Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

related activities using digital fabrication impacted (1) preservice elementaryteachers' efficacy beliefs about teaching science, and (2) their attitudes and understandingof effective approaches to integrating technology and digital fabrication into teachingscience. The research compared two intervention sections integrating digital fabricationactivities, with a third section without digital fabrication activities. Data collected foranalysis included the Science Teaching Efficacy Belief Instrument and the preserviceelementary teachers' answers to open-response questions about technologies they plan touse in their subsequent teaching. The results indicated the importance of: (1) additionalcollaboration from educators interested in creating more

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

taught engineering in his classroomprior to this research project. During both iterations, the science classroom had 24 fourth gradestudents. The instruction was tailored to the widely used BSCS 5E model of instruction (whichtailors instruction to the following phases: engage, explore, explain, elaborate, and evaluate) toaccommodate the school district’s request to teach engineering design and modeling within thisframe13.Iteration 1 In Spring 2012, a solar engineering design challenge was introduced in the fourth gradeclassroom. A researcher from the Quantum Energy and Sustainable Solar Technologies (QESST)worked alongside the fourth grade educator to provide in-classroom professional development toteach the engineering design challenge

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

development is needed to raise academic standards and enhance teachers’knowledge in subject matter and teaching strategies8. Teachers need to deepen their contentknowledge and pedagogical skills in order to keep up with these new requirements8 and well-structured professional development can provide the opportunity for this to happen.Although numerous opportunities to attend professional development sessions are available,many barriers exist that prevent teachers from engaging in these activities. These barriersinclude but are not limited to:1) fragmented and insufficient time to engage in professional development due to family, work, or social commitments 1,11,2) the high cost of professional development to the teacher and to the school

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, The University of Texas - Austin; Taylor Martin, Utah State University; Jennifer Rudolph; Noel Hector Ramos, Department of Defense Dependent Schools

Tagged Divisions

K-12 & Pre-College Engineering

education needs to teach for this.Teaching for Adaptive ExpertiseHatano (1988) lists three conditions that he believes help motivate the development of adaptiveexpertise, instead of just routine, expertise: 1. Students are frequently exposed to “novel” problems, i.e. problems that they are not familiar with and require them to ponder instead of simply following a procedure already known by the student. 2. Seeking comprehension is encouraged instead of just execution. Page 23.612.3 3. Students are not under intense pressure for external reinforcement, such as producing correct

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca Arielle Citrin, Lafayette College; Arthur D. Kney, Lafayette College

Tagged Divisions

K-12 & Pre-College Engineering

written explanation as to why they chose an answer, the data can be analyzed morecritically to ensure students are not only repeating material learned through the game, but canunderstand the importance and applications of this information presented.1 Page 23.629.3During the initial assessment, students will be asked to complete a Personal Meaning Map basedon a certain word or phrase presented, such as the Environment, and will be asked to illustratewith words, phrases or images what they know about this topic. During the post assessment,students will be given their original PMM and will be asked to modify their drawing, using adifferent color

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota; Brianna L Dorie, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, Zdanna Tranby2 & Scott Van Cleave2 1 Purdue University, 2 Science Museum of MinnesotaAbstractExploring the gender differences in how children develop early interest and understanding inengineering can provide useful information for the ongoing efforts to address the low numbers ofwomen who pursue engineering careers. By the time girls reach middle school, they are alreadymuch less likely to be interested in STEM careers than boys are, especially for fields that aremath-intensive such as physics and engineering. This lack of interest has been connected to anarrow and often inaccurate view of the engineering profession and the perceived misalignmentbetween what engineers do and what girls value in future

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

. Dr. Crawford’s research interests span topics in computer-aided mechanical design and design theory and methodology, including: (1) research in computer representations to support con- ceptual design, design for manufacture and assembly, and design retrieval; (2) developing computational representations and tools to support exploration of very complex engineering design spaces; (3) research in solid free-form fabrication, including geometric processing, control, design tools, manufacturing ap- plications; and (4) design and development of energy harvesting systems. Dr. Crawford is co-founder of the DTEACh program, a ”Design Technology” program for K-12, and is active on the faculty of the UTeachEngineering program

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tanner J Huffman, Purdue University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

K-12 & Pre-College Engineering

Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Macedonia, Poland, Romania, and Thailand. He is currently a consultant on a USAID funded project that involves workforce development and enterprise competitiveness. He teaches undergraduate and graduate courses in the department. Page 23.662.1 c American Society for Engineering Education, 2013 High School Student Modeling Behaviors During Engineering Design  RationaleMathematical modeling is an essential practice of engineering design 1-6. Students

