Reproductions supplied by EDRS are the best that can … · ed 448 062. author title institution...
46
ED 448 062 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME SE 064 362 Sammons, James; Sammons, Fran Lyons; Curtis, Paul Building Big with David Macaulay. Activity Guide. WGBH-TV, Boston, MA. National Science Foundation, Arlington, VA. 2000-00-00 89p. WGBH, 125 Western Avenue, Boston, MA 02134. E-mail: wgbh materials [email protected]. Guides Classroom Teacher (052) MF01/PC04 Plus Postage. *Hands on Science; *Inquiry; Intermediate Grades; Junior High Schools; Mechanics (Physics); *Physical Sciences; Physics; *Science Activities; Science Instruction Bridges (Structures) This activity guide is designed for educators and features suggestions for possible activity paths for different amounts of available time and survival tips for activity leaders. Each activity is divided into two sections--educator ideas and activity handouts. Activity sections include: (1) Foundations; (2) Bridges; (3) Domes; (4) Skyscrapers; (5) Dams; (6) Tunnels; and (7) Building Challenges. (YDS) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that can … · ed 448 062. author title institution...
ED 448 062
AUTHORTITLEINSTITUTIONSPONS AGENCYPUB DATENOTEAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
SE 064 362
Sammons, James; Sammons, Fran Lyons; Curtis, PaulBuilding Big with David Macaulay. Activity Guide.WGBH-TV, Boston, MA.National Science Foundation, Arlington, VA.2000-00-0089p.
WGBH, 125 Western Avenue, Boston, MA 02134. E-mail:wgbh materials [email protected] Classroom Teacher (052)MF01/PC04 Plus Postage.*Hands on Science; *Inquiry; Intermediate Grades; JuniorHigh Schools; Mechanics (Physics); *Physical Sciences;Physics; *Science Activities; Science InstructionBridges (Structures)
This activity guide is designed for educators and featuressuggestions for possible activity paths for different amounts of availabletime and survival tips for activity leaders. Each activity is divided intotwo sections--educator ideas and activity handouts. Activity sectionsinclude: (1) Foundations; (2) Bridges; (3) Domes; (4) Skyscrapers; (5) Dams;
(6) Tunnels; and (7) Building Challenges. (YDS)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
cA O 00
Nat
iona
l Sci
ence
Fou
ndat
ion
NA
TIO
NA
L E
ND
OW
ME
NT
FO
R T
HE
HU
MA
NIT
IES
iur
Inim
ans
Vow
-OM
-ion
s
Cor
pora
tion
for
Pub
licB
roac
loae
ln9
ASC
E
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)oc
umen
t has
bee
n re
prod
uced
asre
ceiv
ed fr
om th
e pe
rson
or o
rgan
izat
ion
orig
inat
ing
it
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
SIE
ME
NS
a) do -cs
Dea
rE
duca
tor,
The
Nat
iona
lSci
ence
Fou
ndat
ion
is p
roud
to b
e a
maj
orsu
ppor
terof
Bui
ldin
gB
ig,
the
exci
ting
new
tele
visi
onse
ries
cele
brat
ing
the
built
envi
ronm
entan
d th
e
peop
lebe
hind
it.
Ver
y fe
wof
us
who
are
note
ngin
eers
unde
rsta
ndth
e vi
tal
role
that
civ
ilen
gine
erin
gpl
ays
inou
rwor
ldto
day.
Brid
ges,
tunn
els,
skys
crap
ers,
dom
es,
dam
s,an
dot
herst
ruct
ures
the
visi
ble
prod
ucts
of th
esc
ienc
eof
civ
il
engi
neer
ingh
ave
chan
ged
the
way
we
inte
ract
with
our
envi
ronm
ent.
The
se
stru
ctur
esar
eda
ilyre
min
ders
of th
eim
port
ance
ofsc
ienc
ean
dm
athe
mat
ics
inm
akin
g ou
rliv
essa
fer
and
mor
eco
mfo
rtab
le.
The
Bui
ldin
gB
igte
levi
sion
serie
san
d its
exce
ptio
nalou
trea
chm
ater
ials
(incl
udin
gth
isgu
ide)
invi
teau
dien
ces
toex
perie
nce
the
chal
leng
esan
dex
cite
men
t
ofbu
ildin
g on
ala
rge
scal
e. It
is m
yho
peth
atch
ildre
nan
d th
eirf
amili
esw
ill
view
civ
ilen
gine
erin
gw
ith a
new
unde
rsta
ndin
gan
daf
fect
ion
asa
resu
lt of
this
serie
san
d th
em
ater
ials
that
acco
mpa
nyit.
The
Nat
iona
lSci
ence
Fou
ndat
ion
isde
dica
ted
topr
omot
ing
abe
tteru
nder
stan
ding
ofsc
ienc
efo
r ev
eryo
ne,an
d to
enco
urag
ing
youn
gpe
ople
topu
rsue
care
ers
insc
ienc
e.B
uild
ing
Big
is a
fine
addi
tion
to o
uref
fort
sto
war
dth
ose
goal
s.
Iw
elco
me
you
toth
eco
nstr
uctio
ncr
ewan
d ho
peth
at y
ouen
joy
the
adve
ntur
e.
Hym
anF
ield
Sen
iorA
dvis
orfo
r P
ublic
Und
erst
andi
ngof
Res
earc
h
Nat
iona
lS
cien
ceF
ound
atio
n
5
Con
tent
sH
ow to
Use
Thi
s G
uide
2
Pro
gram
Des
crip
tions
3
Eng
inee
r's N
oteb
ook
Han
dout
5
Act
ivity
Pla
nnin
g G
rid6
Doi
ng H
ands
-On
Sci
ence
With
Kid
s_ 8
Han
ds-O
n G
loss
ary
Of B
UIL
DIN
G B
IG T
erm
s10
Fou
ndat
ions
Tug
-Pus
h-T
wis
t-O
'War
14
Str
aw S
hape
s16
Col
umns
18 20H
ang
in T
here
li
Brid
ges
Pap
er B
ridge
Sus
pens
ion
Brid
ge
\\ /
22 24
Dom
es
Geo
desi
c D
ome
26
Sky
scra
pers
New
spap
er T
ower
/ /28
Dam
s
Und
er P
ress
ure
30
Tun
nels
Mee
ting
in th
e M
iddl
e_32
\1
/
Bui
ldin
g C
halle
nges
I I34
Loca
l Won
ders
36
Add
ition
al R
esou
rces
38
Nat
iona
l Con
tent
Sta
ndar
ds39
Cre
dits
40
70
How
to U
se T
his
Gui
deT
he B
UIL
DIN
G B
IG A
ctiv
ity G
uide
pre
sent
s a
flexi
ble
colle
ctio
n of
fun,
sim
ple
hand
s-on
act
iviti
es fo
r fif
th-
to e
ight
h-gr
ader
s. Y
ou c
an u
se o
ne o
r tw
o ac
tiviti
es o
r al
l of
them
to in
trod
uce
kids
to th
e ba
sic
phys
ical
sci
ence
of l
arge
str
uctu
res
and
the
exci
tem
ent o
f inq
uiry
lear
ning
.
Lead
ing
the
Act
iviti
esT
his
guid
e su
ppor
ts y
ou w
heth
er y
ou w
ork
in a
n af
ter-
scho
ol p
rogr
am, c
lass
room
, sci
ence
mus
eum
, or
othe
rse
tting
; and
whe
ther
you
hav
e ve
ry li
ttle
or a
lot o
fsc
ienc
e ba
ckgr
ound
and
exp
erie
nce
with
kid
s7.-
-
The
Act
ivity
Pla
nnin
g G
rid (
pp. 6
-7)
sugg
ests
way
s to
inco
rpor
ate
BU
ILD
ING
BIG
act
iviti
es in
to y
our
sche
dule
,w
heth
er y
ou h
ave
one
hour
or
six
wee
ks.
The
Han
ds-O
n G
loss
ary
(pp.
10-
13)
prov
ides
min
i-ac
tiviti
es th
at g
ive
kids
a p
hysi
cal u
nder
stan
ding
of
som
e ba
sic
term
s. U
se th
ese
min
i-act
iviti
es to
intr
o-du
ce o
ther
act
iviti
es a
nd to
cla
rify
conc
epts
.
Whi
ch s
hape
ism
ore
stab
le,
a tr
iang
le o
r a
squa
re?
Bak
e a
Pred
ictio
n
Try
It O
ut
eV o
r ar
o w
pm M
y se
owO
{O
W .1
0O
wtn
tNe.
rear
t..V
I.I
NO
. W..
Et"
`...
etril
eaM
S70
} be
l.V
*E
wal
d: it .4. m
ad n
ance
.sl
S
O
Act
ivity
Pla
nnin
g G
rid
=..L
1r..r
....
....r
.O
M
s. 0
0t-
7"
0
I
a-7Z
-71
Glo
ssar
y of
Bun
naa
Me
Ter
ms
g/bu
b 11
{1.
