributing positive qualities
to students or the class; rather, tell them that genuinely trying their best, not giving up,
asking questions, collaborating with their peers, trying out new ideas, and making and
learning from mistakes are all good ways to build skills, make progress toward their goals,
and become stronger learners.
5 - Have students save their Workshop plans as a new file and disconnect and store their
Cubits and Smartware.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Suggested Materials List for Building Earthquake-Safe Structures
OBTAINING MATERIALS
Encourage students to bring materials from home several days before the lesson to augment the
teacher-provided materials. This supports a key practice of Design Thinking: ideating creative
or novel solutions to a design problem. Provide safety guidelines for what materials are permissible
(e.g. sharp objects, very heavy materials, etc.) The list below provides suggestions for teacherprovided materials or as suggestions to students to bring from home.
SUGGESTED MATERIALS
01 - Cardboard
24 - Modeling clay
02 - Paper
25 - Construction paper
03 - Toilet rolls or paper towel rolls
26 - Rulers
04 - PVC pipe
27 - Various types of tape (double-sided,
05 - Wire
cellophane, packing, masking,
06 - String or yarn
painters, duct, electrical, etc.)
07 - Straws
28 - Cotton swabs
08 - Popsicle sticks
29 - Modeling clay
09 - Paper clips
30 - Fishing line
10 - Binder clips
31 - Thread
11 - Toothpicks
32 - Springs
12 - Rubber bands
33 - Take-out boxes
13 - Pipe cleaners
34 - Velcro strips
14 - Fabric
35 - Wooden dowels
15 - Plastic containers
36 - Construction toy sets (e.g. Lego,
16 - Water bottles or other beverage
containers
Tinkertoy, K’Nex, etc.)
37 - Shoeboxes
17 - Small cereal boxes
38 - Aluminum foil
18 - Small snack containers
39 - Any other materials students find
19 - Particleboard
in their own homes
20 - Pegboard
21 - Paper cups
22 - Hot glue guns
23 - Various types of tape (double-sided,
cellophane, packing, masking,
painters, duct, electrical, etc.)
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Materials Research Worksheet
MATERIALS
OBSERVATIONS
Will you use this in your design?
Write Yes or No and write your design ideas.
Did more tests? Write down your material, observations, and design ideas on the back of this page.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 3: Impacts of Surface Shaking
Materials Research Worksheet
Step 1: What is your design proposal? Write down or draw:
- The materials you will use
- What your design will look like
Step 2: What ideas did you get from other groups? Write down NEW IDEAS:
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PREVENTING EARTHQUAKE DISASTERS
Lesson 4: Prototyping Earthquake-Safe Buildings
Standards and Conceptual Snapshot
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
ESSENTIAL QUESTIONS
- How can we use technology to design and test an earthquake-safe building?
BIG IDEAS
- Engineering Earthquake-Safe Structures Involves Considering Aspects of Shaking
- Engineers and Architects Must Consider Safety, Cost, and People’s Needs
LEARNING OBJECTIVES:
- Engineering Earthquake-Safe Structures Involves Considering Aspects of Shaking
- Engineers and Architects Must Consider Safety, Cost, and People’s Needs
DESIGN THINKING CONNECTIONS:
Explore: Define a Challenge, Identify Solution Criteria, Gather Information
Imagine: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
Prototype: Build A Prototype, Plan and Conduct Testing, Troubleshoot Issues
Iterate: Identify Revisions, Replan, Rebuild, Retest
Communicate: Document and Incorporate Insights
NEXT GENERATION SCIENCE STANDARDS
SCIENCE & ENGINEERING PRACTICES
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Developing and Using Models
ESS3.B: Natural Hazards
Influence of Science, Engineering, and
Tech on Society and the Natural World
Constructing Explanations and
ETS1.A: Defining and Delimiting
Designing Solutions
Engineering Problems
ETS1.B: Developing Possible
Structure and Function
Stability and Change
Solutions
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K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Testing and Refining
Computing Systems
Hardware and Software
Human–Computer Interaction
Computational Artifacts
Computing Systems
Troubleshooting
Algorithms and Programming
Algorithms
IMPORTANT TERMS
CORE VOCABULARY:
1- Criteria
2- Design
3- Prototype
SECONDARY VOCABULARY:
1- Engineer
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PREVENTING EARTHQUAKE DISASTERS
Lesson 4: Prototyping Earthquake-Safe Buildings
Setup, Preparation and Clean Up
MATERIALS
- 1 per student group - Cubit Earth Science Kit
1 - Cubit Controller
2 - Servo Motor Smartware
1 - Potentiometer Smartware
1 - 9-Axis IMU Smartware
1 - Light Sensor Smartware
- 1 per student group - USB Power Cable for each Cubit Controller or 4 - AA Batteries
- 1 per student group - laptop or Chromebook with Workshop installed
- 1 per student group - previously-constructed Shake Tables
- Materials for building Earthquake-Safe Structures
- Labels (masking tape, folded slips of paper, etc.) for marking cost and Efficiency Scores of each material
RESOURCES
Cubit Student Quick Guide
PREPARATION
Before First Class:
1 - Decide “Costs” and “Efficiency Scores” for each material, and determine student group budgets.
