Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools

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1 Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation Small Structures: 4.B.1 Introduction to Building Structures Grade Level 4 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words 1 50 minutes each N/A Whole Class and Small Groups 4 6 Students 04.SC.IS SC.IS SC.TE SC.TE SC.TE SC.TE IS IS TE TE TE.2.3 Small structures, civil engineering, brace, truss Summary The students will be introduced to Civil Engineering and the basics for building a small lightweight structure. The students will also be able to apply what they have learned so far in the Introduction to Engineering Activities. Learning Objectives 2002 Worcester Public Schools (WPS) Benchmarks for Grade 4 04.SC.IS.03 Keep accurate records while conducting simple investigations or experiments. 04.SC.IS.06 Record data and communicate findings to others using graphs, charts, maps, models and oral and written reports. 04.SC.TE.01 Identify materials used to accomplish a design task based on specific property (e.g., weight, strength, hardness, and flexibility). 04.SC.TE.04 Identify a problem that reflects the need for shelter, storage, or convenience

2 Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation 04.SC.TE.06 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. 04.SC.TE.08 Apply metric system in design projects and experiments. Additional Learning Objectives IS.3 Keep accurate records while conducting simple investigations or experiments IS.6 Record data and communicate findings to others using graphs, charts, maps, models and oral and written reports TE.1.1 Identify materials used to accomplish a design task based on specific property (e.g., weight, strength, hardness, and flexibility) TE.2.1 Identify a problem that reflects the need for shelter, storage, or convenience TE.2.3 Identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem. 6. Practice using the engineering design process 7. Practice working in teams Required Background Knowledge 1. Be familiar with the engineering design process (the students should have been introduced to it previously). Essential Questions 1. How do you decide on the shape of a structure you are building? 2. What is the best shape to use to make a strong, lightweight structure? Introduction / Motivation * Prior to the beginning of this lesson, it would be helpful to locate examples of the five keys to building a strong, lightweight structure: wide base, triangles, trusses, braces, and making weak areas thicker. This is optional, but may help the students understand the concepts. (See Optional Demonstration Information in this lesson) - 2 -

3 Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation 1. Ask the students if they know what a Civil Engineer does. 2. Show the students pictures of structures on the attached document What do Civil Engineers do? (it may be easiest to make the document into a transparency). Procedure The instructor will: 1. Go over the Keys to Building a Strong, Lightweight Structure documents. 2. Divide the students into design groups of 2-4 students. 3. Pass out the Letter to Engineering Students. After the students have read the letter repeat their assignment and answer questions. 4. Pass out the first page of the Engineering Design Report handout and both Engineering Paper handouts. 5. Have the students complete steps 1-3. The drafting portion of the assignment may work best as a homework assignment. Materials List Materials per class Amount Location None N/A N/A Materials per student Amount Location None N/A N/A Vocabulary with Definitions (in alphabetical order) 1. Beam a long, horizontal part, designed to support weight, which has the same shape its whole length. 2. Braces additions to the frame that increase its strength at weak points. 3. Civil Engineering Design roads, bridges, dams, and other structures using dirt, rock, and concrete. 4. Column a tall, vertical part designed to support weight. A column is like the trunk of a tree. 5. Foundation the base that the structure is built on

4 Partnerships Implementing Engineering Education Worcester Polytechnic Institute Worcester Public Schools Supported by: National Science Foundation 6. Frame the skeleton of the structure that gives it support and strength. 7. Stability characteristic of an object that is difficult to make fall down. 8. Truss strong, lightweight structure used in place of beams. A truss has long pieces that run the entire length of the truss which are connected by shorter pieces in a repeating framework. Assessment / Evaluation of Students The instructor may assess the students in any/all of the following manners: 1. Check Engineering Design Report (steps 1-3) and Engineering Paper for design drawings. Lesson Extensions This lesson could be followed with Small Structures 2 (Lesson 4.B.2) where the students create models of their designs. Attachments 1. What Do Civil Engineers Do? 2. 5 Keys to Building a Strong, Lightweight Structure (6 pages) 3. Letter to Engineering Students 4. Engineering Design Report 5. Engineering Paper 6. Optional Demonstration Information Troubleshooting Tips None Safety Issues None Additional Resources None Key Words Small structures, civil engineering, brace, truss - 4 -

