building blocks 2 - province of manitoba · 2020. 2. 25. · 5. on average, every person on earth...
TRANSCRIPT
BUILDING
BLOCKS
2.0
Combining Science,
Building Blocks and Fun
“Curiosity is the wick in the candle of learning” William Ward
2
LEGO® is a trademark of the LEGO Group, which does not sponsor, authorize, or endorse this resource.
This resource is for 4-H educational purposes only.
A limited supply of building blocks are available for Clubs and
Area Councils to borrow. Please send your request to
Manitoba 4-H Council. (204) 726-6136
Sections of this resource were adapted from the 4-H Ontario—Building Blocks Engineering project.
They were used with the permission of the Ontario 4-H Council.
3
Table of Contents
Available Resources Building Blocks in Education The Amazing LEGO® Brick 10 Fun LEGO® Facts About This Resource What Youth Are Doing With Science and Building Blocks 4-H Hands On Science Powered by Smarter Science Predict Explain Observe Explain Steps PEOE Technique Assess & Evaluate Inquiry Card - Tower World’s Tallest Tower Inquiry Card - Catapult Inquiry Card - Car Race Inquiry Card - Bridges Inquiry Card - Balloon Car Inquiry Card - Sturdy Wall Inquiry Card - Gears Inquiry Card - Boats Inquiry Card - Light & Shadow Inquiry Card - Mosaic ART Factsheet
Page 4 Page 5 Page 5 Page 6 Page 7 Page 9 Page 10 Page 11 Page 12 Page 13 Page 15-16 Page 17 Page 19 Page 21 Page 23-24 Page 25-26 Page 27 Page 29-31 Page 33 -34 Page 35-36 Page 37-38 Page 39 –40
4
Available Resources
Pinterest – The Visual Discovery Tool Pinterest is a social media bulletin board for you to virtually pin pictures of things that interest you to your own personal boards – Pin-Explore-Discover! 4-H Manitoba has a Pinterest account. Each project series has a board full of fun and interesting ideas. There are also boards for 4-H Awesome, Community Service, Volunteers, Communications and Building Blocks. Check it out at www.pinterest.com/4hmanitoba/
The following may be borrowed from M4HC ( 204-726-6136):
To borrow contact Manitoba 4-H Council.
(204) 726-6136 [email protected] Pkgs: #28 or #29
1 Medium Sized Tub of LEGO® DUPLO®
1 Large Tub of LEGO® Bricks 4 Tubs of Large Mega Bloks®
15 Green Base plates
2 LEGO® Idea Books To borrow contact Joanne: 204-851-2481
12 LEGO® Cars
Gearing Up - Explore how gears work by experimenting with different combinations.
Using actual gears, this activity shows members how by working together . As one unit things can get done faster and with less effort!
5
The Amazing LEGO® Brick Factsheet
1. The LEGO Group was founded in 1932 by Ole Kirk Kristiansen. He made wooden toys.
2. In 1949 the first LEGO® bricks were made. They were called “Automatic Binding Bricks”.
3. In 1958, the LEGO® brick was launched with a new coupling principle, the one we know today, opening up endless building possibilities.
4. DUPLO® bricks are designed for preschool age children. However, they are designed so that they can be used with LEGO® bricks.
5. The name LEGO® refers to the brand name and it is never to be used as a plural. e.g. LEGOs.
6. Standard pieces are called bricks, NOT blocks. The bumps on top of the brick are called studs. Everything is referred to by its stud count, so a classic LEGO® brick is referred to as a 2x4.
7. LEGO® is manufactured by a complex process involving a mixture of chemical compounds that is injected into moulded shapes. To view the ‘Chemistry of LEGO’ visit https://jameskennedymonash.wordpress.com/2014/07/15/how-are-lego-bricks-made-the-chemistry-of-lego/
6
10 Fun LEGO® FACTS
1. LEGO® comes from the Danish phrase “leg godt” which means “play well”.
2. 55 billion LEGO® elements were produced in 2013. 600 billion have been man-ufactured since the company began in 1932. 105,000 pieces are made every minute.
3. LEGO® is one of the world’s largest tire manufacturers - they make 500 million LEGO® tires every year.
4. The world’s children spend 5 billion hours each year playing with LEGO® bricks.
5. On average, every person on earth owns 86 LEGO® bricks.
6. A column of 40 billion LEGO® bricks would reach the moon.
7. There are enough minifigures to wrap around the earth at least 4 times. Ap-proximately 4 billion minifigures have been produced making them the world’s largest population.
8. Approximately 7 LEGO® sets are sold every second. During the Christmas sea-son it increases to 34 sets.
9. 2 eight stud bricks of the same colour can be combined in 24 ways. 3 eight stud bricks of the same colour can be combined in 1060 ways. 6 eight stud bricks can be combined in 915, 103, 765 million ways.
10. In 2009, James May of Great Britain built a full scale house entirely of 3.3 million LEGO® bricks. It took 1000 volunteers to build it. It includes a
working toilet and shower and a bed made from LEGO®. See this article for more pictures: http://www.dailymail.co.uk/news/article-1214729/James-
May-size-Lego-house-wants.html
7
Building Blocks in Education
Building Blocks provide hands-on tools that develop lateral thinking in a fun environment. Enhances 3 dimensional thinking Improves literacy as kids work with instructions Promotes communication and critical thinking Involves fine motor development Develops problem solving, organization and planning by construction Encourages creativity
Building Blocks are used in the classroom to assist in skill development as well as to assess cur-rent knowledge Improving hand-eye coordination Developing scientific and technological solutions Involving geometry, mathematics, and engineering Following directions with logic and reasoning Duplicating complex patterns Planning and evaluating patterns
Play is a key element in children’s growth and development and it stimulates imagination, the emergence of ideas and creative expression. By making things, children explore their ideas and discover how things work. A hands-on approach will help members retain what is learned better than if someone simply gives them the information.
Learn To Do By Doing “Learn To Do By Doing” is the 4-H motto and is one of the main reasons 4-H has been so widely
recognized and respected in the field of informal education. It engages the learner and encourages
them to think more. They will ultimately learn more than through traditional teaching methods.
