Building Bridges: Building Better Bridges

A Maths, Science & Technology Integrated

Unit

Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

 Building Bridges: Building Better Bridges
A Maths, Science & Technology Integrated
Unit

Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

Wendy Cave, Jaswinder Kauer, Lana Read and Chris Reeve

Multiliteracies Project, ACT, Australia (2003)

This Learning Element is published by the Multiliteracies Project, This Learning Element is published by the Multiliteracies Project,
ACT, Australia (2003) at: ACT, Australia (2003) at:
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First Published in Australia in 2004 First Published in Australia in 2004

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

All rights reserved. Apart from fair dealing for the purposes of study, All rights reserved. Apart from fair dealing for the purposes of study,
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Contents
Learning Objectives
Learning Activity 1: Introduction and discussion
Task 1.1 Identifying prior knowledge using a placemat activity.
Task 1.2 Glossary of Terms
Learning Activity 2: Research
Task 2.1 Brainstorm research pathways & collect resources
Task 2.2 Identification and Classification
Task 2.3 Name Games
Learning 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: 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 You’ll 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 places
Task 2.1 Brainstorm research pathways & collect resources
Task 2.2 Make a classification table.
Task 2.3 Name Games
Learning 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 throughout
the unit.
Moving On: What could we possibly do next, once we finish this unit, to
completion of the unit. build on the knowledge we have gained?
Knowledge Domain Our Subject
Mathematics, Science, Design & Technology] Maths, Science, Design and Technology

Scope of Learning Our Topic

Design and construction of bridges. Analysing the people and principles involved in building bridges.
An appreciation of principles involved in the design and construction of Explore the principles behind making structures strong and stable.
bridges.
Our Class
Learning Level Year 7
Years 5-10
What We Already Know
Prior Knowledge How and when to apply mathematical operations in practical contexts.
Manipulation of concrete materials for mathematical purposes. (Eg: Lego, How to identify properties of regular shapes and the language to describe
Meccano, Lego technics, Duplo.) and discuss the properties.
Conceptual understanding of mathematical operations (addition,
subtraction, multiplication, division.)

•7 •7
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.
 Name and use maths concepts such as budget, balance and
cheque writing.
 Theorise why these concepts are important in managing
money.
 Describe structural properties in relation to stability, rigidity,
forces, triangulation, centre of gravity, etc.
 Analyse mathematical and design concepts necessary for
success in bridge planning and construction.
 Recognise the purpose of the bridge and who will be using it and
what load it will bear.
 Analyse who gains and who loses from a bridge being built. Is
bridge building ‘progress’? Is all progress positive?
 Develop an understanding of social and environmental
consequences.
 Evaluate the effectiveness of students’ design and construction of
a bridge.
•8
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.
You will be able to determine:
 Who’s 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?
 Discuss maths concepts like budgeting, “blowing the budget”,
bank balances, profiting and estimating.
 Make theories about why we need to understand these concepts if
we are going to manage our money well.
 Describe important structural terms such as stability, centre of
gravity and triangulation.
 Analyse the clever mathematical and design concepts that will
help you build better bridges!
•8

 In cooperative groups, plan, design and construct a bridge, within
a given budget, using available resources and acquired
knowledge.
 Reflect on how this knowledge can be applied in other areas of
students’ lives, making explicit links.
 Produce a media report on bridge design, reflecting the social and
environmental impact of a bridge disaster.
•9
 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 the
strongest bridge in the class.
 Critically analyse and appraise your design for strengths and
weaknesses by completing an evaluation form.
 Complete a reflective daily journal to keep track of your new
understandings and record questions.
 Complete a self-evaluation to reflect on your role in the entire
process.
 Make suggestions for improvements.
•9
Learning Activity 1: Tuning In
Task 1.1: Identify prior knowledge.
 Draw on the students’ prior knowledge through a ‘placemat
activity’.
 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 record
all 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.
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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 you
know about bridges, using a placemat activity.
 Take turns to respond to each of the four sections, rotating the
placemat 90 degrees every 2 minutes, until all members of the
group 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 and
phrases you come across during the unit.
 Include the word, its meaning and a diagram or illustration if you
choose.
 Add to the table every session if you encounter a new word or phrase.
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Learning Activity 2: Research Learning Activity 2: Research
Task 2.1: Task 2.1: Where can we find out about bridges?
 Research, building on prior knowledge, to collect general
information about bridges. Collect resources for use and display in  Brainstorm locations of resources.
the classroom. This will provide a visual stimulus as well as a  Follow up by bringing resources into the classroom for
general knowledge base for the unit. information and displays.
 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.

