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
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COPYRIGHTED
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COPYRIGHTED MATERIAL MATERIAL MATERIAL
DO DO DO NOT NOT NOT Carolyn DeCristofano NOT Carolyn DeCristofano
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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
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DO NOT DUPLICATETo purchase the complete guide, visit
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© 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
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For a complete list of supporters and partners, please visit:http://www.mos.org/EiE/EiE_sponsors
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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
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MATERIAL provided by the Museum of Science, tel Jr. Foundation, Liberty Mutual
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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
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[email protected] [email protected]
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:Engineering and Technology Lessons for Children DUPLICATEEngineering and Technology Lessons for Children project, contact us: DUPLICATE
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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…....…...……………………………………………
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107
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Unit Vocabulary Li
COPYRIGHTED Unit Vocabulary List…………………………………………………………
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Vocabulary Definitions……………………………………………………...
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…………………………………………………………...
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st…………………………………………………………
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Vocabulary Definitions……………………………………………………...
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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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
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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;
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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,
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
© Museum of Science, Boston Duplication Not Permitted
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
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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
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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
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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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
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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.
Preparation: 15-20 minutes
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
Part 2 Preparation: 5-10 minutes Lesson: 45-50 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.
Part 1 Preparation: 10-15 minutes Lesson: 50-60 minutes
Part 2 Preparation: 15-25 minutes Lesson: 50-60 minutes
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.
Preparation: 10-15 minutes
Lesson: 30-40 minutes
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
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COPYRIGHTED
COPYRIGHTED
COPYRIGHTED
3COPYRIGHTED
33COPYRIGHTED
33COPYRIGHTED
3333COPYRIGHTED
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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
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
© Museum of Science, Boston Duplication Not Permitted
Unit Summary Chart 13
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
DUPLICATEDUPLICATEDUPLICATE
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
Motion Lessons: 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
Motion Lessons: 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
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
MATERIAL MATERIAL MATERIAL
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
© Museum of Science, Boston Duplication Not Permitted
Unit Summary Chart 15
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
product or system or the limits that are placed on a design.
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
product or system or the limits that are placed on a design.
COPYRIGHTED product or system or the limits that are placed on a design.
COPYRIGHTED
COPYRIGHTED
COPYRIGHTED MATERIAL MATERIAL MATERIAL
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
product or system or the limits that are placed on a design.
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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.
© Museum of Science, Boston Duplication Not Permitted
Unit Assessment 19
Summarized Objectives
Students will be able to
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
Civil Engineering: Designing Bridges
© 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
© Museum of Science, Boston Duplication Not Permitted
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
© Museum of Science, Boston Duplication Not Permitted
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
COPYRIGHTED MATERIAL MATERIAL MATERIAL
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
Civil Engineering: Designing Bridges
Preparatory Lesson
Technology in a Bag
© Museum of Science, Boston Duplication Not Permitted
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
Preparation: 10-15 minutes
Lesson: 30-40 minutes
COPYRIGHTED
COPYRIGHTED Guiding Question: COPYRIGHTED Guiding Question: COPYRIGHTED
COPYRIGHTED MATERIAL MATERIAL
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
Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
Objectives
Students will be able to
♦ 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
needs that the objects serve and how they might work. They determine what materials each
COPYRIGHTED 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
COPYRIGHTED 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
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
needs that the objects serve and how they might work. They determine what materials each
DUPLICATEneeds 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
DUPLICATEobject 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
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
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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.
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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
COPYRIGHTED MATERIAL MATERIAL
DO NOT NOT DUPLICATEDUPLICATE
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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
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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
technologies and you have brought some to share today.
COPYRIGHTED technologies and you have brought some to share today.
MATERIAL MATERIAL MATERIAL
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
technologies and you have brought some to share today.
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.
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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
COPYRIGHTED MATERIAL MATERIAL MATERIAL
DO DO DO NOT DUPLICATEDUPLICATEDUPLICATE
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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
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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
COPYRIGHTED MATERIAL MATERIAL
DO DO NOT DUPLICATEDUPLICATE
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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
existing technologies
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
existing technologies
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
Civil Engineering: Designing Bridges
Lesson 1 Javier Builds a Bridge
© Museum of Science, Boston Duplication Not Permitted
In this lesson, students will
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.
Preparation: 5-10 minutes
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
COPYRIGHTED MATERIAL MATERIAL
Abutment
MATERIAL Abutment
MATERIAL Arch bridge
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
COPYRIGHTED MATERIAL MATERIAL
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
© Museum of Science, Boston Duplication Not Permitted
Objectives
Students will be able to
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
© Museum of Science, Boston Duplication Not Permitted
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?
MATERIAL MATERIAL MATERIAL
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
This is a/an ________________ bridge.
The part of the bridge that is circled is called the
______________________.
This is a/an ________________ bridge.
The part of the bridge that is circled is called the
___________________.
COPYRIGHTED
COPYRIGHTED
COPYRIGHTED circled is called the
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.
The part of the bridge that is circled is called the
_pier_________________.
This is a _arch_____________ bridge.
The part of the bridge that is circled is called the
_abutment__________.
