1. When Disaster Strikes… … What can you do?

2. Timings Activity Time Intro + Activity brief 30 minutes
Group work on activity
1 hour
Presentations/lunch
Please use as a guide only and feel free to readjust to suit

3. Natural Disaster Strikes
A natural disaster is a major adverse event resulting from natural processes of the Earth
Factors that define a natural disaster:
Severity of hazard
Vulnerability of population
Capacity/Resources available
Outline the definition and impact of a natural disaster on a community.
One of the worst things about a natural disaster is that most of the time they are unexpected, and you often don’t know how bad they are going to be until its too late. Often the right support takes too long to help the people in trouble because they were unprepared.
Emphasise that the factors that affect the approach of the rescue team and tell the students that they should also take them into account.

4. Earthquake
Explain how the natural disaster occurs and give examples of real life events.
Include the students in the discussion by asking them what they know about the natural disaster
Draw attention to the difficulties of the disaster and possible characteristics of the location.

5. Avalanche

6. Tsunami

7. Volcanic Eruption

8. Natural disaster simulation activity
You are a team of international emergency aid specialists called in to help with a natural disaster. (STEM professionals are key in such emergencies)
You have 2 hours to plan how best to help the people affected by your disaster.
Your team is funded by public donations so you have a strict budget
You have to complete two tasks:
Plan your camp
Model a power generation system / camp facility
You will also have to prepare a short presentation of your plan to report to the rest of the groups
Explain the specifics of the activity
Highlight how important STEM professionals are for dealing with this kind of situations and why
Make the teams aware that they are in charge of decisions and timings

9. Task
Each team has a white board – this represents a relief camp boundary that is undamaged land at the disaster site
You have to fit all the structures needed to run the camp
Keep to budget and deadline
You can use this model to support your presentation
Draw your plan on it first, before making the model ?
Explain the overall task and that the whiteboard represents the only safe area for the refugees to shelter in.
It is really important that this space is used wisely. People have nowhere else to go in the area.
Emphasise the space constraint

10. Task
The key things you need to think about when planning your camp and presentation:
Generating power to run services
Fitting in key structures
Making space to house and feed as many people as you can ?
Draw attention to the main requirements and deliverables of the activity.
At this point explain to the students that they are best off taking specific roles within the team, to make sure they meet their deadline.

11. Camp plan
Tokens represent buildings. You will have to buy these using your budget.
Some are provided free of charge by the aid agency you work for (1x Canteen).
Every building has a price and a power requirement
Display the tokens and explain what they represent.
Tell students that each building has a cost and power requirement.

12. Power your relief camp
Generators - they might not be powerful enough to run your whole camp.
Renewable energy sources - to provide additional power for your buildings.
Remember the power sources provide you with the power to use and the buildings you choose consume that power.
Hydropump
Solar roof panels
Generator
Explain that there is given power from the generators and additional power if required from other sources.
Emphasise that there is no one correct way to power the site as long as decisions are made with supporting calculations and good logic.
What you will find is that a compromise is reached most of the time.

13. Activity: Planning the basics
Make the first calculations (power and budget) for the buildings you should definitely include in your camp
Key structures: HQ, Supply deposit, Canteen
Power: 2 x Cummins generators (2MW)
Budget: 2 million pounds
During this first activity the objective is for students to perform some initial calculations and understand how to use their budget and information given about the buildings
At this point they only need to do calculations for the key structures.
Ensure that every team completes the calculations correctly and everybody understands how the activity works before proceeding.

14. Tokens White tokens are examples for you to plan with.
Once your plan is complete you can buy resources for each building or power sources to stick to your plan
Sketch out a draft on your ‘camp’ with pens.
Everything has to fit on the space you have been given.
Make a list of the things you want to buy and take it to the person handling finances.
Explain the token buying process and how the tokens should be used on the outline of the relief camp
Point out that it would be good to create a list of required resources before going to the finance volunteer
Identify who the finance person is so that teams know where to go to get the tokens.

15. Power System/Camp Models
Your models do not have to be in scale to the 2D plan on the whiteboard.
You can use the available materials in any way you think are necessary to display how you will generate and distribute electricity or house the ones affected.
You can only make models of components you have bought tokens for.
This slide is describing an optional element to the activity, making 3D models of their power systems using scrap/recycled materials.
If this aspect of the activity is not being run, please hide this slide, but do not delete it.
Given the time available allow the students to either model one power source or even their whole camp if they want to.
Emphasise that a model could really help during their presentations

16. Presentation
Describe your plan and show how you will spend the money you have been given.
You will be asked questions, so you have to think carefully about your response plan.
Time: 5 mins
Emphasise that the time available is 5 mins for the presentation and 5 mins for questions.
Suggest that all team members should be involved and contribute to the presentation
What we really want to see being presented is their thought process and justification for the choices made.

17. Key points Time: 2 hours Budget: 2 million
Facilities
Cost (£)
Power required (kW)
Power Generation
Power Rating (kW)
Command and control centre
10000
300
Generators
2000
Supply depot
1000
100
Wind Turbine kit 1 (budget)
1,000 20
Tent
500 40
Wind Turbine kit 2 (mid-range)
2,500 60
Cabin 30
Wind Turbine kit 3 (deluxe)
5,000
Hospital*
500,000
250
Solar collection dish
10,000
200
Clinic
50,000 50
Cabin roof solar set 10
Canteen 80
Hydropower pump
25,000
Waste disposal facility, large
Biomass boiler
12,000
Waste disposal facility, small
2,000
Geothermal bore hole
150
Before allowing the kids to dive into the activity highlight again quickly the key points.
The cost and power requirements are on the slide.
This slide should remain on board throughout the session for reference
Time: 2 hours
Budget: 2 million
Power made available at the start: 2 MW
2 MW = 2000 kW = W

18. Session summary Planning, budgeting, decision making, problem solving
Team work
Presenting skills
Importance of STEM
At the end of the session discuss with the students what they learnt throughout this activity and the skills they have exercised.
Briefly talk about understanding now how important STEM subjects are.
Problem solving and logical thinking skills exercised when studying STEM subjects
Understanding different technologies and where they could be used
Variety of challenges and issues to deal with
Increasing demand for STEM professionals