Summary

Over the past few weeks, my team (Amber, Ved, and I), have worked tirelessly and utilised the ASC college capabilities to create an earthquake resistant structure that can withstand a ‘strong earthquake’. Our structure had to meet the minimum requirements of the project (measurement requirements include having to be over a height of 60cm). To create this structure, we had limited resources ($60 budget), and are only allowed to use spaghetti and bluetack. The structure must remain standing after the earthquake stimulated by a shaking table for at least 10 seconds. We learnt important lessons about the significance of earthquake resistant structures in this project.

The Engineering Process

1. Define: We had to define and find a solution to the issue. Our definition was ‘earthquakes cause buildings to collapse, resulting in death, injury, and economic losses.’
2. Brainstorm: We had to come up with a range of different creative and innovative ideas that could help in creating the earthquake resistant structure. Using our previous knowledge and communication skills, we drew up mind maps, and basic prototype design ideas that we will incorporate into our design.
3. Research: Using internet and school resources, we researched different earthquake-resistant techniques and methods (e.g., cross bracing), and created word documents about our findings and research. We also took into account a range of different designs around the world like the Burj Khalifa. Our research was very thorough.
4. Design: Each of us drew up and designed a prototype, incorporating the different earthquake resistant methods that we learnt about during the research stage, and made a detailed diagram that we would use as our prototype. Next time, maybe we should only have done one prototype to save time.
5. Create: We efficiently and effectively created executed our design in a very few amount of class time, using limited amounts of spaghetti and bluetack.
6. Test: Our testing stage was quite efficient, and despite most of the team sometimes not being present, we communicated via teams to make sure everyone had a good understanding of the test. To test whether our building was earthquke-resistant, we simulated an earthquake using a shaking table.

Teamwork and Collaboration

Due to the fact a lot of us were away at different parts of the project, it was sometimes difficult to get all the work completed by due dates. However, we utilised our Teams group chat, and ensured each and every one of us were taking responsibility for our roles.

My role was project manager, I created the teams group chat, and assigned everyone their roles. I ensured everyone’s ideas were taken into account, and urged everyone to stay on task.

My role was also the equipment manager, I used my organisational skills to ensure we had the appropriate materials in this project.

Ved’s role was the speaker, he did that very efficiently as he is good at talking and communicating. He always queried for help from peers, and the teacher.

Amber’s role was the reporter, she did an outstanding job as she is organised and efficient in her decision making. She always kept us up to date.