Bridges

Design, build, and test a bridge made with file folders to see which design is the strongest.

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Requirements

Bridges come in a wide variety of sizes, shapes, and lengths and are found all over the world. It is important that bridges are strong so they are safe to cross. Design and build a your own model bridge. Test your bridge for strength using a force sensor that measures how hard you pull on your bridge. By observing a graph of the force, determine the amount of force needed to make your bridge collapse.

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WARNING: Your data will not be saved. To save data, run this activity as a registered user. You can register at the project portal. Please view the requirements below before launching this activity.

Subject
Engineering

Focus Area
Probeware

Grade Level
Elementary School

License
CC BY 4.0

AAAS Benchmark Alignments (2008)

3. The Nature of Technology

3A. Technology and Science
  • 3A/E3. By the end of the 5th grade, students should know that measuring instruments can be used to gather accurate information for making scientific comparisons of objects and events and for designing and constructing things that will work properly.
3B. Design and Systems
  • 3B/E1*. By the end of the 5th grade, students should know that there is no perfect design. Designs that are best in one respect (safety or ease of use, for example) may be inferior in other ways (cost or appearance). Usually some features must be sacrificed to get others.
3C. Issues in Technology
  • 3C/E4*. By the end of the 5th grade, students should know that factors such as cost, safety, appearance, environmental impact, and what will happen if the solution fails must be considered in technological design.

4. The Physical Setting

4B. The Earth
  • 4B/E1. By the end of the 5th grade, students should know that things on or near the earth are pulled toward it by the earth's gravity.
4F. Motion
  • 4F/E1a. By the end of the 5th grade, students should know that changes in speed or direction of motion are caused by forces.
  • 4F/E1bc. By the end of the 5th grade, students should know that the greater the force is, the greater the change in motion will be. The more massive an object is, the less effect a given force will have.

11. Common Themes

11B. Models
  • 11B/E2*. By the end of the 5th grade, students should know that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and oral and written descriptions can be used to represent objects, events, and processes in the real world.
  • 11B/E3** (SFAA). By the end of the 5th grade, students should know that a model of something is similar to, but not exactly like, the thing being modeled. Some models are physically similar to what they are representing, but others are not.

Copyright
© Copyright The Concord Consortium

Record Link
<a href="">The Concord Consortium. Bridges. Concord: The Concord Consortium, 2012, May 21.</a>

AIP
Bridges (The Concord Consortium, Concord, 2012, May 21), WWW Document, (https://concord.org/).

AJP
Bridges (The Concord Consortium, Concord, 2012, May 21), WWW Document, (https://concord.org/).

APA
Bridges. (2012, May 21). Retrieved 2017, April 26, from The Concord Consortium: https://concord.org/

Disclaimer: The Concord Consortium offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure.

Requirements

This activity runs entirely in a Web browser. Preferred browsers are: Google Chrome (versions 30 and above), Safari (versions 7 and above), Firefox (version 30 and above), Internet Explorer (version 10 or higher), and Microsoft's Edge.

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Innovative Technology in Science InquiryThis resource is a part of the Concord Consortium's Innovative Technology in Science Inquiry project.

Grade Level
Elementary School
Subject
Engineering
Focus Area
Probeware
Rating
0
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