Designing Bridges: Geometry and Physics in Action
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Designing Bridges: Geometry and Physics in Action

Grade 8Math4 days
In the 'Designing Bridges: Geometry and Physics in Action' project, 8th-grade students act as young engineers to design and build functional bridges by applying principles of geometry and physics. They explore the Pythagorean Theorem and Newton's Third Law, use simulation software for modeling, and reflect on STEM careers in civil engineering. This hands-on project connects math and science to real-world applications while fostering skills in technology, critical thinking, and problem-solving.
Bridge DesignGeometryPhysicsSTEM CareersTechnology IntegrationPythagorean TheoremNewton's Third Law
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as young engineers, design and build a functional bridge incorporating the principles of geometry and physics, while utilizing technology and understanding its impact on STEM careers and real-world applications in civil engineering?

Essential Questions

Supporting questions that break down major concepts.
  • How do the principles of geometry apply to bridge design?
  • What role does physics play in ensuring the stability and safety of bridges?
  • How can technology be used to enhance bridge design and construction?
  • In what ways does bridge engineering connect to STEM careers?
  • What are the real-world applications of mathematical concepts in civil engineering?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and apply principles of geometry, such as the Pythagorean Theorem, in real-world bridge design.
  • Students will apply physics concepts, particularly forces and motion, to assess and ensure the stability of bridge structures.
  • Learners will utilize technology tools to design, simulate, and evaluate bridge models.
  • Students will explore connections to STEM careers by understanding the role of civil engineering and related fields in real-world applications.
  • Learners will develop research, critical thinking, and problem-solving skills through iterative design processes.

NGSS

NGSS.MS-ETS1-2
Primary
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.Reason: The project involves designing and building a bridge, which requires evaluating different design solutions based on their effectiveness and feasibility using geometry and physics.
NGSS.MS-PS2-1
Primary
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.Reason: Understanding physics principles, like forces and motion, is integral to ensuring the bridge's stability and reliability.

Common Core Standards for Mathematics

CCSS.MATH.CONTENT.8.G.B.6
Primary
Explain a proof of the Pythagorean Theorem and its converse.Reason: Understanding geometric principles, such as the Pythagorean Theorem, is crucial in bridge design for calculating dimensions and ensuring structural stability.
CCSS.MATH.CONTENT.8.G.A.3
Secondary
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.Reason: Exploring transformations helps in modeling and visualizing the bridge design, which is a key aspect of geometric application in engineering.
CSS.Math.Practice.MP5
Secondary
Use appropriate tools strategically.Reason: This aligns well with the project's integration of technology, as students will use various technological tools to design and model the bridge.

Entry Events

Events that will be used to introduce the project to students

Community Connection Challenge

Challenge students to design a bridge model that connects two 'distant' communities within the school (e.g., art and science rooms). This project involves understanding geometry and physics, while also encouraging students to think creatively about collaboration and resource-sharing benefits.

Bridge Collapse Mystery

Present students with the mystery of a fictional bridge collapse in the local area. Task them with investigating the causes using physics and geometry principles, exploring tools like simulation software to model potential weaknesses and solutions as they develop their construction skills.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Geometry Pioneers: Triangle Explorers

In this activity, students dive into the geometry underlying bridge design by exploring the Pythagorean Theorem. They will use various triangles to understand how the theorem applies to calculating dimensions and ensuring structural integrity in bridge designs.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the basics of the Pythagorean Theorem with visual aids and real-world examples relevant to bridge construction.
2. Provide students with a set of different right-angled triangles and a ruler. Allow them to measure sides and practice applying the Pythagorean Theorem to find missing dimensions.
3. Guide students to create their right-angled triangles using materials like paper or cardboard. Encourage them to apply their calculations to understand the theorem's role in stability and dimension calculation.

Final Product

What students will submit as the final product of the activityStudents will create their own right-angled triangles using various materials and demonstrate correct application of the Pythagorean Theorem to their calculations, creating a geometric basis for their bridge designs.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.8.G.B.6 as it involves the explanation and application of the Pythagorean Theorem.
Activity 2

Force Focus: Motion in Bridges

This activity allows students to explore the effects of forces and motion on bridge stability. They will apply Newton's Third Law of Motion to understand how different bridge designs can withstand forces, such as weight and wind, in real-world settings.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review Newton's Third Law of Motion and discuss its relevance to bridge construction.
2. Present different bridge designs and ask students to analyze the forces acting on them, including weight distribution and environmental forces.
3. Using a simulation software, students will model the effects of varying forces on bridge stability, observing how design choices impact force absorption and distribution.

Final Product

What students will submit as the final product of the activityStudents will submit a report analyzing a bridge model, highlighting how they applied Newton's Third Law and identifying design elements that influence stability.

