IU-PEPP Seismic Summer Workshop

IDEAS FOR DEVELOPING A "PEPPy" SCIENCE FAIR PROJECT

RATIONALE: The availability of research quality seismometers in schools has not been effectively utilized. This project will assist teachers and students by providing a.) information and a checklist of pre-experimentation planning and protocols needed by students for science fair participation and b.) a listing of possible topics that could be developed into science fair projects.

EXPECTED RESULTS: An increase in the use of the PEPP instruments and data by students and teachers and an increase in seismometry projects at local, district, county, regional, and state science days, fairs, or symposia.

PEPP AND SCIENCE FAIRS

Science Fairs: How to start a project.

1. Local school administration approval of curricular lessons completed via Science Fair projects
2. Teacher(s) develop a schedule for the students to complete different portions of the project.
3. Students list hobbies, collections, and interests.
3. Teachers look at interests and suggest possible project topics for students to consider and develop.
4. Topic selection discussion conference with teacher and student.
5. Student does preliminary topic reference search.
6. Student selects project topic.
7. Student completes the Rules For Student Research protocol papers. See Figures 1-7. Blank protocol forms maybe obtained at www.sciserv.org or a booklet of the regulations (International Rules for Precollege Science Research: Guidelines for Science and Engineering Fairs) maybe purchased from Science Service Inc., 1719 N Street, NW, Washington, DC 20036.
8. Science Department or participating teachers organize protocol review committees. Each school or District or Corporation must have a review committee for Safety and Humane treatment of test subjects. The rules booklet explains the requirements of a properly constituted review committee.
9. Teacher checks protocol papers and has the appropriate review committee approve the project.
10. Students proceed with project to completion.
11. Teacher checks with Science Service, Inc. or State Science Department for the locations and contact person for regional science fairs.
Objectives/Goals/Personal Performance Objectives/Competency Based Performance Objectives

Each school district or corporation by state or county will have their own specific objective wording therefore a general listing of objectives will be listed. These objectives can be achieved via a science fair project.

General Objectives:

a. Provide students and teachers with a background or starting point for a seismology science project.
b. Encourage students to develop a seismology project.
c. Provide teachers with the basic information to provide accurate, pre-experimentation guidelines for student(s) possible participation in Science Fairs.
d. Expand student use of PEPP equipment, software, and data

Educational Objectives

a. Develop a project using the scientific method
b. Research scientific topic through the use of various electronic and hardcopy media
c. Write a complete technical report.
d. Study and evaluate different reference sources for validity of information
e. Obtain, measure, record, and analyze data
f. Develop graphs and tables for analysis and presentation of data
g. Organize and develop a visual and verbal presentation of the project
h. Follow safety and procedural directions

General Project Topics

1.Vibration frequency versus the substrate medium
2. Mine Blasting and variations of the seismic record: surface or underground

a. direction of blast pattern
b. depth of bench
c. depth of bore hole
d. amount of charge
e. time delay of signals to different seismology stations

3. Microseisms: How much does local activity influence earth motion?

a. lakes
b. rivers
c. wind
d. traffic
e. farm equipment
f. storms
g. people-in buildings, track practice, basketball practice

4. Study of glacial till variations on wave reception, conduction, and duration

a. depth of till
b. particle size
c. origination of a wave from within a glacial till zone
d. passage characteristics through a glacial till zone

5. Structural Studies

a. torque studies of buildings
b. stability of structures
c. designing earthquake resistant structures

(1) corner bracing
(2) building materials
(3) joint connections within buildings

d. selecting ideal site conditions for the placement seismic equipment
e. comparison of topographic maps and seismic wave motion
f. damping effects of building materials
g. use of seismic records to determine the need for building codes and regulations
h. study of concrete highway creep (horizontal axis machines)

(1) study road bed materials
(2) study of road bed base construction
(3) study of effect of heat on creep

i. Springboard diving board characteristics

6. Biological project ideas

a. knowledge level of populations
b. Urban areas versus Rural areas
c. High earthquake risk areas versus low earthquake risk areas
d. PEPP participating schools versus non-PEPP participating schools
e. Other socioeconomic variables
f. animal behaviors prior to and/or during earthquakes

(1) size of earthquake versus animal behavior records
(2) distance from epicenter and animal behavior records
(3) determination of earthquake sensitive animals

g. Learning curve of students using PEPP materials and program versus the non-PEPP

7. Locating faults from seismic records
8. Comparing and modifying earthquake emergency survival kits versus existing kit recommendations
9. Earthquakes and their effects on weather
10. Variations of wave travel time in various soils
11.Environmental variables and the sensitivity of seismometers

a. humidity
b. temperature
c. wind

D. Mentors

Please email these people to ask if they would be able to assist students with their seismology project.

Lowell Bailey- Bedford North Lawrence, IN, lsbailey@tima.com

William Baker-Carmel High, IN, bbaker@ccs.k12.in.us

David Burch, Eastern Greene, IN, dburch@tbird.egreene.k12.in.us

Bob Boltz, Nordonia Hills Middle, OH, boltz@nordonia.summit.k12.oh.us

Brett Cauble, McCutcheon H.S., IN, bcauble@juno.com

Veronica Crock, Indiana University, vcrock@indiana.edu

Chris Donovan, Rushville Consolidated, IN, donovan@hotmail.com

Amy Elleman, Rushville Consolidated, IN, amyelleman@hotmail.com

Margaret Fisherkeller, Indiana State Museum, mcginnis@ismhs.org

William Gee, Willard J. Gambold Middle, IN, geewilliam@hotmail.com

Lois Gray, New Harmony, IN, grayl@nharmony.k12.in.us

Jim Hoffman, Franklin Central, IN, jhoffman@iquest.net

Michael Kelley, Harrison H.S., IN, mrkelley@sigecom.net<

Ann Koshy, Daviess County HS, KY, akoshy@daviess.k12.ky.us

Nancy Martin, Jackson Creek, IN, nmartin@mccsc.edu

Tom Radamaker, Oak Hill H.S., IN, trademak@hotmail.com

Sam Reese, Alleghany College, PA, sreese@alleghany.edu

Robert Rollings, Floyd Central H.S., IN, ppnaf@yahoo.com

Jeff Sayers, Northview H.S., IN, jdsayers@aol.com

Ewa Shannon, East Chicago Central H.S., IN, ewashannon@hotmail.com

Catherine Shelton, Daviess County H.S., KY, cshelton@daviess.k12.ky.us

James B. Short, Gorham Fayette H.S., OH, fay_aca_js@nwoca.org

Greg Small, Harrison H.S., IN, grsmall@sigecom.net

Elvia Solis, Arlington H.S., IN, esolis2000@earthlink.net

Kathy Walters, Willard J. Gambold Middle, IN, chesse965@hotmail.com

Janice Weaver, Culver, IN, weaver@culver.org

Steve Webb, Perry Central, IN, swebb@psci.net

Michael Wolter, Muncie Central, IN, mwolter@iquest.net

E. References

Seismology: Resources for Teachers, THE SEISMOLOGICAL SOCIETY OF AMERICA, www.seismosoc.org

IU-PEPP Website, www.indiana.edu/~pepp/

Princeton Earth Physics Project website, www.lasker.princeton.edu

Science Service,Inc.www.sciserv.org

United States Geologic Survey website www.neic.cr.usgs.gov/neis/bulletin/bulletin.html

F. Assessment

Survey PEPP participants for numbers of their students developing a PEPP science fair project. The mentors will also be asked if they have been contacted for assistance.

G. Sample Forms

Click here to see the sample figures

H. Sample Project

Click here for further information about a project.

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