STEM Learning guideline

for teachers

Building
Engineers
Overview
Students will participate in a STEM event based on an authentic real-world problem. In
response to a fictional scenario, students will develop a solution to the following
problem:
The local council is considering a proposal to construct a bridge to minimise traffic delays
at the Bedford Weir crossing. With a water capacity of 100% the weir is subject to flash
flooding when water levels exceed the height of the wall, causing flooding over the
roadway. Students in Year 4 have been asked to design a solution to be presented to the
local council for consideration.
This event extends on students’ learning from the Science units, Beneath our Feet and
Material World (Primary Connections).
In the lead up to this task, students will investigate which type of bridge has the
greatest weight bearing capacity. They will make decisions based on the needs of the
client and research of the different types of bridges. On the day, remind students of the
types of bridges and their purpose.
Teacher background information:

Excerpt from The Effect of Bridge Design on Weight Bearing Capacity:

There are many different types of bridges, from simple plank bridges spanning a small stream
to elegant suspension bridges supported by tall towers and soaring cables. Other bridges are
supported with the structure of the arch, which was used by Roman engineers thousands of
years ago. Yet another bridge type is the truss bridge, which gets its strength from a
framework of triangles shaped from steel.

Deciding which bridge type to build for a particular location depends on many factors. What
type of traffic will cross the bridge? What passes underneath the bridge? What locations are
available for foundations for the bridge? How much money is available for building the bridge?
What materials are to be used for building the bridge?

Source: Science Buddies (2020)

This event and its supporting learning materials support the integration of STEM in the
following ways:
 Scientific inquiry actively engages students in learning and provides
opportunities to develop knowledge, critical thinking and reasoning.
 Technology in the Australian Curriculum focusses on developing students’
knowledge, practical skills and processes that lead to the design of creative
solutions.
 Engineering and construction skills help students to generate and produce
solutions for real world problems.
 Thinking mathematically develops critical thinking and problem-solving skills.
Expected learning outcomes
Students will:
 Develop knowledge and understanding of engineering principles and systems
 Identify the properties and construction relationships of engineered products
 Evaluate design ideas, process and solutions based criteria

Australian Curriculum
This package links to the following content descriptors in the Science, Mathematics and
Technologies learning areas:

In addition to the key learning areas, students will develop their general capabilities in
 Numeracy
 Critical and creative thinking
 Personal and social capability

Timing
This event is designed to run for approximately 1 hour, however, may be adjusted to
suit the needs of the students participating. Teachers are to use their professional
judgement regarding the recommended time limits for the event. A schedule is available
on the website.
Consumable materials
A list of materials is provided in the event details tab on the website. Students are
encouraged to be environmentally conscious of the materials they use and aim to create
minimal waste where possible. Any remaining materials should be repurposed
elsewhere.

Safety notes
A risk assessment has been written for this event. Potential hazards are inherent to the
event and equipment being used. A copy of the risk assessment can be found in the
event details tab on the website.

Engineering Design Process

For this event, the engineering design process has been simplified to be age appropriate
to the students. The infographic is included in the student workbook to guide students
through the design process.

Each page of the student workbook is bookmarked with the corresponding image for
each stage. As students engage with the model, they develop an understanding of the
physical properties of processed materials and how they are used when developing
solutions to problems.

Activity sequence
Students will use their workbook to complete a sequence of steps in the engineering
design process. Visual aids can be used to remind students of the types of bridge
structures and to provide inspiration for their designs. A copy of these posters is
included in this guide. The students will have the opportunity to receive feedback and
guidance from industry professionals who will be in attendance on the day.
Each page of the student workbook contains an icon from the engineering design model
used for this activity. The Ask icon is not featured in the booklet but can be located on
the design task card which is found on the website.

Teacher background information

Students have previously been introduced to the importance of bridges in connecting

people to resources, places and other people.
Students also have prior knowledge of arch, beam, truss and suspension bridges.

The Primary Connections guide for Material World contains additional background
information for teachers.
Excerpt from guide:

Different materials have different properties. students might be unaware that the
properties of a material determine how useful it is for a particular purpose. The
properties of materials come from the chemical and physical nature of the substances
that are used to make them. Some of the physical properties used by scientists to
describe materials include absorbency, strength, flexibility, elasticity, malleability,
transparency, viscosity, porosity, density, opacity, hardness and brittleness (Primary
Connections, 2021).
  Explain the purpose of group roles to students prior to
commencing the workbook. In their reflections, students
will need to discuss their role, and the role their group
members, as part of their learning.

