# Bridging the Gap

Bridging the Gap

Author(s):

Angela Barnes

Overall Goal for the Lesson:

In the world in which we live, individuals are faced with technological challenges that were perhaps never anticipated or envisioned.  Forty years ago, no one could have anticipated the challenges and opportunities that cell phones bring, let alone text messaging.  At times, we are faced with design challenges that require us to think “outside the box” and use creative design processes rather than relying on just one possible solution.  Specifically, structures are designed with a particular purpose, environment, life span, and culture in mind.  Engineers must weigh these factors to produce optimal designs.

Engineering and designers regularly keep a design journal.  Documentation of design thinking strategies, through sketches, notes, and diagrams, is an important aspect of the creation of an engineering design journal.

Student Objective(s) for the Lesson (Given a condition, the students will, to what level):

1. Given a specific design challenge, the students will brainstorm, sketch, and design a solution, additionally, they will build and test a working emergency bridge prototype by breaking it down into smaller, more manageable problems and include the ideas in their engineering journal.
2. Work cooperatively in a group to discuss, to compare, and to compromise on potential bridge design ideas to solve the specified design challenge using the engineering design process.
3. Students will gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source, and integrate the information (while avoiding plagiarism) to construct a collapsible bridge and answer all questions related to bridge construction.
4. Given dimension constraints, students will use the standard ruler to determine accurate measurements within a 1/16” tolerance on all dimensions to build a working, functional prototype of a bridge.
5. Given design constraints, the students will calculate a scale model using ratio principles to construct a functional prototype of a collapsible bridge.
6. Students, working in pairs, will view historical Oklahoma bridges online.  In small groups, along with written documentation, students will compare and contrast characteristics from the long-lasting structures to historical bridges.
7. Using Google Earth, the students will prepare and deliver an oral presentation in a manner that effectively delivers an engages the audience which clearly communicates their knowledge and ideas of bridges and bridge design.

Assessments: (Make sure each objective is paired to an assessment measure that allows students to show they met the criteria).

Authentic assessment is used in my classroom.  It is unique to each student and typically a rubric is used pertaining to the particular project.  Each student has their own unique ability. A rubric will be included so students have specified criteria needed to achieve success. See attached rubric.

Description of classroom, grade level, and students:

Pre-Engineering classroom with 9th-12th grade students, diverse/multi-cultural, mixed genders, mixed learning styles and learning abilities.

Prior Knowledge of Subject (What do the students already know, if anything, in this subject area):

Basic Reading of Rulers, Engineering Design Process, Journal procedures, Basic volume of a square/rectangle

Length of Lesson: (minutes, number of class periods, or days or weeks needed).

8-9 full class periods

Engagement Activity: 20 minutes

Exploration Activity: 45 minutes

Extension Activity: 30 minutes

Review: 15 minutes

Video: 10 minutes

Explanation & discussion of combat engineers: 25 minutes

Explanation of challenge: 10 minutes

Brainstorming (1st round): 15 minutes

Springboard: 15 minutes

Brainstorming (2nd round)—research, sketch: 30 minutes

Build: 1 class period

Test: ½ class period

Final modifications: ½ class period

Final Testing: ½ class period

Reflection & Follow-up: ½ class period

Next Generation Science Standards

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem-based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

1a: Apply existing knowledge to generate new ideas, products, or processes

1b: Create original works as a means of personal or group expression

1c: Use models and simulations to explore complex systems and issues

2c: Communicate information and ideas effectively to multiple audiences using a variety of media and formats

2d: Contribute to project teams to produce original works or solve problems.

3a: Plan strategies to guide inquiry.

3b: Locate, organize, analyze, evaluate, synthesize, and ethically use information sources and digital tools based on the appropriateness to specific tasks.

4a: Identify and define authentic problems and significant questions for investigations.

4b: Plan and manage activities to develop a solution or complete a project.

4c: Collect and analyze data to identify solutions and/or make informed decisions.

4d: Use multiple processes and diverse perspectives to explore alternative solutions

5b: Demonstrate personal responsibility for lifelong learning.

