to get to the other side: designing bridges · to get to the other side: designing bridges ......

To Get To The Other Side: Designing Bridges

Balance, Forces, and Civil Engineering for Elementary Students

Edited by Rebecca Pedersen Illustrations by Jeannette Martin

Graphics by Braden Chang and the EiE Team

Michael Arquin Ruth Wishengrad Anna Lindgren-Streicher Darshita Shah Patricia Slater Nancy Yocom de Romero

Carolyn DeCristofano Christine M. Cunningham Kate Hester Melissa Higgins Kristin Sargianis Cathy P. Lachapelle Araceli Ortiz

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL MATERIAL

DO DO DO NOT NOT NOT Carolyn DeCristofano NOT Carolyn DeCristofano

DUPLICATEDUPLICATEDUPLICATE

Please note: pages have been omitted

from this teacher guide.

To purchase the complete guide, visit

www.eiestore.com.

COPYRIGHTED To purchase the complete guide, visit

COPYRIGHTED To purchase the complete guide, visit

www.eiestore.com

COPYRIGHTED www.eiestore.com

COPYRIGHTED MATERIAL

To purchase the complete guide, visit MATERIAL

To purchase the complete guide, visit

DO NOT DUPLICATETo purchase the complete guide, visit

DUPLICATETo purchase the complete guide, visit

www.eiestore.comDUPLICATE

www.eiestore.comDUPLICATEDUPLICATE

http://www.eiestore.com/

© 2004-2008, 2011 by the Museum of Science. All rights reserved. Printed in the United States of America.

This work may not be reproduced by mechanical or electronic means without the express written permission of the Museum of Science, Boston. For permission to copy portions of this material for other purposes, please write to:

Engineering is ElementaryMuseum of Science, 1 Science Park Boston, MA 02114

Major support for this project has been provided by the Museum of Science, National Science Foundation, S. D. Bechtel Jr. Foundation, Liberty Mutual Foundation, Cargill Foundation, Cisco Systems Foundation, and Intel Foundation.

For a complete list of supporters and partners, please visit:http://www.mos.org/EiE/EiE_sponsors

To learn more about the Engineering is Elementary:Engineering and Technology Lessons for Children project, contact us:

Web: http://www.mos.org/EiE E-mail: [email protected]

Parts less than 1.25”

! WARNING:

CHOKING HAZARD—Small parts. Not for children under 3 years.

This product may contain one or more of the parts listed below. As required by the Child Safety Protection Act, please make note of the following warnings and notices:

Plastic bags of any size

! WARNING:

To avoid danger of suffocation, keep plastic bags away from babies and children. Adult supervision required.

COPYRIGHTED For a complete list of supporters and partners, please vis

COPYRIGHTED For a complete list of supporters and partners, please vishttp://www.mos.org/EiE/EiE_sponsors

COPYRIGHTED http://www.mos.org/EiE/EiE_sponsors

COPYRIGHTED To learn more about the

COPYRIGHTED To learn more about the Engineering is Elementary

COPYRIGHTED Engineering is Elementary

Engineering and Technology Lessons for Children

COPYRIGHTED Engineering and Technology Lessons for Children

Web:COPYRIGHTED

Web:COPYRIGHTED MATERIAL provided by the Museum of Science,

MATERIAL provided by the Museum of Science, tel Jr. Foundation, Liberty Mutual

MATERIAL tel Jr. Foundation, Liberty Mutual

n, Cisco Systems Foundati

MATERIAL n, Cisco Systems Foundation, and Intel Foundation.

MATERIAL on, and Intel Foundation.

For a complete list of supporters and partners, please visMATERIAL For a complete list of supporters and partners, please visit:MATERIAL

it:

DO http://www.mos.org/EiE

DO http://www.mos.org/EiE E-mail: DO E-mail: [email protected] [email protected] DO NOT Engineering is Elementary

NOT Engineering is ElementaryEngineering and Technology Lessons for Children

NOT Engineering and Technology Lessons for Children

http://www.mos.org/EiE NOT http://www.mos.org/EiE

[email protected] [email protected]

DUPLICATEEngineering is ElementaryDUPLICATEEngineering is Elementary:DUPLICATE

:Engineering and Technology Lessons for Children DUPLICATEEngineering and Technology Lessons for Children project, contact us: DUPLICATE

project, contact us: DUPLICATE

Table of Contents

Civil Engineering: Designing Bridges

Table of Contents

© Museum of Science, Boston Duplication Not Permitted

Overview

Introduction to Engineering is Elementary………………………………..

Unit Introduction……………………………………………………………..

Unit Summary Charts……………………………………………………….

Unit Assessment…………………………………………………………….

Unit Materials List…………………………………………………………...

Unit Vocabulary List…………………………………………………………

Vocabulary Definitions……………………………………………………...

Family Letter………………………………………………………………...

1

7

10

17

20

21

22

25

Assessment Introduction…………………………………………………. 128

Lesson Plans

Pre-Post Assessment

P. Technology in a Bag…………………….............................................

1. Javier Builds a Bridge..……..………………….……………………….

2. Pushes and Pulls….………………...……………………………….….

3. Bridging Understanding...............…………………….………………..

4. Designing a Bridge…....…...……………………………………………

29

39

53

81

107

COPYRIGHTED

COPYRIGHTED st…………………………………………………………...

COPYRIGHTED st…………………………………………………………...

Unit Vocabulary Li

COPYRIGHTED Unit Vocabulary List…………………………………………………………

COPYRIGHTED st…………………………………………………………


COPYRIGHTED Vocabulary Definitions……………………………………………………...

Family Letter

COPYRIGHTED Family Letter

MATERIAL MATERIAL Unit Summary Charts……………………………………………………….

MATERIAL Unit Summary Charts……………………………………………………….

Unit Assessment…………………………………………………………….

MATERIAL Unit Assessment…………………………………………………………….

st…………………………………………………………...MATERIAL st…………………………………………………………...

10

MATERIAL 10

DO DO DO DO P. Technology in a Bag………DO P. Technology in a Bag………

NOT NOT ………………………………………………………………...

NOT ………………………………………………………………...

NOT NOT NOT DUPLICATEDUPLICATEst…………………………………………………………...

DUPLICATEst…………………………………………………………...

st…………………………………………………………

DUPLICATEst…………………………………………………………


DUPLICATEVocabulary Definitions……………………………………………………...

………………………………………………………………...DUPLICATE………………………………………………………………...

20

DUPLICATE20

21

DUPLICATE21

The National Center for Technological Literacy

Engineering is Elementary is part of the National Center forTechnological Literacy

The National Center for Technological Literacy (NCTL) at the Museum of Science, Boston, aims to enhance knowledge of technology and inspire the next generation of engineers, inventors, and innovators. Unique in recognizing that a 21st century curriculum must include today's human-made world, the NCTL's goal is to introduce engineering as early as elementary school and continue it through high school, college, and beyond. The NCTL works with leaders in education, government, and industry to integrate engineering as a new discipline:

in K-12 schools by aligning state standards, developing curricula, and offering teachers opportunities to enhance skill sets;

in science museums, community organizations, and other avenues of lifelong learning by upgrading public perceptions and understanding of engineering and technology through exhibits, programs, and professional development.

COPYRIGHTED MATERIAL lifelong learning by

MATERIAL lifelong learning by ing of engineering and technology through

MATERIAL ing of engineering and technology through

DO NOT DUPLICATE

Introduction to EiE



Engineering is Elementary:Program Introduction

1

IntroductionMost humans spend over 95% of their time interacting with technology. Pencils, chairs, water filters, toothbrushes, cell phones, and buildings are all technologies—solutions designed by engineers to fulfill human needs or wants. To understand the world we live in, it is vital that we foster engineering and technological literacy among all people, even young children! Fortunately, children are born engineers—they are fascinated with building, with taking things apart, and with how things work. The Engineering is Elementary: Engineering and Technology Lessons for Children project harnesses children’s natural curiosity to promote the learning of engineering and technology concepts.

Engineering is Elementary (EiE) is a curricular program that integrates engineering with elementary science topics. Connections with literacy, social studies, and mathematics can also be made. The curriculum project has four primary goals:

Goal 1: Increase children’s technological literacy. At the elementary school level, we define technological literacy as acquiring essential understandings and skills that include:

Knowledge (Know about): What engineering and technology are and what engineers do Various fields of engineering Nearly everything in the human world has been touched by engineering Engineering problems have multiple solutions How society influences and is influenced by engineering How technology affects the world (both positively and negatively) Engineers are from all races, ethnicities, and genders

Skills/Experience (Be able to): Apply the Engineering Design Process Apply science and math in engineering Employ creativity and careful thinking to solve problems Envision one’s own abilities as an engineer Troubleshoot and learn from failure Understand the central role of materials and their properties in engineering solutions

COPYRIGHTED (EiE) is a curricular program th

COPYRIGHTED (EiE) is a curricular program thelementary science topics. Connections with liter

COPYRIGHTED elementary science topics. Connections with literacy, social studies, and mathematics can also be

COPYRIGHTED acy, social studies, and mathematics can also be made. The curriculum project has four primary goals:

COPYRIGHTED made. The curriculum project has four primary goals:

Goal 1: Increase children

COPYRIGHTED Goal 1: Increase children’s technological literacy.

COPYRIGHTED ’s technological literacy.

At the elementary school level, we define

COPYRIGHTED At the elementary school level, we define understandings and skills that include: COPYRIGHTED understandings and skills that include:

MATERIAL building, with taking things

MATERIAL building, with taking things Engineering is Elementary: Engineering and Technology

MATERIAL Engineering is Elementary: Engineering and Technology

curiosity to promote the learning of

MATERIAL curiosity to promote the learning of

(EiE) is a curricular program thMATERIAL (EiE) is a curricular program that integrates engineering with MATERIAL

at integrates engineering with

DO Knowledge (Know about):

DO Knowledge (Know about): DO What engineering and technology DO What engineering and technology DO Various fields of engineering DO

Various fields of engineering NOT At the elementary school level, we define

NOT At the elementary school level, we define understandings and skills that include:

NOT understandings and skills that include:

Knowledge (Know about): NOT Knowledge (Know about):

What engineering and technology NOT What engineering and technology

DUPLICATEat integrates engineering with

DUPLICATEat integrates engineering with acy, social studies, and mathematics can also be

DUPLICATEacy, social studies, and mathematics can also be

’s technological literacy.

DUPLICATE’s technological literacy.

At the elementary school level, we define DUPLICATEAt the elementary school level, we define technological literacy DUPLICATE

technological literacy



2

Goal 2: Increase elementary educators’ abilities to teach engineering and technology to their students. At the core, EiE is designed to have students engineer. We develop interesting problems and contexts and then invite students to have fun as they use their knowledge of science and engineering to design, create, and improve solutions.

Goal 3: Increase the number of schools in the U.S. that include engineering at the elementary level.

Goal 4: Conduct research and assessment to further the first three goals and contribute knowledge about engineering teaching and learning at the elementary level.

Engineering for Children?! Why teach engineering to children?

There are many reasons to introduce children to engineering in elementary school:

Children are fascinated with building and with taking things apart to see how they work. By encouraging these explorations in elementary school, we can keep these interests alive. Describing their activities as "engineering" when they are engaged in the natural design process can help them develop positive associations with engineering, and increase their desire to pursue such activities in the future.

Engineering projects integrate other disciplines. Engaging students in hands-on, real-world engineering experiences can enliven math and science and other content areas and motivate students to learn math and science concepts by illustrating relevant applications.

Engineering fosters problem-solving skills, including problem formulation, iteration, and testing of alternative solutions.

Engineering embraces project-based learning, encompasses hands-on construction, and sharpens children's abilities to function in three dimensions; all of which are skills important for prospering in the modern world.

Learning about engineering will increase students' awareness of and access to scientific and technical careers. The number of American citizens pursuing engineering is decreasing. Early introduction to engineering can encourage many capable students, especially girls and minorities, to consider it as a career and enroll in the necessary science and math courses in high school.

Engineering and technological literacy are necessary for the 21st century. As our society increasingly depends on engineering and technology, our citizens need to understand these fields.

COPYRIGHTED

COPYRIGHTED as "engineering" when they ar

COPYRIGHTED as "engineering" when they arprocess can help them develop positive associ

COPYRIGHTED process can help them develop positive associations with engineering, and increase their

COPYRIGHTED ations with engineering, and increase their tivities in the future.

COPYRIGHTED tivities in the future. Engineering projects integrate other disciplines.

COPYRIGHTED Engineering projects integrate other disciplines.world engineering experiences can enliven ma

COPYRIGHTED world engineering experiences can enliven mamotivate students to learn math and science c

COPYRIGHTED motivate students to learn math and science c

COPYRIGHTED Engineering fosters problem-solving skills,

COPYRIGHTED Engineering fosters problem-solving skills, and testing of alternative solutions.COPYRIGHTED

and testing of alternative solutions.

MATERIAL MATERIAL

th taking things apart to see how they

MATERIAL th taking things apart to see how they

entary school, we can keep these interests

MATERIAL entary school, we can keep these interests

as "engineering" when they arMATERIAL as "engineering" when they are engaged in the natural design MATERIAL

e engaged in the natural design ations with engineering, and increase their MATERIAL ations with engineering, and increase their

DO Engineering embraces project-based learni

DO Engineering embraces project-based learnisharpens children's abilities to function in three dimensions; DO sharpens children's abilities to function in three dimensions; important for prospering in the modern world. DO important for prospering in the modern world. Learning about engineering will increase studentDO Learning about engineering will increase student

NOT Engineering fosters problem-solving skills,

NOT Engineering fosters problem-solving skills, and testing of alternative solutions.

NOT and testing of alternative solutions.Engineering embraces project-based learniNOT Engineering embraces project-based learnisharpens children's abilities to function in three dimensions; NOT sharpens children's abilities to function in three dimensions;

DUPLICATEDUPLICATE

e engaged in the natural design

DUPLICATEe engaged in the natural design

ations with engineering, and increase their

DUPLICATEations with engineering, and increase their

Engaging students in hands-on, real-

DUPLICATE Engaging students in hands-on, real-

th and science and ot

DUPLICATEth and science and other content areas and

DUPLICATEher content areas and

motivate students to learn math and science cDUPLICATEmotivate students to learn math and science concepts by illustrating reDUPLICATE

oncepts by illustrating relevant applications. DUPLICATElevant applications.

Engineering fosters problem-solving skills, DUPLICATEEngineering fosters problem-solving skills, including problem formulation, iteration, DUPLICATE

including problem formulation, iteration,


Introduction to EiE 3

How To Use This Curriculum Integration with Science

The Engineering is Elementary curriculum is NOT an independent curriculum. Rather, it is integrated with science; the lessons assume that the students are studying or have already studied the science concepts that are then utilized in the engineering lessons. Each EiE unit is paired with a science topic or topics that are commonly taught in elementary school. We suggest that the EiE unit be taught only in conjunction with, or soon after the science topic is taught. The EiE curriculum does not explicitly teach science topics, although science content may be referred to or reviewed. Each unit also focuses on: one field of engineering (such as mechanical or environmental). one country and culture from around the world.

Grade Level An EiE unit should be taught in the grade level when the corresponding science concepts are addressed. Since most science topics are taught in a range of grade levels in different districts and states, the EiE units can be used in almost any grade. For each unit, the lesson plans are written either for Basic or Advanced students based on when the science units are more frequently taught. In EiE units, Grades 1-2 are generally considered Basic and Grades 3-5 are considered Advanced. However, if the lesson plans are written for Basic students, suggestions are included throughout the lesson plans for slight modifications that make the lesson more applicable for Advanced students. If the lesson plans are written for Advanced students, the reverse is true (suggestions are provided for teaching the unit with Basic students). Similarly, each lesson contains two levels of student duplication masters—Basic (labeled “B”) and Advanced (labeled “A”). Teachers can choose which set best fit the capabilities of their students.

Stand-Alone Units While the units are closely integrated with science concepts, they “stand alone” with respect to other EiE engineering units. Because teachers teach science concepts in different orders and at various grade levels, the units do not sequentially build upon one another and therefore can be used in any number or order.

StandardsAligning instruction and assessment with educational standards is important. Extensive review of educational standards in both science and technology/engineering grounds each unit. The technology and engineering standards that are covered in the unit are identified by lesson in the Unit Summary Chart on p. 15.

MaterialsThe activities and design challenges have purposefully been designed so that they use simple and inexpensive materials.

MetricMetric conversions are indicated throughout lessons and in the materials lists to aid in planning and materials preparation. Feel free to use metric measurement with your class throughout this unit if you already do so when teaching science lessons.

Group SizesBasic lessons assume students will work in pairs and Advanced lessons assume students will work in groups of three, unless otherwise indicated in the lesson plans.

COPYRIGHTED

COPYRIGHTED sson plans are written for Basic students,

COPYRIGHTED sson plans are written for Basic students,

the lesson plans for slight modifications that make the

COPYRIGHTED the lesson plans for slight modifications that make the lesson more applicable for Advanced students.

COPYRIGHTED lesson more applicable for Advanced students. If the lesson plans are written for Advanced

COPYRIGHTED If the lesson plans are written for Advanced students, the reverse is true

COPYRIGHTED students, the reverse is true (suggestions are provided for teaching the unit with Basic

COPYRIGHTED (suggestions are provided for teaching the unit with Basic students). Similarly, each lesson contains two

COPYRIGHTED students). Similarly, each lesson contains two (labeled “B”) and Advanced (labeled “A”).

COPYRIGHTED (labeled “B”) and Advanced (labeled “A”). capabilities of their students.

COPYRIGHTED capabilities of their students.

COPYRIGHTED Stand-Alone Units

COPYRIGHTED Stand-Alone Units While the units are closely integrated with scCOPYRIGHTED While the units are closely integrated with sc

MATERIAL MATERIAL in different districts

MATERIAL in different districts and states, the EiE units can be used in almost any grade. For each unit, the lesson plans are

MATERIAL and states, the EiE units can be used in almost any grade. For each unit, the lesson plans are s based on when the science units are more

MATERIAL s based on when the science units are more

Grades 1-2 are generally consid

MATERIAL Grades 1-2 are generally considered Basic and Grades 3-5 are

MATERIAL ered Basic and Grades 3-5 are

sson plans are written for Basic students, MATERIAL sson plans are written for Basic students,

the lesson plans for slight modifications that make the MATERIAL the lesson plans for slight modifications that make the

If the lesson plans are written for Advanced MATERIAL If the lesson plans are written for Advanced

DO DO DO to other EiE engineering units. Because teachers

DO to other EiE engineering units. Because teachersand at various grade levels, the units do not sequentially build upon one

DO and at various grade levels, the units do not sequentially build upon one can be used in any number or order. DO can be used in any number or order.

DO StandardsDO

Standards

NOT While the units are closely integrated with sc

NOT While the units are closely integrated with scto other EiE engineering units. Because teachersNOT to other EiE engineering units. Because teachersand at various grade levels, the units do not sequentially build upon one NOT and at various grade levels, the units do not sequentially build upon one can be used in any number or order. NOT can be used in any number or order.

DUPLICATE the lesson plans for slight modifications that make the

DUPLICATE the lesson plans for slight modifications that make the

If the lesson plans are written for Advanced

DUPLICATE If the lesson plans are written for Advanced (suggestions are provided for teaching the unit with Basic

DUPLICATE(suggestions are provided for teaching the unit with Basic levels of student dupl

DUPLICATElevels of student duplication masters—Basic

DUPLICATEication masters—Basic

DUPLICATE(labeled “B”) and Advanced (labeled “A”).

DUPLICATE(labeled “B”) and Advanced (labeled “A”). Teachers can choose which set best fit the

DUPLICATETeachers can choose which set best fit the

While the units are closely integrated with scDUPLICATEWhile the units are closely integrated with sc



4

English Language Learners Tips for enhancing the experience of English Language Learners while using the EiE materials are included in sidebars labeled “English Language Learners”.

AssessmentUnderstanding students’ preconceptions about a topic, how they are learning, and what they understand as a result of the experience are important considerations for teachers. Assessment for the EiE curriculum is explained in more detail in Unit Assessment on p. 17.

Answer Keys Answer keys are provided following the duplication masters in each lesson. Given the open-ended nature of the Engineering Design Process and that experimental results cannot be predicted, answer keys cannot be provided for all duplication masters.

Organization of Engineering is Elementary MaterialsThe EiE curricular materials and lesson plans follow a similar format that consists of a Preparatory Lesson, four Unit Lessons, and Pre-Post Assessments.

Preparatory Lesson The preparatory lesson is designed to prompt students to think about engineering, technology, and the Engineering Design Process. If teachers have done little with engineering and technology in their classrooms, we suggest that they start an EiE unit with this short introductory activity.

Lesson 1: Engineering Story The first lesson sets the context for the unit through an illustrated storybook. A series of questions before, during, and after the story encourages students to reflect upon the story and its engineering components and reinforces literacy skills.

Lesson 2: A Broader View of an Engineering FieldThe second lesson focuses on helping students gain a broader perspective on the unit’s engineering field of focus. Through hands-on activities, students learn more about the type of work done by engineers in these fields, and the kinds of technology they produce.

Lesson 3: Scientific Data Inform Engineering DesignThe third lesson is designed to help students understand the linkages between science, mathematics, and engineering. In this lesson, children collect and analyze scientific data that they can refer to in Lesson 4 to inform their designs.

Lesson 4: Engineering Design ChallengeThe unit culminates with an engineering design challenge. Following the steps of the Engineering Design Process, students design, create, and improve solutions to an engineering problem. Design challenges are used as the final project as they allow students with varying academic abilities to succeed; they are easily scaled to meet the needs of gifted or special needs students.

Pre-Post Assessment The assessment sheets available in this section can be used to get baseline readings on your students’ knowledge of engineering and technology concepts before and after completing this unit.

COPYRIGHTED

COPYRIGHTED technology, and the Engineering Design Process. If

COPYRIGHTED technology, and the Engineering Design Process. If teachers have done little with engineering

COPYRIGHTED teachers have done little with engineering technology, and the Engineering Design Process. If teachers have done little with engineering technology, and the Engineering Design Process. If

COPYRIGHTED technology, and the Engineering Design Process. If teachers have done little with engineering technology, and the Engineering Design Process. Ifand technology in their classrooms, we suggest

COPYRIGHTED and technology in their classrooms, we suggest that they start an EiE unit with this short

COPYRIGHTED that they start an EiE unit with this short

Lesson 1: Engineering Story

COPYRIGHTED Lesson 1: Engineering Story The first lesson sets the context for the unit

COPYRIGHTED The first lesson sets the context for the unit questions before, during, and after the story en

COPYRIGHTED questions before, during, and after the story enits engineering components and reinforces literacy skills.

