(gr. 6-8)

In this grade 6–8 PBL unit, students tackle the driving question “How can we design a bridge that is both structurally efficient and environmentally sustainable for our community’s needs?” by researching bridge types and forces (tension, torsion, compression) and applying the design-thinking cycle from empathize through test & evaluate. They build a scale bridge model using recycled/local materials, test it with incremental weight loads, analyze efficiency data, and present a redesign plan that balances strength, cost, and environmental impact. 

💡 Driving Question

How can we design a bridge that is both structurally efficient and environmentally sustainable for our community’s needs?

🎯 Big Idea

Engineers balance design, materials, cost, and environmental impact when solving real-world problems.

🧠 Design Thinking Phase Focus

Empathize with users → Define transportation needs → Ideate multiple designs → Prototype model → Test & Evaluate

📚 Depth & Complexity Icons

• Rules: Engineering principles, load-bearing laws

• Details: Material properties, tension/compression data

• Big Ideas: Sustainability and innovation

• Ethics: Environmental trade-offs in design

🧩 Key Tasks

• Research bridge types and forces (tension, torsion, compression).

• Use recycled or local materials to build a scale bridge model.

• Test the design with incremental weight loads.

• Present data analysis and redesign plan.

🔍 DOK 3–4 / Bloom’s (Analyze–Create)

• How does the relationship between force and material affect bridge longevity?

• Evaluate multiple designs using efficiency ratios.

• Create a new bridge concept that reduces material use by 25% while maintaining strength.