6b: Select and use applications effectively and productively.

Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.)

Day One:

Teacher will introduce basic bridge designs to the students through various pictures e.g., truss, beam, suspension, and arch.  As part of the Pre-Engineering course, students study various disciplines of engineering e.g., structural engineering and civil engineering.  As a class we discuss this field of engineering and the types of projects they would complete which includes bridge design. To get the students engaged, I have them complete two short lessons meant to build their interest in the design of bridges.  They work in small groups of their choice while I facilitate their work, guide them with research, and answer any questions.

Each activity the teacher leads discussion, facilitates, prompts, and keeps students on-task.  It is never teacher-dominated or teacher-centered, thus the students control the pace of the project i.e., if the students are engaged they may decide to take the project one step farther.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Engagement Handout
• Exploration Handout

• Engagement (1st activity)-20 minutes:
• Students will work in small groups and will view famous bridges of the world online
• Students will discuss in small groups and record in their engineering journal
• What makes the bridges impressive?
• What makes bridges last for a considerable amount of time?
• What role does design, materials, the environment and politics play in the longevity of a bridge?
• What makes a “historical” bridge?

After a brief regrouping of the class, I briefly describe their next activity.  I don’t give too many details on HOW to present the information because I want students to showcase their diversity and culture.  They work in small groups of their choice while I facilitate their work, guide them with research, and answer any questions.

• Exploration (2nd activity)-40 minutes
• Students will work in small groups and will view bridges of Oklahoma online at:
• Students will discuss similarities and differences between historical bridges of Oklahoma and famous bridges of the world.
• What features are similar?
• What features are significantly different?
• Students will create a Venn diagram that explains what the bridges have in common and contrast by using an online Venn diagram creator such as https://www.gliffy.com/uses/venn-diagram-software-template/
• The students will give a brief presentation of their bridges to the class.

Day Two

Students enter the class and begin to work on their QOD (Question of the day) which is a brief review of bridge designs.  We will finish any presentations and briefly discuss Oklahoma bridges.  In order to enable students to empathize with technologies and structures from different cultures, I introduce the extension lesson.  With a whole class discuss, we speculate how engineering design is based on context and culture, and how current construction methods are used around the world.  The extension activity is to provide research to support our ideas and conceptions.  They work in small groups of their choice while I facilitate their work, guide them with research, and answer any questions.

Each activity the teacher leads discussion, facilitates, prompts, and keeps students on-task.  It is never teacher-dominated or teacher-centered, thus the students control the pace of the project i.e., if the students are engaged they may decide to take the project one step farther.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Extension Handout
• Google Earth (should be previously installed)

• Extension (3rd activity)-45 minutes
• Students will work in small groups and research examples of bridge designs from different parts of the world; for example, Northern Africa, Southeast Asia, etc.
• Students will prepare a presentation to explain the unique features of the chosen bridges.
• Truss bridge, arch bridge, or cable-stayed bridge
• Year bridge was built
• Google Earth can be utilized as a presentation tool to show location of discovered bridges, as well as features.

Day Three of Lesson Plan

Enrichment Activity—Day One (50 minutes)

Each activity the teacher leads discussion, facilitates, prompts, and keeps students on-task.  It is never teacher-dominated or teacher-centered, thus the students control the pace of the project i.e., if the students are engaged they may decide to take the project one step farther.

This day is dedicated to setting up combat engineering’s role in society.  This day is primarily informal discussion between the teacher and the students.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Videos (online)

Day Four of Lesson Plan

Enrichment Activity—Day Two (50 minutes)

Each activity the teacher leads discussion, facilitates, prompts, and keeps students on-task.  It is never teacher-dominated or teacher-centered, thus the students control the pace of the project i.e., if the students are engaged they may decide to take the project one step farther.

Since we study the primary fields of engineering (e.g., civil, chemical, electrical, mechanical), I like to use one area of engineering to springboard into the next are.  This exposes the students to diverse areas of engineering and also will interest students who may not have a desire to go into the field of engineering we are currently studying i.e., if we are studying mechanical engineering, a student might not relate to that field, so I will expose them to a related field such as electrical engineering.

