Buildable Bridge Models

Learning Engineering through Block Play and Model

Construction

Brian BrennerJulia CarrollBrian Gravel

“Young children are inherently active with strong impulses to investigate, to share with others what they have found out, to construct things, and to create. In other words, a child is a natural engineer.”

-Genalo et al. (2000)

Outline

Block play or “hands on” learning Engineering and blocks Bridge models

• Zakim bridge

• Suspension bridge

• Tacoma Narrows bridge

Science through Block Play

Scientific method Systems and systematic thought

• Iteration, patterns

• Reversibility

Interactions• Whole-part relationships

Mathematics through Block Play

More/less Size Counting Sets Addition/Subtraction Shapes Vertical/Horizontal

Seriation Categorizing Measuring Taller/Shorter Longer/Shorter Left/Right

Engineering and Blocks

Basic Structures• Post and lintel

• Arches

• Cantilever Advanced structures

• Tunnels

• Bridges

• Ramps

• Towers

Engineering and Blocks

Construction/Design Principles• Design Constraints

• Construction staging

Older Students and Blocks

Models• Physical resemblance

• Functionality

• Tools of theory

Complex systems• Uses of different materials

• Terminology

Bridge Models

Simplified examples of large structures

Simulate construction staging

Encourages thinking about engineering design and practice

Zakim Bridge Model

Zakim Bridge Discussion

Forces in cables, piers, decking Stiffness of the deck Location/style of cables Advantages/disadvantages

Suspension Bridge Model

Suspension Bridge Discussion

Forces in the cables, piers, and abutments

Compare to cable-stayed

Span length Cable calculations Failures

Tacoma Narrows Model

Tacoma Narrows Discussion

Simulates collapse and redesign of Tacoma Narrows bridge

Unstiffened deck comes off with a modest wind

Stiffened deck remains intact

Student Guides

ZAKIM

SUSPENSION

Buildable Bridge Library

More Hands-on Learning

Use their bodies to show engineering principles

Create “human models” of structures Popsicle stick/toothpick structures Bridge library website

• http://www.ceeo.tufts.edu/etc/bridge

Summary

Blocks encourage science and math development

Block play is usually a child’s first experience with engineering

Block models and hands-on activities provide a tangible way for students to learn about their surroundings

Block models inspire scientific and engineering thought

Bibliography Genalo, L.J., Bruning, M.,and Adams, B. (2000). “Creating a K-12 engineering

educational outreach center.” Proc., 2000 ASEE Annual Conf., American Society for Engineering Education, Washington, D.C.

Kids/Blocks/Learning. Ansel, Patricia G. 2005. Yale-New Haven Teachers Institute. July 6, 2005.

http://www.yale.edu/ynhti/curriculum/units/1993/1/1/93.01.01.x.html#t Leeb-Lundberg, K. (1984). “The Block Builder Mathematician.” The Block Book,

ed. 3., National Association for the Education of Young Children, Washington, D.C.

Moffit, M.W. (1984). “Children Learn about Science through Block Building.” The Block Book, ed. 3., National Association for the Education of Young

Children, Washington, D.C. Penner, D.E., Giles, N.D., Lehrer, R., Schauble, L. “Building Functional Models:

Designing an Elbow.” Journal of Research in Science Teaching., v.34 n.2, pp.125-143