-4S°
F,
Eac
h ha
nds-
on a
ctiv
ity (
pp. 1
4-35
) co
nsis
ts o
fan
Edu
cato
r Id
eas
page
and
a r
epro
duci
ble
7. A
ctiv
ity H
ando
ut. R
ead
the
Act
ivity
Han
dout
firs
tto
get
a s
ense
of t
he a
ctiv
ity. T
hen
read
the
Edu
cato
r Id
eas
page
for
ever
ythi
ng y
ou n
eed
tokn
ow to
lead
the
activ
ity: t
ime,
mat
eria
ls, p
repa
ra-
tion,
iceb
reak
er s
ugge
stio
ns, c
onte
nt b
ackg
roun
d,qu
estio
ning
str
ateg
ies,
and
follo
w-u
p ac
tiviti
es.
The
rep
rodu
cibl
e E
ngin
eer's
Not
eboo
k ha
ndou
t (p.
5)
prov
ides
an
orga
nize
d fo
rmat
for
kids
to r
ecor
d th
eir
pred
ictio
ns, d
ata,
obs
erva
tions
, and
exp
lana
tions
.H
ave
kids
col
lect
thei
r co
mpl
eted
Eng
inee
r'sN
oteb
ook
page
s in
a p
ortfo
lio. U
se th
e pa
ges
toas
sess
kid
s' le
arni
ng;
crea
te a
bul
letin
boa
rd; o
rco
mpi
le a
new
slet
ter
for
fam
ilies
.
The
BU
ILD
ING
BIG
Web
Site
pbs.
org/
build
ingb
igT
he W
eb s
ite o
ffers
eng
agin
g co
nten
t and
act
iviti
esth
at b
uild
aw
aren
ess
of c
ivil
engi
neer
ing
and
enab
levi
sito
rs to
exp
lore
the
phys
ical
sci
ence
of l
arge
str
uc-
ture
s. T
he E
duca
tor
Idea
s pa
ges
sugg
est l
inks
to th
eW
eb s
ite fo
r ea
ch a
ctiv
ity. S
ite h
ighl
ight
s in
clud
e
inte
ract
ive
labs
that
giv
e us
ers
a vi
rtua
l "ha
nds-
on"
expe
rienc
e w
ith s
hape
s, m
ater
ials
, for
ces,
and
load
s;in
tera
ctiv
e bu
ildin
g ch
alle
nges
in w
hich
use
rs s
olve
prob
lem
s as
they
virt
ually
"bu
ild"
larg
e st
ruct
ures
;ov
ervi
ews
of e
ach
type
of s
truc
ture
;a
sear
chab
le d
atab
ank
of e
ngin
eerin
g "W
onde
rs o
fth
e W
orld
"; a
ndin
terv
iew
s w
ith a
div
erse
ass
ortm
ent o
f eng
inee
rs.
Afte
r w
orki
ng w
ith a
n en
gine
er to
res
earc
h a
stru
ctur
ein
thei
r co
mm
unity
, kid
s ca
n w
rite
up th
eir
own
Loca
l Won
der
and
subm
it it
to th
e si
te (
pp. 3
6-37
.)
Inco
rpor
atin
g th
e B
UIL
DIN
G B
IG V
ideo
sT
his
guid
e is
des
igne
d to
sta
nd a
lone
the
activ
ities
do
not r
equi
re w
atch
ing
the
tele
-vi
sion
pro
gram
s. H
owev
er, t
he v
ideo
s ca
n gr
eatly
enha
nce
lear
ning
by
clea
rly il
lust
ratin
g sc
ienc
e co
n-ce
pts
in a
ctio
n an
d pr
esen
ting
the
enga
ging
sto
ries
ofla
rge-
scal
e bu
ildin
g pr
ojec
ts a
nd th
e pe
ople
beh
ind
them
. The
Edu
cato
r Id
eas
page
s su
gges
t app
ropr
iate
vide
o se
gmen
ts fo
r ea
ch h
ands
-on
activ
ity.
EM
IE
NE
MIN
Exp
lanc
amon
ME
M 1111
1111
1111
1111
1111
1WW
W
Pro
gram
Des
crip
tions
How
doe
s a
dam
with
stan
d th
e cr
ushi
ng p
ress
ure
of a
lake
ful o
f wat
er?
How
does
a s
uspe
nsio
n br
idge
res
ist t
he fo
rces
of w
ind
and
traf
fic?
Why
can
we
wal
kin
the
shad
ows
of m
amm
oth
skys
crap
ers,
driv
e th
roug
h tu
nnel
s de
ep u
nder
-gr
ound
, and
sit
bene
ath
soar
ing
stad
ium
dom
es, c
onfid
ent t
hat t
hese
gia
ntst
ruct
ures
will
not
col
laps
e? F
ind
out i
n B
UIL
DIN
G B
IG, a
new
five
-par
t min
iser
ies
on m
egas
truc
ture
s fr
om P
BS
. Hos
ted
by D
avid
Mac
aula
y, a
war
d-w
inni
ng a
utho
r-ill
ustr
ator
of T
he W
ay T
hing
s W
ork,
eac
h on
e-ho
ur p
rogr
am fo
cuse
s on
a d
iffer
-en
t typ
e of
str
uctu
re: b
ridge
s, d
omes
, sky
scra
pers
, dam
s, a
nd tu
nnel
s.C
heck
you
r lo
cal l
istin
gs fo
r ex
act b
road
cast
tim
es.
Brid
ges
Tue
sday
, Oct
ober
3 a
t 8 P
MS
ome
of th
e m
ost f
amili
ar a
nd a
we-
insp
iring
larg
e st
ruct
ures
are
brid
ges,
vita
l to
mod
ern
civi
lizat
ion
in th
eir
abili
ty to
con
nect
peo
ple
and
plac
es. T
he p
rogr
am tr
aces
the
hist
ory
of b
ridge
build
ing,
from
the
ston
e ar
ch b
ridge
s of
the
Rom
anE
mpi
re to
Jap
an's
gia
nt, a
ll-st
eel A
kash
i-Kai
kyo
susp
ensi
on b
ridge
.
Seg
men
tS
tart
*E
nd**
Leng
th*
Intr
oduc
tion
"Jus
t nor
th o
f Edi
nbur
gh "
Ton
ight
we
begi
n w
ith b
ridge
s."
stan
ds S
cotla
nd's
Firt
hof
For
th b
ridge
..."
2:42
Rom
an B
ridge
s: s
tone
vs.
(2:4
2) G
olde
n G
ate
woo
d; a
rche
sbr
idge
"...f
or c
entu
ries
brid
ge-b
uild
ers
look
ed5:
44fo
r pr
actic
al a
ltern
ativ
es."
Iron
Brid
ges:
cas
t iro
n;D
ee B
ridge
failu
re(8
:26)
Sto
ne b
ridge
s..
wro
ught
iron
and
ste
el c
ould
with
stan
d5:
59te
nsio
n fo
rces
ver
y w
ell."
Tru
sses
: wro
ught
iron
;(1
4:25
) R
ed tr
ain
trus
s".
.. en
gine
ers
had
deve
lope
d a
mor
ew
ind
load
s; o
pen
trus
ses;
prac
tical
sol
utio
n fo
r lo
ng s
pans
... a
ndca
ntile
vers
just
in ti
me.
"
5:21
Bro
okly
n B
ridge
: sus
pen-
(19:
46)
Old
New
Yor
ksi
on b
ridge
s; R
oebl
ing
fam
ily; c
aiss
ons
.. th
e co
nfid
ence
to u
nder
take
the
mos
t14
:28
diffi
cult
brid
ge p
roje
ct e
ver
atte
mpt
ed."
Gol
den
Gat
e: p
robl
em-
solv
ing;
cab
les;
wor
ker
safe
ty
(34:
14)
Sai
lboa
t..
an o
ld n
emes
is th
at c
augh
t the
wor
ld's
11:5
0be
st e
ngin
eers
com
plet
ely
by s
urpr
ise.
"
Env
ironm
enta
l Loa
ds:
(46:
04)
Rib
bon
cutti
ng".
.. to
con
nect
the
peop
le o
f the
wor
ld6:
52w
ind
load
; Tac
oma
for
the
cont
inue
d ad
vanc
emen
t of a
llN
arro
ws
failu
re; e
arth
-ci
viliz
atio
n."
quak
e lo
ads
10
32R
)101
117
agE
lag
VG
Rs!
tapi
ng
info
rmat
ion
CU
)
@a;
One
-yea
rof
f-ai
red
ucat
ors.
purc
hasi
ngpa
geg3
opD
.;vi
deos
,
Dom
esT
uesd
ay, O
ctob
er 1
0 at
8 P
MM
ore
than
just
big
roo
fs o
ver
big
spac
es, d
omes
sym
boliz
epo
wer
, pre
stig
e, a
nd m
ajes
ty. T
he p
rogr
am e
xplo
res
the
his-
tory
of d
omes
, fro
m E
mpe
ror
Had
rian'
s P
anth
eon
to th
ege
odes
ic s
truc
ture
s of
Buc
kmin
ster
Ful
ler,
and
the
scie
nce
prin
cipl
es th
at s
uppo
rt th
em.
Seg
men
tS
tart
*E
nd**
Leng
th*
Intr
oduc
tion
"Dee
p in
the
hear
tof
Tex
as, o
ld h
abits
die
hard
."
