Elmers Bridges Teaching Guide
Elmers%20Bridges%20Teaching%20Guide
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Bridges: An Integrated STEM Teaching Guide
This interactive inquiry-based instructional unit is designed to teach students
about different types of bridges and set the foundation for the STEM principles
involved in their construction. This instructional guide combines a variety of
hands-on and research-based learning experiences to identify the strengths
and weaknesses of different types of bridges before students construct their
own models. The activities provided in this instructional guide incorporate
principles of science, history, mathematics, engineering and English/language
arts for students in grades 4-8. Teachers can easily adapt the lessons and
provide engaging, hands-on creative learning experiences for students in any
classroom.
Table of Contents
Academic Standards…………………………………..……..………3
Objectives, Background Information, List of Materials..……....….4
Recommended Reading and Required Knowledge …...…………5
Discussion Questions…………………………………………….…..6
Vocabulary Activity: Bridge Lingo…………………………………..6
Research Activity: Types of Bridges………………………………..6
Hands-On Activity: Paper Bridge Challenge……….………………7
Research Activity: Famous Bridges………………………………..7
Hands-On Activity: Bridge Tower Challenge………………………8
Hands-On Activity: Truss Bridge Challenge………….……………9
Competition: Toothpick Bridge Challenge………………………..10
Home-School Connection ……………………………………...…..11
Student Activity Pages and Handouts …………………………….12
Written by Dr. Melissa Hughes
Ph.D., Curriculum and Instruction
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Academic Standards
Common Core State Standards
• CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and
supporting evidence such that listeners can follow the line of reasoning
and the organization, development, and style are appropriate to task,
purpose, and audience.
• CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media
and visual displays of data to express information and enhance
understanding of presentations.
• CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex
literary and informational texts independently and proficiently.
• CCSS.Math.Practice.MP4 Model with mathematics.
• CCSS.Math.Practice.MP5 Use appropriate tools strategically.
• CCSS.Math.Practice.MP6 Attend to precision.
Next Generation Science Standards
• 3-5.Engineering Design 3-5-ETS1-1: Define a simple design problem
reflecting a need or a want that includes specific criteria for success
and constraints on materials, time, or cost.
• 3-5.Engineering Design 3-5-ETS1-2: Generate and compare multiple
possible solutions to a problem based on how well each is likely to
meet the criteria and constraints of the problem.
• 3-5.Engineering Design 3-5-ETS1-3: Plan and carry out fair tests in
which variables are controlled and failure points are considered to
identify aspects of a model that can be improved.
• MS.Engineering Design MS-ETS1-1: Define the criteria and
constraints of a design problem with sufficient precision to ensure a
successful solution, taking into account relevant scientific principles
and potential impacts on people and the environment that may limit
possible solutions.
• MS.Engineering Design MS-ETS1-2: Evaluate competing design
solutions using a systemic process to determine how well they meet
the criteria and constraints of the problem.
• MS.Engineering Design MS-ETS1-3: Analyze data from tests to
determine similarities and differences among several design solutions
to identify the best characteristics of each that can be combined into a
new solution to better meet the criteria for success.
• MS.Engineering Design MS-ETS1-4: Develop a model to generate
data for iterative testing and modification of a proposed object, tool, or
process such that an optimal design can be achieved.
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Learning Objectives
• Students will identify the main types of bridges and understand the
strengths and weaknesses of each.
• Students will identify how each type of bridge is constructed to support
weight.
• Students will read informational text about bridges to understand events,
procedures, ideas, or concepts in a historical context.
• Students will identify how geometry affects bridge design and function.
• Students will work in teams to solve a problem.
• Students will design and construct a bridge that will support weight.
• Students will calculate the cost of the bridge they’ve constructed.
Background Information
Bridges have been around since the first tree fell across a stream of water
providing access across. Modern day bridges are important civil engineering
structures, but students should understand how they have evolved over the
civilizations before us as well as the applications of art, architecture, engineering,
science, and mathematics that are used to reshape our environment and improve
transportation.