a - Cost: Select a cost for each material. Consider basing the cost on the value, scarcity, or other
property of the material. Choose any desired monetary unit (dollars, “coins”, etc.).
b - Efficiency Score: These scores should be rated 0-100 based on efficiency of resource use. These
may be based on the amount of energy or water needed to produce the resource, or measures of
conservation. For example, recycled aluminum foil may cost more than non-recycled aluminum foil,
but have a higher Efficiency Score.
c - Budgets: After setting prices for each material, determine a budget for each student group. It may
be useful to select a test set of materials and determine the budget based on the cost of the test set.
2 - Set a “Construction Budget” that each group will use and write it on the board.
a - Base this budget on the costs you assign to the building materials you have available.
Immediately before each class:
1 - Before students arrive, ensure that building materials are displayed and labeled with costs
and Efficiency Scores.
2 - Set out building materials for students to view and try out in an accessible space, and ensure
they are labeled.
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AGENDA
1 - Warm-up: Assessing Materials Costs and Scores (10 min)
2 - Theme and Essential Questions (5 min)
3 - Making Design Plans (10 min)
4 - Programming the Potentiometer (15 min)
5 - Building and Testing the First Prototype (30 min)
6 - Reflection on Big Ideas (5 min)
CLEAN UP
1 - Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File (on student devices)
or to cloud storage (e.g. Google Drive).)
2- Disconnect from Cubit Controller and Exit Workshop
3 - Turn off or disconnect power
4 - If necessary, return 4 AA Batteries to the designated space for storage and charging.
5 - Return unused building materials
6 - Store Shake Tables and materials in the designated spaces
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PREVENTING EARTHQUAKE DISASTERS
Lesson 4: Prototyping Earthquake-Safe Buildings
Lesson Detail / Duration: 60 minutes
ESSENTIAL QUESTIONS
- How can we use technology to design and test an earthquake-safe building?
BIG IDEAS
- Engineering Earthquake-Safe Structures Involves Considering Aspects of Shaking
- Engineers and Architects Must Consider Safety, Cost, and People’s Needs
LEARNING OBJECTIVES
- Prototype buildings that can withstand earthquakes and minimize the impact on occupants
- Identify criteria for a successful design
- Take into account material and cost constraints
AGENDA
1 - Warm-up: Assessing Materials Costs and Scores (10 min)
2 - Theme and Essential Question (5 min)
3 - Making Design Plans (10 min)
4 - Building and Testing the First Prototype (30 min)
5 - Reflection on Big Ideas (5 min)
DIFFERENTIATION
- Stretch - Custom Code Blocks, Additional material or cost constraints, construct building
with new function
- Scaffold - Vocabulary Cards, Student Guides, Provide Start Files, Explicitly Address Misconceptions,
Provide Sample Structures
COMMON MISCONCEPTIONS TO ADDRESS IN THIS LESSON
-
Engineering does not involve balancing multiple priorities or making compromises
The best solutions is the one that is the safest / cheapest / strongest / etc.
