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Design a Bridge

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By Vanessa Haerle

Subject: Tech/Eng, Math    
Grade Level: 7
Standards:  MA STE, Math & ELA (Common Core)

You are designing a bridge as an overpass over highway 146 (near Tony’s Pizza) and must submit a bid to the town for the project. Create a model and explain to the select board your design idea, the components of the bridge you chose; the cost of the materials, as well as how it will handle the live load and other forces that will act upon it.

Students will learn about four common bridge designs as a jigsaw (students will research one type of bridge design and share their findings with others). Each group will choose a type of bridge to design and each student will make a scale drawing of their model. The group will use a given scale factor to calculate the length and height of the bridge, and road surface area of the actual bridge, and then build it with given materials. They will test the strength of the bridge, measure its mass and calculate its efficiency (strength: weight ratio), and redesign (following the EDP), and give a final presentation to the town select board members.

STE, Math & ELA Standards

7.MS-ETS3-4(MA). Show how the components of a structural system work together to serve a structural function. Provide examples of physical structures and relate their design to their intended use.

7.G.A.1: Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing, and reproduce a scale drawing on a different scale.

Grade 7 Speaking & Listening Standards. Presenting knowledge and ideas: 

  1. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate vocabulary, eye contact, volume and pronunciation.
  2. Include visuals displays in presentations to clarify claims and findings and emphasize salient points.

 

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Getting Across the River

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By John McCarthy

Subject: Tech/Eng
Grade Level: 6-8
Standards:  MA STE & ELA (Common Core)

Interstate highway Route 91 spans 290 miles north/south along the Connecticut River. Bridges that  span over 91 and the CT river are limited to mostly vehicle use with occasional narrow walkways alongside traffic. These sidewalks are often littered with trash, feel unsafe and are visually unappealing. As such, pedestrian, bicycle and other recreational  travel across the river is difficult and limited. Your task is to design a prototype bridge that could increase and encourage safe recreational and non motorized travel over the river.

You will have access to 200 popsicle sticks, wood  glue, and cardboard to build a prototype bridge. The bridge must support a weight of 20 pounds and span at least 14 inches in length. This means there cannot be any supports touching the floor or base for at least 14 inches (imagine large boats passing underneath). In addition to meeting the structural and weight bearing requirements, the bridge will be judged on its aesthetics and efficiency of materials (try to use the fewest popsicle sticks possible). Your prototype will be presented to the class and be scored using a decision matrix judging strength, efficiency and aesthetics.

STE & ELA Standards

7.MS-ETS3-4(MA). Show how the components of a structural system work together to serve a structural function. Provide examples of physical structures and relate their design to their intended use.

6.MS-ETS1-5 and 1-6(MA). Communicate a design solution to an intended user, including design features and limitations of the solution. Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.

7.MS-ETS1-2. Evaluate competing solutions to a given design problem using a decision matrix to determine how well each meets the criteria and constraints of the problem.

ELA Standard: 6.7 Presentation of Knowledge and Ideas

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate vocabulary, eye contact, volume, and pronunciation. 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.