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SPH3U: Lesson 24 Quiz


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The Millennium Bridge over the Thames River in London, England, had a similar problem that is typically attributed to the Tacoma Narrows Bridge only a decade ago. It began to resonate as pedestrians walked across it and soon the vibrations became great enough that it caused many people to become ill after crossing it. Although the vibrations never caused the bridge to collapse, it was shut down for many months so that design modifications could be made.

Use your understanding of resonance to research the following and create a three to four page report, PowerPoint, or other type of presentation, in which you address the following questions:

  1. What design modifications are made to bridges and buildings to limit undesirable vibrations?
  2. What design features do buildings have to prevent them from resonating at the frequencies produced by earthquakes?

Rubric

Preventing Resonance in Bridges and Buildings


CategoriesLevel 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
Knowledge and Understanding:
explain the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media.
WS3.02.
Explains the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media with reference to bridges and buildings with limited competence.Explains the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media with reference to bridges and buildings with some competence.Explains the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media with reference to bridges and buildings with considerable competence.Explains the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media with reference to bridges and buildings with a high degree of competence.
Thinking and Investigation:
analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias.
SI1.09.
Analyses the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias with limited success.Analyses the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias with some success.Analyses the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias with considerable success.Analyses the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias with a high degree of success.
Thinking and Investigation:
draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge.
SI1.10.
Draws conclusions based on inquiry results and research findings, and justifies their conclusions with reference to scientific knowledge with limited insight.Draws conclusions based on inquiry results and research findings, and justifies their conclusions with reference to scientific knowledge with some insight.Draws conclusions based on inquiry results and research findings, and justifies their conclusions with reference to scientific knowledge with considerable insight.Draws conclusions based on inquiry results and research findings, and justifies their conclusions with reference to scientific knowledge with a high degree of insight.
Communication:
communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats.
SI1.11.
Communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats with limited clarity.Communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats with some clarity.Communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats with considerable clarity.Communicates ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats with a high degree of clarity.
Thinking and Investigation:
analyse the conditions required to produce resonance in vibrating objects and explain how resonance is used in a variety of situations (e.g., to limit undesirable vibrations in suspension bridges; to design buildings so that they do not resonate at the frequencies produced by earthquakes).
WS2.07.
Analyses the conditions required to produce resonance in a vibrating object (such as a bridge, or building), and explains how resonance is used in this specific situation to limit structural damage with limited proficiency.Analyses the conditions required to produce resonance in a vibrating object (such as a bridge, or building), and explains how resonance is used in this specific situation to limit structural damage with some proficiency.Analyses the conditions required to produce resonance in a vibrating object (such as a bridge, or building), and explains how resonance is used in this specific situation to limit structural damage with considerable proficiency.Analyses the conditions required to produce resonance in a vibrating object (such as a bridge, or building), and explains how resonance is used in this specific situation to limit structural damage with a high degree of proficiency.
Application:
analyse the negative impact that mechanical waves and/or sound can have on society and the environment, and assess the effectiveness of a technology intended to reduce this impact.
WS1.02.
Analyses the negative impact that earthquakes, sound, or wind energy sound can have on structures like bridges, society and the environment, and assesses the effectiveness of a technology intended to reduce this impact with limited effectiveness.Analyses the negative impact that earthquakes, sound, or wind energy sound can have on structures like bridges, society and the environment, and assesses the effectiveness of a technology intended to reduce this impact with some effectiveness.Analyses the negative impact that earthquakes, sound, or wind energy sound can have on structures like bridges, society and the environment, and assesses the effectiveness of a technology intended to reduce this impact with considerable effectiveness.Analyses the negative impact that earthquakes, sound, or wind energy sound can have on structures like bridges, society and the environment, and assesses the effectiveness of a technology intended to reduce this impact with a high degree of effectiveness.

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.