How to build: an earthquake-resistant building 🏙

This term I, along with my group, was challenged to design and build a model of a building that is capable of withstanding a major earthquake. Our model must be made completely out of spaghetti & blue tack, and within a budget of $60.

To have a successful building you must incorporate multiple earthquake proof features to minimize the damage done to the building. We needed to take into consideration, swaying and irregular movements when looking at what design would be best. We then need to look at our money and decide how we were going to spend it to maximize our resources.

Below are multiple design features researched and considered when making our first model.

The design my group chose remained within budget with some wiggle room, whilst including a good building design to keep our building structurally stable. This build included triangles as they have a rigid structure to help support the building, we included cross bracing at major parts of our building to keep the vital parts of our building well supported. We also have most of our weight below half way so it won’t sway violently if a major earthquake occurred. The excess in the budget allows for it to either be saved for later use, or can be used to further improve on the building design, like adding a diaphragm at the base to help out in an earthquake. Therefore, this design is effective because it uses multiple earthquake safe features such as the cross bracing in two different places and the triangle at the top.

Our first official design

During testing, our building took heavy damage from the earthquake because of the few weak elements of support. As noted in my designs, the cross bracing allows the vibrations to travel, taking away the pressure from the corners. The cross bracing also means that the building has room to sway without falling apart or collapsing in on itself. Since the cross bracing was weak it broke apart, making the building unstable. A way to have avoided this was to double the noodles to add extra thickness.

Our design had multiple cross braces which allowed it to have room to sway, this meant it was harder for the earthquake to cause the building to collapse in on itself.Our design was limited by the $60 budget which meant that I had to make decisions on what to keep allowing for certain design features had to be cut.
Our design was partially resistant to twisting because of the triangular pyramids which made up half of the model. This was effective because triangles are incredibly resistant to earthquakes because of their flexible structure.Since this model was being built on top of ground level, I was not able to incorporate a diaphragm at the bottom. This is because diaphragms sit in the ground and distribute the forces in the building towards the columns at the bottom. Since there was no “bottom” the columns would have just been stilts for the building and made it less stable.
Our design had a small base which meant more money could go towards height and support. The 10×10 base allowed the building to be more compact and stable.Our design relies heavily on the supports at the bottom and the pole running through the middle. The meant that when the pole originally snapped, my whole middle fell apart. As seen in the video above my support was weak and caused the building to break apart.
A table outlining the pros and cons of our original design

As we were re-building our original design, we decided to add some extra support as we had the budget to and we decided it would help the structural integrity of the design. We decided to improve our design by adding internal cross bracing and a pillar in the middle of the building to connect it all up with, we connected it to cross section and stress points to help with the earthquake. This helped with stabilising the building, and on top of what we did, we could use our resources more effectively, making sure that the spaghetti and blue tack is well connected and used sparingly to maximise cost efficiency and reduce cost. We now had a better approach when building, as it took some time to fully construct the building the first time. First we built the bases and levels that could be pre built, then cut and measured other extra pieces of spaghetti. We then connected it all together using the whole group to hold and stick the pieces together and finally inspect the design to make sure all points are connected properly and there are no wonky or straight pieces. We also have realised that because of the pyramid the 25cm long pieces of spaghetti don’t go straight up, so we had to increase the length of the single top piece by about 4 cm. Creating a design that keeps the building neat and tidy will help when making adjustments and analysing our structure, this will help to further enhance how well our build performs. Our new design and build can be seen below.

Left: design of our second building Right: an image of our new model

The implemented design changes, made our structure easier to build and more effective against earthquakes. We pre-prepared the pieces of spaghetti that we used so they were all the right length, and then built the structure up in a logical order to make it easier for ourselves, we first built the base of the structure and the pyramid and the piece at the top next, we proceeded to connect the two sections together while adding the cross bracing and the piece of spaghetti that ran through the centre. We made sure to use the blue tack wisely, covering all sides of the spaghetti, to ensure the pieces of spaghetti would remain unchanged and together in the event of an earthquake. We made sure that our structure was upright and unbending, this helped to keep a stronger stance for our structure to keep its integrity. We measured our design at the end to make sure it was within the required dimensions for our design challenge, it measured 10 cm by 10 cm at the base and 60 cm tall. We were able to analyse any issues as we made the structure neat and presentable, so it was easy to see possible downfalls of our design.

