Building Bridges- New Template

8/8/2019 Building Bridges- New Template

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Building Bridges:A Maths, Science & Technology Integrated

Unit

Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

Building Better Bridges



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Building Bridges:

A Maths, Science & Technology Integrated

Unit


Multiliteracies Project, ACT, Australia (2003)

Building Better Bridges



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This Learning Element is published by the Multiliteracies Project

,ACT, Australia (2003) at:http://cgpublisher.com/publishers/22/web/index.html ?.CGPublisher.com

First Published in Australia in 2004

Copyright Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

All rights reserved. Apart from fair dealing for the purposes of study,research, criticism or review as permitted under the Copyright Act, no partof this book may be reproduced by any process without written permissionfrom the publisher.

This learning resource may quote some copyright material. It has beencreated solely for educational purposes. Any reproduction of copyrightmaterial either involves permissions sought by the publisher or author, oris within the bounds of minimal use or fair use.

This work has been produced as part of the Learning by Design researchand development project, by Mary Kalantzis and Bill Cope. Template andschema Copyright 2002-4 Common Ground Publishing.www.CommonGroundGroup.com

This Learning Element is published by the Multiliteracies Project

,ACT, Australia (2003) at:http://cgpublisher.com/publishers/22/web/index.html ?.CGPublisher.com

First Published in Australia in 2004

Copyright Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

All rights reserved. Apart from fair dealing for the purposes of study,research, criticism or review as permitted under the Copyright Act, no partof this book may be reproduced by any process without written permissionfrom the publisher.

This learning resource may quote some copyright material. It has beencreated solely for educational purposes. Any reproduction of copyrightmaterial either involves permissions sought by the publisher or author, oris within the bounds of minimal use or fair use.

This work has been produced as part of the Learning by Design researchand development project, by Mary Kalantzis and Bill Cope. Template andschema Copyright 2002-4 Common Ground Publishing.www.CommonGroundGroup.com


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Contents

Learning Objectives

Learning Activity 1: Introduction and discussionTask 1.1 Identifying prior knowledge using a placemat activity.

Task 1.2 Glossary of Terms

Learning Activity 2: ResearchTask 2.1 Brainstorm research pathways & collect resources

Task 2.2 Identification and Classification

Task 2.3 Name Games

Learning Activity 3. Maths and Science ConceptsTask 3.1 Rigidity

Task 3.2 Triangulation

Task 3.3 Stability and Centre of Gravity

Task 3.4 Visiting Professional

Learning Activity 4: Case Study: Bridge Disasters!Task 4.1 Research and report on a bridge disaster.

Learning Activity 5: Construction of Bridges

Task 5.1 Form construction companies and complete building task.

Assessment:A variety of strategies for assessing throughout the unit, both

formatively and summatively.

Learning Pathways:An outline of possible pathways to follow at the

Contents

What Youll be Learning: This is a description of what you should

achieve by completing this unit of work.

Learning Activity 1: Tuning In. What do you already know?Task 1.1 Placemat activity.

Task 1.2 Glossary of Terms

Learning Activity 2: Research: Looking in new placesTask 2.1 Brainstorm research pathways & collect resources

Task 2.2 Make a classification table.

Task 2.3 Name GamesLearning Activity 3. Maths and Science Concepts

Task 3.1 Rigidity

Task 3.2 Triangulation

Task 3.3 Stability and Centre of Gravity

Task 3.4 Visiting Professional

Learning Activity 4. Bridge Disasters. Be a Disaster Detective!Task 4.1 Research and report on a bridge disaster.

Learning Activity 5. Building Better Bridges! Make a toothpick bridge

Task 5.1 Form construction companies and complete building task.

How Well Have You Learnt? This is how you will be assessed throughoutthe unit.

Moving On: What could we possibly do next, once we finish this unit, to


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completion of the unit. build on the knowledge we have gained?


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Knowledge DomainMathematics, Science, Design & Technology]

Scope of Learning

Design and construction of bridges.An appreciation of principles involved in the design and construction of

bridges.