Experiential learning is more than just doing activities. It involves planning and discussing the
activity, drawing conclusions from the activity, and applying those conclusions to the real world.
Hands-on activities expose members to new skills and encourage continuous learning.
About This Resource
Build, play and grow! Introduce yourself to the world of building and designing various basic structures and machines. Working in teams or as individuals, test the strength, efficiency and accuracy of the project you build. Apply real-world concepts in physics, engineering, architecture and art. Challenge yourself to increase the strength, speed, stability and accuracy or efficiency of your project,. Learn leadership, communication and team building skills. The sky is the limit as to what you can create.
This resource has been developed to provide you with tools to teach 4-H Members science and leadership skills in a fun learning environment. It is based on the STEAM learning model. Activities can be used on their own at club meetings, project meetings, etc. or can be combined for a larger Area Council event. Activities should be used in combination with the discussion of topic information to teach members in a hands-on, interactive learning environment.
STEAM: Science-Technology-Engineering–Agriculture-Mathematics
8
Why Science? Why Now?
The percentage of students who are very or somewhat interested in
Science decreases as students age. 12-13 yrs 78% 14-16 yrs 67% 17-18 yrs 58%
72% of teens think science is fun!
BUT only 22% express an interest in
pursuing science at the post
secondary level.
Kids are natural scientists. Alan Alda
9
What Youth Are Doing With Science
and Building Blocks
Toronto Teens Send LEGO® Man Into Space
In January,2012, two teenagers from Toronto, Mathew Ho and Asad Muhammad, achieved their goal of putting a plastic astronaut in space. Together, they built a Styrofoam capsule that could carry 4 cameras, a GPS-enabled cell phone, a hand sewn parachute, and a LEGO® man with a Canadian flag. The capsule was launched using a weather balloon which carried the Lego-naut 24 km above the earth. That’s more than double the altitude of commerical airline flights. They captured the journey on video as the LEGO® man transitioned from a view of the skyline to darkness. Later, the balloon popped and the mission landed safely more than 120 km away from the launch site.
Braille Printer Made of LEGO®
In May, 2015, 13 year old Shubham Banerjee began a partnership with Microsoft as the youngest entrepreneur ever to receive venture-capital funding. Banerjee has developed a solution to relieve the stresses of expensive Braille printers for those who are visually impaired. He constructed a printing device out of LEGO® upon reading about how blind people read using Braille. Using LEGO®, Banerjee is able to print in raised dots (Braille). He chose to name the machine Braigo, a combination of Braille and LEGO®. As of June, 2015, the printer was not yet available, but hopefully will be printing soon. DIY instructions are also available.
http://frenchtribune.com/teneur/129123-lego-man-space https://www.flickr.com/photos/k-ideas/6763350127/
https://roysta14.wordpress.com/2014/04/22/bragio-blindeskrift-skriver-laget-av-lego/
10
4-H Hands-on Science Explore the world of science and dive into hands-on projects and activities that let you discover how science affects everyday life! ENGAGE in the science & technology world EXPLORE ideas you may have brewing EXPLAIN your plan EXTEND your mind and reach for the sky 4-H Canada recently entered an exciting partnership with Youth Science Canada (umbrella organization for Canada-Wide Science Fairs) in order to create and deliver fun, informal STEAM (Science, Technology, Engineering, Agriculture and Math) activities within local 4-H clubs. This resource will provide 4-H leaders with the tools to engage in STEAM activities, and help to foster a new appreciation of science and technology in 4-H members. By adding science to club and area council programming 4-H leaders will help 4-H members to develop twenty-first century thinking skills. These include: Creativity and innovation Critical thinking and problem solving Teamwork and collaboration Initiative, self direction and entrepreneurialism Effective oral and written communication Digital competence
4-H Hands-on Science Powered By Smarter Science Smarter Science https://smarterscience.youthscience.ca/ is part of Youth Science Canada's pro-gram for engaging youth in science and providing a curricular connection to project-based sci-ence and science fairs. Smarter Science is a framework for teaching and learning science and for developing the skills of inquiry, creativity, and innovation. Thinking like a Scientist What do scientists do? - They ask questions and make observations of things in nature. - They record observations and conduct experiments where possible. - They use the data they collect to develop models that explain phenomena. - They test their models repeatedly, and discard, refine, or confirm them. Smarter Science aims to teach students the process scientists use to learn about the world.
Building Blocks 2.0 uses the PEOE Inquiry Technique.
11
P.E.O.E STEPS 1. PREDICT Write a prediction statement for the event. “IF _____________ THEN _____________________.” o Draw a well labeled diagram of your prediction. 2. EXPLAIN Write an explanation of your prediction drawing from your understanding, experiences, the-ories, models and/or insights gained from your research on the topic (background info may be provided or your own research may be required) – point form. o Share your predictions with your group and/or class. o Modify your prediction or explanation based on the group discussion. 3. OBSERVE Decide what evidence you can collect or what measurements you will take to check your prediction. o Carefully collect evidence and take measurements. (You may use scientific equipment and techniques) o Record your observations. 4. EXPLAIN Write an explanation for your observations. Use theories or models to help explain your evidence and measurements. (background info may be provided or you may need to complete your own research to support or refute your findings) Believe your observations – don’t worry about what you were supposed to see. Excellent opportunity for a group note. o answer any follow up questions from the activity.
Sometimes the questions are complicated and the answers
are simple. Dr. Seuss
I have not failed. I’ve successfully discovered 10,000 things that won’t work. Thomas Edison - Inventor of the phonograph, electric light bulb, and motion picture camera
12
13
4-H Hands-on Science activities develop thought processing skills. Members move from Beginning through Proficient as they explore 4 different stages.
