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ASSIGNMENT
Choose one of the options below and write 150 words as a reply to this post
- Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
- Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
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Objective: To design and build a bridge that can hold a certain amount of weight, applying mathematical thinking and skills to problem-solving.
Preparation:
Introduce the concept of bridge building and its importance in engineering and architecture.
Explain the challenge and objectives to the class or whole school.
Divide students into teams of 3-4 members.
Assign each team a specific budget for materials (e.g., popsicle sticks, straws, clay, etc.).
Mathematical Thinking and Skills:
Measurement: Use rulers, measuring tapes, and calculators to measure and calculate the dimensions of the bridge.
Geometry: Apply concepts of shape, size, and symmetry to design the bridge’s structure.
Problem-Solving: Encourage teams to use mathematical modeling to predict the strength and stability of their bridge.
Data Analysis: Have teams collect data on the weight their bridge can hold and analyze it to make improvements.
Challenge Phases:
Design Phase (30 minutes):
Have teams brainstorm and design their bridge using paper or digital tools (e.g., graph paper, Google SketchUp).
Encourage them to consider factors like tension, compression, and friction.
Building Phase (60 minutes):
Have teams build their bridges using assigned materials.
Monitor their progress and offer guidance on mathematical concepts as needed.
Testing Phase (30 minutes):
Test each bridge by gradually adding weights until it collapses or reaches its maximum weight limit.
Record data on the weight capacity of each bridge.
Assessment:
Evaluate the bridges based on their structural integrity, design creativity, and mathematical application.
Presentations: Have each team present their design process, results, and conclusions.
Extension:
Invite an engineer or architect to talk to the class about real-world bridge building challenges and solutions.
Have students create scale models of their bridges using different materials (e.g., clay, cardboard) for display or exhibition.
By integrating mathematical thinking and skills into this challenge, students will develop problem-solving abilities, critical thinking, and collaboration while designing and building a functional bridge.
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This is a very comprehensive lesson plan on bridge building. It requires a lots of group effort and critical thinking before any bridge building takes place at all. There are great opportunities for encouraging cooperative learning and listening to all opinions in the group. Children could Think, Pair, Share to come up with ideas for building a bridge and then decide together which idea they think would be the most successful. It is a good opportunity for them to learn that as with all designs the first attempt is usually not successful and adjustment will need to be made along the way.
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Design Challenge: Design a bridge- Class Level 3rd/4th
Prompt Visit a bridge from the local area or look at pictures of bridges from Ireland and from around the world.
Wondering Introduce the topic by asking the following questions:
What is a bridge? Where would you find a bridge. Have you seen a bridge in your locality? What types of bridges make a good bridge? Do you know any famous bridges? What shapes are used in bridge construction What types of materials are bridges made from? What type of engineer works on bridges?
Why do we build bridges? Discuss: Bridges are structures built over railroad tracks, roads, rivers or some other obstacle. They allow people or vehicles to cross from one side to another. Bridges must be built strong enough to safely support their own weight as well as the weight of the people and vehicles that pass over. There are many bridges over the motorway.
New words / vocabulary: Bridge, Span, Forces, Engineer, Collapse, Corrugated, Compression, Tension
Planning: Decide on the type of bridge and its purpose. Set the criteria such as size and scale. Decide on materials. Draw a plan on paper or using ICT. Groups predict which bridge design will be the strongest.
Making: Divide the class into four groups. Each group are given different materials to make a bridge such as Lego, straws, boxes, paper, rulers, books and a selection of recycled materials or natural objects.
Evaluating: What did you like most about your bridge? was the bridge strong enough or high enough? Did the bridge follow the initial plan? What problems did you encounter? What did you learn from the process? Children showcase their work to other classes and explain the design process
Cross curricular links: Maths: Shape and space, measures, weights; History: explore features of local environment, technological developments over time; Geography: human environments, features of the built environment; Visual arts: making constructions, make drawings from observations to analyse the structures of buildings, looking and responding to collections or photographs of built structures.
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Children would be very active in this lesson and would be engaged in their learning. Children have ownership over how to construct a bridge and test it and decipher which materials are most suitable
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Items required
• straws
• a small cup full of coins
• tape
• wool twine
• blue tack
• scissors
• clipsTeach the students
Tension is the result of opposing sides applying pressure.
Compression is the force that gravity and weights (like cars or coins!) put on bridges.Ask students to build a bridge that can hold a cup full of coins.
Discuss the types of bridges are students choosing to make?
Working on team work
How are the groups problem solving and working together?
Then after a short period stop the groups and have them discuss the challenges of building the bridge.
What is working? What is not working? Let the groups continue working for 20 minutes to update and adjust their bridges based on the class discussion.
Allow the children to retest each bridge. Ask the groups who have built successful bridges to explain what type of bridge they built and how t
Bridges are designed to withstand forces pushing down upon them, like the weight of the coins. The bridge must endure tension and compression.
Can students point to areas of compression and tension on their own bridges? -
Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
We are lucky enough to be right beside Maynooth Castle. There are excellent tours runs by the OPW where you learn all about the history of the castle and its structure. It would be an obvious choice for an engineering project. We went there this year in June and the guide told us all about the original structure- a motte and bailey castle which would have been built there first.
The Normans built motte and bailey castles as a quick defense structure before they built their much bigger stone castles. The class could be tasked with making a motte and bailey castle.
Use a small cardboard box for the keep. Either cut square into the top of the box to make the battlements or make cardboard strips to stick on top of the box. Paint the keep grey or brown. Once it’s dry, add details such as the gate, small windows and a few stones using a black pen. Stick it to the motte and then stick the staircase in place going from the gate to the floor.
Paint a blue moat around the base of the motte and bailey. Thick cardboard, can be pressed down into this area to make a real ditch. To make the motte use a big piece of cardboard as a base. Scrunch up newspaper pages into balls and stick them together using glue or sellotape. Finish off by wrapping the mound in a sheet of newspaper. Paint it green. Once it’s dry, stick it to the base.
To make the wall around the motte and bailey, cut two lengths of cardboard big enough to go around the bailey and the top of the motte. Cut lollipop sticks in half. Stick the lollipop sticks along the cardboard to make a wooden fence. Create a drawbridge out of cardboard and string and paint it brown.
The class could work in groups of 5/6 as there is a lots of different parts to the castle to be made and also painted. It would be an ideal time to use mixed ability pairings.
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Emily, you are so lucky to have such a resource on your doorstep. While my school is within walking distance of a bog I have been unable to think of any manmade structure that is near us. I love the fact that you can integrate all of the individual STEM skills with the addition of History and Visual Arts. The children would really enjoy this activity and, while I am sure that it would take some time to complete, they would be fully engaged and active at every stage.
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Your reference to using bridges in the local area is a good starting point. The Bat Bridge on the M18 motorway in Galway would be a good way of linking engineering with biodiversity and the preservation of the bats as they make their way to the nearby Coole Park. Children may not always see the link as to how good engineering is necessary for the preservation of wildlife.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As an infants teacher, I would use a story “The three Billy Goats Gruff” as a trigger and images of different types of bridges, local bridges and bridges from around the world. I would then ask questions to assess their knowledge of bridges: What is a bridge? Is there a bridge near our school? What is it used for? What shape is the bridge? Can you show me what a bridge looks like with your partner?
I would then tell the children that we are going to make a bridge today. I will give the children a scenario about animals needing to cross the bridge and that we are going to build a bridge that will hold 3 animals.
I will then let them explore the materials that we are going to use to make our bridge..lollipop sticks, toilet roll holders, tape, string. They decorate their resources any way they want to.
With their partner, they plan their bridge by drawing a picture of what it will look like. They then make their bridge and test if their bridge can hold 3 animals. They then reflect on their design. Do they need more sticks? How will you use the toilet rolls?
This is a great activity for promoting problem solving, fine motor skills and hand-eye coordination. There are lot of opportunities for integration, oral language, maths(counting) and art-
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Hi Barbara, the children in my class would love this lesson. Using the story of The Three Billy Goats Gruff is a great introduction to the lesson, which makes it fun and playful for the children. The story leads nicely into the topic of designing a bridge to hold the Billy Goats and it can lead to so many cross curricular opportunities including drama- acting out the goats crossing the bridge, maths -counting how many bricks/sticks are needed to make the bridge, English & Art -early writing & drawing- creating signs to warn people of the troll under the bridge.
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Right outside our school gate is a set of pedestrian traffic lights. These will provide wonderful inspiration for a design and make project in our 1st class. First of all we will discuss the safety aspect behind having pedestrian traffic lights right outside a school. We will discuss road safety and learn the Safe Cross Code and how to safely cross the road. Next we will head outside to examine the lights in detail. What materials are used in traffic lights, what sounds are made as lights change colour, in which sequence do the lights change, how are the traffic lights adapted for people who are visually impaired, can students find a “map” of the road written onto the pedestrian box of the road? If there are lights at a bigger junction can we decide whether the lights always work in the same sequence or does this ever vary in any way (when the pedestrian button is pushed)?
Back inside we need to look at materials and examine whether the materials are opaque, translucent or transparent. Can we find examples of each in our daily lives? Which of these materials would make the best traffic lights? Is it the filters on the lights are coloured or are the light bulbs themselves coloured? Can we make our own circuits with bulbs, wires and batteries?
Now we need to plan and then design and make our own traffic lights with cardboard, toilet rolls, various materials including coloured acetates.
Finally we need to evaluate our traffic lights. How close to real traffic lights do they look? What changes would we make if we were to do this again? Now we can share our findings and our models with other classes in the school. -
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As a teacher of student with learning and physical multiple disabilities, I would introduce the concept of bridges to students by going on a nature walk and walking over the bridge that is near our school.
I would discuss the characteristics of the bridge and prompt students to observe who uses the bridge, pedestrians, cars, lorries, bikes. Use of a work sheet to collect data and count the difference ways of travelling over the bridge.
Concepts of over, under, through also introduced and photos taken for class use.
Students make a picture data chart with data collected and display it in classroom.
