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INVITATION How can we help students understand the importance of bridges and their use in transportation? How do we motivate students to research and develop an understanding of the way bridges have helped our society? What approaches can we use to engage students in understanding the importance of math in the building of bridges? How do we teach them to use technology to mirror the architectural design of some of the world's best-built bridges? |
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TASKS Students learn about the importance of bridges and their use in our society. The teacher develops slideshows and bookmarks architecture and bridge Web sites to help focus student learning on basic architecture and the way many of the world's best bridges are built. Students visit these Web sites, and then use drawing and painting programs such as Kid Pix Studio Deluxe, HyperStudio, mPOWER, Photoshop LE, Photoshop Elements, or AppleWorks to develop layout plans for use in building actual bridges with simple materials. Once students have developed their plans, the teacher videotapes students creating their bridges. The students develop a documentary of their research and bridge construction and post their project to the school Web site. |
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TOOLS Computers; the Internet; Sherlock. AppleWorks; HyperStudio or mPOWER; Kid Pix Studio Deluxe; Netscape Composer; PageMill; Photoshop LE or Photoshop Elements; QuickTime Pro. iMovie (optional). |
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INTERACTIONS Students work with the teacher to discuss architecture and bridges. Following the anticipatory set, students work in the computer lab to view and research bridges and the architecture behind the structures. The teacher works with the students in the lab, helping them to understand the vocabulary and directing them to Web sites that support their reading level. Students then work individually in the computer lab, creating layouts of the bridges they will build. Once the layouts have been approved, students return to the classroom to begin building their bridges. |
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STANDARDS To identify the curriculum standards for your state that correlate to this student project, select the state in the popup menu below and then click the Go button. View Detailed Standards in |
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SITUATIONS The teacher works with the students in the classroom, setting the atmosphere for architecture. Following the anticipatory set, students work in the computer lab to research and develop plans for their own bridges. If students have prior knowledge of the software, this project should take one week. |
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ASSESSMENT The teacher creates a rubric that clearly outlines for students the expectations for the project. The teacher assesses student work according to the quality of the research, correct architectural terminology, and quality of the finished project. The teacher should also assess students' ability to research and use the Internet effectively. |
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For millions of years, the Earth has worked very hard at pulling apart land masses and the human race has done an increasingly important job of using architecture to bridge the gaps. These bridges are considered dramatic landmarks and are the lifelines that bring us together, help us to communicate, and even help create economic stability. Students research this essential architecture and develop a plan to build their own bridges. Students need to consider materials, supplies, and mathematical angles and understand the bridge vocabulary to build a virtual digital bridge. Once students have designed their bridge using technology for the layout, they then attempt to build the bridge out of materials such as toothpicks, straws, popsicle sticks, and other light materials. Teachers can help students decide how much actual weight each bridge can hold and develop an understanding of its strength in relation to the materials used. |
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Phase 1: Bridging the gap
Begin the project by showing students videos or researching bridges on the Internet using Sherlock. (Consider showing the video, Understanding Bridges, by the Discovery Program.) Taking students to architecture Web sites and involving them in sites that provide QuickTime movies of bridges being built will help motivate them to create their own structures. Students should find interesting images, facts, sounds, and even QuickTime movies of bridges being built, torn down, destroyed by natural wonders, as well as bridge flaws and bridges that still amaze today's best architects. Remember to videotape each phase of the students' development for later posting to the Internet. |
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Phase 2: What is your favorite bridge? Remind students to keep track of the information they find from their Internet research. What materials were used to create bridges? Why concrete verses steel? Why did the architect use cables to support the bridge rather than steel beams? What are the best materials to use? What kinds of math were needed to help build the bridge? Once the students have their research finished, they create a short slideshow in HyperStudio, mPOWER, MovieWorks, AppleWorks, or Kid Pix Studio Deluxe about their favorite bridge. Give them a rubric and checklist to use before they begin creating their slideshow. Encourage students to use as much original computer artwork as possible during the slideshow. |
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Phase 3: Instructional design Students now begin to use the knowledge they gained from the previous phases to develop plans for their own bridge. Students use Kid Pix Studio Deluxe, AppleWorks, HyperStudio, mPOWER, Photoshop Elements, or Photoshop LE and their research to help design drawings or paintings that illustrate how to build a bridge. You may want to show students instructions from other kits, such as a model airplane or instructions for putting together a bicycle. This will give students ideas of how to build a set of instructions and drawings. Discuss with students the importance of planning and the thought process that is involved in any type of experimentation. Once students have a series of drawings on how to assemble their bridge, discuss with them any ideas for making their bridge stronger. Encourage students to take notes during the actual building of the bridge for experimentation reference. Remember to videotape students as they design and build their bridges. |
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Phase 4: How strong is it? Once students have developed their bridges, bring in a scale and weigh them. Test how much weight the bridge can hold and help students to figure out both the mass and load capacity of the bridge. The students should then use a database to keep track of what information they will need to help determine which is the best bridge. The fields in the database may include items such as mass, load capacity, structural materials, support beams, length, and height. |
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Phase 5: Bridging the Web The students, with your help, digitize the video footage taken during the project, using MovieWorks or QuickTime Pro, and create a documentary of the entire project in PageMill or Netscape Composer. Meet with the school Web master and prepare the files for posting on the Internet. |
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PREPARATION
Create databases for students to use during the bridge tests. Work with students on math and angles and discuss their importance in building bridges. Locate and bookmark Web sites for students to visit for focused research. Develop your own bridge out of light materials for students to observe as an example. Prepare students to use the software needed for this project. Gather toothpicks, popsicle sticks, straws, and other possible materials for students to use as construction materials. Obtain a video camera and tapes for taping student progress. Meet with your school Web master to plan for the Web page documentary. |
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OPTIONS AND EXTENSION ACTIVITIES
Invite local engineers to the classroom to visit with the students. Take the students on a field trip and visit local bridges. Create a desktop movie using iMovie. If available, take along an iBook to record data. Research one of history's most famous bridges, the London Bridge, and share your research. Build a suspension bridge together using balsa wood and nylons. Give an historical presentation concerning how bridges have helped shape our economy. |
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BOOKS Bridges: A History of the World's Most Famous and Important Spans by Judith Dupre Engineers of Dreams: Great Bridge Builders and the Spanning of America by Henry Petroski The Reference Guide to Famous Engineering Landmarks of the World: Bridges, Tunnels, Dams, Roads, and Other Structures by Lawrence H. Berlow |
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VIDEOS How Do They Build Bridges? by Popular Mechanics for Kids Understanding Bridges by the Discovery Program |
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INTERNET RESOURCES Golden Gate Bridge
Bridges Image and Movie Database
The Science Explorer
Old Covered Bridges
National Engineers Week
NOVA Online--Super Bridge
Interesting Bridge Sites on the Net
Paris by the Water
Bridges Under Construction
The Tower Bridge Experience
The Covered Bridges of Madison County
Brooklyn Bridge Website
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