Technology Learning Area Plan Year 6 UNIT TITLE: Bridge Over Troubled Waters – Bridge Design and Construction INQUIRY In this unit students will investigate the following questions: What are the main bridge types? What are the main engineering principals behind bridge building? How do we plan and design bridges? DESIGN & TECHNOLOGY CURRICULUM This unit is designed to cover the following curriculum areas: Knowledge and Understanding Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) Design and Technologies Processes and Production Skills Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028) LEARNING INTENTIONS ASSESSMENT Note: This unit can be combined into multiple activities over a number of days, or split into lessons over a number of weeks dependent on the requirements of your school. Lessons structure is only a guide, activity order can be modified dependent on needs. Guided Inquiry – Understand the preliminary events that take place before construction – Planning and Design. Inquiry – Plan, design, test and evaluate different bridge designs through design challenges with differing materials. Investigation – Identify and describe bridge types and designs and some engineering principals behind bridge building. To design a bridge within given parameters. 1. Students will use a template to plan and design their bridge. 2. Working in groups they have specific roles and will be given materials to construct their bridge. 3. They have to test their bridge using their knowledge and understanding of units of measurement and capacity and equate it to a real world situation. 4. They will evaluate their design and write a response to the following questions: What sort of impact they think bridges have made over time? Why?
Transcript
Technology Learning Area Plan Year 6
UNIT TITLE: Bridge Over Troubled Waters – Bridge Design and Construction INQUIRY In this unit students will investigate the following questions:
What are the main bridge types? What are the main engineering principals behind bridge building? How do we plan and design bridges?
DESIGN & TECHNOLOGY CURRICULUM
This unit is designed to cover the following curriculum areas: Knowledge and Understanding Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) Design and Technologies Processes and Production Skills Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024) Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
LEARNING INTENTIONS ASSESSMENT Note: This unit can be combined into multiple activities over a number of days, or split into lessons over a number of weeks dependent on the requirements of your school. Lessons structure is only a guide, activity order can be modified dependent on needs. Guided Inquiry – Understand the preliminary events that take place before construction – Planning and Design. Inquiry – Plan, design, test and evaluate different bridge designs through design challenges with differing materials. Investigation – Identify and describe bridge types and designs and some engineering principals behind bridge building.
To design a bridge within given parameters.
1. Students will use a template to plan and design their bridge.
2. Working in groups they have specific roles and will be given materials to construct their bridge.
3. They have to test their bridge using their knowledge and understanding of units of measurement and capacity and equate it to a real world situation.
4. They will evaluate their design and write a response to the following questions:
What sort of impact they think bridges have made
over time? Why?
Data response – demonstrate their understanding of simple physics behind designing, building and using bridges.
How and why is it important that engineers and designers understand the materials that they use in bridge design?
Did they use their building materials effectively? What could their group have done to save on waste materials?
SUCCESS CRITERIA VISIBLE LEARNING At the end of this unit students will be able to:
Plan, design create and evaluate a bridge design.
Be able to suggest considerations of sustainability of materials used in their bridge design.
Combine design ideas in a group setting and communicate
the ideas by using graphical representation techniques (diagrams and plans) and be able to label these with correct technical terminology.
Describe considerations of engineers and/or designers when
planning and designing bridges.
Use mathematical knowledge and understanding to choose appropriate methods of measurement and perform a calculation of capacity and load and describe shapes and angles in their design.
Use the scientific method of ‘fair testing’ to test their bridge
design demonstrating an understanding of cause and effect.
Outlining Lesson Objective: Explaining what your expectations are for the class by the
end of the lesson/unit/activity ect… Verbally state lesson outcomes to students, we are learning
to…at the end of this lesson you will….ect Write objectives in a specific place – laminated card,
whiteboard which state outcomes and have students repeat them back.
Student feedback ideas: Students can give feedback in numerous ways dependent on the activity/lesson:
Thumbs up signals – Two thumbs up, (understood and able to work independently and/or able to instruct another students in the class), One thumb up (understands well, able to work independently), Thumb to the side (has some understanding, but needs more time and/or assistance), Thumb down (has not yet understood).