"Dom
es, c
omin
g ne
xt o
nB
uild
ing
Big
."2:
49
Ast
rodo
me:
pro
blem
-(2
:49)
Bas
ebal
l pla
yer
... h
ow th
e ro
le o
f the
dom
e ha
sso
lvin
g; d
ome
vs. f
lat r
oof
swin
ging
chan
ged
over
tim
e."
7:20
Pan
theo
n: s
ymbo
lism
;fo
rces
in d
omes
and
arch
es; p
robl
em-s
olvi
ng
(10:
09)
Doo
rs o
peni
ng...
not
hing
to fe
ar in
the
hum
an w
orld
."7:
30in
to P
anth
eon
Isla
mic
Dom
es: s
ymbo
l-is
m; p
robl
em-s
olvi
ng;
pend
entiv
es
(17:
39)
Pan
theo
n".
.. th
e m
ost d
ram
atic
dom
e th
e w
orld
door
s cl
osin
gha
d ev
er s
een.
"9:
03
St.
Pet
er's
: pro
blem
-so
lvin
g; s
ymbo
lism
;te
nsio
n rin
gs
(26:
42)
Rom
e at
daw
n"B
uild
ing
new
, hug
e do
mes
wou
ldre
quire
a r
adic
al n
ew a
ppro
ach.
"5:
57
U.S
. Cap
itol:
prob
lem
-so
lvin
g; s
ymbo
lism
;m
ater
ials
(32:
39)
U.S
. Cap
itol
"...
wou
ld c
hang
e th
e fa
ce o
f the
urba
n w
orld
."7:
54
Geo
desi
c D
omes
:B
uckm
inst
er F
ulle
r;m
ater
ials
; tria
ngle
s;te
nseg
rity
(40:
33)
City
str
eet
"...
into
the
dom
e of
the
sky.
"
* S
tart
tim
es a
nd le
ngth
s of
vid
eo s
egm
ents
are
writ
ten
as m
inut
es:s
econ
ds.
** S
crip
t as
of p
ress
tim
e. F
inal
bro
adca
st v
ersi
on m
ay r
efle
ct s
ome
diffe
renc
t
12:2
2
Sky
scra
pers
Tue
sday
, Oct
ober
17
at 8
PM
At 1
,476
feet
, the
Pet
rona
s T
ower
s in
Mal
aysi
a ar
e th
ew
orld
's ta
llest
str
uctu
resf
or n
ow. F
rom
Ital
y's
med
ieva
lto
wer
s to
New
Yor
k's
fore
st o
f sky
scra
pers
, the
pro
gram
exam
ines
the
psyc
holo
gy a
nd p
hysi
cs b
ehin
d sk
yscr
aper
s.
Seg
men
tS
tart
*In
trod
uctio
n
San
Gim
igna
no:
wal
ls a
nd fo
unda
-tio
ns; s
ymbo
lism
Got
hic
Cat
hedr
als:
(8:3
0)sy
mbo
lism
; too
ls;
Cat
hedr
alpr
oble
m-s
olvi
ng;
flyin
g bu
ttres
ses
End
**Le
ngth
*
"In
the
sum
mer
of
"Sky
scra
pers
,19
29, w
ar b
roke
com
ing
next
on
out o
n th
e is
land
Bui
ldin
g B
ig."
of M
anha
ttan.
"
App
rox.
3:30
(3:3
0) S
tone
"...
the
wor
ld's
mos
tA
ppro
x.to
wer
spi
ctur
esqu
e sk
ylin
es."
5:0
0
"And
onc
e m
ore,
App
rox.
Fra
nce
wou
ld ta
ke5:
30ce
nter
sta
ge."
Eiff
el T
ower
:G
usta
ve E
iffel
;iro
n; p
robl
em-
solv
ing;
ele
vato
rs
(14:
00)
Exp
ositi
onpo
ster
.. m
akin
g E
iffel
aA
ppro
x.w
ealth
y m
an."
4:00
Chi
cago
: pro
blem
-so
lvin
g; m
etal
fram
es; c
olum
nsan
d be
ams
(18:
00)
Chi
cago
lake
fron
t
.. th
e m
etal
fram
eA
ppro
x.co
uld
go m
uch,
6:30
muc
h hi
gher
."
Em
pire
Sta
te(2
4:30
) N
ewB
uild
ing:
pro
blem
-Y
ork
solv
ing;
effi
cien
cy;
skyl
ine
plan
e cr
ash
... s
kysc
rape
rsm
ight
hav
ere
ache
d th
eir
limits
."
App
rox.
7:30
Win
d Lo
ad: g
lass
;(3
2:00
) Lu
nch
tube
fram
e; C
itico
rpco
unte
rbu
ildin
g ne
ar-d
isas
ter;
tune
d-m
ass
dam
per;
trad
eoffs
.. no
long
er ju
stan
Am
eric
anob
sess
ion.
"
App
rox.
13:0
0
Pet
rona
s T
ower
s:(4
5:00
)sy
mbo
lism
; pro
blem
- pe
tron
asso
lvin
g; w
ind
load
;T
ower
str
adeo
ffs
.. to
use
wha
tto
ols
we
have
.W
e've
alw
ays
done
that
."
App
rox.
7:00
Dam
sT
uesd
ay, O
ctob
er 2
4 at
8 P
MD
ams
may
be
the
mos
t con
trov
ersi
al o
f lar
ge s
truc
ture
s.W
hile
dam
s ca
n st
ore
wat
er, p
reve
nt fl
oods
, and
gen
erat
eel
ectr
icity
, the
y ca
n al
so d
ispl
ace
entir
e to
wns
and
dam
age
the
envi
ronm
ent.
The
pro
gram
exp
lore
s th
e en
gine
erin
g ch
al-
leng
es a
nd s
ocia
l im
pact
of b
ig d
ams,
incl
udin
g th
e co
ncre
teH
oove
r D
am a
nd E
gypt
's e
norm
ous
Asw
an H
igh
Dam
.
Seg
men
tS
tart
*E
nd**
Leng
th*
Intr
oduc
tion
"Thi
s id
yllic
spo
t in
"Dam
s, c
omin
g ne
xt3:
30th
e m
ount
ains
..."
on B
uild
ing
Big
."
Dam
Bas
ics:
trad
e-(3
:30)
Igai
cu F
alls
offs
; pro
blem
-sol
ving
;da
m s
hape
; wat
er-
proo
f cla
y co
re;
dam
failu
re
..it
took
ano
ther
6:15
4,50
0 ye
ars
for
peop
le to
bui
ldan
othe
r da
m."
Asw
an H
igh
Dam
Pol
itics
: Nile
floo
dcy
cle;
fina
ncin
gth
e da
m
(9:4
5) S
ailb
oat
.. la
rger
than
the
5:45
Gre
at P
yram
id a
ndde
sign
ed to
last
just
as lo
ng."
Bui
ldin
g th
e A
swan
(15:
30)
Tra
ctor
s in
... a
sin
gle
dam
her
-11
:47
Hig
h D
am: d
iver
sion
the
dese
rtai
ded
a ne
w a
ge fo
rch
anne
ls; c
offe
r-a
grow
ing
natio
n."
dam
s; d
am s
hape
;gr
out c
urta
ins;
trad
eoffs
Hoo
ver
Dam
Pol
itics
:(2
7:17
)pr
oble
m-s
olvi
ng;
Hoo
ver
Dam
finan
cing
the
dam
.. H
oove
r D
am a
s2:
58a
new
sou
rce
ofsu
pply
."
Hoo
ver
Dam
(30:
15)
Exp
losi
ons
Eng
inee
ring:
wor
ker
safe
ty; g
ravi
ty d
ams;
arch
es; c
oncr
ete;
hydr
oele
ctric
pow
er
.. el
sew
here
and
on
11:0
8riv
ers
muc
h bi
gger
than
the
Col
orad
o."
Env
ironm
enta
l and
(41:
23)
Dam
s in
Soc
ial I
mpa
cts:
trad
e- W
este
rn U
.S.
offs
; mod
els;
spi
ll-w
ays;
res
ettle
men
t
"...
dam
s fo
r th
e11
:37
adva
ncem
ent o
f all
civi
lizat
ions
."
Tun
nels
Tue
sday
, Oct
ober
31
at 8
PM
The
nee
d to
cro
ss a
riv
er, m
ount
ain,
city
, or
ocea
n ch
anne
lis
som
etim
es g
reat
eno
ugh
to ju
stify
the
dang
er, d
iffic
ulty
,an
d ex
pens
e of
bui
ldin
g a
tunn
el. T
he p
rogr
am d
escr
ibes
the
met
hods
and
mac
hine
s in
volv
ed in
bur
row
ing
thro
ugh
the
solid
roc
k of
a h
illsi
de o
r th
e so
ft m
ud b
enea
th a
riv
er.
Seg
men
tS
tart
*E
nd**
Leng
th*
Intr
oduc
tion
"On
the
nigh
t of
"Tun
nels
, com
ing
next
on
2:44
June
25,
187
2 ...
"B
uild
ing
Big
."