The design and construction of any item requires critical thinking and invaluable
problem solving processes. The activities provided here include hands-on
experiences, collaborative problem solving, and an integrated approach to STEM,
the process of scientific investigation, and literacy skills.
List of Materials
Elmer’s School Glue
Elmer’s Glue-All®
Toothpicks
Small craft sticks
Rulers
Graph paper
Heavy-duty scissors or wire cutters (for cutting the sticks)
Binder clips
Spaghetti (uncooked)
Clean, empty half-gallon milk cartons
Masking tape
Weights (to measure bridge strength)
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Recommended Reading and References
Pop’s Bridge by Eve Bunting (fiction picture book)
The Brooklyn Bridge by Elizabeth Mann (nonfiction picture book)
Bridges: Amazing Structures to Design, Build and Test by Carol Johmann,
Elizabeth Rieth, and Michael Kline
The World’s Most Amazing Bridges by Michael Hurley
Building Big: Bridges by David Macaulay and Larry Klein (DVD)
Required Knowledge/Vocabulary
Students will develop an understanding for the following terms by the conclusion
of the unit:
• span
• deck
• clearance
• truss bridge
• beam bridge
• suspension bridge
• arch bridge
Springboard for Learning
1. Begin by introducing the book, Pop’s Bridge by Eve Bunting to the
students. Show the cover illustration and ask students to predict what the
story will be about. If students recognize the Golden Gate Bridge in the
picture, ask them to share what they know about it. Using fiction picture
books is a great way to set the stage for learning - even for more
advanced readers. Later in the unit, you can introduce a more challenging
nonfiction text, The Brooklyn Bridge by Elizabeth Mann.
2. After reading the story, ask students if they know of other famous bridges
in the United States. Explain that the Golden Gate Bridge is a suspension
bridge, but there are four main types of bridges. Write the word BATS on
the board or chart paper and explain that this will help them remember
that the four main types of bridges are beam, arch, suspension, and truss.
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3. Challenge the students to explore each type of bridge and the design
criteria that engineers consider when they are building a bridge.
Discussion Questions
• What is the purpose of a bridge?
• Which bridge do you think is the strongest?
• What factors determine which bridge is the best for a given area?
• What concerns might you have if you were building a bridge?
• What is the difference between design and function?
Vocabulary Activity: Bridge Lingo
Even though there are different types of bridges and each has unique structural
components, students should understand the basic parts that are common to
most. Read the book, The Brooklyn Bridge by Elizabeth Mann aloud to the
students. This book provides a wealth of information about the parts and
functions of bridges. Be sure to share the illustrations and diagrams and make
the book available as a resource to students throughout the unit.
Provide students with a copy of Bridge Lingo (handout) and instruct them to label
the diagram of the suspension bridge using the words from the word bank.
Remind students that this is just one type of bridge and that arches, beams, and
trusses all have different parts that are specific to each. However, every bridge
has a deck, supports of some kind, foundations, and abutments.
Research Activity: Types of Bridges
Provide a copy of the Bridge Research Log for each student (handout). Explain
that they will research the main types of bridges and record their findings in the
log. Before they begin doing the research, remind them of the mnemonic
(BATS) and invite the students to name each type of bridge shown on the
handout. Depending on the ability level of your students, you may decide to let
them work in small groups to complete the activity. After the students have
completed their research, take some time to discuss their findings.
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Hands-On Activity: Paper Bridge Challenge
Introduce the Paper Bridge Challenge to the students. Explain that they will
create a model of a bridge using only two sheets of paper and Elmer’s School
Glue. Provide the students with a copy of the Paper Bridge Challenge (handout).
Allow the students to work in small groups to explore the challenge and build a
model bridge. Instruct them to determine which type of bridge would be the best
bridge given the criteria. Reinforce the meaning of span and width and remind
them that boats need to be able to pass below the bridge. Explain that they will
test their models using two textbooks placed 20 cm apart.
Depending on the ability level of the students, you may need to provide additional
guidance using the strengths and weaknesses of each bridge type that they
discovered in the previous research activity. When the students have completed
the challenge, give each group an opportunity to present their bridge designs
with the rest of the class. Students should be able to explain the process they
used to determine which type of bridge would work the best, how they
constructed it, and the results of their weight load test.