Alignment

How this activity aligns with the learning objectives & standardsCorresponds to NGSS.MS-PS2-1 by applying Newton's Third Law to the design and analysis of bridges.
Activity 3

STEM Career Quest: Bridge to the Future

In this research activity, students connect their learning to real-world careers by exploring civil engineering and related STEM careers. They will research famous engineers, analyze their contributions, and reflect on how these careers impact society.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Start by discussing various STEM careers related to bridge engineering. Provide students with resources to explore these options further.
2. Assign students to research a famous civil engineer or a pivotal bridge project, focusing on the application of geometric and physics principles.
3. Students will present their findings in a creative format, such as a presentation or a video, highlighting the engineer’s impact on the field and societal implications.

Final Product

What students will submit as the final product of the activityA research project presented creatively that demonstrates the link between learned principles and their application in STEM careers, focusing on the societal benefits and individual contributions.

Alignment

How this activity aligns with the learning objectives & standardsConnects to real-world applications and STEM career exploration components, enriching students' understanding of engineering's societal implications.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Bridge Building Design and Analysis Rubric

Category 1

Understanding of Geometry Principles

Assesses students' grasp of geometric concepts, particularly the Pythagorean Theorem, in bridge design.
Criterion 1

Application of Pythagorean Theorem

Evaluates how well students apply the Pythagorean Theorem for calculating dimensions in bridge design.

Exemplary
4 Points

Demonstrates an exceptional understanding and can accurately apply the Pythagorean Theorem to complex bridge designs with no errors.

Proficient
3 Points

Shows a thorough understanding and correctly applies the Pythagorean Theorem to multiple bridge designs.

Developing
2 Points

Applies the Pythagorean Theorem with minor errors in simpler bridge designs.

Beginning
1 Points

Struggles to apply the Pythagorean Theorem accurately, resulting in major inaccuracies.

Criterion 2

Triangle Construction

Measures students' ability to construct and use triangles effectively in bridge models.

Exemplary
4 Points

Constructs accurate and precise right triangles using various materials, innovatively demonstrating geometric applications.

Proficient
3 Points

Successfully constructs accurate right triangles using provided materials, with minimal errors.

Developing
2 Points

Constructs triangles with some inaccuracies, indicating need for further instruction.

Beginning
1 Points

Produces poorly constructed triangles, lacking in accuracy and precision.

Category 2

Physics Principles in Bridge Design

Evaluates the application of physical science concepts, particularly Newton's Third Law of Motion, in analyzing bridge stability.
Criterion 1

Newton's Third Law Application

Assesses students' ability to apply Newton's Third Law to evaluate and enhance bridge stability.

Exemplary
4 Points

Applies Newton's Third Law expertly to analyze and optimize bridge designs under various force conditions.

Proficient
3 Points

Correctly applies Newton's Third Law to assess basic stability factors in given bridge models.

Developing
2 Points

Applies Newton's Third Law with some conceptual errors, limiting analysis depth.

Beginning
1 Points

Displays significant misunderstandings in applying Newton's Third Law, affecting stability assessments.

Category 3

Technology and Tools Integration

Focuses on students' ability to use technology strategically in bridge modeling and simulation processes.
Criterion 1

Simulation Software Use

Evaluates proficiency in using simulation tools to model and test bridge designs.

Exemplary
4 Points

Uses simulation software skillfully to create detailed, accurate models and tests their effectiveness under various conditions with insightful analysis.

Proficient
3 Points

Effectively uses simulation software to model and test bridge designs, identifying most potential issues.

Developing
2 Points

Utilizes simulation software but with limited and occasionally flawed insights into model performance.

Beginning
1 Points

Struggles significantly with using simulation tools, leading to incomplete or inaccurate modeling.

Category 4

STEM Career Connections and Research

Assesses students' exploration and understanding of STEM careers related to bridge engineering and their real-world impact.
Criterion 1

Research Project Quality

Measures the depth and creativity of the students' research projects on civil engineering careers.

Exemplary
4 Points

Delivers a thoroughly researched and creatively presented project, demonstrating deep understanding of STEM careers and their societal impact.

Proficient
3 Points

Produces a well-researched and clearly presented project, showing an adequate understanding of relevant STEM fields.

Developing
2 Points

Presents a project with basic research and limited creative insights, showing emerging understanding of STEM careers.

Beginning
1 Points

Provides insufficient research and lacks engagement, indicating minimal understanding of career impact.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the process of designing and building a bridge using the principles of geometry and physics. What were the key challenges you faced and how did you overcome them?

Text
Required
Question 2

How do you feel about your understanding of the Pythagorean Theorem and its application in real-world scenarios, such as bridge design, after completing this unit?

Scale
Required
Question 3

In what ways has this project influenced your interest in pursuing a career in STEM, particularly in engineering or civil engineering?

Text
Optional
Question 4

Which aspect of the bridge project did you find most engaging and why? (e.g., designing, using technology tools, exploring STEM careers)

Multiple choice
Required
Options
Designing
Using technology tools
Exploring STEM careers
Applying geometry and physics
Question 5

Reflect on how technology integration enhanced your learning experience in this unit. How did tools like simulation software aid in understanding bridge stability and design?

Text
Required