“Best” can be defined objectively, rather than as effectiveness for a situation
Cost is the only constraint on an engineering project
WARM-UP: ASSESSING MATERIALS COSTS AND SCORES (10 MIN)
Activity Brief
- Allow students to circulate among construction materials and read assigned costs and
Efficiency Score impacts.
- Allocate student “construction budgets” and allow students to assess how they will revise their
proposal to stay within budget
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Activity Detail
1 - Before students arrive, ensure that building materials are displayed and labeled with costs
and Efficiency Scores.
2 - Choose a “Construction Budget” that each group will use and write it on the board.
- Base this budget on the costs you assign to the building materials you have available.
3 - Distribute Proposals from previous lesson to groups, and point out the Construction Budget.
4 - Explain that materials like glue, tape, and other affixing materials do not cost anything
(unless they become part of the structure itself!)
5 - Introduce Efficiency Scores.
- Say, “Modern buildings often get certifications to show that their buildings are efficient and
use natural resources wisely. These buildings are less expensive to maintain because they
use less electricity, water, and other resources. They also have a more positive impact on
the environment and on people, which is good for everyone.”
- (Optional example) “For example, many buildings are “LEED-Certified” -- this means the
Leadership in Energy and Environmental Design program has determined that the building
uses resources efficiently. These buildings use less water and energy and reduce green
house gas emissions. The US Green Building Council gives different levels of certification to
indicate how well a building respects these principles.”
- “These materials have all been given a number that represents how it will impact your
Efficiency Score. Everyone starts out with an Efficiency Score of 100. The materials you
choose will change your score. Materials marked with a positive number increase your Efficiency
Score, and materials marked with a negative number decrease your Efficiency Score.
6 - Explain that groups are to figure out if they can afford to go through with their proposal,
and decide what revisions they want to make.
7 - Prompt groups to circulate the room to read the labels associated with different building
materials, and discuss any revisions to their proposals.
8 - Circulate to answer questions.
THEME AND ESSENTIAL QUESTIONS (5 MIN)
Activity Brief
- Remind students of the Unit Theme, “How Can Technology Help Us Learn How to
Survive Earthquakes?”.
- Introduce and contextualize the Essential Question: “How can we use technology to design
and test an earthquake-safe building?”.
Activity Detail
1 - Remind students of the Theme of the unit: “How Can Technology Help Us Learn How to
Survive Earthquakes?”
2 - Introduce the Essential Question: “How can we use technology to design and test an
earthquake-safe building?” and explain the purpose of the lesson.
- “Yesterday we started our proposals for what materials we could use to engineer our
earthquake-safe buildings. Now our task is to explore how the Cubit technology and Shake
Table will help us build structures that would really work in a real earthquake, without having
to wait for an earthquake to test our design.”.
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MAKING DESIGN PLANS (10 MIN)
Activity Brief
- Student groups write design plans and calculate their design’s cost and Efficiency Score.
Activity Detail
1 - Distribute paper to groups for students to draw design plans.
2 - Explain the planning task: draw design diagrams, list materials, and calculate cost and
Efficiency Score.
- Say, “Your group will start out with a plan for your prototype design. You can choose your
materials based on your design, and/or choose your design based on your materials.”
- “Draw a diagram of your prototype. A diagram is not just a drawing, a diagram is also la
beled to show the parts of your design.”
- “Your planning sheet should also include a list of your materials, how much your plan costs,
and the Efficiency Score your prototype will have.”
3 - Prompt students to begin, allowing them to circulate the “store” of materials to record the
cost and Efficiency Scores.
4 - Circulate to provide assistance.
BUILDING AND TESTING THE FIRST PROTOTYPE (30 MIN)
Activity Brief
- Review documentation requirements
- Explain materials return procedure
- Students use materials to construct and test their first prototype of the earthquake-safe building.
- Students identify revisions they want to make
Activity Detail
1 - Distribute the Cubit Earth Science Kits with constructed Shake Tables.
2 - Explain testing constraint: the structure must be able to withstand shaking at both slow
and fast speeds.
- Students should not reprogram their plans such that the potentiometer only covers
slow speeds upon twisting.
3 - Explain testing documentation: results of test should be written down, at slowest, medium,
and fastest speeds.