Extend this activity by testing the models to see which one can support the most
weight. Provide students with a third piece of paper and ask them what structural
elements they might add to make their bridge support even more weight. Host a
class competition to find out which bridge is the strongest.
Note: You’ll need to plan for glue drying time to complete this activity. It works
much better if you allow the students to construct the bridges on one day and test
them the next day. Additional time may be necessary for students to modify their
designs.
Research Activity: Famous Bridges
Now that the students have explored some of the characteristics of the four main
types of bridges, additional research will enable them to extend that learning.
This activity provides an opportunity for them to learn about other famous bridges
and identify the historical significance of each.
Provide each student with a copy of Famous Bridges (handout) and access to
online or print reference materials. Explain to students that they should try to find
out the type of each bridge as well as the significance that each bridge has in our
country’s history. If time is limited, you may decide to let the students work in
groups and divide the research.
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Explain what is meant by “historical significance.” Take a few moments to review
the facts about the Golden Gate Bridge that students learned from the books,
Pop’s Bridge and The Brooklyn Bridge. Information about the Golden Gate
Bridge is provided on the student handout as an example to guide them through
the rest of the activity.
Anji Bridge is a stone arch bridge in China built in 600 A.D. Anji Bridge means
“safe crossing” in Chinese.
The Forth Bridge is a beam bridge in Scotland that was initially designed to be a
suspension bridge. This was the first railroad bridge made only of steel inspired
by the cantilever. It took 7 years to complete and 10 times the amount of metal
in the Eiffel Tower.
The Confederation Bridge in Canada is the world’s longest beam bridge (8 miles
long) over icy waters in the Northumberland Strait. It is known as one of
Canada’s top engineering achievements of the 20th century.
The Niagara Falls Bridge was the world first railroad suspension bridge.
Connecting Canada to New York, this bridge brought a large influx of trade and
tourism to the Niagara Falls area. It was dismantled in 1897 and replaced by the
Whirlpool Rapids Bridge.
The Brooklyn Bridge is a suspension bridge designed by John Roebling (the
same engineer that designed the Niagara Falls Bridge) to provide a route over
the East River. The Brooklyn Bridge was the first steel and wire suspension
bridge constructed.
The Francis Scott Key Bridge, also known as the Key Bridge, is one of the
longest continuous truss bridges in the world. The bridge incorporates the
arches into the design.
Note: Building Big: Bridges by David Macaulay and Larry Klein (DVD) is a great
resource to use with this activity. Details of many of the bridges on the student
handout are explained in the DVD with historical footage and photographs.
Hands-On Activity: Bridge Tower Challenge
When civil engineers design a bridge, they have to consider both the span and
the amount of traffic that can be on the bridge at any one time to determine the
weight load. Suspension bridges like the Golden Gate Bridge are designed to
span long distances and hold the most weight due to their ability to distribute the
load through both cables and towers.
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Reinforce the key vocabulary words students will need to complete this activity.
If necessary, instruct students to review the suspension bridge labeling activity
they completed previously.
Explain to students that they will design and build a model of a bridge tower
similar to the towers used in the Golden Gate Bridge. Their challenge is to
construct a model tower that balances the longest road possible, supports the
most weight possible, and doesn’t shift or twist. In the real world, engineers do
not have unlimited resources to build a bridge. This activity incorporates
calculating costs for materials and staying within a budget.
Divide the students into small groups of 3 or 4. Provide each group with a clean,
empty half-gallon milk carton, a package of uncooked spaghetti, masking tape, 2
straws and a copy of the Bridge Tower Challenge (handout). Cut the top of the
carton off evenly to create a flat surface to test the span. Instruct the students to
design a bridge tower that has a clearance of 9 inches high by taping the
spaghetti noodles to the milk carton to serve as supports for the tower. The
spaghetti can be taped to the carton, and the carton must be positioned with the
open side facing up so students can measure the amount of weight it will support.