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership; Emma R. Smith, Utah State University; Daniel L Householder, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.663.1 c American Society for Engineering Education, 2013 SOLVING AUTHENTIC PROBLEMS THROUGH DESIGN PROCESSES 1 High School Students’ Cognitive Activity While Solving Authentic Problems through Engineering Design Processes AbstractThis exploratory multiple case study describes the cognitive activity of two groups ofadolescents as they used engineering design processes to address authentic challenges. Thesechallenges were ‘authentic’ in the sense that they aligned with the students’ interests, were ill-structured, and met the needs of actual clients. The following data were collected in

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Jessica Chin, Northeastern University; Sagar V. Kamarthi, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

improve STEM education and increase student interest have often reverted back toknown teaching methods like T4E (Teaching Teachings to Teach Engineering) and well-known problem-based learning (PBL) [1, 2]. However, the effectiveness of these methods lies in changing teachers’current pedagogies rather than modifying the actual content of how teachers teach. To help address thissituation, we have designed a method to educate teachers in a two-week professional developmentworkshop [3, 4]. Teachers learn how to properly integrate engineering techniques to modify their currentteaching content. We make a case that the integration of particular engineering methods in STEMclassrooms can make an impact and change the way students perceive STEM

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2013 Impact of Research Experience for Teachers with International and Societally Relevant ComponentsIntroductionWe sought to bridge the divide for teachers and their students between secondary science andmathematics content, on one hand, and the engineering of solutions to real-world societally-relevant problems, on the other hand. The expected outcomes for the Research Experience forTeachers: Energy and the Environment project* (RET) included: 1. Teacher knowledge and attitudes toward science and engineering will improve as a result of participating in ongoing engineering research projects for six weeks during the summer and

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

,volunteering their time for students who are traditionally underrepresented in the field ofengineering—low-income youth, children of color and girls.The TEAMS Clubs serve as added enrichment for students at six of the nine schools, in thatthose schools are also associated with CU-Boulder’s NSF-funded GK-12 Program, wherein 5thgrade students also engage in concurrent 1-2x per/semester multi-week engineering projectsprovided through an in-class engineering education program that is instructed by PhDengineering students. However, we suspected that even though six of the schools have theadditional GK-12 influence, the three schools that do not would have similar gains in their

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

. Ethnic and gender breakdowns were similar for each group andspecific demographic information can be found in Table 1.Teachers. Sixteen Parallax teachers and 15 control teachers participated. All teachers werefemale. Demographics of the teachers can be found in Table 2.Table 1Demographics of Parallax and Control School Students Control (%) Intervention (%) Entire Group (%)Male 53.1 47.7 50.9White 63.5 59.5 62.8Black 20.2 21.6 22.4Hispanic 12.6 11.8 12.1Qualify for 66.1 62.8 65.4Lunch

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

classes. However, one studentwas absent throughout, and four either missed the pre- or post-test administration of the STEMSemantics Survey, so their data was not analyzed. All participating students (n=57) were 13-14years old. Classes were indirectly tracked by ability, because advanced and remedial LanguageArts and Math classes impact enrollment in these science classes. Therefore, section 1 tended tohave advanced students (n=23), while sections 2 (n=17) and 3 (n=17) had balanced and remedialpopulations, respectively. The classes were at a suburban school in a small Mid-Atlantic city.33 males and 24 females participated.Research Design Students participated in a science unit on electricity, taught by their normal instructor,and

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

the hour. Below is a brief description of each day’sactivities for the summer of 2012.Day 1: Biology (recycling and conservation)The week started with an activity in which the students built planters out of newspaper. Duringthe activity, they engaged in a discussion about decomposition and the definition and merits ofbiodegradable substances. Students planted watermelon and bean seeds, and discussed theresponsibility involved in caring for their plants for the duration of the week. Later, studentsdiscussed the resources needed by people, animals, and plants. They explored the idea of limitedresources, including how resources become limited and the impact of that limitation. Thestudents participated in an activity about Prairie Dog

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

with the engineering students provided feedbackregarding their growth and experiences. Results from both qualitative and quantitativeassessment suggest that this program was successful at meeting the program objectives. Page 23.755.2IntroductionEngineering innovation and design is the cornerstone of economic success, globalcompetitiveness and wage and job growth in the United States (US).1-5 Additionally, engineeringinnovation is required to address critical issues that threaten both the environment and globalpeace.6,7 As a result, innovation remains at the top of government policy agendas today.1,6,7 In a2009 speech, President Obama declared