Coloured cups/cards/traffic lights ect – red (needs help), yellow (ok, but may require time or assistance), green (ok to go, understands concepts)
Have a specific place in the room where students can fill in post-it notes and stick them up – these can include what they have learned, any questions they may have, what they didn’t understand, how well they understood, one thing they feel that have improved on and/or what they think they can improve on for next time...ect.
YEAR LEVEL ACHIEVEMENT
STANDARD
TECHNOLOGY
Achievement Standard By the end of Year 6 students describe some competing considerations in the design of products, services and environments taking into account sustainability. They describe how design and technologies contribute to
meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They selectand use appropriate technologies and techniques correctly and safely to produce designed solutions. SCIENCE Achievement Standard http://www.australiancurriculum.edu.au/science/curriculum/f-10?y=6&s=SU&s=HE&s=IS&layout=1
MATHS Achievement Standard http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?y=6&s=NA&s=MG&s=SP&layout=1
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator
FOCUS LA: SCIENCE How much weight can it take break the bridge? ACTIVITY
1. Introduce students to the unit ‘Design, Make, Appraise’. 2. Introduce students to the ‘Plan and Design Sheet’ that will be required to be completed
for every activity. Demonstrate how to complete. (Printed, notability, word document etc…)
3. Introduce the Assessment Task – ‘Design Challenge Day’ NB: Students need to discuss and plan each bridge challenge. The design process is generally a circular one where the end solution may well be
quite different from the initial ideas. http://www.pbslearningmedia.org/resource/adptech12.sci.engin.design.dsposter/the-design-process-poster/
Students need to complete the template with text, diagrams (labelled) see work sample. Allow them time to re-design their work (if time permits). Students need to provide as much detail as they can, it is not expected at this point that they will provide correct technical language and terms.
4. Then introduce students to the ‘Evaluation Sheet’ that will be required to be completed for every activity. Demonstrate how to complete.
ACTIVITY Card Bridge
1. Design a bridge out of playing cards to test its durability and strength. How much weight
Student Resources: Playing cards – several decks. One deck for each group Teacher Resources: Weights to test the bridge, could be washers or coins
ASSESSMENT OPPORTUNITIES The process of assessment involves: Providing students with opportunities to demonstrate what they know and can do with what they know in terms of identified learning outcomes. Gathering and recording evidence of students’ demonstrations of learning outcomes. Making judgments about students’ demonstrations of learning outcomes. Assessments techniques include observation, consultation, focused analysis and peer and self assessment.
can it take to break the bridge? 2. Students complete a planning, design and evaluation template. 3. Allow students time to amend their initial design before evaluating.
Plan, design and evaluate a bridge challenge Explore information and answer inquiry questions.
I can : Plan, design and evaluate a bridge design using the template. Describe and explain answers to the inquiry questions?
Engage Explore Explain Elaborate Evaluate
ENGAGE RESOURCES
FOCUS LA: Science What bridge types are there? What is the best type of bridge for a given environment? How and why do bridges fail? What are the best shapes to use when designing and building a bridge? What factors need to be considered when planning and designing a bridge? ACTIVITY
1. Either as a class or individually students can explore the NOVO website on bridges http://www.pbs.org/wgbh/nova/tech/build-bridge-p1.html to give them background on types of bridges and expose them to technical terms and language. There are interactive investigations including a short game where students pick the correct bridge type.
2. In small groups, students are to carry out a task, which is to design and construct a bridge made of straws.
3. Revisit rules and expectations for working in a group. 4. In small groups, students are to carry out the task of designing and constructing a bridge
made of straws and paperclips. 5. Discuss the challenge with the students to check for understanding and expectations. 6. Students will be completing the Design and Evaluation templates with this activity. 7. Organise students into groups and allow at least 30 minutes for students to complete
design template and discuss their design, construct and test the design. 8. Allow at least 10 minutes for the students to complete their evaluation sheet.
Students will then complete a plan, design and evaluation template – describing differences and modifications to their design, including drawings.