Students are given K’nex and lego duplo and shown a picture of the local bridge and discuss how we are going to make a bridge. They are enabled to participate/attend in the activity to make a bridge using K’nex and lego dupl0. With gentle prompts they choose different pieces to make a bridge. Toy cars and lorries are put on it when finished. Students look at bridges made by their peers. Photos are taken of the students engaging/participating in the bridge making process to display and show to everyone.
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To plan a class or whole school challenge inspired by the suspension bridge at Birr Castle Demesne or a local bridge, I would begin by introducing students to the engineering principles behind bridges. We’d discuss the materials used, structural stability, and the importance of mathematical concepts like measurements, angles, shapes, and proportions.
Students would work in teams to design their bridges, considering factors like span, load-bearing capacity, and aesthetics. They would use mathematical skills appropriate to their grade level, such as calculating dimensions, understanding geometric shapes, and applying formulas to ensure their designs are sound.
During the construction phase, students would measure and cut materials accurately, applying their mathematical knowledge practically. They would collaborate to problem-solve and refine their designs based on testing and feedback.
Integrating mathematics into this project not only reinforces theoretical concepts but also teaches practical application and teamwork. It fosters creativity, critical thinking, and hands-on learning experiences that engage students in meaningful engineering challenges.
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Class/Whole School Bridge Design Challenge
Inspiration: Using the suspension bridge in Birr Castle Demesne as inspiration, we will plan a class or whole school challenge to design and build model bridges.Planning the Challenge:
1. Introduction:Discussion: Start with a discussion about bridges, their purpose, and different types (suspension, beam, arch).
Visuals: Show pictures and videos of the Birr Castle suspension bridge and other famous bridges.
Field Trip: If possible, visit a local bridge to observe its structure and design.
2. Research and Design:Groups: Divide students into small groups.
Materials: Provide materials like popsicle sticks, string, cardboard, glue, and tape.
Research: Have students research different bridge designs and materials used in real bridges.
Blueprints: Each group will create a blueprint of their bridge, including dimensions and materials list.
3. Mathematical Integration:Measurements: Teach students to measure lengths and angles accurately using rulers and protractors.
Geometry: Discuss shapes used in bridge design (triangles for strength, rectangles for platforms).
Calculations: Have students calculate the weight their bridge needs to hold and design accordingly.
Scale: Introduce the concept of scale, helping students understand how to scale down real bridge dimensions to their models.
4. Building the Bridges:Construction: Groups will build their bridges based on their blueprints.
Testing: Test each bridge by gradually adding weight to see how much it can hold.
Evaluation: Evaluate based on design, strength, and creativity.
5. Presentation and Reflection:Presentation: Each group presents their bridge, explaining their design choices and mathematical calculations.
Reflection: Reflect on what worked well and what could be improved, discussing the role of math in their project.
Benefits:
Hands-on Learning: Students apply mathematical concepts in a real-world context.
Teamwork: Encourages collaboration and communication among students.
Critical Thinking: Promotes problem-solving and critical thinking skills.
Engagement: Makes learning fun and engaging through a practical project.
By integrating mathematical thinking into the bridge design challenge, students learn important math skills in an enjoyable and memorable way.-
Hi Tommy
This seems like a very comprehensive plan to design and make bridges. I like the emphasis on a field trip. This needn’t be an expensive or time consuming option as there are an abundance of different bridges throughout the country and looking at a local bridge that the children are familiar with may have as much or more impact than studying pictures of other bridges. I love the emphasis on maths. Measuring is a very important skill that is often underappreciated and is extremely important in any kind of design process. The emphasis on the weight of the load the bridge needs to carry and the importance of scale are also very valuable lessons and will help the pupils to understand what goes into the engineering design process
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1. Using the suspension bridge in Birr Castle Demesne as inspiration, I would display photographs of the bridge on the interactive whiteboard, detailing how it was one of the first to be built in Ireland.
2. Brainstorm on the whiteboard: I would then elicit from the children any other famous suspension bridges that they are familiar with or are there any bridges near their homes etc. List out the functions / uses of a bridge.
3. Photographs of other famous suspension bridges; Carrick a rede Rope bridge (Link to the You Tube video), the Golden Gate bridge in San Francisco, the Verrazano- Narrows in New York City and the Humber Bridge, near Hull, in England.
4. Planning Stage: Arrange the children into small groups; Task; to design and make a Suspension Bridge. The children decide within their groups how they will design their bridges. At this stage, they draw plans, decide on the appropriate materials and best format of design ensuring that they follow the main criteria for the creation of a suspension bridge; stiffening girders/ trusses, suspension cables, main towers, anchorages for the cables at each end of the bridge.
5. Making; the children construct their bridges using recycled materials or whatever materials they may have brought from home to assist their creations.
6. Evaluate; at this stage the groups can reflect upon their designs and the creations of their peers. Questions at this stage are important; e,g. Was the bridge strong enough to carry a load? Would you use any other materials in the construction phase? Did you encounter any problems and how did you overcome them?
7. Mathematical skills explored: Shape and Space; 3 D shapes; Length; using rulers, calculating the length and height of the bridge. Problem solving and reasoning.
8. Linkage with: Oral Language: new vocabulary explored. Visual Arts; construction .
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Lesson:
Show a presentation of various famous bridges around the world/in Ireland. Show them the different pictures of the Birr Castle Demesne. Give them some background knowledge. Ask them what they notice. Tell them that repairs are still needed periodically, ask them why they think that is.
Show the children the video “A farmer builds his own bridge” 1991
Ask the children to find a picture of a famous bridge for homework and add it to a sway. Examine the photos and ask the children some of the wondering questions. Give them time to discuss with their groups.
Complete the river, book, paper investigation.
Complete the amazing triangles activity with marshmellows and sticks.
Task: Design a bridge at least 75cm in length. It must be suitable for 2 lanes of traffic (toy car size) and a pedestrian path (lego man). It must be high enough for a boat (rubber duck) to travel underneath.
Planning: Each small group will be given 2 toy cars, a lego man and a rubber duck. Children can also select materials from the shared resources (card board, plastic, card, paper etc.)
The children will make the bridge.
The children will demonstrate their bridge in action for the rest of the class.
Each group will evaluate the final product.
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Class Challenge: Design and Make a Bridg
#### Objective:
Engage junior and senior infant students in a hands-on project to design and make a bridge, inspired by the suspension bridge in Birr Castle Demesne. This challenge will integrate mathematical thinking and incorporate math skills appropriate for their age.
#### Project Outline:
1. **Introduction to Bridges**
– **Discussion**: Show pictures of the suspension bridge in Birr Castle Demesne and other local bridges. Discuss why bridges are important and different types of bridges.
– **Story Time**: Read The Three Billy Goats Gruff”).
2. **Exploration and Observation**
– **Field Trip**: visit a local bridge. We have a bridge directly in front of our school. Billis Bridge, which we can easily visit and investigate. Observe and discuss its structure and purpose.
– **Classroom Exploration**: Provide various materials (blocks, straws, cardboard, string) and let students explore building simple structures.
3. **Design Phase**
– **Brainstorming Session**: Discuss what makes a strong bridge. Talk about materials and shapes.
– **Drawings**: Have students draw their bridge designs. Encourage them to think about how to make it strong and stable.
– **Math Integration**:
– **Shapes and Patterns**: Identify and draw shapes that are strong (triangles, rectangles).
– **Counting and Measuring**: Count how many blocks or straws they might need. Measure lengths using rulers or non-standard units like paper clips or blocks.
4. **Building Phase**
– **Material Distribution**: Provide materials such as cardboard, paper, string, tape, and building blocks.
– **Construction**: In small groups, let students build their bridges based on their designs.
– **Math Integration**:
– **Symmetry and Balance**: Discuss the importance of symmetry in bridge building. Check if both sides of the bridge are balanced.
– **Estimation**: Estimate how many materials they need before starting and compare with actual use.
5. **Testing Phase**
– **Strength Test**: Test each bridge by placing small weights (e.g., toy cars, books) on them.
– **Discussion**: Talk about which designs worked best and why. Discuss the concepts of weight, balance, and stability.
6. **Reflection and Presentation**
– **Reflection**: Have students talk about what they learned and what they might do differently next time.
– **Presentation**: Each group presents their bridge to the class, explaining their design and construction process.
#### Integration of Mathematical Thinking:
– **Junior Infants**:
– **Counting and Number Recognition**: Count the number of materials used.
– **Basic Shapes**: Identify shapes used in their designs.
– **Simple Measurements**: Use non-standard units to measure parts of their bridges.
– **Positional Language**: Use terms like “next to,” “on top,” “under,” etc.
– **Senior Infants**:
– **Advanced Counting**: Count higher numbers and compare quantities.
– **Shape Properties**: Discuss properties of shapes used (e.g., a triangle is strong because of its three sides).
– **Standard Measurements**: Use rulers to measure lengths.
– **Patterns and Sequences**: Create patterns in their designs.
#### Classroom Setup and Materials Needed**:
– Building blocks, cardboard, paper, string, tape, scissors, rulers, weights (toy cars, books).
– **Workstations**: Set up different stations for designing, building, and testing.
– **Display Area**: Create a space to display drawings and finished bridges.
#### Safety Considerations
– **Supervision**: Ensure students are supervised, especially when using scissors and other potentially hazardous materials.
– **Material Handling**: Teach proper handling of materials to avoid injury.
By integrating mathematical thinking and appropriate skills for junior and senior infants, this project will provide a fun, engaging, and educational experience that connects real-world structures to classroom learning.
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Hi Orla
Thank you for your detailed description of a bridge building project. I love how you have incorporated so many elements into your exploring phase including looking at pictures and videos of other bridges, reading the story and also visiting your local bridge. you have done a really good job of highlighting all of the various ways that maths can be integrated throughout the project and also the skills that the children will be developing at each stage.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I would introduce this lesson by showing the pupils photos and videos of the Suspension Bridge in Birr Castle and visit the local bridge to make observations and discuss what shapes are used and what type of structure and design it has.
The pupils will be asked to design a bridge, which will allow 2 vehicles from the class small world to crossover. Have the children work in groups and ask them to make a plan of the type of bridge they will make, discussing the different shapes which might be best for different structures. Depending on the class level, mathematical skills used will vary, but measurement, shapes, geometry, calculations, scale and data may be used. Pupils will be given necessary materials, and encouraged to build their bridges from their plans. They will be encouraged to measure correctly and then when their bridge is complete, they can test the bridge to see the heaviest car that it will support.