Blg
Dig
: pro
blem
-(2
:44)
Tra
ffic
onso
lvin
g; tr
adeo
ffsbr
idge
.. ju
st a
s th
ey o
nce
did
2:01
in th
e gr
eate
st c
ity o
f the
anci
ent w
orld
."
Rom
an T
unne
ls:
(4:4
5) M
odel
of
aque
duct
s; g
ravi
ty;
Rom
epr
oble
m-s
olvi
ng
.. on
e of
Rom
an e
ngi-
5:12
neer
ing'
s m
ost f
unda
-m
enta
l des
igns
."
Can
al T
unne
ls:
(9:5
7) P
aw P
awar
ches
; sid
e su
p-tu
nnel
port
; mat
eria
ls
.. lo
st p
atie
nce
with
such
a s
low
mea
ns o
ftr
ansp
orta
tion.
"
4:35
Hoo
sac
Tun
nel:
(14:
32)
Exi
ting
prob
lem
-sol
ving
;ca
nal t
unne
lex
plos
ives
; sur
vey-
ing;
mea
surin
g;w
orke
r sa
fety
.. bu
ildin
g ev
en lo
nger
7:56
tunn
els
in a
frac
tion
ofth
e tim
e."
Sof
t-G
roun
dT
unne
ls: B
rune
ltr
acks
fam
ily; p
robl
em-
solv
ing;
tunn
elin
gsh
ield
(22:
28)
Rai
lroad
.. en
gine
ers
wou
ld h
ave
9:59
to fi
nd a
bet
ter
way
."
Car
Tun
nels
: sub
-(3
2:27
) Lo
ndon
way
s; v
entil
atio
n;st
reet
traf
ficpr
oble
m-s
olvi
ng; f
ire
"...
need
the
best
pos
-7:
53si
ble
esca
pe r
oute
s."
The
Chu
nnel
: sym
-(4
0:20
) E
nglis
hbo
lism
; saf
ety;
Cha
nnel
tunn
el b
orin
gm
achi
nes
.. la
st u
ncha
rted
fron
-12
:40
tier:
the
unde
rgro
und.
"
* S
tart
tim
es a
nd le
ngth
s of
vid
eo s
egm
ents
are
writ
ten
as m
inut
es:s
econ
ds.
** S
crip
ttim
e. F
inal
bro
adca
st v
ersi
on m
ay r
efle
ct s
ome
diffe
renc
es.
t#44
.
Eng
inee
r'sN
oteb
ook
Nam
e
Dat
e
Act
ivity
Titl
e
My
Pre
dict
ion
Exp
lana
tion
Use
this
spa
ce to
rec
ord
your
dat
a or
for
a dr
awin
gor
pho
togr
aph
of y
our
resu
lts.
EM
il.1
1111
Wha
t Hap
pene
d
Exp
lana
tion
1111
1111
1111
1111
1111
1111
11M
1111
1111
1111
1111
1111
1111
1111
111
Act
ivity
Pla
nnin
g G
ridI o
nly
have
one
hou
r w
ith th
e ki
ds...
whi
chac
tiviti
es s
houl
d I d
o?W
hat's
a g
ood
com
bina
tion
of a
ctiv
ities
to d
oov
er th
ree
mee
tings
?H
ow c
an I
inte
grat
e th
e B
UIL
DIN
G B
IG v
ideo
and
Web
res
ourc
es w
ith h
ands
-on
activ
ities
?
If yo
u ha
ve 1
hou
r...
Pat
h 1
Pat
h 2
Pat
h 3
16
0
You
can
use
BU
ILD
ING
BIG
act
iviti
es in
man
y w
ays,
from
a o
ne-t
ime
Act
ivity
Hou
r to
a w
hole
them
atic
uni
t. B
elow
, we
sugg
est s
ome
poss
ible
"pa
ths"
for
diffe
rent
am
ount
s of
tim
e. C
hoos
e a
path
that
wor
ks fo
r yo
ur s
ched
ule,
or c
reat
e yo
ur o
wn
plan
usi
ng o
ther
act
iviti
es in
the
guid
e.
The
act
ivity
tim
es li
sted
in th
is g
uide
are
sim
ply
guid
elin
es. A
n ac
tivity
may
take
mor
e or
less
tim
e, d
epen
ding
on
the
part
icul
ar k
ids.
Try
ing
the
activ
ityyo
urse
lf fir
st c
an h
elp
you
pred
ict h
ow lo
ng it
will
take
you
r gr
oup.
If yo
u ha
ve 2
hou
rs, a
dd...
Get
kid
s ex
plor
ing
mat
eria
lsan
d th
inki
ng a
bout
cre
ativ
eso
lutio
ns w
ith N
ewsp
aper
Tow
er (
p. 2
8).
Bui
ldin
g S
mal
l: S
kysc
rape
rs(p
. 38)
sho
ws
one
fam
ily m
eetin
g th
isch
alle
nge.
Intr
oduc
e fo
rce,
com
pres
-si
on, a
nd lo
ad w
ith th
eH
ands
-On
Glo
ssar
y m
ini-
activ
ities
(p.
10)
OR
the
Load
s La
b on
the
Web
.
Fin
ish
by h
avin
g ki
ds a
pply
wha
t the
y've
lear
ned
with
Sky
scra
per
Bui
ldin
gC
halle
nge
(p. 3
4)
OR
the
Sky
scra
per
Cha
lleng
e on
the
Web
.
Hav
e ki
ds e
xplo
re a
Eng
age
kids
in th
est
ruct
ural
feat
ure
ofen
gine
erin
g de
sign
skys
crap
ers
with
proc
ess
with
Thi
nkin
gC
olum
ns (
p. 1
8).
Big
(p.
38)
.
0 Get
kid
s th
inki
ng a
bout
shap
es in
str
uctu
res
with
Str
aw S
hape
s (p
. 16)
OR
the
Sha
pes
Lab
on th
e W
eb.
O Intr
oduc
e fo
rce,
com
pres
-si
on, t
ensi
on, a
nd to
rsio
nw
ith th
e H
ands
-On
Glo
ssar
ym
ini-a
ctiv
ities
(p.
10)
OR
the
For
ces
Lab
onth
e W
eb.
Intr
oduc
e fo
rce,
load
, com
-pr
essi
on, a
nd te
nsio
n w
ithth
e H
ands
-On
Glo
ssar
ym
ini-a
ctiv
ities
(p.
10)
OR
the
For
ces
Lab
onth
e W
eb.
Get
kid
s co
mpa
ring
diffe
rent
mat
eria
ls' s
tren
gth
with
Tug
-P
ush-
Tw
ist-
O'W
ar (
p. 1
4)
OR
the
Mat
eria
ls L
ab o
nth
e W
eb.
Hav
e ki
ds a
pply
wha
tth
ey'v
e le
arne
d w
ithP
aper
Brid
ge (
p. 2
2).
Hav
e ki
ds e
xplo
re h
ow to
mak
e a
mat
eria
l str
onge
rw
ith P
aper
Brid
ge (
p. 2
2).
Hav
e ki
ds e
xplo
reca
bles
, a s
truc
tura
lfe
atur
e of
man
ybr
idge
s, w
ith H
ang
inT
here
(p.
20)
.
Giv
e ki
ds a
han
ds-o
n fe
elfo
r th
e fo
rces
at w
ork
insu
spen
sion
brid
ges
with
Sus
pens
ion
Brid
ge (
p. 2
4).
Sho
w "
Bro
okly
n B
ridge
" or
"Gol
den
Gat
e" fr
omB
ridge
s (p
. 3)
tose
t the
sta
ge.
r Eng
age
kids
in th
e en
gi-
neer
ing
desi
gn p
roce
ssw
ith T
hink
ing
Big
(p. 3
8).."
17
Hav
e ki
ds a
pply
wha
tth
ey'v
e le
arne
d w
ith B
ridge
or S
kysc
rape
r B
uild
ing
Cha
lleng
e (p
. 34)
.
:ye
3 m
eetin
gs ..
.If
you
h
Mee
ting
1
0 G
et k
ids
expl
orin
g m
ater
ials
and
thin
king
abo
ut c
reat
ive
solu
tions
with
New
spap
erT
ower
(p.
28)
.
nIn
trod
uce
forc
e an
d lo
adw
ith th
e H
ands
-On
Glo
ssar
ym
ini-a
ctiv
ities
(p.
10)
.
tulk
Bra
inst
orm
pos
sibl
e st
ruct
ures
for
a Lo
cal
WO
Won
ders
pro
ject
(p.
36)
. Cho
ose
a si
te.
Mak
e a
plan
for
colle
ctin
g in
form
atio
n.
Mee
ting
2
gi D
epen
ding
on
wha
t typ
e of
str
uctu
re y
our
Loca
l Won
der
is, c
hoos
e a
few
min
i-ac
tiviti
es fr
om th
e H
ands
-On
Glo
ssar
y(p
. 10)
to in
trod
uce
rele
vant
con
cept
s.F
or b
ridge
s: c
ompr
essi
on, t
ensi
on,
bend
ing,
can
tilev
er, t
russ
For
dom
es, s
kysc
rape
rs, o
r ot
her
build
ings
: com
pres
sion
, ten
sion
,sh
ear,
arc
h, o
r do
me
For
dam
s or
tunn
els:
com
pres
sion
, arc
h
nVis
it th
e Lo
cal W
onde
r. C
olle
ct in
form
a-tio
n ab
out t
he s
truc
ture
(p.