Student Resources: Plan and Design and Evaluation template Teacher Resources: http://www.pbs.org/wgbh/nova/tech/build-bridge-p1.html Straws galore – paper clips and weights to test the bridges strength. http://www.factmonster.com/search?fr=fmtn&query=bridge+building&x=0&y=0 http://science.howstuffworks.com/engineering/civil/bridge.htm Enhanced TV Direct ‘ Richard Hammons Engineering Connections – The Earthquak’e proof bridge http://www.pbs.org/wgbh/buildingbig/bridge/index.html
Remind students it’s ok to ‘have a go’ and see if their design will work, there is time to re-evaluate their design and redesign if it doesn’t work. It’s also ok, if they are unable to come up with a design that works. This is a part of the design process. ACTIVITY
1. Introduce the class to the different bridge types via video ‘enhanced TV’ http://direct.enhancetv.com.au/share.php?token=0e9e97045f099472e19d21745c1e9be9 and the first section on Bridges (Take On Technology: Bridges - Ep 1 Of 12 ABC) http://direct.enhancetv.com.au/share.php?token=149b9a5631dc797b433d70e9a2119709 (Scope: Bridges And Tunnels Channel 10)
2. Students are to record information under the following headings: Materials, Bridge Type, Technical Terms and Language.
3. Discuss and collate information on the whiteboard and students can create word walls using the app ‘pic collage’ or a poster in small groups.
Optional - http://www.pbs.org/wgbh/buildingbig/bridge/index.html is an interactive website that explores bridges with activities on bridge design, including client requirements and environmental considerations. Students in a one-to-one program could work through individually, or can be accessed as a class. ACTIVITY
1. Students are introduced to this topic by watching the video from Enhanced TV Direct ‘Richard Hammonds Engineering Connections’ (available at the ABC shop) http://direct.enhancetv.com.au/share.php?token=158ad3b762ad588b31023e30fef5752d This video may be watched all at once or, over a series of lessons.
ASSESSMENT OPPORTUNITIES
TECHNOLOGIES LANGUAGE Steel girders, Bridge types – arch, cantilever, drawbridge, beam, suspension, cable stay. Manufactured, component, compression lines. Girders – box, I, C.
LEARNING AND TEACHING STRATEGIES
WEEK 1 2 3 4 5 6 7 8 9 10
SCIENCE CONTENT DESCRIPTORS MATH CONTENT DESCRIPTORS TECHNOLOGY CONTENT DESCRIPTORS
Students will: Describe and record a list of conditions and factors to be considered when
designing bridges Complete the activities on force and compression
I can : Record and describe conditions and factors that need
to be considered when designing a bridge Explain how force and compression act on bridges Complete the activities within my abilitiies
Engage Explore Explain Elaborate Evaluate
ENGAGE RESOURCES
FOCUS LA: Science What bridge types are there? What is the best type of bridge for a given environment? How and why do bridges fail? What are the best shapes to use when designing and building a bridge? What factors need to be considered when planning and designing a bridge? ACTIVITY Teachers notes: What is the engineering process? It is an extension of the scientific method. The engineering process includes basic procedures that engineers use to identify the problem and determine an adequate solution to the challenge they have undertaken. Explain the design process: http://www.pbslearningmedia.org/resource/adptech12.sci.engin.design.dsposter/the-design-process-poster/ It is important to note that the design process is rarely linear, refer back to the ‘Earthquake proof bridge’ video. Discuss with the students what other sorts of industries would use this process.
Students then work in pairs ‘think, pair, share’ and make a list of conditions/factors which need to be considered before design work takes place and perhaps during construction of a bridge.
When students are sharing their ideas with the class, a list can be compiled on the board.
Student Resources: In groups of 3 or 4:
Pen or marker Sponge (damp but not wet) or
eraser Cardboard String or small diameter rope 3x 6m
and 1x 1.2m For cable stayed bridge cut larger
diameter rope 1 x 1.5m and 1X 1.8m
Worksheets from website on compression and tensile forces Workbooks Teacher Resources: http://www.pbslearningmedia.org/resource/adptech12.sci.engin.design.dsposter/the-design-process-poster/
FACTORS AND CONDITIONS TO BE CONSIDERED WHEN DESIGNING AND BUILDING A BRIDGE... Site plan
Width and size of bridge Cost Blue prints Efficient use of materials
Environmental Factors Weather and local conditions - storms, cyclones, hot dry arid, tropical wet Topography of environment - mountains and other terrain Soil conditions - sandy, clay, rocky
Aesthetic look of the bridge Does your bridge represent something an idea or concept?