14
Employment Growth
In Science Related Sectors
35% Health Occupations
20% Natural & Applied Science 10% Trades & Related Occupations
Jobs of the Future NEED Science
Highest labour demand categories: Technical Scientific
Engineering Healthcare
15
Inq
uiry Te
chn
iqu
e: P
EOE
Stretch Yo
ur Skills: O
bservin
g, Pred
ictin
g, Hyp
oth
esizing,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! Force
s and
Structu
res
The p
rimary fo
rce that aff
ects a structu
re is the verti
cal force o
f gravity. Th
e pu
ll of gravity creates a d
ow
nw
ard fo
rce on
the stru
cture. Th
is d
ow
nw
ard fo
rce con
sists of th
e weigh
t of th
e structu
re itself (the d
ead
load
) plu
s the w
eight o
f wh
atever sits, han
gs, or w
alks on
the stru
cture
(live load
). Thin
k of a b
uild
ing as b
eing d
ivided
into
layers. As yo
u m
ove
do
wn
the stru
cture, each
layer m
ust su
pp
ort a litt
le mo
re w
eight th
an th
e on
e abo
ve it. A
s such
, the lo
wer layers m
ust
be stro
nger th
an th
e up
per
layers. A
ccord
ing to
New
ton
’s First Law o
f Mo
tio
n, in
ord
er for o
bjects at rest
to stay at rest, th
e forces acti
ng o
n th
em m
ust b
e balan
ced. Th
e two
fo
rces (gravity pu
lling d
ow
n an
d th
e strength
of th
e structu
re pu
shin
g u
p) b
alance th
emse
lves at zero an
d th
ere is no
mo
vemen
t. If the
structu
re is no
t stron
g eno
ugh
to exert a fo
rce up
ward
, gravity will
prevail an
d th
e structu
re will co
llapse.
Inq
uir
y C
ard
TO
WE
R
The fo
rces that act o
n stru
ctures are all p
ush
es and
pu
lls tend
ing to
pu
ll p
ieces apart o
r pu
sh p
ieces togeth
er. Thro
ugh
pu
shin
g and
pu
lling
(ten
sion
and
com
pressio
n), a b
uild
ing m
ust retain
its stability.
Referen
ce material is fro
m th
e Scienti
sts in Sch
oo
ls pro
gram. Fo
r mo
re in
form
atio
n o
n fo
rces and
engin
eering co
ncep
ts for yo
un
g peo
ple visit:
ww
w.scien
tistsin
scho
ol.ca
16
O
pe
n-E
nd
ed
Inq
uir
y Q
ue
stio
ns:
Can
yo
u n
ame
som
e fa
mo
us
tow
ers?
Fo
r ex
amp
le: E
ifel
, CN
Wh
ich
met
ho
d o
f b
uild
ing
will
gi
ve y
ou
th
e st
ron
gest
to
wer
?
Wh
y is
it im
po
rtan
t to
th
ink
abo
ut
ten
sio
n a
nd
co
mp
ress
ion
wh
en d
esig
nin
g a
bu
ildin
g?
Do
it!
Ch
alle
nge
#1
D
esig
n a
nd
co
nst
ruct
a b
uild
ing
blo
ck t
ow
er t
hat
can
wit
hst
and
m
ove
men
t (w
ind
, ear
thq
uak
e) w
ith
ou
t fa
llin
g d
ow
n. B
uild
th
e to
wer
an
d p
lace
it o
n a
tra
mp
olin
e o
r an
un
stab
le s
urf
ace.
Ho
w h
igh
can
yo
u
mak
e th
e to
wer
bef
ore
it t
op
ple
s? E
xper
imen
t w
ith
th
e b
ase
wid
th, t
he
hei
ght,
an
d t
he
wei
ght
on
th
e to
p o
f th
e to
wer
. Use
th
e P
EOE
tech
niq
ue
to c
on
du
ct y
ou
r ex
per
imen
ts.
Dig
It!
Wh
ich
str
uct
ure
use
d f
or
you
r to
wer
was
th
e m
ost
su
cces
sfu
l?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
Do
it!
Ch
alle
nge
#2
Usi
ng
Bu
ildin
g B
lock
s, c
on
stru
ct a
rep
lica
of
a fa
mo
us
tow
er la
nd
mar
k.
Ex
per
imen
t to
fin
d t
he
bes
t b
uild
ing
tech
niq
ue.
Will
it p
ass
the
m
ove
men
t te
st?
Use
th
e P
EOE
tech
niq
ue
to c
on
du
ct y
ou
r ex
per
imen
ts.
Dig
It!
Wh
at b
uild
ing
tech
niq
ues
wer
e u
sed
to
bu
ild y
ou
r to
wer
?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
Stag
gere
d
Stac
ked
17
World’s Tallest LEGO® Tower
Guinness Book of World Records
The tallest LEGO® Tower in the world was built on May 25, 2014 in Budapest, Hungary. It took 4 days and 450,000 bricks to build the tower. It measured 34.76 metres high. Photos were taken by Getty Images.
You can see a video of the tower at:
http:www.guinnessworldrecords.com/news/2014/5/lego-store-budapest-reach-record-breaking-heights-with-tower-record-57704-57714/
18
If You Can Dream It
You Can Build It
Today is a great day to
learn something new!
www.wallpowper.com
19
Inq
uiry Te
chn
iqu
e: PEO
E Stretch
You
r Skills: Ob
serving, P
redicti
ng, H
ypo
thesizin
g,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! Levers are sim
ple m
achin
es. They m
ake it easier to lift
a heavy lo
ad o
r to
app
ly force. A
lever is a straight b
ar that tu
rns aro
un
d a fi
xed p
oin
t w
hen
it is pu
shed
or p
ulled
. The p
oin
t is called a fu
lcrum
. The p
ush
ing
or p
ullin
g is called eff
ort. A
seesaw is an
examp
le of a lever.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Ho
w m
any exam
ples o
f levers can yo
u list? Fo
r examp
le, wh
eel-b
arrow
, crow
bar, h
amm
er.
Wh
en w
ou
ld yo
u u
se a lever?
Ho
w d
o levers m
ake wo
rk easier? D
o it!
A catap
ult is a sim
ple m
achin
e that is
used
for th
row
ing o
r laun
chin
g large o
bjects o
ver a lon
g distan
ce. Usin
g B
uild
ing B
locks, b
uild
a simp
le catapu
lt. Experim
ent w
ith d
ifferen
t de-
signs an
d m
od
els. The exam
ple in
the p
icture u
ses an axle an
d w
heels
to create th
e fulcru
m. Lau
nch
weigh
ts by p
ush
ing d
ow
n o
n th
e end
o
pp
osite th
e weigh
t. Experim
ent w
ith d
ifferen
t weigh
ts and
with
the
placem
ent o
f the fu
lcrum
on
the b
ar. Use th
e PEO
E techn
iqu
e to
con
du
ct you
r experim
ents.