After they are finished, the pupils will present their bridges and discuss with the class. They can reflect on what they might change or do differently.
As a teacher I would reflect on how this lesson went and what skills the pupils used, and how it could be integrated into other curricular areas.
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Our school is located near the Lock Gates in Athlone. Starting with a visit to the Lock Gates and observing how they work I would then on our return to the classroom invite children to further explore the workings of the Lock Gates and the reason behind their construction?
Initial Questions:
What engineer was involved in designing the Lock Gates?
What was the problem that needed to be solved?
Who had the problem that needed to be solved?
Why was the problem important to be solved?Background Questions/Exploration
In groups children discuss the workings of the Lock Gates and the steps behind how a boat is lowered or raised.
Distribute 5/6 pieces of paper to each group and they draw a step by step illustration of how the boat rises up. The vocabulary will be placed on the board for reference.Next the groups will be given a wide variety of materials such as cardboard box, string, pencils, blue tack, butter boxes, straws, scissors etc and are asked to designed a Lock Gates. They are given a few criteria including: the upper and lower gates must open outwards, there must be an object to represent the boat. I have tried this on many occasions in the past and there are always new ideas and designs. The children have used prior knowledge of pulleys in their designs along with balancing and magnets. The children draw a rough plan of their design before they begin making it. When completed the groups test the Lock Gates
Following the testing the groups evaluate their designs: How effective were the gates? Do they represent and reflect the different levels of the water?
Linkage and Integration:
English – Read the book Rosie Revere Engineer – discuss the idea that your first idea is not always the best one and that by experimenting, changing and trying new things great inventions can take place.
Science – pulleys that can support a given weight.-
Hi Colette,
What a great opportunity to explore engineering in your local area. The lock gates will provide for lots of learning opportunities across curricular areas and also making meaningful connections to their own local area.
I also like the book Rosie Revere Engineer and acknowledging that as engineers you need to make many plans and to reflect and adapt to get it right. This will be a great link to your own design and make lesson on the lock gates.
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Module 4
Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make projectPrompt
We are very lucky to have on our door step in our locality bog lands full of many wind turbines. These turbines provide renewable energy sources with energy sold to the national grid. The owners are always very keen to have school group’s visit and pupils can learn about the workings of such turbines. The surrounding areas are rich in bio diversity also as they are located on bog lands. This outing makes a great place to explore local flora and fauna too. ( Display photos to pupils)Below is a lesson plan to design and make a Wind Turbine (inspired by our local wind turbines)
Equipment you will need:
Coloured card
Glue
Push pin
Cardboard tube
Sticky tackStep 1
Get a piece of coloured card and a piece of patterned paper. The coloured card can be any measurement, try 10cmX10cm first and then you can go bigger or smaller once you get used to making them.Step 2
Fold the square along the diagonal to make an X across the middle. Make a cut from each corner two-thirds of the way towards the middle. If you are using a 10cmX10cm square cut 4cm in from the edgeStep 3
Use a push pin to make a hole in the middle of the square. Use a cork mat or sticky tack to avoid making a mark on furniture. Make a hole close to the edge in the right hand corner of each quarter of the piece of card. To make each blade, place the pin through the corner hole and then bring it towards the middle. Repeat to make each blade of the windmill. Repeat until all 4 blades are done.Step 4
Finally, attach the windmill to the cardboard tube using the push pin. Use a bit of glue if it needs strengthening, but be careful not to stick the card to the stick as this will prevent your windmill from spinning around. Note: Depending on the type of cardboard tube that you have, you may need to add some cardboard to the base to help the windmill to stand.Conclusion
Student Reflection
– What went well?
– What would you do differently?
– Did you enjoy?
– What was the most challenging part? -
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I will begin this lesson by showing the pupils the video from this module ‘A Farmer Builds his Own Bridge’ I feel this will set the tone well for this lesson and what will be expected of them. I will also show them photos of the Suspension Bridge in Birr Castle as well as other famous bridges in Ireland such as the Carrick-a-Reed Rope Bridge and famous bridges from around the world like the Golden Gate Bridge and I might throw in the Bloukrans Bridge in South Africa which I bungee jumped from! We would discuss what shapes they can see in the different bridges, how they are similar and different and how they think it was designed and built.
In groups of 4/5 the pupils will be asked to design a bridge. It will need to be able to bear the weight of one toy car which I will provide to each group. They will be asked to draw/sketch a plan of how they will design their bridge, materials they will use, shapes they think will work best, etc. We will link to the Maths Curriculum by discussing, measurement, weight, shape, and height. In the next lesson I will provide the groups with the materials they require for their bridges and they will embark on building them from the blueprint they designed. They must test their bridge to ensure it can hold the weight of the toy car.
As a conclusion to the lesson each group will present their plan firstly to the class and explain their thinking. They will then present their bridge, tell us what went well, what they had to change and what they would do differently if they had the chance again. We will also put our bridges on display in our classroom during science/maths week for students from other class levels to see.
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· Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
We have 2 bridges so close to our school. As they are a constant source of fascination for the children they are an ideal starting point!!!
We are well used to creating art and drama around the bridges so creating and investigating bridges is an ideal activity especially for my Infants!!
We will start with a story about going to the mart …but how will we get our animals over!
We can have fun with lots of oral language with the children contributing ideas. I’m sure they will say boats, walk them over etc. and we can discuss the obvious problems with these ideas.
We can move on to building a bridge!
We can use toy animals and discuss the type of bridge we need.
We can discuss wooden bridges and cement bridges act.
The children can draw their ideas.
We will then discuss how we can make our own bridge which must be strong enough to carry e toy animals over.
We can use playdough for modelling our ideas.
So much maths talk will go in the constructing of these bridges. How much will we need /how many pillars do we need. Around what length/height /width etc.
Estimation and guessing will play a big role here as will be applying and problem solving.
Reasoning and explaining will be how they formulate their plan
Implementing and carrying out their plan will be the final result,
They can then present their plan to the class.
I know already they will have so much fun!
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class project for 2nd Class to design and build their own bridges. The project would start by researching the bridge online using Google Maps, where students would observe its structure and discuss its purpose.
Project Outline:
Observation and Discussion: Students sketch the bridge, noting key features like towers and cables. Discuss how the bridge supports weight and spans distance.
Design Phase: Students would work in groups to draw their own bridge designs, considering materials and structure.
Building Phase: Using materials like straws, string, and cardboard, students would construct their bridges.
Mathematical Integration:
Measure lengths of materials and spans of their bridges.
Identify shapes used in their designs, such as triangles for strength.
Count materials and add their lengths.
Problem-Solving: Test the strength of their bridges with small weights, making adjustments as needed.
This hands-on project would enhance their understanding of structures while integrating key mathematical skills in a practical context. -
In two different fifth classes in different years, I have conducted design and make projects on building bridges. We used the study of several famous bridges for inspiration. These included the Golden Gate bridge in San Francisco, the Ha’Penny Bridge in Dublin, and the Sydney Harbour Bridge in Australia. I selected bridges that I felt the most of the students would recognise and that were visually somewhat different. In future projects/ challenges I will incorporate the bridge in Birr Castle Demesne. We began with a whole class discussion on bridges: what they are used for, how they are designed, what sort of properties and materials are required for a bridge to be effective and safe, etc. The children were then divided into groups of four or five, and tasked with designing a bridge on paper, deciding which materials will be most suitable, and ultimately constructing a bridge that will be able to hold up various weights. The children had relatively free reign to choose materials from around the classroom, the art cabinet, and the assortment of “junk art” materials that we had been gathering over the previous months. Initially , we used coins as weights, but the bridges were so effectively built that the children wanted to try their copies and some groups were even able to balance their school books and dictionaries on their bridges. The projects effectively reinforced maths that the children had learned in several topics, including shape and space (labelling the shapes and angles used), length (measuring the length/ width/ height of the bridge), and weight (weighing the coins and other materials that were placed on the bridge).
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Module 4
Using the bridges constructed along the motorway that runs near our town the following lesson is on bridges and their constructionConstructing a Bridge ( integrating construction and measure strand of Maths)
PROMPT
Find a context where children have to think about crossing a river. This might be a story or a
local river crossing. Find out what children think and know about bridges. They may mention
tunnels as well as a means of getting across. Have a display of pictures of bridges.
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PROMPT QUESTIONS
What is a bridge?
Where would you find bridges?
What are bridges made of?
What makes a good bridge?
What types of bridges are there? Can you name any?
(Bridge designs include arch, suspension etc.)DEVELOPMENT
What can be changed about a bridge?ACTIVITY
Ask the children. (Generally the shape and the materials.) Decide where the river will be. Two piles of books the same distance apart on each table will provide opportunities for children to test any bridges they make.Get the children to make a simple bridge using e.g. 1 page of A4 paper. The children can test its strength by adding coins or other masses.
Explore how to make a paper bridge stronger Using the blocks or books, paper and coins ask the children to design a bridge that will take the heaviest weight. (For fair testing use the same width of ‘river’, e.g. 14 cm, and use A4 paper lengthways).
Try the following and record the results:
1) Make a bridge from one piece of paper and test its strength by adding coins or other
masses until the bridge collapses.
2) Use two pieces of paper and test again.
3) Use one piece of paper and fold up sides, i.e. a
walled bridge
4) Make an arch (using two pieces of paper)CONCLUSION
What have they found out about bridges?
What have they changed about the bridges they made? (They have changed the materials and the shape of their bridges.)
What else could they change?
If you change the distance between the supports will the bridge support the same load? (Try it, make the river wider! -
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
I would like to link up with Intel Engineers in our local area and ask them to come into my classroom to introduce engineering to my class. I would ask them to help guide us in the right path towards creating a mini zipline in my classroom using twine, lolliopop sticks, a paper clip, paper tape to see what contributing factors affect the zipline such as weight, amount of tape used, degree of angle and length of the twine.
