A Visit to the Museum of Structural History
1 Attention getter (HOOK)
Day 1: Discussion with models
Start the class by having several historical 3D models open and projected for the class to see. Many of these models can be viewed in Sketchup Make or TinkerCad (Free.) With the model visible, the teacher should rotate the models and zoom in the view the structural components. The teacher can use these models to start a class discussion about how the structure is working and identifying different types of structural components.
Day 1: Discussion with models
Students will engage in notes presented about the history of structural systems, and what helps in identifying the specific structural components. Students should think about their own observations in building and identify possible structural components to the class. During the notes, students will actively participate in discussions about how structural systems work.
2 Direct Instruction with Discussion and Sharing (DIRECT INSTRUCTION)
Day1: Discussion & Notes
After viewing the 3D models the teacher can then progress the class discussion to the history behind each of the structural components and identify what might have prompted new structures to occur in history. Prompt the student to think about materials that were invented and what time periods sparked new structures to be designed and built. The teacher can also share prepared presentations that show various kinds of
The teacher should have a created a Padlet wall before class in which the students contribute their web quest finding to and share out with their peers.
Day 1: Discussion & Notes
Following the discussion and notes, students are required to complete a Web quest to investigate and document different types of systems. The students are then asked to document their web quest using the Padlet wall the teacher created, adding links and images.
3 Collaboration with Peers 1 (INDEPENDENT PRACTICE)
In teams, students will select a specific type of structural system to further investigate and choose a real life architectural or civil engineering project where the system is utilized. Using Google Slides or Docs, the team will work collaborativly to produce sketches and diagrams of the structural systems and its components. Each team will produce technical documentation of their web search and use APA format when citing their sources. A reference page with at least six sources is required. The instructor will provide a list of prompted questions to help aid the students in their research.
4 Collaboration with Peers 2 (INDEPENDENT PRACTICE)
In teams, students will document and organize their plans for implantation by creating schematic sketches and diagrams for their model. They should utilize Sketch Up to produce diagrams for use during construction of their physical model. At this point, materials needed should also be documented and outside materials should be brought in or purchased by students or teacher.
5 Collaboration with Peers 3 (INDEPENDENT PRACTICE)
In teams, the students will create a small scale model highlighting their structural system. Models should be reflective of the structural system as opposed to a mass model. In addition to the model, students will produce an informational component of the model which includes valuable information that answers the described inquiry during the initial research completed. The component can be interactive or text based.
6 The Visit (WRAP UP)
Students will visit the museum to learn about other types of structural projects in history chosen by their peers. They will be given a short list of questions in which they should be able to answer during or after their museum visit.
Day 14: Students are encouraged to invite others to visit the museum as well as administration and parents.
Key Standards Supported
|3-5-ETS1-1||Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.|
|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-ETS1-3||Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.|
|K-2-ETS1-1||Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.|
|K-2-ETS1-2||Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.|
|K-2-ETS1-3||Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.|
|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.|
|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 natural environment that may limit possible solutions.|
|MS-ETS1-2||Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.|
|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-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.|
Motion and Stability: Forces and Interactions
|3-PS2-1||Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.|
|3-PS2-2||Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.|
|3-PS2-3||Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.|
|3-PS2-4||Define a simple design problem that can be solved by applying scientific ideas about magnets.|
|5-PS2-1||Support an argument that the gravitational force exerted by Earth on objects is directed down.|
|HS-PS2-1||Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.|
|HS-PS2-2||Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.|
|HS-PS2-3||Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.|
|HS-PS2-4||Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.|
|HS-PS2-5||Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.|
|HS-PS2-6||Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.|
|K-PS2-1||Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.|
|K-PS2-2||Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.|
|MS-PS2-1||Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.|
|MS-PS2-2||Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.|
|MS-PS2-3||Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.|
|MS-PS2-4||Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.|
|MS-PS2-5||Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.|