- Students should use the potentiometer to conduct all three tests, and write down if the
prototype survived or not. If it did not, they must write what happened to it.
4 - Explain iteration and documentation: students should write down how they are revising their
prototype and why they think that revision will work.
5 - Explain that iterations can use new materials. Materials may be “returned” at the buy price
to spend on new materials. This must be documented as well.
6 - Ask students to raise their hands to return and buy new materials.
7 - Prompt students to begin gathering their materials, building the first prototype and
conducting testing.
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8 - Watch for raised hands to mediate returns: verify that students have accurately documented
their return and trade in the materials.
9 - Circulate the room to provide assistance and ask Questions for Understanding.
10 - In the last few minutes of the activity, ask students to clean up, store their buildings,
and put away their kits.
QUESTIONS FOR UNDERSTANDING FOR COLLABORATIVE GROUP WORK
- How did your first prototype work?
- If your prototype did not perform as expected, can you explain why prototype not survive the shaking?
- Why are you making this revision?
- Can you brainstorm more than one way to solve your design problem?
- How did your team work together to decide on the design that is most likely to work?
- Did your design survive some but not all of the tests? Why?
REFLECTION ON BIG IDEAS (5 MIN)
Activity Brief
- Review documentation requirements
- Explain materials return procedure
- Students use materials to construct and test their first prototype of the earthquake-safe building.
- Students identify revisions they want to make
Activity Detail
1 - Remind students of the day’s Essential Question:
- “How can we use technology to design and test an earthquake-safe building?”
2 - Ask several student volunteers what they have learned to help them answer this question.
3 - Summarize the discussion with the Big Ideas:
- Engineering Earthquake-Safe Structures Involves Considering Aspects of Shaking
- Engineers and Architects Must Consider Safety, Cost, and People’s Needs
4 - Congratulate all students for their creativity, teamwork, and persistence.
- Reinforce growth mindset by focusing on students’ effort. Avoid attributing positive qualities
to students or the class; rather, tell them that genuinely trying their best, not giving up,
asking questions, collaborating with their peers, trying out new ideas, and making and
learning from mistakes are all good ways to build skills, make progress toward their goals,
and become stronger learners.
5 - Have students save their Workshop plans as a new file and disconnect and store their
Cubits and Smartware.
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PREVENTING EARTHQUAKE DISASTERS
Lesson 5: Appealing Earthquake-Safe Designs
Standards and Conceptual Snapshot
Unit Theme: How Can Technology Help Us Learn How to Survive Earthquakes?
ESSENTIAL QUESTIONS
- What makes for an ideal earthquake-safe building design?
BIG IDEAS
- Human-Centered Design Creates Solutions Based on How Humans Will Use The Design
- Engineers Use Data to Support Arguments for Earthquake-Safe Designs
LEARNING OBJECTIVES:
- Consider the principles of Human-Centered Design to revise a design that is safe,
functional, and appealing
- Analyze motion sensor data to support an argument for a design
DESIGN THINKING CONNECTIONS:
Explore: Gather Information
Imagine: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
Prototype: Build A Prototype, Plan and Conduct Testing, Troubleshoot Issues
Iterate: Identify Revisions, Replan, Rebuild, Retest
Communicate: Create and Give Presentations, Get New Perspectives, Document
and Incorporate Insights
NEXT GENERATION SCIENCE STANDARDS
SCIENCE & ENGINEERING PRACTICES
DISCIPLINARY CORE IDEAS
CROSSCUTTING CONCEPTS
Developing and Using Models
ESS3.B: Natural Hazards
Influence of Science, Engineering, and
Tech on Society and the Natural World
Constructing Explanations and
ETS1.A: Defining and Delimiting
Designing Solutions
Engineering Problems
Using Mathematics and
ETS1.B: Developing Possible
Computational Thinking
Solutions
Scale, Proportion, and Quantity
Structure and Function
Stability and Change
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K-12 COMPUTER SCIENCE FRAMEWORK STANDARDS
PRACTICES
CORE CONCEPTS
CROSSCUTTING CONCEPTS
Creating Computational
Computing Systems
Hardware and Software
Human–Computer Interaction
Artifacts
Testing and Refining
Computational Artifacts
Computing Systems
Troubleshooting
Data and Analysis
Collection
Data and Analysis
Visualization and Transformation
Algorithms and Programming
Program Development
IMPORTANT TERMS
CORE VOCABULARY:
1- Architecture
2- Human-Centered Design
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PREVENTING EARTHQUAKE DISASTERS
Lesson 5: Appealing Earthquake-Safe Designs
Setup, Preparation and Clean Up
MATERIALS
- 1 per student group - Cubit Earth Science Kit
1 - Cubit Controller
2 - Servo Motor Smartware
1 - Potentiometer Smartware
1 - 9-Axis IMU Smartware
1 - Light Sensor Smartware
- 1 per student group - USB Power Cable for each Cubit Controller or 4 - AA Batteries
- 1 per student group - laptop or Chromebook with Workshop installed
- 1 per student group - previously-constructed Shake Tables
- Materials for building Earthquake-Safe Structures
- 1 per student group - Rulers or measuring tape
- Art materials
- Suggestions: paper, construction paper, crayons, colored pencils, markers, modeling clay, paint,
magazines (for cut outs), foil, stamps, glitter, or any other artistic materials desired.