 Check for students’ understanding of the Engineering

Design Process by asking them to explain the process.

 Remind students to read the task requirements

carefully. It may be a good idea to have a group member
write the measurements on the spare page (at the back of
the booklet) for quick reference.

This stage will be completed in class prior to the event. In their groups during class
time, students will discuss their ideas for their design and decide on the type of bridge
and the materials they will use. A visual list of materials and the quantities to be
distributed will be on display for students to use.
Information on the following page will assist teachers in their classroom discussions
with students.
Instructions:
1. Have all group members assign themselves a role in the group. This will save time
later.
2. Students have 5 minutes to discuss the types of bridges in their group.
3. Students will then be given another 10 minutes to answer the questions in their
booklet. By the end of the lesson each group should know what type of bridge they will
be constructing.
(Source: http://computerkiddoswiki.pbworks.com/w/page/16304656/Bridge%20Building)
  Explain that squares and triangles are like building blocks
that may be arranged and fixed together to make bridges .

 Check students understand how scale is used when

designing a product.

 Demonstrate how to use the graph paper to draw a

bridge to scale.

Drawings for the bridge design will be completed prior to the event. By the end of this
stage students should have an idea of what materials they will be using and the quantity
required.

Instructions:
1. Students will draw their bridge designs onto the graphing paper provided in the
workbook. This will allow the teacher to check students use scaled measurements
correctly.
2. Students will label the parts of their bridge, indicating what materials will be used
and where. Measurements will also be recorded on the page for reference.
3. Students will present drawings to teacher for feedback.

Video resource: What Makes Bridges So Strong? - YouTube

  Explain safe work practices to students prior to
commencing construction.

 Check students are wearing appropriate personal

protective equipment (PPE)

 Supervise students throughout the construction

process

Students have been allocated approximately 25 minutes to create their bridge designs.
Students may discover their plan is not suitable in meeting the task requirements and
may need to make changes to their plans.

Instructions:
1. Distribute all 12 material kits to each workstation (1 per group). At the end of the
guest speakers address, instruct students to move toward their stations. Teachers will
need to allocate each group a number. Students can record this information on the cover
of their workbook.
2. Instruct students to put on PPE. Students will not be permitted to commence until all
group members are wearing safety glasses and gloves.
3. Supervise students’ construction. As students finish their product, they may do some
preliminary testing at their workstation.
4. Have 1 member from each group weigh their bridge. Gather all remaining students
and assemble at the testing area.
5. Groups will test their bridges at two testing areas (6 groups per group). Students are
to remain 1.5 metres from the zone at all times, unless instructed otherwise by the
teacher.
6. Following testing, students will return to their workstations and tidy materials,
disposing of materials not fit for reuse.

Certificates will be distributed by guest speakers after testing has finished.

  In groups, students will evaluate their design and the
engineering process.

 Students will have the opportunity to discuss their

findings with the class

Reflection of activity will take place after the event when students return to class (after
lunchbreak). In groups, students discuss the engineering process and record their
responses in their workbooks.

Instructions:
1. Direct students to reform their STEM groups. Once in groups, students will have 5
minutes to discuss the activity.
2. Students will then answer questions from their workbook.
3. Invite students to share their reflections with the class.
References
Australian Academy of Science. (2021). Material world: Year 4 chemical sciences. Material
world | Primary Connections

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). F-10

curriculum: Mathematics. Year 4. Mathematics | The Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). F-10
curriculum: Science. Year 4. Science | The Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). F-10
curriculum: Technologies. Design and Technologies. Years 3 & 4. Design and Technologies |
The Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2019). F-10

curriculum: General capabilities. Learning continua. General capabilities | The Australian
Curriculum

The Government of Western Australia (Department of Education). (2021). Curriculum

resource modules (Year 4): Resource template Year 3 to 6. Year 4 - Department of Education
Queensland University of Technology (QUT). (2015). Bridge building activity: Teacher
guide booklet. Bridge Building Activity - Teacher Guide Booklet (qut.edu.au)
Queensland University of Technology (QUT). (2015). Bridge building: Student design
workbook. Year 6. Bridge Building Activity - Student Design Workbook (qut.edu.au)
Science Buddies. (2020). The engineering design process. The Engineering Design Process
(sciencebuddies.org)

Science Buddies. (2021). The effect of bridge design on weight bearing capacity. The Effect
of Bridge Design on Weight Bearing Capacity | Science Project (sciencebuddies.org)