COPYRIGHTED its engineering components and reinforces literacy skills.

COPYRIGHTED Lesson 2: A Broader View ofCOPYRIGHTED

Lesson 2: A Broader View ofThe second lesson focuses on helping students COPYRIGHTED

The second lesson focuses on helping students

MATERIAL MATERIAL

pt students to think about engineering,

MATERIAL pt students to think about engineering,

teachers have done little with engineering MATERIAL teachers have done little with engineering

that they start an EiE unit with this short MATERIAL that they start an EiE unit with this short

DO The second lesson focuses on helping students

DO The second lesson focuses on helping students engineering field of focus. ThrDO engineering field of focus. Thrwork done by engineers in these fields, DO work done by engineers in these fields, DO Lesson 3: Scientific Data DO Lesson 3: Scientific Data

NOT questions before, during, and after the story en

NOT questions before, during, and after the story enits engineering components and reinforces literacy skills.

NOT its engineering components and reinforces literacy skills.Lesson 2: A Broader View of

NOT Lesson 2: A Broader View of an Engineering Field

NOT an Engineering FieldLesson 2: A Broader View of an Engineering FieldLesson 2: A Broader View of

NOT Lesson 2: A Broader View of an Engineering FieldLesson 2: A Broader View of

NOT The second lesson focuses on helping students NOT The second lesson focuses on helping students engineering field of focus. ThrNOT engineering field of focus. Through hands-on activities, students NOT

ough hands-on activities, students work done by engineers in these fields, NOT work done by engineers in these fields,

DUPLICATEDUPLICATE

teachers have done little with engineering

DUPLICATE teachers have done little with engineering

that they start an EiE unit with this short

DUPLICATEthat they start an EiE unit with this short

through an illustrated

DUPLICATEthrough an illustrated storybook. A series of

DUPLICATEstorybook. A series of

questions before, during, and after the story enDUPLICATEquestions before, during, and after the story encourages students to reflect upon the story and DUPLICATE

courages students to reflect upon the story and its engineering components and reinforces literacy skills.DUPLICATEits engineering components and reinforces literacy skills.

an Engineering FieldDUPLICATE an Engineering Field


Introduction to EiE 5

An Engineering is Elementary Teacher Guide Includes: Introductory Materials, beginning with this introduction to the Engineering is Elementary

program. It also includes a Unit Summary Chart that provides a summary of the lessons, student learning, science tie-in content and lessons from widely used science curricula, and alignment with national technology and engineering standards. The Unit Assessment section offers more information on how to use the assessment tools provided to evaluate student learning. The Unit Materials List details all of the materials necessary for the unit to help you assemble the appropriate supplies, while the Unit Vocabulary List and Vocabulary Definitions provide a comprehensive list of the vocabulary that your students will be introduced to in this unit.

Lesson Plans for teachers. These materials include vocabulary words, objectives, tie-in science content, a lesson overview, background, student learning, detailed materials and preparation sections, instructions for the activity, and duplication masters for student worksheets.

Duplication Masters for students. To accommodate differences in students’ cognitive and linguistic abilities, the units contain two levels of duplication masters: Basic (for earlier readers, less cognitively complex) and Advanced (for more advanced reader, more cognitively complex). The duplication masters are identified as Basic or Advanced using an “A” or “B” box in the upper right corner of the worksheet Worksheets to be used by all grade levels are labeled with both “A” and “B.” Teachers can choose the sheets that best meet the abilities of their students.

Student Assessments are explained in greater detail in the Unit Assessment section on p. 17.

Other Available Engineering is Elementary Materials: In addition to the Teacher Guide and storybook, other EiE materials available include:

EiE Website (http://www.mos.org/EiE) that includes more about the project’s philosophical underpinnings, more information about this and other EiE units, additional resources for teachers, and results of evaluation and research studies.

How-To Videos available on the EiE Educator Resources site (http://www.mos.org/EiE/EducatorResources) show the preparation and setup for select lessons.

Content Connections available on the EiE Educator Resources site (http://www.mos.org/EiE/EducatorResources) offer free, searchable, and downloadable lessons created by teachers and EiE staff. These lessons link to or extend the lessons in each EiE unit. Lessons connect to mathematics, social studies, science, fine arts, and language arts content.

Materials Kits that include the materials needed for doing all of the lessons in a unit. Kit Refills contain additional consumable kit items. Classroom Posters that feature the Engineering Design Process and the storybook

characters.

COPYRIGHTED

COPYRIGHTED r right corner of the

COPYRIGHTED r right corner of the worksheet Worksheets to be used by all grade

COPYRIGHTED worksheet Worksheets to be used by all grade ” and “B.” Teachers can choose th

COPYRIGHTED ” and “B.” Teachers can choose thabilities of their students.

COPYRIGHTED abilities of their students. Student Assessments

COPYRIGHTED Student Assessments are explained in greater detail in

COPYRIGHTED are explained in greater detail in

Other Available

COPYRIGHTED Other Available

MATERIAL MATERIAL for students. To accommodate differences in students’ cognitive and

MATERIAL for students. To accommodate differences in students’ cognitive and of duplication masters:

MATERIAL of duplication masters: Basic (for earlier

MATERIAL Basic (for earlier

dvanced (for more advanced reader, more

MATERIAL dvanced (for more advanced reader, more

e identified as Basic or

MATERIAL e identified as Basic or Advanced using an

MATERIAL Advanced using an e identified as Basic or Advanced using an e identified as Basic or

MATERIAL e identified as Basic or Advanced using an e identified as Basic or

worksheet Worksheets to be used by all grade MATERIAL worksheet Worksheets to be used by all grade

” and “B.” Teachers can choose thMATERIAL ” and “B.” Teachers can choose th

DO DO In addition to the Teacher Guide and stor

DO In addition to the Teacher Guide and stor

DO EiE Website DO EiE Website philosophical underpinnings, more information DO philosophical underpinnings, more information

NOT Engineering is Elementary

NOT Engineering is ElementaryIn addition to the Teacher Guide and storNOT In addition to the Teacher Guide and stor

EiE Website NOT EiE Website (http://www.mos.org/EiE) that inNOT

(http://www.mos.org/EiE) that in

DUPLICATEworksheet Worksheets to be used by all grade

DUPLICATEworksheet Worksheets to be used by all grade

e sheets that best meet the

DUPLICATEe sheets that best meet the

are explained in greater detail in

DUPLICATEare explained in greater detail in the Unit Assessment section on p. 17.

DUPLICATEthe Unit Assessment section on p. 17.

DUPLICATEEngineering is ElementaryDUPLICATEEngineering is Elementary

Unit Introduction



7

Unit Introduction

Designed For: Basic (Grades 1-2) elementary students See sidebars for modifications for Advanced (Grades 3-5) elementary students

Recommended Science Units for Tie-In: FOSS: Balance and Motion STC: Balancing and Weighing Science Companion: Motion, Early Science Explorations (Constructions)

Mathematics Content: Problem Solving, Data Analysis, Geometry

Social Studies Content: Bridges of the United States, United States Geography

About This Unit

This unit guides students to discover and discuss the connections between the science topics of force, balance, and stability; the design of bridges; and the field of civil engineering.

Bridges are human-made structures that integrate the principles of force, balance, and stability in their design. Bridges are familiar, yet awe-inspiring structures. The accompanying story, JavierBuilds a Bridge, introduces students to some famous bridges in the United States and serves to focus students on the design challenge that they will undertake in Lesson 4 of this unit: designing and improving a bridge.

As with all units in the Engineering is Elementary series, the Preparatory Lesson introduces and defines the concepts of engineering and technology. In Lesson 1, students read the storybook Javier Builds a Bridge, which introduces students to the field of civil engineering, different types of bridges, and some of the parts of a bridge. In Lesson 2, students investigate the pushes and pulls (forces) that act on structures and practice thinking about structures the way that civil engineers do. In Lesson 3, students first build and test beam, deep beam, and arch bridges made from index cards, and observe how forces act on each bridge type. They then explore the different materials that will be available to them for designing their bridges in Lesson 4, and

COPYRIGHTED

COPYRIGHTED Science Companion: Motion, Early Sc

COPYRIGHTED Science Companion: Motion, Early Science Explorations (Constructions)

COPYRIGHTED ience Explorations (Constructions)

Mathematics Content:

COPYRIGHTED Mathematics Content:Problem Solving, Data Analysis, Geometry

COPYRIGHTED Problem Solving, Data Analysis, Geometry

Social Studies Content:

COPYRIGHTED Social Studies Content:

COPYRIGHTED Bridges of the United StatesCOPYRIGHTED

Bridges of the United States

MATERIAL MATERIAL

ience Explorations (Constructions) MATERIAL ience Explorations (Constructions)

DO DO DO About This Unit

DO About This Unit

This unit guides students to discover and discuDO This unit guides students to discover and discuforce, balance, and stability; the design of brDO force, balance, and stability; the design of br

NOT Bridges of the United States

NOT Bridges of the United States, United States Geography

NOT , United States Geography

About This Unit NOT About This Unit

DUPLICATE, United States Geography DUPLICATE, United States Geography



8

brainstorm ways that each material might be used in a bridge design. In Lesson 4, students use the Engineering Design Process as they “Imagine,” “Plan,” “Create,” and “Improve” their own bridges made of materials such as copy paper, craft sticks, index cards, and drinking straws.

The To Get to the Other Side: Designing Bridges unit has been designed to integrate with science lessons on forces, balance, and stability. The tie-in science concepts, as well as the FOSS and STC lessons that address those concepts are noted in the Unit Summary Chart on pp. 12-13. It is important that these Engineering is Elementary lessons be supported by the prior or concurrent presentation of the fundamental science concepts.

This unit is considered “Basic” in that it is designed for early elementary students (Grades 1-2). Modifications for upper elementary students can be found in the sidebars of the lesson plans as “Advanced Lesson” suggestions.

Background

Civil Engineering Civil engineering is the branch of engineering concerned with the design and construction of public structures. As you walk around any human-inhabited part of the world, you will likely observe examples of civil engineering. From public buildings and roads, to bridges and tunnels, civil engineers help to design all of the essential structures of the modern world. The origin of civil engineering dates back thousands of years. Who designed the breathtaking pyramids of Ancient Egypt or the beautiful arch bridges of Ancient Rome? Today we would call them civil engineers.

One of the greatest challenges for civil engineers is designing structures appropriate to the environmental conditions in a particular region. Civil engineers must ensure that the structures they design will be stable, strong, and safe—able to withstand wind and rain, the wear and tear of everyday use, and even earthquakes and hurricanes.

Many people believe that civil engineers actually build the structures they design. This is not the case in modern societies—civil engineers design structures such as bridges, tunnels, amusement park rides, skyscrapers, and stadiums. These designs are then passed along to contractors and construction workers, who build the actual structures. Most public structures are the result of many teams working together.

Forces, Stability, and Bridges Bridges are designed to balance and distribute the forces acting on them, including tension, compression, and gravity. They must remain stable even in extreme conditions, such as earthquakes and hurricanes. If a bridge (or any structure) is not properly designed to withstand the forces acting upon it, it will fail. See p. 83 of Lesson 3 for diagrams of forces acting on different types of bridges.

The most basic force acting on a bridge is gravity. Gravity pulls down on all parts of a bridge and on the people or vehicles crossing it. Weight is actually a measurement of the force of gravity pulling downwards on an object (in this case, the bridge and its load). For every force (such as

COPYRIGHTED

COPYRIGHTED eering. From public buildings and

COPYRIGHTED eering. From public buildings and of the essential structures of

COPYRIGHTED of the essential structures of housands of years. Who designed

COPYRIGHTED housands of years. Who designed Ancient Egypt or the beautiful arch bridges of

COPYRIGHTED Ancient Egypt or the beautiful arch bridges of Ancient Rome? Today we would call them civil

COPYRIGHTED Ancient Rome? Today we would call them civil Ancient Egypt or the beautiful arch bridges of Ancient Rome? Today we would call them civil Ancient Egypt or the beautiful arch bridges of

COPYRIGHTED Ancient Egypt or the beautiful arch bridges of Ancient Rome? Today we would call them civil Ancient Egypt or the beautiful arch bridges of

One of the greatest challenges for civil engineer

COPYRIGHTED One of the greatest challenges for civil engineerenvironmental conditions in a particular region. CiCOPYRIGHTED environmental conditions in a particular region. Cithey design will be stable, strong, and safe—able toCOPYRIGHTED

they design will be stable, strong, and safe—able toeveryday use, and even earthquakes and hurricanes. COPYRIGHTED

everyday use, and even earthquakes and hurricanes.

MATERIAL MATERIAL

the design and construction of

MATERIAL the design and construction of

-inhabited part of the world, you will likely

MATERIAL -inhabited part of the world, you will likely

eering. From public buildings and MATERIAL eering. From public buildings and roads, to bridges and tunnels, MATERIAL

roads, to bridges and tunnels, the modern world. The origin of MATERIAL the modern world. The origin of

DO they design will be stable, strong, and safe—able to

DO they design will be stable, strong, and safe—able toeveryday use, and even earthquakes and hurricanes.

DO everyday use, and even earthquakes and hurricanes.

Many people believe that civil engiDO Many people believe that civil engicase in modern societies—civil engineers design DO case in modern societies—civil engineers design

NOT One of the greatest challenges for civil engineer

NOT One of the greatest challenges for civil engineerenvironmental conditions in a particular region. Ci

NOT environmental conditions in a particular region. Ci

NOT they design will be stable, strong, and safe—able toNOT they design will be stable, strong, and safe—able toeveryday use, and even earthquakes and hurricanes. NOT everyday use, and even earthquakes and hurricanes.

DUPLICATEDUPLICATE

roads, to bridges and tunnels,

DUPLICATEroads, to bridges and tunnels,

the modern world. The origin of

DUPLICATEthe modern world. The origin of the breathtaking pyramids of

DUPLICATEthe breathtaking pyramids of Ancient Rome? Today we would call them civil

DUPLICATE Ancient Rome? Today we would call them civil

One of the greatest challenges for civil engineerDUPLICATEOne of the greatest challenges for civil engineers is designing structurDUPLICATE

s is designing structurenvironmental conditions in a particular region. CiDUPLICATEenvironmental conditions in a particular region. Civil engineers must ensure that the structures DUPLICATE

vil engineers must ensure that the structures they design will be stable, strong, and safe—able toDUPLICATEthey design will be stable, strong, and safe—able to


Unit Introduction 9

gravity) acting on the bridge, there must be a reaction equal in force and opposite in direction (according to Newton’s Third Law of Motion), which means that the bridge must, in turn, push upwards to overcome the downward force of gravity and support the people and vehicles on it. These forces stress the materials of the bridge as well. For example, a cable holding up part of a suspension bridge is under tension. Tension is the force pulling or stretching a material apart, like people playing tug-of-war with a rope. Compression is the force that squeezes a material together. For example, a pier holding up a bridge is under compression.

Engineers need to know what forces will be acting upon each part of the bridge, so they can choose the right materials and structural elements to withstand those forces. For example, a wooden post is good for withstanding compression because it keeps its shape when squeezed (whereas a steel cable would not); a steel cable is good for withstanding tension because it keeps its shape when pulled apart (better than a wooden post). Along the same lines, piers can be used to support the span of a bridge. The beam in a beam bridge is a classic example of a structure that needs to withstand both compression and tension (see diagram on p. 83 of Lesson 3). The top of the beam is under compression, while the bottom of the beam is under tension. For this reason, deeper beams (beams with a thicker vertical dimension) are necessary for supporting greater amounts of weight and for spanning longer distances. A deeper beam has more material to withstand both the tension and the compression forces acting upon it.

Additional Resources American Society of Engineering

http://www.egfi-k12.org National Academy of Engineering—Engineer Girl!

http://www.engineergirl.org Sloan Career Cornerstone Center: Civil Engineering

http://www.careercornerstone.org/civileng/civileng.htm American Society of Civil Engineers

http://www.asce.orgCOPYRIGHTED

COPYRIGHTED American Society of Engineering

COPYRIGHTED American Society of Engineering http://www.egfi-k12.org

COPYRIGHTED http://www.egfi-k12.orgNational Academy of Engi

COPYRIGHTED National Academy of Engineering—Engineer Girl!

COPYRIGHTED neering—Engineer Girl!

http://www.engineergirl.org

COPYRIGHTED http://www.engineergirl.org

COPYRIGHTED Sloan Career Cornerstone Center: Civil Engineering

COPYRIGHTED Sloan Career Cornerstone Center: Civil Engineering http://www.careercornerstCOPYRIGHTED http://www.careercornerst

MATERIAL MATERIAL bottom of the beam is under tension. For this

MATERIAL bottom of the beam is under tension. For this ical dimension) are necessary for supporting

MATERIAL ical dimension) are necessary for supporting distances. A deeper be

MATERIAL distances. A deeper beam has more material

MATERIAL am has more material

ces acting upon it.

MATERIAL ces acting upon it.

DO DO American Society of Civil Engineers

DO American Society of Civil Engineers http://www.asce.orgDO http://www.asce.orgNOT Sloan Career Cornerstone Center: Civil Engineering

NOT Sloan Career Cornerstone Center: Civil Engineering http://www.careercornerst

NOT http://www.careercornerstone.org/civileng/civileng.htm

NOT one.org/civileng/civileng.htmAmerican Society of Civil Engineers NOT American Society of Civil Engineers NOT http://www.asce.orgNOT http://www.asce.org

DUPLICATEneering—Engineer Girl!

DUPLICATEneering—Engineer Girl!

Sloan Career Cornerstone Center: Civil Engineering DUPLICATESloan Career Cornerstone Center: Civil Engineering

one.org/civileng/civileng.htmDUPLICATEone.org/civileng/civileng.htm



10

Time to Complete Lesson Summary: Students will...

Preparation: 5-10 minutes

Lesson: 90-120 minutes (2-3 sessions)

read the story Javier Builds a Bridge. learn about various types of bridges. talk about what civil engineers do for

their jobs. become familiar with the Engineering

Design Process.


Lesson: 55-60 minutes

examine several different structures and observe how each is affected by a force.

brainstorm and implement some engineering solutions to prevent forces from causing a structure to fail.

discuss how civil engineers work to counteract the forces (pushes and pulls) on a structure in order to make it stronger and more stable.

Part 1 Preparation: 15-20 minutes Lesson: 50-60 minutes


create three different types of bridges (beam, arch, and deep beam) out of index cards.

test each type of bridge to see how much weight it can support and how adding weight affects the structure of the bridge.

examine the materials available to them for designing their bridges and brainstorm how they might use each material in their bridges.



use the Engineering Design Process to design a bridge made from paper and other materials.

test and improve their bridges using the evaluation criteria of strength and stability.



examine everyday examples of technology.

discuss how these objects were designed to solve problems.

discuss the materials that objects are made of.

444Designing a

Bridge

333Bridging

Understanding

222Pushes and

Pulls

111Javier Builds a

Bridge

Preparatory Lesson

COPYRIGHTED

COPYRIGHTED brainstorm and implement some

COPYRIGHTED brainstorm and implement some engineering solutions to prevent forces

COPYRIGHTED engineering solutions to prevent forces from causing a structure to fail.

COPYRIGHTED from causing a structure to fail.

COPYRIGHTED discuss how civil engineers work to

COPYRIGHTED discuss how civil engineers work to

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

3COPYRIGHTED

33COPYRIGHTED

33COPYRIGHTED

3333COPYRIGHTED

333333COPYRIGHTED

3333333333COPYRIGHTED

3333333

MATERIAL examine several different structures and

MATERIAL examine several different structures and observe how each is affected by a force.

MATERIAL observe how each is affected by a force. brainstorm and implement some MATERIAL brainstorm and implement some engineering solutions to prevent forces MATERIAL engineering solutions to prevent forces from causing a structure to fail. MATERIAL from causing a structure to fail. MATERIAL MATERIAL

DO Bridging DO Bridging DO Understanding DO Understanding

NOT Part 1

NOT Part 1 Preparation:NOT Preparation: 15-20 minutes NOT 15-20 minutes Lesson:NOT Lesson: 50-60 minutes NOT

50-60 minutes NOT NOT DUPLICATEengineering solutions to prevent forces

DUPLICATEengineering solutions to prevent forces from causing a structure to fail.

DUPLICATEfrom causing a structure to fail. discuss how civil engineers work to

DUPLICATEdiscuss how civil engineers work to counteract the forces (pushes and pulls)

DUPLICATEcounteract the forces (pushes and pulls) on a structure in order to make it

DUPLICATEon a structure in order to make it stronger and more stable. DUPLICATEstronger and more stable.

DUPLICATEDUPLICATE

DUPLICATEDUPLICATE


Unit Summary Chart 11

Summarized Engineering Objectives: Students will be able to... Assessment

identify the technologies discussed in the story. discuss some of the problems, criteria, constraints, and

solutions associated with designing bridges. recognize the role of civil engineers in designing

structures. identify the steps of the Engineering Design Process.

Observe student contributions to the discussion and examine students’ work.

Use Lesson 1 Rubric {1-8} to evaluate student performance.

Javier and the Engineering Design Process {1-7} is a good source of information on student understanding of the Engineering Design Process.

identify some of the forces (pushes and pulls) that act on a structure.

explain that applying a new force (push or pull) in the opposite direction of an existing force (push or pull) can increase the strength and/or stability of a structure.

describe the role of civil engineers in identifying and addressing the forces acting on a structure.

Observe student participation in the activity.

Use Lesson 2 Rubric {2-6} to evaluate individual student performance.

Pushes and Pulls on Structures: One-Story Structure {2-2} and Tower{2-3} are good sources of information on student understanding of forces.

conduct a controlled experiment to determine and compare the strength of three different bridge types (beam, arch, and deep beam).

analyze testing data and draw conclusions about how the shape and structure of a bridge affect how much weight it can support.

recognize that under different criteria and constraints, different bridge types are the best design choice.

brainstorm how they might use different materials and ways that they might change the shape of a material (i.e., by rolling, folding, etc.) in a bridge design.

Observe student participation in discussions.

Use Lesson 3 Rubric {3-9} to evaluate individual student work and class contributions.

Testing a Beam Bridge {3-3}, Testinga Deep Beam Bridge {3-5}, and Testing an Arch Bridge {3-7} are all good sources of information on student understanding of different bridge types.

identify and implement the steps of the Engineering Design Process.

utilize what they have learned about different bridge types and the properties of different materials to inform their bridge designs.

test the strength and stability of their bridge designs and analyze test results.

“Improve” their bridge designs, based on testing results and analyses.

Use Engineering Design Process pages {4-3}, {4-4}, {4-6}, {4-7}, and {4-9} to analyze student work on the design challenge.