Use strips of cardboard at varied lengths from 12 inches to 36 inches long to test
the design that balances the longest road on top of the tower. Also, part of the
challenge is to construct the most cost-effective bridge possible. Students will
calculate the cost of the materials they use to construct their tower.
Note: An important aspect of this learning experience is to allow students the
opportunity to test and improve their tower designs. Be sure to provide enough
time for this process so that students can collaborate and modify their designs if
necessary.
When all of the groups have completed their towers, host a competition to see
which tower supports the most weight and span at the lowest cost. Provide time
for each group to present their tower, explain their rationale for the design, and
demonstrate the weight and span it will support to the class. The group that
constructs the strongest tower at the lowest cost will win the challenge.
Hands-On Activity: Truss Bridge Challenge
In this activity, students will explore why trusses are used in bridges to add
strength and stability. Truss bridges are constructed by connecting a framework
of triangles. Trusses are a key engineering concept because they do not
change when force is applied. The triangular shapes help to spread the force
evenly around the three sides.
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Introduce the activity by asking students if they think a triangle is sturdier or
stronger than a square. Many students may initially predict that a square will be
sturdier since it has more sides. Provide each student with 2 plastic drinking
straws. Instruct the students to create an equilateral triangle shape with one and
a square shape with the other. Use tape to secure the two ends and complete
the shape. Allow students to apply force to one corner of the square and note
how the shape changes into a diamond shape. Apply force to one corner of the
triangle and discuss how the shape doesn’t change as easily because the three
sides distribute the force more evenly.
Divide the students into small groups of 3 or 4. Provide each group with the
following materials:
Graph paper to design their bridge
Craft sticks (100 sticks per group)
Heavy-duty scissors or wire cutters for cutting the craft sticks
Elmer’s Glue-All
Binder clips
Truss Bridge Challenge (handout)
Show the students a sample bridge or pictures of truss bridges. Point out that
the sides of the bridge are made up of many triangles that add stability. Instruct
the students to follow the instructions on the handout to construct their own truss
bridge. Remind them that engineers must stay within a budget when building
bridges.
You may extend this lesson with more advanced students to explore the forces of
compression and tension.
Competition: Toothpick Bridge Challenge
The procedure and guidelines for this activity have been provided by The
Works® Ohio Center for History, Art & Technology. Toothpick Bridge Challenge
rules and specifications sponsored by: Licking County Engineers Office, Jobes
Henderson and Associates and Ohio University Civil Engineering.
For more information visit www.attheworks.org.
This culminating activity provides students with an opportunity to demonstrate
their learning and understanding of different bridge types, geometric principles
and engineering concepts of bridges. The goal of the competition is for students
to design the most efficient, economical, and aesthetic bridge as an overland
route over a waterway. Students can design any type of bridge they choose,
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however the only materials they can use to construct it are round toothpicks (a
maximum of 1000) and Elmer’s Glue-All.
Provide the Toothpick Bridge Competition (handout) to students to guide them
through the construction of their bridges. Explain the bridge specifications with
them and the criteria by which the bridges will be judged. Remind students that
you encourage parental participation, however each student will be expected to
present his/her bridge at the competition and describe the rationale for the design.
Share and discuss the Toothpick Bridge Judging Rubric (handout) with the
students so that the expectations are clearly communicated.
Helpful hints for a successful classroom or school competition:
• The bridge support platform (see Toothpick Bridge Challenge handout)
can be replaced with two strong tables and a two little pieces of
sandpaper.
• The loading block can easily be created or can be replaced with a small
chain and carabineer clip that can be clipped through the chain and onto
the bucket handle.
• You can use sand or weight in the bucket to test the load; be sure to place
a tablecloth under the tables.
• Younger students may be more successful if they plan their bridge
construction on graph paper first. Then, place a piece of waxed paper
over the graph paper so that they can construct right over their blueprint
plans.
Home-School Connection
There is an abundance of research that demonstrates the positive affects of
parental involvement on student achievement and social and emotional growth.
The most accurate predictor of a student's achievement in school is not income
or social status but how the family supports learning at home. With a bit of
guidance and clear expectations, you can help parents foster a home
environment that encourages learning and creativity.
