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Personal Reflection: This unit was both very rewarding, and yet the most challenging for me. Having a very weak background and understanding about Engineering and Physics, it was quite a task trying to collaborate with my husband, who taught this class. Because he wanted to incorporate more technology elements into his Engineering class, we located two different technology tools that would fit perfectly with a bridge building unit that was coming up after winter break. It was agreed that he would work with the technical science terminology and curricular instruction, and I would focus primarily on the technology portion of our collaboration. The following unit breakdown below represents the overall unit, but my involvement only revolved around the use of the Vernier LabQuest and West Point Bridge Designer.
Despite the challenge of collaborating on unit material that I was unfamiliar with, I am proud of the fact that I did not let my weak science background deter me from learning how to use both the Vernier LabQuest device and the West Point Bridge Designer software program. The Vernier LabQuest was a really fun device to learn how to use. It was fascinating to discover this little hand-held device could determine how Force changed depending on the angle the weight and strings were moved. Students used this device first in their bridge building unit, as a way to better understand how angles can greatly affect how much weight a structure can hold. Once students grasped the understanding of Force and how to utilize the Vernier LabQuest, the students then moved to the second technology application tool -- West Point Bridge Designer.
West Point Bridge Designer is a free, downloadable software program that students can obtain from the Internet. In fact, I quickly discovered that this program is so popular that there are actual bridge building contests nationwide and people can win prizes. My husband's students were intrigued by this program and thoroughly enjoyed building virtual bridges. The student I interviewed and videotaped really enjoyed "teaching" me how to use the program. In fact, I firmly believe that if a student can re-explain, or teach, something that was learned in class, then that is evidence that long-term learning took place.
The biggest thing I took away from this experience was that it doesn't take a scientific person to use these technology tools, and that technology can be used -- and applied -- across all core subject areas. Technology is not tied to a certain area of academia. It was great seeing the students so engaged in their learning experience, as well as the fact that my husband now has some wonderful technology resources to use for his students next year.
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Unit: Bridge Building and Forces
Assignment Focus: Forces: Stress and strain in structures (bridges)
Assessment Tools: 1. Testing vectors in forces using the Vernier LabQuest
2. Building virtual bridge using application program, West Point Bridge Builder
Connecticut State Physics Standards Addressed (no Engineering standards):
Content Standards
Motion and Forces
Newton's laws predict the motion of most objects.
Supportive Concepts
§ When forces are balanced, no acceleration occurs; thus an object continues to move at a constant speed or stays at rest.
§ The law F = ma is used to solve motion problems that involve constant forces.
§ When one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction.
Culled from: www.sde.ct.gov
NETS*T Standards Addressed:
1. Facilitate and Inspire Student Learning and Creativity
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
3. Model Digital-Age Work and Learning
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
Students will be able to:
1. Analyze component forces on load-bearing structures in order to determine the optimal bridge structure.
2. Utilize the Vernier LabQuest with force probes to examine the relationship between the angle of the applied force and the resultant force.
3. Virtually construct a sample bridge, using West Point Bridge Designer, that is able to test the compression (stress and strain) on individual beams of a bridge structure.
4. Physically construct a model of a bridge using 25 pieces of balsa wood in order to support the maximum possible load (weight).
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Subpages (3):Bridges Introduction AssignmentVectors in Forces - Vernier LabQuestWest Point Bridge Designer Assignment