Project 2: Earthquake and Boise River Bridge Design - A Project-based STEM +Computing Inquiry (90 minutes in total including 10 minutes break in the middle of the session)
Overall guiding question: How can we build a bridge for the Boise River that is strong enough to resist earthquake forces?
Sub question: 1) What information does a bridge engineer use to design and construct bridges?
2) What shapes and materials can resist forces acting on bridge components?
Learning outcome: Students complete bridge design challenges including shapes and materials of the K’NEX resources; present a sketch of a bridge
CT component embedded in student activities:
Decomposition: Students will learn how a bridge resists forces by studying the different shapes and their load carrying capacities
Abstractions: Students will collect information on shapes and try to understand how they contribute to overall bridge designs
Communication: Students will keep journal and make presentation to the class
Entry event: 5 minutes
A teacher asks “What knowledge must a bridge engineer have to be successful?” PAUSEs, allowing the learners to share ideas, reflect on their journal observations from the previous weeks. The teacher offers suggestions. “How can someone become a bridge designer?” PAUSEs for responses and compares learner opinions. “What STEM knowledge is essential for a bridge engineer to know?” The teacher previews a video the learners will watch that shows a bridge engineer discussing how to structure and design a strong bridge. The teacher plays the video and instructs the learners to make notes in their journals of what a bridge designer needs to know to be successful. After watching the video, the teacher informs the learners that they will have the opportunity to design and build their own bridge using K’NEX pieces.
Sketch a Bridge Model: 15 minutes
After watching the video, students will begin their sketch of a bridge at his/her choice. The teacher directs the students, “It is your turn to design a bridge based off of the information you have gained from the previous sessions. Just like an engineer, you will sketch a drawing of the bridge you plan to design on the supplied draft paper. I have left the Knex rods for you to observe, since these are the supplies you will be using to build with. You may design any bridge you would like based on your research in the previous lessons. Experiment with shapes and sizes. You have fifteen minutes to design and sketch your bridge before we share our designs with each other. Any questions?” Teacher PAUSEs for questions and let the students begins.
Resources provided for the sketch activity:
1-2 pieces of draft paper for each student.
Pencil
15 Knex Rods (any length)
15 Knex Connectors (any type)
Students Presentations: 10 minutes
Suggested approach: Half of the students hang their drawings up or display them in any way, and present their drawings to the remaining students. Students describe the choices they made within their designs to their peers. After 5 minutes, the two groups of students switch roles with the original presenters becoming the audience and the other half presenters. The students will vote for the best three designs and then build the bridges according to the design they chose in small groups.
Build a Bridge and Test it: 45 minutes
The students work in a small group (2-3 individuals) to build their bridge based on the design/sketch they chose. The teacher is the timekeeper, monitoring student efforts and alerting them be mindful of the design requirements (according to the sketch). The teacher needs to encourage students to think about how to work in teams. After completing the building, the students will use books or weights to test their bridges. In the last 5 minutes, the students clean their work stations of K’NEX materials and get ready to share their bridges.
Resources provided:
A Knex set
Books or weights (10g-1000g)
Safety goggles
Ruler
Optional: Internet access to search for additional, relevant information.
End of Session Reflection and Debriefing: 5-10 minutes
Using the Problem Solving Process diagram, the teacher will ask students to identify what kind of problem solving skills/process/computational thinking they used in this session and explain how they used it. The following are some sample questions that can guide the debrief.
What did I learn today?
What problem solving skills/processes or CT components I used today in this diagram?
How did you use the problem solving skills/processes/CT components?
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