Provide the Home-School Connection Parent Letter for students to take home
with the Toothpick Bridge Competition Guidelines (handouts). Communicate to
parents what their children have learned and enable them to apply the science
math, and engineering concepts even further in an at-home activity that students
will present during the competition.
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STUDENT ACTIVITY PAGES AND HANDOUTS
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Bridge'Lingo'
Bridges!are!everywhere!and!serve!many!different!purposes.!!Without!
them,!we!would!not!be!able!to!travel!over!water!of!any!kind.!!They!can!
be!as!simple!as!a!log!across!a!small!creek!and!as!complex!as!the!Golden!
Gate!Bridge!that!spans!1.7!miles!from!abutment!to!abutment.!!Bridges!
may!look!very!different,!but!their!structural!parts!are!similar.!Use!the!
words!from!the!word!bank!to!label!the!bridge!diagram!below.!!!
'
Word!Bank!
span!!!!!!cable!!!!!tower!
deck!!!!!!hanger!!!!!anchor!
abutment!!!!!foundation!
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Research the four main types of bridges and record your findings in the chart.
Type of Bridge
Description of Bridge
Strengths and Weaknesses
Bridge'Research'Log
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Name_____________________________!
Name_______________________________&
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www.elmers.com/teachers&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Elmer’s&Products,&Inc.&&©&&2014&
Paper&Bridge&Challenge&
&
The&Problem:&&The&Mohawk&River&is&a&popular&waterway&for&many&
people&who&enjoy&boating,&skiing,&and&kayaking.&&In&addition,&several&
barges&use&this&waterway&to&transport&goods.&&The&river&separates&the&
cities&of&Angel&Falls&and&Hogan.&&Currently,&there&is&only&one&bridge&that&
connects&the&two&cities.&&Since&that&is&the&only&way&for&people&to&travel&by&
car&back&and&forth,&there&are&frequent&traffic&delays&on&and&near&the&
bridge.&&The&officials&in&each&city&have&determined&that&a&second&bridge&
would&make&it&easier&for&residents&to&travel&back&and&forth&and&reduce&
the&amount&of&traffic&on&the&first&bridge.&&
The&Challenge:&&A&representative&from&the&city&has&contacted&you&to&
design&a&model&of&a&bridge&that&would&help&reduce&the&car&traffic&and&still&
enable&the&use&of&the&river&for&boats&and&barges.&&&
The&Criteria:&&Your&model&bridge&must&have&a&span&of&at&least&20&cm,&a&
width&of&at&least&3&in,&and&support&the&weight&of&100&pennies.&&&&
Remember&that&it&should&be&designed&to&allow&boats&to&pass&below&the&
bridge.&&&
The&Materials:&&You&may&use&2&sheets&of&plain&white&paper&and&Elmer’s&
School&Glue&to&construct&a&bridge.&&You&may&cut,&fold,&or&glue&the&paper&
any&way&you&wish&as&long&as&you&meet&the&criteria.&&You&must&test&your&
model&to&make&sure&it&supports&the&weight&of&100&pennies&by&placing&
two&textbooks&20&cm&apart,&the&bridge&on&top&of&the&books,&and&the&
pennies&on&the&bridge.&&
&
Brainstorm,&Design&and&Build!&
&
What&type&of&bridge&do&you&think&would&be&the&best&for&this&challenge?&&
Sketch&your&bridge&design&on&a&piece&of&paper&and&identify&some&ways&
that&you&might&make&it&strong&enough&to&support&the&necessary&weight.&&
Build&your&model&and&test&it&to&see&if&you&will&get&the&job!&
Name_______________________________&
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www.elmers.com/teachers&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Elmer’s&Products,&Inc.&&©&&2014&
Famous'Bridges'
There&are&many&bridges&that&have&been&built&over&the&years&that&have&
shaped&civilizations&and&have&historical&significance.&&Research&the&
bridges&in&the&table&below&and&see&how&many&facts&you&can&find&about&
each.&&&
Bridge'
Type'
Historical'significance'
Golden&Gate&
Bridge&
Suspension&
Enabled&people&to&cross&the&San&
Francisco&Bay;&was&known&as&the&
