The Teachers Integrating Engineering into Science (TIES)Program is a collaborative project among faculty from the College of Education and the College of Engineering at the University of Nevada, Reno. The TIES project paired university faculty with middle school science teachers to create three units that included engineering design using a variety of interactive learning activities in order to engage a wide range of students. The units included a Web-based simulation activity, lesson plans, a design project, and three types of assessments that were standardized across schools. Results of assessments were disaggregated by gender, ethnicity, special education, and socio-economic level. Mean scores for these student population groups were compared to mean scores for the same groups on the 2004 Nevada eighth grade science criterion referenced test. These results indicate that engaging students in engineering curriculum activities may diminish achievement gaps in science for some student populations.

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Severe damage to acceleration sensitive nonstructural components in recent earthquakes has resulted in unprecedented losses. Recent research has been aimed at increasing the understanding of acceleration demands on nonstructural components in buildings. This investigation subjects a set of four special moment resisting frame (SMRF) building models to a suite of 21 far-field ground motions using the incremental dynamic analysis procedure. Full three-dimensional models including floor slabs are used to extract both the horizontal and vertical responses. Floor acceleration response spectra are generated to assess the acceleration demands on elastic nonstructural components. Changes to the current code provisions that include the influence of structural period are proposed. An alternative design approach that directly amplifies the ground acceleration spectrum to achieve the desired floor acceleration spectrum is presented.

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