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

 Select 3 bridges that are classified differently. (Eg: Cantilever,
Suspension, Roman Arch) and design questions that will help
understand 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 explore
theories behind bridge building and gain deeper understanding.
 Make a classification table using Microsoft Word to show 3
different bridge types. Include some images in your table.
 In groups devise questions about the bridge’s function or purpose,
what type of bridge it is, etc, that will help you to organise your
information.

• 11 • 11
Task 2.3: Name Games Task 2.3: Name Games
For example:  Play some cool games to help you remember the bridge types you
 “What am I?” (Played similarly to Celebrity Heads.) have learned.
 “Memory card game.”(Write name of bridge type on a card and  Your teacher will have some ideas if you are stuck!
have a corresponding card with the matching picture. Turn 2 cards
over, 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 ‘be
quick’, passing the lead to the next in line who should add another name
without skipping a beat in the chant. Continue game around the circle.)

Task 3: Maths & Science Concepts Task 3: Maths & Science Concepts

Resource: Design and Technology, 2nd edition. Garratt, J.

1996,Cambridge University Press. This resource has some excellent ideas
for practical ways of introducing the following concepts:

Task 3.1 Rigidity Task 3.1 Rigidity

 Using Meccano construction materials, students construct  Using Meccano construction materials, construct different shapes
different shapes including triangles, squares, rectangles, including triangles, squares, rectangles, pentagons, hexagons, etc.
pentagons, hexagons, etc. and test them for rigidity. and test them to see which ones are the strongest.
 Analyse results and reflect on students’ new knowledge. Add

• 12 • 12
 thoughts to journals. Why is rigidity important/relevant?
3.2 Triangulation
 As students analyse results from rigidity tests they will ‘discover’
that triangles are the ‘key’ to making shapes rigid. This introduces
the concept of triangulation.
 Discuss this as a class, then have students write triangulation in
their Glossary of Terms.
3.3 Stability and Centre of Gravity
 Devise some tests for different shapes in order to find ways to
make them stable and to alter their centre of gravity.
 Students should note that changing the height, base width and
centre of gravity will directly affect the stability of an object.
 Students often enjoy trying to knock each other over (gently) and
playing with the width of their stance, direction of ‘gentle’ push
and height of their bodies, in order to make themselves more
stable.
3.4: Visiting Professional:
 Arrange a visit from a professional, (architect, project manager,
builder, etc.) to talk to students about their role, the processes
involved in building bridges, and things that can go wrong.
 Alternatively, students, working in small groups, define key
questions for asking professionals in this field. Interview a
professional via email or telephone, fax, letter, etc.
Task 4.1: Case Study: Bridge Disasters.
• 13
 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 have
to do to them?
 Discuss this with the class then record any new words in your
Glossary 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 and
to give an insight into why a bridge can become a disaster!
 In small groups, prepare questions that will lead to deeper
understanding of the topic.
 Alternatively, define key questions for a relevant professional and
conduct interviews either in person, over the phone, via e-mail,
fax, etc.
 Summarise the responses to share with your class.
Task 4.1: Disaster Detectives.
 Select a bridge from history that has collapsed and use the
• 13
  Students select a bridge from history that has collapsed and use
the knowledge gained to analyse the reasons for the collapse. As
the investigator, students consider its purpose and design, its use,
climatic conditions, materials used and anything else considered
relevant.
 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.
Present students with a scenario that provides students with a moral
dilemma.
EG: Imagine an island where the culture has been isolated forever from
the outside world. All inhabitants seem happy. At a council meeting,
someone proposes that a bridge be built across the water so that physical
contact 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.
• 14
knowledge you have gained to analyse the reasons for the
collapse. As the investigator, consider its purpose and design, its
use, climatic conditions, materials used and anything else you
consider relevant.
 Report your findings to the class, using any of the following
methods:
 As a T.V. or radio reporter
 Produce a front-page newspaper report.
 Oral presentation
 Any other option (negotiate with teacher.)
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 positive
and 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.
• 14
Task 5: Construction Time.
Aim: Students will work cooperatively in small groups to design and
produce a bridge made from toothpicks. They will need to keep to a strict
building code and work within a budget. Practical and realistic application
of maths and science concepts is the key to the success and value of this
project.
Social Skills: Time Management; achieving a common goal through
working 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 Code
Purchase planning paper.
(NB. Teacher should discuss job descriptions in detail with each
profession involved., eg meet with all architects at the same time to ensure
understanding of role, then repeat with other occupations.)
Session 3: Plan bridge design and begin to draft on planning paper. All
team 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 design
carefully. Teachers need to ensure that students follow their job
descriptions closely and monitor budgets as the sessions progress.
Students should do a brief journal entry /personal reflection, following
each session. (lead in sentences could be supplied.)
• 15
Task 5: Bridge Building Time!
Aim: Work cooperatively in small groups to design and produce a bridge
made from toothpicks. You will need to keep to a strict building code and
work within a budget. Practical and realistic application of maths and
science concepts is the key to the success and value of this project.
Social Skills: Time Management; achieving a common goal through
working cooperatively; communication with peers, etc.
Time Line
Session 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 Code
Purchase planning paper.
Your teacher will discuss job descriptions in detail with each profession
involved.
Session 3: Plan bridge design and begin to draft on planning paper. All
team members should have input with the architect to complete the design.
Once the teacher approves your plan you may begin building.
Sessions 4-10
Work with your team members to construct your bridge, following your
design carefully.
Reflect after each session with a brief journal entry.
• 15
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 team’s
name off the ‘Strongest Bridge’ Award until after Breaking Day.
Second-last session: Use the set criteria to judge each bridge. Complete a
rubric (self-designed) to decide certain winners. Predict the wining bridges
in tomorrow’s “Bridge Breaking Day”

