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DESIGN AND TECHNOLOGIES : Design and Technologies Processes and Production Skills
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and
processes to achieve intended designed solutions (ACTDEP024)
Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms
and graphical representation techniques (ACTDEP025)
Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make
designed solutions (ACTDEP026)
Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions
(ACTDEP027)
Develop project plans that include consideration of resources when making designed solutions individually and
collaboratively (ACTDEP028)
Evidence of learning
Students effectively work in groups of 2/3 to produce a strong and aesthetically pleasing bridge. They reflect on
the design of theirs and other students work.
Event Management Strategies
The State of Qld, Department of Education and
Training. (2006). The code of school behaviour:
Better behaviour, better learning. Brisbane, QLD:
Author.
Introduction
Have you ever driven across a bridge or seen a building that is under
construction and noticed the large metal support girders? What about wooden
beams in a house that is under construction? Did you notice how sometimes the
supports form different geometric shapes such as triangles or squares? In this
project you will be a structural engineer and make your own "support" shapes
out of popsicle sticks. What shape do you think will be the strongest?
Background
When civil engineers build large structures such as bridges and buildings, they
have to take into account how forcessuch as gravity, compression, tension and
torquewill act on the building materials. Gravity is constantly working to pull
materialsespecially heavy onestoward Earth. The weight of cars driving
across a bridge, for example, can push (creating compression) or pull (tension)
on a structure, causing them to break if they are not designed properly. Engineers
also have to design structures to handle torque, or "twisting." An example of
torque is when you turn a screwdriver to twist a screw or if you were to hold a
ruler in both hands and try to bend it.
Bridges and buildings usually have their frames built as a "truss," or a series of
beams that are connected at their ends. The engineer's goal is to design a truss
that will slightly flex but not bend or breakeven with strong forces acting on it.
In this project you will make trusses by connecting popsicle sticks end to end
with tape. Can you guess what simple geometric shape will resist bending the
most? Get ready to find out!
(https://www.scientificamerican.com/article/popsicle-stick-trusses-what-shape-
is-strongest/)
When engineers design a bridge, they must consider how the bridge will be used,
how long and wide it should be, and how much weight it has to hold. There are
four main types of bridges:
Who can tell me the name of this next arch bridge? PP SLIDE 5 The
Sydney Harbour Bridge is a steel arch bridge across Sydney Harbour that
carries trains, vehicles, and pedestrian traffic between the Sydney central
business district and the North Shore area. According to Guinness World
Records, it is one of the world's widest long-span bridge and its tallest
steel arch bridge, measuring 134 metres (429.6 ft) from top to water
level. It is also the fourth-longest spanning-arch bridge in the world.
A real issue when building the bridge is that it is nice looking. Make sure yours
is beautiful you may use the coloured pencils provided.
The bridge must have a continuous driving deck that spans the entire length of
the bridge upon which to hold a weigh cup.
Once page 1 of the worksheet is completed, students are then given the materials
to build their own bridge.
Design & Create
Student groups next execute their plans. They may need to rethink their design,
or even start over.
Each group of two to write on a sticky notepaper their choice of the most
aesthetically pleasing bridge. Hand to teacher for final outcome.
Evaluate
1. If you had to do it all over again, how would your planned design change?
Why?
2. What designs or methods did you see other teams try that you thought worked
well?
3. Do you think you would have been able to complete this project easier if you
were working alone? Explain