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I have spent ages trying to think of a bridge or engineering feature in my area and have been unable to think of one. We are very close to a bog and I considered basing my design and make project on it – designing a walkway or a tractor perhaps. But then I remembered the mines. We are very close to a working mine and many of the children would have at least one immediate or extended family member working there. So I have decided to base my design and make project on it. Currently I am teaching Infants but I am planning this project for senior classes.
First we would discuss why the mines exist. What is in the ground that people want to use and what do they want to use it for? Then we would identify the problem as being that people want to get a metal from the ground and how are they going to do it. In groups we would brainstorm the different problems that they might identify. These could be:
– Digging the hole
– Finding the metal
– Getting the metal out of the ground
– People getting under the ground
– People being safe while they are under the ground
– People getting in and out of the mine
– Getting the metal out of the mine
Still working in groups the children would then identify a solution to one of these problems. This might include:
– Designing a shaft
– Designing a buggy or tractor
– Designing a digger
– Designing safety clothes – helmets, jackets, trousers
– Designing a series of roads to get around under the ground
– Designing an electric circuit to get light and power under the ground
The children would then select one of the solutions and working individually, in pairs or groups design their solution, identifying the materials that they would use before building their prototype.
The final step would be testing to see how well their invention solved the problem they had identified. Their projects would be put on display in a way that replicates the mine and other classes would be invited to come to visit.
I feel that this project would not be complete if we did not address the environmental and social impact of mining in the past, and continuing in many places around the world today. Obviously, in light of the connections to the mine, this would have to be done sensitively. But it could also be done taking a “identify the problem, find the solution” approach. In this way the project would extend beyond designing and making but would also explore History, SPHE and Environmental Care.-
Hi Mary
The time spent thinking about this project has paid off. This is a fabulous idea for an engineering project that ties in so well with your local area. I love the way you are planning to also incorporate the social and environmental aspects of mining around the world and that you have given some thought into how to do this in a sensitive way given all of the local family connections to mining.
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Objectives:
Understand basic concepts of bridge engineering, particularly suspension bridges.
Develop mathematical skills through measurement, geometry, and problem-solving.
Foster teamwork, creativity, and hands-on learning.Introduction
Show pictures of famous suspension bridges.
Discuss what a bridge is and the different types of bridges.
Focus on suspension bridges: Explain how they work and why they are used.
Talk about the main parts of a suspension bridge: towers, cables, deck.
Discuss how forces like tension and compression work in a suspension bridge.Hands-on Activity: Human Suspension Bridge
Create a simple human suspension bridge with the class.
Have two students act as towers holding up a rope (cable).
Another rope is tied to the first and held by students to act as the deck.
Discuss how the weight is distributed and how the rope supports the deck.Planning and Designing a Suspension Bridge
Sketching
In small groups, have students sketch their own suspension bridge designs.
Ensure they include towers, cables, and deck in their designs.Measurement and Scaling
Teach students how to measure and draw to scale.
Use rulers to measure lengths and heights for their bridge designs.
Translate these measurements into scaled-down versions for their model bridges.Group Discussion
Have each group present their design.
Discuss any potential challenges and how they might solve them.
Building and Testing the Suspension BridgeBuilding the Bridge
Provide each group with materials.
Guide them through the construction of their suspension bridge model.
Cut cardboard for the deck.
Use straws or popsicle sticks for the towers.
Attach strings as cables.Testing and Iteration
Test each bridge by placing weights on the deck.
Observe and discuss how well the bridge holds the weight.
Allow groups to make adjustments to strengthen their bridges.Reflection and Discussion
Discuss what worked well and what didn’t.
Talk about the importance of planning and measuring.
Encourage students to think about how engineers solve real-world problems. -
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I would show the children a variety of famous bridges from around the world. We would discuss the function of a bridge and the parts of a bridge. I would then show them the video “A farmer builds his own bridge”, we would discuss why he needed to build the bridge. We would look at pictures of the suspension bridge at Birr Castle Demesne. We would discuss why the bridge was built and what was used to build it. I would provide the children with the bridge-building kits from our school. They work in groups to build different types of bridges such as suspension bridge, truss bridge, arch bridge and cantilever bridge. Following this activity, I would give the children a scenario where they must design a build their own bridge for a specific purpose. Children work in small groups to design their bridge on paper using Mathematics to measure the size, figure out which shapes will be used in their bridge, what weight their bridge can hold etc. Children gather the resources they need for their bridge and then they build their bridges. Bridges are tested to see if they are fit for purpose. Children present their bridges to the rest of the class.
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In my school in Dublin 1 we are very lucky to be able to take a walk locally and view the bridges over the Liffey. This is a great walk as there are many different types of bridges, old and new with very different designs. We would bring IPads to take pictures of these bridges and then discuss these pictures back in the class. The children could learn about the history of a few of this bridges as a starting point and paint or draw them as a display. I would then plan resources for the children to make a bridge in groups. I teach in an infants’ school so I would give the children a problem to solve. I would each group a toy truck and tell them to make a bridge that will hold this toy truck. They will need to use problem solving skills and use knowledge of measurement to determine how to make the bridge. The weight and size of the truck will need to be taken into account. They will need to record their findings as they go. One child in each group will be a reporter and can report back to the class about their bridge afterwards. I will make resources available to each group including Duplo Lego, Junk art resources, masking tape, lollipops sticks , string, straws, cubes, pipe cleaners, blocks etc, They will first draw out their design and then take the resources that they need. With their group they will be given time to make their bridge. They will record how their progress by taking photos on the IPads. When finished each group’s reporter will report to the class about their bridge. Questions could be asked like “Did it hold the truck and why or why not? What would they do differently next time? What problems did they find?” The children could then paint and decorate their bridges.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level?
Prompt & Wondering
5th/6th class: Inspiration comes from a local bridge which spans Mulroy Bay in Donegal. The bridge would be well known to pupils. It is relatively new and is about 400m long. It is also a visitor attraction with a very scenic mountain backdrop. Local children have older family members who remember the ferry boats that used to run and which stopped some time before the bridge was built. Animals, goods and people used to cross by ferry, so it may be possible to have some grandparents come to talk to the class about their experiences of crossing before the bridge was built, and the difficulties caused by the weather, etc.
Key questions: What makes a good bridge? Do you know any other famous bridges shaped like the local one? What shapes are used in construction? If you were building the Mulroy Bridge now, what changes would you make? Is there is anything different you might have to consider that was not considered then?
Exploring:
Using guidance from the Curious Minds Design a Bridge classroom resource, pairs or groups make a number of different bridge designs. Groups predict which bridge design will be the strongest and order them from strongest to weakest. Each bridge is tested in turn with coins or other objects to see which one holds the most weight without collapsing. Groups present their findings and discuss the shapes that work best.
Planning:
Scenario: Storms are increasing in our local area. The bridge must be well protected. Cyclists and pedestrians must be safe as they are crossing the bridge.
Set criteria as a class: We live in an area where tourism is important, so the bridge must become an attraction in itself. It must be safe for all users. Sailing boats are being used by tourists and visitors and perhaps in years to come, cruiseliners might even visit in the future. The bridge must therefore be able to lift to allow ships to pass. Local farmers cross the bridge with animals. There must be a safe pathway away from traffic for them to cross.
Making:
Experiment with card/blocks/Lego within the classroom. Focus on creating a covered walkway on both sides of the bridge adjacent to the lanes of traffic. Animals can use them without being frightened by traffic and they also provide shelter from the elements. Pupils can then move outdoors to the yard and use metre sticks and tape measures to measure the models they are constructing. They can consider the width needed on the actual bridge for cars, cycle lanes and pedestrian walkways to exist safely. They could also work out a scale when their own models are measured, and they have been given the measurements of the existing bridge/find this out using local knowledge or online.
Materials: Along with card and paper for model constructions, pupils could opt to use matchsticks to separate the traffic/cycle/pedestrian lanes on the bridge. Or perhaps use clay to raise the cycle lane from the road and make it safer.
Key questions: How high should the bridge be? How would the bridge lift? What angle would the bridge raise to above the water?
Evaluate:
Evaluate the design according to the criteria chosen, namely is an attraction for visitors, allows cars/pedestrians/cyclists to cross safely and can be lifted to allow large boats pass under.
Key questions: What materials were used in each of the bridge designs? Did your completed bridge follow the initial plan, or did you need to alter the design? How would you improve your bridge design? What was your favourite part of this design challenge and why? What have you learned from the process?
Follow-on: A site visit as a class to the local bridge which was used as inspiration for the project. Compare and contrast pupils’ own models. Do the changes make their bridge more effective?Mathematical thinking and mathematical skills to incorporate:
- Measuring – determining measurement (height/width of model bridge in decimal form)
- Time – if the bridge is to lift to allow ships pass under, there would have to be a time setting.
- Spatial awareness and location – interpret scale maps and create a simple scale.
- Shape – 3D/2D model construction and solving angle related problems.
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Hi Conor
That sounds like a great bridge project. I love the way you have incorporated local history into the project and bringing in grandparents to talk about the ferries is a fantastic way to start off. I took a look at your bridge on Google maps just there and I can see how the building of the bridge must have made a big change in your local area. I really like how you have incorporated different elements into the brief for your classroom bridge design such as protection from the wind for pedestrians and cyclists, a safe space for animals to cross and lifting to allow boats to pass underneath. A class visit to the local bridge is a nice way to end the project.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
We have many bridges close to our school due to our proximity to the train station and the canal. As they are a constant source of curiosity for the children they are a great starting point and great topic for differentiation and expansion of STEM ideas.
I love to anchor each lesson with a story. There are two wonderful picture books called ‘Rosie Revere Engineer’ and ‘Iggy Peck Architect’. These highlight the real life transferrable skills that the children are learning also. We could extend this and pose the question, ’How did the 3 Billy Goats get across the river?’
We can move on to building a bridge!
We can use toy animals and discuss the type of bridge we need.
We can discuss types of bridges, truss, suspension, wooden bridges and cement bridges ect.
The children should work together to do research on types of bridges before they start their building. Perhaps even lending itself to a research project during ipad time.
We will then discuss how we can make our own bridge which must be strong enough to carry the toy goats over.