Learning Level

Years 5-10

Prior Knowledge

Manipulation of concrete materials for mathematical purposes. (Eg: Lego,

Meccano, Lego technics, Duplo.)Conceptual understanding of mathematical operations (addition,subtraction, multiplication, division.)

Our SubjectMaths, Science, Design and Technology

Our Topic

Analysing the people and principles involved in building bridges.Explore the principles behind making structures strong and stable.

Our Class

Year 7

What We Already Know

How and when to apply mathematical operations in practical contexts.How to identify properties of regular shapes and the language to describeand discuss the properties.


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As a result of completing this Learning Element, students will be able to:

Look at local and famous bridges closely and talk about them. Look at a variety of professional roles and the skills involved

in creating a bridge and the sequential process that this entails.

By doing this unit you will be able to:

Explore some local and famous bridges. Discover the many different professional people who design and

build bridges.

Name and use maths concepts such as budget, balance andcheque writing.

Theorise why these concepts are important in managingmoney.

Describe structural properties in relation to stability, rigidity,forces, triangulation, centre of gravity, etc.

Analyse mathematical and design concepts necessary forsuccess in bridge planning and construction.

You will be able to determine:

Whos involved in building your bridge? What purpose will your bridge serve? Who benefits from bridges being built? Are there any losers? Can things go wrong during design and/or construction phases? What measures can be taken to avoid problems occurring? Who is affected by bridge building?

Recognise the purpose of the bridge and who will be using it andwhat load it will bear.

Analyse who gains and who loses from a bridge being built. Isbridge building progress? Is all progress positive? Develop an understanding of social and environmental

consequences.

Evaluate the effectiveness of students design and construction ofa bridge.

Discuss maths concepts like budgeting, blowing the budget,bank balances, profiting and estimating.

Make theories about why we need to understand these concepts ifwe are going to manage our money well.

Describe important structural terms such as stability, centre ofgravity and triangulation.

Analyse the clever mathematical and design concepts that willhelp you build better bridges!


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In cooperative groups, plan, design and construct a bridge, withina given budget, using available resources and acquiredknowledge.

Reflect on how this knowledge can be applied in other areas ofstudents lives, making explicit links.

Produce a media report on bridge design, reflecting the social andenvironmental impact of a bridge disaster.

Form a construction company and fulfil individual roles Plan and build a bridge that meets the guidelines of the

competition.

Enter your bridge in Bridge Breaking Day to see if it is thestrongest bridge in the class.

Critically analyse and appraise your design for strengths andweaknesses by completing an evaluation form.

Complete a reflective daily journal to keep track of your newunderstandings and record questions.

Complete a self-evaluation to reflect on your role in the entireprocess.

Make suggestions for improvements.


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Learning Activity 1: Tuning In

Task 1.1: Identify prior knowledge.

Draw on the students prior knowledge through a placematactivity.

This may include their knowledge of: Famous Bridges / Locations Purposes of bridges Which professionals are involved in each stage of design and construction? What mathematical concepts would be used when designing and building a bridge?

1.2 Glossary of Terms

Students design a table, using Microsoft Word or Excel, to recordall important key words and phrases they learn during the unit.

Include the word, a meaning, and possibly an image or diagram. The table will be added to as the unit progresses.

Learning Activity 1.1: Share your knowledge of bridges.

Task 1: What do you know about bridges?

In groups of 4 you will complete a brainstorm of everything youknow about bridges, using a placemat activity.

Take turns to respond to each of the four sections, rotating theplacemat 90 degrees every 2 minutes, until all members of thegroup have added to each section.

Respond to the following questions:o What local or famous bridges do you know of?o Why are bridges built? What purposes do they serve?o What types of jobs are involved in the design and

construction of bridges?o What sort of maths concepts might you need to build a

bridge?

1.2 Glossary of Terms

Design a table to record all of the interesting key words andphrases you come across during the unit.

Include the word, its meaning and a diagram or illustration if youchoose.

Add to the table every session if you encounter a new word or phrase.


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Learning Activity 2: Research

Task 2.1:

Research, building on prior knowledge, to collect generalinformation about bridges. Collect resources for use and display inthe classroom. This will provide a visual stimulus as well as ageneral knowledge base for the unit.

This may include the following strategies: Library searches and borrowing books and posters. Internet searches using key words. Web Quests. CD ROMs. Human Resource and professionals. Images in books, calendars, photos, etc.

Learning Activity 2: Research

Task 2.1: Where can we find out about bridges?

Brainstorm locations of resources. Follow up by bringing resources into the classroom for

information and displays.

Task 2.2: Identification and Classification.

Select 3 bridges that are classified differently. (Eg: Cantilever,Suspension, Roman Arch) and design questions that will helpunderstand the principles underlying each bridge.

Devise a classification table that encompasses bridge type &purpose and includes a visual representation. The table should be

open-ended so that it can be further developed as students exploretheories behind bridge building and gain deeper understanding.

Task 2.2: Sorting it all out! Identify and Classify.

Make a classification table using Microsoft Word to show 3different bridge types. Include some images in your table.

In groups devise questions about the bridges function or purpose,what type of bridge it is, etc, that will help you to organise yourinformation.


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Task 2.3: Name Games

For example:

What am I? (Played similarly to Celebrity Heads.) Memory card game.(Write name of bridge type on a card and

have a corresponding card with the matching picture. Turn 2 cardsover, from face down, and try to match the name with the picture.)

Possible Sentences Zing Zing Zing and away we go! (Students chant the following

rhyme, adding new knowledge as a challenge to others::Zing, Zing, Zing, and away we go!Categories, Will you please,

Name some,Names of,Bridges, such as (First person says a name of a bridge then says bequick, passing the lead to the next in line who should add another namewithout skipping a beat in the chant. Continue game around the circle.)

Task 2.3: Name Games

Play some cool games to help you remember the bridge types youhave learned.

Your teacher will have some ideas if you are stuck!

Task 3: Maths & Science Concepts

Resource: Design and Technology, 2ndedition. Garratt, J.1996,Cambridge University Press. This resource has some excellent ideasfor practical ways of introducing the following concepts:

Task 3.1 Rigidity Using Meccano construction materials, students construct

different shapes including triangles, squares, rectangles,pentagons, hexagons, etc. and test them for rigidity.

Analyse results and reflect on students new knowledge. Add

Task 3: Maths & Science Concepts

Task 3.1 Rigidity Using Meccano construction materials, construct different shapes

including triangles, squares, rectangles, pentagons, hexagons, etc.and test them to see which ones are the strongest.


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thoughts to journals. Why is rigidity important/relevant?

3.2 Triangulation

As students analyse results from rigidity tests they will discoverthat triangles are the key to making shapes rigid. This introducesthe concept of triangulation.

Discuss this as a class, then have students write triangulation intheir Glossary of Terms.

3.3 Stability and Centre of Gravity

Devise some tests for different shapes in order to find ways tomake them stable and to alter their centre of gravity.

Students should note that changing the height, base width andcentre of gravity will directly affect the stability of an object.

Students often enjoy trying to knock each other over (gently) andplaying with the width of their stance, direction of gentle pushand height of their bodies, in order to make themselves morestable.

3.4: Visiting Professional: Arrange a visit from a professional, (architect, project manager,

builder, etc.) to talk to students about their role, the processesinvolved in building bridges, and things that can go wrong.

Alternatively, students, working in small groups, define keyquestions for asking professionals in this field. Interview a

professional via email or telephone, fax, letter, etc.

Write down your results in your journal. Why do you think rigidity is important in this process?

3.2 Triangulation

What was it that made certain shapes stronger? What did you haveto do to them?

Discuss this with the class then record any new words in yourGlossary of Terms.

3.3 Stability and Centre of Gravity

Question. While the triangle is a rigid shape, is it a stable one?(Can you push it over easily?)

What can you do to make it stable?Use toothpicks, straws, meccano, etc. to test your theories.

3.4 Expert visit.

A visiting professional is coming to talk to us about their role andto give an insight into why a bridge can become a disaster!

In small groups, prepare questions that will lead to deeperunderstanding of the topic.

Alternatively, define key questions for a relevant professional andconduct interviews either in person, over the phone, via e-mail,fax, etc.

Summarise the responses to share with your class.

Task 4.1: Case Study: Bridge Disasters.Task 4.1: Disaster Detectives.

Select a bridge from history that has collapsed and use the


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Students select a bridge from history that has collapsed and usethe knowledge gained to analyse the reasons for the collapse. Asthe investigator, students consider its purpose and design, its use,climatic conditions, materials used and anything else consideredrelevant.

Report findings to the class, using any of the following methods: As a TV or radio reporter Produce a front- page newspaper report. Oral presentation Any other option (negotiate with teacher.)

**Explicit teaching of report writing / Newspaper format etc.Eg: B.Derewianka How Texts Work etc.** Students only need to explore the text type that is relevant to their

presentation choice.

knowledge you have gained to analyse the reasons for thecollapse. As the investigator, consider its purpose and design, itsuse, climatic conditions, materials used and anything else youconsider relevant.

Report your findings to the class, using any of the followingmethods:

As a T.V. or radio reporter Produce a front-page newspaper report. Oral presentation Any other option (negotiate with teacher.)

Present students with a scenario that provides students with a moraldilemma.EG: Imagine an island where the culture has been isolated forever fromthe outside world. All inhabitants seem happy. At a council meeting,someone proposes that a bridge be built across the water so that physicalcontact can be established to the mainland.Students discuss the pros and cons of the bridge being built, taking

perspectives of different interest groups such as environmentalists,heritage, tourism industry, construction industry, health groups, etc.

Set up a debate to discuss the issue. Write expositions to argue both perspectives

*NB. If any local construction is happening at the time of the unit,teachers could use this as the basis for the analysis, instead of the scenario.

Task 5.1: Simulation: Imaginary Island

Read the scenario given by your teacher. Brainstorm who you think would be affected by the decision to

build the bridge.

In small groups, come up with a series of arguments, both positiveand negative, to tell the council how you feel about the proposal.

Prepare for an oral debate at the Town Hall.Write an exposition considering both sides of the argument.


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Task 5: Construction Time.

Aim: Students will work cooperatively in small groups to design andproduce a bridge made from toothpicks. They will need to keep to a strictbuilding code and work within a budget. Practical and realistic applicationof maths and science concepts is the key to the success and value of this

project.Social Skills: Time Management; achieving a common goal throughworking cooperatively; communication with peers, etc.

Session 1 & 2:Form Groups of 4. Issue a folder for each group to store documents.

Name your company and design a logo. (Good copy on A3 paper)

Select jobs from job description list.Read Contest Rules and Building CodePurchase planning paper.(NB. Teacher should discuss job descriptions in detail with each

profession involved., eg meet with all architects at the same time to ensureunderstanding of role, then repeat with other occupations.)

Session 3: Plan bridge design and begin to draft on planning paper. Allteam members have input with the architect to complete the design.Teacher should approve plans before students begin building.

Sessions 4-10 (approx)

Students work together to build their bridge, following their designcarefully. Teachers need to ensure that students follow their jobdescriptions closely and monitor budgets as the sessions progress.Students should do a brief journal entry /personal reflection, followingeach session. (lead in sentences could be supplied.)

Task 5: Bridge Building Time!

Aim: Work cooperatively in small groups to design and produce a bridgemade from toothpicks. You will need to keep to a strict building code andwork within a budget. Practical and realistic application of maths andscience concepts is the key to the success and value of this project.Social Skills: Time Management; achieving a common goal throughworking cooperatively; communication with peers, etc.

Time LineSession 1 & 2:Form Groups of 4. Collect a team folder from your teacher.

Name your company and design a logo. (Good copy on A3 paper)

Select jobs from job description list.Read Contest Rules and Building CodePurchase planning paper.Your teacher will discuss job descriptions in detail with each professioninvolved.