Health and safety requirements Keep your workers and users of the bridge safe during construction and during use.
Discuss with students the meaning of the words topography (geographical term for
the rise and fall of land) and aesthetics (the style and look of a bridge, perhaps it has been designed with a concept in mind like sails http://www.brisbanetimes.com.au/queensland/architecture-world-salutes-brisbanes-kurilpa-bridge-20111106-1n1q7.html and http://briscycle.com/kurilpa-bridge/ ).
Students will copy the discussed list into their books. ACTIVITY
Students are introduced to this topic by watching the video from Enhanced TV Direct ‘Richard Hammonds Engineering Connections’ http://direct.enhancetv.com.au/share.php?token=158ad3b762ad588b31023e30fef5752d
Complete the video.
ACTIVITY Discuss the terminology and experiment with the forces on bridges: Hands-on Activity: Bridge Types: Tensile & Compressive Forces Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_brid/cub_brid_lesson01_activity1.xml
Seach Kurilpa Bridge Brisbane for Aesthetics
https://www.teachengineering.org/view_activi
ty.php?url=collection/cub_/activities/cub_brid
/cub_brid_lesson01_activity1.xml
ASSESSMENT OPPORTUNITIES
Compression Tension forces
Optional – Have students create posters to use around the classroom on the forces acting on bridges TECHNOLOGIES LANGUAGE Topography, pylon, Compression, Tension forces, Dynamic movements, Resonance, Natures elements, steel girders, Bridge types – arch, cantilever, drawbridge, beam, suspension, cable stay. Manufactured, component, compression lines, lateral forces, Girders – box, I, C. Aesthetics.
LEARNING INTENTIONS SUCCESS CRITERIA Students will:
Design and build a bridge following specifications. Complete a planning, design and evaluation template. Communicate design via test, diagrams including design and
engineering terminology. Answer questions about bridges and engineering design.
I can : Design a bridge and build it to specifications. Use the planning, design and evaluation template and draw
design and explain our design using diagrams, text and design and engineering terminology.
Complete the questions about bridges and engineering design. Engage Explore Explain Elaborate Evaluate
ENGAGE RESOURCES
FOCUS LA: Science/Maths How much weight/capacity can your bridge hold? Who is able to design the strongest bridge? What sort of impact do you think bridges have made over time? Why? After your investigation today, how and why is it important that engineers and designers understand the materials that they use in bridge design? Did we use our materials effectively? What could your group have done to save on waste materials? ACTIVITY 1 Day – Design Day (Full Day with all Year 6 Classes)
1. This is the initial stage where the task is introduced. 2. Students will be placed in their groups. 3. Students will have roles explained and assigned. 4. Students will then begin their planning and design template.
Task: In teams of two or three you are to design and construct a model of a single-span bridge, using plastic drinking straws as the building material. Two towns are opposite each other with a chasm in between, they have been travelling down to the bottom of the chasm and back up again to move goods between the two towns and the
Student Resources: Planning and design template Scissors Teacher Resources: Building a straw bridge – document on server MATERIALS
You will have the following materials:
Drinking straws (approx. 50) 24cm long
Household pins, or blue tac or thin strips of masking tape (choose 1 only)
A strip of cardboard 45cm long and 10cm wide
Scissors
citizens are fed up! Your team has been asked to design and construct a bridge spanning this chasm. PROCEDURE
Your bridge needs to span 40cm (40 metres) and needs to be 10cm (10 metres) wide. There are to be no supporting pillars to the ground in between the ends of the span. Your bridge needs to support a reasonable amount of weight. You will use plastic cups
and water to determine the capacity of your bridge. In groups students will be given on a role: • 'Directing Engineer': This team member is responsible for directing the investigations, and
keeping the team working together towards the end result. • 'Equipment Managing Engineer': This team member is responsible for collecting all the
necessary equipment and materials to be used in the project, and returning them at the end of the session.
• 'Communications Engineer': This team member is responsible for team communication. This is the only team member who asks the teacher for directions or support and shares information with the 'Communications Engineers' from the other teams.