“impossible&bridge”&
Anji&Bridge&
&
&
Forth&Bridge&
&
&
Confederation&
Bridge&
&
&
Niagara&Falls&
Bridge&
&
&
Brooklyn&Bridge&
&
&
Francis&Scott&
Key&Bridge&
&
&
&
Name_______________________________&
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Bridge'Tower'Challenge'
'
The'Problem:&&In&a&suspension&bridge,&the&middle&supports&are&called&
towers.&&Long&steel&cables&are&strung&over&the&towers&and&secured&to&
anchors&at&both&ends&of&the&bridge.&&Your&city&has&decided&to&construct&a&
suspension&bridge&across&a&large&lake&that&is&almost&one&mile&wide.&&They&
must&construct&a&bridge&that&will&span&the&width&of&the&lake,&support&the&
weight&of&the&cars&that&will&travel&across&the&bridge,&and¬&shift&or&
twist.&&&&&
The'Challenge:&&A&representative&from&the&city&has&contacted&you&to&
design&a&model&of&a&bridge&tower&that&will&support&the&length&and&load&of&
this&suspension&bridge.&&&&&
The'Materials:&&You&will&use&spaghetti&noodles&to&represent&the&beams&
that&will&be&secured&to&the&foundation&of&the&bridge,&a&milk&carton&to&
represent&the&top&of&the&tower&where&the&cable&will&be&attached,&and&
masking&tape.&&You&may&use&no&more&than&100&spaghetti&noodles&and&2&
straws.&&You&may&only&use&the&tape&to&secure&the&spaghetti&noodles&to&the&
can.&&
The'Cost:''Your&bridge&tower&must&be&cost&efficient&to&build.&&You&have&a&
budge&of&$70,000&for&each&tower.&&Using&the&cost&of&materials&below,&
calculate&the&cost&of&your&tower.&&&
Beams&(spaghetti&noodles)&&=&$500&each&
Support&beams&(straws)&=&$1,500&each&
Securing&rods&(masking&tape)&=&$300/inch&
Tower&(milk&carton)&& & =&$10,000&
&
Brainstorm,'Design'and'Build!'
What&design&do&you&think&would&be&the&best&for&this&challenge?&&Sketch&
your&bridge&design&on&a&piece&of&paper&and&identify&some&ways&that&you&
might&make&it&strong&enough&to&support&the&most&weight&and&the&longest&
road&possible&within&your&budget.&&Build&your&model&and&test&it&to&see&if&
you&will&get&the&job!&
&
Name_______________________________&
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www.elmers.com/teachers&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Elmer’s&Products,&Inc.&&©&&2014&
Bridge'Tower'Challenge'
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Weight'
Cost'
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Which&team&will&get&the&contract?&&Why&do&you&think&this&design&is&the&best?&
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!
Dear Parent or Guardian,
The past few weeks, we have been studying bridges and the scientific principles
involved in their design and construction. We have learned about some famous
bridges that have had a significant impact on our country’s economy,
transportation system, and engineering advances. I encourage you to have a
conversation with your child and give him/her an opportunity to share this new
learning with you.
As a culminating activity for this learning experience, a Toothpick Bridge
Competition is scheduled for __________________________ . This is an
exciting event that will provide students with an opportunity to demonstrate their
learning and understanding of different bridge types, geometric principles and
engineering concepts of bridges. The goal of the competition is for students to
design the most efficient, economical, and aesthetic bridge as an overland route
over a waterway. Students can design any type of bridge they choose, however
the only materials they can use to construct it are toothpicks and Elmer’s Glue-
All®.
Each student will be judged on both the bridge and the presentation that includes
the reasons for why the bridge design was chosen over another, important
research of bridge designs, strength of shapes and the forces that act on
structures, bridge cost information, cost effectiveness predictions, strength ratio
data, graphs and pertinent career information.