36)
. Tak
eph
otog
raph
s an
d/or
dra
w th
e st
ruct
ure.
Mee
ting
3
0D
epen
ding
on
the
Loca
l Won
der,
do
anac
tivity
to in
trod
uce
rele
vant
con
cept
sF
or b
ridge
s: S
traw
Sha
pes,
Pap
erB
ridge
, or
Han
g in
The
reF
or b
uild
ings
: Col
umns
or
Str
aw S
hape
sF
or d
ams:
Und
er P
ress
ure
For
tunn
els:
Mee
ting
in th
e M
iddl
e
n A
naly
ze th
e in
form
atio
n co
llect
ed a
bout
the
Loca
l Won
der.
Pre
pare
sub
mitt
al fo
rth
e W
eb s
ite (
p. 3
6).
n V
isit
the
Won
ders
of t
he W
orld
Dat
aban
k on
the
Web
site
(pbs
.org
/bui
ldin
gbig
) to
com
pare
you
rLo
cal W
onde
r to
oth
er s
truc
ture
s.
~I)
The
Edu
cato
r Id
eas
page
s(p
p. 1
4-34
) su
gges
t vid
eose
gmen
ts th
atsu
ppor
t eac
hha
nds-
on a
ctiv
ity.
If yo
u ha
ve 6
or
mor
e m
eetin
gs...
Mee
ting
1
0 N
ewsp
aper
Tow
er (
p. 2
8)
0 H
ands
-On
Glo
ssar
y (p
. 10)
:fo
rce
and
load
0 S
traw
Sha
pes
(p. 1
6)
0 B
egin
Loc
al W
onde
rspr
ojec
t (p.
36)
.
Mee
ting
2M
ges
°Pap
er B
ridge
(p.
22)
0 H
ands
-On
Glo
ssar
y (p
.10)
:co
mpr
essi
on, t
ensi
on,
bend
ing,
trus
s
OR
For
ces
Lab
on th
e W
eb
0 S
uspe
nsio
n B
ridge
(p.
24)
or B
ridge
Bui
ldin
gC
halle
nge
(p. 3
4)
Mee
ting
3va
nes
Mee
ting
4M
eetin
g 5
'Dam
s
Mee
ting
6
OT
ug-P
ush-
Tw
ist-
O'W
ar(p
. 14)
OR
Mat
eria
ls L
ab o
n th
e W
eb
0 H
ands
-On
Glo
ssar
y (p
. 10)
:do
me
0Geo
desi
c D
ome
(p. 2
6)
°Col
umns
(p.
18)
()S
kysc
rape
r B
uild
ing
Cha
lleng
e (p
. 34)
0 V
isit
Loca
l Won
der;
colle
ct in
form
atio
n.
°Und
er P
ress
ure
(p. 3
0)
Cpa
m B
uild
ing
Cha
lleng
e(p
. 34)
()A
naly
ze L
ocal
Won
ders
info
rmat
ion.
°Mee
ting
in th
e M
iddl
e(p
. 32)
0Tun
nel B
uild
ing
Cha
lleng
e(p
. 34)
0Com
plet
e Lo
cal W
onde
rssu
bmitt
al (
p. 3
6).
16
19
Doi
ng H
ands
-On
Sci
ence
With
Kid
sH
ands
-on
activ
ities
mot
ivat
e ki
ds to
lear
n by
activ
ely
invo
lvin
g th
em in
the
proc
ess
of s
ci-
ence
. Kid
s be
com
e in
vest
ed in
act
iviti
esw
hen
they
gen
erat
e th
e qu
estio
ns a
nd h
elp
desi
gn th
e ex
perim
ents
to a
nsw
er th
em.
Her
e ar
e so
me
othe
r re
ason
s to
do
hand
s-on
sci
ence
:
Sho
w k
ids
that
sci
ence
is a
pro
cess
they
use
ever
y da
y.E
ngag
ing
kids
in th
e pr
oces
s of
sci
ence
teac
hes
them
that
sci
ence
is a
way
of t
hink
-in
g ab
out t
he w
orld
, a p
artic
ular
way
of a
sk-
ing
ques
tions
and
look
ing
for
answ
ers.
Kid
sle
arn
that
eve
ryon
e ca
n be
a s
cien
tist.
For
exam
ple,
poi
nt o
ut e
very
day
exam
ples
of
aski
ng q
uest
ions
, mak
ing
obse
rvat
ions
, and
draw
ing
conc
lusi
onss
uch
as d
ecid
ing
wha
t to
wea
r by
look
ing
out t
he w
indo
w a
ndch
ecki
ng th
e w
eath
er fo
reca
st.
Tak
e ad
vant
age
of k
ids'
inte
rest
s.In
volv
ing
kids
' han
ds, s
ense
s, a
nd e
ven
who
le b
odie
s in
lear
ning
add
ress
es th
eir
dive
rse
lear
ning
sty
les:
Som
e ki
ds le
arn
best
whe
n in
form
atio
n is
pre
sent
ed v
erba
lly,
othe
rs v
isua
lly, o
ther
s ph
ysic
ally
, and
so
on.
You
pro
babl
y kn
ow th
at g
ettin
g a
grou
p of
10-
to 1
3-ye
ar-o
lds
to s
it st
ill fo
r ha
lf an
hou
rca
n se
em li
ke a
big
ger
chal
leng
e th
an b
uild
-in
g a
brid
ge o
ver
the
Gra
nd C
anyo
n. In
stea
d,ta
ke a
dvan
tage
of k
ids'
res
tless
ness
by
giv-
ing
thei
r ha
nds
som
ethi
ng to
do.
Kid
s th
isag
e ar
e al
so d
evel
opin
g th
eir
soci
al s
kills
.W
orki
ng in
sm
all g
roup
s gi
ves
them
per
mis
-si
on to
talk
and
inte
ract
, whi
le h
elpi
ng th
emto
dev
elop
team
wor
k sk
ills
they
will
nee
d in
the
wor
kpla
ce a
nd th
roug
hout
thei
r liv
es.
.111
.s
Sur
viva
l Tip
s fo
r A
ctiv
ity L
ead
-er
s,
-_
-
Bef
ore
the
Act
ivity
Try
eve
ry a
ctiv
ity y
ours
elf b
efor
e do
ing
it w
ithki
ds! T
hen
you
will
kno
w w
hat t
o ex
pect
whe
nth
e ki
ds tr
y it.
You
can
mod
ify m
ater
ials
or
inst
ruct
ions
bas
ed o
n yo
ur p
artic
ular
situ
atio
n,or
ant
icip
ate
whe
re y
our
grou
p w
ill n
eed
help
.
Col
lect
all
mat
eria
ls, i
nclu
ding
sup
plie
s fo
r an
yex
tens
ions
. Hav
e ex
tras
on
hand
so
kids
can
"red
o" a
ctiv
ities
.
Div
ide
mat
eria
ls in
to th
e co
rrec
tam
ount
s fo
r ea
ch g
roup
. To
stre
am-
line
the
activ
ity ti
me,
pla
ce e
ach
grou
p's
mat
eria
ls to
geth
er in
a s
epar
ate
box.
If yo
ur s
choo
l or
prog
ram
can
not a
fford
act
ivity
mat
eria
ls, s
eek
a sp
onso
r in
you
r co
mm
unity
.K
ids
can
ask
for
dona
tions
or
a di
scou
nt fr
omlo
cal b
usin
esse
s or
com
mun
ity g
roup
s. (
Be
sure
to c
heck
you
r or
gani
zatio
n's
rule
s re
gard
-in
g ad
vert
isin
g an
d sp
onso
rshi
p.)
Bui
ld a
ntic
ipat
ion
by d
ispl
ayin
g an
unf
amili
arte
rm o
r in
tere
stin
g pi
ctur
e re
late
d to
the
topi
cfo
r se
vera
l day
s be
fore
doi
ng th
e ac
tivity
. Let
kids
won
der
and
spec
ulat
e ab
out t
he to
pic.
Invi
te o
lder
kid
s, p
aren
ts, o
r ot
her
adul
ts to
volu
ntee
r as
act
ivity
lead
ers.
Mee
t with
any
vol
-un
teer
s ah
ead
of ti
me.
Intr
oduc
ing
the
Act
ivity
Giv
e cl
ear
inst
ruct
ions
fully
exp
lain
wha
t the
act
ivity
is a
nd w
hat k
ids
will
be
expl
orin
g. G
ive
dire
ctio
ns in
mul
tiple
way
s (e
.g.,
verb
ally
, writ
ten
on th
e bo
ard)
.
For
m s
mal
l gro
ups
of 2
to 4
kid
s(c
hoos
e th
e gr
oups
for
them
).M
ost k
ids
enjo
y an
d do
wel
l wor
king
in g
roup
s.
