Name: Frank Pileiro
School District: Linwood Public Schools
Phone: (609) 926-6700
E-mail: frankpileiro@po.atlnet.org
Title of Lesson: Introduction to Structures
- Bridge Engineering
Subject: Industrial Technology Category:
6-8
The following
lesson plan is used in an Industrial Technology classroom.
It is very well adapted to regular classroom use.
The optional continuation of the unit is included if the instructor
would like to take the unit to another level if deemed appropriate. Furthermore, the use of the downloaded West point Bridge Designer
software is an open license to be used on any computer as long as it is for
educational purposes.
Title of Lesson: Introduction to Structures - Bridge Engineering
Subject: Industrial Technology
Category: 6-8
Date(s) lesson was conducted: Several times throughout the school year (once a marking period).
Supporting Materials: Internet Browser (Internet Explorer or Netscape Navigator with Macromedia Authorware Web Player Plug-In - http://www.macromedia.com/downloads), West Point Bridge Designer Software (http://www.dean.usma.edu/cme/outreach/WPBD/about.htm - Top - (freeware download), MS Word, 3 1/2" Floppy Disks.
Goals and Objectives of the
Lesson
To introduce basic concepts of bridge history, design, and engineering principles.
Ø The learner will demonstrate a basic knowledge of bridge history, design, and engineering principles.
Ø The learner will recognize the many different types of structures, natural and man-made.
Ø The learner will understand structures made by humans including: bridges, dams, buildings, towers, harbors, roads and tunnels.
Ø The learners will identify the loads that act on structures.
Ø The learner will analyze the forces that act on structures.
Ø The learner will demonstrate how structures can be built and designed to withstand loads.
Ø The learner will complete an on-line assignment and print it out for a grade.
Ø The learner will complete an interactive on-line quiz and store the results on a floppy disk for a grade.
Ø The learner will utilize the Internet to research structures.
Ø The learner will be able to cite Internet resources.
Ø The learner will write a short (1 - 2 page) paper on a bridge of their choice.
Ø The learner will design, build, and test a bridge of his or her own creation (optional).
Ø The learner will be able to keep a log of documentation for the project.
New Jersey Core Curriculum
Content Standards addressed
Cross-Content
Workplace Readiness:
2.1, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.9, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.12, 3.14, 3.15, 4.1, 4.2, 4.3, 4.4, 4.5, 4.7, 4.9, 4.10, 4.11, 5.1, 5.4, 5.5, & 5.7
Visual
& Performing Arts:
1.3.2, 1.4.1, 1.6.2, & 1.6.3
Language
Arts and Literacy:
3.1.7, 3.1.8, 3.2.6, 3.2.7, 3.2.8, 3.3.1, 3.3.3, 3.3.4, 3.3.6, 3.3.7, 3.3.17, 3.4.4, 3.4.8, 3.4.12, 3.4.16, 3.4.25, 3.5.2, 3.5.4, 3.5.5, 3.5.6, 3.5.7, & 3.5.10
Mathematics:
4.1.6, 4.1.7, 4.1.8, 4.3.1, 4.3.9, 4.3.7, 4.8.10, 4.9.1, 4.9.3, 4.9.9, 4.9.11, 4.9.13, 4.9.14, & 4.9.16
Science
5.1.4, 5.1.5, 5.1.6, 5.2.8, 5.4.8, 5.4.9, 5.5.6,
Summary of Lesson
Students use a teacher created instructional web site to learn about and research bridges and structures. While utilizing the web site the students will be asked to complete an assignment (on-line form) dealing with natural and human made structures and take an interactive quiz in which the answers are recorded on a floppy diskette. These diskettes will be handed in for a quiz grade. After the quiz, students will have an opportunity to explore the area of study further using various web site links listed on this and the classes web site. This information will be used to write a short paper describing a bridge of their choice.
After they have completed the instructional web site the students will have to solve problems in which they will create various structures to hold the greatest possible loads. The first will be to create a freestanding paper structure that will support weight. The second problem involves students sketching and creating a bridge using West Point Bridge Designer software.
An optional lesson would be for the students to be divided into small groups to create a balsa wood bridge built to certain specifications that will withstand the greatest possible load. The equipment and materials are included in this document.
Equipment
 |
Lesson
One
Ø They must work through the web site, taking notes.
Ø When they reach the on-line assignment page of the web site they must list natural and human made structures and what they support. Upon completion of the assignment the students will print it and hand it in for a grade.
Ø After the quiz the students will be directed to follow some of the links found on the web site that pertain to bridges as well as search the Internet for information. They will then be given an assignment to write a short one to two page report about a bridge (See Observing Bridges and Citing Internet Resources hand outs). This assignment will be due by the end of the unit (determined by instructor).
Ø Students
along with the instructor will review what they have learned from the web
site.
