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Rolling_Bridge

Over the unenthusiastic waters of the Grand Union Canal in England spans perhaps the world’s most unique bridge. Designed by Thomas Heatherwick, engineered by Anthony Hunts and Packman Lucas, and built by Littlehampton Welding Ltd, the Rolling Bridge has been uncurling for pedestrians and curling for boats since 2004. In this project, you and your group of fellow geometers will be recreating this amazing bridge using basswood and Popsicle sticks. There may or may not be sharks.

Project_Handout

GSP5_Interactive_Rolling_Bridge

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Partial_Prototype_Model

The original design of the Rolling Bridge, as an octagon, requires accurately cutting angles at 67.5 degrees. For our project, we'll modify the design to accommodate a regular hexagon.

Here is a partial prototype for constructing the Rolling Bridge from basswood and Popsicle sticks. The trapezoids are cut from the basswood and form three sides of the octagonal bridge. The base angles of the trapezoid measure 67.5 degrees each, an unusual angle that must cut precisely a number of times. Constructing a custom miter box would help accurately accomplish these cuts. Alternatively, we could simply change the design to a regular hexagon...

As you can see, the jumbo Popsicle sticks replace the hydraulic system that opens and closes the bridge. These are cut with a combination of a drill to make pilot holes and an X-ACTO knife to make the sliding groove.

Rolling_Bridge_Vid

Heatherwick's Rolling Bridge

Duration_2_14

TEKS

Geometry 1(A) apply mathematics to problems arising in everyday life, society, and the workplace;

Geometry 1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Geometry 1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Geometry 1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

Geometry 1(E) create and use representations to organize, record, and communicate mathematical ideas;

Geometry 1(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

Geometry 1(G) display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Geometry 5(A) investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools

Geometry 6(C) apply the definition of congruence, in terms of rigid transformations, to identify congruent figures and their corresponding sides and angles

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