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

Final Session: Bridge Breaking Day. Final Session: Bridge Breaking Day!
Follow the setting up procedures as outlined in Pollard (see references) Have your bridge and your team ready for the competition.
and bring digital camera and video to record the competition. Bring food and drinks for the party afterwards!

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

• 16 • 16
Assessment Task: Understanding Building Concepts: Assessment Task: Showing understanding.
Individually, students select one aspect of the building process that has Select one aspect of the process you have been through that has had the
had the most impact on their understanding and learning and share it with most impact on your understanding and learning. Briefly share your
the class, orally. thoughts with the class in a 2- minute oral presentation.

Create a Classification Table.

Assessment Task: Classification table.
Refer to Task 2. Create a Glossary Page.
Glossary Page detailing student understanding of concepts/language used
throughout the unit.

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

• 17 • 17
Assessment Task: Transformation of Knowledge. (Bridge Building) Self-Assessment: Complete the assessment page by inserting a photo of
Students rate their bridges according to criteria (RUBRIC) and also assess your group and critically reflecting on your effectiveness as a group
their own effectiveness as a member of the group. Give critical feedback member. Give feedback about the unit and make suggestions for
on the unit of work and make suggestions for improvement. improvement / changes.

Students provide a sentence or two about each member in their group,

relating to their participation in the building process.

• 18 • 18
  What might we learn about next?
Follow-on activities and learning experiences might include:  Other structures
 Home-based assignment: Famous Structures  Making our school a better place.
 Planning a structural addition for the school, eg small bridge,  Other professions / jobs in the real world.
greenhouse, gazebo, shade pergola, etc.
 Career directions. What jobs are out there that we don’t know
about? Create a web page or hand-out to inform others.

MAJOR REFERENCES:
 Pollard, J. (1989) Building Toothpick Bridges, Dale Seymour
Productions.
 Garratt, J. (1996) Design & Technology, 2nd Edition, Cambridge
University Press.

• 19 • 19
About this Learning Element Description
Learn about:
Description  Types of bridges there are in the world.
This learning element offers ideas for the exploration and critical analysis  Who is involved in designing and making bridges.
of the processes involved in bridge construction.  Why some bridges collapse.
 How you can build a strong, stable bridge.
Keywords
 Professional Roles
 Costs and benefits of technological progress Keywords
 Social and environmental implications of bridge building  Professional Roles
 Thinking Critically  Winners and Losers
 Environmental and social impact
Knowledge Domain  Different perspectives and opinions
Maths, Science, Design and Technology. Integrated closely with English
and SOSE.
Learning Domain
Learning Level Integrated unit of work with focus on Maths, Design and Technology and
This unit could be adapted from Years 4-8. Science.

Learning Level
About the Author Years 4-8

Author: Wendy Cave About the Author

Position: Deputy Principal Primary Site Author: Gold Creek School Multiliteracies Project Team

Author: Jaswinder Kauer

Position: Year 9-10 English SOSE teacher.

• 20 • 20
Author: Lana Read

Position: Middle School Homeroom teacher.

Author: Chris Reeve

Position: Primary School Homeroom teacher.

• 21 • 21