This task is designed for all primary students
(grade 1-3) for the 2007-2008 school year. It is the first
primary division science project of a proposed three-year
cycle and focuses on the topic: Strong and Stable Stuctures.
The goal is to bring teachers and students within a division
together in order to increase collabloration and expertise
in the area of technological design. Teachers / divisions
/ schools will decide when the task is to be completed within
the school year. Invention Conventions, Structure Showcases,
etc are encouraged upon completion in order for students to
demonstrate their work.
If at any time, you have questions, etc about the project
please fell free to contact Sharon Gillies via email (s.gillies@office.ldcsb.on.ca)
or phone (519-663-2088 ext. 42104).
It is hoped that the task will continue to grow and be improved.
This can only happen with your imput and feedback.
In 2008-2009, the primary division project will focus on Movement
and in 2009-2010, Materials, Objects, and Everyday Structures.
Lead-up to the Challenge....
1. Introduce the topic of strength and stability
of structures by talking about bridges. Brainstorm
with the class names of famous bridges, types of bridges,
the function and location of certain types of bridges and
different materials used in bridge building.
Here is a link to Bridge
Basics that has pictures and information on many bridge
types. You can also search the Wonders
of the World Databank to search for a specific bidge.
Examples: Beam Bridges - consist of a horizontal bridge
supported at each end by piers. The weight of the beam pushes
straight down on the piers. When something pushes down on
the beam, the beam bends. The further apar the piers, the
weaker the beam becomes. This is why beam bridges rarely space
more than 80m. Sometimes several beam bridges can be linked
together to create what is called a continuous span
Truss
Bridges - consist of an assembly of triangles.
Due to the strength of the triangular shape, these bridges
are very strong.
Arch
Bridges - consist of a series of arches that
has great natural strength. They can span up to 250m.
Suspension bridges - A bridge with its deck
supported from above by large cables or chains hanging from
towers. It can span 650 to 2 500m which is much farther than
any other type of bridge. In all suspension bridges, the roadway
hangs from massive stell cables which are draped over two
towers and secured into solid concrete blocks, called anchorages,
on both ends of the bridge. When something pushes down on
the roadway the cables transfer the load to a compression
force in the two towers. The towers support most of the bridge/s
weight. Most suspension bridges have a truss system beneath
the roadway to resist bending and twisting.
Students can build their own suspension bridge and become
familiar with some of the forces acting on it by doing this
activity: Suspension
Bridge - Educators' Guide Suspension
Bridge - Student Activity
** The big idea in this acitivty is that the kids should find
that adding cables to their straw bridge and anchoring the
cables on both sides greatly increases the load that the bridge
can support.
Movable bridges - have a deck that moves.
There are different ways that the deck can move. In a swing
bridge the deck rotates around a centrepoint. A drawbridge
has a deck that can be raised and lowered. The deck of a lift
bridge is raised vertically like a massive elevator.
2. Students will identify geometric shapes, patterns,
and solids and how they contribute to the strength and stability
of a structure.
The power of the triangle can be investigated using
this activity: Straw
Shapes - Educators' Guide Straw
Shapes - Student Activity
** The big idea in this acitivty is that straws arranged into
triangles form more stable shapes than straws arranged into
squares. When compression force is applied to the joints,
a triangle changes shape less than a square.
Compression forces in bridge towers, etc can be investigated
using this activity: Columns
- Educators' Guide Columns
- Student Activity
** The big idea in this activity is that kids will find there
are different ways of increasing the strength of the tube
(column, tower), Reinforcing the sides of the tube by wrapping
it with tape makes it a little stronger. The tape increases
the stiffness of the tube and helps it resist buckling under
the load. placing tape over the ends of the tube and filling
it with sand or salt increases its strength enough to hold
a person's weight. The load is distributed evenly by the material
inside the tube. The sand's tendency to spread out is resisted
by the sides of the tube, which hold it in and enable it to
support the load.
The effects of changing the shape of a material can
be investigated using this activity: Paper
Bridge - Educators' Guide Paper
Bridge - Student Activity
** The big idea in the activity is that changing the shape
of a material can change the way it resists forces. Although
a piece of paper seems flexible and weak, it can be folded,
rolled, twisted, or otherwise altered to support quite a lot
of weight.