Dig It!
Did
mo
ving th
e fulcru
m ch
ange h
ow
the w
eight w
as laun
ched
?
Wh
at was th
e diff
erence b
etween
laun
chin
g a heavy an
d a ligh
t w
eight?
Wh
at wo
uld
you
do
diff
erently? G
ive it a try.
Inq
uir
y C
ard
CA
TA
PU
LT
20
So
me
wh
ere
,
So
me
thin
g
Incre
dib
le
Is W
ait
ing
To
Ha
pp
en
. C
arl
Sagan
C
arl S
agan
was
an
Am
eric
an
astr
on
om
er, c
osm
olo
gist
,
astr
op
hys
icis
t, a
stro
bio
logi
st.
Ww
w.r
edh
oo
p.c
om
/blo
g
21
Inq
uiry Te
chn
iqu
e: P
EOE
Stretch Yo
ur Skills: O
bservin
g, Pred
ictin
g, Hyp
oth
esizing,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! A
n in
clined
plan
e is a simp
le mach
ine. It is a fl
at surface set at an
angle
(its end
s have d
ifferen
t heigh
ts). It makes it easier to
lift h
eavy ob
jects b
y usin
g less effo
rt over a lo
nger d
istance. Fo
rce is the cap
acity to d
o
wo
rk or cau
se ph
ysical chan
ge. Ob
jects on
an in
clined
plan
e are in
flu
enced
by th
e do
wn
ward
force o
f gravity. The stru
cture o
f the
inclin
ed p
lane exerts an
up
ward
(no
rmal) fo
rce to su
pp
ort th
e ob
ject. To
gether, th
ese forces co
ntrib
ute to
the n
et force in
the d
irectio
n o
f th
e slop
e of th
e inclin
ed p
lane. Th
e net fo
rce causes th
e ob
ject to
accelerate (gain
spee
d) as it m
oves d
ow
n th
e inclin
ed p
lane.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at are so
me exam
ples o
f inclin
ed p
lanes?
For exam
ple, ram
ps, ch
utes, slid
es.
Wh
en h
ave you
used
an in
clined
plan
e?
Ho
w d
o in
clined
plan
es make w
ork easier?
Do
it! U
se Bu
ildin
g Blo
cks to b
uild
a race car. Usin
g the in
clined
plan
e, race yo
ur car again
st oth
ers’ cars and
make ch
anges to
imp
rove yo
ur car’s
perfo
rman
ce by m
easurin
g distan
ce. Experim
ent w
ith d
ifferen
t design
s an
d m
od
els to b
uild
a car that travels as far as p
ossib
le. Experim
ent b
y ch
angin
g the slo
pe o
f the ram
p an
d m
aking n
ecessary chan
ges to
imp
rove yo
ur car. U
se the P
EOE tech
niq
ue to
con
du
ct you
r exp
erimen
ts. D
ig It!
Wh
at chan
ges to th
e car affected
the d
istance it travele
d? W
hy?
Wh
at hap
pen
ed w
hen
you
chan
ged th
e slop
e of th
e inclin
ed
plan
e? Wh
y?
Wh
at wo
uld
you
do
diff
erently? G
ive it a try.
D
ow
nw
ard Fo
rce of G
ravity
Up
ward
(No
rmal) Fo
rce
Net Fo
rce = Accelerati
on
Inq
uir
y C
ard
CA
R R
AC
E
22
Ide
as a
re
the
Bu
ild
ing
Blo
ck
s o
f
Ide
as
. Jaso
n Z
ebeh
azy
Ww
w.a
dd
icte
d2f
un
.co
m
23
Inq
uiry Te
chn
iqu
e: PEO
E Stretch
You
r Skills: Ob
serving, P
redicti
ng, H
ypo
thesizin
g,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! A
brid
ge is a structu
re that is b
uilt to
pro
vide p
assage over p
hysical
ob
stacles such
as bo
dies o
f water, valleys, o
r road
s. You
dep
end
on
the
strength
and
mech
anics o
f brid
ges as you
travel. Two
forces act o
n
brid
ges - com
pressio
n an
d ten
sion
. Co
mp
ression
results fro
m th
e w
eight o
r the lo
ad o
n th
e brid
ge pu
shin
g the u
pp
er surface o
f the
brid
ge mo
re tigh
tly togeth
er. If the fo
rce of co
mp
ression
beco
mes to
o
great for th
e brid
ge structu
re to su
pp
ort, it can
cause th
e brid
ge to
bu
ckle. Tensio
n is th
e force p
ullin
g on
the lo
wer su
rface of th
e brid
ge as it is stretch
ed ap
art. This fo
rce can resu
lt in th
e brid
ge snap
pin
g. A
brid
ge can b
e strength
ened
by tran
sferring stress to
spread
the fo
rce even
ly over a greater area.
The A
kashi-K
aikyo B
ridge in
Japan
measu
res 19
91m b
etwee
n
sup
po
rtin
g structu
res and
is the lo
ngest sin
gle span
brid
ge in th
e wo
rld.
The w
orld
record
lon
gest LEGO
® b
ridge w
as 32
.32
m lo
ng w
ith a cen
tre sp
an o
f 20
m. It w
as design
ed b
ased o
n th
e Akash
i-Kaikyo
Brid
ge and
w
as able to
sup
po
rt a mo
ving m
od
el train.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at type
s of b
ridges are b
uilt aro
un
d th
e wo
rld an
d w
hy? Fo
r exam
ple, b
eam, tru
ss, mo
vable.
Wh
at factors stren
gthen
or w
eaken a b
ridge?
Wh
y are com
pressio
n an
d ten
sion
imp
ortan
t wh
en yo
u are
d
esignin
g a brid
ge?
com
pre
ssion
tensio
n
Inq
uir
y C
ard
BR
IDG
ES
24
Do
it!
