Implementation of “Let’s Build Bridges!” (SOI-UA-356)

Author: Natalia Grushko, Mathematics and Computer Science Teacher in a Secondary School

School/Organization: Zalishchyky State Gimnasia

The given educational scenario has impressed me greatly. However, it was originally designed for younger students. Therefore, I have decided to modify it in order to implement it with older and middle school students. To successfully accomplish this task, I have enrolled in the “Digital Education with Cultural Heritage 2023” course offered by the European School Academy. After studying the course           materials,           I           have           developed           an           educational scenario. https://drive.google.com/file/d/1A6jxe_8tOC6EOKaEv5iP0wiOVrdcj_7j/view?usp=share_link

The feedback from my colleagues inspired me to implement this educational scenario. I chose the age category of 14-15 years old for my students, and there were 28 students in the class. The project lasted for three lessons. The first lesson, which was about art and engineering, lasted for 60 minutes and took place in the classroom.

The second lesson, which covered mathematics, physics, and informatics, was conducted online due to an air raid alarm (we are currently in a war zone in Ukraine). It was easy to organize as we used Zoom, which allowed for group and collaborative work. All the materials for the lesson were in digital format.

The third lesson was conducted in the classroom, and it was a great experience as the students had the opportunity to work together and create models of bridges, test them, and draw conclusions. We also had an architect join us online, who provided necessary recommendations for model creation and shared insights on real bridge construction.

The project involved art, mathematics, technology, engineering, geography, and informatics. Students learned about the physical principles of bridge construction, carried out calculations for bridge design, and studied the history of engineering art. They worked with software such as Tinkercad to design and create their own bridges, used Geogebra to assist with complex mathematical calculations and model development, used a mobile augmented reality app to better understand design decisions, and utilized physical laboratory tools to observe how forces change

when supporting a suspended bridge as an object moves  across it. All of this was done using resources from Europeana.

Resources from Europeana used in the project: https://www.europeana.eu/en/galleries/9188-bridges-of-europe https://www.europeana.eu/en/galleries/10678-let’s-build-bridges ! https://www.europeana.eu/en/collections/topic/1846-bridge https://www.europeana.eu/en/item/90402/RP_T_1968_38_V_ https://www.europeana.eu/en/item/90402/RP_T_1979_103 https://www.europeana.eu/en/item/199/item_U5HSI6PGWFIVHAF45SO3TC643Y3VXKAU https://www.europeana.eu/en/item/2020708/ADSlibrary_1102767

Online educational resource:

Bridges AR – an augmented reality app.

http://kfk.biz.ht/android/Bridges/images_ukr.html https://en.wikipedia.org/wiki/Tacoma_Narrows_Bridge_(1940) https://www.golabz.eu/lab/suspension-bridge http://www.thephysicsaviary.com/Physics/Programs/Labs/SuspensionBridge/index.html https://www.tinkercad.com/

https://youtu.be/JIPW_em98UA https://ua.mozaweb.com/uk/search?search=%D0%BC%D0%BE%D1%81%D1%82%D0%B8https://www.geogebra.org/m/uefuhrdh?fbclid=IwAR0R4hp0XxfuEnuKETVULHvtvZvPc1klJcKMwiqOo6Q4KtSdlcTv6XXtXb8

The project aims to explore and study the fundamental types of bridge structures, understand the significance of bridges in human life, and identify the key characteristics and details necessary for their construction. As part of the project, we built our own bridge using simple materials and experimentally determined the maximum load it could withstand. Our project helped deepen our understanding of bridge construction and their role in human life.

During the project, students engaged in mathematical concepts such as geometry and trigonometry to calculate various aspects of bridges such as length, height, angle of inclination, and other parameters. They also learned to use software for bridge design, developing their skills in computer science. Students learned about the geographic features of different regions and the diverse obstacles they may encounter in bridge design, enhancing their knowledge in geography. Studying the physical principles behind bridge construction allowed students to understand how bridge structures work and how they can be improved. The project helped students increase their knowledge in mathematics, computer science, geography, and physics, as well as develop their creative and analytical skills.Students learned about design elements and aesthetics necessary for creating effective and visually appealing bridges.

First Stage

• Working with Europeana materials: students research and find images of different types of bridges on the platform.
• Augmented reality work: students use AR to visualize types of bridges and their details.
• Bridge puzzle game: children solve puzzles with images of different types of bridges, and then learn about them from Europeana.
• Filling in bridge cards: cards created with questions about different types of bridges, their construction, and usage.
• Working with a shared presentation: information about a bridge (from Europeana) and additional information about it should be included.
• Homework assignment: Children draw their favorite bridge or city with the most interesting bridges, or create a digital collage.

