E3 Teacher Summer Research Program

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E3 Teacher Summer Research Program

• for Secondary Math and Science Teachers
• Lynn Harvey and Adrian Welsh

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Sponsors

• E3 Summer Research Program is sponsored by
• The Dwight Look College of Engineering at Texas
  AM University
• The Texas Engineering Experiment Station
• The National Science Foundation

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What is Engineering?

• Engineering is art
• Aesthetics as well as function counts

Johns Hopkins University
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What is Engineering?

• Engineering is approximation
• Engineering problems are under-defined, there
  are many solutions, good, bad, and indifferent.
  The art is to arrive at a good solution. This is
  a creative activity involving imagination,
  intuition, and deliberate choice. Ove Arup

Johns Hopkins University
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What is Engineering?

• Engineering is measurement and estimation
• River flow, noise in a communication system,
  scatter in a laser beam, earthquake
  characteristicsall require measurement

Johns Hopkins University
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What is Engineering?

• Engineering is modeling simulation
• Often the only efficient means to confirm that an
  idea or design will work is to experiment with a
  scale model computer simulation

Johns Hopkins University
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What is Engineering?

• Engineering is communication
• Making presentations, producing technical
  manuals, coordinating teams for large scale
  projects are all fundamental to engineering
  practice

Johns Hopkins University
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What is Engineering?

• Engineering is politics
• The best functional solution is not necessarily
  the best practical solution

Johns Hopkins University
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What is Engineering?

• Engineering is finance
• Design, construction, operation, and maintenance
  costs determine the viability of projects

Johns Hopkins University
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What is Engineering?

• Engineering is invention design
• New devices, materials, and processes are
  developed by engineers to meet needs that
  existing technologies do not address

Johns Hopkins University
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Texas AM University

• Made up of 10 Colleges
• College of Agriculture and Life Sciences
• College of Architecture
• College of Education and Human Development
• College of Geosciences
• College of Liberal Arts

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Texas AM University

• College of Medicine
• College of Science
• College of Veterinary Medicine
• Mays Business School
• George Bush School of Government and Public
  Service
• Dwight Look College of Engineering

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Dwight Look College of Engineering

• Comprised of 10 Departments
• Aerospace Engineering
• Biomedical Engineering
• Chemical Engineering
• Electrical Engineering
• Engineering Technology and Industrial Distribution

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Dwight Look College of Engineering

• Industrial Engineering
• Mechanical Engineering
• Nuclear Engineering
• Petroleum Engineering
• Civil Engineering

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Civil Engineering

• Includes 7 Specialties
• Construction Engineering Management
• Environmental Engineering
• Ocean Engineering
• Structural Engineering
• Transportation Engineering
• Water Resources Engineering
• Geotechnical Engineering

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Geotechnical Engineering

• Addresses issues surrounding
• Foundations
• Buildings and offshore platforms
• Earth Structures
• Dams, levees, and slopes
• Underground Structures
• Tunnels and roadways
• Effects of earthquakes on soils and structures
• Geotechnical Earthquake Engineering

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Geotechnical Earthquake Engineering

• Typically concerned with
• Determining ground motions especially as to
  effects of local site conditions
• Liquefaction and liquefaction-related evaluations
  (settlements, lateral spreading movements,
  etc.)
• Slope/Landslide evaluation
• Dams/embankments
• Design of retaining structures
• Deep and shallow foundation analysis
• Underground structures (tunnels, etc.)

2003 MBDSI
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Geotechnical Engineering

• Faculty
• Charles Aubeny, Ph. D.
• J.L. Briaud, Ph. D.
• Don Murff, Ph. D.
• Giovanna Biscontin, Ph. D.

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Giovanna Biscontin, Ph. D.

• Laurea (1997) University of Padova, Italy
• M.S. (1998) University of California, Berkeley
• Ph. D. (2001) University of California, Berkeley

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Giovanna Biscontin, Ph. D.

• Associate Professor
• Department of Civil Engineering
• Research Interests Dynamic response of soils,
  earthquake engineering, seismic slope stability,
  experimental methods for characterization of soil
  behavior, numerical methods and modeling in
  geomechanics.
• Teaching areas
• Introduction to Geotechnical Engineering
• Physical and Engineering Properties of Soil
• Earthquake effects on soils

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Earthquake Effects on Soils

• Earthquakes
• Shaking and shock of the Earths surface
• Give off seismic waves
• Effects can be felt for great distances
• Can cause serious damage
• Soils
• The dirt below our houses and buildings
• Has different properties in different locations
• Made up of different minerals

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Earthquake Effects on Soils

• Earthquakes on solid rock
• Bedrock is strong and doesnt break easy
• Rocks are affected along a fault line
• Earthquakes on soil
• Soils may experience large displacements
• This material is easily affected by vibrations

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Earthquake Effects on Soils
2003 MBDSI
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Earthquake Effects on Soils