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Tech - CEISMC; Fred Stillwell, Georgia Tech - CEISMC; Norman F. Robinson III, Georgia Institute of Technology; Brian Douglas Gane, Georgia Institute of Technology; Sabrina Grossman, Georgia Tech: Center for Integrating Science, Math, and Computing

Tagged Divisions

K-12 & Pre-College Engineering

understanding.Though some of the teachers come from traditional shop class backgrounds and have experiencewith “hands-on” instruction, most have never taught using either PBL or inquiry pedagogy. Page 23.775.3Experiential Learning and DesignThe level of experiential learning in science curricula is generally conceptualized as “levels ofinquiry”. A common scale of inquiry is shown below5,6. 1. Confirmation Inquiry—Students confirm a principle through an activity when the results are known in advance. 2. Structured Inquiry—Students investigate a teacher-presented question through a prescribed procedure. 3. Guided Inquiry—Students investigate a

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

assistant professor. He is currently the chair and professor of the Department of Engineering Technology, with a joint appointment in the Department of Biomedical Engineering. Previous to that he served as associate dean of Undergraduate Studies for the Newark College of Engineering of NJIT. His research in industry was in the area of pacemakers and defibrillation, and his research at Medtronic Inc led to five patents. He was a principal investigator for a three year, $1 million NSF grant entitled Medibotics: The merging of medicine, robotics and IT, and was a co-principal investigator for a $2.5 million grant on pre-engineering workforce enhancement from the New Jersey Commission on Higher Education, as well as a

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. David Burghardt, Hofstra University

Tagged Divisions

K-12 & Pre-College Engineering

. Although Table 1 presents thumbnail sketches, it highlights the differences amongthese disciplines and can be used to help think about the overarching themes that defineengineering as both unique and interconnected to the other disciplines. Engineering within thiscontext can be considered either a noun or a verb. This means engineering can be either the Page 23.797.3discipline which solves challenges or the approach to solving challenges.Table 1. Comparison between different fields of thought. Social Sciences and Engineering Science

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Suxia Cui, Prairie View A&M University; Yonghui Wang, Prairie View A&M University; A. Anil Kumar, Prairie View A&M University

Tagged Divisions

K-12 & Pre-College Engineering

astronauts and get answers from space station. All kinds of activities fostered students to reachout, but none of the detailed computer programming or related skills were introduced in theircurricula or in after school club. Page 23.811.2Weather Balloon ProjectFor the past academic year, the school science teacher focused on a weather balloon launchingproject which will send balloon to the near space layer (65,000 to 325,000 feet above sea level)to collect real data. Fig. 1 shows a picture taken from near space layer, and Fig. 2 plots the airpressure changing with altitude. Fig. 1 A picture taken of the inky blackness of space and the

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A Burgess, Texas Tech University; Vinitha Hannah Subburaj M.S; Debra J Nash, Texas Tech University T-STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

an iPad/iPhone applicationto simulate the environment inside the NASA Orion Mock-up Space Capsule, and to automatethe tasks manually performed by humans inside the space-craft. This project goal was achievedby introducing computational thinking activities to middle school, high school, andundergraduate students.Associated with the field of Computer Science, computational thinking can be described as amodern way of thinking and problem solving. With emerging science and technology,computational thinking helps one view a problem in terms of the nature of the computation Page 23.812.2involved rather than just programming and coding. Wing [1

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Morgan Sperry; Debra Kay Gallagher, Ohio Northern University; Stacy McClelland

Tagged Divisions

K-12 & Pre-College Engineering

programs interested in innovative activities to introduce engineeringinto K-12.IntroductionIEEE Teacher In Service Program (TISP)The IEEE Teacher In Service Program (TISP) is designed to train engineers to hold in-serviceworkshops for teachers who then take hands-on engineering projects into their classroom.Through the IEEE sponsored website, tryengineering.org, teachers are provided with lessonplans tied to United States national educational standards where applicable. Each activity isdesigned to be inexpensive (often less than $10 for a classroom)1. This program has beensuccessfully implemented throughout each IEEE region in the United States for over ten years

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

end of the Summer AcademyTPD program. Table 1 shows the number of participants at both sites by year.Table 1. Number of Participants of Summer Academy by Year and Location Group Year Total National On-site 2008 36 29 88 2009 40 36 96 2010 47 30 101 2011 34 50* 84 Total 157 145 302 *Note. Participation was mandatory.C. Survey DesignThe Summer Academy evaluation survey was designed to evaluate teachers’ satisfaction with theengineering TPD, including their attitudes and beliefs about engineering TPD and potentialapplication of their learning when they attempt to