3. Students will be able to identify elements such as tension,
struts, ties, span and loads.
K'Nex can be used to quickly model a strut and tie.
If the above activities have been completed, students can
then use the K'Nex or any other bridge model they've built
to identify and explain tension, span, and load.
4. Your class may be interested in checking out The
Force Lab to see how forces (squeezing, stretching, bending,
sliding, and twisting) affect bridges.
To view this online, your computer needs Flash. It can be
downloaded for free from the link provided so students could
check out the site at home with their parents.
About The Force Lab
This lab simplifies the real-life forces and actions
that affect structures, in order to illustrate key concepts.
Introduction:
Forces act on big structures in many ways. Click on
one of the actions at left to explore the forces at
work and to see real-life examples.
Squeezing (Compression)
Compression is a force that squeezes a material together.
When a material is in compression, it tends to become
shorter.
Compression: See It In Real Life
The lower columns of a skyscraper are squeezed by the
heavy weight above them. This squeezing force is called
compression.
Stretching (Tension)
Tension is a force that stretches a material apart.
When a material is in tension, it tends to become longer.
Tension: See It In Real Life
The weight of the roadway and all the cars traveling
on it pull on the vertical cables in this suspension
bridge. The cables are in tension.
Bending
When a straight material becomes curved, one side squeezes
together and the other side stretches apart. This action
is called bending.
Bending: See It In Real Life
The top side of the metal bar is pulled apart in tension,
and the bottom side is squeezed together in compression.
This combination of opposite forces produces an action
called bending.
Sliding (Shear)
Shear is a force that causes parts of a material to
slide past one another in opposite directions. Ý
Shear: See It In Real Life
During an earthquake, parts of this roadway slid in
opposite directions. This sliding action is called shear.
Twisting (Torsion)
Torsion is an action that twists a material.
Torsion: See It In Real Life
In 1940, the Tacoma Narrows Bridge twisted violently
in strong winds and collapsed. The twisting force that
tore this bridge in half is called torsion.
5. Students are now ready to begin the Challenge Task: So
You Want to be a Bridge Builder. A letter may be used to tell
your parents about this bridge building challenge. Two versions
of this letter are available - Rich
Text Format and PDF.
Resources
Needed
In order to complete the challenge task,
a number of resources are linked to the student page of this
task. In addition, teachers may find the following resources
helpful in presenting this rich learning task:
Toothpicks
Straws
Wood skewers
White glue
String, fishing line
Cardboard, cardstock
Elastics
Paperclips
Stucture wood, jinx wood
Paper towel or toilet paper tube
Ruler or measuring tool
Pencil
Paper
Weights
Students can often find some great stuff for this challenge
in the recycling box at home.
Websites: Canada Science and Technology Museum www.sciencetech.technomuses.ca Click into School Programs 2007-2008 on Structures
and Shapes for some great info on bridges.
NOVA Online: Super Bridge pbs.org/nova/bridge
Clear text and diagrams compare various bridge designs. An
interactive activity challenges visitors to choose the best
bridge design for specific sites.
Books:
Building Big
Macaulay, David. Boston: Houghton Mifflin, 2000.
Why this shape and not that? Why steel instead of concrete
or stone? Why put it here and not over there? In Building
Big, the series companion book, David Macaulay gets readers
thinking about structures they see and use every day—bridges,
tunnels, skyscrapers, domes, and dams. As always, the Caldecott
Medal-winning author inspires readers of all ages to look
at their world in a new way.
Full-color illustrations, 192 pp. $30. ISBN 0-395-96331-1
The Random House Book of How Things Were Built
Brown, David J. New York: Random House, 1992.
Detailed, cutaway illustrations tell the stories of great
structures throughout history and across the globe. Diagrams
explain the basic principles behind these engineering feats.
Experiment! Spiderwebs to Skyscrapers: The Science of Structures
Darling, David. New York: Dillon Press, 1991.
Simple explanations, large photographs, and hands-on activities
explore foundations, materials, arches, trusses, and structures.
Building America Series
Doherty, Craig, Bruce S. Glassman, Marcia S. Glesko, et al.
Woodbridge, Connecticut: Blackbirch Press, 1995-1999.
These detailed stories of well-known American engineering
wonders, such as the Empire State Building, Grand Coulee Dam,
and Houston Astrodome, are good references for research and
projects.