• Rock
• Buildings built on solid bedrock have a good
  chance of surviving an earthquake
• Soil
• Buildings built on soil do not have a good chance
  of surviving an earthquake
• Soil liquefaction is common symptom of soil
  failure
• Damage is a result of the building structure,
  soil composition, and intensity of the earthquake
• Structures that have failed

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1985 Mexico City Juarez Hospital
2003 MBDSI
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Damage in Marina District
2003 MBDSI
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Cypress Structure Collapse
2003 MBDSI
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Liquefaction damage - Niigata, Japan 1964
2003 MBDSI
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Liquefaction damage Adapazari, Turkey 1999
2003 MBDSI
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Soils

• Sustain plant and animal life below and above the
  surface
• Regulating and partitioning water and solute flow
• Filtering, buffering, degrading, immobilizing,
  and detoxifying
• Storing and cycling nutrients
• Providing support to structures
• Expansive soils can be a problem

USDA
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Soils
USDA
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Expansive Soils

• Only clay soils are generally classified as
  expansive (as opposed to sand and silt)
• Soil will expand as it absorbs water
• Soils will shrink as water evaporates
• One the of most expansive clays is smectite
• Effects drastically alter building foundations

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Expansive Soils

• Effects
• Patios, driveways, and walkways may crack and
  heave when wet
• When soils dry, structures may not go back to
  normal
• Can make construction difficult

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Research Connections

• How do expansive soils relate to high school
  chemistry?

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Research Connections

• Expansive soils
• Clays
• Made up of different mineral compositions
• Minerals
• Four main criteria
• Naturally occurring
• Inorganic homogenous solid
• Crystalline structure
• Definite chemical composition

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Minerals

• The components of all rocks in the earth (and
  soils)
• Different elements bonded together to make solid
  structures and crystals
• May or may not be easily recognized as crystals

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Clays

• Composed of different mineral compositions
• Found in soils and under our foundations
• Some can expand when elements of different size
  replace original elements
• Clays form in layers
• Generally have a negative charge
• Need to have cations (positive charge) in between
  the layers to balance out the charge
• The different sizes in cations will determine the
  size of the inter layer space

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Clays

• Common minerals in clays
• Kaolinite
• Illite
• Chlorite
• Smectite

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Kaolinite

• Al2Si2O5(OH)4
• 11 clay mineral
• No ionic substitution
• Low CEC
• Low PI

Courtesy USGS
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Illite

• KAl2(AlSi3)O10(OH)2
• 21 clay mineral
• Little ionic substitution
• Low CEC
• Low PI

Courtesy USGS
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Chlorite

• 21 clay mineral
• Moderate ionic substitution
• Low CEC
• Low PI

Courtesy USGS
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Smectite

• 21 clay mineral
• High ionic substitution
• High CEC
• High PI

Courtesy USGS
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Minerals

• Common misconception
• Since these are drawn on paper, they look
  two-dimensional
• Three-dimensional nature is hard to conceptualize
  and visualize
• Ice, for example

Two Dimensional
Three Dimensional
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Clay Minerals What is Different

• The structure of clay minerals is characterized
  by a planar arrangement of atoms. The structure
  does not change in the plane, but just between
  planes (c dimension)

Kaolinite
Mica
Smectite
Debora Berti
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Smectite Swelling

• Since smectite has a high ionic substitution
  ability, different ions between the clay layers
  will create different space in the interlayer
  region
• This will cause swelling or shrinking

Debora Berti
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Modeling in the Classroom

• To be skillful in the use of models, students
  must learn to
• Recognize the similarity between models and the
  things they represent
• Assess the limits of a model in accurately
  describing and predicting the behavior of the
  real thing it represents
• Create their own models to explain things they
  cannot observe directly
• Use models in many different contexts to gain new
  knowledge

Benchmarks for Science Literacy
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Lesson Topic Molecular Origami

• To understand minerals in three dimensions, the
  best way is to make them
• Origami can be used to construct models of
  molecules
• Clay minerals are in sheets
• Students will make many different sheets of
  minerals to make one big clay mineral

Idea taken from Dr. Robert Hanson Molecular
Origami
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Molecular Origami
Bob Hanson
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Molecular Origami
Bob Hanson
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Lesson Objectives

• Students will construct molecules in three
  dimensions and compare to two dimensional
  diagrams
• Students will be able to understand molecular
  geometry and visualize molecules
• Students will have a better understanding of
  expansive soils and clay mineralogy

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Faculty Researcher

• Dr. Giovanna Biscontin, Ph. D.
• Associate Professor
• Department of Civil Engineering
• Research Interests Dynamic response of soils,
  earthquake engineering, seismic slope stability,
  experimental methods for characterization of soil
  behavior, numerical methods and modeling in
  geomechanics.