Rem
ind
kids
to m
ake
a pr
e-di
ctio
n ab
out w
hat t
hey
thin
k w
ill h
appe
n in
the
activ
ity, a
nd w
hy.
OD
epen
ding
on
your
gro
up, a
void
pres
entin
g ac
tiviti
es a
s te
am-a
gain
st-
team
com
petit
ions
. Som
e ki
ds m
ayfe
el th
reat
ened
or
stre
ssed
out
by
com
petit
ions
.
_....
.
----
----
r._-
:--;
._--
s-.._
_°--
--7-
_z.-
---,
,,-,c
--1
';=--
_-..
-g_2
4. -
.---
.,._
---
-__
,---
i--
:-.-
.- _
_-..-
-_-
_,-.
.....c
.---
_--
--_,
7 _
- ...
-,.;
_t...
',...I
.I.-
,- -
.4.7
---.
- -=
',"":
7--
:I-. -
-11
0".4
Y_
-.-
,_-
--_
,_-
O.,
----
1:"-
=e-
--7-
-:--
-.
P--'.
.7-,
-.r
_.,
-,--
-:-.
--;"
.. -:
-..-
_, .-
n,"
-:::-
1.:,.
..-J-
7---
;--
-t'--
--
---
t'-'--
----
----
:,-
-_
-"4-
.-",
---.
-___
4.--
._ ,-
-'
A."
Y:.,
,_.
,,.-
- --
---
. =::.
:.-1,
-''.
:7,-
_ ''
,...
---7
-"=
....-
- --
-77-
; ,_-
-, 4
- 1
1_
-.-
___.
..__.
..._.
?..._
___-
---
....;_
:.--.
L-
j.e...
...c
'.^,-
'C...
.4:
5,_.
.._, -
--,..
, ._
__.-
..!.._
.',"
-,
...t..
..,"-
..,.-
j--,
e'..-
-7. 7
,_F*
1-.-
--..
a
.t...,
__.7
.....,
....
-^_
----
-
Dur
ing
the
Act
ivity
Wal
k ar
ound
and
ask
kid
s to
des
crib
ew
hat t
hey'
re d
oing
. Kid
s ar
e se
nsiti
veab
out h
avin
g th
e "r
ight
" an
swer
, so
emph
asiz
e th
e va
lue
of b
rain
stor
min
gan
d ex
plor
atio
n, r
athe
r th
an r
ight
and
wro
ng.
Poi
nt o
ut th
ings
that
diff
eren
t tea
ms
are
doin
g to
the
who
le g
roup
. Thi
sle
ts k
ids
know
that
the
activ
ity is
do-
able
and
that
they
can
mak
e a
cont
ri-bu
tion.
Exp
lain
that
this
isn'
t "co
py-
ing,
" bu
t rat
her
colla
bora
ting
and
build
ing
on n
ew in
form
atio
n as
sci
en-
tists
do.
\/
If a
grou
p is
not
prog
ress
ing,
ask
ale
adin
g qu
estio
n to
put
them
bac
k on
trac
k,ra
ther
than
telli
ng th
emw
hat t
o do
.
Par
ticul
arly
in a
fter-
scho
ol p
rogr
ams,
whe
reki
ds m
ay v
ary
wid
ely
in a
ge a
ndab
ility
leve
ls, c
onsi
der
reco
rdin
gda
ta a
s a
grou
p. E
very
one
gets
toco
ntrib
ute,
and
it fe
els
less
like
asc
hool
ass
ignm
ent.
Aft
er th
e A
ctiv
ityH
ave
kids
ass
ess
wha
t the
y've
lear
ned
by e
xpla
inin
g w
hy th
ey th
ink
thei
r ou
tcom
es d
id o
r di
dn't
mat
chth
eir
pred
ictio
ns. A
sk: W
hat d
o yo
ukn
ow n
ow th
at y
ou d
idn'
t kno
wbe
fore
the
activ
ity?
Cap
ture
kid
s' r
efle
ctio
nsan
d ex
plan
atio
ns in
writ
ing
or o
n au
diot
ape
or v
ideo
-ta
pe. U
se th
e re
spon
ses
to c
reat
e a
bulle
tinbo
ard,
Web
site
, or
new
slet
ter
to s
hare
with
thei
r fa
mili
es.
Con
nect
the
big
idea
of
the
activ
ity b
ack
to th
e "r
eal w
orld
."F
or e
xam
ple,
brin
g in
pic
ture
s of
str
uc-
ture
s th
at s
how
how
tria
ngle
s ar
eus
ed in
con
stru
ctio
n. If
pos
sibl
e, ta
keki
ds to
see
exa
mpl
es fi
rsth
and.
Allo
w k
ids
to ta
ke th
eir
prod
ucts
hom
eto
sha
re w
ith th
eir
fam
ilies
. Kid
s fe
ellik
e th
e "e
xper
t" a
t hom
e, a
nd th
eir
fam
ilies
see
wha
t the
y ar
e le
arni
ngan
d do
ing.
Mos
t mid
dle-
scho
ol k
ids
also
like
to r
etea
ch w
hat t
hey
know
toyo
unge
r ki
ds.
Cla
ssro
omM
anag
emen
t 101
Pas
s ou
t mat
eria
ls o
nly
whe
n yo
u ar
e re
ady
for
the
kids
to u
se th
em.
Est
ablis
h a
sign
alsu
ch a
s rin
ging
a b
ell
or q
uick
ly fl
ashi
ng th
e lig
htst
hat t
ells
kids
to s
top
wor
king
and
list
en. I
f kid
s ar
eta
lkin
g w
hile
you
are
, sto
p an
d w
ait.
The
yw
ill te
nd to
qui
et d
own
in r
espo
nse
toyo
ur s
ilenc
e.
Eng
age
an "
itchy
" ki
d by
giv
ing
him
or
her
asp
ecifi
c jo
b to
do.
Pro
vide
ext
ensi
ons,
suc
h as
the
Bui
ld o
n It
idea
s in
this
gui
de, f
or th
ose
kids
who
rac
e th
roug
h an
act
ivity
ahe
ad o
fth
e re
st o
f the
gro
up.
5et g
roun
d ru
les;
then
con
sist
ently
pra
ise
or c
ritic
ize
beha
vior
s ra
ther
than
indi
vi-
dual
kid
s.
Sha
re y
our
enth
usia
sm fo
r th
esu
bjec
tit w
ill b
e co
ntag
ious
.
Leav
e tim
e to
sum
mar
ize,
refle
ct o
n re
sults
, and
cle
an u
p.
Hav
e a
sens
e of
hum
or, b
epa
tient
, and
mai
ntai
n hi
gh e
xpec
tatio
ns.
\
Han
ds-O
n G
loss
ary
of B
UIL
DIN
G B
IG T
erm
sT
hese
min
i-act
iviti
es h
elp
all k
inds
of l
earn
ers
get a
feel
for
the
phys
ical
scie
nce
of s
truc
ture
s. E
ach
min
i-act
ivity
req
uire
s no
mor
e th
an tw
om
ater
ials
and
take
s ju
st fi
ve m
inut
es. U
se th
e m
ini-a
ctiv
ities
to in
tro-
duce
new
term
s or
rei
nfor
ce th
eir
mea
ning
. The
se m
ini-a
ctiv
ities
will
gen
-er
ate
inte
rest
and
cur
iosi
ty th
at c
an s
park
a g
roup
dis
cuss
ion.
To
enco
ur-
age
furt
her
expl
orat
ion,
kee
p a
runn
ing
list o
f que
stio
ns th
at a
rise.
FO
RC
ES
For
ce A
pus
h or
pul
l on
an o
bjec
t. F
or e
xam
ple,
gra
vity
is th
e fo
rce
that
pulls
obj
ects
tow
ards
Ear
th's
cen
ter.
Whe
n an
obj
ect i
s at
res
t, an
y fo
rce
actin
g on
it is
bal
ance
d by
an
equa
l for
ce in
the
oppo
site
dire
ctio
n. If
ane
w, u
nbal
ance
d fo
rce
acts
on
the
obje
ct, t
he o
bjec
t will
mov
e in
the
sam
edi
rect
ion
as th
e ne
w fo
rce.
Imag
ine
a ho
use
bein
g pu
lled
tow
ard
Ear
th's
cen
ter
by g
ravi
ty, w
hile
the
grou
nd is
pus
hing
bac
k up
on
the
hous
e. If
the
forc
es a
re e
qual
(th
e ho
use
is o
n so
lid g
roun
d), t
he h
ouse
doe
sn't
mov
e. If
the
forc
es a
re u
nbal
ance
d(t
he g
roun
d is
sof
t and
mud
dy a
nd p
ushe
s ba
ck w
ith le
ss fo
rce)
, the
n th
eho
use
sink
s do
wn
into
the
grou
nd. I
f a n
ew fo
rce,
suc
h as
a b
ulld
ozer
,ac
ts o
n th
e ho
use
with
out a
bal
anci
ng fo
rce
in th
e op
posi
te d
irect
ion,
the
hous
e w
ill m
ove
in th
e di
rect
ion
the
bulld
ozer
is p
ushi
ng.
