http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_natdis/cub_natdis_lesson05.xmllessontext/xmlIntegrated Teaching and Learning Program, disasterfrictionhazardlandslidegravitygeographygeologymodelmudslidenatural disasterslidesoilavalanchedebrisdebris flowerosionfrictiongravitylandslidemodelmudslidemudflowtriggerunstable vs. stable

Students learn about landslides, discovering that there are different types of landslides that occur at different speeds — from very slow to very quick. All landslides are the result of gravity, friction and the materials involved. Both natural and human-made factors contribute to landslides. Students learn what makes landslides dangerous and what engineers are doing to prevent and avoid landslides.

Landslides can be deadly and destructive to people and property. Engineers work with scientists to determine locations at which landslides might occur, how to minimize the damage, and how to prevent the actions of people from contributing to landslides. Engineers also design test facilities to simulate and study landslide characteristics, develop measuring devices to study real-world landslides, model landslides with computer simulations, and design structures to channel existing landslides around/under existing human-made structures such as buildings and highways. Describe the basic characteristics of a landslide.Relate that gravity and friction are major factors in landslides. Explain several contributors to landslides: heavy rain, runoff water, earthquakes, human activities, forest fires, etc. List several ways that engineers reduce the danger and destruction of landslides. 20TeachEngineering.orgTim NicklasMalinda Schaefer ZarskeDenise W. Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_natdis/cub_natdis_lesson05_presentation.ppthttp://www.dictionary.comhttp://www.mala.bc.ca/~earles/Hanisch, J., et al. “Dumpling – An “Intelligent” Boulder for Studying Internal Processes of Debris Flows.” Proceedings, Third International Conference on Debris-Flow Hazards Mitigation, Davos, Switzerland, September 10-12, 2003. Rickenmann, Dieter & Chen, Cheng-lung editors, September 2003.http://pbs.usgs.gov/fs/2004/3072/http://vulcan.wr.usgs.gov/Projects/MassMovement/Publications/OFR92-483/OFR92-483_inlined.htmlhttp://www.geologyeducation.com/blackboard/lan/lanlessonsummer.htmlhttp://pubs.usgs.gov/of/2001/ofr-01-0276/http://landslides.usgs.gov/recent/current.phpS114172BInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyB. People have made tools to provide food, to make clothing, and to protect themselves.35S11425A1ColoradoSciencea. Analyze and interpret data identifying ways Earth's surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity 55S11425A2ColoradoScienceb. Develop and communicate an evidence based scientific explanation around one or more factors that change Earth's surface55United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-11-295Teacher