There is ample opportunity for discussion about constructing of these bridges. How much will we need /how many pillars do we need. Around what length/height /width etc.
Estimation and guessing will play a big role here as will be applying and problem solving.
Reasoning and explaining will be how they formulate their plan
Implementing and carrying out their plan will be the final result,They can then present their plan to the class.
I know already they will have so much fun! -
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Castleisland Castle, located in Castleisland, County Kerry, Ireland, has a rich history dating back to the 13th century. Although the castle itself is now in ruins, its historical significance and architectural features provide ample inspiration for a classroom or outdoor design and make project.
Classroom Project: “Castleisland Castle Model”
Objective: Students will research, design, and construct a scale model of Castleisland Castle, learning about medieval architecture, history, and engineering principles.
Materials Needed: – Cardboard, foam board, or wood for the structure – Glue, tape, and scissors – Paints and brushes – Clay or modelling materials for details – Research materials (books, articles, internet access)
Steps:
Introduction to Medieval Castles
Begin with a lesson on medieval castles, focusing on their purpose, architecture, and historical context. – Show images and diagrams of Castleisland Castle and other similar structures.
Research- Divide students into groups and assign them to research different aspects of the castle (e.g., history, architectural features, defensive mechanisms). – Each group presents their findings to the class.
Design: – Provide students with graph paper and tools to sketch their model designs. – Discuss scale and proportion, ensuring the model will be a manageable size.
Construction- Have students use their sketches to build the castle model. Emphasize teamwork and collaboration. – Encourage creativity in adding details like battlements, towers, and gates.
Presentation: Once the models are complete, have each group present their castle, explaining the historical and architectural details they included. – Display the models in the classroom, school library or the town museum.
Outdoor Project: “Medieval Castle Playground”
Objective: Students will design and help create a medieval-themed playground inspired by Castleisland Castle, incorporating elements of play and learning about medieval life.
Materials Needed: – Wood, ropes, and other playground materials – Tools for construction (hammers, nails, screws, saws, etc.) – Paint and weatherproof sealants – Plants and landscaping materials
Steps:
Introduction to Medieval Life – Teach students about daily life in a medieval castle, including the roles of different inhabitants and the castle’s features. – Discuss safety and functionality in playground design.
Site Planning: – Select a suitable outdoor area for the playground. – Have students sketch initial ideas, considering space, safety, and the types of activities they want to include.
Design: – In groups, students design different sections of the playground (e.g., a tower slide, a drawbridge, a moat-themed sandpit). – Create detailed blueprints for each section, incorporating features like climbing walls, swings, and educational plaques about medieval life.
Construction – Under adult supervision, students participate in building the playground. This can be a community effort involving parents and local craftsmen. – Ensure all structures are safe and meet local playground standards.
Landscaping: – Incorporate plants and natural elements to create a castle garden. – Students can plant herbs and flowers that might have been found in a medieval castle garden.
Opening Ceremony: – Hold an opening ceremony where students give tours of the playground, explaining the historical inspiration behind each feature. – Invite the community to celebrate the new educational and recreational space.
Educational Benefits: – Interdisciplinary Learning: Combines history, art, engineering, and teamwork. – Practical Skills: Enhances hands-on skills and problem-solving abilities. – Community Engagement: Involves students in a project that benefits the wider community. – Historical Appreciation; Deepens understanding of local history and medieval life. By using Castleisland Castle as inspiration, students not only engage in creative and educational activities but also gain a deeper appreciation for their local heritage.
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In the design and make a bridge activity we will use the wonder, explore, plan and make, evaluation steps. Starting with Wonder- we will look at famous bridges, bridges in locality, their materials, shapes and their functions.
Explore: We will explore what shapes are strongest through the paper bridge holding coins investigation. Hopefully the children will discover that triangles and arches make for good bridges!
Planning: The children will engage in sketching and selecting materials The children will decide on the size of the bridge and use ICT for sketching. I will pose a challenge eg the bridge needs to be able to lift for boats
Making: This will take place in groups at school in the classroom. The children may have to revisit their original design and tweak as necessary as part of the process.
Evaluating as a class group. Were the bridges stable, strong, dud they meet the brief, we will discuss any problems and how they were overcome
Taking the next step: The class will research Ireland’s first bat bridge in Galway on the M18
Maths skills: what are the 3D shapes which add to the strength of the bridge? Measuring lengths for materials in centimetres with rulers, measuring the weight of the coins that the bridge can hold, looking at symmetry in the bridge, identifying different angles in the bridge -
This project aims to draw inspiration from the architectural and engineering marvel of St. Mary’s Cathedral in Killarney to engage students in a hands-on learning experience. The project will involve researching the history and design of the cathedral, followed by a practical component where students will create their own scaled models and design elements inspired by the cathedral’s structure. Students will first study the history of St. Mary’s Cathedral, examining its Gothic Revival architectural style and key features such as pointed arches, ribbed vaults, and stained glass windows. They will then investigate the engineering techniques used in its construction, including materials, structural stability, and methods for building tall spires. Divided into groups, students will design and construct scaled models of different parts of the cathedral using materials like cardboard, balsa wood, and plastic. Instead of traditional CAD software, students will use Minecraft to create digital models of their designs, allowing them to visualize and plan their structures in a virtual environment. The hands-on construction phase will involve applying engineering principles such as load distribution and experimenting with different materials to ensure structural integrity. Each group will present their model, explaining their design choices and the engineering principles they applied, with evaluations based on accuracy, creativity, and teamwork. An optional outdoor component could involve creating a miniature park featuring scaled models inspired by the cathedral, with pathways, benches, and informational plaques. This project will help students appreciate historical architecture and engineering, develop practical design and construction skills, and foster teamwork, culminating in a visually impressive display of their models.
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Hi Catherine
That sounds like a fantastic engineering project using St Mary’s Cathedral as inspiration. I love the idea of using Minecraft to create digital models and incorporating research on history and architecture as well as the physical construction of their models. I really like the idea of the outdoor component as it would bring in elements of map making in scaling paths and benches to match the scale of the model cathedrals.
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Using the suspension bridge in Birr Castle Demesne as inspiration, we will plan a whole school challenge to design and make a bridge. Each class will be encouraged to engage, investigate, create and reflect at their own level.
The challenge will begin with a whole school or class visit to the Demesne to see the suspension bridge. The children will also be encouraged to explore pictures of bridges from Ireland and around the world as they begin to build their knowledge on bridges.
To build on knowledge, a cross-curricular, integrated approach will be used in the younger classes. Story books and play will be utilised to ensure learners work to their own ability. Lego or construction toys will be readily available for the children to encourage a ‘give it a go’ approach to learning. Integrating ICT programmes will be encouraged in the more senior classes as the children are more au fait with technology.
Researching the history of bridges, exploring the different types and needs for bridges will further enhance the children’s developing knowledge of bridges. Encouraging the children to collaborate in groups during school time and at home to plan, make, complete and evaluate their bridges will ensure they continue to take the next step in their learning.
Shape and space, measures, weight and data are just a few ways that the children will be working across the curriculum.
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Bellews Castle, located in Dundalk, could serve as both an engineering feature and inspiration for a classroom make and design project for older students. As an engineering feature, they could study the castle’s architecture, identifying structural elements like the doorway arch, battlements, and foundations. They could learn about historical construction techniques and materials used in the castle fortification, linking this knowledge to modern engineering principles. For a classroom project, students could design and build miniature models of Bellews Castle using materials such as cardboard or clay. They would apply their understanding of engineering concepts to ensure the model’s stability and accuracy. This project could integrate various subjects: history for understanding the castle’s context, mathematics for scaling and measurements, and art for detailing. It would also foster creativity and problem-solving skills as students work collaboratively to replicate and interpret the castle’s design within a classroom setting. It could be completed as individual, pair or groupwork activity over a couple of weeks.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level
3rd Class Design & Make Challenge: pedestrian bridge
We are lucky to have a disused railway bridge very close to the school and most years I bring my class there for inspiration for a local history lesson. I will definitely be adding a bridge building lesson this year.
We can start by visiting the bridge and discussing its shape and structure – it is an arched stone bridge and I would teach the children about the keystone and how it supports the arch.
This could then lead to an exploration of the different types of bridges the children have seen/heard of and I would use some of the photos and videos from this module as well a selection of images of other famous bridges to aid this expoloration.
For the design and make challenge, I would pose the scenario that the old bridge was damaged and needed to be replaced. The railway is being repurposed as a waling trail, so the new bridge would need to be safe for pedestrians and incorporate a bike lane. It would also need to allow for two lanes of traffic passing underneath.
I would have the children take measurements of the current bridge so they could use these measurements for their designs. We would need to discuss scale and decide on a suitable scale for the models.
I would then use an art class to guide the whole class to make a scale model of the road, the banks either side, and the railway line but without the bridge – we could use large cardboard boxes, papier mache, and add natural materials like moss, stones and twigs.
Working in groups, the children would design their bridges and also design a way to attach them to the model, connecting the banks so pedestrians can safely walk over the road.
Next the groups would choose materials and construct their bridges, adjusting their designs as necessary throughout the construction process.
Each group would have a chance to try attaching their bridge and testing whether toy cars can pass beneath it. Lego pedestrians could be put on the bridge to test whather the side railings are safe. We could document the bridge trials with photos and videos. Each group could also present their designs to other classes and talk about their design process.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
This is actually similar to an engineering project I engaged in with a fifth class.
Inspiration; Brainstorming local buildings of interest both modern and ancient (integrating with history). Looking and responding at suggested buildings. Paired work anyalysing the buildings for structure etc. Whole class feedback as to how similar could be reconstructed. We have many local historical buildings of unique design such as The Wonderful Barn and Connollys Folly.
Planning and design. In groups of 3 the children will plan to recreate the local buidlings, listing resources and materials they will need and thinking of mathematical elements like size, proportions, best shapes for stability etc.
The children would make the structures engaging in problem solving measuring etc. Working collaboratively.
Each group would reflect and evaulate their design. What would they change and keep etc.
Group feedback would also be given.
To integrate ICT the children would document the learning and create a report using Adobe Spark or similar.
