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Subject

Math, Science & Technology

Description

This activity includes instructions for an in-class project about building model bridges and recognizing all the factors that building them incorporates.

Website(s)

Super Bridge Classroom Activity

Content Provider

Public Broadcasting Service: NOVA

Objectives

To recreate some of the challenges bridge builders face.

Materials

• Copies of "Bridge Building" student handout (attached)
• Coffee can (one per group of students)
• 75 uncooked spaghetti noodles (per group of students)
• 2 m (6.5ft) masking tape (per group of students)
• Standard set of weights (fishing sinkers work well; one set per group of students)
• Six (6) strips of corrugated cardboard (one set per group of students):
  • 8 cm x 30 cm (3 in. x 12 in.)
  • 8 cm x 50 cm (3 in. x 20 in.)
  • 8 cm x 80 cm (3 in. x 31 in.)
  • 8 cm x 100 cm (3 in. x 39 in.)
  • 8 cm x 120 cm (3 in. x 47 in.)
  • 8 cm x 150 cm (3 in. x 59 in.)

Bridge Building Student Handout.pdf

Procedure

1. One of the major challenges bridge designers face is constructing towers to support the bridge. In this activity, students build structures that recreate problems bridge builders face.
2. Organize students into small teams and distribute the "Bridge Building" student handouts and materials.
3. Have students design and build a tower structure using uncooked spaghetti that will support a coffee can. Have them find the maximum length of cardboard road the structure supports, add weights to their structures, and find the maximum road lengths again.
4. After each team has completed their structure, have the class compare and analyze each team design. Which design holds the most weight? How could the design that holds the least weight be improved? Which design balances the longest road? Which designs appears to twist and turn under weight? Which designs prevent twisting?
5. After analyzing each design, have students suggest two ways they would improve their designs.

Related Academic Standards

New York State

MST1.I.SI2.1 Students use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.

MST1.I.ED.1.3 Students engage in the following steps in a design process: consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.

MST1.C.C.ED.1.3 Students engage in the following steps in a design process: generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understands, economics, ergonomics, and environmental considerations have influenced the solution.

MST7.I.CO.1.3 Students design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.

MST7.C.C.CO.1.3 Students design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.