When we re-tested our structure, it was able to withstand the force of the artificial earthquake, it stood strong for 10 seconds at a catastrophic level of impact. It remained under budget only costing $55 as we used less blue tack while not compromising any of the structures connection points. We also noticed that it seemed to handle the impact of a simulated earthquake better than our previous design. Our new and improved design managed to better fill out the criteria for this task, as we were able to learn from our mistakes and take advantage of our prior designing and building phase of the process.

When reflecting on my groups teamwork, I think my strengths were doing the designs for my group and applying all our research to produce a building that would be capable of surviving an earthquake. During this engineering challenge I have learnt that effective communication is key to being successful. In my group me had many instances where we would be missing a member and would have to work around this. However, due to us planning ahead and informing each other of when we would be out we were able to still get our work done by optimising emails. I have also learnt that compromises need to be made when collaborating with others. Although at first my had conflicting ideas about what we wanted to create, we ultimately landed on a final agreed design of mine.

Overall this design task was challenging, but very rewarding in the end.

Bad Weather & Big Smiles 🌦 Kalbarri 2021

During the first week of Term 3 I, along with half of my cohort, embarked on a 5-day long OLP camp to Kalbarri. OLP stands for Outdoor Learning Program, and, as the name suggests, my school sends its cohorts onto different camps in order for them to develop new skills outside a school environment. The goal of this particular camp was to gain and practise teamwork skills.

One of the biggest challenges my group had to overcome was climbing into the gorge. As a result of the persistent rainstorms, climbing into the gorge proved to be both a painful and dangerous task, which wouldn’t have been possible without the use of teamwork.  Due to the path being quite narrow, we walked in a single file line with two student leaders at the front. While only two people were able to be leaders, it was everyone’s responsibility to help the person behind them. I showed teamwork by pushing branches to the side so the person behind me could successfully walk through and do the same for the person behind them. When walking over rocks I made sure to shout out which parts were more slippery than others so that both the person directly behind me, as well as everybody behind them knew to be cautious. I even went so far as to stand to the side and hold the hands of the people behind me when travelling down the steep rocks. This ultimately meant that I ended up at the back of the line, which I was fine with because I could be certain everyone got through safe and uninjured.

Me and my group half-way into the gorge 🙂

If I were to summarise my camp experience in one word, I would have to say that it was tough. Having to battle constant rain every day was harsh and left me feeling exhausted and reluctant. However, as I started to depend more on my group and have them depend more on me, I realised that working in a team benefits both myself and everyone else. Although the weather never changed, I certainly did.

Music Statistics

In term 1 the individuals of the math classes in year 9 have been set a task to collect data and information on a topic provided. Emily and I have been given the topic, Music. To gain the best data we possibly could we did two surveys. The first survey was created by the staff of the college and all the members in year 9 participated. The second survey was created by Emily and me and only the members of Ms. Mast Year 9 maths class took part.

“Music is life itself” – Louis Armstrong. Music, Everyone has heard of it and almost everyone uses it. Music means many different things to many different people. Studies show that 68% of people globally listen to music every year. The aim of our surveys was to see how music affects peoples day to day life.

Year 9 math Cohort survey:

The year 9 maths cohort filled out a survey that had many different questions on many different topics. That data was then used for different pairs based on what their topic was. Around 141 people took this survey. The questions that were asked were, what app do you listen to music on, do you find it helpful to listen to music while doing homework and how many hours a day do you listen to music? Because the sample size was not very large the results only reflect the year 9 students thoughts and beliefs who participated in the survey.


How many hours a day does an individual listen to music.

This histogram and box and whisker plot above show the number of hours that an individual listens to music each day. 124 people participated in answering this question. 72 people voted for listening to music between 0 to 2 hours a day, which is 58% of people. Interestingly music is a huge part of many people’s lives with 21 people listening to music between 6 to 14 hours.

There were a few outliers within this chart, someone said they listen to music for 40 to 42 hours a day which just can’t be possible so we removed it from our data. Without the outliers, both the box and whisker plots for males and females are almost symmetrical. The mean of the average for our data was 9 hours but once we took out the outliers the average was 6 hours meaning on average that is how long an individual in the year 9 cohort listens to music for. The rage for this data was 48 which shows that there was a very big difference between the most voted hours and the least voted hours. Interestingly the middle 50% of people in both males and females in the box and whisker plots are similar or almost symmetrical. Both the median and mode were 0-2 hours, this was the most common answer.