D
esig
n a
bri
dge
th
at c
an b
e co
nst
ruct
ed u
sin
g B
uild
ing
Blo
cks.
Dev
elo
p a
p
lan
to
bu
ild a
bri
dge
th
at c
an s
pan
a d
ista
nce
of
30
cm
bet
wee
n t
wo
ta
ble
s o
r ch
airs
of
the
sam
e h
eigh
t w
hile
su
pp
orti
ng
a cu
p o
f m
arb
les.
C
on
sid
er u
sin
g d
iffer
ent
shap
es in
yo
ur
bu
ildin
g p
lan
to
ad
d s
tren
gth
to
yo
ur
stru
ctu
re. U
se B
uild
ing
Blo
cks
to b
uild
yo
ur
bri
dge
. On
ce y
ou
r b
rid
ge is
co
mp
lete
, tes
t th
e st
ren
gth
of
you
r b
rid
ge b
y p
laci
ng
a co
nta
iner
on
th
e m
idd
le o
f th
e sp
an a
nd
by
add
ing
mar
ble
s u
nti
l th
e cu
p
is f
ull
or
the
bri
dge
sn
aps.
Exp
erim
ent
by
mak
ing
chan
ges
to y
ou
r b
rid
ge
un
til i
t ca
n s
up
po
rt t
he
enti
re lo
ad. T
ry t
o a
dap
t yo
ur
bri
dge
to
sp
an a
gr
eate
r d
ista
nce
wh
ile s
up
po
rtin
g w
eigh
t. U
se t
he
PEO
E te
chn
iqu
e to
co
nd
uct
yo
ur
exp
erim
ents
.
Dig
It!
Wh
at f
eatu
res
of
the
bri
dge
co
ntr
ibu
ted
to
th
e st
ren
gth
s an
d
wea
knes
ses
of
the
bri
dge
?
Ho
w e
lse
mig
ht
you
exp
erim
en
t w
ith
bri
dge
s?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
25
Inq
uiry Te
chn
iqu
e: PEO
E Stretch
You
r Skills: Ob
serving, P
redicti
ng, H
ypo
thesizin
g,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! M
any cars are p
ow
ered b
y gasolin
e, diesel, o
r oth
er com
bu
stib
le fuels.
A B
uild
ing B
locks car can
be p
ow
ered b
y air from
a ballo
on
. Ne
wto
n's
Third
Law o
f Mo
tio
n states th
at for every acti
on
, there is an
equ
al and
o
pp
osite reacti
on
. In th
e case of th
e Ballo
on
Po
wered
Car, th
e actio
n is
the air ru
shin
g from
the b
alloo
n. Th
e air escapes fro
m th
e ballo
on
q
uickly b
ecause th
e air pressu
re insid
e the b
alloo
n is m
uch
high
er than
th
e air pressu
re ou
tside th
e ballo
on
. The reacti
on
is the m
ovem
ent o
f th
e car in th
e op
po
site directi
on
becau
se of th
rust (a su
dd
en
mo
vemen
t in a sp
ecified
directi
on
). D
evelop
men
t of th
e wo
rld’s fi
rst air po
wered
car began
as early as 1
99
9. C
om
pressed
air is used
to p
ow
er the en
gine
’s pisto
ns. Th
ese cars h
ave a very low
enviro
nm
ental im
pact. Th
e car can b
e po
wered
sole
ly b
y air or in
com
bin
atio
n w
ith gaso
line, d
iesel, or ele
ctricity.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at are som
e examp
les of th
ings th
at are po
wered
by air? Fo
r exam
ple, glid
er, too
ls, air-po
wered
car.
Wh
at oth
er new
po
wer so
urces are b
eing d
evelop
ed?
Wh
y is the fo
rce of air p
ressure im
po
rtant?
Force o
f air m
ovem
ent fro
m
the b
alloo
n
Thru
st = ob
ject m
oves fo
rward
Inq
uir
y C
ard
BA
LL
OO
N C
AR
26
Do
it!
U
se B
uild
ing
Blo
cks
to d
esig
n a
nd
bu
ild a
bal
loo
n p
ow
ered
car
. D
evel
op
a s
yste
m t
o a
ttac
h t
he
infl
ated
bal
loo
n t
o t
he
Bu
ildin
g B
lock
s ca
r. L
eave
a s
ingl
e sp
ace
in y
ou
r d
esig
n t
o t
hre
ad t
he
bal
loo
n t
hro
ugh
. Te
st y
ou
r ca
r’s
per
form
ance
. Exp
erim
ent
by
mak
ing
chan
ges
to t
he
stru
ctu
re o
f th
e ca
r an
d t
o t
he
po
siti
on
an
d in
flati
on
of
the
bal
loo
n t
o
imp
rove
yo
ur
car.
Use
th
e P
EOE
tech
niq
ue
to c
on
du
ct y
ou
r ex
per
imen
ts.
Dig
It!
Wh
at f
acto
rs c
ause
d t
he
car
to s
top
?
Wh
at h
app
ened
wh
en y
ou
ch
ange
d t
he
po
siti
on
of
the
bal
loo
n?
Wh
y?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
27
Inq
uiry Te
chn
iqu
e: P
EOE
Stretch Yo
ur Skills: O
bservin
g, Pred
ictin
g, Hyp
oth
esizing,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! En
gineerin
g is the p
rocess o
f fin
din
g solu
tio
ns to
hu
man
pro
blem
s th
rou
gh th
e use o
f creativity an
d th
e app
licatio
n o
f math
and
science
skills. Bu
ildin
gs mu
st be d
esigned
to w
ithstan
d a lo
t of w
eight an
d m
ay h
old
a lot o
f peo
ple. It is th
e engin
eer’s resp
on
sibility to
ensu
re that
bu
ildin
gs are fun
ctio
nal an
d safe.