5 What do Civil Engineers do? Civil Engineers design roads, bridges, dams, and other structures using dirt, rock, and concrete. Why are Civil Engineers important? Civil Engineers design new safe structures. McGraw-Hill Building Photo from The Skyscraper Museum Located in New York, it was built in 1931 and is 33 stories tall. Overpass Photo from This section of interstate includes an overpass like many roads nationwide. Golden Gate Bridge Photo from Located in California, the Golden Gate Bridge was opened to traffic in 1937.

6 5 Keys to Building a Strong, Lightweight Structure 1.) Start with a wide base. 2.) Design with triangles, instead of rectangles. 3.) Use trusses instead of beams. 4.) Add braces to reinforce weak areas. 5.) Make weak areas thicker.

7 5 Keys to Building a Strong, Lightweight Structure 1.) Start with a wide base. Which of the following would be more stable in a hurricane?

8 5 Keys to Building a Strong, Lightweight Structure 2.) Design with triangles, instead of rectangles.

9 5 Keys to Building a Strong, Lightweight Structure 3.) Use trusses instead of beams.

10 5 Keys to Building a Strong, Lightweight Structure 4.) Add braces to reinforce weak areas.

11 5 Keys to Building a Strong, Lightweight Structure 5.) Make weak areas thicker.

12 Letter to Engineering Students Dear Engineering Student, Midland Street School Fourth Grade Your Engineering task is to build a prototype for a home that can withstand severe weather conditions. You will be given the following supplies: 25 craft sticks or 30 pipe cleaners or 35 straws 2 square pieces of plastic or 4 straws 4 square pieces of cardboard or 6 pieces of construction paper 6 square pieces of construction paper 4 square pieces of copier paper 60 centimeters of tape The prototype will be tested with severe weather conditions to find weak areas. Sincerely, Civil Engineers, Inc.

13 Name: Date: Group Members: Engineering Design Report Step 1: What is the problem? What is the goal of your solution? Step 2: Research the problem. Summarize your findings. Step 3: Brainstorm. Write down your ideas on your Engineering Paper. Be sure to include drawings with dimensions in centimeters (how tall and wide you want it to be).

14 Name: Date: Step 4: Select the best possible solution out of all of the ideas you and your teammates have come up with. Draw and label the chosen design below: Step 5: Construct a prototype. Step 6: Test and evaluate the solution. Step 7: Describe what happened when your prototype was tested. Step 8: Redesign. What would you change about your prototype if you were building another one? Draw your new and improved design below.

15 Name: Date: Engineering Paper Draw and label your ideas for the frame of the structure.

16 Name: Date: Engineering Paper Draw and label your ideas for the structure.

17 Optional Demonstration Information: 1.) Start with a wide base. Draw both types of platforms on the blackboard or bring in examples. Which structure would the delicate Snowglobe be safer? The one on the right will tip over more easily than the one on the left because of the difference in bases. 2.) Design with triangles, instead of rectangles. Show the students both types of bridges or draw them on the blackboard. 3.) Use trusses instead of beams. Point out the difference between the bridges - one uses trusses and one doesn t. It may be sufficient to draw a picture of a truss on the board instead of incorporating it into the bridge drawing.

18 4.) Add braces to reinforce weak areas. Point out the braces that are present in the classroom or draw an example on the board. 5.) Make weak areas thicker. Simple demonstration using classroom materials could suffice for this activity. The pictures below show the different between two popsicle stick bridges. The bridge make of one layer of sticks bends under the weight of one textbook (top left picture), but the bridge made out of three layers of popsicle sticks doesn t bend under the weight of two textbooks (top right pictures).