Students will need to calculate the cost of their bridge, they are to try and created the least expensive bridge. For each straw $10 000 For each pin/blue tax/masking tape
$2000
For each cut or bend in a straw $1000 Total Cost $
Total capacity of bridge: ML = Grams = Kg = You will need to take plastic cups, measure water and calculate the capacity of their bridge converting from mL to grams and then to a real world scale kg. All stages of your planning and design are to be recorded on your Planning and Design
ASSESSMENT OPPORTUNITIES This is a full day design assessment task with all three classes working in groups of no more than 3.
Template. Each member of your group needs to complete a Planning and Design Template which should include:
Labels – Using technical terms and language (pylons, trusses….etc) Diagrams – labelling angle types (acute, right angle, obtuse…etc) Drawings/photographs Text to explain your design
See Task sheet and worksheets for students to complete their planning and design. TECHNOLOGIES LANGUAGE Topography, pylon, Compression, Tension forces, Dynamic movements, Resonance, Natures elements, steel girders, Bridge types – arch, cantilever, drawbridge, beam, suspension, cable stay. Manufactured, component, compression lines, lateral forces, Girders – box, I, C. Aesthetics.
LEARNING INTENTIONS SUCCESS CRITERIA Students will:
Design and build a bridge following specifications. Complete a planning, design and evaluation template. Communicate design via test, diagrams including design and
engineering terminology. Answer questions about bridges and engineering design.
I can : Design a bridge and build it to specifications. Use the planning, design and evaluation template and draw
design and explain our design using diagrams, text and design and engineering terminology.
Complete the questions about bridges and engineering design. Engage Explore Explain Elaborate Evaluate
ENGAGE RESOURCES
FOCUS LA: Science This is a focus question that can guide the learning intention. ACTIVITY
5. This stage of the assessment task will see students building and testing their design. Task: In teams of two or three you are to design and construct a model of a single-span bridge, using plastic drinking straws as the building material. Two towns are opposite each other with a chasm in between, they have been travelling down to the bottom of the chasm and back up again to move goods between the two towns and the citizens are fed up! Your team has been asked to design and construct a bridge spanning this chasm. PROCEDURE
Your bridge needs to span 40cm (40 metres) and needs to be 10cm (10 metres) wide. There are to be no supporting pillars to the ground in between the ends of the span. Your bridge needs to support a reasonable amount of weight. You will use plastic cups
and water to determine the capacity of your bridge. In groups students will be given on a role:
Student Resources: Planning and design template Scissors Teacher Resources: Building a straw bridge – document on server MATERIALS
You will have the following materials:
Drinking straws (approx. 50) 24cm long
Household pins, or blue tac or thin strips of masking tape (choose 1 only)
A strip of cardboard 45cm long and 10cm wide
Scissors
• 'Directing Engineer': This team member is responsible for directing the investigations, and
keeping the team working together towards the end result. • 'Equipment Managing Engineer': This team member is responsible for collecting all the
necessary equipment and materials to be used in the project, and returning them at the end of the session.
• 'Communications Engineer': This team member is responsible for team communication. This is the only team member who asks the teacher for directions or support and shares information with the 'Communications Engineers' from the other teams.
Students will need to calculate the cost of their bridge, they are to try and created the least expensive bridge. For each straw $10 000 For each pin/blue tax/masking tape
$2000
For each cut or bend in a straw $1000 Total Cost $
All stages of your planning and design are to be recorded on your Planning and Design Template. Each member of your group needs to complete a Planning and Design Template which should include:
Labels – Using technical terms and language (pylons, trusses….etc) Diagrams – labelling angle types (acute, right angle, obtuse…etc) Drawings/photographs Text to explain your design
Your bridge will be tested using incremented weights. See Task sheet and worksheets for students to complete their planning and design.
6. This stage of the assessment task has students completing an evaluation sheet on their design process.
7. Students will complete the template and answer a few questions on their planning, design and testing process and offer suggestions for improvement.
8. Students complete a reflection on how they worked as a group through the investigation and what they have learnt.
Designs will be judged and prizes awarded to students:
ASSESSMENT OPPORTUNITIES This is a full day design assessment task with all three classes working in groups of no more than 3.