Use Lesson 4 Rubric {4-13} to evaluate individual student’s work.

identify everyday objects made by people as technology. identify the problem(s) that a particular object solves. identify the materials used to make an object. identify that objects are designed as a solution to a

problem. identify engineers as the people who design objects.

Observe student contributions to class discussion.

Examine students’ work.

COPYRIGHTED explain that applying a new force (push or pull) in the

COPYRIGHTED explain that applying a new force (push or pull) in the opposite direction of an existing force (push or pull) can

COPYRIGHTED opposite direction of an existing force (push or pull) can increase the strength and/or stability of a structure.

COPYRIGHTED increase the strength and/or stability of a structure. describe the role of civil en

COPYRIGHTED describe the role of civil engineers in identifying and

COPYRIGHTED gineers in identifying and

addressing the forces acting on a structure.

COPYRIGHTED addressing the forces acting on a structure.

COPYRIGHTED conduct a controlled experiCOPYRIGHTED

conduct a controlled experiCOPYRIGHTED

COPYRIGHTED MATERIAL information on student understanding

MATERIAL information on student understanding of the Engineering Design Process.

MATERIAL of the Engineering Design Process.

MATERIAL Observe student participation in the

MATERIAL Observe student participation in the activity.

MATERIAL activity.

MATERIAL UseMATERIAL

Use Lesson 2 RubricMATERIAL Lesson 2 Rubric

individual student performance. MATERIAL individual student performance. MATERIAL

MATERIAL MATERIAL MATERIAL

DO compare the strength of three different bridge types

DO compare the strength of three different bridge types (beam, arch, and deep beam).

DO (beam, arch, and deep beam). DO analyze testing data and draw conclusions about how the DO analyze testing data and draw conclusions about how the

shape and structure of a bridge affect how much weight it DO shape and structure of a bridge affect how much weight it can support. DO can support. DO NOT conduct a controlled experi

NOT conduct a controlled experiment to determine and

NOT ment to determine and compare the strength of three different bridge types NOT compare the strength of three different bridge types (beam, arch, and deep beam). NOT (beam, arch, and deep beam). analyze testing data and draw conclusions about how the NOT analyze testing data and draw conclusions about how the NOT DUPLICATE

{2-6} to evaluate

DUPLICATE {2-6} to evaluate

individual student performance.

DUPLICATEindividual student performance. Pushes and Pulls on Structures: One-

DUPLICATEPushes and Pulls on Structures: One-Story Structure

DUPLICATEStory Structure {2-2} and

DUPLICATE{2-2} and Tower

DUPLICATETower{2-3} are good sources of information

DUPLICATE{2-3} are good sources of information on student understanding of forces.

DUPLICATEon student understanding of forces.

DUPLICATEment to determine and DUPLICATEment to determine and

compare the strength of three different bridge types DUPLICATEcompare the strength of three different bridge types DUPLICATE

DUPLICATE



12

Tie-In Science Concepts: Force and Balance

There are many connections between science, technology, and human activity.

Science and engineering affect the world in many different ways. Forces acting on a bridge can make it unstable. Structures are stable when the forces on them are balanced.

A force is a push or a pull on an object. The position and motion of an object can be changed by a push or a

pull. The size of the change depends on the strength of the push or pull.

The various geometric shapes present in bridges have different strengths and weaknesses.

Different shapes can distribute forces in different directions. Controlled experiments can help determine the differing strengths of

bridge types.

The various geometric shapes present in bridges have different strengths and weaknesses.

When all forces acting on a structure are balanced, the structure is in a state of equilibrium.

444Designing a

Bridge

333Bridging

Understanding

222Pushes and

Pulls

111Javier Builds a

Bridge

COPYRIGHTED

COPYRIGHTED The various geometric shapes pres

COPYRIGHTED The various geometric shapes presstrengths and weaknesses.

COPYRIGHTED strengths and weaknesses.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED 3

COPYRIGHTED 33

COPYRIGHTED 33

COPYRIGHTED 3333

COPYRIGHTED 333333

COPYRIGHTED 3333333333

COPYRIGHTED 3333333

Bridging COPYRIGHTED

Bridging

MATERIAL pull. The size of the change depends on the strength of the push or

MATERIAL pull. The size of the change depends on the strength of the push or

MATERIAL

DO Understanding

DO Understanding NOT strengths and weaknesses.

NOT strengths and weaknesses. Different shapes can distribute fo

NOT Different shapes can distribute fo

NOT Controlled experiments can help determine the differing strengths of

NOT Controlled experiments can help determine the differing strengths of bridge types. NOT bridge types. NOT DUPLICATEThe various geometric shapes pres

DUPLICATEThe various geometric shapes present in bridges have different

DUPLICATEent in bridges have different

strengths and weaknesses. DUPLICATEstrengths and weaknesses. Different shapes can distribute foDUPLICATEDifferent shapes can distribute forces in different directions. DUPLICATE

rces in different directions. Controlled experiments can help determine the differing strengths of DUPLICATEControlled experiments can help determine the differing strengths of DUPLICATE

DUPLICATE



Tie-In Science: FOSS Tie-In Science: STC

Balance and Motion Investigation 1: Balance Part 1: Trick Crayfish Part 2: Triangle and Arch Part 3: The Pencil Trick

Balancing and Weighing Lessons 1: Thinking about Balance 2: Building Structures that Balance 3: Exploring the Beam Balance 4: Moving the Fulcrum 5: Building Mobiles 6: Exploring the Equal-Arm Balance 7: Using the Equal-Arm Balance to

Compare Objects

Balance and Motion Investigation 1: Balance Part 2: Triangle and Arch Part 3: The Pencil Trick

Balancing and Weighing Lessons 1: Thinking about Balance 2: Building Structures that Balance 3: Exploring the Beam Balance 4: Moving the Fulcrum 5: Building Mobiles 6: Exploring the Equal-Arm Balance 7: Using the Equal-Arm Balance to

Compare Objects

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL 1: Thinking about Balance

MATERIAL 1: Thinking about Balance 2: Building Structur

MATERIAL 2: Building Structures that Balance

MATERIAL es that Balance 3: Exploring the Beam Balance

MATERIAL 3: Exploring the Beam Balance 4: Moving the Fulcrum

MATERIAL 4: Moving the Fulcrum 5: Building Mobiles MATERIAL 5: Building Mobiles 6: Exploring the Equal-Arm Balance MATERIAL 6: Exploring the Equal-Arm Balance 7: Using the Equal-Arm Balance to MATERIAL 7: Using the Equal-Arm Balance to MATERIAL

DO DO NOT DUPLICATE6: Exploring the Equal-Arm Balance

DUPLICATE6: Exploring the Equal-Arm Balance 7: Using the Equal-Arm Balance to

DUPLICATE7: Using the Equal-Arm Balance to Compare Objects

DUPLICATECompare Objects




14

Tie-In Science: Science Companion

Motion Lessons: 5: Changing Motion: Starting Things Moving and Changing

Direction Early Science Explorations (Constructions)

Activity: Building with Many Materials Activity: Strong Structures Activity: Marshmallow and Toothpick Constructions Activity: Bridges

Motion Lessons: 2: Drawing Motion 5: Changing Motion: Starting Things Moving and Changing

Direction 6: Comparing Big and Small Forces



Early Science Explorations (Constructions) Activity: Building with Many Materials Activity: Strong Structures Activity: Marshmallow and Toothpick Constructions Activity: Bridges



Early Science Explorations (Constructions) Activity: Building with Many Materials Activity: Strong Structures Activity: Marshmallow and Toothpick Constructions Activity: Bridges

111Javier Builds a

Bridge

444Designing a

Bridge

333Bridging

Understanding

222Pushes and

Pulls

COPYRIGHTED

COPYRIGHTED 5: Changing Motion: Starting Things Moving and Changing

COPYRIGHTED 5: Changing Motion: Starting Things Moving and Changing

Direction

COPYRIGHTED Direction

COPYRIGHTED 6: Comparing Big and Small Forces

COPYRIGHTED 6: Comparing Big and Small Forces

COPYRIGHTED Early Science Explorations (Constructions)

COPYRIGHTED Early Science Explorations (Constructions)

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED Bridging

COPYRIGHTED Bridging

Understanding

COPYRIGHTED Understanding

MATERIAL 5: Changing Motion: Starting Things Moving and Changing

MATERIAL 5: Changing Motion: Starting Things Moving and Changing


DO DO NOT Early Science Explorations (Constructions)

NOT Early Science Explorations (Constructions) Activity: Building with Many Materials

NOT Activity: Building with Many Materials NOT Activity: Strong Structures NOT Activity: Strong Structures NOT Activity: Marshmallow and Toothpick Constructions NOT

Activity: Marshmallow and Toothpick Constructions NOT Activity: Bridges NOT

Activity: Bridges NOT NOT DUPLICATE 5: Changing Motion: Starting Things Moving and Changing

DUPLICATE 5: Changing Motion: Starting Things Moving and Changing

6: Comparing Big and Small Forces

DUPLICATE 6: Comparing Big and Small Forces

Early Science Explorations (Constructions) DUPLICATE Early Science Explorations (Constructions)

Activity: Building with Many Materials DUPLICATE Activity: Building with Many Materials Activity: Strong Structures DUPLICATE Activity: Strong Structures DUPLICATE

DUPLICATE



ITEEA National Standards and Benchmarks

8A Everyone can design solutions to a problem. 8D Requirements for a design include such factors as the desired elements and features of a

product or system or the limits that are placed on a design.

10A Asking questions and making observations helps a person to figure out how things work. 20B The type of structure determines how the parts are put together.

10A Asking questions and making observations helps a person to figure out how things work. 10E The process of experimentation, which is common in science, can also be used to solve

technological problems. 20B The type of structure determines how the parts are put together. 8D Requirements for a design include such factors as the desired elements and features of a


2E People plan in order to get things done. 8A Everyone can design solutions to a problem. 8B Design is a creative process. 8D Requirements for a design include such factors as the desired elements and features of a

product or system or the limits that are placed on a design. 8C The design process is a purposeful method of planning practical solutions to problems. 9A The engineering design process includes identifying a problem, looking for ideas, developing

solutions, and sharing solutions with others. 9B Expressing ideas to others verbally and through sketches and models is an important part of

the design process. 9C The engineering design process involves defining a problem, generating ideas, selecting a

solution, testing the solution(s), making the item, evaluating it, and presenting the results. 9D When designing an object it is important to be creative and consider all ideas. 11B Build or construct an object using the design process. 11F Test and evaluate the solutions for the design problem. 11G Improve the design solutions.

COPYRIGHTED Asking questions and making observations helps a person to figure out how things work.

COPYRIGHTED Asking questions and making observations helps a person to figure out how things work. The process of experimentation, which is common in science, can also be used to solve

COPYRIGHTED The process of experimentation, which is common in science, can also be used to solve technological problems.

COPYRIGHTED technological problems.

The type of structure determines how the parts are put together.

COPYRIGHTED The type of structure determines how the parts are put together.

8D

COPYRIGHTED 8D Requirements for a design include such factors as the desired elements and features of a

COPYRIGHTED Requirements for a design include such factors as the desired elements and features of a


COPYRIGHTED product or system or the limits that are placed on a design.

COPYRIGHTED

COPYRIGHTED


Asking questions and making observations helps a person to figure out how things work. MATERIAL Asking questions and making observations helps a person to figure out how things work. The process of experimentation, which is common in science, can also be used to solve MATERIAL The process of experimentation, which is common in science, can also be used to solve MATERIAL

DO DO DO DO 2EDO

2E People plan in order to get things done. DO People plan in order to get things done. DO NOT


NOT product or system or the limits that are placed on a design. DUPLICATE Asking questions and making observations helps a person to figure out how things work.

DUPLICATE Asking questions and making observations helps a person to figure out how things work. The process of experimentation, which is common in science, can also be used to solve

DUPLICATE The process of experimentation, which is common in science, can also be used to solve

The type of structure determines how the parts are put together.

DUPLICATE The type of structure determines how the parts are put together.

Requirements for a design include such factors as the desired elements and features of a

DUPLICATE Requirements for a design include such factors as the desired elements and features of a

product or system or the limits that are placed on a design. DUPLICATEproduct or system or the limits that are placed on a design. DUPLICATE

Unit Assessment



17

Unit Assessment

Introducing Students to Engineering and Technology and Diagnostic Assessment

How much do your students know about engineering and technology? If you don’t have a ready answer to this question, you can use the Pre-Post Assessment sheets available in the Assessments section to get baseline readings on your students’ knowledge of engineering and technology concepts before completing this unit. See the Assessment Introduction on p. 128 for further details on how to use the assessments. If your students have little knowledge of engineering, technology, and the Engineering Design Process, you can use the Technology in a Bag? Preparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to confront common misconceptions about engineering and technology.

Lesson Rubrics

For each lesson, rubrics are provided that detail what to look for in assessing student learning. Part of the purpose of this type of assessment is to collect information about what concepts need to be re-emphasized during reflection and further lessons for the entire class. Another purpose is to understand what individual students are learning from the unit and where they may need additional support.

Rubrics for assessing student learning are provided at the end of each lesson. However, your own observations of class discussions, student insights and misconceptions, and student work will be the best assessment. A blank Rubric Recording Sheet is provided in each lesson for this purpose. You may wish to adjust the difficulty of the lessons to match your students’ capabilities.

Summative Assessment

The Pre-Post Assessment sheets provided in the Assessments section can also be used as a summative assessment of your students’ understanding of technology, engineering, and the Engineering Design Process. Additional assessments that address science and engineering concepts specific to this unit can be found on the EiE website (http://www.mos.org/EiE). If you use these assessments both before and after teaching Engineering is Elementary units, you can compare students’ performance on the post-assessment with their performance on the pre-assessment to help you see how student understanding has changed. See the Assessment Introduction on p. 128 for further details on how to use the assessments.

COPYRIGHTED

COPYRIGHTED Preparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to

COPYRIGHTED Preparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to bout engineering and technology.

COPYRIGHTED bout engineering and technology.

Lesson Rubrics

COPYRIGHTED Lesson Rubrics

For each lesson, rubrics are provided that detail what to look for in assessing student learning.

COPYRIGHTED For each lesson, rubrics are provided that detail what to look for in assessing student learning. Part of the purpose of this type of assessment is to collect information about what concepts need

COPYRIGHTED Part of the purpose of this type of assessment is to collect information about what concepts need to be re-emphasized during reflection and further COPYRIGHTED to be re-emphasized during reflection and further to understand what individual COPYRIGHTED

to understand what individual

MATERIAL MATERIAL Assessment sheets available in the Assessments

MATERIAL Assessment sheets available in the Assessments of engineering and technology

MATERIAL of engineering and technology e Assessment Introduction on p. 128 for further

MATERIAL e Assessment Introduction on p. 128 for further udents have little know

MATERIAL udents have little knowledge of engineering,

MATERIAL ledge of engineering,

sign Process, you can use the

MATERIAL sign Process, you can use the Technology in a Bag?

MATERIAL Technology in a Bag?

Preparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to MATERIAL Preparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to

bout engineering and technology. MATERIAL bout engineering and technology.

DO DO DO to understand what individual

DO to understand what individual additional support.

DO additional support.

Rubrics for assessing student leDO Rubrics for assessing student leobservations of class discussions, student insights and misconceptions, and student work will be DO observations of class discussions, student insights and misconceptions, and student work will be

NOT Part of the purpose of this type of assessment is to collect information about what concepts need

NOT Part of the purpose of this type of assessment is to collect information about what concepts need to be re-emphasized during reflection and further

NOT to be re-emphasized during reflection and further to understand what individual NOT to understand what individual students are learning from the NOT students are learning from the additional support. NOT additional support.

DUPLICATEPreparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to

DUPLICATEPreparatory Lesson (p. 29) to help them achieve a basic familiarity with these concepts and to

For each lesson, rubrics are provided that detail what to look for in assessing student learning.

DUPLICATEFor each lesson, rubrics are provided that detail what to look for in assessing student learning. Part of the purpose of this type of assessment is to collect information about what concepts need DUPLICATEPart of the purpose of this type of assessment is to collect information about what concepts need to be re-emphasized during reflection and further DUPLICATEto be re-emphasized during reflection and further lessons for the entire class. Another purpose is DUPLICATE

lessons for the entire class. Another purpose is students are learning from the DUPLICATEstudents are learning from the



18

Summarized Objectives

Students will be able to

1. identify the technologies discussed in the story. (Lesson 1)

2. discuss some of the problems, criteria, constraints, and solutions associated with designing bridges. (Lesson 1)

3. recognize the role of civil engineers in designing structures. (Lesson 1)

4. identify the steps of the Engineering Design Process. (Lesson 1)

5. identify some of the forces (pushes and pulls) that act on a structure. (Lesson 2)

6. explain that applying a new force (push or pull) in the opposite direction of an existing force (push or pull) can increase the strength and/or stability of a structure. (Lesson 2)

7. describe the role of civil engineers in identifying and addressing the forces acting on a structure. (Lesson 2)

8. conduct a controlled experiment to determine and compare the strength of three different bridge types (beam, arch, and deep beam). (Lesson 3)

9. analyze testing data and draw conclusions about how the shape and structure of a bridge affect how much weight it can support. (Lesson 3)

10. recognize that under difference criteria and constraints, different bridge types are the best design choice. (Lesson 3)

Activity Assessments

Rubrics have been provided for each lesson at the end of each lesson section. Use the RubricRecording Sheets to organize scores for all students.

Lesson 1

Observe student contributions to the discussion. Examine student work. Use Lesson 1 Rubric {1-8} to evaluate student performance. Javier and the Engineering Design Process {1-7} is a good source of student understanding of the Engineering Design Process.(Objectives 1-4)

Lesson 2

Observe student participation in the activity and discussion. Examine student work. Evaluate student performance using Lesson 2 Rubric {2-6}. Pushes and Pulls on Structures: One-Story Structure {2-2} and Tower Structure {2-3} are good sources of information on student understanding of forces.(Objectives 5-7)

Lesson 3

Students draw or write their observations of the performance of bridges as they experiment to see which can hold the most weight. Evaluate student work using Lesson 3Rubric {3-9}. Testing a Beam Bridge {3-3},Testing a Deep Beam Bridge {3-5}, and Testing an Arch Bridge {3-7} are all good sources of information on student understanding of different bridge types.(Objectives 8-11)

COPYRIGHTED

COPYRIGHTED pull) in the opposite direction of an

COPYRIGHTED pull) in the opposite direction of an existing force (push or pull) can increase

COPYRIGHTED existing force (push or pull) can increase the strength and/or stability of a structure.

COPYRIGHTED the strength and/or stability of a structure. (Lesson 2)

COPYRIGHTED (Lesson 2)

7. describe the role of civil engineers in

COPYRIGHTED 7. describe the role of civil engineers in

identifying and addressing the forces COPYRIGHTED identifying and addressing the forces acting on a structure. (Lesson 2) COPYRIGHTED

acting on a structure. (Lesson 2) COPYRIGHTED Observe student participation in the activity

COPYRIGHTED Observe student participation in the activity and discussion. Examine student work.

COPYRIGHTED and discussion. Examine student work. Evaluate student performance using

COPYRIGHTED Evaluate student performance using

MATERIAL MATERIAL

Observe student participation in the activity MATERIAL Observe student participation in the activity and discussion. Examine student work. MATERIAL and discussion. Examine student work.

DO acting on a structure. (Lesson 2)

DO acting on a structure. (Lesson 2)

8. conduct a controlled experiment to DO 8. conduct a controlled experiment to determine and compare the strength of DO determine and compare the strength of three different bridge types (beam, arch, DO three different bridge types (beam, arch,

NOT 7. describe the role of civil engineers in

NOT 7. describe the role of civil engineers in identifying and addressing the forces

NOT identifying and addressing the forces acting on a structure. (Lesson 2) NOT acting on a structure. (Lesson 2)

8. conduct a controlled experiment to NOT 8. conduct a controlled experiment to

DUPLICATEDUPLICATEObserve student participation in the activity

DUPLICATEObserve student participation in the activity and discussion. Examine student work.

DUPLICATEand discussion. Examine student work.

DUPLICATEDUPLICATEDUPLICATEEvaluate student performance using

DUPLICATEEvaluate student performance using Lesson 2

DUPLICATELesson 2 {2-6}.

DUPLICATE {2-6}. Pushes and Pulls on

DUPLICATEPushes and Pulls on

Structures: One-Story Structure

DUPLICATEStructures: One-Story Structure Tower Structure DUPLICATETower Structure {2-3} are good sources of DUPLICATE

{2-3} are good sources of information on student understanding of DUPLICATEinformation on student understanding of forces.DUPLICATEforces.


Unit Assessment 19

Summarized Objectives


11. brainstorm how they might use different materials and ways that they might change the shape of a material (i.e., by rolling, folding, etc.) in a bridge design. (Lesson 3)

12. identify and implement the steps of the Engineering Design Process. (Lesson 4)

13. utilize when they have learned about different bridge types and the properties of different materials to inform their bridge designs. (Lesson 4)

14. test the strength and stability of their bridge designs and analyze test results. (Lesson 4)

15. “Improve” their bridge designs, based on testing results and analyses. (Lesson 4)

Activity Assessments

Lesson 4

Students plan and construct bridges. They test and analyze their designs, and make improvements based upon what they have learned. Analyze this project and work that students produce using Lesson 4 Rubric{4-13}. Use Engineering Design Process pages {4-3}, {4-4}, {4-6}, {4-7}, and {4-9} to analyze student work on the design challenge. (Objectives 12-15)

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED 15. “Improve” their bridge designs, based on

COPYRIGHTED 15. “Improve” their bridge designs, based on

testing results and analyses.

COPYRIGHTED testing results and analyses. (Lesson 4)

COPYRIGHTED (Lesson 4)

COPYRIGHTED MATERIAL MATERIAL

DO DO DO NOT DUPLICATEDUPLICATEDUPLICATEDUPLICATE


© Museum of Science, Boston Duplication Permitted

20

Unit Materials List (for 30 students)

Note: This materials list does not include Preparatory Lesson materials. See the lesson for materials. 1Most 2” x 4’ pieces of lumber have actual heights of 1.5” and can be cut to create the blocks listed here. 2If you do not have 3” x 5” (7.6 x 12.7 cm) index cards, you can use two 5” x 8” (12.7 x 20.3 cm) index cards and cut them down to 3” x 5” (7.6 x 12.7 cm) each.