Man
y forces can
act on
bu
ildin
gs. The fo
rce of gravity p
ulls th
e stru
cture d
ow
n to
ward
s the cen
ter of th
e earth. Th
e surface o
f the
earth p
ush
es back again
st the b
ott
om
of th
e bu
ildin
g. Win
ds an
d
earthq
uakes ap
ply fo
rces on
bu
ildin
gs. Pe
op
le insid
e bu
ildin
gs also
app
ly forces to
the stru
cture o
f the b
uild
ing. P
ieces of th
e bu
ildin
g pu
sh
(com
pressio
n) an
d p
ull (ten
sion
) against o
ne an
oth
er. O
pe
n-En
de
d In
qu
iry Qu
esti
on
s:
Wh
at are so
me exam
ples o
f very stron
g structu
res? For exam
ple,
brid
ges, qu
inzee
s (of sn
ow
).
Wh
at makes a b
uild
ing stro
ng? W
eak?
Ho
w d
o en
gineers ch
oo
se wh
ich b
uild
ing m
aterials they w
ill use
in th
eir pro
jects?
Do
it! U
se Bu
ildin
g Blo
cks to d
esign an
d b
uild
a sturd
y (firm
ly bu
ilt) wall o
f a m
inim
um
of 6
blo
cks lon
g and
6 b
locks tall. M
ake necessary ch
anges
un
til yo
ur w
all can su
pp
ort th
e weigh
t of a 4
-H m
emb
er. Ch
allenge
you
rself to b
uild
a sturd
y wall w
ith as few
blo
cks as po
ssible. U
se the
PEO
E techn
iqu
e to co
nd
uct yo
ur exp
erimen
ts. D
ig It!
Ho
w d
id each
mem
ber b
uild
their w
all diff
erently? W
hat m
ade
the w
alls stron
ger? Weaker?
Wh
at hap
pen
ed w
hen
you
used
fewer b
locks to
con
struct yo
ur
wall?
Wh
at wo
uld
you
do
diff
erently? G
ive it a try
.
Inq
uir
y C
ard
ST
UR
DY
WA
LL
28
Wh
ate
ve
r
go
od
th
ing
s
we
bu
ild
en
d
up
bu
ild
ing
us.
Jim
Roh
n
29
Inq
uiry Te
chn
iqu
e: PEO
E Stretch
You
r Skills: Ob
serving, P
redicti
ng, H
ypo
thesizin
g,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! A
gear is a rotati
ng m
achin
e that lo
oks like a w
heel w
ith teeth
arou
nd
its ed
ge. The teeth
on
on
e gear pu
sh again
st the teeth
of an
oth
er gear to
make it tu
rn. G
ears are used
to tran
sfer energy fro
m o
ne p
lace to
ano
ther. A
com
bin
atio
n o
f gear pairs can
chan
ge the d
irectio
n o
f ro
tatio
n, th
e spee
d o
f rotati
on
, and
the to
rqu
e (rotati
on
al force).
A gear train
is a series o
f two
or m
ore gears w
orkin
g toge
ther. Every
gear train h
as a driver an
d a fo
llow
er. The d
river is the gear to
wh
ich
the fo
rce is initi
ally app
lied o
r the fi
rst gear that is tu
rned
. The fo
llow
er is th
e fin
al gear in th
e train. If a gear train
has th
ree or m
ore gear, th
e m
idd
le gears are called id
lers. Neigh
bo
urin
g gears always sp
in in
o
pp
osite d
irectio
ns, w
hile gears w
ith an
oth
er gear betw
een
them
will
spin
in th
e same d
irectio
n.
No
t all gears are man
mad
e. In 2
013
, scienti
sts disco
vered a gear m
ech-
anism
in th
e hin
d legs o
f Issus co
leop
tratus, a Eu
rop
ean
plan
tho
pp
er species.
O
pe
n-En
de
d In
qu
iry Qu
esti
on
s:
Wh
at are so
me exam
ples o
f thin
gs that are p
ow
ered b
y gears? Fo
r examp
le, clocks, farm
mach
inery.
Do
all gears always sp
in at th
e same sp
eed? W
hy o
r wh
y no
t?
Ho
w are gears p
ow
ered?
Inq
uir
y C
ard
GE
AR
S
30
Do
it!
Ch
alle
nge
#1
: U
se B
uild
ing
Blo
cks
to d
esig
n a
nd
bu
ild g
ears
. Set
up
a s
erie
s o
f at
leas
t th
ree
gear
s. C
hal
len
ge y
ou
rsel
f to
bu
ild a
lon
ger
gear
tra
in. E
xper
imen
t b
y m
akin
g ch
ange
s to
th
e ge
ars’
str
uct
ure
s an
d s
izes
un
til t
hey
op
erat
e sm
oo
thly
. Ch
alle
nge
yo
urs
elf
to b
uild
a lo
nge
r se
ries
of
gear
s. U
se t
he
PEO
E te
chn
iqu
e to
co
nd
uct
yo
ur
exp
erim
ents
.
Ch
alle
nge
# 2
:
Use
th
e G
eari
ng
Up
Res
ou
rce
Mat
eria
ls (
#28
& #
29)
to c
on
stru
ct a
se
rie
s o
f ge
ars.
Exp
erim
ent
by
des
ign
ing
a lo
nge
r se
rie
s o
f ge
ars
and
try
u
sin
g d
iffer
ent
size
s o
f ge
ars.
Use
th
e P
EOE
tech
niq
ue
to c
on
du
ct y
ou
r ex
per
imen
ts.
Dig
It!
Ho
w m
uch
ove
rlap
do
th
e te
eth
of
the
gear
s n
eed
?
Wh
at h
app
ened
wh
en y
ou
ch
ange
d t
he
po
siti
on
or
size
of
the
gear
s? W
hy?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
31
To
bo
rrow
con
tact Man
itob
a 4-H
C
ou
ncil.
(20
4) 7
26
-61
36
learn
s@4
h.m
b.ca
Pkgs: #
28 o
r #29
Ge
aring U
p
Explo
re ho
w gears w
ork b
y experim
enti
ng w
ith d
ifferen
t co
mb
inati
on
s. This reso
urce can
also b
e used
to sh
ow
mem
bers h
ow
b
y wo
rking to
gether as o
ne u
nit th
ings can
get do
ne faste
r and
with
less eff
ort!
