 With your classmates, decide on rules for building the models. For example, what should be the minimum and maximum size for the models? What kinds of construction materials should not be used?
If you and your classmates make models that are too strong, you won’t be modeling actual structures realistically.
 With your classmates, decide on a way to model earthquakes of different intensities. Remember, your model should be able to withstand minor, moderate, and major earthquakes (Shaking). Practice making
 earthquakes until you can create the right intensities for each test.
Design your model, and discuss your plans with your classmates. Draw your model to scale, and list the
 materials you plan to use.
Construct your model. Ask a classmate to review it and suggest improvements. After you have made changes, test your model with simulated earthquakes. Make notes about how well your model survived the earthquakes. Pay particular attention to any parts of the model that did not function well and could be improved.
 Repair and improve your model. Then test it again to see whether your changes worked. If they didn’t,
 make additional improvements.
In a class presentation, explain how and why you changed your model. Then test your model for the last time. Make notes about how well it survived a major earthquake.
Your teacher will provide a variety of materials for constructing the models. You and your classmates may have other ideas, too. Be creative!
 To represent beams, rafters, and support columns: You could use popsicle sticks, straight pretzels, toothpicks, wooden dowels, drinking straws, uncooked pasta, or bread sticks.
 To represent walls, ceilings, roofs, and other surfaces: Use materials that can crack or break under stress, rather than strong, stiff materials such as index cards or cardboard. Try thin crackers, tissue paper, or aluminum foil.
 To join the pieces: You could use masking tape or clear tape, glue, rubber cement, gumdrops, small

 marshmallows, clay, staples, or paper clips.
To make a base-isolated building: Use flexible materials such as foam rubber, rubber washers, marshmallows, cotton batting, pieces of carpet padding, or small springs.
To simulate an earthquake: Attach your model to a sturdy, flat base such as a tray, a piece of plywood, or a small table. Hold the base at opposite ends and shake it back and forth. (You could ask a classmate to make the earthquake for you while you watch your model.)


Before you construct the entire model, build important parts of it to see how well your design and the materials you chose work. For example, if you think that support beams will make the walls stronger, first build just one wall to try your idea.
As you study this chapter, you will do activities that may give you ideas about how to make your model stronger. Write down your ideas so that you don’t forget them. When you test your model and are ready to improve it, review your list of ideas.

When you draw the model you plan to build, draw it to scale. “To scale” means that each measurement unit on your drawing will represent a certain measurement unit on the real model. For example, if you use a scale of 1 cm = 3 cm, each centimeter on the drawing will represent three centimeters on the real model. With a scale of 1 cm = 1 cm, your drawing would be the same size as your model.
First, make a scale drawing of your model’s floor plan to show what the model will look like from above. Then make a scale drawing of the largest wall to show what the model will look like from the side. Follow the steps below to practice making scale drawings.
30 cm
25 cm
15 cm
Suppose that you want to build a model with the dimensions shown in the figure above. Your graph paper is 28 centimeters long and 21.5 centimeters wide. You can’t draw the model full size because it won’t fit on the graph paper.
1. First decide what scale to use. What scale would let you fit both a floor plan and the largest wall drawing on the same sheet of graph paper?
( Hint: Make the drawings as large as possible so that you can follow them easily when you build the model.)
2. With this scale, what would be the dimensions of the drawing?
Length:
Width:
Height:
3. Use these scale dimensions to make two scale drawings—one of the floor plan and one of the largest wall.
Make both drawings on the same sheet of graph paper. Use graph paper with half-centimeter squares. Label the drawings Floor Plan and Largest Wall . At the bottom of the graph paper, write the scale you used for the drawings.

Designers include supports in buildings to make them stronger. This activity will help you think of ways to make your model more earthquake-resistant.


6–8 drinking straws
 scissors masking tape or clear tape
 tissue paper
 glue
 6–8 toothpicks
Tape
8 cm
Tissue paper
Straw
12 cm
Review the safety guidelines in Appendix A.
1.
Cut one straw into two pieces—one piece about 12 centimeters long and the other piece about 8 centimeters long. Cut another straw the same way.
2.
Tape the four pieces of straw together to make a rectangular frame, as shown in the figure above. Use just one or two small pieces of tape at each corner.
3.
Cut a piece of tissue paper the same size as the frame. Tape or glue the paper to the frame to make a model wall.
4.
Lay the wall flat on your desk. Hold down one bottom corner with one hand. With the other hand, push the opposite top corner about 2 centimeters sideways. What happens to the straw frame? What happens to the paper?
5.
Repeat Step 4, but this time keep pushing the top corner until the frame collapses. What happens to the paper?
6.
Repair the wall, or make another one.
7.
Now try to make the wall more “push-resistant.” Use more straws and toothpicks. (You can cut them into smaller pieces if you like.) Try different ways to make the wall stronger. Which ways work best?
What other materials could you use?

Task Due Dates
1.
Design model and choose building materials Pass in building materials list by 10/29/10
2.
Construct, test, and improve model
3.
Test model again; then repair and improve it
4.
Present model to the class Nov. 17, 2010
In evaluating how well you complete the Chapter Project, your teacher will judge your work in three categories.
In each, a score of 4 is the best rating.
Designing,
Building,
Testing, and
Improving the
Model
Presenting the
Model
Working
Cooperatively with
Classmates
4 3 2 1
Makes imaginative use of construction methods and materials; carefully tests model and notes results; uses creativity in devising improvements; final model withstands a major earthquake with little or no damage.
Makes good use of construction methods
Makes limited use of construction methods and materials; tests model at all designated stages and carefully follow project rules for testing model notes results; and materials; does not and makes few notes identifies and resolves most major about results; makes some attempt to resolve design flaws and design flaws and weaknesses; final model withstands weaknesses; final model withstands only only a moderate a minor earthquake. earthquake.
Makes poor use of construction methods and materials; does not test model and/or note design flaws; makes little or no attempt to improve model; final model sustains significant damage in a minor earthquake.
Explains all construction problems identified in testing and problems identified in testing and their their resolutions; construction resolutions; presentation is
Explains most presentation is interesting, clear, and interesting and fairly well organized. well organized.
Explains some construction problems identified in testing but does not explain their resolutions clearly; presentation lacks interest, clarity, and/or organization.
Does not explain construction problems and their resolutions; presentation is unclear and disorganized.
Readily offers suggestions to classmates in a noncritical manner; thoughtfully considers others’ suggestions for improving own model.
Offers some suggestions to classmates; accepts others’ suggestions for improving own model.
Offers few suggestions to classmates; makes little attempt to implement others’ suggestions for improving own model
Offers no suggestions to classmates; makes no attempt to implement others’ suggestions for improving own model.