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Youghal has a number of structures that could be interesting to explore from an engineering perspective, firstly the old bridge from Cork to Waterford was replaced by a larger bridge, pictures from each of the times looking at the shape, breath etc of each of the bridge would be a good starting point for our investigation.
Initial questions could be around, what was the problem this bridge tried to solve? (tidal issues, greater flow of traffic, needed to be wider and higher)
what could the engineers have designed to replace the bridge…looking at other structures – suspension bridges in Waterford on the new motorway.
The second lesson could then focus on designing a bridge using spaghetti and marshmallows testing for
1.seeing which design would tolerate the greatest weight.
2. seeing if greater weight could be tolerated at different spacings
3.seeing if the best design could be improved upon with additional reinforcement etc.
Lesson 3 would be the write up and evaluation period of the project with conclusions and recommendations for a repeated experiment.
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I would show my class pictures of Birr Castle Demesne suspension bridge as a prompt. These pictures, will lead to the students asking questions such as what makes a good bridge. Next, the students can be placed into groups in which they are going to work together to make the bridge. They will be told that they are going to design several different bridges and the distance of using two sheets of A4 paper is used to get the students thinking about the importance of shape in the construction of bridges. In addition, students can look at how some shapes such as triangles and arches are stronger than others and how this knowledge can be used in the construction of these bridges. Teachers can set the criteria for the students to meet when constructing their bridge. Students will make their bridges. Once the groups have finished constructing their bridges they will be asked to evaluate their work and present their work to the class.
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- Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level?
- Resources required: lollipop sticks, play-dough, sticky tape, scissors, straws, scrap paper, cubes, cuisenaire rods & kitchen roll holders.
As mentioned in the module a story can be used as a stimulus to get the children engaged. As an Infant teacher I would use The Gingerbread Man story. After reading the original story I would tell the children we are going to change the ending of the story by building a bridge for the Gingerbread Man to cross. At this point I would question whether the children know what a bridge is? I would also make them aware of the bridge in the local town. I would then show them pictures of various bridges. I would provide the children with a simple definition of what a bridge is and why they are used. The children will work in pairs to create a bridge using a variety of materials provided for them.
Throughout this type of lesson the children will incorporate mathematical language to discuss and plan their bridges. Shape and space is one concept that the children will use throughout the building process. Through the use of cuisenaire rods the children will discuss measurement and also number as each rod represents a number from one to ten.
Once the children complete their creation we will engage in a whole class reflection. The children will be encouraged to reflect on what worked well, what would they change if they were to do it again or are there any other materials they feel would support their structure? As a teacher I can also reflect on who found the task easy and demonstrated creativity or who struggled and needed teacher assistance?
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In my local town of Birr, Co. Offaly, engineering plays a significant role in the town’s history and development. One notable engineering feature in Birr is the Leviathan of Parsonstown, also known as the Birr Telescope. This historic telescope was built in the 1840s by the Earl of Rosse and was the largest telescope in the world for over 70 years. To use the Birr Telescope as inspiration for a classroom project, I would create a project that focuses on astronomy, engineering, and design as follows;
Classroom Design Project:
Research the history and engineering behind the Birr Telescope. – Introduce basic astronomy concepts to students. – Divide students into groups and challenge them to design and build their own mini telescopes using simple materials like cardboard tubes, lenses, and mirrors. – Encourage students to document their design process, including sketches, materials used, and challenges faced. – Have students present their telescopes to the class, explaining how they work and what they learned from the project.
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Hi Monica
Using the Leviathan as inspiration for your engineering project is a great idea. I particularly like the focus on documenting the design process. This is something that Mary Parsons did very well throughout the manufacture of the Leviathan with her photography so photography could be another element to your project and you could discuss how easy it is for the children to take photographs of their work on an iPad compared to the work that Mary Parsons needed to put into each photograph she took. The design of the mirror and the walls and support structure for the telescope were two of the engineering challenges faced by the 3rd Earl. The children would have to consider how to fit their mirrors or lenses into their telescopes and they could also consider how to support their telescopes.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
- Firstly we would brainstorm all their knowledge on bridges
- Fill in our K in our KWL chart
- Watch the video as shown in this module: what’s an engineer?
- Discuss new vocab arch, beam, truss etc
- Discuss materials used steel, concrete and iron. Which one is better?
- Look at picture of famous bridges around the world as stimulus
- Give criteria to groups. Construct bridge of a certain span using paper. It must hold 2 toy cars.
- Further expand this by allowing a boat to move underneath. the weight of the cars could also be made heavier.
- Only uses adhesive take, paper clips, pipe cleaners
- Use knex if possible or during ipad time minecraft could be used.
- Share experience with other groups and allow them to help problem solve if the criteria has not been reached.
- Use of the curious minds framework will also be helpful.
- Pictures of bridges and research on a bridge they found interesting could be done on google classroom.
- Maths aspect: at what span does the bridge need support? 2cm, 4cm , 6cm etc
- Make a tally of the most famous bridges and what materials are used to construct them
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
Locally a new footbridge was built for all to see to solve a problem. The problem was the old bridge was too narrow to allow pedestrians to travel across safely. This new bridge is a simple suspension bridge. This could be the inspiration for a much lesser problem in our school. We often need to make our way across a little dike to fetch sliotars and various balls that go astray. Could we possibly help design a simple bridge to get across without getting mucked to the eyeballs? For this we would have to look at the many types of bridges in the world around us. We would have to be practical and also very economical with very little money(maths). After studying the various types of bridges we then will have to assess the best material to use. We would have to test the strongest material and yet the cheapest available to us. Again this will test their scientific and mathematical skills. We also will have to assess where is the best place to build this bridge and calculate the length of material. A good way to test the strength would be to get two concrete blocks and place them the same distance apart as the proposed bridge and then apply various weights building up to teachers weight. Fixing the bridge safely to the ground will also have to be taken into consideration. Children could come up with designs on paper or through minecraft or even playgough. All classes could take part and it would be great fun as well as a practical problem solver.
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I love the example Eimear has used above with the gingerbread man story and a lovely way to get across the need of a bridge for infants. The children would just love to explore with the use of all the materials that are usually available in an infant classroom. When I think of some the infants in my school those who are not so book enthused would certainly love the practical side of this.
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Using a local structure as inspiration for a classroom or outdoor Design & Make project.
I looked at Celbridge on Google Maps satellite setting and just looked for a structure that caught my eye as a good design with Mathematical shapes. The structure I chose was the M4 interchange at Celbridge/Leixlip beside Castletown House. I would take the class 5th or 6th for a walk up to the interchange and back in the classroom i would display the satellite image of it on the whiteboard.
I would ask the pupils about the different directions the traffic is going in on each section of roadway. I would ask the pupils to identify shapes in the birdseye view of the interchange. There is a central Oval with 2 parallel lines of the M4 beneath and crossing through the oval. There are triangular shapes created by the merging and exiting lanes as well as triangles where 2 local roads meet the bottom of the oval.
Having examined the satellite image and asking the children which lane you would be on to go to Sligo, Dublin, Leixlip etc I would ask them to use Lego K’Nex or plasticine to create a model of the interchange.
I would ask them to build to the scale of small toy cars fitting on the road ways for the width of 2 cars in some places and narrowing to the width of one.
The interchange is quite a beautiful shape and design and allows traffic to flow well in its everyday use.
In evaluation I would talk to the children about the lack of provision for cyclists to cycle safely from Celbridge to Leixlip using the interchange, and obviously not entering the Motorway lines.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
Researching the engineering landscape in Dunshaughlin, a notable feature is the Dunshaughlin Wastewater Treatment Plant, which employs advanced engineering techniques for sustainable water management. To inspire a classroom design and make project, I would use this facility as a case study in environmental engineering.
Project Plan:
Objective: Design a model of a sustainable water filtration system.
Introduction:
-Discuss the importance of wastewater treatment and its impact on the environment.
-Show pictures and diagrams of the Dunshaughlin Wastewater Treatment Plant.
-Class tour:Arrange a visit to the treatment plant to observe its operations and learn from engineers about the processes involved.Classroom Activities:
Research: Students research different water filtration methods and sustainable practices.
Design: In groups, students brainstorm and sketch their water filtration models, incorporating elements like sedimentation, filtration, and purification.
Build: Using materials like sand, gravel, activated charcoal, and clear plastic bottles, students construct their filtration systems.
Testing: Test the models with dirty water, observe the results, and refine the designs.
Presentation: Students present their models, explaining the engineering principles and environmental benefits.By connecting the project to a local engineering feature, students gain practical insights into real-world applications of engineering concepts and sustainability.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
Prompt
I would begin by showing the students a series of famous bridges around the world including the Sydney Harbour Bridge and The Golden Gate bridge. As our school is in Cork, the city is reknowned for having a great deal of famous bridges. The latest one however is called the Mary Elmes Bridge, a pedestrian bridge linking Patrick’s Quay to Anderson’s Quay. I would most definitely visit this bridge with the pupils and have discussions including lots of vocabulary associated with bridges- suspension, balance, weight, heavy, strength, cables, concrete.Wondering
Elicit from the children what is a bridge and Where would you find bridges? Include a vocabulary live chart in this part of the lesson to record children’s vocab and new vocab. Include other questions such as what types of materials are bridges made from? What makes a good bridge? Do you know of any famous bridges around the
world? What type of bridges are they? Are there any bridges near where you live or go to school?