Material Quantity

bags, plastic, resealable, any size 15

blocks or textbooks, smallest dimension approx. 1.5” (3.8 cm), all the same size1 90

chart paper 1 pad

clay, modeling approx. 45 grams

container, plastic or shoe box, cardboard, or block, wooden approx. 7.5” x 5” x 2” (19.1 x 12.7 x 5.1 cm) 1

craft sticks 215

crayons/markers 60 (30 each of two different colors)

cups, paper or plastic, 8 oz. (236.6 ml) 33

index cards, 3” x 5” (7.6 x 12.7 cm) (optional)2 2

index cards, 5" x 8" (12.7 x 20.3 cm) 246

marker (for teacher use) 1

paper, copy, 8.5" x 11" 1 ream (500 sheets)

paper clips, #1 size 8

paper clips, jumbo 215

ruler 1

scissors 15

straws, plastic, drinking, non-flexible 220

string/mason line 30 yards(approx. 27.4 meters)

table fan 1

tape, cellophane 10 rolls

toy cars, small, pull-back type, spring-loaded 15

weights, approx. 0.6 oz. (16 grams) each (e.g., nuts, bolts, or washers) 675

COPYRIGHTED 2

COPYRIGHTED 2

COPYRIGHTED index cards, 5" x 8" (12.7 x 20.3 cm)

COPYRIGHTED index cards, 5" x 8" (12.7 x 20.3 cm)

COPYRIGHTED marker (for teacher use)

COPYRIGHTED marker (for teacher use)

COPYRIGHTED paper, copy, 8.5" x 11"

COPYRIGHTED paper, copy, 8.5" x 11"

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED paper clips, #1 size

COPYRIGHTED paper clips, #1 size

paper clips, jumbo COPYRIGHTED

paper clips, jumbo COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL different colors)

MATERIAL different colors)

MATERIAL 33

MATERIAL 33

MATERIAL MATERIAL

2 MATERIAL 2 MATERIAL

MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL

DO paper clips, jumbo

DO paper clips, jumbo

DO ruler 1

DO ruler 1

DO scissors 15 DO scissors 15 DO DO DO DO NOT ruler 1 NOT ruler 1 NOT NOT NOT NOT DUPLICATE

DUPLICATE1

DUPLICATE1

DUPLICATEDUPLICATE

1 ream (500 sheets)

DUPLICATE1 ream (500 sheets)

DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE


Unit Vocabulary 21

Unit Vocabulary List

Engineering Terms Civil engineering

Constraint

Criteria

Design

Engineer/Engineering

Engineering Design Process

Ask

Imagine

Plan

Create

Improve

Goal

Material

Problem

Property

Prototype

Redesign

Solution

Teamwork

Technology

Test

Additional Content Terms Abutment

Action

Arch bridge

Balance

Beam bridge

Effect

Equilibrium

Failure

Force

Masa

Pier

Span

Stability/Stable

Strength/Strong

Structure

Suspension bridge

Tamale

COPYRIGHTED

COPYRIGHTED Material

COPYRIGHTED Material

COPYRIGHTED Problem

COPYRIGHTED Problem

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL MasaMATERIAL Masa

Pier MATERIAL Pier

DO DO Property

DO Property

DO PrototypeDO Prototype

DO Redesign DO

Redesign NOT DUPLICATESpan

DUPLICATESpan

DUPLICATE Stability/Stable

DUPLICATEStability/Stable

DUPLICATE Strength/StrongDUPLICATE

Strength/Strong



22

Vocabulary Definitions: Engineering Terms Civil engineering: The branch of engineering concerned with the design and

construction of public structures, such as buildings, bridges, roads, and water systems.

Constraint: A restriction or limit placed on a designed solution or the design process itself. For example, time, money, and materials are all constraints.

Criteria: Specific qualities required of a successfully designed solution. For example, strength, durability, reliability, and speed are all criteria.

Engineer/Engineering: A person who uses his or her creativity and understanding of materials, tools, mathematics, and science to design things that solve problems.

Engineering Design Process: The five steps that engineers use to design something to solve a problem, to: “Ask,” “Imagine,” “Plan,” “Create,” and “Improve.”

Goal: The ideal solution for which people aim when designing a technology.

Material: The substance(s) from which an object is or can be made.

Problem: In engineering, a need or desire that motivates the creation of a technology.

Property: A characteristic of a material, such as how it looks, how it feels, and how it behaves in different conditions.

Prototype: A special type of model that is a first draft of a technology. It is developed to test the function of a design.

Redesign: To change or improve one or more aspects of a technology, such as its cost, efficiency, looks, or parts.

Solution: An answer, design, or technology that solves a problem.

Teamwork: The interactions of a group of people aimed at accomplishing a common goal.

Technology: Any thing, system, or process that people create and use to solve a problem.

Test: A way to measure the success of a solution or part of a solution to an engineering problem; a way of trying ideas to see how well they work. For example, testing the strength of a material or the accuracy of an idea.

COPYRIGHTED

COPYRIGHTED : In engineering, a need or desire th

COPYRIGHTED : In engineering, a need or desire that motivates the creation of a

COPYRIGHTED at motivates the creation of a

: A characteristic of a material, such as

COPYRIGHTED : A characteristic of a material, such as how it looks, how it feels, and how it

COPYRIGHTED how it looks, how it feels, and how it

behaves in different conditions.

COPYRIGHTED behaves in different conditions.

Prototype

COPYRIGHTED Prototype: A special type of model that is a

COPYRIGHTED : A special type of model that is a

developed to test the function of a design.

COPYRIGHTED developed to test the function of a design.

COPYRIGHTED

RedesignCOPYRIGHTED

Redesign

MATERIAL MATERIAL : The ideal solution for which people aim when designing a technology.

MATERIAL : The ideal solution for which people aim when designing a technology.

an object is or can be made.

MATERIAL an object is or can be made.

at motivates the creation of a MATERIAL at motivates the creation of a

DO : To change or improve one or more as

DO : To change or improve one or more as

cost, efficiency, looks, or parts.

DO cost, efficiency, looks, or parts.

Solution:DO Solution: An answer, design, or technolDO An answer, design, or technol

TeamworkDO Teamwork

NOT : A special type of model that is a

NOT : A special type of model that is a

developed to test the function of a design.

NOT developed to test the function of a design.

: To change or improve one or more asNOT : To change or improve one or more ascost, efficiency, looks, or parts. NOT cost, efficiency, looks, or parts.

DUPLICATEDUPLICATEhow it looks, how it feels, and how it

DUPLICATEhow it looks, how it feels, and how it

: A special type of model that is a DUPLICATE: A special type of model that is a first draft of a technology. It is DUPLICATE

first draft of a technology. It is developed to test the function of a design.DUPLICATEdeveloped to test the function of a design.

: To change or improve one or more asDUPLICATE: To change or improve one or more as


Vocabulary Definitions 23

Vocabulary Definitions: Additional Content Terms Abutment: The part of a bridge that applies a force at either end and helps to

maintain the bridge’s shape.

Action: Using energy to do something.

Arch bridge: A bridge made from one or more arches and abutments.

Balance: A state of equilibrium characterized by the cancellation of forces by equal opposing forces.

Beam bridge: A bridge made of a flat piece, or beam, laid across two or more supports or piers.

Effect: A result or response caused by a stimulus or force.

Equilibrium: A state in which a structure or system is at rest or is in unaccelerated motion due to all forces being balanced.

Failure: When a structure changes its shape so much that it is not safe or useful any more.

Force: An influence, such as a push or pull, that causes motion or a change in motion.

Masa: A type of dough made from corn that is often used in tortillas and tamales. Pronounced MAH-seh.

Pier: A vertical structural support.

Span: The length between two bridge supports.

Stability/Stable: The ability of a structure to keep its integrity (resist change or motion) when forces act upon it. A stable structure keeps its integrity when forces act upon it.

Strength/Strong: The ability to resist strain or stress. A strong structure is able to support weight without distorting or collapsing.

Structure: Something that is constructed, such as a building.

Suspension bridge: A bridge made of a platform that is held up by wires or ropes strung from the tops of towers.

Tamale: A Mexican food made by steaming a mixture of meat, peppers, and spices in cornhusks. Pronounced teh-MA-lay.

COPYRIGHTED

COPYRIGHTED : An influence, such as a push or pull, that causes motion or a change in

COPYRIGHTED : An influence, such as a push or pull, that causes motion or a change in

: A type of dough made from corn that is

COPYRIGHTED : A type of dough made from corn that is

Pronounced

COPYRIGHTED Pronounced MAH-seh

COPYRIGHTED MAH-seh.

COPYRIGHTED .

COPYRIGHTED Pier

COPYRIGHTED Pier: A vertical structural support.

COPYRIGHTED : A vertical structural support.

COPYRIGHTED

SpanCOPYRIGHTED

Span

MATERIAL MATERIAL ure or system is at rest or is in unaccelerated

MATERIAL ure or system is at rest or is in unaccelerated

that it is not safe or useful any

MATERIAL that it is not safe or useful any

: An influence, such as a push or pull, that causes motion or a change in MATERIAL : An influence, such as a push or pull, that causes motion or a change in

DO DO DO

DO Stability/Stable

DO Stability/Stablemotion) when forces act upon it. A stable stDO motion) when forces act upon it. A stable stact upon it. DO act upon it.

NOT : A vertical structural support.

NOT : A vertical structural support.

: The length between two bridge supports.

NOT : The length between two bridge supports.

Stability/StableNOT Stability/Stable: The ability of a struNOT

: The ability of a strumotion) when forces act upon it. A stable stNOT motion) when forces act upon it. A stable st

DUPLICATE: An influence, such as a push or pull, that causes motion or a change in

DUPLICATE: An influence, such as a push or pull, that causes motion or a change in

often used in tortillas and tamales.

DUPLICATE often used in tortillas and tamales.

: A vertical structural support. DUPLICATE: A vertical structural support.

: The length between two bridge supports.DUPLICATE: The length between two bridge supports.

Family Letter 25

Dear Family, Date: _________________

Our class is beginning an engineering unit called Civil Engineering: Designing Bridges, which is part of the Engineering is Elementary (EiE) curriculum developed by the Museum of Science, Boston. EiE is a curricular program that integrates the science students are already learning in elementary school with engineering design. Throughout this unit, students will use what they learn about the science of balance and forces to design and improve a bridge. The unit will begin with a story about a boy from Texas who solves a similar engineering design challenge.

There are many reasons to introduce children to engineering in elementary school:

Engineering projects integrate other disciplines. Engaging students in hands-on, real-world engineering experiences can enliven math, science, and other content areas.

Engineering fosters problem-solving skills, including problem formulation, iteration, and testing of alternative solutions.

Children are fascinated with building and with taking things apart to see how they work. By encouraging these explorations in elementary school, we can keep these interests alive. Describing their activities as "engineering" when children are engaged in the natural design process can help them develop positive associations with engineering, and increase their desire to pursue such activities in the future.

Engineering and technological literacy are necessary for the 21st century. As our society increasingly depends on engineering and technology, our citizens need to understand these fields.

Because engineering projects are hands-on, materials are often required. Several materials necessary to this unit are listed below. If you have any of these materials available, please consider donating them to the class. If you have expertise about the science, field of engineering, or the country highlighted, or have any general questions or comments about the engineering and design unit we are about to begin, please let me know.

Sincerely,

If you have any of the following materials available and would like to donate them to the class, I would greatly appreciate having them in the classroom by the following date: ___________ . Thank you!

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

COPYRIGHTED

COPYRIGHTED are necessary for the 21st century.

COPYRIGHTED are necessary for the 21st century.

society increasingly depends on engineer

COPYRIGHTED society increasingly depends on engineering and technology, our citizens need to

COPYRIGHTED ing and technology, our citizens need to

Because engineering projects are hands-on, mate

COPYRIGHTED Because engineering projects are hands-on, materials are often required. Several materials

COPYRIGHTED rials are often required. Several materials

necessary to this unit are listed below. If you ha

COPYRIGHTED necessary to this unit are listed below. If you haconsider donating them to the class.

COPYRIGHTED consider donating them to the class. If you have expertise about the sc

COPYRIGHTED If you have expertise about the scany general questions or comment

COPYRIGHTED any general questions or commentplease let me know. COPYRIGHTED

please let me know.

MATERIAL tary school, we can keep these interests

MATERIAL tary school, we can keep these interests ng" when children are engaged in the natural

MATERIAL ng" when children are engaged in the natural sociations with engineering, and increase

MATERIAL sociations with engineering, and increase

are necessary for the 21st century. MATERIAL are necessary for the 21st century. ing and technology, our citizens need to MATERIAL ing and technology, our citizens need to

DO DO please let me know.

DO please let me know.

Sincerely,DO Sincerely, NOT If you have expertise about the sc

NOT If you have expertise about the science, field of engineering, or

NOT ience, field of engineering, or any general questions or comment

NOT any general questions or comments about the engineering and desi

NOT s about the engineering and desiplease let me know. NOT please let me know. DUPLICATEing and technology, our citizens need to

DUPLICATEing and technology, our citizens need to

rials are often required. Several materials

DUPLICATErials are often required. Several materials ve any of these materials available, please

DUPLICATEve any of these materials available, please

ience, field of engineering, or DUPLICATEience, field of engineering, or DUPLICATEs about the engineering and desiDUPLICATEs about the engineering and desi

To Get To The Other Side: Designing Bridges

Lesson Plans

An Introduction to Balance, Forces, and

Civil Engineering

for Elementary Students

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED


DO DO An Introduction to Balance, Forces, and DO An Introduction to Balance, Forces, and NOT NOT Lesson Plans NOT Lesson Plans

An Introduction to Balance, Forces, and NOT An Introduction to Balance, Forces, and

DUPLICATEDUPLICATE

Lesson Plans DUPLICATELesson Plans DUPLICATE

Pre

p L

es

so

n

29 29 Technology in a Bag


Preparatory Lesson

Technology in a Bag


Guiding Question:

♦ What are technologies and who designs them?

In this lesson, students will

♦ examine everyday examples of technology.

♦ discuss how these objects were designed to solve problems.

♦ discuss the materials that objects are made of.

Students learn that

♦ almost all of the objects we use every day are examples of

technology.

♦ technology can be made of many different kinds of

materials.

♦ engineers design technology to solve problems.

Vocabulary

♦ Engineering

♦ Material

♦ Problem

♦ Solution

♦ Technology



COPYRIGHTED

COPYRIGHTED Guiding Question: COPYRIGHTED Guiding Question: COPYRIGHTED


Engineering

MATERIAL Engineering

♦

MATERIAL ♦ Material

MATERIAL Material

♦ MATERIAL ♦ Problem MATERIAL

Problem MATERIAL

DO DO What are technologies and who designs them?

DO What are technologies and who designs them?

In thDO In this lesson, students will DO is lesson, students will

♦ DO ♦ examine everyday examples of technology. DO

examine everyday examples of technology.

NOT NOT Guiding Question:

NOT Guiding Question:

What are technologies and who designs them? NOT What are technologies and who designs them?

is lesson, students will NOT is lesson, students will

DUPLICATEDUPLICATEDUPLICATESolution

DUPLICATESolution

♦

DUPLICATE♦ Technology

DUPLICATETechnology

DUPLICATEDUPLICATE

30

Pre

p L

es

so

n



Objectives


♦ identify everyday objects made by people as technology.

♦ identify the problem(s) that a particular object solves.

♦ identify the materials used to make an object.

♦ identify that objects are designed as a solution to a problem.

♦ identify engineers as the people who design objects.

Tie-In Science Content

♦ There are differences between natural things and those that are human-made.

Overview

Many students believe that technology only refers to things powered by electricity. In this

lesson, each group of students gets a “mystery bag” containing an example of technology.

When students open their bags, they may be surprised to see that they contain everyday objects

like sponges, slippers, or bubblegum!

Students examine these everyday useful objects as examples of technology. They consider the

needs that the objects serve and how they might work. They determine what materials each

object is made from. A handout guides them to write or draw their thoughts about these

questions. Then, in whole-class discussion, students learn that technologies are designed by

engineers.

This lesson is intended as a preparatory lesson before students begin any Engineering is

Elementary unit, not only To Get to the Other Side: Designing Bridges. If your students have

already completed a Preparatory Lesson from another Engineering is Elementary unit, you may

wish to skip this lesson. Similarly, if your students’ performance on the assessment sheets What

is Technology? {A-1} and What is an Engineer? {A-2} shows they are already familiar with

the concepts of engineering and technology, you may wish to skip or abbreviate this lesson.

Background

Technology does not only refer to electronic devices. It refers, in the broadest sense, to every

object, system, or process that has been designed or modified to be useful to some person or

group of people. Dish sponges and dish soap, high heels and loafers, deck chairs and dining

room chairs—all are things that people have designed and use for purposes from cleaning to

looking nice to being comfortable.

Many students have never thought about the objects they use as technology. With help,

however, they should be able to talk about the uses of objects like cups, shoes, and scissors.

With a little imagination, identifying the problems that objects solve can be quite fun. A cup

holds drinks so you don’t make a mess. How would you drink milk if you did not have a cup?

COPYRIGHTED

COPYRIGHTED Students examine these everyday useful objects as examples of technology. They consider the

COPYRIGHTED Students examine these everyday useful objects as examples of technology. They consider the


COPYRIGHTED needs that the objects serve and how they might work. They determine what materials each


COPYRIGHTED object is made from. A handout guides them to write or draw their thoughts about these


COPYRIGHTED questions. Then, in whole-class discussion, students learn that technologies are designed by

engineers.

COPYRIGHTED engineers.

This lesson is intended as a preparatory lesson before students begin any COPYRIGHTED This lesson is intended as a preparatory lesson before students begin any

ElementaryCOPYRIGHTED

Elementary

MATERIAL MATERIAL Many students believe that technology only refers to things powered by electricity. In this

MATERIAL Many students believe that technology only refers to things powered by electricity. In this

on, each group of students gets a “mystery bag” containing an example of technology.

MATERIAL on, each group of students gets a “mystery bag” containing an example of technology.

When students open their bags, they may be surprised to see that they contain everyday objects

MATERIAL When students open their bags, they may be surprised to see that they contain everyday objects

Students examine these everyday useful objects as examples of technology. They consider the MATERIAL Students examine these everyday useful objects as examples of technology. They consider the

DO unit, not only

DO unit, not only

already completed a Preparatory Lesson from another

DO already completed a Preparatory Lesson from another

wish to skip this lesson. Similarly, if your students’ performance on the assessment sheets DO wish to skip this lesson. Similarly, if your students’ performance on the assessment sheets

is Technology?DO is Technology? {A-1} and DO

{A-1} and

NOT This lesson is intended as a preparatory lesson before students begin any

NOT This lesson is intended as a preparatory lesson before students begin any

unit, not only NOT unit, not only To Get to the Other Side: Designing BridgesNOT

To Get to the Other Side: Designing Bridges

already completed a Preparatory Lesson from another NOT already completed a Preparatory Lesson from another

wish to skip this lesson. Similarly, if your students’ performance on the assessment sheets NOT

wish to skip this lesson. Similarly, if your students’ performance on the assessment sheets

DUPLICATEDUPLICATEStudents examine these everyday useful objects as examples of technology. They consider the

DUPLICATEStudents examine these everyday useful objects as examples of technology. They consider the


DUPLICATEneeds that the objects serve and how they might work. They determine what materials each


DUPLICATEobject is made from. A handout guides them to write or draw their thoughts about these


DUPLICATEquestions. Then, in whole-class discussion, students learn that technologies are designed by

This lesson is intended as a preparatory lesson before students begin any DUPLICATEThis lesson is intended as a preparatory lesson before students begin any

Pre

p L

es

so

n

31 Technology in a Bag © Museum of Science, Boston Duplication Not Permitted

The concept of processes and systems as technologies may be more difficult for students to

grasp. Any series of steps that must be performed in a specific order to accomplish a task (e.g.,

making a cake, braiding hair) is a process. Any object with parts that work together to

accomplish a task is a system. Even something like a glue stick (which includes a cap, a tube to

it is a system.

Students also may not have thought about the materials that things are made of. They are

probably familiar with such materials as metal, wood, plastic, and cloth, but will need help

recognizing that common objects are made of these materials.

And of course, there is the question of how these objects came to be. Even adults rarely stop to

think of the people who made their shirts and tables, much less the people who actually

designed them. Behind an object as familiar as a stapler are hosts of engineers who determined

the shape it would take and the materials it would be made from—not to mention how it would

put staples into paper. Even the small tables and chairs common in early elementary classrooms

were designed by someone for the specialized purpose of providing work space for children.

The mechanics of how things work is only one aspect of the design of everyday things that

students sometimes ask about. If you would like to read more, try these resources:

♦ How Stuff Works (http://www.howstuffworks.com)

♦ McCauley, David. The New Way Things Work. Houghton Mifflin Co. 1988.

♦ Llewellyn, Claire. How Things Work. Scholastic. 1996.

Student Learning

Look for the following misconceptions:

♦ Technology is only things that move.

♦ Technology is only computers.

♦ Technology is only things that use electricity.

Look for the following insights:

♦ Anything that people design to solve a problem is technology.

♦ Technology doesn’t always use electricity.

♦ Engineers design technology.

♦ Technology can be made of lots of different materials.

♦ Some kinds of materials (like plastic) are examples of technology.

♦ Anyone can engineer.

COPYRIGHTED

COPYRIGHTED students sometimes ask about. If you would like to read more, try these resources:

COPYRIGHTED students sometimes ask about. If you would like to read more, try these resources:

How Stuff Works (http://www.howstuffworks.com)

COPYRIGHTED How Stuff Works (http://www.howstuffworks.com)

The New Way Things Work.

COPYRIGHTED The New Way Things Work. Houghton Mifflin Co. 1988.

COPYRIGHTED Houghton Mifflin Co. 1988.

Llewellyn, Claire.

COPYRIGHTED Llewellyn, Claire. How Things Work

COPYRIGHTED How Things Work. Sch

COPYRIGHTED . Sch

Student Learning

COPYRIGHTED Student Learning

Look for the following misconceptions: COPYRIGHTED Look for the following misconceptions:

MATERIAL MATERIAL put staples into paper. Even the small tables and chairs common in early elementary classrooms

MATERIAL put staples into paper. Even the small tables and chairs common in early elementary classrooms

were designed by someone for the specialized purpose of providing work space for children.

MATERIAL were designed by someone for the specialized purpose of providing work space for children.

The mechanics of how things work is only one aspect of the design of everyday things that

MATERIAL The mechanics of how things work is only one aspect of the design of everyday things that

students sometimes ask about. If you would like to read more, try these resources: MATERIAL students sometimes ask about. If you would like to read more, try these resources:

DO DO DO Technology is only things that move.

DO Technology is only things that move.