An interesting feature of the histogram is that it is able to show us that as the hours got longer the number of people who voted for them got less. These graphs are able to show a great visual representation of the data, it can clearly show and identity and outliers. The data was able to tell us that many people listen to music for a number of hours each day.

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This bar graph above shows how helpful an individual finds it when listening to music while doing homework. They had the options of picking from, always, sometimes, rarely, and never. 141 people took the survey. For each gender “Always” we the highest voted which Is the mode. This shows that the majority of people find that listening to music while doing homework is helpful. Interestingly, more women always find it helpful to listen to music compared to men.

59% of women chose “always” compared to 44% of men. This may be because women find it more helpful to get more work done when they have background noise e.g., music. This may also support the stereotype of women being more creative and enjoy listening to music compared to men.

An Interesting feature in this graph is that it is positively skewed. As the frequency of listening to music while doing homework gets less rare so do the votes for that option.

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The interactive pictograph above shows a visual and interactive demonstration of the responses we received on the question, whats your most preferred way to listen to music? Research has shown that 138 million people use Spotify each year. As you can see by looking at the graph Spotify is very popular in the year 9 maths cohort. 77% of people who answered this question picked Spotify. The reasoning for this may be because Spotify can be a free-to-use app that has many features therefore it very accessible to many.

An interesting feature about this pictograph is that Spotify has outnumbered the other apps and services by a lot, this is a lot different from other graphs because there are usually at least two options with a similar amount of votes. This means that Spotify is used a lot more compared to YouTube or Apple music.

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Ms. Mast year 9 class survey:

https://youtu.be/sGQQ1vchyz8

20 members of Ms. Mast’s year 9 maths class participated in a survey that asked multiple questions on the topic of music. The questions were, your gender, do you listen to music for more than 1h a day, and do you get more work done when you listen to music. This survey was slightly biased because it was not confidential meaning that we could see who said what, this then leads people to not answer truthfully because they may be scared what they think is different from what others think. The sample size was very small in this survey so the results only reflect on the students of Ms Mast year 9 math class.

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The two pie charts above display the results to the question, do you listen to music for more than 1 hour a day. Pie charts are a great way to share data visually without much wording involved. 12 females and 8 males answered this question. responses ranged from 3 to 12.

Interestingly, 100% of the females responded with yes, this indicates that women are more likely to enjoy listening to music compared to men. 62.5% of men responded with yes and the other 37.5% responded with no, furthermore this helps to support the idea that not all men find enjoyment in listening to music.

Overall these pie charts visibly show that women are more likely to listen to over 1 hour of music a day compared to men.

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This bar graph above demonstrates the results of 20 responses, When you listen to music do you get more work done? 12 females participated in the survey and 8 males. Participants of the survey had the option of picking from yes or no. 83.33% of females said yes compared to 62.5% of males. This may suggest that males find it distracting to listen to music while completing work.

Interestingly even though there was a fewer amount of males that took this survey majority of them still chose “no” as an answer. This further proves my theory that males don’t enjoy listening to music while doing work. 75% percent of participants that took this survey believed that they get more work done while listening to music.

This graph upholds the thoughts of women finding that listening to music improves the efficiency with which they work at. People who answered yes to this question were then asked why that is, many people said things like, “it blocks out distracting sounds”, “it helps me concentrate” and “it makes me more motivated to do work”.

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conclusion:

Overall all these surveys were able to demonstrate the fact that music plays a huge role in the lives of Year 9 students. There were a few limitations within the surveys because the sampling size wasn’t very large, therefore meaning this data cannot be used globally or for anyone outside the ages of Year 9 students (14 & 15). The data also supports the idea of women finding it beneficial to them to listen to music while doing daily tasks like schoolwork. 100% of people in the Year 9 cohort like to experience art through music. Studies have proven that music improves things like an individual’s mood and how they feel.

$20 Boss Inspires Entreprenuers

$20 Boss was an opportunity for year 8 students to become young entrepreneurs.

The events that led up to the selling day were planning, making & marketing. My partner & I first started with planning our design. We chose to make bags with pockets, pouches and cable holders. We split the planning workload in order to make it more efficient. I did the step-by-step planner and my partner worked on our name and logo. We went through many different options for our name, but the final one was given to us as a joke from my partner’s dad.

The research done was through surveys with the cohort to find out how to better our idea and to see who would purchase it. I have empathised with my audience by making a bag that is practical and comfortable to have.

My partnership worked really well, with me handling the paperwork and statistical side, and my partner doing the creative and making aspect.

Overall, This was an amazing learning experience for me.