• Download Activity
• Rubric
• Student Reflection

INTEGRATED SCIENCE, MATH AND TECHNOLOGY ACTIVITIES:

The following is an example of an integrated activity to show the possible SMT connections to the above challenges.

	When a bridge is built using one or more beams, the bending forces that are applied by a load will be "across" the beam. In Figure A (left), the force is acting upon the member at right angles to its length. In such circumstances, the beam may be called a "member," and the action is called a bending force.
	Use the foam materials provided by your teacher and draw the lines on the pieces as shown in Figure B (left). Place a small weight on the foam beam to create stress that will cause it to bend. Identify the part of the beam that is placed under tension (is being pulled apart), and which part of the beam is under compression (is being pushed together).
	On beam (C), draw the lines along the length of the beam. These lines represent planes that run along and across the beam. Place the same weight used on beam (A) on beam (B). Can you determine which of the lines on the side of the beam gets shorter, which gets longer, and which remains about the same length? The line that remains the same length represents a neutral surface that remains unstressed. If a beam is loaded to the point that it will break, where will the break most likely be?

 
PROBLEM SOLVING PROCESS:

These steps may be helpful to students in approaching their activity.

• Form cooperative groups - 2 to 3 people
• Brainstorm for ideas
• Sketch possible solutions
• Decide how to construct, maneuver, operate, etc. the project
• Decide on and gather materials
• Construct your design
• Test your design
• Present your design

RESOURCES:

The intended challenges were designed to be open-ended and flexible to meet all learning levels Please feel free to incorporate additional material(s) to enhance each lesson. The categories of Exploratory, Intermediate, and Advanced are general guides so that your students may adapt the necessary context into a social and personal meaning for themselves.  Additional materials may be found at the following locations:

• "Building Structures," Ambrose, J. John Wiley and Sons, London: Mansell Publishing
• TIES Magazine, http://www.tiesmagazine.org
• "Why Buildings Stand Up," Salvadori, M., McGraw Hill Book Company

PROPOSED CURRICULUM STANDARDS CONNECTIONS:

The following Curriculum/Standards Connections for grades 5-8 are intended to aid in the use and assessment of the design challenge projects.  NOTE: These connections have been extracted from the National Standards.  You should check their correlation with your own State Curriculum Standards to ensure consistency with your curriculum goals.

Note on Assessment:  We strongly recommend using the Student Reflection Sheet and the Rubric provided in the Appendix to enhance the learning process, by encouraging student awareness and participation in the assessment of their work.  These tools can help students to understand the context, meaning, and value of undertaking these challenges