Integrate shape and space with the start questions what shapes are used in bridge construction?Exploring
Allow the children time to explore the design of bridges using different materials such as paper, blocks, books, boxes.Starter Question
How should the bridges be tested? What is important about the design of a bridge?Predicting
What materials will work best? Draw a plan on paper or using ICT programmes such as MS Paint, Solidworks etc.Conducting the Investigation
Pupils are divided into groups to make their bridges using materials of their choice. Children could have the option of using natural materials to make bridges outdoors to span a small stream or channel. Maths could be incorporated in measuring the span of the river, calculating the width necessary for two cars to pass each other or making scale models of existing bridgesInterpreting Results:
Elicit from the children What they like most about your bridge design? Was the bridge strong enough to carry the chosen load? Was it high enough / was there enough space between supports to allow traffic or boats to travel underneath? Did your completed bridge follow the initial plan, or did you need to alter the design?Taking the next step:
Encourage the children to design their own bridges at home with their own materials/toys e.g. lego/ playdough. Integrate this lesson with a history lesson investigating the history of bridge design. Which aspects of design have changed, and which have remained the same? Research the use of wildlife bridges for allowing wild animals to travel safely over roads to access habitats.-
Hi Grace,
Thanks for your post. You have put together a great plan for delivering this activity. It’s wonderful to see that you plan on visiting the bridge and bringing this topic to life by exploring it firsthand because although we pass bridges regularly, it is only when we pay attention and observe that we see its many details. You certainly are spoilt for choice in Cork with bridges, and it could be interesting for learners to see if there is a common theme in terms of shapes, style, etc. How many they cross on the way to school, and so on.
It’s great to see that you are including an option for using natural materials to make bridges outdoors to span a small stream or channel. It brings this topic to life when there is an actual water source to cross, and is convenient with nature-providing materials.
Taking the next step by exploring wildlife bridges is a wonderful way to tie into biodiversity and the impact our progress has on their landscape. The State’s first “bat bridge” on the M17 could be an interesting one to learn more about here in Ireland. It allows bats and other mammals to traverse safely near Lady Gregory’s home of Coole Park to ensure the lesser horseshoe bat will use its important roosting site in Kiltartan cave and feeding grounds in Coole Garryland.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As our school is located near Dublin city centre there are ample opportunities to observe bridges in the local area particularly over the river liffey. We also have many bridges in local parks that could also be used. As I have 6th class I would really engage with the enquiry based approach when exploring engineering. I would delve into the design and make process and explore the four phases with the class. I would firstly show the children imagery of bridges and allow them to discuss and develop various avenues in which they would like future lessons to lead them. I would then allow them to think of bridges in their own area and extract any prior engineering knowledge they have by asking open ended questions throughout. We would discuss how looking at bridges could help and develop their mathematical skills. The children would go into their local environment and explore bridges in their locality such as the Ha’Penny Bridge or the Samuel Beckett bridge. The children would use their knowledge of lines and angles to try and create accurate angles in their bridges. I think this is an excellent activity to explore various curricular areas including the history of bridges the geography of where bridges are etc. it also promotes communication and cooperation skills amongst the children when they are designing and making their bridges. This is something I will definitely be completing with future classes.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
Inspiration: Newtown Abbey Bridge, Trim, Co. Meath.
Firstly, we would have a discussion on bridges, using the following prompt questions:
-What is a bridge?
-Where would you find bridges?
-What are bridges made from?
-Do you know of any famous bridges around the world?
-Are there any bridges near where you live/school?
-What shapes are used in bridge construction?Next, the children will start planning their bridge construction in small groups. They will draw and write their plan on large poster paper. We will discuss the important factors to consider in their plan:
-What type of bridge you are making and what is its purpose?
-What size will it be?
-Will it be suitable for 2 toy cars to pass in opposite directions across it?
-Will it be possible for a boat to pass underneath it?
-What materials (recycled materials, natural materials, Lego, K’Nex/other construction toys) will you use to make it?Finally, the groups will start constructing their bridges with help from their plan. Maths will play a vital part in this step, incorporating the following skills:
-Measurement- measuring the span of the river, calculating the width necessary for two cars to pass each other or making scale models of existing bridges using rulers, measuring tapes, and calculators.
-Geometry- Apply concepts of shape, size, and symmetry to design the structure of their bridge.
-Data analysis- gather and analyse data to make improvements/changes to their structure.Each group can then npresent their structures to the class.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
There is a seven arch stone bridge spanning our local river that was built around 1690. I would use this bridge as inspiration to plan a class challenge to design and build a bridge. We would first have a class discussion about bridges are constructed, the materials needed and their previous knowledge about bridges. We would create a mind map to record this information. We could even list any of the famous bridges they know. I have also climbed the Sydney Harbour Bridge, so if the local bridge didn’t inspire the class, that might.
We would also discuss (in pairs/groups/whole class) how maths could help them to build their bridges and possible challenges that may arise. We would focus on shape, length (measure twice, cut once is perfect mantra for this) and problem-solving in particular.
The next step in the challenge would be dividing the class into groups for the design and construction phases. In other construction lessons I have done the class have brought in recyclable materials for a week or two previous and I would do the same for this lesson. This way the class would have a treasure trove of different materials to draw on for their construction activity as well as the normal resources we would have in our classroom.
One of the best ways to learn is by doing and through working with their peers they will learn from each other. Finally, they would display their bridges outside our classroom with a synopsis of how they were constructed/what inspired them/maths that helped them construct them for example for other classes to learn from. -
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
Materials
Pictures/videos of different types of bridges. Materials, lollipop sticks, straws,paper clips, cellotape, glue. Small weights. Paper, crayons. Cardboard. scissors.
I would start by asking the children what they know about bridges. Have they walked /driven over one. Are all bridges the same or used for different purposes? what kind of materials would be used to make a bridge.
Tell the children they must make a small bridge to hold the weight of the toy car or some coins. Put them in to groups and allow time for planning and discussion.
At the end of the lesson gather the children together and allow them to show their bridge and discuss the design. What worked, what didn’t. Would they change anything about their design?.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As the ASD class teacher in a school near the new Rose Fitzgerald Kennedy Bridge I have used the new bridge as a trigger for STEM projects.
We were lucky enough to need to cross the bridge for some of our social trips so it was an ideal lead into the project.
I discussed the characteristics of the bridge, why the bridge is needed and I encouraged students to observe who uses the bridge.
I used photos to teach the language necessary (the cars go over, the boat goes under, the fields are beside etc).
We researched the history behind the name of the bridge.
The children were given various resources we had in the class (lego, knex, card, paper, glue, selotape, lollipop sticks, toy cars, boats etc). Using a picture of the bridge from various angles I asked them to design and make a bridge similiar to the one we cross on the bus. I took photos of them at the various stages of the project to display in the school hall and the final project was displayed for all the school to see.
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Using the suspension bridge in Birr Castle Demesne as inspiration the children working in small groups will be tasked with designing and building a bridge using a variety of materials. Through this challenge they will explore the ways that different shapes and materials impact the overall success of their design. Throughout each stage of development the children will be required to apply their mathematical knowledge of shape, measures, weight and calculation skills to design, plan, construct and test their bridges capabilities.
Objectives: Students will work together as a team to design and build a bridge that meets a challenge such as:
• a bridge that is at least 20cm. long.
• The bridge must be able to hold the weight of at least one toy car.
• The toy car must be able to roll along the surface of the bridge (optional).Materials:
The children may select from the following materials:
• Blue tack
• Playdough
• marshmallows
• Newspaper
• Cellotape
• Cardboard
• Paper
• Toothpicks
• Lollipop sticks
• Glue
• Straws
• Scissors
• Ruler
• Toy cars
• Building BlocksLesson Content
Introduced to the importance of bridges to people around the world and the changes in bridge design over time. Discuss the images of the suspension bridge at Birr Castle Demense, including it’s purpose, design and materials used for it’s construction. Prior to the building challenges, student teams should be given time to explore and experiment with the materials that they will be using. They can also examine photographs of bridges to see how geometric shapes are incorporated into the design before testing the ways that they can make and connect shapes with their materials. After exploration students should work as a team to draw the design that they will build in response to the challenge. Each bridge must have a deck on which the load can be placed during the challenge. Changes can be made; however, the goal is for the groups to have a plan in mind prior to building.
The children will be given an allotted time frame to construct their bridge. Once constructed the children must test the stability of their bridge to hold weight and how much weight is possible for their bridge to hold (each group must use the same equal unit of measurement).Reflection:
The children can reflect on and evaluate the bridge building and testing challenge, responding to questions such as:
• Did your team build the bridge that was on the original design sheet? If no, what did you need to change?
• Which elements of your final design worked well?
• List materials or tools that you wish you would have had to make the bridge building process more successful.
• If you could change anything that your team did when responding to the challenge it would be:
• What was the best part of the bridge challenge? -
Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
The railway is a notable feature of the landscape around my town. It was built in the 1840s, with most of its bridges still operational since then. Recently, a new road was built, requiring a new bridge to be installed.
I think it would be fascinating for an older class to examine and compare the old and new bridges over the railway, and identify their similarities and differences (huge amounts of steel went into the construction of the new bridge, compared to masonry in the old.) A design and make project could be prompted by this investigation, and the children could investigate the factors involved in making a strong and stable bridge, first using simple materials such as paper over piles of books, then moving on to discuss and debate better materials and designs. I would have the children work in groups and choose from a selection of provided materials with the aim of building a bridge that can carry toy cars (test whose bridge can carry the most). Alternatively, the children could discuss their design in school, but work on their bridges as a homework project.-
Hi Nicola,
Thanks for sharing your thoughts on the railway in your local area. I think pupils are always fascinated when comparing the old and the new and what had worked for many years, masonry, v the new method of steel. I also like how you plan to explore this further through a design and make approach in the classroom to compare materials which allows for critical thinking too.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
The cathedral in Farnham St., Cavan is an engineering feature in my local area. The cathedral is neo-classical in style with a single spire.There are six beautiful stained glass windows in the nave and the one in the south transept.
As a teacher of the junior classes, I would like to use this local landmark to engage the students in a design and make activity so will use the stained glass windows as the stimulus.
Explore: I would provide each group with various types of paper, such as sugar paper, tissue paper, cardboard, and crepe paper. Students could then explore these materials and sort them into two categories: transparent and opaque.
Plan: Students plan their stained glass window designs, considering the shapes they want to include. This would be a great opportunity to discuss regular and irregular shapes, as well as curved and straight lines. I’d ask them to label the plan and indicate the type of paper they plan to use. This plan could be completed on their digital portfolio (SeeSaw).
Make: They could begin creating their stained glass windows based on their designs.
Evaluate: Students evaluate their designs by considering what they might change and why. Did they use transparent paper for the glass? Is there any opaque paper in the design? If so, why?