Ø The
students will then receive the Paper Structure Problem hand out. The instructor, along with the students, will
discuss the problem and the information found on the hand out.
Ø Students will then be directed to sketch ideas
for a solution. Upon completion of
their sketches the students will receive the materials and equipment to build
their paper structures.
Ø After
the allotted amount of time (determined by the instructor) the students will
test their structures for strength using weights and record it on their handouts.
 |
Lesson
Three
Ø The students along with
the instructor will discuss how to use the software as well as the bridge
design process using the help menu's program overview as a guide.
Ø The students will then
be assigned the problem of building a bridge that will withstand the software's
"truck test", for the least amount of money.
Ø The students will receive
a hand out with truss bridge examples (see attached) and along with the instructor
will discuss the various design possibilities.
Ø The students will sketch
out ideas for a bridge design and use the program to create and test their
ideas (see attached Herman Haupt Memorial Bridge Design Problem hand-out).
Ø The students will
print out the bridge design along with the materials list and cost summary
and turn it in for a grade.
Ø The Observing Bridges
report will be due on or before this class meeting.
**The
following lessons are an optional component of the unit.
Lessons
Four and Five
Ø The
students will be divided into groups of two or three and given the problem
to construct a balsa wood bridge of their own design (see attached Bridge
Design Problem hand out).
Ø The
students along with the instructor will discuss the problem.
Ø The
students will be introduced to the Technology Log (see attached) and an explanation
of its use will be given.
Ø The
students will use the Technology Log to write a problem statement, list brainstorming
ideas, and sketch bridge designs (three each).
Ø The
students will decide on a design as a group.
Ø The
instructor will demonstrate how to draw a bridge design, full size, on graph
paper.
Lessons
Six through Ten
Ø The students will complete their bridge design drawings and receive their materials to construct the bridge.
Ø The instructor will demonstrate how to safely use a model knife and hot glue gun to construct a bridge (see attached safety sheet).
Ø The students will work as a team to construct the bridge being sure to document their progress in their technology logs.
Lesson
Eleven
Ø The
student teams will present their bridge designs to the class.
Ø The
bridges will be weighed on a scale and the student teams will record the weight.
Ø All
students will wear safety eyewear.
Ø The
bridges will have weight slowly applied to their tops in small increments
until they fail (the bridge is considered broken when it develops a cracked
piece or failed joint.).
Ø When
the bridge is finished being tested the amount of weight that it held will
be recorded and then the students will calculate their bridges efficiency
rating using the Efficiency Rating worksheet (see attached).
Ø After
all testing is complete the students will turn in their logs, drawings, and
data from testing for a grade.
Ø The
class will discuss what they learned and what they would have changed about
their bridges if they had another chance.
Student
Feedback and Assessment
Ø Teacher Observation.
Ø Student comments.
Ø Student assignments (on-line and short paper).
Ø Quiz.
Ø Student participation.
Ø West Point Bridge Designer project results.
Ø Student drawings
Ø Technology
Log (optional)
Ø Bridge
design drawing (optional)
Ø Worksheets
Additional
Comments and Suggestions
This unit is well adapted to many classroom situations. It allows for the flexibility to take the topic of study to many different levels. Also, with some teacher creativity it could be adapted to many different age and skill levels.
Appendices
Name_________________
Section________________
Objective: To collect information about a bridge of your choice and write a report for class.
Bridges
are all around you. They carry vehicles
over rivers, people over railway tracks, and trains over highways, just to
name a few examples.
To complete this activity you must study in detail, a bridge of your choice.
Select a bridge that you find interesting and complete the following information.
Ø Where is the bridge located?
Ø Does the bridge have a name?
Ø In what year was the bridge built?
Ø What type of a bridge is it?
Ø What materials were used to construct the
bridge?
Ø What loads does the bridge carry?
Ø What goes under the bridge?
These are examples of the type of questions that you will want to answer in your report. You will also want to include a drawing, sketch or picture of your bridge.
Your paper should be double spaced and no more than two pages in length.
If you take information from a book, the Internet, or other sources be certain to list the author, title, and date of publication.
Your report is due on ___________________.
Name: Date:
Section:
Try this!! Hold a piece of paper by one of its short sides. What happens? Now curve or fold the same sheet. The paper now acts as a cantilever beam and can support not only its own weight but also that of a small object (a pencil or paper clip). The new strength is obtained not by increasing the amount of material but by giving it proper form.
Try incorporating different shapes for your designs here’s some examples:
Problem: Design and construct a freestanding paper structure to support as much weight as possible. The weight must be supported 4 inches (100 mm) above a flat surface.
Your design can contain no more than two full sheet of 8 ½ x 11 in. paper and 12 in. (300 mm) of masking tape. Sketch your solutions on the back of the paper and copy your final solution in the space below. Record how much weight it was able to hold in the space provided.
Weight
Supported:
