Cantilever Through Truss Bridge Final Proposal

8/20/2019 Cantilever Through Truss Bridge Final Proposal

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Cantilever Through Truss Bridge

Mario Nona, Merna Sana, Joseph Schmitz

APEX

Macomb Mathematics Science Technology Center

Interdisciplinary Stdies and Physics !!A

Cybls"i and McMillan

!# $ebrary, %&!'


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Table of Contents

Smmary (

Introdction )

*ody '

*ac"grond In+ormation '

esign and e-elopment !)

Challenges !'

ata and Calclations !.

Sa+ety %!

Conclsion %%

Ac"no/ledgments %(

*ibliography %)

Appendi0 A %1

Appendi0 * %'

Appendi0 C (!

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Summary

The "no/ledge learned abot bridges is more than 2st a +n competition3 *ridges are all

o-er3 There are many types o+ di++erent bridges sed +or mltiple reasons3 They are important in

many societies to transport people, goods, and moreo-er large spans or bodies o+ /ater3 4e

learned throgh bilding a bridge and obser-ing many other grops bridge designs as /ell as all

the di++erent bridge designs, ideas, and strggles that /ent into the constrction o+ the bridge3

5r bridge is made almost entirely o+ e6ilateral triangles, made by the materials o+ gle

and balsa /ood3 The thoght is that e6ilateral triangle has the best spport and strctre to

e6ally distribte /eight3 The bridge design did a +air 2ob o+ e6al distribtion o+ tension and

compression, obser-ed by noticing ho/ the bridge collapsed7 only brea"ing on a /ea"er gled

and bilt side3

Althogh a part o+ the bridge did brea", it held p /ell to or e0pectations3 Compared to

other grop8s bridges that may ha-e completely collapsed, only a lo/er section o+ or bridge

bro"e o++ +rom the rest /hen testing the strength3 I+ better bilt, it may ha-e been able to hold

mch more3

4e learned the compilation, time, and e++orts that go into constrcting a bridge3 It /as not

a simple tas", bt /e did manage to do create it /ith the short /indo/ o+ time /e /ere gi-en to

research, brainstorm, and actally ma"e a cantile-er throgh trss bridge3

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Introduction

The team name +or or trio is Apex3 The name Ape0 /as chosen de to the strctre o+

or bridge that contains many triangles7 the tip o+ a triangle is called an ape07 ths or team

name /as created3

The three members in the grop Apex are Mario Nona, Merna Sana, and Joseph Schmitz3

All o+ the members o+ the grop are 2niors and attend a STEM program at the Macomb

Mathematics Science Technology Center +or three periods o+ the school day3 Crrently, /e are all

ta"ing a Physics and Interdisciplinary Stdies corse at the center3 4e all come +rom di++erent

parts o+ Macomb conty3

$irst o++, I am Mario Nona and I attend Sterling 9eights 9igh School as my home school3

A+ter ta"ing physics and competing in this competition, I ha-e high hopes +or becoming an

engineer3 Aside +rom academics, I participate in many acti-ities sch as the National 9onors

Society and a -ariety o+ sports, inclding my +a-orite, soccer3 I also attend di++erent yoth grops

at chrch to get in-ol-ed3

Ne0t, I am Merna Sana and I attend 4arren Mott 9igh School as my home school3 I plan

to become a doctor in the +tre becase I am interested in the +ield o+ medicine3 ring my

pastime, I try to gi-e bac" to my commnity as mch as I possibly can3 I spend time -olnteering

at places that I belie-e I can not only learn ne/ s"ills +rom bt, also, "no/ that I am a help to

someone8s li+e3 Some places I committedly -olnteer at are St3 John Pro-idence 9ospital and

5r :ady o+ Perpetal 9elp Chrch +ood pantry3

:astly, I am Joe Schmitz and I attend :a"e Shore 9igh School as my home school3 I ha-e

al/ays, e-en be+ore ta"ing physics and endring this competition, /anted to be an engineer3

More speci+ically, I8d li"e to +ocs on compter engineering3 Compter programming is a hobby

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o+ mine, and general compter "no/ledge has aided the team in analyzing bridge designs /ith

-arios so+t/are3 5ther nrelated interests o+ mine inclde msic composition, prodction, and

playing o+ msical instrments3

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Body

Background Information

A cantile-er throgh trss bridge is a bridge that is +ormed by t/o or more cantile-ers

placed bac" to bac"3 $irst o+ all, a bridge is a strctre bilt to span across a distance to connect

t/o physical +eatres, sch as7 land, -alley, body o+ /ater, railroad3 A span is the horizontal

sector bet/een the t/o spporting strctres o+ the bridge3 A cantile-er is a strctre that

pro2ects +rom a spporting colmn3 The cantile-er is conterbalanced and;or spported at one

end only3 The cantile-ers are spported in the center o+ the bridge at the piers3 The cantile-er

throgh trss bridge contains a sspended span bet/een the set o+ cantile-ers3 The sspended

span in the center is a trss, more speci+ically, it is a throgh trss so the strctre is abo-e the

tra-el sr+ace3 The


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e-enly distribte /eight o-er an area3 This techni6e eliminates the need to ha-e more solid

bodies than necessary, redcing the /eight as /ell as the cost o+ the bild3

$igre %3 $orce iagram

The +igre abo-e displays the +orce diagram o+ a cantile-er throgh trss bridge3 It

illstrates the tension and compression that the bridge enconters3 The red arro/s represent

tension /hile the green arro/s represent compression3 In the diagram, the normal +orce and +orce

o+ /eight are also indicated by the ble arro/s3

The cantile-er throgh trss bridge has many ad-antages, bt also a +e/ disad-antages in

the ses o+ it3 This bridge is sed mainly +or spanning large ranges3 Althogh, they do not stand

/ell in harsh /eather conditions3 Another hge ad-antage o+ the strctre is that spport is

re6ired only on one side o+ each cantile-er, bt an incon-enience to the strctre is its

comple0ity and the togh procedre o+ maintenance3 espite that the cantile-er throgh trss

bridge has a cople o+ dra/bac"s, it is e0ceptionally se+l throghot the /orld3

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$igre (3 The >ebec *ridge

The >ebec *ridge, displayed in +igre (, is in >ebec, Canada3 It is the largest

cantile-er throgh trss bridge in the /orld3 It has a total length o+ #.? meters, and its longest

cantile-er span is 1)# meters3 espite the bridge +ailing mltiple times, it /as +inally completed

in !#!# by the Canadian National @ail/ay3

$igre )3 The $orth *ridge

The ne0t bridge is the $orth *ridge, sho/n in +igre )3 It is a rail/ay cantile-er throgh

trss bridge, is it sed solely by trains and not cars3 It is the second largest cantile-er trss

strctre created3 It is located in Scotland, nited Bingdom and althogh its total length is %,)'?

meters, the cantile-er span is 1)& meters3 It /as opened in !.#& and /as the longest cantile-er

trss bridge ntil the >ebec *ridge3

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$igre 13 The Minato *ridge

The Minato *ridge, in Japan, is the third largest cantile-er bridge in the /orld3 Arch and

sspension type strctres cold not be spported by the poor soil le-els /hich inclding clay

and gra-el3 It is a dobledec"ed bridge that /as bilt in !#?)3 As sho/n in the +igre, the bridge

has a sbstrctre cantile-er style3 espite ha-ing a total length o+ #.( meters, the longest

cantile-er span it has is 1!& meters3

The three bridges abo-e are some o+ the largest in the /orld3 They are sed in these

locations that do not ha-e inclement or se-ere /eather conditions3 Also, the cantile-er trss

bridges are sed +or large spans3 As sho/n in the +igres abo-e, all three e0amples o+ the

cantile-er bridge /ere sed o-er large bodies o+ /ater3 These strctres ha-e greatly increased

the ability to transport people and goods, throgh trains, cars, and more3

ndobtedly, the cantile-er throgh trss bridge is not the only type o+ bridge3 There are

+or main +actors into deciphering the type o+ a bridge3 These +actors inclde the type o+ span,

the materials sed, the tra-el sr+ace placement, and the bridges +orm3 The simplest and most

common bridge o+ all is the beam bridge3 The bridge has an ncomplicated constrction that

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comprises o+ the horizontal strctre and t/o spports on the ends3 These components directly

spport the do/n/ard /eight o+ the bridge and any tra++ic tra-eling o-er it3 These beam bridges

are sally made o+ /ood, concrete, or a combination o+ both laid across the ends3 An e0ample

o+ an ordinary beam bridge is in +igre ' belo/3

$igre '3 *eam *ridge

The +igre abo-e displays an image o+ an a-erage beam bridge that can be seen mainly

near +ree/ays3 The strength o+ the bridge comes +rom the t/o beams spporting it and the t/o

ends o+ the bridge /here it is connected to the grond3

Another common type o+ bridge is the arch bridge3 nli"e beam bridges, the abtments at

the ends are cr-ed shaped, li"e an arch3 Abtments are the components o+ the bridge that

directly ta"es on the pressre3 A longer arch bridge may be composed o+ many arches to increase

the length3 Arch bridges contain nmeros semicircles that elegantly distribte compression

throgh its entire +orm3 Also, it /or"s by trans+erring its /eight to the abtments on the di++erent

ends3

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$igre ?3 Arch *ridge

The +igre abo-e displays an image o+ an arch bridge located in Spain called the

AlcDntara bridge3 It /as bilt in stone by the @omans, o-er the Tags @i-er3 The bridge has an

interesting history3 It is belie-ed to ha-e been completed bet/een !&) to !&' A, althogh, it has

been destroyed and rebilt mltiple times3 The bridge span is abot !.% meters3

The last type o+ bridge is a sspension bridge3 A sspension is /here the dec" o+ the

bridge is held belo/ by -ertical sspenders3 These bridges mst contain three main parts to it3

The parts o+ the sspension bridges are the to/ers to hold the cables that sspend the bridge to

carry its /eight, the cable itsel+, and dec" strctre3 Each sspension bridge is speci+ically

designed +or each ni6e bridge ta"ing on accont o+ a cople o+ a++ecting +actors3 Some o+ those

+actors are the geology o+ the area /here the bridge is hoped to be bilt and i+ it may be

ssceptible to natral disasters, sch as earth6a"es3 The image in +igre . belo/ demonstrates a

tremendosly bilt bridge in San $rancisco, Cali+ornia that is a sperb e0ample o+ a sspension

bridge3

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$igre .3 Sspension *ridge

This +igre abo-e displays a /onder+l model +or the sspension bridge detailed abo-e3

Sspension bridges ha-e cables that are connected to t/o tall to/ers3 The displayed +igre abo-e

is o+ the olden ate *ridge3 It has t/o main to/ers that spport the t/o main cables3 These

cables recei-e the tension +orces o+ the bridge3 The olden ate bridge in San $rancisco is abot

%,?(? meters3

$igre #3 $orce iagram o+ 5ther *ridges

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The +igre abo-e sho/s a +orce diagram o+ the three other types o+ bridges discssed3 In

the image, red represents compression /hile ble represents tension3 The beam bridge is the

simplest o+ all bridges and can be easily nderstood3 The beam bridge consists o+ compression on

all parts o+ the strctre and tension on the horizontal sector o+ the bridge3 The arch bridge is the

only bridge in the diagram that does not sho/ any +orces o+ tension, and this is de to its ni6e

strctre, bt the bridge comprises o+ compression rnning throgh the semicirclar strctre3

The sspension bridge, /hich comprises o+ cables, has mch tension to its strctre and also

compression on the horizontal sector and the poles /here the cables are sspended +rom3

*rides can be constrcted in nmeros ni6e /ays that all ha-e ad-antages and disad-antages

to their ses3 Each bridge design distribtes the /eight o+ its load in distinct /ays3 The bridges

that /ere researched and described /ere cantile-er throgh trss, beam, arch, and sspension

bridges3 These are the top strctral components o+ most bridges in the /orld3

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Design and Development

All the team members came together to discss the design o+ the bridge, each /ith their

o/n ideas3 A+ter sharing all the possibilities, the grop decided that the se o+ triangles /old be

the best design3 E6ilateral triangles are the best spporting strctre de to their e6al

distribtion o+ /eight3 E6ilateral triangles contain three '& degree angles and all the sides are o+

e6al length3

$igre !&3 Completed Preliminary *ridge

In the +igre abo-e, the +lly completed preliminary bridge is photographed3 The image

displays ho/ the se o+ e6ilateral triangles /as incorporated into the basis o+ Ape08s bridge3

Althogh the t/o sides /ere strdy de to its strctre and se o+ shape, pieces o+ balsa /ood

/ere laid perpendiclar to both bridges to connect them3

To recreate the preliminary and +inal designs +or the bridge, /e sed *entley

Microstation Po/erdra+t so+t/are to dra/ them FAppendix CG3 A+ter analyzing the preliminary

design, some strctral /ea"nesses /ere e-ident, leading s to re-ise the dra/ing3 The +inal

design has signi+icant ad-antages o-er the pre-ios one3 The +irst isse /ith the preliminary

design deals /ith the cantile-ers being too tall, pro-iding nnecessary /eight as /ell as

e0ceeding t/ice the -ertical height o+ the sspended span3 The other isse is seen in the middle

section connecting the t/o side -ie/ constrctions to gi-e the bridge /idth3 Analysis has sho/n

that the /eight is improperly directed to the cantile-ers, de to neglecting to add an ade6ate

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amont o+ spport on the sr+ace /here /eight is applied3 This is re-ised in the +inal design, and

can be seen in the top -ie/3

$igre !!3 $orce iagram

$igre !! displays an image +rom Model Smart % that simlates the constrction and

+orce on a bridge created3 The program sho/s the predicted strctre /eight and brea"ing load

o+ the bridge3 The arro/s represent /eight being added in the do/n/ard direction, to act as the

/ooden bloc" that /old e-entally be slid into the bridge +or testing prposes3 The colors on

the simlation stand +or tension le-els the dar"er the color, the greater the amont o+ tension or

compressi-e +orces on that member o+ the bridge3 It is e-ident that the members, that are directly

nder the area /here the /ooden bloc" is placed on top o+, /ill pro-ide more compressi-e +orces

/hile the otside parts pro-ide less3

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Challenges

Each team member created their o/n design and the designs /ere compared to identi+y

/hich /old ha-e the greatest strctre3 sing the Model Smart % program, each design /as

created and -irtally tested3 Srprisingly, the initial design chosen did not compete /ith the

design that /as pigeonholed3 The design /ith the best -irtal strength to /eight ratio /as the

basis +or actal constrction o+ the bridge3

There /ere mltiple complications that occrred dring the designing o+ the bridge3

These isses inclded not "no/ing /here e0actly to place each piece o+ balsa /ood3 Also, /hen

placing the /ood, the o-erlapping pieces /ere not acconted +or /hich reslted in loosely

appro0imating the angle at /hich they /old need to be ct at the ends3 oing along /ith this,

the angle measrements /ere not precisely calclated and plotted, /hich led to inaccracy3

Another complication +aced /as that /hen pins /ere placed into the /ood to hold them in place

/hile the gle dried, they o+ten hardened /ith the gle into the /ood3 This reslted in di++iclty

remo-ing the pins /hich led to minor brea"s in the /ood3 These brea"s /ere acconted +or and

replaced bt it cold ha-e /orn the integrity o+ the bridge3

$igre !%3 $ront Hie/

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The +igre abo-e sho/s a +ront -ie/ o+ the completed cantile-er throgh trss bridge3

Each side o+ the bridge /as created separately and independent o+ the other e0cept +or design

/hich reslted in an ne0pected sitation3 5ne side /as slightly taller than the other, most

-isible at the acme o+ the bridge3 This may ha-e cased the bridge or its distribtion o+ /eight to

be ne-en3

Most o+ the isses /ere ta"en care o+ and their e++ects /ere minimized3 Althogh ha-ing

not started /ith a method, a process /as created to ha-e, in theory, e6ally sized and angled

pieces o+ balsa /ood to bild the bridge ot o+3 4e also created a process o+ /hich grop

member /old do /hat 2ob to increase e++iciency and sol-e the problems that dealt /ith

materials and time3

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Data and Calculations

A+ter the +e/ days o+ designing, bilding, and +inalizing or preliminary bridge, the day

to test or otstanding bridge +inally came3 To test the model bridge, the physics teacher at the

STEM center created a contraption to simlate the +orce on the bridge3 The bridge /as to be laid

on top o+ this stimlation and a F!) in long 0 % in /ide 0 ! in highG bloc" o+ /ood /old slide

throgh the inside o+ the bridge to rest in the center3 This bloc" o+ /ood is attached to a bc"et

that /ill be the basis +or calclating the strength o+ the bridge3 The bc"et is +illed /ith sand +or

an accrate measrement that slo/ly and steadily can increase /eight on the bridge7 compared to

tossing in measred /eights, sch as !&& grams at a time3

$igre !(3 Testing Simlation

This +igre displays the simlation described be+ore3 9ere yo can see the physics teacher

is adding in the measring tensil o+ sand into the bc"et attached to the bloc" o+ /ood inside

or bridge3

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$igre !)3 A+termath o+ *ridge Strength Testing

In this +igre abo-e, the preliminary bridge is photographed a+ter it had 2st gone throgh

the testing portion o+ this research3 As yo can see in the photo, most o+ the actal bridge

sstained the simlation, ho/e-er, the lo/er part o+ the le+t side, /hich /as "no/n to be a /ea"

spot +rom bilding di++iclties, /as destrcted3 Another +la/ is that the middle section that

spports the /eight o+ the /ood did not distribte the /eight to the cantile-ers properly, leading

the sspended span to +ail /hile the cantile-ers remained intact3 Strengthening the middle section

that connects the t/o side sections /old ha-e yielded more desirable reslts3

4eight o+ Sand *loc" o+ 4ood 4eight o+ *c"et Strength o+ *ridge

'&%#3. %)# !1. '!%&3. grams

$igre !13 Strength o+ *ridge Calclation

In the +igre abo-e, there is a -isal o+ the calclations /e had made /hile actally

testing the bridge8s strength3 These calclations /ere all ta"en in grams3

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Table !

@atio o+ *ridge Calclations

Strength o+ *ridge FgramsG 4eight o+ *ridge FgramsG @atio

'!%&3. ('3' !'?3%

Table ! displays the calclations o+ the /ay /e got the ratio o+ the strength o+ bridge to

the /eight o+ the bridge3 To get the ratio, /e too" the strength o+ the bridge and di-ided it by the

/eight o+ the bridge to get or ratio3

4eight That *ridge 9olds FgramsG4eight o+ *ridge FgramsG @atio

'!%&3.('3'!'?3%

$igre !'3 Calclations +or @atio

In the +igre abo-e, /e ha-e pro-ided a -isal o+ the process to get or strength to /eight

ratio3

Safety

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Sa+ety is nmber one priority3 Althogh the only materials the bridge cold be compiled

o+ are /ood and gle7 many other items /ere needed +or its constrction3 @lers, scissors, pliers,

blades, needles, pins, and more /ere all sed to complete the bridge3 Althogh some o+ these

may be harmless, a +e/ may case damage i+ sed improperly3 Sa+ety goggles, proper se, and

cation, and a series o+ steps /ere inclded +or sa+e handling3 Accidents, sch as getting stabbed

by pins, may occr i+ the tas" is not ta"en seriosly3

$igre !?3 4or"ing 9ard $igre !.3 Team 4or"

In the +igres abo-e, /e are all pictred throghot the process o+ bilding or

preliminary model bridge3 This pro2ect /as a team/or" e++ort in not only helping bild the

bridge together bt, also by "eeping each other sa+e3 4e all loo"ed a+ter each other to ma"e sre

nothing seriosly dangeros /as e-er arond to hrt any other team member3

Conclusion

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All things considered, or +inal design is satis+actory3 The team had ma2or sccesses in

coming to a consenss, and /e ha-e con+idence in or reslts3 The pro2ect has bene+ited s all in

se-eral /ays, the +irst o+ /hich regarding or physics edcation3 The stdy o+ compression and

tension +orces is rele-ant to topics learned in or physics class, and the real li+e e0ample created

by bilding the bridge only strengthens or "no/ledge3 Aside +rom physics, the pro2ect has

taght s many s"ills as /ell3 4ith a limited amont o+ time, the grop needed to manage their

time /isely to ha-e the pro2ect completed properly and on time3 It also strengthened the ability to

/or" throgh stress by dealing /ith a narro/ time /indo/ and cooperating /ith others3 4hile

cooperating /ith others, /e strengthened or general team/or" s"ills7 de-elopment o+ grop

s"ills also bene+its s in or annal research pro2ects3 4e are +ortnate to be a team that

cooperated /ell and /or"ed to create a +inal prodct that is sre to challenge the competition3

Acknowledgements

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• reg McMillan

o Physics teacher at the Macomb Mathematics Science Technology Center3 9e

helped aid s /ith the bilding o+ the preliminary bridge by pro-iding s /ith

correct in+ormation o+ the rles and restrictions o+ the competition3

• @osemarie Cybls"i

o Interdisciplinary Stdies FISG teacher at Macomb Mathematics Science

Technology Center3 She helped s throgh this proposal procedre to get s

in+ormed o+ the rles and reglations to +ollo/3

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Bibliography

KAd-antages and isad-antages o+ a Cantile-er *ridge3K Buzzle3 *zzle3com, &? $eb3 %&!13

4eb3 %? Jan3 %&!'3 Lhttp;;///3bzzle3com;articles;ad-antagesanddisad-antageso+a

cantile-erbridge3html3

KCi-il 4ar Era Metal Trss *ridges3K Landmark American Bridges F!##(G )%'?3 4eb3

HowStuffWorks3 9o/St++4or"s3com, n3d3 4eb3 %? Jan3 %&!'3

Lhttp;;science3ho/st++/or"s3com;engineering;ci-il;bridge'3htm3

KModelling and Analysis o+ *eam *ridges3K Steelconstruction.info3 N3p3, n3d3 4eb3 %? Jan3 %&!'3

Lhttp;;///3steelconstrction3in+o;ModellingOandOanalysisOo+ObeamObridges3

KSspension *ridge3K 9o/ Prodcts Are Made3 %&&&, Ksspension *ridge3K The 50+ord Poc"et

ictionary o+ Crrent English3 %&, and Ksspension *ridge3K The Colmbia

Encyclopedia, 'th Ed33 %&!13 KSspension *ridge3K Encyclopedia.com3 9igh*eam

@esearch, &! Jan3 %&&&3 4eb3 %? Jan3 %&!'3

Lhttp;;///3encyclopedia3com;topic;SspensionO*ridge3asp03

KThis Site @e6ires a Modern *ro/ser /ith Ja-ascript Enabled +or $ll $nctionality3K Most

Stale S!ape" #riangle3 N3p3, n3d3 4eb3 %? Jan3 %&!'3

Lhttp;;///3mathsinthecity3com;sites;moststableshapetriangle3

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Appendix A Scheduling

!3 *egin research on Cantile-er Throgh Trss *ridge on !anuary "#$ "%&'3

%3 *egin s"etching model bridges on CA So+t/are on !anuary "($ "%&'3

(3 *egin bilding preliminary model bridge on )ebruary *$ "%&'3

)3 Test preliminary model bridge on )ebruary +$ "%&'3

13 Proposals are de )ebruary &"$ "%&'3

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Appendix B Daily !ournal

Janary %1, %&!'

• Mario I began to research di++erent types o+ bridges +or bac"grond in+ormation3 I

+ocsed mainly on the Arch bridges3

•

Merna I began to research di++erent types o+ bridges +or bac"grond in+ormation3 My

+ocs today /as based arond the Sspension bridges3

• Joe I began to research di++erent types o+ bridges +or bac"grond in+ormation3 I +ocsed

on the beam bridge to research3

Janary %', %&!'

• Mario, Merna, and Joe 4e contined or research on the di++erent types o+ bridges3 4e

gathered bac"grond in+ormation to prepare +or the cantile-er throgh trss bridge3

Janary %?, %&!'

• Mario, Merna, and Joe 4e all conclded or mini research on the di++erent types o+

bridges and +inished or bac"grond paper abot the bridges to help /ith gathering

conte0t in+ormation3

Janary %., %&!'

• 4e began s"etching +or or cantile-er throgh trss bridge3

• Mario I created a s"etch consisted o+ many e6ilateral triangles3

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• Merna I created a s"etch consisted o+ symmetrical tension and compression members to

it3

• Joe I created a similar design to that o+ Mario8s s"etch, bt he had only abo-e bridge

cantile-ers, /hile my design contained the same bt /ith t/o cantile-ers3

• The preliminary bridge /as chosen by combining all the great concepts +rom each bridge3

The s"etch too" Mario8s many e6ilateral triangle /ith Joe8s similar strctre and added

Merna8s great sense o+ bac"grond "no/ledge on tension and compression locations3

Janary %#, %&!'

•

Mario I assisted in helping disco-er ho/ to se the *entley So+t/are along /ith Joe and

Merna3

• Merna I also assisted in disco-ering the correct se o+ the *entley So+t/are /ith the

other t/o members3 I personally /atched ttorial -ideos to ge the gist o+ ho/ to se the

so+t/are correctly3

• Joe I /as the main controller +or the *entley So+t/are, since I /as chosen to be the

e0pert o+ the team on it3

• 4e ran into design problems /hile sing the *entley So+t/are, sch as triangles not

being as precise as e0pected3

$ebrary !, %&!'

• Mario I contined to s"etch in the *entley so+t/are pro-ided to s3

•

Merna I contined to s"etch in the so+t/are, as /ell as aid in the start o+ the Model

Smart % So+t/are3

• Joe I began to sca-enger the so+t/are to +ind the best /ay to recreate or preliminary

bridge3

27


28/30

$ebrary %, %&!'

• Mario and Merna 4e sat beside Joe to help /ith creating a good simlation o+ the

preliminary model bridge in the % so+t/are, then began on the Model Smart (

So+t/are3

• Joe I conclded the process o+ sing the % so+t/are and +inally began recreating the

bridge on the ( So+t/are3

$ebrary (, %&!'

• 4e begin to bild the test model +or the cantile-er throgh trss bridge all together3

•

Mario I /as in charge o+ inserting pins in the /ood to hold in place and gleing3

• Merna I /as in charge o+ measring and ctting ot pieces to ma"e sre they +it in place

o+ the bridge, /hile also +ollo/ing competition rles and gidelines3

• Joe I /as in charge o+ ma"ing the li+e size model o+ the e6ilateral triangle to se as a

model triangle +or the rest o+ the bridge3

$ebrary ), %&!'

• Mario, Merna, and Joe 4e all had the same 2obs as the day be+ore3

• Team member Joe had an accident this day3 4hile sing an e0acto "ni+e, he managed to

slip and hrt himsel+ slightly3

• Mario A+ter seeing Joe, I realized ho/ mch more care+l /e all need to be /hile

/or"ing on the pro2ect3

•

Merna I had to contine /or"ing on or bridge to "eep p /ith or schedle3

$ebrary 1, %&!'

28


29/30

• Mario 4hile plling ot the pins, that held the 2oints o+ the bridge together /hile drying,

a +e/ pins /ere stc" inside the /ood and managed to brea" some /ood pieces in hal+3

e to this problem, /e had to replace the pieces and /ea" spots /ere created3

• Merna I too" charge and began on the second +ace o+ the bridge3

• Joe I helped Merna begin the second +ace o+ the bridge by ctting p pieces to create the

e6ilateral triangles3

$ebrary ., %&!'

• Mario, Merna, and Joe 4e all come together to assemble the bridge trans+orming it +rom

% to (3

• Merna Problems occrred /hile per+orming this assembly3 The di++iclties /ere that the

pins /ere not properly laying by the 2oints casing them to create /ea" spots3

• Joe It /as di++iclt to create t/o independent sides and connect them together3

• Mario The gle and pins interacted together /ea"ened the bridge and also made the 2ob a

bit sloppy3

$ebrary #, %&!'

• The grop tested the bridge in the simlation created by the physics teacher3

• Joe I recorded the simlation /ith a slo/motion camera

• Merna I recorded data and calclated the in+ormation +or the strength, /eight, and ratio

o+ the bridge3

•

Mario I helped setting p the simlation to ma"e sre e-erything /as as accrate as

possible3

$ebrary !&, %&!'

• Mario I contined to /rite the +inal proposal3

29


30/30

• Merna I too" charge and di-ided the /or"load o+ the +inal bridge proposal in a schedle

on /hen certain sections /ere to be done and proo+read3

• Joe I contined to /or" on the *entley Microstation Po/erdra+t +or dra/ing3

$ebrary !!, %&!'

• Team members again ha-e the same 2obs as the day be+ore and contined to /or"

diligently3

$ebrary !%, %&!'

• Team members conclded the +inal bridge proposal and send it in hopes o+ being

accepted3

30

Documents

Cantilever Through Truss Bridge Final Proposal