For
ce-f
ul F
urni
ture
It's
hard
to v
isua
lize
that
man
y di
ffere
nt fo
rces
may
be
actin
g on
a b
uild
ing
that
see
ms
to b
est
andi
ng s
till.
Try
this
act
ivity
to h
elp
kids
imag
-in
e th
ese
unse
en fo
rces
.
1. P
lace
a c
hair
in th
e m
iddl
e of
the
floor
. Ask
:A
re a
ny fo
rces
act
ing
on th
is c
hair?
(K
ids
will
pro
babl
y sa
y no
.)
2. In
vite
a k
id to
gen
tly p
ush
the
chai
r a
shor
t dis
tanc
eac
ross
the
floor
. Ask
: Wha
tfo
rce
just
act
ed o
n th
isch
air?
(a
push
that
mad
e it
mov
e; a
n un
bala
nced
forc
e)
unba
lanc
ed fo
rces
1/
Fin
d th
e W
eb C
onne
ctio
nson
the
BU
ILD
ING
BIG
site
:-
pbs.
org/
build
ingb
ig
bala
nced
forc
es3.
Rep
eat S
tep
2, th
is ti
me
with
a se
cond
kid
pus
hing
bac
k on
the
chai
r in
the
oppo
site
dire
ctio
n=
4>so
that
it d
oesn
't m
ove.
Ask
: Are
any
forc
es a
ctin
g on
the
chai
r?W
hy d
oesn
't it
mov
e? (
Alth
ough
two
forc
es a
re a
ctin
g on
the
chai
r,th
ey a
re b
alan
ced.
The
refo
re, t
hech
air
does
n't m
ove.
)
4. N
ow r
epea
t Ste
p 1.
Exp
lain
that
eve
nw
ithou
t som
eone
pus
hing
on
it,ba
lanc
ed fo
rces
forc
es a
re a
ctin
g on
the
chai
r.T
he fo
rce
of g
ravi
ty is
pul
ling
dow
n on
the
chai
r. B
ut s
ince
the
chai
r is
not
mov
ing,
ther
e m
ust b
e an
equ
al fo
rce
in th
e op
posi
te d
irect
iont
he fl
oor
ispu
shin
g ba
ck u
p.
-10
Web
Con
nect
ion
For
ces
Lab
4ftiO
'I,
Load
s cr
eate
a fo
rce
on a
str
uctu
re.
Dea
d lo
ad T
he w
eigh
t of t
he p
erm
anen
t, no
n-m
ovea
ble
part
s of
a s
truc
ture
, suc
h as
the
tow
ers,
cab
les,
and
roa
dway
of a
brid
ge.
Live
load
The
wei
ght o
f a s
truc
ture
's n
onpe
r-m
anen
t, m
ovea
ble
part
s, c
onte
nts,
or
"use
rs,"
such
as
the
traf
fic, p
eopl
e, a
nd s
eagu
lls o
n a
brid
ge. E
nviro
nmen
tal l
oads
, suc
h as
win
d,ra
in, a
nd e
arth
quak
es, t
hat c
an a
ffect
a s
truc
-tu
re te
mpo
raril
y ar
e al
so li
ve lo
ads.
Nam
e T
hat L
oad
1. H
ave
grou
ps o
f kid
s lo
ok a
roun
d th
e ro
om a
ndm
ake
a lis
t of a
s m
any
diffe
rent
load
s af
fect
ing
the
room
as
they
can
.
2. L
ist e
very
one'
s lo
ads
on th
e bo
ard.
The
gro
upsh
ould
dec
ide
whe
ther
eac
h lo
ad is
live
or
dead
. (D
ead
load
s in
clud
e th
e w
eigh
t of t
hew
alls
, cei
ling,
floo
r, a
nd a
ny p
erm
anen
t fix
ture
ssu
ch a
s ce
iling
ligh
ts, w
allp
aper
, pai
nt, a
ndw
indo
ws.
Liv
e lo
ads
incl
ude
thin
gs th
at a
re n
otfix
ed, s
uch
as fu
rnitu
re, p
eopl
e, s
igns
and
pic
-tu
res
hang
ing
on th
e w
all,
plan
ts, a
nd w
ind
blow
ing
outs
ide.
)
3. H
ave
the
grou
p es
timat
e th
e ro
om's
load
,as
sum
ing
the
floor
and
wal
ls w
eigh
50
lbs.
/sq.
ft.an
d th
e ce
iling
wei
ghs
30 lb
s./s
q.ft.
Use
a s
cale
to w
eigh
sm
all f
urni
ture
.
Web
Con
nect
ion
Load
s La
btft
0
25
Com
pres
sion
A p
ress
ing
forc
e th
at s
quee
zes
am
ater
ial t
oget
her. Fee
l the
Pre
ssur
eH
ave
pairs
of k
ids
plac
e th
eir
palm
s to
geth
eran
d gr
adua
lly le
an in
tow
ard
each
oth
er. A
skth
em to
des
crib
e ho
w th
eir
arm
s fe
el. (
sque
ezed
or p
ushe
d to
geth
er)
Col
umns
and
brid
ge p
iers
are
exam
ples
of p
arts
of
stru
ctur
es th
at a
re in
com
pres
sion
.
Web
Con
nect
ion
For
ces
Lab
Ten
sion
A s
tret
chin
g fo
rce
that
pul
ls o
n a
mat
eria
l.
Fee
l the
Str
etch
Hav
e pa
irs o
f kid
s lin
k fin
gers
as
show
n an
d le
anaw
ay fr
om e
ach
othe
r. A
sk th
em to
desc
ribe
how
thei
r ar
ms
feel
.(s
tret
ched
or
pulle
d ap
art)
Ele
vato
r ca
bles
and
the
cabl
esof
sus
pens
ion
brid
ges
are
exam
-pl
es o
f par
ts o
f str
uctu
res
that
are
in te
nsio
n.
""la
Web
Con
nect
ion
For
ces
Lab 26
Ben
ding
A c
ombi
natio
n of
forc
es th
atca
uses
one
par
t of a
mat
eria
l to
be in
com
-pr
essi
on a
nd a
noth
er p
art t
o be
in te
nsio
n.
She
ar A
forc
e th
at c
ause
s on
e pa
rt o
f a m
ate-
rial t
o sl
ide
past
ano
ther
.
Spo
nge
Bea
m1.
With
a p
erm
anen
t mar
ker,
dra
w a
ser
ies
oflin
es c
ross
wis
e on
the
top
and
botto
m o
f aso
ft ki
tche
n sp
onge
.
/
2. P
ass
the
spon
ge a
roun
d. H
ave
kids
ben
d th
esp
onge
into
a U
-sha
pe, a
nd o
bser
ve w
hat
happ
ens
to e
ach
set o
f lin
es. (
The
line
s on
the
top
get c
lose
r to
geth
er a
nd th
e lin
es o
nth
e bo
ttom
spr
ead
fart
her
apar
t.) A
sk:
Whe
re is
this
spo
nge
in c
ompr
essi
on?
(the
top
side
) In
tens
ion?
(th
e bo
ttom
sid
e.B
endi
ng is
com
mon
in s
truc
ture
s; fo
r ex
am-
ple,
a h
oriz
onta
l bea
m th
at s
uppo
rts
a flo
oror
a b
ridge
dec
k ex
perie
nces
ben
ding
.R
einf
orce
d co
ncre
te r
esis
ts b
endi
ng b
ecau
seof
its
com
bina
tion
of c
oncr
ete,
whi
ch r
esis
tsco
mpr
essi
on w
ell,
and
stee
l bar
s, w
hich
resi
st te
nsio
n w
ell.)
com
pres
sion
tens
ion
Web
Con
nect
ion
For
ces
Lab
She
ar th
e D
eck
Pla
ce a
dec
k of
car
ds o
n a
tabl
e. In
vite
a k
id to
push
sid
eway
s on
the
top
part
of t
he d
eck
soth
e ca
rds
"sm
ear"
sid
eway
s, d
emon
stra
ting
the
slid
ing
actio
n of
she
ar fo
rce.
She
arin
g st
ress
on
two
part
s of
a s
truc
ture
that
are
bol
ted
or n
aile
dto
geth
er c
an b
reak
the
bolts
or
nails
in tw
o.
1-1
Web
Con
nect
ion
For
ces
Lab
Tor
sion
A tw
istin
g th
at c
an r
esul
t fro
m a
nun
even
ly p
lace
d lo
ad.
Fee
l the
Tw
ist
Hav
e pa
irs o
f kid
s ho
ld e
ach
othe
r's r
ight
wris
ts a
nd g
ently
rota
te th
eir
arm
s. A
sk th
em to
desc
ribe
how
thei
r ar
ms
feel
.(t
wis
ted)
Win
d pu
shin
g un
even
ly o
na
stru
ctur
e ca
n ca
use
tors
ion.
