Lesson Plan
Course Title: Architectural Drafting I
Session Title: Nature of Materials 2: Building a Bridge
Performance Objective:
Students will continue their exploration of the nature of materials through the design of a bridge.
Upon completion of this assignment, students will have an understanding of forces in tension
and compression, and will be able to discern the inherent structural characteristics of a material
such as wood or steel.
Specific Objectives:
• Describe tension and compression forces
• Understand the nature of a given material and demonstrate effective use of that material
• Build a structure showing materials (popsicle sticks) in tension and compression
• Effectively work in a team situation
• Evaluate the capabilities of a material by analyzing different configurations
• Compare and contrast structures using different materials
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
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130.47 (a)(b)
complete general requirements and demonstrate knowledge and skills specific to those
needed to enter a career in architecture and construction;
130.47 (c)
demonstrate knowledge and skills of advanced architectural design principles;
130.47 (1)(a)(b)(c)(d)(e)
demonstrate knowledge of employability characteristics, group participation and leadership,
opportunities and expectations, applying competencies and demonstrating knowledge of
workplace health and safety;
130.47 (2)(d)
demonstrate knowledge of reading and interpreting architectural symbols, schematics,
blueprints, work drawings, manuals and bulletins;
130.47 (3)(a)(c)
demonstrate knowledge of architectural design principles and various grades/types of
construction materials;
130.47 (4)(a)(c)
demonstrate knowledge of tool/material/equipment safety and of new/emerging
technologies;
130.47 (5)(a)(b)(c)(d)(e)(f)(g)(h)(i)
demonstrate problem-solving and -analysis skills, accuracy/precision,
independent/collaborative work skills, research skills, design/present an architectural
product and architectural lettering techniques
Interdisciplinary Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
Architectural Drafting I: Building A Bridge Plan
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activities may result in the elimination of any or all of the TEKS listed.
110.31 (a)(1)
• demonstrate proficiency in reading, writing, researching, listening, speaking and oral/written
conventions
110.31 (b)(1)(a)(b)(c)(d)(e)
• demonstrate knowledge of vocabulary, technical academic English derived from Latin/Greek
roots, determining denotative/connotative meanings of words, analogies, understanding of
frequently used foreign words and use of an electronic or printed dictionary, glossary or
thesaurus.
Instructor/Trainer
References:
Why Buildings Stand Up, Mario Salvadori, W.W. Norton & Co., 1980
Instructional Aids:
Video: Building Big, BRIDGES, with David Macaulay. WGBH Boston Video.
1 800 949-8670, www.wgbh.org
Project evaluation: “Bridge GRADE SHEET”
Materials Needed:
wooden popsicle sticks, masking tape, scissors, Elmer’s Glue, 6 oz. cans of tomato sauce
Equipment Needed:
TV and VCR player
Learner
None.
Introduction
Introduction (LSI Quadrant I):
Instructor reviews with students the idea that different materials have different characteristics.
This discussion focuses on not only the structural capabilities of the material, but also on how it
is best utilized, oriented, and connected. Students are then challenged to design a bridge using
wooden popsicle sticks. In this exercise, the challenge for students is to create a long span
rather than attain maximum height.
Outline
Outline (LSI Quadrant II):
1. Compare steel (I beams, channels, etc.) and lumber to a planar material such as plywood
• Depth/thickness
• Tensile resistance
2. Description of forces in tension and compression (show video: Building Big, BRIDGES)
Application
Guided Practice (LSI Quadrant III):
1. Teacher demonstrates connection technique of (2) popsicle sticks using a spot of glue then
Architectural Drafting I: Building A Bridge Plan
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taping the joint with masking tape
2. Teacher asks students to:
a. repeat demonstration connecting (2) popsicle sticks with tape
b. connect (3) popsicle sticks with tape using a “sandwiching technique”
Independent Practice (LSI Quadrant III):
Students work in teams of (2), to design and assemble a structure using popsicle sticks.
Students are encouraged to experiment with designs and connections on Day 1. On Day 2,
students are to determine which ideas seem to have the most merit, and construct a structure
that will span the greatest distance. This project should be given either a time limitation, or a
limit to the number of popsicle sticks each team is allowed to use.
Note: Students need to take into consideration that their bridges must be able to support a dead
load (a 6 oz. can of tomato sauce), in addition to spanning a given distance. Upon completion
of their structures, students are to test their structures by rolling a can of tomato sauce from one
end of the bridge to the other. Bridges should be designed to span the distance created by
placing 2 books of the same size on a table. The overall distance of the span is determined by
measuring the distance from book to book, not the overall length of the bridge structure.
Be sure to let the glue dry overnight before testing with the tomato can.
Summary
Review (LSI Quadrants I and IV):
Upon completion of the student structures, the teacher will restate the objectives of the project,
which are to understand the nature of a material, and design a structure that maximizes the use
of a given material. Then, as a group, the class reviews each structure and addresses the
following issues:
How long a span did the team achieve, and was the structure able to support a given load?
Discuss the design strategy the team used.
Discuss the strengths of the design.
Discuss the weaknesses of the scheme.
Discuss what could have been done to achieve an even better result (compare to other
schemes).
Evaluation
Informal Assessment (LSI Quadrant III):
Monitor team progress during independent practice, and evaluate teamwork, ideas and
strategies, and execution of idea.
Formal Assessment (LSI Quadrant III, IV):
Students are to write a paper describing the nature of the material they used (wooden sticks)
and how it is most effectively used. Descriptions should include simple diagrams of at least (2)
configurations employed. Then, students are to compare the wooden trusses they designed to
the paper structures they built in the previous lesson. Which one uses the least amount of
material? Which has greater possibilities to go even higher or span further? Finally, students
are to come up with an example of a wooden or steel structure and explain its design (i.e. a
wooden railroad bridge, The Eiffel Tower, radio/tv/power cable towers, etc.)
Extension/Enrichment (LSI Quadrant IV):
Have students do a pencil drawing of The Eiffel Tower for Extra Credit.
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Nature of Materials – Paper Structure Rubric
Criteria
Teamwork
Idea/Strategy
Execution/
Craftsmanship
Exceptional
25-21
Team members
collaborate,
engage in
positive,
supportive
discussion, and
involve all team
members
Design solution
demonstrates a
exceptional
level of
creativity and
ingenuity
Structure is free
from stray
marks and
smudges, glue
runs, and
chipped corners
15-11
Design
Challenge –
1st place
distance
spanned
Supported DEAD LOAD of 6 oz.
over entire span
Above
Average
20-16
Team members
collaborate,
engage in
positive,
supportive
discussion,
and/or involve
all team
members
Design solution
demonstrates
an above
average level of
creativity and
ingenuity
Structure has
few stray marks
and smudges,
glue runs, and
chipped corners
Average
15-11
Team members
collaborate,
engage in
positive,
supportive
discussion, or
involve all team
members
Design solution
demonstrates
an average
level of
creativity and
ingenuity
Structure has
some stray
marks and
smudges, glue
runs, and
chipped corners
10-6
5-1
2nd place
All others
10
0
Below
Average
10-1
One member
dominates the
group
Design
solution
demonstrates
a low level of
creativity and
ingenuity
Structure has
a lot of stray
marks and
smudges,
glue runs, and
chipped
corners
Unacceptable
0
Team is not
functional
Comments
No creativity or
ingenuity
Structure has
too many marks
and smudges,
glue runs, and
chipped corners
Project Grade:
Architectural Drafting I: Nature of Materials – Bridge Rubric
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