A separate information sheet provides all of the details about the Toothpick
Bridge Competition specifications, guidelines, and evaluation. Please take some
time to review this information with your child so that you can plan the research
and construction effectively.
There is an abundance of research that demonstrates the positive affects of
parental involvement on student achievement and social and emotional growth.
The most accurate predictor of a student's achievement in school is not income
or social status but how the family supports learning at home. I hope you will
embrace this opportunity and enjoy working with your child on this valuable
learning experience.
Thank you for your continued support.
Sincerely,
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2013!
Home-School Connection
!
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2014!
Toothpick)Bridge)Challenge)
Specifications,)Guidelines,)and)Evaluation)
The Challenge:
Your challenge is to construct a bridge that will serve as an overland route over a
waterway. The goal is to design and create the most efficient, economical and
aesthetic bridge possible using only toothpicks and glue.
The Criteria:
The structural efficiency is equal to the weight supported divided by the weight of
the bridge. The aesthetics of the bridge will be determined through visual appeal,
uniqueness, neatness and symmetry. The bridge will also be judged on cost
effectiveness.
Points will be awarded for presentation and presentation materials. PowerPoint
presentations should be no longer than ten (10) minutes in length and include
reasons for why your particular bridge design was chosen over another, your
research into bridge designs, strength of shapes and the forces that act on
structures, bridge cost information, cost effectiveness predictions, strength ratio
data, graphs and pertinent career information.
The Specifications:
• Span: The bridge must have a minimum clear span of 12 inches in length,
and rest on abutments on either side of the river. The abutments are to be
part of the bridge. (See Bridge Support Platform Photo)
• Vehicle Deck: The bridge deck must be at least 1.5 inches wide. This will
be tested with a matchbox car. The deck must be solid so that the car can
travel the length of the bridge. The loading block will also be placed on
the deck.
• Bridge Width: The maximum width of the bridge is 2.5 inches.
• Boat Clearance: The bridge must be more than 2 inches above the water.
A 2 inch high boat must pass unobstructed underneath the bridge.
• Bridge Height: The maximum height of the bridge is 8 inches from the
river surface.
• Loading Connection: The bridge must be able to accommodate the
loading block (1.5 inches by 2 inches) at the midpoint of the deck. The
loading block will be placed on the vehicle deck of the bridge (the same
place the matchbox car travels). A hole in the center of the bridge
MUST allow for a 1/4 inch rod to pass through the vehicle deck. (See
the Loading Block Connection Photo.)
!
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2014!
Figure 1 – Bridge Layout
Figure 2 - Bridge Support Platform
!
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2014!
Figure 3 - Loading Block Connection
!
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2014!
Material Specifications:
• Round uncoated toothpicks (maximum 1000 toothpicks)
• Elmer’s white glue. Epoxy, wood glue, hot glue, paint and super glues
are not permitted.
• Do not coat the bridge with any material (paint, stain or glue).
• Any bridge not meeting the material specifications will be penalized.
Strength Ratio Predictions:
• Make strength ratio predictions using the weight of your bridge and the
following weights, 10lbs, 20lbs, 30lbs, 40lbs, 50lbs, 60lbs and 70lbs.
• Strength ratio is determined by dividing the weight of the bridge by weight
held.
• Show your results graphically. Be prepared to share your results with the
judges.
Bridge Cost:
Calculate the cost of your bridge by using the following
Cost Specifications:
$50 for 10 Toothpicks
$50 for 1oz of Glue
Cost Effectiveness Predictions:
• Make cost effectiveness ratio predictions using the total cost of your
bridge and the following weights, 10lbs, 20lbs, 30lbs, 40lbs, 50lbs, 60lbs
and 70lbs.
• Cost effectiveness is determined by dividing the total cost of the bridge by
weight held.
• Show your results graphically. Be prepared to share your results with the
judges.
Testing Procedures:
1. All bridges will be weighed and measured for compliance with the bridge
specifications. Bridges that are completed but do not meet the bridge
specifications can be penalized up to ten points.
2. The loading block and testing apparatus will be provided and may not be
altered.