Second and Third Stage

• Working with Europeana resources: studying bridge constructions, their locations, and types.

• Implementing natural solutions: determining the location for bridge construction. Studying the terrain, selecting the construction site. Working with a virtual physical laboratory.
• Mathematical aspect: working with GeoGebra, solving problems related to determining the length of the bridge, its maximum load, and transportation issues.
• Meeting with an expert in architecture: studying the peculiarities of bridge construction.
• Students work with the resource https://ua.mozaweb.com , which provides visual demonstrations of bridge construction.
• Practical part: building a model of a bridge.
• Creating bridge models in Tinkercad.
• Summing up, determining the best drawings, most successful, and strongest constructions. Evaluation.

Teacher and student roles in the project: Preparation:

• Teacher: Defines project topic, forms work groups, provides information, conducts training, offers methodological assistance in setting goals.
• Student: Discusses and chooses project topic, interacts with work group, researches and sets project goals.

Execution:

• Teacher: Monitors progress, provides feedback, organizes consultations, assists in problem- solving.
• Student: Implements tasks, collaborates with peers, conducts research, creates deliverables, presents results.

Finalization:

• Teacher: Evaluates outcomes, provides feedback, facilitates reflection, assesses performance.

Student: Reflects on process, evaluates outcomes, presents results, receives feedback

Achievements:

Students expanded their knowledge of Europe’s cultural heritage, studied various materials and architectural solutions used in bridge construction.

The project contributed to the development of students’ skills in applying scientific, technical, engineering, and mathematical approaches in creating a bridge model and designing prototypes.

Students had the opportunity to create a bridge model from available materials, applying theoretical knowledge of physics, mathematics, and engineering solutions in bridge construction.

The project allowed students to develop their creativity and presentation skills, showcasing their ideas through drawings, presentations, and other formats, promoting the development of communication and public speaking skills.

Students had the opportunity to interact with professionals in the field of engineering or architecture, who shared their experiences and answered questions about working in the industry. This allowed students to gain firsthand impressions of potential career paths and broaden their understanding of professional growth opportunities.

were able to reflect on their future professional goals, taking into account the knowledge and experience gained during the project. They also had the opportunity to reflect on their personal identity in the context of studying cultural heritage and applying STEM skills, which will contribute to their personal development and self-identification.

Considering the study of European heritage materials and practical work in creating a bridge model, the project contributed to the formation of students’ own identity. They reflected on their own attitude towards cultural heritage as an important part of their cultural legacy and how it impacts their self-perception and awareness of their national or cultural affiliation. Furthermore, the application of a STEM approach, such as working with a bridge model and using technical programs, facilitated the development of technical and scientific skills among students. This can have a positive impact on their future career prospects and academic pursuits.

This project has facilitated the development of creative, analytical, and communicative skills of students, as well as teamwork skills. Students have gained knowledge in mathematics, physics, geography, computer science, and art, which will assist them in their future professional development in the fields of engineering, architecture, and design. The project has also allowed students to explore European cultural heritage associated with bridges and develop their creative and artistic skills.

They learned about the history and architecture of bridges, which helped them increase their cultural awareness and broaden their horizons. Students also created artistic reproductions of bridges, which are an important component of the artistic aspect of the project, and thus developed their creative and artistic skills.

The knowledge and skills gained from the bridge design project will serve as a foundation for students in their future journey towards professional development in the fields of engineering, architecture, and construction. This project has improved the overall competency of students in important areas that can be applied in various aspects of life, including research, technical, and artistic fields.

The main work of students during the project involves independent learning, the use of creative approaches, critical thinking, team communication, development of skills in working with various sources of information, problem solving, working with materials and resources, as well as presenting project results. During the project work, students interact with each other, learn to solve problems, use a creative approach, analyze and evaluate information, develop critical thinking, communication skills, and teamwork skills.

They also analyze the economic and environmental aspects of bridge construction, evaluate the safety and aesthetics of the design. Overall, this project has provided students with valuable opportunities for learning, skill development, and personal growth, preparing them for future professional success in the fields of engineering, architecture, and design.

This project is unique due to its combination of different fields of knowledge, practical component, utilization of creative approaches, and implementation of cooperative learning. Interdisciplinary nature, practicality, creativity, and promotion of collaboration and interaction among students make this project special and engaging for learners.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario? Building Bridges (LS-FI-446) created by Karoliina Mutanen

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Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Rijksmuseum.