By Logan Dratch '26

This month, the seniors in Mrs. Fink’s two engineering classes have been busy constructing bridges that combine design, strength, and ingenuity. Their latest project challenged them to think like real engineers, balancing aesthetics, cost, and functionality as part of an immersive program called Engineering Tomorrow.

The goal was simple on paper: design a mini bridge that could hold the most weight, look the most visually appealing, and cost the least. But behind that goal was a deeper purpose: to help students engage in the full engineering design process and apply what they’ve learned to a realistic, hands-on challenge.

Before picking up a single popsicle stick, students began by analyzing complex, real-world problems and learning how engineers tackle them. They studied the different types of bridges—beam, truss, arch, suspension, and cable-stayed—through research and instructional videos. These lessons helped students understand how each design distributes weight, resists force, and serves different purposes in the modern world.

Once students had a solid foundation, they were divided into small groups and assigned three key roles within each team: the lead designer, the cost engineer, and the materials engineer. The lead designer was responsible for sketching the initial blueprints and ensuring the structure followed the team’s vision. The cost engineer kept a close eye on the budget, calculating how much each material would cost and determining where resources could be saved without compromising strength. The materials engineer decided how and where to use each material for maximum stability and efficiency.

Each group was given limited supplies: 50 popsicle sticks, 50 wooden dowels, tape, and access to hot glue guns. With these modest materials, students were expected to think critically and creatively, finding ways to make their bridges both strong and visually impressive.

“The constraints really made us think,” Lucas Buckley said. “It wasn’t just about building something that worked—it was about designing something efficient and balanced. We had to make sure every stick and dowel was used for a reason.”

After days of planning, building, and refining, it was time for the ultimate test: loading the bridges with weight. Instead of using machines, students used bags filled with textbooks to see how much their bridges could withstand before collapsing. The results varied dramatically. Some bridges snapped after only a few books, while others held up under surprising amounts of pressure.

“Watching the bridges break was actually one of the best parts,” Elliot Santiago laughed. “It showed us exactly where our weak points were, and how we could improve. We realized we had to think before doing!”

The testing wasn’t the end of the process, though. Following real engineering principles, students entered the redesign phase. Each group reflected on what worked and what didn’t, then set out to build a second bridge. Some teams focused on improving structural integrity, while others aimed to make their bridges more aesthetically pleasing or cost-effective. Through this iterative process, students experienced one of the most important lessons in engineering: that failure isn’t the end, it’s feedback.

“Engineering is about testing, learning, and improving,” Mrs. Fink explained. “That’s exactly what this project embodies. They’re not just learning how to build bridges; they’re learning how to think like engineers.”

To conclude the project, students reflected on their experience through short video presentations, explaining their design choices, what they learned from testing, and how their thinking evolved throughout the process. These reflections allowed them to articulate not only their technical understanding but also their growth in creativity, teamwork, and problem-solving.

By the end of the unit, every student walked away with more than a completed bridge. They gained a clearer understanding of the engineering process, from brainstorming to testing to revision, and they discovered just how much creativity, precision, and persistence go into real-world design.

For the seniors in Mrs. Fink’s class, this bridge-building project was more than just an assignment—it was an opportunity to connect classroom concepts to tangible results, and to see how their problem-solving skills could literally hold weight.