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From Sada Sivam
BRIDGES
OBJECTIVE:
To provide a hands-on, inquiry based introduction to the engineering principles of bridgesand structures for early elementary aged children.
RESOURCES:
Bridges! Amazing Structures to Design, Build and Test by Carol JohmannK’Nex Education Introduction to Structures: Bridges Teacher’s Guide
LESSON 1: INTRODUCTION
VOCABULARY:
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Bridge – a structure that provides a way across a barrier.
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Engineer – a scientist who designs bridges.
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Load – the distribution of weights on a structure.
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Dead load- the weight of the bridge’s structure.
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Live load – the weight of traffic using the bridge.
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Force – a push or a pull. Force is applied to bridges in the form of a load.
KEY CONCEPTS:
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A bridge is a structure that spans an obstacle. It must support two types of loads:dead and live.
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A civil engineer designs bridges.
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Many people work together as a team to build bridges.
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For a bridge to stand the forces acting on it must be in balance.
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The shape of the bridge affects its strength.
LESSON PRESENTATION:
Discuss what a bridge is and what it does. Ask students what they know about bridges, whatbridges they have seen and what a bridge does. A bridge spans an obstacle and supports aload. Civil engineers design bridges and teams of people work together to build them. For abridge to stand the forces acting on it must be in balance. Demonstrate this by pushing abook across the table. The materials and shape of the bridge affect the strength andstability. Introduce engineer log books.
ACTIVITY – PILE IT ON:MATERIALS:
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10 hard cover books
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Stack of paper
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Pennies, paper clips or blocks for load
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Ruler, tape, scissors
PROCEDURE:
1.Stand 2 pairs of books upright, with about 6 inches between each pair.2.Set up bridges using paper to make the shapes pictured below.3.Predict which bridge will hold more load.4.Gently add pennies one by one to the middle of each bridge. Which one can takemore load before it begins to sag?5.Test these designs, making predictions before you test:1.2.3.4.5.6.Record your results in journal.7.Design your own bridge and test it.
ANALYSIS:
Which bridge held the most load?Were your predictions correct?What could you do to make the strongest bridge even stronger?
LESSON 2: BEAM BRIDGES
VOCABULARY:
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Beam- the horizontal framework that rests on the piers,
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Span – the distance between the piers.
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Deck – the surface of the bridge that serves as the walkway or roadway.
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Ramp – the inclined section that connects the ramp to the deck.
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Guardrails – the protective barrier that runs along the horizontal decking to keepbridge users from falling over the side.
KEY CONCEPTS:
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A beam bridge is the oldest and simplest type of bridge.
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There are two major forces acting on a bridge: compression and tension.
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The longer a bridge gets, the weaker.
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A beam bridge can be strengthened by adding decking or more piers.
LESSON PRESENTATION:
Discuss the first bridge. It was probably a beam bridge, a log across a river. This simpledesign is still used today although people have discovered many ways to improve on it.Introduce the forces of compression and tension, using a sponge with lines marked on it.
ACTIVITY: BEAM BRIDGES-THE LONG AND SHORT OF ITMATERIALS:
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K’nex pieces
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Hooked weights
PROCEDURE:
1.With the K’nex pieces build a short bridge and a long bridge.2.Hang weights from the center of the bridge. Note when it starts to bend.3.Record results in your journal.
ANLAYSIS:
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Which bridge held more load? {short}
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How could we strengthen a longer bridge? {Add decking or more piers}
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What are the problems with adding more piers? {More piers could prevent boats frompassing through and are hard to place in deep water}
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Bridges
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| Category: | Uncategorized. |
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| Upload Date: | 02/13/2009 |
| Copyright: | Attribution Non-commercial |
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