• Teaching areas
• Introduction to Geotechnical Engineering
• Wave types and Characteristics
• Physical and Engineering Properties of Soil

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Norwegian Geotechnical Institute
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Earthquake Source and Seismic Waves
Waves bend upwards as they approach the ground
surface because of less competent material near
the surface Snells Law
P Primary waves SH Horizontally polarized S
waves SV Vertically polarized S waves
2003 MBDSI
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Research connections

• Transfer of energy- liquefaction of soils
• Refraction - the effect of soil boundaries on the
  movement of seismic waves

Modeling of wave types and characteristics
Reflection imaging techniques
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Research connections
Diffraction is the basis of x-ray crystallography
(measuring the inter-layer dimensions of clays)
and ground-penetrating radar (measuring the
thickness of pavement layers and locating voids
in asphalt pavement).
Braggs law is a numerical model which relates
the angle of the incident rays, the wavelength of
the x-rays, and the distance between the layers
of the structure.
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Lesson Topic Wave Types and Characteristics
Adapted from Seismic Waves and the Slinky A
Guide for Teachers The IRIS Consortium
Prof. Lawrence W. Braile, Department of Earth
and Atmospheric Science Purdue University
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Objectives

• The student will observe models of transverse and
  longitudinal waves and identify parts of each
  wave type.
•  
• The student will identify the direction of
  particle motion in relation to the direction of
  propagation.
•  
• The student will measure observed wavelengths,
  amplitudes and frequencies.
•  

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Background

• Content knowledge for the teacher will be
  included in the lesson information so the teacher
  is familiar with concepts
• Content knowledge for the student will be
  developed during the lesson

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Wave traits

• Result from a disturbance of a material
• Transfer energy from a disturbance
• (propagation)
• Travel speed is affected by the material through
  which the wave travels
• Dissipate gradually

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Longitudinal Transverse waves
waves

• Particle movement is in the same direction as the
  motion of propagation
• Seismic primary,
• or P- waves

• Particle movement is perpendicular to the
  direction of propagation
• Seismic secondary,
• or S- waves

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Body wave models
Compression wave
Shear wave
2003 MBDSI
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Sound waves are longitudinal in nature.

• Particle motion is parallel to the direction of
  propagation.

Notice that the particles do not move down the
tube with the wave they simply oscillate back
and forth about their positions. Pick a single
particle and watch its motion.
Dan Russell
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Waves in ropes and long springs are transverse
waves.
Particle motion is perpendicular to the direction
of propagation.
Notice that the wave is propagating from left to
right, and the particle do not move along with
the wave. They oscillate up and down as the wave
passes by. Watch a single particle.
Dan Russell
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Water and surface seismic waves exhibit both
transverse and longitudinal behaviors.

• The particles travel in clockwise circles of
  decreasing radii with depth.

In the animation the wavelength is less than the
depth of the water, and the wave travels from
left to right.
Dan Russell
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Rayleigh surface waves exhibit both types of
motion.

• Particles move in ellipses, with the width
  increasing as the depth increases.

The particles near the surface move in a
counter-clockwise ellipse, while particles at
greater depth move in clockwise ellipses.
Dan Russell
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Notice that, although the motion of the
disturbance was purely perpendicular to the
direction of propagation (no motion in the
disturbing source was directed along the slinky),
the disturbance still propagates away from the
source, along the slinky.
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.
A disturbance at one end results in a compression
of the coils followed by dilation (extension),
and then another compression.
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Modeling as a science thinking process in the
classroom
To be skillful in the use of models, students
must learn to Recognize the similarity between
models and the things they represent Assess the
limits of a model in accurately describing and
predicting the behavior of the real thing it
represents Create their own models to explain
things they cannot observe directly Use models
in many different contexts to gain new knowledge
Benchmarks for Science Literacy
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Seismic waves and water waves travel outward from
the source in expanding, circular wavefronts.
The slinky models allows modeling of the movement
of energy outward from a single point
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• 5 Slinky wave simulator

The five slinky model can be used to show that
the travel times to different locations (such as
seismograph stations) will be different.
Detail showing attachment of Slinky with screws
and washers
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In relation to Scope and Sequence
Force and Mass Energy trans-formation Properties of solids Harmonic motion and oscillators Types of waves Plane and circular waves Boundary inter- actions Natural frequency and resonance
Waves Properties and Characteristics
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Acknowledgments
We wish we express our appreciation to Dr.
Giovanna Biscontin for her interest in this
project, her encouragement and support, and her
generosity in sharing resources. We appreciate
the presentations, labs, and tours with the
following researchers and staff of TAMU Debora
Berti, Clay Mineralogy and its effect on
Physical Properties of the Gulf Coast Continental
Slope John Reed, Coastal Wave Laboratory Richard
Mercier, Director, Ocean Technology and Research
Center, TAMU Xiong Zhang, Numerical Simulation
of Residential Buildings on Expansive Soils