♦ DO ♦ Technology is only computers. DO Technology is only computers.

♦ DO ♦ Technology is only things that use electricity. DO

Technology is only things that use electricity.

NOT Look for the following misconceptions:

NOT Look for the following misconceptions:

Technology is only things that move. NOT Technology is only things that move.

Technology is only computers. NOT Technology is only computers.

DUPLICATE Houghton Mifflin Co. 1988.

DUPLICATE Houghton Mifflin Co. 1988.

DUPLICATE

lastic. 1996.

DUPLICATElastic. 1996.

Pre

p L

es

so

n

32 Civil Engineering: Designing Bridges


Materials

For Each Group

♦ sample of an “engineered object” (see Preparation for

examples)

♦ opaque bag or container (e.g., brown paper bag)

Copy for Each Student

♦ {P-1} Technology Around Us

COPYRIGHTED


DO NOT NOT DUPLICATEDUPLICATE

Pre

p L

es

so

n


Preparation

1. Collect simple, everyday engineered objects—enough to

have at least one for each student group or table. For

example, you might collect some of the following:

♦ toothbrush

♦ flashlight

♦ plastic container

♦ sponge

♦ paper clip

♦ stapler

♦ scissors

♦ pen

2. Place each of the everyday engineered objects in a

“mystery bag”—a brown paper lunch bag works best, so

students will not see the objects before everyone is ready

to examine them.

♦ CD

♦ slippers

♦ pencil sharpener

♦ pen

♦ eraser

♦ plastic bag

♦ nail clippers

♦ hair brush

Teacher Tip

If you think your students are ready, you may want to include technologies that represent systems (something with multiple parts, such as a glue stick or mechanical pencil) or processes (a recipe card, for example).

COPYRIGHTED

COPYRIGHTED students will not see the objects before everyone is ready

COPYRIGHTED students will not see the objects before everyone is ready MATERIAL MATERIAL

“mystery bag”—a brown paper lunch bag works best, so

MATERIAL “mystery bag”—a brown paper lunch bag works best, so

students will not see the objects before everyone is ready MATERIAL students will not see the objects before everyone is ready

DO DO NOT DUPLICATEDUPLICATE

Pre

p L

es

so

n



Introduction

1. Explain to students that in this lesson they will learn about

engineering and technology. Begin by asking students:

♦ What is an engineer? Someone who uses his/her

knowledge of science, math, and creativity to design

objects, systems, or processes to solve problems.

♦ What is technology? Almost anything created to solve

a problem or meet a need. Examples include pencils,

cups, cell phones, processes to clean water, etc.

Record students’ answers to the questions above on chart

paper. It is okay if students do not know the answers to

understand both engineering and technology.

2. Encourage speculation by asking students:

♦ Do you know someone who is an engineer?

♦ If so, what kind of work does that person do?

♦ Do you think a shoe is considered technology?

Why or why not?

3. Introduce the activity by stating that your house is full of

technologies and you have brought some to share today.

4. Show students a mystery bag that contains an example of

technology.

COPYRIGHTED Do you think a shoe is considered technology?

COPYRIGHTED Do you think a shoe is considered technology?

Why o

COPYRIGHTED Why o

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED r why not?

COPYRIGHTED r why not?

3. Introduce the activity by stating that your house is full of

COPYRIGHTED 3. Introduce the activity by stating that your house is full of


COPYRIGHTED technologies and you have brought some to share today.


Do you know someone who is an engineer?

MATERIAL Do you know someone who is an engineer?

If so, what kind of work does that person do?

MATERIAL If so, what kind of work does that person do?

Do you think a shoe is considered technology? MATERIAL Do you think a shoe is considered technology?

DO NOT 4. Show students a mystery bag that contains an example of

NOT 4. Show students a mystery bag that contains an example of

NOT NOT NOT technology.

NOT technology. DUPLICATEDUPLICATEDUPLICATEDUPLICATE3. Introduce the activity by stating that your house is full of

DUPLICATE3. Introduce the activity by stating that your house is full of


DUPLICATEtechnologies and you have brought some to share today.

4. Show students a mystery bag that contains an example of DUPLICATE4. Show students a mystery bag that contains an example of

technology. DUPLICATEtechnology.

Pre

p L

es

so

n


5. Open the bag and pull out an object. Have students name

the object that you pull out. Ask:

♦ Are you surprised that this is technology? Why or

why not?

6. Show students Technology Around Us {P-1}. Model how

to fill out the sheet using your example technology.

COPYRIGHTED

COPYRIGHTED


DO DO DO NOT DUPLICATEDUPLICATEDUPLICATE

Pre

p L

es

so

n



Activity

1. Divide the class into small groups and give one “mystery

bag” to each group. Have students open the bag, pass the

object around, and examine it.

2. Ask students to think about what problem (or problems)

their technology solves and what materials it is made of.

Have students record their findings on Technology Around

Us {P-1}.

3. Have students from each group talk about their

technology. As a class, discuss:

♦ Is the object natural or human-made?

♦ What material(s) is it made of?

♦ What problem does it solve?

♦ How else could you use it?

♦ What other materials could it be made of?

4. Help students connect technologies with engineers. Ask:

♦ Who do you think creates these technologies?

Students may suggest scientists, inventors, or

engineers.

Explain that engineers are the people who create

technologies. Tell students that they will learn much more

about engineering and technology as they complete the

activities in this unit.

Teacher Tip

Save the chart with students’ responses to the questions “What is an engineer?” and “What is technology?” for reflecting and revisiting later.

COPYRIGHTED

COPYRIGHTED lp students connect technologies with engineers. Ask:

COPYRIGHTED lp students connect technologies with engineers. Ask:

♦

COPYRIGHTED ♦ Who do you think creates these technologies?

COPYRIGHTED Who do you think creates these technologies?

Stud

COPYRIGHTED Students may suggest scientists, inventors, or

COPYRIGHTED ents may suggest scientists, inventors, or

engineers.

COPYRIGHTED engineers.

MATERIAL MATERIAL

What other materials could it be made of?

MATERIAL What other materials could it be made of?

lp students connect technologies with engineers. Ask: MATERIAL lp students connect technologies with engineers. Ask:

Who do you think creates these technologies? MATERIAL

Who do you think creates these technologies?

DO NOT NOT technologies. Tell students that they will learn much more

NOT technologies. Tell students that they will learn much more

about engineering and technology as they complete the

NOT about engineering and technology as they complete the

activities in this unit. NOT activities in this unit. DUPLICATEDUPLICATElp students connect technologies with engineers. Ask:

DUPLICATElp students connect technologies with engineers. Ask:

Who do you think creates these technologies?

DUPLICATEWho do you think creates these technologies?

ents may suggest scientists, inventors, or

DUPLICATEents may suggest scientists, inventors, or

DUPLICATEExplain that engineers are the people who create

DUPLICATEExplain that engineers are the people who create

technologies. Tell students that they will learn much more DUPLICATEtechnologies. Tell students that they will learn much more

about engineering and technology as they complete the DUPLICATEabout engineering and technology as they complete the

Pre

p L

es

so

n


Reflection

1. Return to the students’ responses to the introductory

questions “What is an engineer?” and “What is

technology?”

2. As a class, cross off ideas that don’t make sense anymore

and add to the lists with definitions, ideas, and examples. It

is okay if students’ answers still are not perfect—they will

be learning much more about engineers and technology in

the coming lessons.

3. Emphasize that even though we might not have realized it

before, nearly everything we use, work with, or wear is

engineered. Someone had to think of how to design that

object to solve a particular problem—technology is all

around us.

COPYRIGHTED


DO DO NOT DUPLICATEDUPLICATE

Pre

p L

es

so

n



Extension and Reinforcement

Artisans vs. Technician vs. Engineers

Talk about who would be considered an artisan or craftsman, a

technician, or an engineer. Ask students if they’ve heard of

these terms and if they can give examples of each type of job.

Explain to students why there is often confusion around these

roles:

♦ Sometimes a person can do multiple kinds of work.

For example, an electrician may install wiring as well

as fix problems with it.

♦ Engineers may build prototypes and fix problems with

their prototypes, but this is not the same as building the

finished product itself or fixing an existing technology.

Create a list for each type of job. Examples might include:

♦ Artisan: a tailor, carpenter, or steelworker

♦ Technician: a mechanic, electrician, or computer-repair

person

♦ Engineer: someone who uses math, science, and

creativity to design new technologies or improve

existing technologies

COPYRIGHTED Technician: a mechanic, electrician, or computer-repair

COPYRIGHTED Technician: a mechanic, electrician, or computer-repair

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED ♦

COPYRIGHTED ♦ Engineer: someone who uses math, science, and

COPYRIGHTED Engineer: someone who uses math, science, and

crea

COPYRIGHTED creativity to design new technologies or improve

COPYRIGHTED tivity to design new technologies or improve


COPYRIGHTED existing technologies

MATERIAL MATERIAL MATERIAL Create a list for each type of job. Examples might include:

MATERIAL Create a list for each type of job. Examples might include:

Artisan: a tailor, carpenter, or steelworker

MATERIAL Artisan: a tailor, carpenter, or steelworker

Technician: a mechanic, electrician, or computer-repair MATERIAL Technician: a mechanic, electrician, or computer-repair

Engineer: someone who uses math, science, and MATERIAL Engineer: someone who uses math, science, and

DO NOT NOT NOT DUPLICATEDUPLICATEDUPLICATEEngineer: someone who uses math, science, and

DUPLICATEEngineer: someone who uses math, science, and

tivity to design new technologies or improve

DUPLICATEtivity to design new technologies or improve


DUPLICATEexisting technologies

EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

Prep Lesson: Technology in a Bag

j?

j

j??

j?

P-1

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

MATERIAL MATERIAL

DO

DO

DO DO DO DO DO DO NOT NOT NOT jNOT jNOT DUPLICATEDUPLICATE

DUPLICATE?DUPLICATE

?

Lesson 1

39 Javier Builds a Bridge


Lesson 1 Javier Builds a Bridge



read the story Javier Builds a Bridge. learn about various types of bridges. talk about what civil engineers do for their jobs. become familiar with the Engineering Design Process.

Students learn that

depending on the criteria and constraints of a given problem, one or more bridge types may be the best design choice.

engineers must consider criteria and constraints when solving a problem.

bridges are a type of technology. anyone can use the Engineering Design Process.


Lesson: 90-120 minutes (2-3 sessions)

Vocabulary

Abutment Arch bridge Beam bridge Civil engineering Constraint Criteria Engineer Engineering Design

Process Masa Pier Problem Prototype Span Suspension bridge Tamale Technology

COPYRIGHTED

COPYRIGHTED In this lesson, students will COPYRIGHTED In this lesson, students will COPYRIGHTED


Abutment

MATERIAL Abutment

MATERIAL Arch bridge


MATERIAL Beam bridge MATERIAL

Beam bridge MATERIAL Civil engineering MATERIAL

Civil engineering

DO DO read the story

DO read the story DO learn about various DO learn about various DO talk about what civil engineers do for their jobs. DO

talk about what civil engineers do for their jobs. NOT NOT In this lesson, students will

NOT In this lesson, students will

read the story NOT read the story Javier Builds a BridgeNOT

Javier Builds a Bridgelearn about various NOT learn about various types of bridges. NOT

types of bridges. NOT DUPLICATEDUPLICATEDUPLICATECivil engineering

DUPLICATECivil engineering Constraint

DUPLICATEConstraint

DUPLICATE Criteria

DUPLICATECriteria

DUPLICATE Engineer

DUPLICATEEngineer

DUPLICATE Engineering Design

DUPLICATEEngineering Design

DUPLICATEDUPLICATE

Javier Builds a Bridge

A Civil EngineeringStory

Written by the Engineering is Elementary TeamIllustrated by Jeannette Martin


DO NOT DUPLICATEDUPLICATE

Sulking in my room, I heard the four grown-ups talking

in low voices. Were they talking about me? I crept down the

hallway to listen.

Luisa saw me when I passed her room. “Play with me?”

she asked.

I definitely was not in the mood to play with her. She

pointed to the blocks in front of her. “Look! A road and

buildings and a lake!” Her road had stopped at the lake.

What she needed, of course, was a bridge to get over

it. One of the rectangle blocks would do. I sighed.

I was tired of bridges.

Hey . . . wait a second! The idea came

to me like the sun breaking out after

An IdeaChapter Three

COPYRIGHTED

COPYRIGHTED MATERIAL Sulking in my room, I heard the four grown-ups talking MATERIAL Sulking in my room, I heard the four grown-ups talking

DO NOT DUPLICATEDUPLICATESulking in my room, I heard the four grown-ups talking

DUPLICATESulking in my room, I heard the four grown-ups talking

in low voices. Were they talking about me? I crept down the

DUPLICATEin low voices. Were they talking about me? I crept down the

hallway to listen.

DUPLICATEhallway to listen.

12 13

a storm. I picked up some of the blocks. “I’ll be right back,

Luisa, okay?” I called as I dashed to the kitchen to share

my idea.

“We don’t have to tear down the bridge,” I announced.

“I could make a safer one instead!”

Mamá put down a hand on her hip and opened her

mouth to speak, but Joe’s voice broke in.

“What a good idea!” he said. “How come I didn’t think

of that? With the right technology, I’m sure we can solve this

problem.”

An Idea

I was hoping Joe would like my idea. Joe is a civil

engineer. Engineers design things or ways of getting stuff

done, using what they know about science, math, and

creative thinking. Joe helps design big structures, such as

dams, roads, and buildings. He taught me that all of those

structures, and any other things or processes that people

design to solve problems, are technology.

“That sounds like an awfully difficult project, Javi,”

Abuelita said.

Abuelito put one of his big, tanned hands on my

shoulder. “But this is an awfully smart grandson we have.

Tell us what you have in mind.”

“Well,” I said, “the bridge we have now is made of

planks of wood and rope. It’s really wobbly. That’s why we

lost our balance. We need a bridge that’s sturdy.”

“Yeah,” Joe added, scratching his head. “You need

something nice and stable, something that can’t be knocked

off balance when you walk on it or shift your weight.”

“This’ll be easy!” I said. “Look. I’ll show you.”

An Idea

COPYRIGHTED

COPYRIGHTED MATERIAL “That sounds like an awfully difficult project, Javi,”

MATERIAL “That sounds like an awfully difficult project, Javi,”

Abuelito put one of his big, tanned hands on my

MATERIAL Abuelito put one of his big, tanned hands on my

shoulder. “But this is an awfully smart grandson we have. MATERIAL shoulder. “But this is an awfully smart grandson we have.

Tell us what you have in mind.”MATERIAL Tell us what you have in mind.”

DO NOT NOT DUPLICATEshoulder. “But this is an awfully smart grandson we have.

DUPLICATEshoulder. “But this is an awfully smart grandson we have.

Tell us what you have in mind.”

DUPLICATETell us what you have in mind.”

“Well,” I said, “the bridge we have now is made of

DUPLICATE“Well,” I said, “the bridge we have now is made of

planks of wood and rope. It’s really wobbly. That’

DUPLICATEplanks of wood and rope. It’s really wobbly. That’

lost our balance. We need a bridge that’s sturdy.”DUPLICATElost our balance. We need a bridge that’s sturdy.”

I placed two of the blocks I had grabbed from Luisa’s

room a few inches apart on the table. Then I laid another

block across the gap between them. “See? The new bridge

could be a plank of wood, or a tree trunk!” I imagined

myself walking across the bridge. “It would be stable. It

wouldn’t bounce around.”

Joe was still scratching his head. “That’s a great start.

Beam bridges like that are nice and simple,” he said. “A stiff

board will help keep the bridge from wobbling when your

weight pushes down on just one side.”

“Joe,” said Mamá, “that’s a wide crossing. Wouldn’t

you need a few boards to cross the stream? Then you’d have

to build supports right into the riverbed. That’s a lot of work

and maintenance.”

ComplicationsChapter Four

COPYRIGHTED

COPYRIGHTED MATERIAL I placed two of the blocks I had grabbed from Luisa’s MATERIAL I placed two of the blocks I had grabbed from Luisa’s

DO NOT DUPLICATEI placed two of the blocks I had grabbed from Luisa’s

DUPLICATEI placed two of the blocks I had grabbed from Luisa’s

room a few inches apart on the table. Then I laid another

DUPLICATEroom a few inches apart on the table. Then I laid another

block across the gap between them. “See? The new bridge

DUPLICATEblock across the gap between them. “See? The new bridge

could be a plank of wood, or a tree trunk!” I imagined DUPLICATEcould be a plank of wood, or a tree trunk!” I imagined DUPLICATE

Less

on 1

40Civil Engineering: Designing Bridges


Objectives


identify the technologies discussed in the story. discuss some of the problems, criteria, constraints, and solutions associated with designing

bridges. recognize the role of civil engineers in designing structures. identify the steps of the Engineering Design Process.

Tie-In Science Content There are many connections between science, technology, and human activity. Science and engineering affect the world in many different ways. Forces acting on a bridge can make it unstable. Structures are stable when the forces on them are balanced.

Overview

In this lesson, students read the storybook Javier Builds a Bridge, which follows the adventures of Javier and his younger stepsister, Luisa. After the two take an unfortunate tumble off the wobbly bridge leading to Javier’s fort, his Mamá tells him that they will have to take the bridge down. Disappointed, Javier convinces his mother and stepfather, Joe, that creating a new, safer bridge would be an acceptable compromise.

After Mamá and Joe, a civil engineer, point out that Javier’s initial idea of building a beam bridge might not be the best option to span the stream, Javier is stumped. With some help from his cousins and stepsister, Javier comes up with another idea and bridges the gap within his family while designing a new bridge to his fort.

The story introduces three different bridge types (beam, arch, and suspension). Several other concepts key to the unit are also introduced, including the Engineering Design Process, the role of engineers, and the field of civil engineering.

As you read the storybook, challenge students to identify the problems, criteria, constraints, and solutions discussed in the story. Conclude the lesson with a discussion of the work that engineers do, how bridges are an example of technology, and how students can use the Engineering Design Process as they design, build, and improve their own bridges.

COPYRIGHTED Javier Builds a Bridge

COPYRIGHTED Javier Builds a Bridgeer, Luisa. After the two take

COPYRIGHTED er, Luisa. After the two take fort, his Mamá tells him that they

COPYRIGHTED fort, his Mamá tells him that theydown. Disappointed, Javier convinces his mother and stepfather, Joe, that

COPYRIGHTED down. Disappointed, Javier convinces his mother and stepfather, Joe, thatbridge would be an acceptable compromise.

COPYRIGHTED bridge would be an acceptable compromise.

After Mamá and Joe, a civil engineer, point out

COPYRIGHTED After Mamá and Joe, a civil engineer, point out bridge might not be the best opti

COPYRIGHTED bridge might not be the best optihis cousins and stepsister, JaviCOPYRIGHTED

his cousins and stepsister, Javifamily while designing a neCOPYRIGHTED

family while designing a ne

MATERIAL Javier Builds a BridgeMATERIAL Javier Builds a Bridge, which follows the adventures MATERIAL

, which follows the adventures an unfortunate tumble off the MATERIAL an unfortunate tumble off the

fort, his Mamá tells him that theyMATERIAL fort, his Mamá tells him that they

DO his cousins and stepsister, Javi

DO his cousins and stepsister, Javifamily while designing a ne

DO family while designing a ne

DO The story introduces three different bridge types (beam, arch, DO The story introduces three different bridge types (beam, arch, concepts key to the unit are alDO concepts key to the unit are al

NOT After Mamá and Joe, a civil engineer, point out

NOT After Mamá and Joe, a civil engineer, point out bridge might not be the best opti

NOT bridge might not be the best option to span the stream, Javier is stumped. With some help from

NOT on to span the stream, Javier is stumped. With some help from his cousins and stepsister, JaviNOT his cousins and stepsister, Javier comes up with another idea aNOT er comes up with another idea afamily while designing a neNOT family while designing a new bridge to his fort.NOT

w bridge to his fort.DUPLICATE

, which follows the adventures

DUPLICATE, which follows the adventures

an unfortunate tumble off the

DUPLICATEan unfortunate tumble off the will have to take the bridge

DUPLICATE will have to take the bridge down. Disappointed, Javier convinces his mother and stepfather, Joe, that

DUPLICATEdown. Disappointed, Javier convinces his mother and stepfather, Joe, that creating a new, safer

DUPLICATE creating a new, safer down. Disappointed, Javier convinces his mother and stepfather, Joe, that creating a new, safer down. Disappointed, Javier convinces his mother and stepfather, Joe, that

DUPLICATEdown. Disappointed, Javier convinces his mother and stepfather, Joe, that creating a new, safer down. Disappointed, Javier convinces his mother and stepfather, Joe, that

After Mamá and Joe, a civil engineer, point out DUPLICATEAfter Mamá and Joe, a civil engineer, point out that Javier’s initial idea of building a beam DUPLICATE

that Javier’s initial idea of building a beam on to span the stream, Javier is stumped. With some help from DUPLICATEon to span the stream, Javier is stumped. With some help from

er comes up with another idea aDUPLICATEer comes up with another idea a

Lesson 1


41 Javier Builds a Bridge

Background

As students discover in the storybook Javier Builds a Bridge, there are many different types of bridges. Javier and his cousins discuss three famous bridges that they have seen: the Lake Pontchartrain Causeway in Louisiana, the Natchez Trace Parkway Bridge in Tennessee, and the Golden Gate Bridge in California.

The beam bridge that Javier refers to is the Lake Pontchartrain Causeway. This bridge, one of the longest in the world, stretches over 23 miles (37.0 km) from Mandeville to New Orleans, Louisiana. The Lake Pontchartrain Causeway has two spans, one for each traffic direction. The first span of the Causeway was completed in 1956, and the second span was completed in 1969. It cost over 30 million dollars to build. Many sections of the bridge were prefabricated and then put onto barges and floated out to the construction site on the lake.

The story Javier Builds a Bridge was written prior to the landfall of Hurricane Katrina, which hit the New Orleans area on August 29, 2005. The Lake Pontchartrain Causeway sustained mainly cosmetic damages and reopened to public traffic approximately a month and a half later—a testament to the solid civil engineering behind the bridge’s design.

The Natchez Trace Parkway Bridge is an arch bridge standing over 150 feet (45.7m) tall and 1,600 feet (487.7m) long. It follows the Natchez Trace, a trail dating back to the eighteenth century that was used by Native American tribes as well as by French fur trappers and traders. The Natchez Trace Parkway Bridge was designed to preserve the natural beauty of the area surrounding the original trail. The bridge is made of pre-constructed concrete segments that were pieced together to form the arch and abutments. It was the first bridge in the United States to be constructed in such a manner.

