Learning Experience – Bridge Design

Author: Deb Warner

– Mathematics Course II

Learning Context:

NYS Standards

MST 1,2,3,4,5,6

ELA 1,4

Curriculum Connection:

This learning experience is integrated into Mohawk Central Schools Mathematics Course II curriculum in the laboratory setting. Students having developed a physical model using geometric concepts will use the Interactive Physics program to redesign or improve their designs. Additional components include a demonstration of computer skills, writing skills, and interpersonal skills.

Prior Knowledge:

Students will have been instructed in or have researched:

• Basic bridge designs
• Constructed physical bridge model
• Become familiar with Interactive Physics Program
• Geometry terms associated with the project
• Journal entries

Procedure:

Students will:

Use "Interactive Physics Program" to develop a bridge similar to their physical model. The students may choose to redesign their bridges completely.

Design a simulation that will test the amount of stress their bridge can withstand.

Adjust their design in a manner that will increase the stability of their design.

Document their progress via journal entries. (ie. Original design, stress level, changes, etc….)

1. Make an oral presentation identifying the pros and cons of their design along with the results of their redesignment.

* Note * Students may choose to work as individuals or may work in groups of two.

Teacher preparation:

1. Introduce & familiarize students with: a. basic geometry concepts

1. Interactive Physics program.

1. Provide resource information for research on bridge designs.
2. Facilitate discussions, offer explanations, and clarify information.
3. Provide project guidelines:

a. Timelines for: hand designed bridge

1^st computer designed bridge

simulation with stress test

redesigns

oral presentation

1. Monitor student progress.

5. Assess student project, including: a. hand designed bridge

1. computer design
2. stress test
3. journal of progress
4. oral presentation

Instruction Modifications:

Support services from Special Education Teachers and Media Specialists will be provided to those students that need to be accommodated or assisted. Additional cooperative groups may be utilized for peer assistance.

Materials & Supplies:

• Computer access to Interactive Physics Program.
• Internet access – researching bridge design.
• Computer access to word processing program.

Assessment Tools & Techniques:

Teacher will employ the following activities as evidence of student progress:

• observations
• computer design checks
• journal checks
• student conferences

Students’ progress will be documented based upon:

• Analysis of computer design and redesigns by teacher with student
• Analysis of stress test designed by student
• Journal entries
• 5-10 minute oral presentation using teacher developed rubric as a guide.

Time Required:

Planning: 1-2 weeks

Instruction: (Including introduction to Interactive Physics Program)

5-8 lab periods (1 day / 6 day cycle)

Assessment: 1 week

Additional Resources:

See Unit Plan – Titled "Who Build That NYS Thruway Bridge Anyway?"

Written By: Deborah J. Waner

Part of Title III Literacy Grant

Includes: Additional details on assessment of the unit as a whole as well as assessment of the computer bridge design.

 Computer Program Documentation

NTERACTIVE PHYSICS
Copyright Date 1994

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