Most Aesthetically pleasing bridge Cheapest Bridge (that holds an acceptable weight) Strongest Bridge Most detailed design planning Most original approach to a bridge design (that holds an acceptable weight)
Educational Modifications CLASSROOM ACCOMMODATIONS FOR WHOM Seat near teacher Assign student to low- distraction area Seat near positive peer models Use support groups / cooperative learning Use rows instead of tables Use learning centre Use of time-out Stand near student when giving instruction Arrange classroom for safe visibility, accessibility and movement
PRESENTATION OF LESSONS FOR WHOM Adjust work load, reduce assignments or give alternative assignments
Use visual aids with oral presentation Teacher gives student outlines or study guides Ensure regular lesson revisits/reviews Highlight instructions (marker or highlighter tape) Give clear behavioural objectives Ask student to repeat instructions for clarification and understanding
Use high- impact game-like materials Call on student often Acknowledgment effort put forth Give reminders for student to stay on task, monitor student is on task/topic
Use large type/font and dark ink Keep page format simple Use visual prompts Divide page into clearly marked sections Remove distractions from paper
ALTERNATIVE EVALUATION PROCEDURES FOR WHOM Reduce number of items Practice completely similar questions Arrange for oral testing Have support staff administer test Permit student to type or use word processing Adjust grading criteria based on individual Adjusted grading option
NOTE TAKING STRATEGIES FOR WHOM Provide student the means to record Arrange for note taker e.g. Aide Give student a copy of notes Provide time for periodic review of student’s notes (written, dictated, word processed)
ORGANISATIONAL STRATEGIES FOR WHOM Use calendar to plan assignments Use of assignment notebook or work checklist especially diary
Diocese of Cairns Catholic Education Services 18
Daily schedule Give time top organise desk during class AM check-in to organise for the day Lunch-time check-in to organise for PM PM check-out to organise for homework Arrange a duplicate set of classroom material for use at home
Develop parent/school contract Training in time management
SUPPORT SERVICES FOR WHOM Peer tutoring Cross-age tutoring Student buddy Work with school officer Meet with staff during available times Teach student to monitor own behaviour Implement behaviour contract/reward Self advocacy/communication skill training Conflict resolution strategies Other _____________________
Adapted with permission from Positive Partnerships PD Facilitators Guide Module 5 Support materials
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Appendix 3
Assessment Task Sheet and Criteria Sheet
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Design & Technology Assessment Task Sheet Student Name: Year Level: YEAR 6
Name of Task: Teacher:
Learning Area/s: Science, Maths
Date Commenced: Date Due:
Type of Task: Oral Written Other
Task Conditions: Individual Pair Group Work
In Class Homework Other
Opportunity to Access: Books Notes Library Technology
Assessed By: Self Peer Teacher
Task Description: In teams of two or three you are to design and construct a model of a single-span bridge, using plastic drinking straws as the building material. Two towns are opposite each other with a chasm in between, they have been travelling down to the bottom of the chasm and back up again to move goods between the two towns and the citizens are fed up! Your team has been asked to design and construct a bridge spanning this chasm. PROCEDURE
Your bridge needs to span 40cm (40 metres) and needs to be 10cm (10 metres) wide.
There are to be no supporting pillars to the ground in between the ends of the span.
Your bridge needs to support a reasonable amount of weight. You will use plastic cups and water to determine the capacity of your bridge.
In groups students will be given on a role: • 'Directing Engineer': This team member is responsible for directing the investigations, and
keeping the team working together towards the end result. • 'Equipment Managing Engineer': This team member is responsible for collecting all the
necessary equipment and materials to be used in the project, and returning them at the end of the session.
• 'Communications Engineer': This team member is responsible for team communication. This is the only team member who asks the teacher for directions or support and shares information with the 'Communications Engineers' from the other teams.