Structures Series (Bridges; Dams; Skyscrapers; Tunnels)
Dunn, Andrew. New York: Thomas Learning, 1993.
Each book explains the importance, design, and construction
of one type of structure, using photographs and examples from
all over the world. Hands-on activities demonstrate basic
engineering principles.
Bridges
Kaner, Etta. Toronto: Kids Can Press, 1997.
Through a combination of illustrations, photographs, and simple
hands-on activities, this book explains the physics behind
a variety of bridge designs.
Designs in Science: Structures
Morgan, Sally, and Adrian Morgan. New York: Facts on File,
1993.
Colorful photographs and interesting facts and figures compare
structures found in nature with those built by people. Diagrams
and hands-on activities explain basic physical science principles
such as forces and load.
Expectations
In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Revised
2007 Science & Technology Expectations Understanding Strucutre and Mechanisms: Strong and
Stable Structures
Overall Expectations
• explain the relationship between the form of common
structures and their function
• design and build strong and stable structures for
specific purposes
• demonstrate an understanding of the factors that affect
the strength and stability of
structures
Relating Science and Technology to Society and the Environment
• identify geometric patterns and solids in structures
in the environment, and explain
how they contribute to the strength and/or stability of that
structure (e.g., triangular
patterns on the side of a bridge, cone shape of traditional
tee pee with most of weight
at base of structure)
• explain how strength and stability enable a structure
(e.g., bridge, tent) to perform a
specific function
Developing Skills of Inquiry, Design and Communication
• follow safe procedures including wearing personal
protective equipment (e.g., safety goggles)
where appropriate, and ensure tools (e.g., junior hack saw,
mitre box, low temperature glue
gun)are in good working order
• experiment with materials (e.g., paper and wood) and
techniques (e.g., folding, adding
layers, twisting/ braiding, changing shapes) to add strength
to structures
• investigate the effects of pushing, pulling and other
forces on the shape and stability of
simple structures (e.g., using art straws for struts in a
tower; using craft sticks for ties on
a bridge; adding weight to the base of a tower)
• use the skills of technological problem solving and
knowledge acquired from previous
investigations to design and build a strong and stable structure
that serves a
student-identified purpose (e.g., a place to store lunch bags,
a place to put wet boots)
• use appropriate vocabulary including correct science
and technology terminology such
as compression, tension, strut, ties, strength, stability,
to describe their investigations,
explorations, and observations
• communicate orally and/or through a variety of texts
(e.g., graphic, print, media) with
different audiences for a variety of purposes (e.g., report
on findings of adding ballast
or weight to the base of a structure to improve stability)
Understanding Basic Concepts
• describe ways in which the strength of different materials
can be altered (e.g., fold,
add layers, twist/braid, change shape)
• describe ways in which different forces can affect
the shape, balance or position of
structures (e.g., a load may cause a cardboard box to buckle)
• describe ways to improve the strength (e.g., triangulation
or cross-members) and
stability (e.g., lowering the centre of gravity) of a structure
• describe the role of struts (resist compression) and
ties (resist tension) in structures
under load (e.g., adding a strut to a wooden frame prevents
its collapse)
Dignity of the Human
Person
Created in the image and likeness of God, all human life
is sacred and all people have dignity. Human persons do
not lose dignity because of gender, disability, poverty,
age, or race.
Community and the Common Good The human person realizes dignity and rights
in relationship with others, in community. "We are
one body; when one suffers, we all suffer." We are
called to respect each other and work for the good of
others, the common good.
Preferential Option for the Poor
and Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality
of any society by the way its most poor and vulnerable
are treated.
Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the
common good imply that all people have a fundamental right
to life, food, shelter, health care, education and employment.
They have a right to participate in decisions that affect
their lives. Corresponding to this is the duty to respect
the rights of others in the wider society and promote
the Reign of God.
Dignity of Work and Service The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions.
Stewardship for Creation God’s creation is a sacred gift, entrusted
to our care. This value has deep biblical roots in both
the Hebrew and Christian scriptures. Those “who
practice stewardship recognize God as the origin of life,
the given of freedom and the source of all they have and
are and will be. They know themselves to be recipients
and caretakers of God’s many gifts. They are grateful
for what they have received and eager to cultivate their
gifts out of love for God and one another.