The Golden Gate Bridge, located in San Francisco, California, is one of the best-known suspension bridges in the world. It spans 1.2 miles (1.9 km) over San Francisco Bay. Completed in 1937 and containing 80,000 miles (128.7 km) of steel cable (enough to circle the earth three times), the bridge serves as an example of how civil engineers must take environmental influences, such as the diverse weather of the San Francisco Bay, into consideration to ensure their structures will be safe and stable. In 1982, during a series of severe winter storms, the main span of the bridge actually bowed almost seven feet (2.1m)—but the bridge remained secure and safe.

Student Learning

Look for the following misconceptions:

Engineers only drive trains. Only men can be engineers. Engineers fix cars.

Look for the following insights:

Designing technology is an engineer’s job. Anyone can use the Engineering Design Process.

COPYRIGHTED

COPYRIGHTED The Natchez Trace Parkway Bridge is an arch bridge standing over 150 feet (45.7m) tall and

COPYRIGHTED The Natchez Trace Parkway Bridge is an arch bridge standing over 150 feet (45.7m) tall and 1,600 feet (487.7m) long. It follows the Natchez

COPYRIGHTED 1,600 feet (487.7m) long. It follows the Natchez Trace, a trail dating back to the eighteenth

COPYRIGHTED Trace, a trail dating back to the eighteenth century that was used by Native Am

COPYRIGHTED century that was used by Native American tribes as well as by Fr

COPYRIGHTED erican tribes as well as by FrThe Natchez Trace Parkway Bridge was designed to preserve the natural beauty of the area

COPYRIGHTED The Natchez Trace Parkway Bridge was designed to preserve the natural beauty of the area surrounding the original trail. The bridge is made

COPYRIGHTED surrounding the original trail. The bridge is made pieced together to form the arch and abutments. It

COPYRIGHTED pieced together to form the arch and abutments. Itconstructed in such a manner.

COPYRIGHTED constructed in such a manner.

The Golden Gate Bridge, located in San FranCOPYRIGHTED The Golden Gate Bridge, located in San Fransuspension bridges in the world. It spans 1.2 mCOPYRIGHTED

suspension bridges in the world. It spans 1.2 m

MATERIAL MATERIAL the New Orleans area on August 29, 2005. The Lake Pontchartrain Causeway sustained mainly

MATERIAL the New Orleans area on August 29, 2005. The Lake Pontchartrain Causeway sustained mainly cosmetic damages and reopened to public traffic approximately a month and a half later—a

MATERIAL cosmetic damages and reopened to public traffic approximately a month and a half later—a

The Natchez Trace Parkway Bridge is an arch bridge standing over 150 feet (45.7m) tall and MATERIAL The Natchez Trace Parkway Bridge is an arch bridge standing over 150 feet (45.7m) tall and

Trace, a trail dating back to the eighteenth MATERIAL Trace, a trail dating back to the eighteenth

erican tribes as well as by FrMATERIAL erican tribes as well as by Fr

DO DO DO suspension bridges in the world. It spans 1.2 m

DO suspension bridges in the world. It spans 1.2 min 1937 and containing 80,000 miles

DO in 1937 and containing 80,000 miles

DO times), the bridge serves as an example of DO times), the bridge serves as an example of influences, such as the diverse weather of the DO influences, such as the diverse weather of the their structures will be safe and stable. In 1982, duDO their structures will be safe and stable. In 1982, du

NOT The Golden Gate Bridge, located in San Fran

NOT The Golden Gate Bridge, located in San Fransuspension bridges in the world. It spans 1.2 mNOT suspension bridges in the world. It spans 1.2 min 1937 and containing 80,000 miles NOT in 1937 and containing 80,000 miles times), the bridge serves as an example of NOT times), the bridge serves as an example of

DUPLICATETrace, a trail dating back to the eighteenth

DUPLICATETrace, a trail dating back to the eighteenth ench fur trappers and traders.

DUPLICATEench fur trappers and traders. The Natchez Trace Parkway Bridge was designed to preserve the natural beauty of the area

DUPLICATEThe Natchez Trace Parkway Bridge was designed to preserve the natural beauty of the area of pre-constructed concrete segments that were

DUPLICATEof pre-constructed concrete segments that were

pieced together to form the arch and abutments. It

DUPLICATEpieced together to form the arch and abutments. It was the first bridge in the United States to be

DUPLICATE was the first bridge in the United States to be pieced together to form the arch and abutments. It was the first bridge in the United States to be pieced together to form the arch and abutments. It

DUPLICATEpieced together to form the arch and abutments. It was the first bridge in the United States to be pieced together to form the arch and abutments. It

DUPLICATEThe Golden Gate Bridge, located in San FranDUPLICATEThe Golden Gate Bridge, located in San Francisco, California, is DUPLICATE

cisco, California, is

Lesson 1

45 Javier Builds a Bridge © Museum of Science, Boston Duplication Not Permitted

Activity

1. Read the story Javier Builds a Bridge.

2. The first mention of the technical names for parts of a bridge occurs on p. 16. You may want to pause here to fill in some of the blanks on the transparency of DifferentBridge Types {1-3} as a class.

3. To help students discuss Javier’s bridge design, explain the definitions of “criteria” and “constraint.” “Criteria” are things that are necessary or needed in a design (such as the level of stability for Javier’s bridge). Constraints are restrictions or limits placed on a design (such as the amount of money that Javier could spend on his bridge). You may find it helpful to post these definitions.

4. Have students discuss the criteria and constraints facing Javier as he designs his bridge. Ask:

What are some of the criteria for Javier’s new bridge? What must the bridge do? The bridge has to span the width of the stream, it must be stable, it has to be easy to take care of, it has to be easy for Javier and Joe to build, etc.

What are some of the constraints on Javier’s bridge design? What can he not do when building his bridge? He cannot make the bridge too expensive to build or too difficult to maintain, he can’t design a bridge that has piers that must be built into the stream bed (under the water).

Advanced Lesson

Use Different Bridge Types {1-2} instead of {1-3}.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED criteria for Javier’s new

COPYRIGHTED criteria for Javier’s new bridge? What must the bridge do?

COPYRIGHTED bridge? What must the bridge do? The bridge has to

COPYRIGHTED The bridge has to span the width of the stream,

COPYRIGHTED span the width of the stream, it must be stable, it has to

COPYRIGHTED it must be stable, it has to be easy to take care of, it

COPYRIGHTED be easy to take care of, it has to be easy for Javier and

COPYRIGHTED has to be easy for Javier and

Joe to build, etc.

COPYRIGHTED Joe to build, etc.

COPYRIGHTED What are some of the cons

COPYRIGHTED What are some of the consdesign? What can he not do when building his

COPYRIGHTED design? What can he not do when building his bridge?COPYRIGHTED bridge?


criteria for Javier’s new MATERIAL criteria for Javier’s new

The bridge has to MATERIAL The bridge has to

it must be stable, it has to MATERIAL it must be stable, it has to

DO DO DO build or too difficult to

DO build or too difficult to bridge that has piers that mu

DO bridge that has piers that mubed (under the water).DO bed (under the water).NOT design? What can he not do when building his

NOT design? What can he not do when building his

NOT He cannot make the bridge too expensive to

NOT He cannot make the bridge too expensive to build or too difficult to NOT build or too difficult to maintain, he can’t design a NOT maintain, he can’t design a NOT bridge that has piers that muNOT bridge that has piers that mubed (under the water).NOT bed (under the water).

DUPLICATEDUPLICATEDUPLICATEhas to be easy for Javier and

DUPLICATEhas to be easy for Javier and

traints on Javier’s bridge

DUPLICATEtraints on Javier’s bridge

design? What can he not do when building his DUPLICATEdesign? What can he not do when building his DUPLICATE

He cannot make the bridge too expensive to DUPLICATEHe cannot make the bridge too expensive to

maintain, he can’t design a DUPLICATEmaintain, he can’t design a

Name: _____________________________________ Date: ________________

Lesson 1: Javier Builds a Bridge EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

B Different Bridge Types Directions: Use the words from the word bank to fill in the type of bridge shown in each picture and the name for the part of the bridge that is circled.

WORD BANK suspension arch beam

pier span abutment

This is a/an ________________ bridge.

The part of the bridge that is circled is called the ___________________.

1-3


The part of the bridge that is circled is called the

______________________.



___________________.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED circled is called the


COPYRIGHTED

COPYRIGHTED This is a/an ________________

COPYRIGHTED This is a/an ________________ bridge. COPYRIGHTED

bridge.

MATERIAL This is a/an ________________

MATERIAL This is a/an ________________

The part of the bridge that is

MATERIAL The part of the bridge that is circled is called the MATERIAL circled is called the MATERIAL

DO DO bridge.

DO bridge.

DO The part of the bridge that is DO The part of the bridge that is circled is called the DO circled is called the

NOT This is a/an ________________

NOT This is a/an ________________ DUPLICATE___________________.

DUPLICATE___________________.

DUPLICATEDUPLICATEDUPLICATEDUPLICATE

This is a/an ________________ DUPLICATEThis is a/an ________________

Name: _____________________________________ Date: ________________ A

nswer Key

Lesson 1: Javier Builds a BridgeEiE: Designing Bridges © Museum of Science, Boston Duplication Permitted Key

Different Bridge Types Directions: Use the words from the word bank to fill in the type of bridge shown in each picture and the name for the part of the bridge that is circled.

WORD BANK suspension arch beam

pier span abutment

This is a _suspension_________ bridge.

The part of the bridge that is circled is called the _span______________.

1-3

This is a _beam____________ bridge.


_pier_________________.

This is a _arch_____________ bridge.


_abutment__________.



COPYRIGHTED

COPYRIGHTED This is a _beam

COPYRIGHTED This is a _beambridge. COPYRIGHTED

bridge. COPYRIGHTED

COPYRIGHTED MATERIAL The part of the bridge that is

MATERIAL The part of the bridge that is circled is called the MATERIAL circled is called the MATERIAL

DO DO DO bridge.

DO bridge.

The part of the bridge that is DO The part of the bridge that is circled is called the DO circled is called the

NOT This is a _beam

NOT This is a _beam

NOT ____________

NOT ____________ ____________

NOT ____________ DUPLICATE_span

DUPLICATE_span______________.

DUPLICATE______________.

DUPLICATEDUPLICATE

____________ DUPLICATE____________ DUPLICATE

DUPLICATE

Lesson 2

53 Pushes and Pulls


Lesson 2 Pushes and Pulls


Guiding Question:

What are some of the forces that act on structures and how do civil engineers design structures that can withstand these forces?


examine several different structures and observe how each is affected by a force.

brainstorm and implement some engineering solutions to prevent forces from causing a structure to fail.

discuss how civil engineers work to counteract the forces (pushes and pulls) on a structure in order to make it stronger and more stable.

Students learn that

forces act on structures in many different directions. two equivalent forces acting on a structure in opposite

directions will balance one another. civil engineers need to understand the forces acting on a

structure in order to make it safe and stable.



Vocabulary

Action Civil engineering Effect Equilibrium Force Problem Solution Stable Strong StructureCOPYRIGHTED

COPYRIGHTED Guiding Question:


What are some of the forces

COPYRIGHTED What are some of the forces that act on structures and how

COPYRIGHTED that act on structures and how

do civil engineers design st

COPYRIGHTED do civil engineers design stthese forces?

COPYRIGHTED these forces?

In this lesson, students will COPYRIGHTED

In this lesson, students will COPYRIGHTED MATERIAL MATERIAL

Lesson 2

MATERIAL

Lesson 2

MATERIAL Action

MATERIAL Action

MATERIAL Civil engineering


MATERIAL EffectMATERIAL

EffectMATERIAL EquilibriumMATERIAL

Equilibrium

DO DO In this lesson, students will

DO In this lesson, students will

DO examine several different structures and observe how each DO examine several different structures and observe how each is affected by a force. DO is affected by a force.

DO brainstorm and implement some engineering solutions to DO

brainstorm and implement some engineering solutions to

NOT ructures that can withstand

NOT ructures that can withstand

In this lesson, students will NOT In this lesson, students will

examine several different structures and observe how each NOT examine several different structures and observe how each is affected by a force. NOT is affected by a force.

DUPLICATEDUPLICATE

that act on structures and how

DUPLICATEthat act on structures and how

ructures that can withstand DUPLICATEructures that can withstand DUPLICATEEquilibrium

DUPLICATEEquilibriumForce

DUPLICATEForce

DUPLICATE Problem

DUPLICATEProblem

DUPLICATE Solution

DUPLICATESolution

DUPLICATE Stable

DUPLICATEStable

Less

on 2



Objectives


identify some of the forces (pushes and pulls) that act on a structure. explain that applying a new force (push or pull) in the opposite direction of an existing force

(push or pull) can increase the strength and/or stability of a structure. describe the role of civil engineers in identifying and addressing the forces acting on a

structure.

Tie-In Science Content A force is a push or a pull on an object. The position and motion of an object can be changed by a push or a pull. The size of the

change depends on the strength of the push or pull.

Overview

The purpose of this lesson is to help students better understand the ways in which civil engineers think about structures by learning about some of the forces that act on them. Students observe how different forces affect structures. They then brainstorm some possible ways that civil engineers might help balance the forces acting on a structure, and implement some ideas.

Students first work as a class to define the term “structure” and brainstorm different structures that civil engineers might work on. They then think about all of the forces (pushes and pulls) that affect a familiar structure—their school building—every day.

The class then examines two small model structures made from index cards, plastic drinking straws, paper clips, and cellophane tape (several of the materials that will be available for students to use in their bridge designs). A force is applied to each structure (either small weights pushing downward or “wind” from a fan pushing sideways) and students observe the effect of the force on the structure. For each structure, students identify the forces (pushes and pulls) acting on it and how the forces affect the structure. They then think of some of the problems these forces might cause for people using the structure. Finally, students brainstorm possible civil engineering solutions for each problem and implement one solution for each structure.

Students learn that by applying forces in the opposite direction of forces that are compromising the strength or stability of a structure, civil engineers are able to design safe and stable structures for people to use.

Background

In this lesson, force is described as any push or pull on an object. When we consider a force, it is important to know two things: its direction (in what direction it is being applied) and how strong it is (its magnitude). As this activity is geared towards young children, it emphasizes the direction of the forces acting on a structure, and further narrows the focus to forces acting horizontally and vertically.

COPYRIGHTED

COPYRIGHTED en brainstorm some possible ways that civil

COPYRIGHTED en brainstorm some possible ways that civil engineers might help balance the forces acti

COPYRIGHTED engineers might help balance the forces acting on a structure, and implement some ideas.

COPYRIGHTED ng on a structure, and implement some ideas.

Students first work as a class to define the term

COPYRIGHTED Students first work as a class to define the term “structure” and brainsto

COPYRIGHTED “structure” and brainstoStudents first work as a class to define the term “structure” and brainstoStudents first work as a class to define the term

COPYRIGHTED Students first work as a class to define the term “structure” and brainstoStudents first work as a class to define the termthat civil engineers might work on. They then thi

COPYRIGHTED that civil engineers might work on. They then thiaffect a familiar structure—their school building—every day.

COPYRIGHTED affect a familiar structure—their school building—every day.

The class then examines two small model structCOPYRIGHTED The class then examines two small model structstraws, paper clips, and cellophane tape (severalCOPYRIGHTED

straws, paper clips, and cellophane tape (severalstudents to use in their bridge designs). A force isCOPYRIGHTED

students to use in their bridge designs). A force is

MATERIAL MATERIAL

er understand the ways in

MATERIAL er understand the ways in which civil engineers

MATERIAL which civil engineers

the forces that act on them. Students observe MATERIAL the forces that act on them. Students observe

en brainstorm some possible ways that civil MATERIAL en brainstorm some possible ways that civil

ng on a structure, and implement some ideas. MATERIAL ng on a structure, and implement some ideas.

DO straws, paper clips, and cellophane tape (several

DO straws, paper clips, and cellophane tape (several

DO students to use in their bridge designs). A force is

DO students to use in their bridge designs). A force ispushing downward or “wind” from a fan pushing DO pushing downward or “wind” from a fan pushing the force on the structure. For each structure, DO the force on the structure. For each structure, acting on it and how the forces affect the structurDO acting on it and how the forces affect the structur

NOT The class then examines two small model struct

NOT The class then examines two small model structstraws, paper clips, and cellophane tape (severalNOT straws, paper clips, and cellophane tape (severalNOT students to use in their bridge designs). A force isNOT students to use in their bridge designs). A force ispushing downward or “wind” from a fan pushing NOT pushing downward or “wind” from a fan pushing

DUPLICATEDUPLICATEng on a structure, and implement some ideas.

DUPLICATEng on a structure, and implement some ideas.

“structure” and brainsto

DUPLICATE “structure” and brainstorm different structures

DUPLICATErm different structures nk about all of the forces (pushes and pulls) that

DUPLICATEnk about all of the forces (pushes and pulls) that

affect a familiar structure—their school building—every day.

DUPLICATEaffect a familiar structure—their school building—every day.

ures made from index cards, plastic drinking DUPLICATEures made from index cards, plastic drinking of the materials that will be available for DUPLICATE of the materials that will be available for

Less

on 2



Reflection

1. Have students look at the chart that the class created. Ask:

How were the forces acting on the one-story structure and the tower similar? How were they different? Both the weights and the wind were forces that were pushing on the structures, but they acted in different directions. The push on the one-story structure was directed downward, while the push on the tower was horizontal.

Did the forces affect the structures in the same way? How were they different? No, the one-story structure bent downward and collapsed, while the tower tilted to one side and became very wobbly.

How were the engineering solutions to the two problems similar? In both situations, we had to think of an engineering solution that would create a push or a pull in the opposite direction of the force (weights or wind) that was causing the problem on the structure.

2. Show students the transparency of The Parthenon {2-4}.Explain that this is a structure that was built over 2,000 years ago in Greece. Ask students:

Do you see any parts of this structure that look similar to the structures we studied today? It has columns, just like our one-story structure did.

Where do you think some of the pushes and pulls are in this structure? The roof is exerting a pushing force downward and all of the columns are pushing upwards against the roof. Gravity is also pulling the

StructureAction

What is the push or pull on the structure?

Effect How does the

structure change after the push or

pull?

Problem Civil Engineering Solutions

One-Story Structure

The weights pushed down on the center of the

“roof” of the structure.

The “roof” bent downwards.

The structure would eventually collapse; it would

not be safe for people to use.

Add another column to the

center, push all of the columns into the center, etc.

Tower

The wind pushed horizontally on the

tower.

The tower tilted/leaned/bent/etc. to

one side

The people inside could fall over, the

tower could fall over, etc.

Attach the structure to the ground using string, cables, etc.; put a wall on one

side, etc.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED wind) that was causing the

COPYRIGHTED wind) that was causing the 2. Show students the transparency of

COPYRIGHTED 2. Show students the transparency of Explain that this is a structure that was built over 2,000

COPYRIGHTED Explain that this is a structure that was built over 2,000 years ago in Greece. Ask students:

COPYRIGHTED years ago in Greece. Ask students:

COPYRIGHTED

MATERIAL MATERIAL MATERIAL In both situations, we had to think

MATERIAL In both situations, we had to think would create a push or

MATERIAL would create a push or

a pull in the opposite direction

MATERIAL a pull in the opposite direction of the force (weights or

MATERIAL of the force (weights or

wind) that was causing the MATERIAL wind) that was causing the problem on the structure. MATERIAL

problem on the structure. 2. Show students the transparency of MATERIAL 2. Show students the transparency of The Parthenon MATERIAL

The Parthenon

DO NOT NOT NOT similar to the structures we studied today?

NOT similar to the structures we studied today? columns, just like our on

NOT columns, just like our onNOT Where do you think some of the pushes and pulls NOT Where do you think some of the pushes and pulls DUPLICATE

DUPLICATEDUPLICATEThe Parthenon

DUPLICATEThe Parthenon {2-4}.

DUPLICATE{2-4}.Explain that this is a structure that was built over 2,000

DUPLICATEExplain that this is a structure that was built over 2,000 years ago in Greece. Ask students:

DUPLICATEyears ago in Greece. Ask students:

DUPLICATEDo you see any parts of this structure that look

DUPLICATEDo you see any parts of this structure that look similar to the structures we studied today? DUPLICATEsimilar to the structures we studied today? columns, just like our onDUPLICATEcolumns, just like our onWhere do you think some of the pushes and pulls DUPLICATEWhere do you think some of the pushes and pulls

Lesson 2


77 Pushes and Pulls

whole structure downwards. Do you think this structure is strong? Why or why

not? Do you think this structure is stable? Why or why

not?3. Show students the transparency of Tent {2-5}. Ask:

Do you see any parts of this structure that look similar to the structures we studied today? It has strings (cables) that attach it to the ground, like we used to make our tower stronger and more stable.

Where do you think some of the pushes and pulls are in this structure? The cables are pulling the tent outwards and towards the ground, there might be wind pushing on the tent.

Do you think this structure is strong? Why or why not?

Do you think this structure is stable? Why or why not?

4. Have students reflect on what they learned about the role of civil engineers in designing structures. Ask the class:

Why do you think it is important for civil engineers to think about forces that might act on structures they design? Civil engineers need to design structures that are strong, stable, and safe. They need to design structures that can withstand all of the pushes and pulls from wind, people, cars, the weight of the construction materials used, etc. If they don’t think about forces, their structures might collapse!

Teacher Tip

Other examples of structures that use strings/cables/ropes to make them stable include: radio towers, sailboats, and some playground equipment.

Teacher Tip

The tents that students are familiar with might look different from the image on Tent {2-5}. Some modern tents use stakes and metal rods for support; these elements serve the same structural purpose as the cables shown in the image on Tent {2-5}.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED 4. Have students reflect on what they learned about the role

COPYRIGHTED 4. Have students reflect on what they learned about the role of civil engineers in designi

COPYRIGHTED of civil engineers in designing structures. Ask the class:

COPYRIGHTED ng structures. Ask the class:

Why do you think it is im

COPYRIGHTED Why do you think it is important for civil engineers

COPYRIGHTED portant for civil engineers

to think about forces that

COPYRIGHTED to think about forces that might act on structures

COPYRIGHTED might act on structures

they design?

COPYRIGHTED they design? Civil engineers need to design structures

COPYRIGHTED Civil engineers need to design structures

that are strong, stable, and safe. They need to design

COPYRIGHTED that are strong, stable, and safe. They need to design structures that can withCOPYRIGHTED structures that can with

MATERIAL MATERIAL

Lesson 2

MATERIAL

Lesson 2

MATERIAL MATERIAL MATERIAL MATERIAL

4. Have students reflect on what they learned about the role MATERIAL 4. Have students reflect on what they learned about the role

ng structures. Ask the class: MATERIAL ng structures. Ask the class: MATERIAL {2-5}.