Full D
isplay C
on
ten
ts in each
of “G
earbo
tics R
ob
ot” an
d “O
ogly
Go
ogly”:
1 set o
f gears and
accessories
1 set o
f guid
elines
1 co
ntain
er 1
remo
te mo
tor
1 set o
f batt
eries Tim
e: 10-45
min
.
#29
#28
32
NO
GR
EA
T D
ISC
OV
ER
Y W
AS
EV
ER
MA
DE
WIT
HO
UT
A B
OL
D G
UE
SS
. Is
aa
c N
ew
ton
Si
r Is
aac
New
ton
PR
S M
P w
as a
n E
ngl
ish
ph
ysic
ist
and
mat
hem
atici
an w
ho
is w
idel
y re
cog-
nis
ed a
s o
ne
of
the
mo
st in
flu
enti
al s
cien
tist
s o
f al
l tim
e an
d a
s a
key
figu
re in
th
e sc
ien
tifi
c re
volu
tio
n.
(W
ikip
edia
)
33
The cen
ter of gravity o
f an o
bject is th
e po
int w
here all o
ther fo
rces acti
ng o
n th
e ob
ject are balan
ced w
ith th
e force o
f gravity. A b
oat w
ill lean
to o
ne sid
e if the cen
ter of gravity is m
oved
from
the m
idd
le of th
e b
oat.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at are b
oats u
sed fo
r? For exam
ple, fi
shin
g, sailing, recreati
on
, tran
spo
rtatio
n, cargo
.
Wh
at factors stren
gthen
or w
eaken a b
oat?
The fu
ncti
on
of th
e bo
at and
the size o
f the lo
ad are im
po
rtant to
th
e design
of a b
oat. W
hy?
Inq
uiry Te
chn
iqu
e: P
EOE
Stretch Yo
ur Skills: O
bservin
g, Pred
ictin
g, Hyp
oth
esizing,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! A
rchim
edes P
rincip
le explain
s wh
y som
e thin
gs flo
at. A b
oat fl
oats (o
r sin
ks) becau
se of b
uo
yancy. A
rchim
edes stated
that th
e up
ward
force
of b
uo
yancy exerted
on
a structu
re in a b
od
y of w
ater is equ
al to th
e w
eight o
f water th
e ob
ject disp
laces (mo
ves ou
t of its w
ay) in d
ow
n-
ward
and
sidew
ays directi
on
s. If the b
uo
yant fo
rce is greater than
the
weigh
t of th
e disp
laced w
ater, the b
oat w
ill flo
at. If the w
eight o
f the
bo
at is greater than
the fo
rce of b
uo
yancy, th
e bo
at will sin
k. Stab
ility is imp
ortan
t for b
oat safety. Stab
ility refers to h
ow
a bo
at has
bee
n d
esigned
so it w
ill no
t tip
over easily. Sm
all chan
ges to sm
all b
oats, su
ch as fi
shin
g bo
ats, can greatly aff
ect the stab
ility of th
e bo
at. Fo
r examp
le, everyon
e stand
ing o
n o
ne sid
e of a sm
all fish
ing b
oat w
ill cau
se it to cap
size. Larger bo
ats, such
as cruise sh
ips, are d
esigned
so
that sm
all chan
ges, inclu
din
g peo
ple m
ovin
g arou
nd
, do
n’t cau
se them
to
tip
. All b
oats m
ust tran
spo
rt peo
ple an
d m
aterials efficien
tly and
safely.
Weigh
t of B
oat
Pu
shes D
ow
n
Disp
laced W
ater P
ush
es Up
W
hen
you
mo
ve arou
nd
in a
small b
oat, yo
u ch
ange th
e cen
ter of gravity.
Inq
uir
y C
ard
BO
AT
S
34
Do
it!
C
om
ple
te a
ser
ies
of
chal
len
ges
to b
uild
a b
oat
ou
t o
f B
uild
ing
Blo
cks.
B
egin
wit
h a
sin
gle,
sm
all b
asep
late
. Mea
sure
ho
w m
uch
wei
ght
this
raft
ca
n h
old
wh
ile fl
oati
ng
in a
tu
b o
f w
ater
. Gra
du
ally
ad
d a
dd
itio
nal
B
uild
ing
Blo
cks
to t
he
raft
an
d t
est
it. B
uild
a b
asic
bo
at d
esig
n a
nd
m
easu
re t
he
load
it c
an s
up
po
rt. A
dd
mo
re p
iece
s to
th
e b
oat
or
red
esig
n it
to
ho
ld a
s la
rge
a lo
ad a
s p
oss
ible
. Co
nsi
der
th
e sh
ape
of
the
hu
ll (t
he
bo
dy
of
the
bo
at).
Exp
erim
ent
wit
h h
ow
th
e b
oat
is p
lace
d in
th
e w
ater
an
d h
ow
th
e lo
ad is
ap
plie
d. T
ry o
ther
mec
han
ism
s th
at w
ill
affec
t th
e fo
rce
of
bu
oya
ncy
.
Dig
It!
Was
th
e b
est
bo
at c
on
stru
cted
ou
t o
f th
e m
ost
Bu
ildin
g B
lock
s?
Wh
at e
lse
mad
e it
th
e m
ost
sta
ble
bo
at?
Wh
at h
app
ened
wh
en y
ou
ch
ange
d t
he
po
siti
on
of
the
load
? W
hy?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
35
Inq
uiry Te
chn
iqu
e: PEO
E Stretch
You
r Skills: Ob
serving, P
redicti
ng, H
ypo
thesizin
g,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! Scien
ce and
art are infl
uen
ced b
y light. A
stron
om
ers kno
w th
at the
cycle of d
ay and
nigh
t is caused
by th
e rotati
on
of th
e earth o
n its axis
with
diff
erent sid
es facing to
ward
or aw
ay from
the su
n. B
iolo
gists kn
ow
that so
me p
lants gro
w b
etter in
shad
e or su
nligh
t. Engin
eers
develo
p tech
no
logies th
at invo
lve light en
ergy such
as pro
jectors an
d
solar p
anels. P
ho
tograp
hers u
se light to
set a mo
od
for th
eir ph
oto
s an
d arti
sts alter light to
create masterp
ieces. Ligh
t travels in straigh
t lines. Sh
ado
ws are p
rod
uced
wh
en ligh
t hits an
o
paq
ue o
bject w
hich
preven
ts the ligh
t beam
s from
passin
g thro
ugh
. W
he
n an
ob
ject blo
cks the ligh
t’s path
, darkn
ess app
ears on
the o
ther
side. Th
is darkn
ess is called a sh
ado
w.