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Class Challenge: Design and Make a Bridge
1. Project Planning and Preparation
Inspiration and Context:
• Begin by showing the class some photos of the suspension bridge at Birr Castle Demesne. Discuss its structure, function, and the principles of bridge design.
• Classroom Introduction:
o Show photos and videos of different types of bridges (suspension, arch, beam, etc.).
o Discuss the purpose of bridges and the basic forces acting on them.
Project Brief:
• Objective: Design and construct a model bridge that can support a specified weight (e.g., a toy car or a certain number of books) using provided materials.
• Materials: Provide materials such as lolipop sticks, string, cardboard, glue, and tape. For older students, allow additional materials like straws, rubber bands, and craft sticks.
2. Integrating Mathematical Thinking
Mathematical Skills:
• Basic Measurement:
o Measure the length of their bridge using rulers.
o Discuss units of measurement (centimeters, meters).
• Simple Shapes and Geometry:
o Identify and draw basic shapes used in bridge design (rectangles, triangles).
o Explore how shapes like triangles can make structures stronger.
• Counting and Estimation:
o Count the number of materials used.
o Estimate how much weight the bridge can hold and compare it to the actual outcome.
Incorporating Math Concepts into the Challenge:
• Design Phase:
o Blueprint Creation: Have students draw blueprints to scale, incorporating basic geometric shapes and ensuring accurate measurements.
o Budgeting: Introduce a simple budget system where each material has a “cost,” encouraging students to use their resources efficiently.
• Building Phase:
o Symmetry and Balance: Emphasize the importance of symmetry in design and how it affects balance and stability.
o Angle Measurement: Students use protractors to measure angles in their design, ensuring precise construction.
• Testing Phase:
o Load Testing: Place weights on the bridge and measure how much it can hold before collapsing. Record the results and discuss why some designs worked better than others.
o Data Representation: Create graphs to represent the results, comparing the different bridge designs and their weight capacities.
3. Project Implementation
Classroom Organization:
• Group Work: Divide students into small groups to encourage teamwork and collaborative problem-solving.
• Time Allocation: Set aside specific days for different phases of the project (e.g., one day for design, another for construction, and a final day for testing and analysis).
Cross-Curricular Integration:
• Science: Explore the physics behind bridge stability, tension, and compression.
• Art: Encourage creative design in the aesthetic aspects of the bridge.
• Engineering: Discuss the engineering process and how real-world engineers approach bridge building.
• Literacy: Have students write a report or presentation about their design process, challenges faced, and what they learned.
4. Project Reflection and Assessment
Evaluation Criteria:
• Design Creativity: How innovative and thoughtful was the bridge design?
• Structural Strength: Did the bridge hold the expected weight?
• Mathematical Accuracy: Were measurements, calculations, and scaling accurately applied?
• Teamwork and Collaboration: How well did the group work together, share ideas, and solve problems?
Reflection Activity:
• Class Discussion: Reflect on the project as a group, discussing what worked well, what could be improved, and what students learned about math and engineering.
• Individual Reflection: Students write a short reflection on their role in the project, the math skills they applied, and how their understanding of bridges has evolved. -
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
I would use the trigger of the story of the Gingerbread Man to motivate the children to solve the Gingerbread Man’s problem of having to trust the fox, what would have been a great help to the Gingerbread Man? That’s right, a bridge.
I would then separate the class into groups of 3/4 and provide each group with the exact same materials (wooden lollipop sticks, 1 roll of sellotape). I would have the children measure a gap between 2 desks of 15cm tell them that this gap represents the river and they must now design the strongest bridge they can using their materials. Allow the children time to discuss and design their bridges first. Then allow time for the children to construct their bridges.
Then, as a whole class we could proceed to test for the strongest bridge by gradually adding small weights such as 20c coins until each bridge collapses. We could then weigh the specific amount of coins it took to collapse the bridges to have a specific load bearing capacity for each bridge and determine the winner.
We would then have a whole class discussion on what design element of the strongest bridge made it the strongest and why the weakest bridge was the weakest bridge etc.
This lesson incorporates mathematical elements of length, weight and there would be plenty of number work also.
I would suggest this lesson could be carried out with a 2nd class.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As my school is located in Co. Dublin, I would use some of the well-known bridges in Dublin City as a stimulus for this activity: Samuel Beckett Bridge, Ha’penny Bridge, O’Connell Bridge.
Children would be split into groups and each group would be given a picture of one of the above bridges. On the page surrounding the picture, they would write down any observations, opinions, or questions that they have about the bridge.
Pictures of the bridges would then be shown on the interactive board and groups would share their recordings.
All three bridges would then be shown side-by-side on the board, and the class would compare and contrast the design features of each one. Some facts that I would share could include:
– O’Connell Bridge is 5m wider than it is long (key questions: Would this impact the stability of the bridge? Why might this be a useful design feature?)
– Samuel Beckett Bridge is a moving bridge, which can open to an angle of 90 degrees (key questions: Why might it need to open? What benefit is this to the city?)
– Ha’Penny Bridge is over 200 years old and is a pedestrian bridge (key questions: How might the design of bridges changed in 200 years?)
Groups would be given time to design their bridges, with an emphasis placed on choosing original and unusual designs while still maintaining a strong, stable structure. I would remind the children that each of the bridges that we studied have very different features.
As part of their plans, children would list the materials needed to construct their bridge. The class would also decide together how a “fair test” could be conducted to test the stability of each bridge.
Mathematical Thinking and Skills:
- Estimating the number of materials required, finding the difference between the group’s estimate and the actual materials used
- Understanding the relationship between length, width, height and weight. Looking at the ratio of length:width of the bridge – what makes for a strong structure?
- Using their understanding of angles and shape/space when ensuring the structure is strong and secure
- Addition and subtraction: Calculating the total lengths, widths etc. of all of the bridges in the class
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Hi Patrick
Using the 3 bridges over the River Liffey as inspiration for a bridge design project is a great idea. The children will be very familiar with these bridges from walking past them and crossing over them regularly but have probably never looked closely at them or thought about how they are constructed. I like the way you propose giving each group a bridge to examine and discuss first and then doing a comparison of the three bridges as a full class.
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Engineering Inspiration: The Tullamore Dew Distillery
The iconic Tullamore Dew Distillery is a prime example of engineering in action. A class project could focus on the distillery’s copper stills, which are essential to the whiskey-making process. Students could explore the concept of heat transfer and distillation through experiments.
To replicate the stills, students could design and build smaller models using recycled materials like plastic bottles and tin foil. This hands-on activity would involve measuring, cutting, shaping, and assembling materials, fostering problem-solving and creativity. The project could also incorporate elements of art and design as students consider the aesthetic appeal of their models. By studying the distillery’s stills, students can appreciate the interplay of science, engineering, and design in a real-world context.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
As we are located in the midlands we have many examples of wind turbines around us. I think examining a modern engineering structure would be an excellent topic to explore.
I would start the lesson with a discussion on renewable energy. I would then direct the discussion towards wind turbines using a photograph for further stimulus for the discussion. The children would use their chrome books in groups to research the necessary elements of a wind turbine. Follow that we would revert to a whole class discussion on what they learned. At this point I would allow the groups to gather what items they feel would be necessary to design and make a wind turbine.
Further investigations would involve suitable anchors/foundations to support the turbines.
Testing the turbine outside and reporting back on the suitability of their turbine.
This lesson could be done in isolation of as part of a larger topic of renewable energy and global warming. -
This class project to design and build a bridge is a fantastic way to engage students in practical, hands-on learning while integrating mathematical thinking.
Introduction:
We would start the lesson by selecting a local bridge as inspiration. There is a well-known bridge near our school where the River Derry flows. We will use this bridge as a case study. We will organise a field trip to this bridge, we will look at the materials used, discuss the bridge’s design features and its purpose.
I will give the children the learning outcome to design and construct a model bridge that can span a specific distance (e.g., 50 cm) and hold a certain weight (e.g., 500 grams).
Materials (e.g., lollipop sticks, matchsticks, string, glue, cardboard). The children will sketch their bridge designs. I will encourage them to consider which shapes will be most stable and how to distribute weight evenly. The children will measure materials, cut them to size, and construct the bridge according to their designs.
Ways to Integrate Mathematical Thinking
Mathematics is essential to the design and construction process. Here’s how to incorporate different mathematical concepts:
Measures: The children should focus on basic shapes and measuring lengths. The children can measure the gap their bridge needs to span and the lengths of materials they use. I will encourage the children to explore more complex shapes like polygons and how they distribute weight. I will introduce the concept of symmetry and its importance in bridge design.
Algebra: Simple addition and subtraction to count materials used. Basic multiplication and division to calculate the number of materials needed and to budget.
Data: After testing the bridges, we will collect data on how much weight each bridge held before failing. We will create simple bar graphs to compare results.
We will test each bridge by gradually adding weight until it fails. We will record the weight each bridge held.
As a whole class we will analyse the results. Which designs were most successful? Why? The children will reflect on what they learned and how they might improve their designs.
The children can display their bridges to the whole school at an assembly and share with other students what they learned.
This project not only reinforces mathematical skills but also fosters creativity, problem-solving, and teamwork, making it a broad and engaging learning experience. -
In my school’s locality (walkable) and a little wider (up to 10k) there is a wide variety of bridges including a road bridge on the main street, a smaller bridge mainly used for walking, canal bridges, an aqueduct, motorway flyovers, railway bridges. It is hard to look past this engineering challenge even though I may also look at building a bug hotel inspired by a local building.
I would engage children by showing them a variety of local bridges and well know bridges from farther afield, I wouldn’t be mad about that Carrick-a-Rede video to be honest, I struggled to see the bridge in it but the River Suck one was great. I would use many of the questions suggested in the wondering section and set a couple of smaller challenges, e.g, A4 bridge and/or an idea I saw for cocktail stick/marshmallow bridges for further investigation and discussion of bridges. I also used to have a game on my phone where I had to build rail bridges for ever wider and more complicated settings, something like this could be engaging and useful.
As a class, we would come up with a challenge, setting span distance, width and strength parameters and the children would design, discuss, build, test, redesign if necessary, their bridges.
Children would reflect on their designs and I would reflect on the overall challenge afterwards.
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