MATERIAL {2-5}. Some modern tents use stakes

MATERIAL Some modern tents use stakes and metal rods for support;

MATERIAL and metal rods for support; these elements serve the same

MATERIAL these elements serve the same structural purpose as the

MATERIAL structural purpose as the cables shown in the image on MATERIAL cables shown in the image on TentMATERIAL Tent {2-5}.MATERIAL

{2-5}.

DO DO DO pulls from wind, people, cars, the weight of the

DO pulls from wind, people, cars, the weight of the construction materials use

DO construction materials useabout forces, their structures might collapse!DO about forces, their structures might collapse!NOT

Civil engineers need to design structures

NOT Civil engineers need to design structures

that are strong, stable, and safe. They need to design

NOT that are strong, stable, and safe. They need to design structures that can with

NOT structures that can withstand all of the pushes and

NOT stand all of the pushes and pulls from wind, people, cars, the weight of the NOT pulls from wind, people, cars, the weight of the construction materials useNOT construction materials useabout forces, their structures might collapse!NOT about forces, their structures might collapse!


portant for civil engineers

DUPLICATEportant for civil engineers might act on structures

DUPLICATEmight act on structures

Civil engineers need to design structures DUPLICATECivil engineers need to design structures

that are strong, stable, and safe. They need to design DUPLICATEthat are strong, stable, and safe. They need to design

stand all of the pushes and DUPLICATEstand all of the pushes and DUPLICATE

cables shown in the image on

DUPLICATEcables shown in the image on

Name: _____________________________________ Date: ________________


A

B

Lesson 2: Pushes and Pulls

Pushes and Pulls on Structures: Tower

2-3

Directions: Draw arrows on the diagram below to show the forces (pushes and

pulls) that are acting on the structure. After your class comes up with an engineering solution, draw it into the

diagram below, using a different color. Using the same color that you used to draw your engineering solution,

draw arrows showing the forces (pushes or pulls) caused by the solution.

Front View

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL

DO DO NOT NOT NOT DUPLICATEDUPLICATEDUPLICATE

Lesso

n 3

Bridging Understanding © Museum of Science, Boston Duplication Not Permitted

81


Lesson 3

Bridging Understanding

Part 1 Preparation: 15-20 minutes



Vocabulary

♦ Abutment

♦ Arch bridge

♦ Balance

♦ Beam bridge

♦ Civil engineering

♦ Criteria

♦ Engineering Design Process

♦ Failure

♦ Force

♦ Material

♦ Pier

♦ Property

♦ Span

♦ Test

Guiding Question:

♦ How does the structure of a bridge affect its strength and

how can we use different materials in our bridge designs?


♦ create three different types of bridges (beam, arch, and deep

beam) out of index cards.

♦ test each type of bridge to see how much weight it can

support and how adding weight affects the structure of the

bridge.

♦ examine the materials available to them for designing their

bridges and brainstorm how they might use each material in

their bridges.

Students learn that

♦ different bridge types, with unique shapes, can support

different amounts of weight.

♦ controlled experiments can help to determine the strengths

and weaknesses of different bridge designs.

♦ materials can be used in different ways to accomplish

different design tasks.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED



♦

COPYRIGHTED ♦ How does the structure of a bridge affect its strength and

COPYRIGHTED How does the structure of a bridge affect its strength and

how

COPYRIGHTED how c

COPYRIGHTED can we use different materials in our bridge designs?

COPYRIGHTED an we use different materials in our bridge designs?

MATERIAL MATERIAL

Abutment

MATERIAL Abutment

♦

MATERIAL ♦ Arch bridge


♦ MATERIAL ♦ Balance MATERIAL

Balance

♦ MATERIAL ♦ Beam bridge MATERIAL

Beam bridge MATERIAL MATERIAL

DO DO In this lesson, students will

DO In this lesson, students will

♦ DO ♦ create three different types of bridges (beam, arch, and deep DO create three different types of bridges (beam, arch, and deep

beamDO beam) out of index cards. DO

) out of index cards.

test each type of bridge to see how much weight it can DO test each type of bridge to see how much weight it can

NOT How does the structure of a bridge affect its strength and

NOT How does the structure of a bridge affect its strength and

an we use different materials in our bridge designs?

NOT an we use different materials in our bridge designs?

In this lesson, students will NOT In this lesson, students will

create three different types of bridges (beam, arch, and deep NOT create three different types of bridges (beam, arch, and deep

DUPLICATEDUPLICATEBeam bridge

DUPLICATEBeam bridge

Civil engineering

DUPLICATECivil engineering

♦

DUPLICATE♦ Criteria

DUPLICATECriteria

♦

DUPLICATE♦ Engineering Design

DUPLICATEEngineering Design Proc

DUPLICATEProc

DUPLICATEHow does the structure of a bridge affect its strength and DUPLICATEHow does the structure of a bridge affect its strength and

an we use different materials in our bridge designs? DUPLICATEan we use different materials in our bridge designs?

Lesso

n 3



Objectives


♦ conduct a controlled experiment to determine and compare the strength of three different

bridge types (beam, arch, and deep beam).

♦ analyze testing data and draw conclusions about how the shape and structure of a bridge

affect how much weight it can support.

♦ recognize that under different criteria and constraints, different bridge types are the best

design choice.

♦ brainstorm how they might use different materials and ways that they might change the shape

of a material (i.e., by rolling, folding, etc.) in a bridge design.


♦ The various geometric shapes present in bridges have different strengths and weaknesses.

♦ Different shapes can distribute forces in different directions.

♦ Controlled experiments can help determine the differing strengths of bridge types.

Overview

In this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

and arch). They create a model of each bridge type out of index cards and test to see how much

weight each bridge can support by placing nuts, washers, or other small, uniform weights on top

of the bridge. Students also observe the way in which each bridge type fails (collapses). Beam

bridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch

bridges push their abutments apart horizontally.

During testing, all of the variables except for bridge type are kept constant: students create each

bridge from four index cards and the abutments are always the same height and distance apart.

This allows for accurate comparison between the three bridge types.

Part 2 of this lesson introduces students to the materials available to them for designing their

bridges in Lesson 4. As a class, students identify properties of each material and also brainstorm

ways in which they could use it in a bridge design. Finally, students discuss how they might alter

each material (by cutting, folding, rolling, etc.) in order to use it in a bridge design. These

experiences should help to inform students’ bridge designs in Lesson 4 of this unit.

Background

A close look at the various bridges around your town will likely reveal several basic shapes.

Engineers have designed each specific bridge type to withstand different forces and span

different distances. However, some basic components are present in all bridges. All bridges have

supports (such as piers or cable stays) and a span (the distance between the supports). The

various components of each bridge are put together in ways to address the forces that the bridge

needs to withstand, including compression (pushing) and tension (pulling). A successful bridge

handles the various forces without becoming distorted or damaged.

COPYRIGHTED In this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

COPYRIGHTED In this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

rch). They create a model of each bridge type out of index cards and test to see how much

COPYRIGHTED rch). They create a model of each bridge type out of index cards and test to see how much


COPYRIGHTED weight each bridge can support by placing nuts, washers, or other small, uniform weights on top


COPYRIGHTED of the bridge. Students also observe the way in which each bridge type fails (collapses). Beam

COPYRIGHTED

COPYRIGHTED

Lesso

n 3

COPYRIGHTED

Lesso

n 3

bridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch

COPYRIGHTED bridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch


COPYRIGHTED bridges push their abutments apart horizontally.

During testing, all of the variables except for bridge type are kept constant: students create each COPYRIGHTED

During testing, all of the variables except for bridge type are kept constant: students create each

MATERIAL Controlled experiments can help determine the differing strengths of bridge types.

MATERIAL Controlled experiments can help determine the differing strengths of bridge types.

In this lesson, students are first introduced to three different kinds of bridges (beam, deep beam, MATERIAL In this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

DO During testing, all of the variables except for bridge type are kept constant: students create each

DO During testing, all of the variables except for bridge type are kept constant: students create each

bridge from four index cards and the abutments are always the same height and distance apart. DO bridge from four index cards and the abutments are always the same height and distance apart. DO This allows for accurate comparison between the three bridge types. DO This allows for accurate comparison between the three bridge types. NOT bridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch

NOT bridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch


NOT bridges push their abutments apart horizontally.

During testing, all of the variables except for bridge type are kept constant: students create each NOT During testing, all of the variables except for bridge type are kept constant: students create each

bridge from four index cards and the abutments are always the same height and distance apart. NOT bridge from four index cards and the abutments are always the same height and distance apart.

This allows for accurate comparison between the three bridge types. NOT

This allows for accurate comparison between the three bridge types.

DUPLICATEIn this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

DUPLICATEIn this lesson, students are first introduced to three different kinds of bridges (beam, deep beam,

rch). They create a model of each bridge type out of index cards and test to see how much

DUPLICATErch). They create a model of each bridge type out of index cards and test to see how much


DUPLICATEweight each bridge can support by placing nuts, washers, or other small, uniform weights on top


DUPLICATEof the bridge. Students also observe the way in which each bridge type fails (collapses). Beam

DUPLICATEbridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch DUPLICATEbridges collapse in the middle, deep beam bridges buckle on the top side of the beam, and arch

bridges push their abutments apart horizontally. DUPLICATEbridges push their abutments apart horizontally.

Lesso

n 3

83 © Museum of Science, Boston Duplication Not Permitted


Beam bridges are made of one or more horizontal beams, supported at either end by abutments.

In order to be functional, the abutments must support the weight of each horizontal beam as well

as the weight of anything on the bridge, such as cars, trucks, and people. The longer the span of

the bridge, the less support the beam receives from these abutments and therefore the weaker the

beam becomes. One way to add additional support to a long beam bridge is to add piers between

the abutments.

Another way to strengthen a beam bridge is to make the beam deeper, meaning that the vertical

dimension of the beam is thicker. Because the upper part of the beam is under compression while

the lower part of the beam is under tension, this extra depth allows the forces to be better

distributed within the beam, making it stronger.

Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge

from the sides. When weight is added to the top of the bridge, the arch shape below pushes both

downward and outward in response—the downward-acting force is redirected sideways by the

half-moon shaped arch. The abutments keep the arch under compression by squeezing the sides

of the arches together. This prevents the bridge from collapsing by stabilizing the arches and

keeping the forces balanced.

Beam Bridge

Arch Bridge

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of COPYRIGHTED Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge COPYRIGHTED

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge COPYRIGHTED

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge COPYRIGHTED MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL

DO DO just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge

DO just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge

from the sides. When weight is added to the top of the bridge, the arch shape below pushes both

DO from the sides. When weight is added to the top of the bridge, the arch shape below pushes both

downward and outward in response—the downward-acting force is redirected sideways by the DO downward and outward in response—the downward-acting force is redirected sideways by the

half-moon shaped arch. The abutments keep the arch under compression by squeezing the sides DO half-moon shaped arch. The abutments keep the arch under compression by squeezing the sides

of the arches together. This prevents the bridge from collapsing by stabilizing the arches and DO of the arches together. This prevents the bridge from collapsing by stabilizing the arches and

NOT Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of

NOT Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge NOT just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge

from the sides. When weight is added to the top of the bridge, the arch shape below pushes both NOT from the sides. When weight is added to the top of the bridge, the arch shape below pushes both

downward and outward in response—the downward-acting force is redirected sideways by the NOT downward and outward in response—the downward-acting force is redirected sideways by the

DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE

Arch bridges use the strength of abutments in a different manner than beam bridges. Instead of DUPLICATEArch bridges use the strength of abutments in a different manner than beam bridges. Instead of

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge DUPLICATE

just supporting a beam by pushing up, arch bridge abutments also push horizontally on the bridge DUPLICATEDUPLICATEDUPLICATEDUPLICATE

Lesso

n 3



Part 1: Materials

For the Class

♦ marker

♦ 12 index cards, 5” × 8” (12.7 x 20.3 cm)

♦ 12 blocks or textbooks, smallest dimension approx.

1.5” (3.8 cm), all the same size

♦ 3 cups, paper or plastic, 8 oz. (236.6 ml)

♦ {4-1} or {4-2} The Engineering Design Process as a

transparency

♦ {3-3} Testing a Beam Bridge as a transparency or

chart

♦ {3-5} Testing a Deep Beam Bridge as a transparency

or chart

♦ {3-7} Testing an Arch Bridge as a transparency or

chart

♦ {3-8} Comparing Bridge Designs as a transparency or

chart

For Each Pair of Students

♦ 12 index cards, 5” x 8” (12.7 x 20.3 cm)

♦ 4 blocks or textbooks, smallest dimension approx.

1.5” (3.8 cm), all the same size

♦ 45 standard weights, approx. 0.6 oz. (16 grams) each

(e.g., nuts, bolts, or washers)

♦ 2 cups, paper or plastic, 8 oz. (236.6 ml)

♦ {3-1} Making and Testing Bridges Set-Up Sheet,

marked as indicated in Part 1: Preparation, Step 3,

p. 86

Copy For Each Student

♦ {3-3} Testing a Beam Bridge

♦ {3-5} Testing a Deep Beam Bridge

♦ {3-7} Testing an Arch Bridge

Teacher Tip

The weights for this lesson must be heavy enough to collapse even the deep beam and arch bridges. It is important that all of the weights be the same size, to allow for comparison between bridges. We recommend using washers, nuts, or bolts that are approximately 0.6 oz. (16 grams) each.

Teacher Tip

If you have limited supplies, give each group only four index cards. They will need to build and test each bridge individually and they MUST build the deep beam bridge last because of the need to fold the index cards.

Advanced Lesson

Use Testing a Beam Bridge {3-2} instead of {3-3}, Testing a Deep Beam Bridge {3-4} instead of {3-5}, and Testing an Arch Bridge {3-6} instead of {3-7}.

Teacher Tip

Because most 2” x 4’ pieces of lumber have an actual height of 1.5” (3.8 cm), you can cut down a 2” x 4’ to create abutments for this lesson.

COPYRIGHTED

COPYRIGHTED 12 index cards, 5” x 8” (12.7 x 20.3 cm)

COPYRIGHTED 12 index cards, 5” x 8” (12.7 x 20.3 cm)

♦

COPYRIGHTED ♦ 4 blocks or textbooks, smallest dimension approx.

COPYRIGHTED 4 blocks or textbooks, smallest dimension approx.

1.5” (

COPYRIGHTED 1.5” (3.8 cm), all the same size

COPYRIGHTED 3.8 cm), all the same size

♦

COPYRIGHTED ♦ 45 standard weights, approx. 0.6 oz. (16 grams) each

COPYRIGHTED 45 standard weights, approx. 0.6 oz. (16 grams) each

MATERIAL MATERIAL

ransparency or

MATERIAL ransparency or

MATERIAL must be heavy enough to

MATERIAL must be heavy enough to collapse even the deep beam

MATERIAL collapse even the deep beam and arch bridges. It is important

MATERIAL and arch bridges. It is important that all of the weights be the

MATERIAL that all of the weights be the same size, to allow for

MATERIAL same size, to allow for comparison between bridges. MATERIAL comparison between bridges. We recommend using washers, MATERIAL We recommend using washers,

DO DO ♦

DO ♦ 2 cups, paper or plastic, 8 oz. (236.6 ml)

DO 2 cups, paper or plastic, 8 oz. (236.6 ml)

♦ DO ♦ {3-1} DO {3-1} Making and Testing Bridges Set-Up SheetDO Making and Testing Bridges Set-Up Sheet

markDO marked as indicated in Part 1: Preparation, Step 3, DO

ed as indicated in Part 1: Preparation, Step 3, NOT 45 standard weights, approx. 0.6 oz. (16 grams) each

NOT 45 standard weights, approx. 0.6 oz. (16 grams) each

., nuts, bolts, or washers)

NOT ., nuts, bolts, or washers)

2 cups, paper or plastic, 8 oz. (236.6 ml) NOT 2 cups, paper or plastic, 8 oz. (236.6 ml)

Making and Testing Bridges Set-Up SheetNOT Making and Testing Bridges Set-Up Sheet

DUPLICATEDUPLICATE

4 blocks or textbooks, smallest dimension approx.

DUPLICATE4 blocks or textbooks, smallest dimension approx.

45 standard weights, approx. 0.6 oz. (16 grams) each DUPLICATE45 standard weights, approx. 0.6 oz. (16 grams) each DUPLICATE

comparison between bridges.

DUPLICATEcomparison between bridges. We recommend using washers,

DUPLICATEWe recommend using washers, nuts, or bolts that are

DUPLICATEnuts, or bolts that are approximately 0.6 oz. (16

DUPLICATEapproximately 0.6 oz. (16 grams) each.

DUPLICATEgrams) each.

DUPLICATEDUPLICATE

Lesso

n 3



Part 2: Activity

1. Show students one of the bags of sample materials and

have them identify each material in the bag. Also show

students the roll of cellophane tape, which is not in their

individual sample bags.

2. As students identify each material, write its name on the

“Materials for Bridge Designs” chart.

3. Complete the “cellophane tape” row of the chart together

as a class, to model for students how they should examine

each of the other materials in their bags. Ask students:

♦ What are some properties of this material? Clear,

sticky, etc.

♦ How could you change the shape of the material?

Fold it, roll it, crumple it, cut it, etc.

♦ How could you use this material in a bridge design?

To hold things together, etc.

See the chart below for an example of how this row might

look.

4. Divide students into pairs and distribute a bag of sample

materials to each pair.

5. Give students time to examine each of the materials and

talk with their partners about how they might use the

materials in a bridge design.

6. Have pairs return their materials to the plastic bags and

collect the bags from all groups.

Materials for Bridge Designs

Material Properties How could you change the

shape of the material? How could you use it in a bridge design?

cellophane tape sticky, transparent, etc. fold it, tear off pieces, etc. to hold things together

copy paper

craft stick

paper clip

drinking straw

string

index card

Teacher Tip

The items listed in the “Material” column of the chart below technically are objects that are made of a particular material. For example, craft sticks are objects that are made of wood (a material). This is often a difficult distinction for students to grasp, and may warrant a lesson unto itself. For the purpose of this lesson, we have decided to simply list the supplies students have available for building their bridges as “materials,” to minimize student confusion.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED See the chart below for an example of how this row might

COPYRIGHTED See the chart below for an example of how this row might


COPYRIGHTED 4. Divide students into pairs and distribute a bag of sample

materials to each pair.

COPYRIGHTED materials to each pair.

5. Give students time to examine each of the materials and

COPYRIGHTED 5. Give students time to examine each of the materials and


COPYRIGHTED talk with their partners about how they might use the


How could you use this material in a bridge design?

MATERIAL How could you use this material in a bridge design?

See the chart below for an example of how this row might MATERIAL See the chart below for an example of how this row might MATERIAL

DO DO DO materials in a bridge design.

DO materials in a bridge design.

6. Have pairs return their materials to the plastic bags and DO 6. Have pairs return their materials to the plastic bags and

collect the bags from all groups. DO collect the bags from all groups.

NOT 5. Give students time to examine each of the materials and

NOT 5. Give students time to examine each of the materials and


NOT talk with their partners about how they might use the

materials in a bridge design. NOT materials in a bridge design.

6. Have pairs return their materials to the plastic bags and NOT 6. Have pairs return their materials to the plastic bags and



DUPLICATE4. Divide students into pairs and distribute a bag of sample

5. Give students time to examine each of the materials and DUPLICATE5. Give students time to examine each of the materials and

talk with their partners about how they might use the DUPLICATEtalk with their partners about how they might use the

Lesson 3: Bridging Understanding EiE:Designing Hand Pollinators

© Museum of Science, Boston

Duplication permitted

EiE: Designing Hand Pollinators

© Museum of Science, Boston Du-

plication Permitted Clipart ©

Microsoft Corporation


3-4

?

♦ ♦

♦

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL

DO DO NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT NOT DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE

DUPLICATE

DUPLICATE

Lesson 3: Bridging Understanding EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

♦ ?♦

3-8

?

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL MATERIAL

DO DO

NOT NOT NOT NOT NOT DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE

Lesso

n 4

107 Designing a Bridge © Museum of Science, Boston Duplication Not Permitted


Lesson 4

Designing a Bridge

Guiding Question:

♦ How can we use our knowledge of materials and their

properties, different bridge types, and the Engineering

Design Process to design a strong, stable bridge?


♦ use the Engineering Design Process to design a bridge

made from paper and other materials.

♦ test and improve their bridges using the evaluation criteria

of strength and stability.

Students learn that

♦ engineers use a series of steps, called the Engineering

Design Process, to design solutions to problems.

♦ sheets of paper can be modified and reinforced to make a

strong, stable bridge.

♦ testing and redesigning can improve the performance of any

technology.

Part 1 Preparation: 10-15 minutes



Vocabulary

♦ Abutment

♦ Civil engineering

♦ Constraint

♦ Criteria

♦ Design

♦ Engineering Design Process

♦ Force

♦ Goal

♦ Prototype

♦ Redesign

♦ Solution

♦ Stability

♦ Strength

♦ Teamwork

♦ Test

COPYRIGHTED

COPYRIGHTED Guiding Question: COPYRIGHTED Guiding Question: COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED


Abutment

MATERIAL Abutment

♦

MATERIAL ♦ Civil engineering


♦ MATERIAL ♦ Constraint MATERIAL

Constraint

♦ MATERIAL ♦ Criteria MATERIAL

Criteria

DO DO How can we use our knowledge of materials and their

DO How can we use our knowledge of materials and their

propDO properties, different bridge types, and the Engineering DO erties, different bridge types, and the Engineering

Design Process to design a strong, stable bridge? DO Design Process to design a strong, stable bridge?

In this lesson, students will DO In this lesson, students will

NOT NOT Guiding Question:

NOT Guiding Question:

How can we use our knowledge of materials and their NOT How can we use our knowledge of materials and their

erties, different bridge types, and the Engineering NOT erties, different bridge types, and the Engineering

DUPLICATEDUPLICATEDUPLICATEDesign

DUPLICATEDesign

♦

DUPLICATE♦ Engineering Design

DUPLICATEEngineering Design Proc

DUPLICATEProcess

DUPLICATEess

♦

DUPLICATE♦ Force

DUPLICATEForce

DUPLICATE

Lesso

n 4



Objectives


♦ identify and implement the steps of the Engineering Design Process.

♦ utilize what they have learned about different bridge types and the properties of different

materials to inform their bridge designs.

♦ test the strength and stability of their bridge designs and analyze test results.

♦ “Improve” their bridge designs, based on testing results and analyses.