3. During the testing of the bridge, the bridge will be placed in the center of
the testing apparatus.
4. The load will be applied to a 1.5 inches wide by 2 inches long by 1 inch
!
www.elmers.com/teachers!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Elmer’s!Products,!Inc.!!©!!2014!
high loading block resting midway in the river. A hole in the center of the
bridge must allow a 1/4 inch rod to pass through.
5. Pulling force will be applied straight down by a pulling cable until the
structure exceeds the acceptable deflection (0.75 inches at the center) or
until obvious structural collapse. *NOTE* The loading process has been
updated, but it does not change how you should build your bridge.
You still need to allow for the loading block to rest on the vehicle
deck of your bridge and a ¼ hole in the center of the bridge.
The total load incorporates the total mass of the loading apparatus, bucket and
sand.
The Competition:
On the day of the competition your bridge will be examined for appearance,
adherence to bridge specifications, and strength.
Your bridge will be evaluated on each of the following categories:
1. Aesthetics (5 points)
2. Presentation (15 points)
a. Presentation must include the total cost for your project, cost
effectiveness predictions and graph, strength ratio data and
strength ratio graph.
b. Share the process used to determine the bridge design you created.
c. Refer to the career titles explored in your research when you
present your bridge.
3. Bridge Specifications (10 points)
a. Clear Span (needs to be at least 12 inches)
b. Vehicle Deck (needs to be at least 1.5 inches wide for matchbox
car)
c. Bridge Width (maximum width is 2.5 inches wide)
d. Boat Clearance (at least 2 inches clear distance from table top)
e. Bridge Height (maximum of 8 inches tall)
f. Loading Connection (accommodates the loading block on top of
vehicle deck)
4. Strength Points (10 points)
5. Cost Effectiveness Points (10points)
6. In the event of a tie the lightest bridge will be the winner.
*This!activity!is!provided!by!The!Works®!Ohio!Center!for!History,!Art!&!Technology.!!
Toothpick!Bridge!Challenge!rules!and!specifications!sponsored!by:!Licking!County!
Engineers!Office,!Jobes!Henderson!and!Associates!and!Ohio!University!Civil!
Engineering.)!
Toothpick)Bridge)2014))
!
!!!!!!!!!!!!!
Criteria:!
!
!
!
!
Score!
Presentation!!
(15!points)!
!
Preparation!
minimal;!no!eye!
contact,!
disorganized!(2!
points)!
Presentation!is!
somewhat!
organized!and!
contains!few!of!the!
required!elements.!!
(!6!points)!
Presentation!is!mostly!
organized,!and!includes!
most!of!the!required!
elements!(11!points)!
Enthusiastic,!well!–
prepared,!organized,!all!
team!participates,!includes!
design!process,!strength!
graph,!bridge!terminology,!!
and!total!cost.!!(15!points)!
!
Appearance!!
(5!points)!
Bridge!is!messy,!
not!clean,!with!
extra!glue!and/or!
toothpicks!(0!
points)!
Bridge!has!some!
appealing!qualities,!
but!is!mostly!messy!
and!very!clean!(1!
point)!
Bridge!has!many!
appealing!visual!
qualities,!but!still!has!
one!or!two!messy!
areas!(3!points)!
Bridge!is!neat!and!clean,!no!
extra!glue,!toothpicks!out!
of!place!(5!points)!
!
Bridge!criteria!(10!points)!
Clear!span!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(1!point)!
!
Vehicle!Deck!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(1!point)!
!
Bridge!Width!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(1!point)!
!
Boat!
Clearance!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(1!point)!
!
Bridge!Height!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(1!point)!
!
Loading!
connection!
Does!not!meet!
criteria!(0!points)!
!
!
Meets!criteria!(5!points)!
!
Strength!Points!(10!points)!
Given!as![(team!ratio/maximum!ratio)!*10]!
Team!ratio:!
!
Max!ratio:!
!
Points:!
!
Cost!Effectiveness!(10!points)!(cost!of!bridge/weight!held)!
Given!as![(team!cost!effectiveness/maximum!cost!effectiveness)*10]!
!
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