Session 3: Plan bridge design and begin to draft on planning paper. Allteam members should have input with the architect to complete the design.Once the teacher approves your plan you may begin building.

Sessions 4-10Work with your team members to construct your bridge, following your

design carefully.

Reflect after each session with a brief journal entry.


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Second-last Session:In groups, students, evaluate every bridge according to set criteria.Students need to follow the criteria carefully and justify their votes.Complete award certificates for each category. Leave the winning teamsname off the Strongest Bridge Award until after Breaking Day.

Invite professional visitor(s) back to the classroom for Judging & Awardpresentation.

Final Session: Bridge Breaking Day.Follow the setting up procedures as outlined in Pollard(see references)and bring digital camera and video to record the competition.

Celebrate and hand out awards. Expert visitor provides constructive feedback for each group.

Second-last session: Use the set criteria to judge each bridge. Complete arubric (self-designed) to decide certain winners. Predict the wining bridgesin tomorrows Bridge Breaking Day

Final Session: Bridge Breaking Day!Have your bridge and your team ready for the competition.Bring food and drinks for the party afterwards!


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Assessment Task: Understanding Building Concepts:Individually, students select one aspect of the building process that hashad the most impact on their understanding and learning and share it withthe class, orally.

Assessment Task: Showing understanding.Select one aspect of the process you have been through that has had themost impact on your understanding and learning. Briefly share yourthoughts with the class in a 2- minute oral presentation.

Assessment Task: Classification table.

Refer to Task 2.Glossary Page detailing student understanding of concepts/language used

throughout the unit.

Create a Classification Table.

Create a Glossary Page.

Assessment Task: Case Study; Investigate a Bridge Disaster.Media reports should identify some of the social and/or environmentaleffects of the disaster. Who was affected?Refer to Task 4.

Case Study: Investigate a Bridge Disaster.


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Assessment Task: Transformation of Knowledge. (Bridge Building)Students rate their bridges according to criteria (RUBRIC) and also assesstheir own effectiveness as a member of the group. Give critical feedbackon the unit of work and make suggestions for improvement.

Students provide a sentence or two about each member in their group,relating to their participation in the building process.

Self-Assessment: Complete the assessment page by inserting a photo ofyour group and critically reflecting on your effectiveness as a groupmember. Give feedback about the unit and make suggestions forimprovement / changes.


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Follow-on activities and learning experiences might include: Home-based assignment: Famous Structures Planning a structural addition for the school, eg small bridge,

greenhouse, gazebo, shade pergola, etc.

Career directions. What jobs are out there that we dont knowabout? Create a web page or hand-out to inform others.

MAJOR REFERENCES:

Pollard, J. (1989)Building Toothpick Bridges, Dale SeymourProductions.

Garratt, J. (1996)Design & Technology, 2nd Edition, CambridgeUniversity Press.

What might we learn about next? Other structures Making our school a better place. Other professions / jobs in the real world.


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About this Learning Element

Description

This learning element offers ideas for the exploration and critical analysisof the processes involved in bridge construction.

Keywords Professional Roles Costs and benefits of technological progress Social and environmental implications of bridge building Thinking Critically

Knowledge Domain

Maths, Science, Design and Technology. Integrated closely with Englishand SOSE.

Learning LevelThis unit could be adapted from Years 4-8.

About the Author

Author: Wendy Cave

Position: Deputy Principal Primary Site

Author: Jaswinder Kauer

Position: Year 9-10 English SOSE teacher.

DescriptionLearn about:

Types of bridges there are in the world. Who is involved in designing and making bridges. Why some bridges collapse. How you can build a strong, stable bridge.

Keywords

Professional Roles Winners and Losers Environmental and social impact Different perspectives and opinions

Learning DomainIntegrated unit of work with focus on Maths, Design and Technology andScience.

Learning LevelYears 4-8

About the Author

Author: Gold Creek School Multiliteracies Project Team


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Author: Lana Read

Position: Middle School Homeroom teacher.

Author: Chris Reeve

Position: Primary School Homeroom teacher.

Documents

Building Bridges- New Template