Subject
Objective
Description/What to do in the classroom
Things to consider/science behind it
Number of TryScience.org features used
Titles of TryScience.org features
Materials Used
Results of student feedback and teacher assessment of activity
Attachments

Subject
Technology Integration Specialist (Dichter); Fifth Grade Teacher (Seelen)

Objective
1. The students will engage in an Internet based inquiry to develop an understanding of bridge design and construction.
2. The students will apply their knowledge of bridge construction to design and build a bridge out of toothpicks. Each bridge will be tested to determine the amount of weight it will hold. (This activity uses Building Toothpicks by Jeanne Pollard, Dale Seymour. Published 1985.)
3. The students will create a PowerPoint slide show to present to their classmates. The PowerPoint slide show will address concepts of engineering bridges as well as information about the bridge designed by their group.

Science Standards: (List as applicable)
Massachusetts Standards (Grade 5):
Science and Technology/Engineering
1. Materials and Tools
Broad Concept: Appropriate materials, tools, and machines extend our ability to solve problems and invent.
1.1 Identify materials used to accomplish a design task based on a specific property i.e., weight, strength, hardness, and flexibility.
1.2 Identify and explain the appropriate materials and tools (e.g., hammer, screwdriver, pliers, tape measure, screws, nails, and other mechanical fasteners) to construct a given prototype safely.
1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge gear, and lever.

2. Engineering Design
Broad Concept: Engineering design requires creative thinking and strategies to solve practical problems generated by needs and wants.
2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
2.2 Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists.
2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem.
2.4 Compare natural systems with mechanical systems that are designed to serve similar purposes, e.g., a bird's wings as compared to an airplane's wings.

Instructional Technology Standards
Standard 3. Demonstrate ability to use technology for research, problem-solving, and communication. Students locate, evaluate, collect, and process information from a variety of electronic sources. Students use telecommunications and other media to interact or collaborate with peers, experts, and other audiences.
3.6 In keeping with the research process outlined in Standard 24 of the English Language Arts Curriculum Framework, identify electronic sources of information (e.g., Internet, CD-ROM, online periodical databases, and online catalogs).
3.7 Use search engines effectively to find relevant, unbiased, and current information on a subject. (Standard 2 performance indicators apply - i.e., evaluate Web sites and write correct citations for sources.)
3.8 Organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files).
3.9 Communicate results of research and learning with others using the most appropriate tools (e.g., desktop-published or word-processed report, multimedia presentation).
3.10 Manipulate data using charting tools and graphic organizers (e.g., concept mapping, flow charting, and outlining software) to connect ideas and organize information.

Math Standards:
Number Sense:
6.N.9 Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers, and with positive fractions, mixed numbers, decimals, and percents.
6.N.13 Accurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals.
6.N.16 Estimate results of computations with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Describe reasonableness of estimates.
Patterns, Relations, and Algebra:
6.P.4 Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols, e.g., input-output tables.
Measurements:
Students engage in problem solving, communicating, reasoning, connecting, and representing as they:
6.M.1 Apply the concepts of perimeter and area to the solution of problems. Apply formulas where appropriate.
6.M.2 Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals.
6.M.3 Solve problems involving proportional relationships and units of measurement, e.g., same system unit conversions, scale models, maps, and speed.

Description/What to do in the classroom
* Have students research types of bridges and understand vocabulary such as: compression, tension, bending, shear, torsion, beam, truss, arch, suspension, cable-stayed, girder, force, live load, dead load, settlement load, thermal load, earthquake load, wind load, dynamic load.
* Use tryscience.org as outlined by the teacher (see below)
* Use additional websites such as:
www.deutsches-museum.de/ausstell/dauer/bruecken/e_brueck.htm
www.pbs.org/wgbh/buildingbig/index.html
www.howstuffworks.com/bridge.htm/printable
www.newbaybridge.org/
* Take notes about basic bridge design and a specific bridge (chosen by each student) and organize notes in Inspiration.
* Collaboratively design and build a bridge within a specified budget using toothpicks and glue.
* Create and present a PowerPoint slide show about bridges to their classmates (using a template in PowerPoint to help develop the slide show).

Things to consider/science behind it
How does a bridge design impact the amount of force it can withstand before collapsing? What are the types of forces that impact bridges and how do engineers take these forces into consideration when designing a bridge? What is the best way to solve a problem?

Curriculum topics
Science and Technology/Engineering (Physical Science, Materials and Tools, Engineering Design); Mathematics (Number Sense & Operations; Patterns, Relations, & Operations; Measurements); Instructional Technology (Use computers for research, problem-solving, and communication); Language Arts (Composition Strands including: Revising and Editing (21.1) and Standard English Conventions (22.1); Language strands, including: Vocabulary & Concept Development (4.17, 4.19); Oral Presentation (3); and Non-fiction (13.3)).

Integration of TryScience.org features
This unit incorporates 4 features of TryScience.org. The first three experiments are specific bridges the students build in small groups. The field trip provides an opportunity for students to move beyond bridges and apply knowledge to additional activities that involve problem solving and engineering skills.

Number of TryScience.org features used
0-5

Titles of TryScience.org features
* Experiments: Build and Test a Paper Bridge; Spaghetti Bridge; Build a Treetop Walkway
* Field Trips: Engineer It! at OSMI: Blow Your Mind: Design and Test a Windmill to Power a City; How Many Folds Does It Take to Name that Plane; Make a Plane Loop, Soar or Take a Nosedive
* Adventure:
Experiments:
* Build and Test a Paper Bridge - Investigate how to build a strong structure using a single sheet of paper. Have the students discuss what types of fold make the bridge stronger. How does this compare with the way bridges are built?
* Spaghetti Bridge - Explore what shape of pasta makes a stronger bridge. Does a flat surface or a round surface make a difference? Why?
* Build a Treetop Walkway - Design and build a treetop walkway. With limited materials how would you build a treetop walkway? What factors must you consider to minimize the impact on the environment?
Field Trips:
* Engineer It at OSMI - Design and Test a Windmill to Power a City - students can take what they have learned through their bridge building work and apply it to a new area in engineering. What factors must you have to take into account to build a windmill that will supply power to a city?
* Engineer It at OSMI - How Many Folds Does It Take to Name that Plane -
* Engineer It at OSMI - Make a Plane Loop, Soar or Take a Nosedive

Materials Used
* Websites: www.tryscience.org; http://www.pbs.org/wgbh/buildingbig/bridge/index.html;
* Materials for experiments from tryscience.org
* Toothpicks, glue, cardboard to make a toothpick bridge as well as graph paper, pencils, colored markers

Results of student feedback and teacher assessment of activity
The bridge building activities from TryScience.org actively engaged the students and provided multiple opportunities for students to work cooperatively and explore problem solving techniques. The students enjoyed the activities and chose to continue to work on building various types of bridges during their free time after the unit had ended. The incorporation of the TryScience.org features were new this year, and clearly helped the students gain a deeper understanding of how forces impact bridge design.