Love and Justice A necessary condition for Jesus’ command
of love of neighbour is justice. Charity must manifest
itself in actions and structures that must respect human
dignity, protect human rights and facilitate human development.
To promote justice is to transform the structures that
block love. Action of behalf of justice is not an option
but a constitutive dimension of the Gospel.
Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God’s original
vision for all of creation.
Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God’s promises in Christ.
Faith “Faith
is the assurance of things hoped for, the conviction of
things not seen.”(Hebrews 11:1) The gift of faith
assures us of God’s steadfast and abiding love.
At the same time, it is a reasoned assent to revealed
truth.
Mystery, Wonder and Awe
When the finitude of our human nature is confronted by
the infinite nature of our God, our responses may be as
inspired as they may be humbling. Yet humanity is called
into an intimate and loving relationship with our Creator.
While we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration.
This
task supports the selected Catholic Theme(s) in
the following specific ways:
Community and the Common Good
The human person realizes dignity and rights in
relationship with others, in community. "We
are one body; when one suffers, we all suffer."
We are called to respect each other and work for
the good of others, the common good.
Human Rights and Responsibilities
Catholic teaching on the dignity of the person
and the common good imply that all people have
a fundamental right to life, food, shelter, health
care, education and employment. They have a right
to participate in decisions that affect their
lives. Corresponding to this is the duty to respect
the rights of others in the wider society and
promote the Reign of God.
Stewardship for Creation
God’s creation is a sacred gift, entrusted
to our care. This value has deep biblical roots
in both the Hebrew and Christian scriptures. Those
“who practice stewardship recognize God
as the origin of life, the given of freedom and
the source of all they have and are and will be.
They know themselves to be recipients and caretakers
of God’s many gifts. They are grateful for
what they have received and eager to cultivate
their gifts out of love for God and one another.
Mystery, Wonder and Awe
When the finitude of our human nature is confronted
by the infinite nature of our God, our responses
may be as inspired as they may be humbling. Yet
humanity is called into an intimate and loving
relationship with our Creator. While we may lack
a complete understanding of that relationship,
nonetheless the experience always presents an
opportunity for celebration.
a discerning believer formed
in the Catholic Faith community who celebrates the signs
and sacred mystery of God's presence through word, sacrament,
prayer, forgiveness, reflection, and moral living.
an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values.
a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good.
a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given
potential.
a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good.
a caring family member who attends
to family, school, parish, and the wider community.
a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life.
This
task supports the selected Catholic Theme(s) in
the following specific ways:
CGE 3c – thinks reflectively and creatively
to evaluate situation and solve problems.
CGE 4f – applies effective communication,
decision-making, problem-solving, time and resource
management skills.
CGE 5g – achieves excellence, originality,
and integrity in one’s own work and supports
these qualities in the work of others.
CGE 7i – respects the environment and uses
resources wisely.
CGE 7j – contributes to the common good.
The goals of the guidance and career education program are
that students:
understand the concepts related to lifelong learning,
interpersonal relationships (including responsible citizenship),
and career planning;
develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue
educational and career goals;
apply this learning to their lives and work in the school
and the community.
Learning Skills
The learning skills identified below are highlighted in this
task and represent practical links for tracking student achievement
and for connecting learning to the guidance and career education
program. For more information on Learning Skills, you can
access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
homework
completion
initiative
class participation
cooperation with others
conflict resolution
goal setting
independent work
use of information
problem solving
Exemplars
and Student Products
With your assistance, we hope to add samples of student
work to this space. If you have photos of students at work,
or would like to share samples that your students have produced,
please contact Rodd Lucier vie email (r.lucier@office.ldcsb.on.ca)
or telephone (519-663-2088 ext. 2520)
Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
In presenting your students with a Rich Performance Task,
you may choose to invite the participation of family and community
members. For this task in particular, here are some suggestions
for how to provide 'real world'
connections for your students and the community:
1] Is there an occupation that
lends itself to natural exploration with this task?
2] Is there a presentation
component in this task? Do you have community members who
might be interested in being a part of a real world audience?
3] Are there opporunities for
community members to assist in providing materials to help
make your project more authentic?
In the event this
activity were to be placed on a searchable database, we
would need some keywords for search purposes (grade level,
subject(s), strand(s) activity related...)
