Structural Engineering 101 – Building Paper Bridges

Curriculum Expectations

Investigate forces that act on structures and mechanisms

Identify forces that act on and within structures and mechanisms, and describe the effects of these forces on structures and mechanisms

Overview

Using interactive science notebooks in conjunction with experiments for science classes is an

ideal way for students to monitor their own learning, build their metacognition skills and

construct deeper meaning from concepts. This science lesson provides an opportunity for

students to develop their understanding of the role of a structural engineer, apply some of

these principles into the design of their own paper bridge and then reflect on any future

adaptations they would make to their designs.

Vocabulary needed for this lesson

Structural Engineer – a type of engineering that focuses on the construction and design of

buildings, mechanisms, pipelines, and structures taking into consideration what support and

may resist loads.

Loads – predictable or unpredictable forces which may be applied to a structure. Eg. weight of

20 non-moving desks in a classroom (predictable) or people coming in and out of a classroom

(unpredictable).

Prediction – making a guess on an event which will occur in the future.

Fair test - complete an experiment where only one factor changes and all others remain the

same. Eg. in this experiment, the factor which would remain the same would be the length

between the desks.

Materials Needed

A short 4 scene comic strip from any newspaper

One piece of 8.5 X 11 paper for each group of 3 – 4 students © Lisa Ng 2013

Plastic bingo chips to test the durability of bridges

Two desks of equal length

One Forces on Bridges observation chart for each student

Instructions – 5 part lesson (approximately 75 mins. in duration)

Part 1: Minds on Activity

Handout – Comic Strip

The teacher begins by introducing the students to the scenario that Calvin is thinking of building

an ice house for both him and Hobbes but before he does, he has to ask himself, “why do I think

design is important for my structure?” Students are asked to think about what he would say to

himself and why, then write their ideas in the comic strip. When they are finished, they share

their ideas with a partner and the teacher will choose a few to share with the class.

Part 2: Introduction of Task and Modelling

Handouts – Observation charts for each student, a piece of paper for each group

The teacher begins by pulling two desks 20cm apart on each end and showing students a piece

of paper. The teacher then asks students to predict how many bingo chips they believe this

makeshift bridge will hold. The observation chart would be filled out during this time on the

board. Then, the teacher would test the classes’ predictions and record the actual result. The

students would then copy this model into their chart.

Part 3: Building and Testing

In groups of 3 or 4, students are given 10 – 15 minutes to name, discuss and build the strongest

paper bridge possible.

Testing: One group at a time will bring their bridge to one area of the class for testing. While

they are setting up, the remainder of the class makes and records their predictions (in partners)

on their observation charts. Then, the bridge is tested and the results of the experiment are

recorded. This process is repeated with all of the other groups.

© Lisa Ng 2013

Part 4: The Roles and Responsibilities of Structural Engineers

Once all of the bridges are tested, the teacher redirects students and does a 10 minute lesson

on what type of structural engineers there are (Bridge, building, pipeline, industrial, special civil,

…) as well as a short discussion on their responsibilities they have.

Part 5: Reflection/Quick Write

For a final activity, students are given 5 - 10 mins to complete this question, “What would you

do if you had the chance to make your bridge stronger?” OR “If you had a strong bridge, what

made it so strong?” Explain your thinking.

Accommodations:

For students who may have difficulty with dexterity, the answers could be recorded using an

audio miniature device or with the aid of a laptop.

If both of these options are unavailable, the student can work with another classmate or

someone could scribe for him/her.

Assessments:

The written reflection at the end of the lesson could test students’ application of skills related to

scientific concepts, loads.

Teachers can conduct observations during the experiment for students’ ability to: question,

predict, analyze, investigate, and collect data.

Observation Chart: Forces on Bridges

Group Name Prediction Why? Actual

© Lisa Ng 2013

CALVIN AND HOBBES © Watterson. Used by permission of Universal Uclick. All rights reserved.

© Lisa Ng 2013

Calvin and Hobbes –Comic Strip

FULL STUDENT EXEMPLAR 1 : Student A (Grade 5, Mountsfield Elementary School, London, ON)

© Lisa Ng 2013

© Lisa Ng 2013

FULL STUDENT EXEMPLAR 2 – Student B (Grade 5, Mountsfield Elementary School, London, ON)

© Lisa Ng 2013

STUDENT EXEMPLARS OBSERVATIONS AND REFLECTIONS (Group B:

© Lisa Ng 2013

Mountsfield Elementary School, London, ON)

© Lisa Ng 2013

© Lisa Ng 2013

REFLECTIONS

© Lisa Ng 2013