♦ The various geometric shapes present in bridges have different strengths and weaknesses.

♦ When all forces acting on a structure are balanced, the structure is in a state of equilibrium.

Connect the Lessons

This lesson allows students to apply what they have learned so far about forces, the strength of

different bridge types, materials and their properties, and the field of civil engineering. As

students brainstorm ideas for their bridge designs, it is helpful to remind them of the different

bridge types they learned about both in the story Javier Builds a Bridge and in Lesson 3 (beam,

arch, deep beam, and suspension). Students should also review what they learned about beam,

arch, and deep beam bridges in Lesson 3 by using Comparing Bridge Designs {3-8}.

The “Materials for Bridge Designs” chart that the class created in Lesson 3, Part 2 can help

students review the different materials available to them, as well as some ways in which they

could use and manipulate these materials in their bridge designs.

Students should also use what they learned in Lesson 2 about how civil engineers think about the

different forces (pushes and pulls) that affect a structure. While observing the pushes and pulls

on the one-story and tower structures, students learned that one way to make a structure stronger

and/or more stable is to add a force in the opposite direction of an existing problematic force. In

this lesson, students should think about the forces that might be causing their bridge designs to

be weak or unstable and try to add design elements that provide forces in the opposite direction.

Finally, this lesson also reiterates the important engineering concepts of criteria and constraints.

Students identify and list the criteria for and constraints imposed on their bridge designs.

COPYRIGHTED students brainstorm ideas for their bridge designs, it is helpful to remind them of the different

COPYRIGHTED students brainstorm ideas for their bridge designs, it is helpful to remind them of the different

bridge types they learned about both in the story

COPYRIGHTED bridge types they learned about both in the story Javier Builds a Bridge

COPYRIGHTED Javier Builds a Bridge


COPYRIGHTED arch, deep beam, and suspension). Students should also review what they learned about beam,

arch, and deep beam bridges in Lesson 3 by using

COPYRIGHTED arch, and deep beam bridges in Lesson 3 by using Comparing Bridge Designs

COPYRIGHTED Comparing Bridge Designs


COPYRIGHTED The “Materials for Bridge Designs” chart that the class created in Lesson 3, Part 2 can help

students review the different materials available to them, as well as some ways in which they

COPYRIGHTED students review the different materials available to them, as well as some ways in which they


COPYRIGHTED could use and manipulate these materials in their bridge designs.

Students should also use what they learned in Lesson 2 about how civil engineers think about the COPYRIGHTED

Students should also use what they learned in Lesson 2 about how civil engineers think about the

MATERIAL This lesson allows students to apply what they have learned so far about forces, the strength of

MATERIAL This lesson allows students to apply what they have learned so far about forces, the strength of

erent bridge types, materials and their properties, and the field of civil engineering. As

MATERIAL erent bridge types, materials and their properties, and the field of civil engineering. As

students brainstorm ideas for their bridge designs, it is helpful to remind them of the different MATERIAL students brainstorm ideas for their bridge designs, it is helpful to remind them of the different

Javier Builds a BridgeMATERIAL Javier Builds a Bridge and in Lesson 3 (beam, MATERIAL

and in Lesson 3 (beam,

arch, deep beam, and suspension). Students should also review what they learned about beam, MATERIAL arch, deep beam, and suspension). Students should also review what they learned about beam,

DO Students should also use what they learned in Lesson 2 about how civil engineers think about the

DO Students should also use what they learned in Lesson 2 about how civil engineers think about the

different forces (pushes and pulls) that affect a structure. While observing the pushes and pulls

DO different forces (pushes and pulls) that affect a structure. While observing the pushes and pulls

on the one-story and tower structures, students learned that one way to make a structure stronger DO on the one-story and tower structures, students learned that one way to make a structure stronger DO and/or more stable is to add a force in the opposite direction of an existing problematic force. In DO and/or more stable is to add a force in the opposite direction of an existing problematic force. In

this lesson, students should think about the forces that might be causing their bridge designs to DO this lesson, students should think about the forces that might be causing their bridge designs to

NOT students review the different materials available to them, as well as some ways in which they

NOT students review the different materials available to them, as well as some ways in which they


NOT could use and manipulate these materials in their bridge designs.

Students should also use what they learned in Lesson 2 about how civil engineers think about the NOT Students should also use what they learned in Lesson 2 about how civil engineers think about the

different forces (pushes and pulls) that affect a structure. While observing the pushes and pulls NOT different forces (pushes and pulls) that affect a structure. While observing the pushes and pulls

on the one-story and tower structures, students learned that one way to make a structure stronger NOT on the one-story and tower structures, students learned that one way to make a structure stronger

DUPLICATE and in Lesson 3 (beam,

DUPLICATE and in Lesson 3 (beam,


DUPLICATEarch, deep beam, and suspension). Students should also review what they learned about beam,

Comparing Bridge Designs

DUPLICATEComparing Bridge Designs {3-8}.

DUPLICATE{3-8}.


DUPLICATEThe “Materials for Bridge Designs” chart that the class created in Lesson 3, Part 2 can help

students review the different materials available to them, as well as some ways in which they DUPLICATEstudents review the different materials available to them, as well as some ways in which they

could use and manipulate these materials in their bridge designs. DUPLICATEcould use and manipulate these materials in their bridge designs.

Lesso

n 4


109 Designing a Bridge

Part of Lesson

Steps of the Engineering

Design Process Time Summary

1 “Ask”

“Imagine” “Plan”

Preparation: 10-15 minutes Lesson: 50-60 minutes

♦ Students review what they have already learned about different bridge types, the materials from which they can build their bridges, and the work of civil engineers.

♦ Students discuss why engineers use prototypes when designing a technology.

♦ Continuing the “Ask” step of the Engineering Design Process, students review the criteria and constraints for their bridge designs as well as how they will test their bridges.

♦ Working individually, students “Imagine” several possible bridge designs.

♦ Working in pairs, students create a detailed “Plan” for their bridge designs, which includes a labeled diagram and a list of the materials they will use.

2 “Create”

“Improve”

Preparation: 15-25 minutes Lesson: 50-60 minutes

♦ Students “Create” their bridge prototypes based on their plans from Part 1.

♦ Pairs test the stability of their bridge prototypes by pushing a toy car across the bridge’s span and observing its trajectory.

♦ Pairs then test the strength of their bridge prototypes by placing weights on the center of the bridge’s span until it sinks below a designated “failure” level.

♦ Based on their observations during testing, students brainstorm ways to “Improve” their bridge designs.

♦ Once they have decided on their improvement ideas, pairs build new bridge prototypes and test them again.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED MATERIAL MATERIAL students review the criteria and

MATERIAL students review the criteria and constraints for their bridge

MATERIAL constraints for their bridge designs as well as how they will

MATERIAL designs as well as how they will test their bridges.

MATERIAL test their bridges.

♦

MATERIAL ♦ Working individually, students

MATERIAL Working individually, students “ImaMATERIAL “Imagine” several possible MATERIAL

gine” several possible bridge designs. MATERIAL bridge designs. MATERIAL

MATERIAL MATERIAL

DO DO DO DO DO NOT NOT NOT PreparationNOT PreparationNOT NOT NOT NOT DUPLICATEgine” several possible

DUPLICATEgine” several possible

bridge designs.

DUPLICATEbridge designs. Working in pairs, students

DUPLICATEWorking in pairs, students crea

DUPLICATEcreate a detailed “Plan” for their

DUPLICATEte a detailed “Plan” for their bridge designs, which includes a

DUPLICATEbridge designs, which includes a labeled diagram and a list of the

DUPLICATElabeled diagram and a list of the materials they will use. DUPLICATEmaterials they will use. DUPLICATE

DUPLICATEDUPLICATE

PreparationDUPLICATE

PreparationDUPLICATE

Lesso

n 4



What Makes a Good Bridge?

A strong and stable bridge design will often include some of the following:

♦ tightly rolled and taped copy paper used as a pier or as a beam.

♦ craft sticks or plastic drinking straws used to reinforce paper for a beam, arch, or roadway.

♦ nested rolls of paper used to make longer beams to cross a longer span.

♦ multiple arches across the span.

♦ paper clips used to connect pieces of the bridge, such as an arch to a roadway.

♦ paper that is folded, layered, twisted, or bent to increase its strength.

♦ an even amount of material on either side of the bridge, so that the roadway lies flat and is

balanced (i.e., a car would be able to roll in BOTH directions across the bridge).

Multiple aches connected to roadway using paperclips.

Rolled and taped copy paper used as a beam.

Straws used to reinforce paper in a beam bridge. (Photograph is of underside of roadway.)

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED


DO DO Straws used to reinforce DO Straws used to reinforce paper in a beam bridge. DO paper in a beam bridge. (Photograph is of underside DO (Photograph is of underside

NOT NOT Straws used to reinforce NOT Straws used to reinforce paper in a beam bridge.

NOT paper in a beam bridge.

DUPLICATEDUPLICATEDUPLICATEDUPLICATE

Lesso

n 4



10. Spend a few minutes discussing “failure” as a class.

Explain to students that they should keep adding weights

to the span of their bridge until the center of the span

bends below the bottom of the first textbook (or block,

etc.) on the abutment. See diagram below. Ask:

♦ Why do you think we say that the bridge has failed

even if it hasn’t collapsed? Even if the bridge has not

collapsed, if the span bends that much, it probably is

not safe for cars to drive or people to walk across.

♦ Why do you think it is important for all pairs to

define failure in the same way? So that we can make

comparisons amongst our designs and learn from each

other.

11. As a class, complete Engineering Design Process: Ask!

{4-3} using the transparency. Have students follow along

on their copies. See {4-3 Key} for example answers.

12. Have students discuss the advantages of prototypes. Ask:

♦ Do you think that civil engineers build and test full-

sized, actual bridges when they first come up with a

design? Why or why not? No. Because if there is

something wrong with the design, a great deal of

materials, money, and time would have been wasted.

Instead, engineers first build prototypes of their

designs, and then test those prototypes.

Help students realize that they are building a prototype of

a bridge design. Remind students that a prototype is a

special type of model that is a first draft of a design.

Teacher Tip

You might want to draw a simple diagram on the board or a piece of chart paper to help students remember how they will know that their bridges have failed. See the diagram below for an example.

Abutment Abutment

Cup with weights

“Failure Line”

How to Tell When a Bridge Design Has Failed

COPYRIGHTED

COPYRIGHTED Do you think that civil engineers build and test full-

COPYRIGHTED Do you think that civil engineers build and test full-

size

COPYRIGHTED sized, actual bridges when they first come up with a

COPYRIGHTED d, actual bridges when they first come up with a

design? Why or why not?

COPYRIGHTED design? Why or why not?


COPYRIGHTED something wrong with the design, a great deal of


COPYRIGHTED materials, money, and time would have been wasted.

MATERIAL MATERIAL {4-3} using the transparency. Have students follow along

MATERIAL {4-3} using the transparency. Have students follow along

on their copies. See {4-3 Key} for example answers.

MATERIAL on their copies. See {4-3 Key} for example answers.

12. Have students discuss the advantages of prototypes. Ask:

MATERIAL 12. Have students discuss the advantages of prototypes. Ask:

Do you think that civil engineers build and test full-MATERIAL Do you think that civil engineers build and test full-

d, actual bridges when they first come up with a MATERIAL d, actual bridges when they first come up with a

DO NOT NOT designs, and then test those prototypes.

NOT designs, and then test those prototypes.

Help students realize that they are building a prototype of

NOT Help students realize that they are building a prototype of

a bridge design. Remind students that a prototype is a NOT a bridge design. Remind students that a prototype is a

special type of model that is a first draft of a design. NOT special type of model that is a first draft of a design.

DUPLICATEDUPLICATE

Do you think that civil engineers build and test full-

DUPLICATEDo you think that civil engineers build and test full-

d, actual bridges when they first come up with a

DUPLICATEd, actual bridges when they first come up with a

No. Because if there is

DUPLICATENo. Because if there is


DUPLICATEsomething wrong with the design, a great deal of


DUPLICATEmaterials, money, and time would have been wasted.

Instead, engineers first build prototypes of their

DUPLICATEInstead, engineers first build prototypes of their

designs, and then test those prototypes. DUPLICATEdesigns, and then test those prototypes.

Help students realize that they are building a prototype of DUPLICATEHelp students realize that they are building a prototype of

Lesso

n 4


125 Designing a Bridge

Reflection

1. Have each pair of students talk about the test results from

their first and second bridge designs. Ask:

♦ Where you able to improve your first bridge

design? How do you know?

♦ What changes did you make to your first bridge

design? Why did you make those changes?

♦ Which of your scores improved? Why do you think

that happened?

♦ If you could redesign your bridge to improve it

even more, what would you do?

2. As a class, discuss students’ experiences with

implementing the Engineering Design Process. Ask:

♦ How do you think the Engineering Design Process

helped you design your bridge?

♦ Which steps did you find the easiest? Why?

♦ Which steps did you think were the most

challenging? Why?

♦ What other problems do you think the Engineering

Design Process could help you solve?

3. Post the Guiding Question for this lesson and have

students use what they learned from their experiences in

this unit to answer it:

♦ How can we use our knowledge of materials and

their properties, different bridge types, and the

Engineering Design Process to design a strong,

Advanced Lesson

Have each pair of students make a poster depicting how they used the steps of the Engineering Design Process to design and improve their bridge. Have pairs show their posters to the class and give brief oral presentations.

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED Which steps did you think were the most

COPYRIGHTED Which steps did you think were the most

What other problems do you think the Engineering

COPYRIGHTED What other problems do you think the Engineering

Desi

COPYRIGHTED Design Process could help you solve?

COPYRIGHTED gn Process could help you solve?


COPYRIGHTED 3. Post the Guiding Question for this lesson and have

students use what they learned from their experiences in

COPYRIGHTED students use what they learned from their experiences in

this unit to answer it: COPYRIGHTED this unit to answer it:


DO DO DO ♦

DO ♦ How can we use our knowledge of materials and

DO How can we use our knowledge of materials and

theDO theiDO ir properties, different bridge types, and the DO r properties, different bridge types, and the

Engineering Design Process to design a strong, DO Engineering Design Process to design a strong,

NOT students use what they learned from their experiences in

NOT students use what they learned from their experiences in

this unit to answer it:

NOT this unit to answer it:

How can we use our knowledge of materials and NOT How can we use our knowledge of materials and NOT

r properties, different bridge types, and the NOT r properties, different bridge types, and the

DUPLICATEDUPLICATEDUPLICATEWhat other problems do you think the Engineering

DUPLICATEWhat other problems do you think the Engineering


DUPLICATE3. Post the Guiding Question for this lesson and have

students use what they learned from their experiences in DUPLICATEstudents use what they learned from their experiences in

Lesson 4: Designing a Bridge EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

4-12

?

?

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED


MATERIAL

MATERIAL ?

MATERIAL ?

MATERIAL


DO DO DO DO DO

NOT

NOT

NOT NOT NOT NOT NOT NOT NOT

DUPLICATE

DUPLICATE

DUPLICATE

DUPLICATE DUPLICATE


To Get to the Other Side: Designing Bridges

AssessmentsCOPYRIGHTED

COPYRIGHTED

COPYRIGHTED


DO DO DO NOT NOT AssessmentsNOT AssessmentsNOT DUPLICATE

DUPLICATEDUPLICATE

AssessmentsDUPLICATEAssessments



128


Assessment Introduction

How to Use this Section

How much do your students know about engineering and technology? If you don’t have a ready answer to this question, you may want to use the Assessment sheets available in the Assessment section to get baseline readings on your students’ knowledge of engineering and technology concepts before completing this unit. Pages {A-1} and {A-2} focus on students general conceptions of technology and engineering. Pages {A-3} through {A-7} focus on assessing common engineering vocabulary, understanding of the Engineering Design Process, and properties of materials.

The Assessment sheets provided in this section can also be used as a summative assessment of your students’ learning if administered after completion of this unit, or after you complete your final Engineering is Elementary unit of the year. You can compare student performance on the post-assessment with their performance on the pre-assessment to help you see how student understanding has changed.

Additional assessments focusing on unit-specific content can be found on the EiE website (http://www.mos.org/EiE). These assessments were designed for research purposes by the EiE research and evaluation team and are constantly undergoing revision. Assessments related to the engineering and science concepts highlighted in these lessons are also embedded throughout this unit.

COPYRIGHTED

COPYRIGHTED understanding of the Engin

COPYRIGHTED understanding of the Engin

The Assessment sheets provided in this section ca

COPYRIGHTED The Assessment sheets provided in this section can also be used as a summative assessment of

COPYRIGHTED n also be used as a summative assessment of

your students’ learning if administered after comp

COPYRIGHTED your students’ learning if administered after comp

Engineering is Elementary

COPYRIGHTED Engineering is Elementary unit of the year. You can compare student performance on the

COPYRIGHTED unit of the year. You can compare student performance on the

post-assessment with their pe

COPYRIGHTED post-assessment with their pepost-assessment with their pe

COPYRIGHTED post-assessment with their peunderstanding has changed.

COPYRIGHTED understanding has changed.

Additional assessments focusing COPYRIGHTED

Additional assessments focusing

MATERIAL MATERIAL the Assessment

MATERIAL the Assessment of engineering and technology

MATERIAL of engineering and technology s {A-1} and {A-2} focus on students general

MATERIAL s {A-1} and {A-2} focus on students general

nd engineering. Pages {A-3} through {A-7} focus on assessing

MATERIAL nd engineering. Pages {A-3} through {A-7} focus on assessing

understanding of the EnginMATERIAL understanding of the Engineering Design Process, and MATERIAL

eering Design Process, and

DO Additional assessments focusing

DO Additional assessments focusing

DO www.mos.org/EiE). These assessments were designed for research purposes by the EiE research

DO www.mos.org/EiE). These assessments were designed for research purposes by the EiE research and evaluation team and are constantly undergDO and evaluation team and are constantly undergDO engineering and science conceptsDO engineering and science concepts

NOT rformance on the pre-assessment

NOT rformance on the pre-assessment

Additional assessments focusing NOT Additional assessments focusing on unit-specific content can be NOT on unit-specific content can be NOT www.mos.org/EiE). These assessments were designed for research purposes by the EiE research NOT www.mos.org/EiE). These assessments were designed for research purposes by the EiE research and evaluation team and are constantly undergNOT and evaluation team and are constantly underg

DUPLICATEDUPLICATEn also be used as a summative assessment of

DUPLICATEn also be used as a summative assessment of letion of this unit, or

DUPLICATEletion of this unit, or after you complete your

DUPLICATE after you complete your letion of this unit, or after you complete your letion of this unit, or

DUPLICATEletion of this unit, or after you complete your letion of this unit, or

unit of the year. You can compare student performance on the

DUPLICATEunit of the year. You can compare student performance on the

rformance on the pre-assessment DUPLICATErformance on the pre-assessment to help you see how student DUPLICATE

to help you see how student

Name: _____________________________________ Date: ________________

Pre-Post AssessmentEiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

A

B

A-1

What is Technology? Directions: Which of these things are examples of technology? Circle all of the items that you think are technology.

What is YOUR definition of the word “technology”?

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Cell Phone

Keyboard

Game Controller

Wind-up Toy MP3 Player Bird Bicycle

Oak Tree

Running Shoes Volcano Windmill Hand-held Fan

Dandelion

Sandals Piano Roller Blades

Broom Laptop Bonnet Basket

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED

COPYRIGHTED Sandals

COPYRIGHTED Sandals

COPYRIGHTED MATERIAL MATERIAL MATERIAL MATERIAL

Cell PhoneMATERIAL Cell PhoneMATERIAL


Hand

MATERIAL Hand-

MATERIAL -held Fan

MATERIAL held Fan

DO DO DO DO NOT NOT NOT NOT Piano

NOT Piano DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE

Oak TreeDUPLICATEOak TreeDUPLICATE

Name: _____________________________________ Date: ________________

Pre-Post AssessmentEiE: Designing Bridges © Museum of Science, Boston Duplication Permitted

A

B

A-2

Directions: Are these things that an engineer would do at work? Circle YES or NO.

20. What is an engineer?_____________________________________

_________________________________________________________

_________________________________________________________

Develop better bubblegum NO

Design ways to clean polluted air NO

Improve bandages NO

Figure out how to package bottles so they don’t break

NO

Repair cars NO

Figure out ways to explore the ocean NO

Test the properties of soil NO

Come up with ways to keep soup hot for a picnic NO

Install cable television NO

Develop smaller cell phones NO

Create warmer kinds of cloth NO

Install wiring NO

Fix computers NO

Put roofs on buildings NO

Improve camera lenses NO

Create waterproof materials NO

Fix headlights on cars NO

Drive garbage trucks NO

Design tools for surgery NO

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

YES

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

What is an Engineer?

COPYRIGHTED

COPYRIGHTED Develop smaller cell phones NO

COPYRIGHTED Develop smaller cell phones NO

COPYRIGHTED Create warmer kinds of cloth

COPYRIGHTED Create warmer kinds of cloth

Install wiring NO

COPYRIGHTED Install wiring NO

COPYRIGHTED

COPYRIGHTED 11.

COPYRIGHTED 11.

12.

COPYRIGHTED 12.

COPYRIGHTED

13. COPYRIGHTED

13.

MATERIAL Figure out ways to explore the ocean NO

MATERIAL Figure out ways to explore the ocean NO

MATERIAL MATERIAL NO

MATERIAL NO

soup hot for a picnic NO

MATERIAL soup hot for a picnic NO

MATERIAL MATERIAL YES

MATERIAL YES YES

MATERIAL YES

soup hot for a picnic NO YES soup hot for a picnic NO

MATERIAL soup hot for a picnic NO YES soup hot for a picnic NO

MATERIAL

DO DO Fix computers

DO Fix computers

Put roofs on buildings NO DO Put roofs on buildings NO DO Improve camera lenses DO Improve camera lenses

14. DO 14. DO 15. DO 15.

NOT Install wiring NO

NOT Install wiring NO

NOT Fix computers NOT Fix computers

Put roofs on buildings NO NOT Put roofs on buildings NO

DUPLICATEDUPLICATENO

DUPLICATENO

Develop smaller cell phones NO

DUPLICATEDevelop smaller cell phones NO

DUPLICATEInstall wiring NO DUPLICATEInstall wiring NO DUPLICATE

DUPLICATEYES

DUPLICATEYES YES

DUPLICATEYES

Develop smaller cell phones NO YES Develop smaller cell phones NO

DUPLICATEDevelop smaller cell phones NO YES Develop smaller cell phones NO

DUPLICATEYES

DUPLICATEYES

to get to the other side: designing bridges · to get to the other side: designing bridges ......

Documents