Again, as a class we are in discussion mode.  I use this time to find out what my students like so I can develop future lesson plans with them in mind, i.e., if they love chocolate, then I will find an assignment that deals with food engineering, such as working at the Hersey Chocolate Factory.

The last part of the class period, I read over the details of the hands-on activity.  This is a first read-through for the students; this gives them additional time the next class period to ask any questions.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Bridging the Gap Handout
• Lesson Rubric Handout
• Videos (online)

• Springboard into Explosive Engineering/Chemical Engineering/Fireworks (15 minutes): http://explosives.mst.edu/
• Importance of Summer Camp and Networking (10 minutes): http://discover.mst.edu/2015/06/30/having-a-blast-at-summer-camp/
• Explanation of challenge (10 minutes): “Bridging the Gap” See attached handout
• Lesson Rubric (5 minutes)
• Group Assignments (5 minutes):  I will let the students draw numbers so they are randomly placed in a group.  I like to do this intermittently to “mix things up.”

Day Five of Lesson Plan

Enrichment Activity—Day Three (50 minutes)

Students enter the class, get their journal, and begin working with their small group.  I give them time to read over the activity and ask any questions.  This is where they do their first round of brainstorming sketches; the timer is set to 15 minutes.  They work in small groups of their choice while I facilitate their work, guide them with research, and answer any questions.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Bridging the Gap Handout
• Videos (online)

• Brainstorming (1st round) (15 minutes): students are placed in groups or groups are chosen (depending on assignment) and given time to do discuss their ideas with one another and come up with rough sketches individually (in own journals).  These are preliminary ideas/sketches without structured research.  It is called “piling on.”  Groups listen to each other and gather as much information as possible and record all possible ideas.

At the end of 15 minutes, I show another video from a different perspective.  This is an idea builder for the students.  They may see a different way of doing something they have not previously thought was possible.

Students are then given time for me to answer specific questions related to their designs.  They can also ask other peers for ideas and/or suggestions.

Then structured, research based ideas will be designed within small groups.  As with most exercises, I am roaming the room answering questions and helping students put their ideas to paper.

• Brainstorming (2nd round) (30 minutes):  students will be given the opportunity to ask any further questions needed for clarification (although, they are allowed to ask questions at any time they need). Research on the computer, materials list, idea contribution, consensus of design, and submit design for approval. All of this is recorded in their engineering journal.

Day Six of Lesson Plan

Enrichment Activity—Day Four (50 minutes)

My job during brainstorming and build phase is to guide the students, but do not “take over” their project or “leave them out on the clothesline.”  It is a delicate balancing act for a teacher, and honestly takes a few years to make sure you are not overstepping or not providing enough support.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Bridging the Gap Handout
• Lesson Rubric Handout
• Videos (online)
• Main Activity (per group)

• 1 roll of duct tape
• Several plastic drop cloths
• Several cloth drop cloths
• 1 medium density foam board per group
• 1 set of colored markers per group
• 4 sheets of graph paper per group
• 4 sheets of lined paper per group
• 1 pen or pencil per person
• Individual’s journal for sketching/brainstorming/data collection
• Computer
• Two structural beams
• Toy car

• Build: Students are given one class period to build their design.  I always encourage K.I.S.S (Keep it simple). During this time, students are working cooperatively in groups (or practicing conflict resolution). They are also including all daily work in their journals.

Day Seven of Lesson Plan

Enrichment Activity—Day Five (50 minutes)

I monitor their progress, and help with any lasts minute changes needed to ensure they are successful.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Bridging the Gap Handout
• Lesson Rubric Handout
• Videos (online)
• Main Activity (per group)

• 1 roll of duct tape
• Several plastic drop cloths
• Several cloth drop cloths
• 1 medium density foam board per group
• 1 set of colored markers per group
• 4 sheets of graph paper per group
• 4 sheets of lined paper per group
• 1 pen or pencil per person
• Individual’s journal for sketching/brainstorming/data collection
• Computer
• Two structural beams
• Toy car

• Test (1/2 class period):  Bridges will be tested by individual groups then the class as a whole.   This is where the design flaws are challenged.  Students will have a chance to modify and change their designs to meet the criteria/challenge.
• Final modifications (1/2 class period):  Any further modifications will need to be addressed and fixed prior to final testing.