The su
n is a so
urce o
f light. A
s the earth
rotates each
day, th
e sun
ap
pears to
chan
ge po
sitio
n in
the sky an
d th
e chan
ging an
gles of su
n-
light aff
ect the ap
pearan
ce of sh
ado
ws. O
n a su
nn
y day, yo
u can
stand
a sti
ck in th
e grou
nd
and
watch
its shad
ow
mo
ve and
chan
ge shap
e. W
hen
the su
n gets lo
w in
the sky, th
e stick’s sh
ado
w gets lo
nger.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at are so
me exam
ples o
f ho
w ligh
t and
shad
ow
s are u
sed?
Ph
oto
graph
s, green
ho
uses, sh
ado
w p
up
pets, etc.
Wh
ere do
es th
e light h
ave to b
e to create a sh
ado
w in
a draw
ing?
Ho
w d
oe
s light h
elp p
ho
tograp
hers take go
od
pictu
res? D
o it!
Create a d
rawin
g by u
sing B
uild
ing B
locks. B
uild
a structu
re/sculp
ture,
shin
e a light so
urce b
ehin
d it , p
lace a pap
er in fro
nt o
f the stru
cture
and
trace the sh
ape o
f the sh
ado
w. Exp
erimen
t with
the size o
f the
sculp
tures an
d w
here th
e light is
placed
—clo
ser o
r farther aw
ay. W
hat w
ill you
trace the sh
ado
w w
ith?
Wh
at do
you
need
to d
o to
make th
e sh
ado
w w
ide
r or taller? H
ow
do
es
the b
rightn
ess of th
e light in
flu
ence
the sh
ado
w? H
ow
do
es the an
gle of
the ligh
t chan
ge the sh
ado
w? U
se the
PEO
E techn
iqu
e to co
nd
uct yo
ur
experim
ents.
Inq
uir
y C
ard
LIG
HT
& S
HA
DO
W
36
Dig
It!
Wh
ich
sh
ado
w h
ad t
he
mo
st d
ram
atic
effec
t? W
hy
did
yo
u
cho
ose
it?
Wh
at h
app
ened
wh
en y
ou
ch
ange
d t
he
angl
e o
f th
e lig
ht?
Wh
y?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
37
Inq
uiry Te
chn
iqu
e: P
EOE
Stretch Yo
ur Skills: O
bservin
g, Pred
ictin
g, Hyp
oth
esizing,
Mo
delin
g, Design
ing, C
on
structi
ng, A
nalyzin
g, Refl
ectin
g D
ream
it! C
reative th
inkin
g, pro
blem
solvin
g, and
design
ing are
essenti
al to
science. A
rt pro
jects are an excellen
t way to
develo
p all o
f these skills.
A m
osaic is m
ade b
y arrangin
g small co
lou
red p
ieces of m
aterial into
a p
icture, p
attern
, or d
esign. In
art and
architectu
re, mo
saics are usu
ally m
ade o
f ston
e or ceram
ic pieces in
a variety of co
lou
rs set into
cemen
t o
r mo
rtar.
Op
en
-End
ed
Inq
uiry Q
ue
stio
ns:
Wh
at materials co
uld
you
use to
make a m
osaic? Fo
r examp
le, sto
ne, glass, b
rick.
Ho
w w
ou
ld yo
u d
esign a m
osaic p
icture?
Wh
at elem
ents o
f design
wo
uld
you
use to
create a bu
ildin
g blo
ck m
osaic? Te
xture, p
erspecti
ve, colo
ur, sym
me
try, line, etc.
Do
it! U
sing grap
h p
aper an
d p
encil
crayon
s design
a mo
saic pictu
re. U
sing a b
uild
ing b
lock b
aseplate an
d
bu
ildin
g blo
cks create you
r design
. Th
ese design
s were fo
un
d at
htt
p://ch
ildh
oo
d1
01.co
m/2
01
5/05
/m
aking-lego
-pictu
res-3-prin
table-
anim
al-design
s/ Exp
erimen
t with
colo
ur, textu
re,
persp
ective, an
d d
esign. U
se the P
E-
OE tech
niq
ue to
con
du
ct you
r ex-
perim
ents.
R
om
an M
osaic
Inq
uir
y C
ard
MO
SA
IC
38
D
ig It
!
Ho
w w
ou
ld y
ou
mak
e a
3D
pic
ture
/scu
lptu
re?
Giv
e it
a t
ry.
Wh
at s
ize
of
bri
cks
wo
rked
bes
t in
yo
ur
des
ign
?
Wh
at w
ou
ld y
ou
do
diff
eren
tly?
Giv
e it
a t
ry.
39
ART Factsheet Designing art with LEGO® bricks can be a good way to express new ideas and share information with people in a visual way. By using the design elements of line, colour, shape, and texture, you can design some amazing sculptures. LEGO® Artist Sean Kenney— Sean Kenney designs portraits and created a Nature Connects display that is travelling to Botanical Gardens across the United States. His designs are interesting and teach children about nature.
LEGO® mosaic from a photo.
Bison and her calf. Made with 16,229 LEGO® bricks.
Hummingbird Made with 31,565 LEGO® bricks
40
LEGO® Artist Mike Doyle — Mike Doyle’s creative thinking and designs encompass all elements of design. "The Millennial Celebration of the Eternal Choir, K'al Yne, Odan took around 800 hours and over 200,000 pieces to complete. It is 6' high by about 6’ wide and about 3' deep. The work takes the viewer to a mystical planet called Odan in the midst of celebration.
Brick Artist Nathan Sawaya— Nathan Sawaya creates designs that make you think. What do you think they are saying? His exhibit is called, “The Art of the Brick.” What design elements most describe his work?
41