Diocese of Cairns Catholic Education Services 21
Students will need to calculate the cost of their bridge, they are to try and created the least expensive bridge. For each straw $10 000 For each pin/blue tax/masking tape
$2000
For each cut or bend in a straw $1000 Total Cost $ Total capacity of bridge: ML = Grams = Kg = You will need to take plastic cups, measure water and calculate the capacity of their bridge converting from mL to grams and then to a real world scale kg. All stages of your planning and design are to be recorded on your Planning and Design Template. Each member of your group needs to complete a Planning and Design Template which should include:
Labels – Using technical terms and language (pylons, trusses….etc) Diagrams – labelling angle types (acute, right angle, obtuse…etc) Drawings/photographs Text to explain your design
Resources: Cardboard 10cm x 40cm strips/ 1 per group
50 drinking straws per group
Masking tape (students need to cut into small strips)
Blue tac
Pins
Design template (digital or printed)
iPads or cameras to record students work
Art book or maths grid book to record design drawings
Think about bridges you have seen and what we have learned about them in class. What sort of impact do you think bridges have made over time? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ After your investigation today, how and why is it important that engineers and designers understand the materials that they use in bridge design? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Did we use our materials effectively? What could your group have done to save on waste materials? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
LearningwithFaithandVision
Diocese of Cairns Catholic Education Services 48
DESIGN AND TECHNOLOGY – DESIGN CHALLENGE Criteria A B C D E The Students work demonstrates evidence of:
Desig
n &
Tech
nolo
gies
Kno
wle
dge
and
Unde
rsta
ndin
g
Student has demonstrated an understanding of the characteristics of the model bridge materials and has identified and evaluated the impact bridges have made over time. (ACTDEK023)
Student has demonstrated a very high level of understanding of the materials used by planning, designing and building a model bridge to the specifications. The bridge is able to hold a reasonable weight that has been calculated correctly in mL to g to kg. Student has a detailed and logical response to the impact bridges have had over time.
Students has demonstrated a high level of understanding of the materials used by planning, designing and building a model bridge to almost all of the specifications. The bridge is able to hold a reasonable weight that has been calculated correctly in mL to g to kg. Student has a practical response to the impact bridges have had over time.
Students has demonstrated a sound level of understanding of the materials used by planning, designing and building a model bridge to some of the specifications that is able to hold a reasonable weight. The bridge is able to hold a reasonable weight that has been calculated mL to g to kg. Student has a sensible response to the impact bridges have had over time.
Students has demonstrated a limited understanding of the materials used by an incomplete plan and design. The model bridge does not follow the specifications but is able to hold a reasonable weight. The calculations from mL to g to kg were attempted but are not correct. Student has a limited response to the impact bridges have had over time.
They have not yet demonstrated an understanding of the materials by not completing a plan and design template. The bridge is not complete and so cannot be tested. There is little or no responses recorded to the impact bridges have had over time.
Desig
n &
Tech
nolo
gies
Pro
cess
es a
nd P
rodu
ctio
n Sk
ills
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
Has been able to clearly explain and evaluate their design and make logical suggestions for future redesign or has shown initiative by redesigning their bridge so that it achieves the intended design solution.
Has been able to explain and evaluate their design and make practical suggestions for future redesign or has been able to redesign their bridge so that it achieves the intended design solution.
Has been able to evaluate their design and make sensible suggestions for future redesign.
Has been able to describe their design and make a suggestion for future redesign.
Has not been able to describe their design or make suggestions for future redesign.
Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
Student has a detailed and complete planning and design and evaluation template and answered all the questions logically and comprehensively. Has a clear and logical diagram to demonstrate their design. They have used correct technical terms to label their design.
Student has a complete planning and design and evaluation template and answered all the questions logically. Has a clear diagram to demonstrate their design. They have used mostly correct technical terms to label their design.
Student has a complete planning and design and evaluation template and answered all the questions. Has a diagram to demonstrate their design. They have used some correct technical terms to label their design.
Student has a completed some of the planning and design and evaluation template and answered some of the questions. Has an incomplete diagram. They have used a few correct technical terms to label their design.
Student has a not completed the planning and design and evaluation template and questions. Has no diagram. They have not used any technical terms to label their design.
Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (AC
The bridge shows a logical, clear and concise consideration of use of materials (resources). A reasonable effort has been made to create the cheapest/most cost effective
The bridge shows a clear consideration of use of materials (resources). A sensible effort has been made to create the cheapest/most cost effective bridge as per the task requirements.
The bridge shows some consideration of use of materials (resources). An effort has been made to create the cheapest/most cost effective bridge as per the task requirements.
The bridge shows a limited consideration of use of materials (resources). Not much effort has been made to create the cheapest/most cost effective bridge as per the task requirements.
The bridge shows a no consideration of use of materials (resources). No effort has been made to create the cheapest/most cost effective bridge as per the task requirements.