COPYRIGHTED circled is called the
COPYRIGHTED circled is called the
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
Civil Engineering: Designing Bridges
Lesson 2 Pushes and Pulls
© Museum of Science, Boston Duplication Not Permitted
Guiding Question:
What are some of the forces that act on structures and how do civil engineers design structures that can withstand these forces?
In this lesson, students will
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.
Preparation: 15-20 minutes
Lesson: 55-60 minutes
Vocabulary
Action Civil engineering Effect Equilibrium Force Problem Solution Stable Strong StructureCOPYRIGHTED
COPYRIGHTED Guiding Question:
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 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
54Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
Objectives
Students will be able to
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
76Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
© Museum of Science, Boston Duplication Not Permitted
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!
DUPLICATEDUPLICATEDUPLICATE
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: ________________
EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted
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
Civil Engineering: Designing Bridges
Lesson 3
Bridging Understanding
Part 1 Preparation: 15-20 minutes
Lesson: 50-60 minutes
Part 2 Preparation: 5-10 minutes Lesson: 45-50 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?
In this lesson, students will
♦ 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 Guiding Question:
COPYRIGHTED Guiding Question:
♦
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 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
82 Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
Objectives
Students will be able to
♦ 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.
Tie-In Science Content
♦ 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
weight each bridge can support by placing nuts, washers, or other small, uniform weights on top
COPYRIGHTED 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
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
bridges push their abutments apart horizontally.
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
bridges push their abutments apart horizontally.
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
weight each bridge can support by placing nuts, washers, or other small, uniform weights on top
DUPLICATEweight 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
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
Bridging Understanding
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
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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 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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
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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
85 © Museum of Science, Boston Duplication Not Permitted
Bridging Understanding
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
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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.
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Lesso
n 3
101 © Museum of Science, Boston Duplication Not Permitted
Bridging Understanding
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
4. Divide students into pairs and distribute a bag of sample
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
talk with their partners about how they might use the
COPYRIGHTED talk with their partners about how they might use the
MATERIAL MATERIAL MATERIAL
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
talk with their partners about how they might use the
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
DUPLICATEDUPLICATEDUPLICATE
4. Divide students into pairs and distribute a bag of sample
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
EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted
3-4
?
♦ ♦
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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
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Lesson 3: Bridging Understanding EiE: Designing Bridges © Museum of Science, Boston Duplication Permitted
♦ ?♦
3-8
?
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DO DO
NOT NOT NOT NOT NOT DUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATEDUPLICATE
Lesso
n 4
107 Designing a Bridge © Museum of Science, Boston Duplication Not Permitted
Civil Engineering: Designing Bridges
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?
In this lesson, students will
♦ 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
Lesson: 50-60 minutes
Part 2 Preparation: 15-25 minutes Lesson: 50-60 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
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Abutment
MATERIAL Abutment
♦
MATERIAL ♦ Civil engineering
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
108 Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
Objectives
Students will be able to
♦ 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.
Tie-In Science Content
♦ 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
arch, deep beam, and suspension). Students should also review what they learned about beam,
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
The “Materials for Bridge Designs” chart that the class created in Lesson 3, Part 2 can help
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
could use and manipulate these materials in their bridge designs.
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
could use and manipulate these materials in their bridge designs.
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,
arch, deep beam, and suspension). Students should also review what they learned about 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}.
The “Materials for Bridge Designs” chart that the class created in Lesson 3, Part 2 can help
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
© Museum of Science, Boston Duplication Not Permitted
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
110 Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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
COPYRIGHTED MATERIAL MATERIAL MATERIAL
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
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116 Civil Engineering: Designing Bridges
© Museum of Science, Boston Duplication Not Permitted
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?
something wrong with the design, a great deal of
COPYRIGHTED something wrong with the design, a great deal of
materials, money, and time would have been wasted.
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
something wrong with the design, a great deal of
DUPLICATEsomething wrong with the design, a great deal of
materials, money, and time would have been wasted.
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
© Museum of Science, Boston Duplication Not Permitted
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?
3. Post the Guiding Question for this lesson and have
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:
MATERIAL MATERIAL MATERIAL
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
3. Post the Guiding Question for this lesson and have
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
COPYRIGHTED MATERIAL MATERIAL
MATERIAL
MATERIAL ?
MATERIAL ?
MATERIAL
MATERIAL MATERIAL MATERIAL MATERIAL
DO DO DO DO DO
NOT
NOT
NOT NOT NOT NOT NOT NOT NOT
DUPLICATE
DUPLICATE
DUPLICATE
DUPLICATE DUPLICATE
DUPLICATEDUPLICATEDUPLICATE
To Get to the Other Side: Designing Bridges
AssessmentsCOPYRIGHTED
COPYRIGHTED
COPYRIGHTED
COPYRIGHTED MATERIAL MATERIAL MATERIAL
DO DO DO NOT NOT AssessmentsNOT AssessmentsNOT DUPLICATE
DUPLICATEDUPLICATE
AssessmentsDUPLICATEAssessments
© Museum of Science, Boston Duplication Not Permitted
Civil Engineering: Designing Bridges
128
Civil Engineering: Designing Bridges
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
MATERIAL MATERIAL MATERIAL MATERIAL
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
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