Day Eight of Lesson Plan

Enrichment Activity—Day Six (50 minutes)

Test day!  Students are excited to share their product.

• Materials Needed:
• Computer
• Engineering Design Journal
• Pen and Pencil
• Bridging the Gap Handout
• Lesson Rubric Handout
• Peer Evaluation Handout
• Videos (online)
• Main Activity (per group)

• 1 roll of duct tape
• Several plastic drop cloths
• Several cloth drop cloths
• 1 medium density foam board per group
• 1 set of colored markers per group
• 4 sheets of graph paper per group
• 4 sheets of lined paper per group
• 1 pen or pencil per person
• Individual’s journal for sketching/brainstorming/data collection
• Computer
• Two structural beams
• Toy car

• Final Testing (1/2 class period): bridges are impounded and no further modifications/alterations can be made
• Reflection/Follow-up (1/2 class period):  Students write a paragraph in their journal about what they think went well and how their design could be improved. We discuss as a class what aspects of EACH groups design worked well.
• Students will use group work evaluation to assess their peers.  See attached.

Accommodations: (How might the lesson need to be adapted for students with special needs?)

Because authentic assessment is used, each individual student will work to the best of their ability and do their best work. See attached rubric. I am willing to help a student to be successful in my classroom and will provide accommodations (within reason) to ensure their success; for example, allow students to work with one partner instead of two—this minimizes distractions.  Students may need additional time to complete the assignment.  If needed, students can use headphones to listen to audio instead of reading e.g., an article on a website.

App to be used for lesson (if applicable):

Reflection on this Lesson:

This is a problem-based learning (PBL) lesson plan which focuses on helping students think critically and analytically to solve problems in collaboration with classmates.  In conjunction with multimedia presentation this makes an innovative lesson plan. The lesson is interdisciplinary (math, reading, writing, engineering/science), real-world relevant using real-life engineering skills and jobs, focuses on solving a meaningful problem, allows for authentic assessment so provides multiple measures of mastery, uses technology to enhance and promote technical skills, and promotes collaboration in the classroom.

An advantage of PBL is the simulation to real-life.  It is the study of an in-depth real-world topic which grabs the students’ attention.  PBL is not about just doing the work and learning the material; it is a way for students to work together.  Students take responsibility for their own learning.  PBL allows for authentic assessment and evaluation. Students are exposed to a real-world dilemma with more than one possible solution through analysis, investigation, research, and discussion. Students are intrigued by the problem and are intrinsically motivated to learn.  Some students might think the bridge can be built in one piece and folded into the dimension constraints, whereas, other students may want to build the bridge in pieces.  By offering PBL, the students draw on their own passion, interest, skills, and interests in order to create work that is meaningful to them.

Although, I give a duration of the lesson plan, this is not a fixed time frame.  Instead, I let the students dictate the pace (within reason) of the activities; it is up to the students to decide how they will make best of their time and resources to meet the learning objectives i.e., the strict 45-60 minute per lesson plan is a non-factor in my classroom.  I support the students throughout this process and monitor their progress closely.  I allow the students to pursue their own lines of inquiry or extend the project as they desire.  Students gain more personalized lessons and control over their own learning because I do not approach my lessons as a “one size fits all.”  I am able to take on the role of mentor, coach, co-designer; thus, I have a deeper, more fulfilling engagement with my students.

The natural way children learn and develop skills is an individualized process. If the students enjoy a lesson, if it motivates them, they become passionate about it.  All the students in my class have applied and been accepted into the Pre-Engineering program, so they are all highly interested in the field of engineering. This lesson allows differentiated learning styles to emerge; some will “jump head first” into building while others will take their time, research, and build.

