Structures and Forces Surface Area and Stability

Introduction:

This proposed project will facilitate cross-curricular learning between grade 7 Science and
Math. The guiding question behind this inquiry will be how do surface area and structural
integrity connect? Students will build various structures that will be tested under different
levels of force. They will also calculate and record surface area of a structure to look for trends
or patterns. This project will allow students to utilize math skills to provide a broader
understanding of how forces act upon various structures. Students will design, construct, and
test a bridge. They will design one bridge but build it to three different specifications. This will
allow them to see connections between size (surface area) and the amount of supports needed
to protect the structure from forces acting upon it. This project can extend beyond the idea of
bridges, if preferred. Other examples could include houses, schools, windmills, or anything you
can rationalize.

Curricular Connections:

Science: Unit D: Structures and Forces

3. Investigate and analyze the properties of materials used in structures

devise and use methods of testing the strength and flexibility of materials used in a
structure
identify points in a structure where flexible or fixed joints are required, and evaluate the
appropriateness of different types of joints for the particular application

Math: Shape & Space - 3-D Objects & 2-D Shapes

General Outcome: Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.

Specific Outcome 2: Develop and apply a formula for determining area

Potential Timeline:

Preparations Before starting this project, students should have had time to experiment
with the various formulas for determining area.
Day 1 Famous Structures:

Students will look at famous monuments and structures to determine the

forces that are acting upon them.
Day 2 Drafts and hypotheses:

Students will design a structure, creating 3 scale models. Necessary

materials will need to be recorded and submitted before the end of class.
Day 3 & 4 Construction:

Students will utilize these classes to build their three models.

Day 5 & 6 Testing:

Various forces will be applied to the models to determine how they stand
up.
Day 7 Consolidation of Results:

Students will make connections between surface area and strength, and
propose improvements to their design to increase strength and stability.

Details:

Before starting this project, students will need to have covered equations for finding the
area of various shapes. They will also need to understand what a force is, and how its
application can cause reactions in structures and materials. An activity allowing them to take
this knowledge and apply it to 3D structures will be valuable. For example, one math class could
be devoted to finding surface area of various boxes, pyramids, and cylinders. After students
have done this, introduce famous structures in science. Have students analyse the composition
of these structures what materials were used? What supports are in place? What forces may
be acting on them? To extend on this, have students break the structures into various shapes
and calculate the total surface area. This will require a printout of dimensions or some time for
research.

In the second phase of this project, students will design a draft on paper. After creating
the general design, they will create 3 different size scales of that same design. This will allow
them to see differences in how materials stand up to force dependent upon size. In order to
have designs approved, students must create a list of needed materials so that these can be
located or purchased before the building process begins. Students will have two days to build
all three models, ensuring accuracy of dimensions. There will be two days set aside for testing
these structures before testing them. In the construction phase, students will also be
responsible for calculating the total surface area. This can be done by breaking the structure
into its respective parts. Taking measurements and calculating area for one piece at a time will
make this a less daunting task, and will allow students to exercise skills learned in math. This
can include downward pressure, wind, water, etc. Brainstorm with students how they hope to
test their structures in advance. For example, with downward pressure students will test the
amount of pressure (weight) their structure can withhold before buckling or breaking. This will
presumably be very different for all three structures.

After test day, students will need to consolidate their data. What structure was the
strongest? Why? Have students reflect not only on the end product but on the process of
drafting, building, and testing. Finally, have students make recommendations on how to
increase the structural integrity of their designs.