RESOURCES
Cubit Student Quick Guide
Letter From The Funders copymaster
PREPARATION
Before First Class:
1 - Read the “Letter From The Funders” and decide on the amount for the increased budget.
a - Base this budget on the costs you assign to the building materials you have available.
2 - Gather art materials and place them in a location where students may easily access them.
3 - Make copies of the Letter From The Funders, one per student group (reusable across classes)
Immediately before each class:
1 - Set out art and building materials for students to view and try out in an accessible space,
and ensure that building materials are labeled as in the previous lesson.
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AGENDA
1 - Warm-up: New Requirements and Redesigns (10 min)
2 - Theme and Essential Questions (5 min)
3 - Building and Testing the First Prototype (30 min)
4 - Assessing Others’ Designs (15 min)
5 - Reflection on Big Ideas (5 min)
CLEAN UP
1 - Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File (on student devices)
or to cloud storage (e.g. Google Drive).)
2- Disconnect from Cubit Controller and Exit Workshop
3 - Turn off or disconnect power
4 - If necessary, return 4 AA Batteries to the designated space for storage and charging.
5 - Return unused building materials
6 - Store Shake Tables and materials in the designated spaces
a - If desired, dispose of prototype materials
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PREVENTING EARTHQUAKE DISASTERS
Lesson 5: Appealing Earthquake-Safe Designs
Lesson Detail / Duration: 60 minutes
ESSENTIAL QUESTIONS
- What makes for an ideal earthquake-safe building design?
BIG IDEAS
- Human-Centered Design Creates Solutions Based on How Humans Will Use The Design
- Engineers Use Data to Support Arguments for Earthquake-Safe Designs
LEARNING OBJECTIVES
- Consider the principles of Human-Centered Design to revise a design that is safe, functional,
and appealing
- Analyze motion sensor data to support an argument for a design
AGENDA
1 - Warm-up: New Requirements and Redesigns (10 min)
2 - Theme and Essential Question (5 min)
3 - Building and Testing the Final Prototype (25 min)
4 - Assessing Others’ Designs (15 min)
5 - Reflection on Big Ideas (5 min)
DIFFERENTIATION
- Stretch - Custom Code Blocks, Additional material or cost constraints, construct building
with new function
- Scaffold - Vocabulary Cards, Student Guides, Provide Start Files, Explicitly Address
Misconceptions, Provide Sample Structures
COMMON MISCONCEPTIONS
-
Art or appealing designs do not matter in building design and engineering
Including visual art in a design does not pose an engineering challenge
One test is enough to confirm that a design will work
Only scientists or engineers use data
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WARM-UP: NEW REQUIREMENTS AND REDESIGNS (5 MIN)
Activity Brief
- Students read a letter from fictional funders requesting the following:
- Building has a shape that is not a square or rectangle
- Building is at least 4 stories high, modeled as 3cm per floor (at least 12cm tall).