In today’s information-gathering society, students must be able to solve problems and work with people; the four C’s (critical thinking, creative thinking, collaboration, and communication).  In the 21st century, a students’ level of basic knowledge embedded with technological literacy must be connected at a deeper level.

Finally, I choose what I assess, and what I choose influences how I teach.  In traditional classrooms, assessment is synonymous with exams; however, to create a lifelong learner, we must equip students will skills to become self-directed, collaborative, and inquiry-based.  To measure these skills requires a combination of assessment techniques, e.g., journals, portfolios, and presentations.  To assess students successfully, it must be continuous.  This is part of the monitoring, guiding, and supporting principles.  I must be alert to who is confused, distracted, or didn’t grasp the concept.  This lesson embodies all of the aforementioned.

Bridging the Gap

Combat engineers primarily supervise, serve or assist as a member of a team when they are tackling rough terrain in combat situations. They are experts in areas such as mobility, counter mobility, survivability, and general engineering. One of their job duties is to construct fighting positions, fixed/floating bridges, obstacles, and defensive positions. **my school has a large percentage of JROTC and are highly engaged in learning this material**

The US military have increased involvement in various countries; many share a distinct feature in terrain type, thick rain forest jungles.  The jungles in some countries have become a difficult obstacle for the US military ground forces, due to thick vegetation and numerous rivers and streams.  It has become nearly impossible for the troops to carry moveable bridge structures through vegetation to where they are needed at the river shores.  The moveable bridges currently in use are not appropriate for troops to carry through the thick jungles as they are both heavy and awkward.

The challenge is design, build, and test a working emergency bridge prototype with design and time constraints.

Bridge must:

1. Provide the basic necessity of a walkway for several military troops.
2. Be able to span at least a 10’wide river.
3. Be able to latch to one another to create a longer bridge if needed.
4. Be collapsible.
5. Be reusable.
6. Come in a container (collapsible form) able to be transported in a regular military issued backpack 2’x3’x2’ (must use 1/10th scale)—keep in mind that the total weight cannot exceed 25-30 lbs (must use 1/10th scale) in order for someone to carry it which includes the bridge and all contents.

Engagement

• Students will work in small groups and will view famous bridges of the world online
• Students will discuss in small groups and record in their engineering journal
• What makes the bridges impressive?
• What makes bridges last for a considerable amount of time?
• What role does design, materials, the environment and politics play in the longevity of a bridge?
• What makes a “historical” bridge?

Exploration

• Students will work in small groups and will view bridges of Oklahoma online at:
• Students will discuss similarities and differences between historical bridges of Oklahoma and famous bridges of the world.
• What features are similar?
• What features are significantly different?
• Students will create a Venn diagram that explains what the bridges have in common and contrast by using an online Venn diagram creator such as https://www.gliffy.com/uses/venn-diagram-software-template/
• The students will give a brief presentation of their bridges to the class.

Extension

• Students will work in small groups and research examples of bridge designs from different parts of the world; for example, Northern Africa, Southeast Asia, etc.
• Students will prepare a presentation to explain the unique features of the chosen bridges.
• Truss bridge, arch bridge, or cable-stayed bridge
• Year bridge was built
• Google Earth can be utilized as a presentation tool to show location of discovered bridges, as well as features.

Design Activity Rubric

Peer Evaluation

(self included)

Please use this form to evaluate the contributions of each team member to the group effort. Consider attendance and participation in team meetings, individual contributions to idea generation and research, communication within the group, etc. These evaluations are completely confidential and will never be shown to your team members. Please respond as honestly as possible.

1.      Please allocate a total of 100 percentage points among your team member, including yourself, with higher percentages going to those members who contributed most. In the case of equal contribution, points should be divided equally among team members.

Team name/number/client/project focus: __________________________________

Name                                                   % Points

Yourself         _________________________________________________________      ____________

Member 1       _________________________________________________________     ____________

Member 2       _________________________________________________________      ____________

Member 3       _________________________________________________________      ____________

Member 4       _________________________________________________________      ____________

Member 5       _________________________________________________________      ____________

Total                    100 %

2.      Explain any particularly high or low allocations, providing concrete examples to illustrate your reasoning.