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?
Task Challenge: How can we design and construct a bridge over the Boise River to resist an earthquake?
Learning outcome:
· Build and test a bridge to resist earthquakes
CT component embedded in student activity:
Heuristics: Students will build a bridge to satisfy requirements by trial and error
Conditional logic: Students will apply logic learnt regarding shapes and bridges in designing the bridge
Communication: Students will keep a journal and make a presentation to the class
Entry Event
The teacher starts the session by distributing the design sketches that were submitted at the end of the last session. The students get 5 minutes to go over their designs and role assignments that were made at the end of the last session. Then students are directed to start building process.
Part II: Building a Bridge
STUDENT INSTRUCTIONS (15 minutes)
Collect all K’NEX components and prepare site for the start of construction.
Lay out all your K’NEX components for easy and fast access to help the bridge construction.
You are not allowed to pre-assemble any parts of the bridge before construction starts.
Once construction has started, pre-assembly of bridge parts can take place.
START BRIDGE CONSTRUCTION (30 minutes)
Bridge construction.
Bridge Testing: 25 minutes
Once all teams have completed building their bridges, the teacher starts the testing process that includes loading, earthquake simulation and reloading.
Loading requirement: The bridge should support 2 kg anywhere on the load without any bending
Earthquake performance: The bridge should receive ‘OK’ or ‘Caution’ performance remark
Reloading requirement: The bridge should support a loading of 1.5 to 2.0 kg anywhere in the load without any bending
Discussion Among Design Teams: 10 minutes
Depending on their performance of their bridges, students discuss what worked and what did not work. Then, students discuss what they could have done differently and note those points in their journals.
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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