- Building is no more than 8 stories tall (less than 24cm tall)
- Designers must write a report of the strength of shaking, including data from a motion sensor
- (Bonus) The building has a mural or art piece (Buildings with art get 5 Art Points)
- Prompt students to discuss a redesign that meets the criteria with their groups
Activity Detail
1 - Before class, decide on the amount for the increased budget, and make sure art
materials are available.
2 - Project the Funders’ letter or hand out copies.
3 - Prompt students from groups to read the letter aloud.
4 - Check for understanding of the requirements:
- Building will be appealing: it has a shape that is not a square or rectangle
- Building will be big enough for the people who will use it: is at least 4 stories high,
modeled as 3cm per floor (at least 12cm tall).
- Building meets city height limits: Building is no more than 8 stories tall (less than 24cm tall)
- Design includes a report with testing data: Designers must write a report of the strength
of shaking, including data from a motion sensor
- (Bonus) The building has a mural or art piece (Buildings with art get 5 Art Points)
5 - Write the revised budget amount on the board and point it out to students.
6 - Introduce the term “Human-Centered Design” as design that takes into account ways to
make a structure easy and appealing for people to use.
- If desired, plan additional time for students to research this online from sources such as IDEO.
7 - Prompt students to discuss a redesign of their structure.
THEME AND ESSENTIAL QUESTIONS (5 MIN)
Activity Brief
- Remind students of the Unit Theme, “How Can Technology Help Us Learn How to
Survive Earthquakes?”.
- Introduce and contextualize the Essential Question: “What makes for an ideal earthquake-safe
building design?”
Activity Detail
1 - Remind students of the Theme of the unit: “How Can Technology Help Us Learn How to Survive
Earthquakes?” and connect to the use of the IMU for data.
- Connect to the IMU, “The Cubit technology includes the IMU motion sensor, which can
give us valuable data for proving to the city that our design is earthquake safe in earth
quakes of different strengths.”
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2 - Introduce the Essential Question: “What makes for an ideal earthquake-safe building design?”
and explain the purpose of the lesson.
- “The city has asked for the park building to meet several new criteria and use data to
support our claim that the building is safe. How can we design a building that can meet as
many of these criteria as possible, while still being able to survive earthquakes? We are
looking for the ideal earthquake-safe building design. This is a challenge that engineers,
architects, and designers face and solve all the time in their work.”
BUILDING AND TESTING THE FINAL PROTOTYPE (25 MIN)
Activity Brief
- Prompt students to collect IMU data at fastest and strongest shaking to show amplitude
and frequency of shaking, explaining frequency as needed.
- Prompt students to “purchase” new materials, re-prototype their designs and test them.
- Ensure students document the strength and speed of shaking the building can withstand
Activity Detail
1 - Explain IMU testing: record the highest amplitude and fastest frequency
- Remind students of what they learned about wave amplitude in the tsunami lesson, and
compare it to the data collected by the IMU.
- “When we record data on the change in speed from the Accelerometer data on the IMU
motion sensor, the data will form a graph with peaks and valleys. These peaks and valleys
have different heights, just like our waves have different amplitudes. We learned about
amplitude when we thought about the waves of tsunamis.”
- “We want to know how your buildings perform under conditions when there is strong
shaking and when there is fast shaking. The IMU graph will show strong shaking with
amplitude, and fast shaking with frequency.”
- “If you have heard the word ‘frequent’ before, you might have a guess of what frequency
means. Frequency in a wave or graph like IMU motion sensor is a measure of how fast
something repeats. When the peaks and valleys of the graph are close to each other, this is
a high frequency; the shake repeats a lot. When the peaks and valleys are far away from
each other, this is a low frequency; the shake repeats more slowly.”
2 - Distribute the Cubit Earth Science Kits with constructed Shake Tables.
3- Prompt students to begin gathering their materials, building the prototype and conducting testing.
4- Circulate the room to provide assistance, ask Questions for Understanding.
QUESTIONS FOR UNDERSTANDING FOR COLLABORATIVE GROUP WORK
- How well does your design meet the criteria, and how hard was it to find a design that does that?
- How do you think your design will affect the people that view the park?
- If your prototype did not perform as expected, can you explain why prototype not survive the shaking?
