Learning Target: : I am learning how to analyze data in order to
predict changes on my science grade. The purpose of this is to
understand why my science grade is where it is and what habits
produce a positive outcome.
Today I am learning how to collect data on earthquakes and organize
data into a CER response.
CW: Earthquake DATA
HW: Work on writing your FINAL copy
of your REFLECTION_CER
Monday:
Monday night you take home your
REFLECTION and science notebook…
You can however, complete this at
home over the weekend.
EARTHQUAKES
• Go to >
– Plate Tectonic Recourses
• Earthquake simulator
• Students choose their buildings, their ground
and structural design to see if they can make
it through an earthquake.
• http://www.tlc.com/gamesquizzes/earthquake-simulator.htm
Setting:
• You are a part of the largest and most prestigious
architectural firm in America and you have been
hired to build three sky scrapers anywhere in the
world for a very famous celebrity. Being a super
smart architect you understand the need to
research the right combination of ground type
and building structures (to withstand earthquake)
in an effort to protect the fortune of your client (a
very famous celebrity).
• Please review the below information to better
equip your research.
Magnitude
• Tremor – a minor quake of magnitude 2 to
4.9 rarely causes more than minor damage
• Quake-at magnitude 5 to 6.9, not the “Big
One” but damage and injuries are to be
expected.
• Superquake-at magnitude 7.0-9.5, these are
the monster quakes. Expect heavy losses in
population areas.
Ground Type
Stable, solid ground Loose, gravel soil.
seems safest, but in a Prepare to go deep for
quake-prone area, all support.
construction is
calculated risk
Building along a fault Coastal ground quality
zone has its risks but varies. When near
is often unavoidable. water there are many
dangers to consider.
Prevention Structures
Reinforced building materials give
concrete and masonry structures
more tensile strength.
Base isolation allows a structure’s
foundation and the ground to move as
one minimizing the forces on the
building itself.
Foundation anchoring keeps a
structure and its bas moving as a
unit when the ground begins to
quake.
Pile foundations reach down through
unstable soil to the bedrock beneath
for added stability.
• You Goal: To systematically ( one step at a time) use the
evidence provided by the TLC website to answer the given
question.
• Question: What combination of ground and prevention
structures will produce the best outcome for your very
famous client and their sky scrapers during a tremor,
during a quake and during a superquake?
• Instructions: You will have to PREDICT what combination
of ground type and structure will provide the best
outcome for each earthquake type ( tremor, quake, and
superquake) . Then you will OBSERVE the simulations
provided by the web site. Be careful to select the provide
combinations from each data table and then click the “
begin Quake” tab , write down the correct scale of
destruction within the provide data table. Repeat these
instruction for each quake type. After your observations
for each quake type you will have to make a CLAIM to
what combination is the best for your client.
Scale of Destruction
Level 1
Destruction
Level 2
Destruction
Level 3 Destruction
Level 4
Destruction
Level 5
Destruction
Level 6
Destruction
Tremor- Data Table
Ground Type
Prevention Structures
Reinforced
Building
Stable Ground
Loose Gravel
Along a Fault
Zone
Coastal Ground
Foundation
Anchoring
Base Isolation
Pile Foundations
Tremor- Data Table
Ground Type
Prevention Structures
Reinforced Building
Stable Ground
Along a Fault Zone
Loose Gravel
Coastal Ground
Foundation Anchoring
Base Isolation
Pile Foundations
P.O.C.E.R for Tremors
Question: What combination of ground and prevention structures will produce the best outcome for your clients and their sky scraper during a tremors?
PREDICTION: A statement/ hypothesis
about the way things will happen in the
future (a forecast).
OBSERVATION: A use of both
quantitative and qualitative data to
describe an event.
CLAIM: A statement or conclusion that
answers the original question/problem.
EVIDENCE: Scientific data that
supports the claim. The data needs to
be appropriate and sufficient to
support the claim.
REASONING: A justification that
connects the evidence to the claim.
It shows why the data counts as
evidence by using appropriate and
sufficient scientific principles.
____________________________________________________________________
Limited Command
Moderate Command
Strong Command
Distinguished Command
PREDICTION: A statement/
hypothesis about the way things
will happen in the future (a
forecast).
The prediction has no connection to
the question or problem.
A statement about the way things
will happen in the future is unclear
in how it addresses the question or
prompt.
A statement about the way things
will happen in the future (a
forecast).
A statement, using scientific
vocabulary, about the way things
will happen in the future.
OBSERVATION: A use of both
quantitative and qualitative data to
describe an event.
The observations are inaccurate.
The use of either quantitative
(numbers) or qualitative (the five
senses) data to describe an event.
A use of both quantitative
(numbers) and qualitative (the five
senses) data to describe an event.
A use of both quantitative
(numbers) and qualitative (the five
senses) data to describe an event in
an organized format (such as a data
table).
CLAIM: A statement or
conclusion that answers the
original question/problem.
The statement has no connection to
the question or problem
A statement or conclusion that is
unclear in how it answers the
original question/problem – or – a
statement includes an opinionated
phrase such as “I think…”
A statement or conclusion that
answers the original
question/problem.
A statement or conclusion that
answers the original
question/problem and makes
connections to scientific principles.
EVIDENCE: Scientific data that
supports the claim. The data
needs to be appropriate and
sufficient to support the claim.
Provides inappropriate evidence
(Evidence that does not support the
claim).
Does not provide enough
appropriate evidence to support
the claim.
Uses scientific data that supports
the claim. The data is appropriate
and sufficient to support the claim.
Uses multiple sources of scientific
data and principles that support the
claim.
REASONING: A justification that
connects the evidence to the
claim.
It shows why the data counts as
evidence by using appropriate
and sufficient scientific principles.
Provides reasoning that does not
link evidence to claim.
Provides reasoning that does not
sufficiently link the evidence to the
claim
Reasoning provides justification
that connects the evidence to the
claim.
Shows why the data counts as
evidence by using appropriate and
sufficient scientific principles to
defend the claim and evidence.
Reasoning provides justification
that connects the evidence to the
claim. Shows why the data counts
as evidence by using appropriate
scientific principles to defend the
claim and evidence. Justification
includes scientific principles that
make connections to real-world
application.