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nikunja Swain P.E., South Carolina State University; Wanda Moses, South Carolina State University; James Allen Anderson, South Carolina State University; Cynthia T Davis, SC State University

Tagged Divisions

K-12 & Pre-College Engineering

% over the last 4 years. Technology companies are facing a common challenge:finding a diverse, well-trained workforce. Enrollment of minorities and women in computer science inthe United States is well below other ethnic and gender groups when compared to their percentages inthe general population. Enrollment trends tracked by organizations like the National Center for Womenand Information Technology, the Anita Borg Institute for Women and Technology and The Associationfor Computing Machinery (ACM) all report similar stories 1, 2, 3. There is a steady decline in the numberof university students graduating with Computer Science degrees over of the last ten years. Morealarming is that enrollment and graduation rates in Computer Science are much

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Muldoon, Polytechnic Institute of NYU; Paul T Phamduy, Polytechnic Institute of New York University; Raymond Le Grand, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

Interdisciplinary Studies. His scholarly activities have included 3 edited books, 6 chapters in edited books, 1 book review, 51 journal articles, and 100 conference papers. He has mentored 4 doctoral students, 11 masters students, 25 undergraduate research students, and 11 undergraduate senior design project teams; over 300 K-12 teachers and 95 high school student researchers; and 18 undergraduate GK- Page 23.329.1 12 Fellows and 53 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that currently enrich the STEM education of over 2,000 students annually.Dr. Magued G

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joyce Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

and Southwest Georgia workshops external evaluatorsconducted evaluations. Table 4 shows a sample of survey and interview results from these threeworkshops (Additional data is available).Table 4 Page 23.332.4RESA Area Data Collection Survey Question Pre Results Post Results ToolOconee Survey Nanotechnology Activities (Scale 1 Not at All 4 Very Much) Informative 3.71

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Elizabeth A Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.346.2county, as advised by this committee, is below. Priority 1: Integrate STEM throughout all curricula. Goal 1 : Create a section in CMAPP *devoted to Integrated STEM curriculum for K-12 teachers across disciplines to implement regularly in their classrooms.Strategies1.1 Utilize a common language of the Engineering Design Process throughout STEM schools1.2 Access a bank of activities that support STEM learning1.3 Construct student learning activities using Understanding by Design and Project Based Inquiry Success Measures after 3 Years Learning Frameworks • Integrated STEM units aligned with the Grand Challenges of1.4 Professional Learning Teams will focus on STEM

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University; Lelli Van Den Einde, University of California, San Diego

Tagged Divisions

K-12 & Pre-College Engineering

time consuming toset up. Two years ago, a new device became available that made MYOE portable and easy touse. A new MEMS accelerometer with a USB port can plug into any laptop computer. Thedevice, shown in Figure 1 and developed by the Quake-Catcher Network (QCN)2, is small,lightweight, and inexpensive (around $50). MYOE software is free and downloads easily fromthe internet. Through outreach efforts, many more teachers and schools are able to run MYOE ontheir own. Figure 1. The QCN USB sensor, available from http://qcn.stanford.edu/sensor/MYOE engages the participants in earthquake science by having them simulate an “earthquake”by jumping for 10 seconds. The QCN sensor records the earthquake and displays it on thescreen, which is

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Amir Muhsin Abo-Shaeer, Dos Pueblos Engineering Academy

Tagged Divisions

K-12 & Pre-College Engineering

-length class)All classes apply project-based learning, i.e., the use of classroom projects to facilitate learningand assess student competence. This instructional method provides students with complex tasksbased on challenging questions or problems that involve the students’ problem-solving, decision-making, and investigative skills. Students develop valuable research and design skills. Project-based learning promotes new learning habits that emphasize creative thinking.During their first three years of study, 100 students per grade are enrolled in an integratedproject-based curriculum that collectively covers, in an interdisciplinary fashion, the contentcontained in 1) a standard laboratory science physics course, 2) a standard visual and

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Hull Seale, UCSB; Thalia Anagnos, San Jose State University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.357.2Visualization ResourcesFour videos and visualizations are targeted to specific audiences: (1) Grade 6 – 16 students. Animations8 compare the response of two model buildings to two earthquakes. The model buildings are very simple one-story structures with steel columns and a concrete roof; one structure has diagonal braces and the other doesn’t. These models were designed to study the passage of waves through the soil column below the structure, up through the foundation and into the structure. Often the observations of ground shaking recorded on the foundation of structures are not the same as those recorded on open ground due to the interaction between the soil and foundation. Understanding these