- Why are you making this revision?
- Can you brainstorm more than one way to solve your design problem?
- How did your team work together to decide on the design that is most likely to work?
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ASSESSING OTHERS’ DESIGNS (15 MIN)
Activity Brief
- Student groups rotate to view another group’s design, one half of a group at at time, in two
phases. The remaining half of each group demonstrates testing, explains the design and data,
and answers questions.
- Students share out their evaluations of another group with the class
Activity Detail
1 - Explain the activity.
- Student groups rotate to view another group’s design, one half of a group at time, in two phases.
- The remaining half of each group will explain their design and show how the design performs
under shaking conditions
- Students to present their test data to their peers, including showing them the graph of the IMU.
2 - Prompt one half of each group to move to the group to their left or right.
3- Prompt groups to begin presenting, demonstrating, and explaining.
4 - After about 5 minutes, tell students to return to their groups.
5 - Prompt the other students to rotate to the group on their right, and those remaining begin
presenting, demonstrating, and explaining.
6 - After about 5 minutes, tell students to return to their groups.
7 - For each group, call on a student from a different group who viewed their design, and ask how
the group’s design met the criteria.
8 - In the last few minutes of the activity, ask students to clean up, store their buildings, and put
away their kits.
REFLECTION ON BIG IDEAS (5 MIN)
Activity Brief
- Students reflect on the Big Ideas as answers to the Essential Question:
- Human-Centered Design Creates Solutions Based on How Humans Will Use The Design
- Engineers Use Data to Support Arguments for Earthquake-Safe Designs
- The teacher reinforces growth mindset by acknowledging and encouraging effort,
persistence, and teamwork.
- Congratulate students on learning concepts and principles of STEAM and Design Thinking.
Activity Detail
1 - Remind students of the day’s Essential Question:
- “What makes for an ideal earthquake-safe building design?”
2 - Ask several student volunteers what they have learned to help them answer this question.
3 - Summarize the discussion with the Big Ideas:
- Human-Centered Design Creates Solutions Based on How Humans Will Use The Design
- Engineers Use Data to Support Arguments for Earthquake-Safe Designs
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4 - Congratulate all students for their creativity, teamwork, and persistence.
- Reinforce growth mindset by focusing on students’ effort. Avoid attributing positive qualities
to students or the class; rather, tell them that genuinely trying their best, not giving up,
asking questions, collaborating with their peers, trying out new ideas, and making and
learning from mistakes are all good ways to build skills, make progress toward their goals,
and become stronger learners.
5 - Congratulate students for completing the unit and acknowledge their progress in learning,
designing, and engineering.
- Pick out several STEAM components and Design Thinking Foci and acknowledge students’
progress in exploring these.
6 - Congratulate students on finishing the Unit.
- Connect back to the real-life applications they have modeled through the activities in the
unit. Ask students to reflect on how they have acted like real scientists and engineers. Solicit
students’ ideas about how Cubit technology allowed them to think about how earthquakes
work and how engineering buildings happens.
7 - Have students save their Workshop plans as a new file and disconnect and store their
Cubits and Smartware.
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Dear Designers and Engineers,
We are pleased to announce that you have been hired by the city government to build an
earthquake-safe building for the city’s largest public park.
The city is increasing your budget to fund a redesign that meets new requirements.
Here are the requirements the city is asking for:
REQUIREMENT (WHAT)
REASONING (WHY)
Building has a shape that is not
a square or rectangle
The community wants an appealing and beautiful
building to fit into the park scenery.
Building is at least 4 stories high, modeled as
3cm per floor (at least 12cm tall).
The city must be large enough for at least 4 floors
of people.
Building is no more than 8 stories
tall (less than 24cm tall)
5 years ago, the city passed a law limiting buildings
to no more than 8 stories tall.
Designers must write a report of the strength of
shaking, including data from a motion sensor
People who live in the city want proof that the building
will be safe enough for their children and families to
safely survive an earthquake
(Bonus) The building has a mural or art piece
(Buildings with art get 5 Art Points)
The city wants to display more art in the park to
improve its appeal to city residents
Best of luck in revising your designs!
Shaniya Williams
Head of Finances and Funding
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