10 W
eb C
onne
ctio
n F
orce
s La
b,ft
ivt
27
mm
imm
illM
1111
1..1
111M
1111
1111
1H
ands
-On
Glo
ssar
y, c
ontin
ued
ST
RU
CT
UR
ES
Arc
h A
cur
ved
stru
ctur
e th
at c
onve
rts
the
dow
nwar
d co
mpr
essi
on fo
rce
ofits
ow
n w
eigh
t, an
d of
any
wei
ght p
ress
ing
dow
n on
top
of it
, int
o a
forc
eal
ong
its c
urve
. Thi
s re
sults
in a
n ou
twar
d an
d do
wnw
ard
forc
e al
ong
the
side
s an
d ba
se o
f the
arc
h.
But
tres
s A
sid
e su
ppor
t tha
t cou
nter
acts
an
outw
ard
push
ing
forc
e, th
ew
ay b
ooke
nds
keep
boo
ks o
n a
shel
f fro
m s
lidin
g si
dew
ays.
But
tres
ses
are
ofte
n us
ed to
sup
port
the
side
s of
arc
hes
and
tall
cath
edra
l wal
ls,
whe
re th
ey c
ount
erac
t the
out
war
d th
rust
.
Dom
e A
cur
ved
roof
enc
losi
ng a
circ
ular
spa
ce;
a th
ree-
dim
ensi
onal
arc
h.
Hum
an A
rch
1. H
ave
two
kids
form
an
arch
by
plac
ing
thei
rpa
lms
toge
ther
and
lean
ing
tow
ard
each
oth
er,
slid
ing
thei
r fe
et a
s fa
r ba
ck a
s th
ey c
an.
Cau
tion
them
not
to lo
se th
eir
bala
nce.
Ask
:W
here
do
you
feel
a p
ush
or a
pul
l? (
push
ing
on th
eir
hand
s)
2. H
ave
a th
ird k
id g
ently
pul
l dow
n on
the
top
ofth
e ar
ch to
test
its
stre
ngth
. Ask
: How
diff
icul
tis
it to
bre
ak th
e ar
ch?
(not
diff
icul
t)
3. H
ave
the
grou
p br
ains
torm
way
s fo
r tw
o m
ore
kids
to jo
in th
e ar
ch a
nd m
ake
it st
rong
er, b
utw
ithou
t bre
akin
g up
the
spac
e be
neat
h th
ear
ch. G
uide
them
to th
e id
ea o
f add
ing
buttr
esse
s by
ask
ing
the
arch
-mak
ers
how
stab
le th
eir
legs
feel
. The
n re
peat
Ste
p 2
and
com
pare
the
resu
lts. (
The
but
tres
ses
exer
t an
inw
ard
forc
e on
the
side
s of
the
arch
that
bal
-an
ces
the
outw
ard
forc
e cr
eate
d by
the
load
pres
sing
dow
n on
the
top
of th
e ar
ch.)
Vid
eo C
onne
ctio
n "R
oman
Brid
ges"
from
Brid
ges
(p. 3
)
1.
011.
1110
41r
-4
Hum
an D
ome
1. H
ave
five
kids
sta
nd in
a c
ircle
aro
und
a so
ccer
ball.
The
kid
s sh
ould
all
plac
e th
eir
finge
rtip
s on
the
ball
and
lift i
t, le
anin
g in
tow
ard
the
cent
er o
fth
e ci
rcle
and
slid
ing
thei
r fe
et b
ack.
2. R
each
into
the
cent
er a
nd p
ush
dow
n ge
ntly
on
the
ball.
Ask
: Whe
re c
ould
the
dom
e us
e m
ore
supp
ort?
(A
ddin
g fiv
e se
ated
kid
s as
but
tres
ses
at th
e ba
se o
f eac
h "r
ib"
of th
e do
me
will
hel
pth
e do
me
supp
ort m
ore
com
pres
sion
. As
in a
nar
ch, t
he b
uttr
esse
s ex
ert a
n in
war
d fo
rce
on th
esi
des
of th
e do
me
that
bal
ance
s th
e ou
twar
dfo
rce
crea
ted
by th
e lo
ad p
ress
ing
dow
n on
the
top
of th
e ar
ch.)
Web
Con
nect
ion
Sha
pes
Lab
Vid
eo C
onne
ctio
nD
omes
(p.
4)
"Pan
theo
n" fr
om
Web
Con
nect
ion
Dom
e O
verv
iew
'29
Can
tilev
er A
pro
ject
ing
stru
ctur
e su
ppor
ted
at o
nly
one
end,
suc
h as
a s
helf
brac
ket o
rdi
ving
boa
rd.
Arm
Can
tilev
er1.
Pla
ce a
hea
vy b
ook
in a
bag
with
str
aps.
Ask
: Do
you
thin
k yo
u co
uld
supp
ort t
his
wei
ght w
ith o
ne a
rm?
(Kid
s w
ill p
roba
bly
say
yes.
)2.
Hav
e ki
ds fi
rst p
lace
the
bag
stra
ps o
ver
thei
r ar
ms
near
the
shou
lder
, and
then
ove
rth
e tip
s of
thei
r fin
gers
. Ask
: Is
it eq
ually
easy
to s
uppo
rt th
e w
eigh
t in
both
pla
ces?
\\ /
\ I /
(It i
s m
uch
easi
er to
sup
port
the
bag
clos
eto
the
shou
lder
, nea
r th
e fix
ed b
ase
of th
eca
ntile
ver,
then
at t
he u
nsup
port
ed fi
nger
tipen
d. C
antil
ever
s su
ppor
t loa
ds b
y be
ndin
g. A
cant
ileve
r ca
n su
ppor
t mor
e w
eigh
t clo
ser
toits
fixe
d en
d. E
xam
ples
of c
antil
ever
s in
stru
ctur
es in
clud
e ba
lcon
ies
and
awni
ngs.
)
Web
Con
nect
ion
Brid
ge O
verv
iew
t%50
Tru
ss A
ske
leto
n-lik
e st
ruct
ure
com
pose
d of
stru
ts (
shor
t str
aigh
t pie
ces)
, som
e in
com
pres
-si
on a
nd s
ome
in te
nsio
n, jo
ined
to fo
rm a
ser
ies
of tr
iang
les.
Too
thpi
ck T
russ
1. H
ave
kids
con
stru
ct a
rec
tang
ular
box
as
show
n he
re b
y jo
inin
g to
othp
icks
with
sm
all
whi
te b
eans
or
navy
bea
ns, s
oake
d ov
erni
ght
befo
re th
e ac
tivity
, or
gum
drop
s. H
ave
them
test
its
stab
ility
by
pres
sing
dow
n on
it a
ndw
iggl
ing
it.\ 1
/
2. N
ow c
halle
nge
kids
to a
dd m
ore
mat
eria
ls to
stre
ngth
en th
e bo
x. (
Kid
s w
ill p
roba
bly
find
that
they
can
sta
biliz
e th
e bo
x by
add
ing
cros
s-pi
eces
and
tria
ngul
ar b
race
s, a
s in
the
exam
ple
show
n he
re.)
/
3. H
ave
kids
ext
end
thei
r tr
usse
s an
d se
e ho
ww
ide
a ga
p th
ey c
an c
ross
.
Vid
eo C
onne
ctio
n "T
russ
es"
from
Brid
ges
(p. 3
)
Web
Con
nect
ion
Load
s La
b
fre
,.1
16t 1
110.
11i
Sco
tland
's d
ram
atic
Firt
h of
For
th B
ridge
get
sits
str
engt
h fr
om c
antil
ever
s an
d tr
usse
s. T
hevi
deo
segm
ent "
Tru
sses
" fr
om B
ridge
s (p
. 3)
expl
ains
how
it w
orks
.
I"U
SW
ISfo
r Id
eas
Tim
e20
-30
min
utes
Mat
eria
ls(p
er g
roup
of t
hree
)S
ampl
es o
f 6 o
r 8
diffe
rent
mat
eria
ls,
such
as
strin
g or
yar
n;po
psic
le s
ticks
; pip
ecl
eane
rs; c
lay;
str
ips
ofki
tche
n sp
onge
; rub
ber
eras
ers;
rub
ber
band
s;pa
per-
tow
el tu
bes;
pen
-ci
ls; s
trip
s of
car
dboa
rdor
alu
min
um fo
il; d
rink-
ing
stra
ws;
cer
amic
tiles
; str
ips
of c
loth
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, u
se"I
ron
Brid
ges"
from
Brid
ges
(p. 3
), "
U.S
.C
apito
l" fr
om D
omes
(p. 3
), o
r "E
iffel
Tow
er"
from
Sky
scra
pers
(p.
4)
to s
how
how
the
choi
ceof
mat
eria
ls a
ffect
sst
ruct
ures
.
4fts
.4-
)
Web
Con
nect
ion
pbs.
org/
build
ingb
igM
ater
ials
Lab
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
Iceb
reak
erU
se a
rop
e to
dem
onst
rate
the
thre
e te
sts.
Hav
e tw
o ki
ds tu
g on
the
ends
of a
rop
e(t
ensi
on),
then
pus
h th
e en
ds to
geth
er(c
ompr
essi
on),
and
fina
lly tw
ist t
he e
nds
of th
ero
pe (
tors
ion)
. With
eac
h te
st, h
ave
the
grou
psu
gges
t a r
atin
g us
ing
the
scal
e on
the
Act
ivity
Han
dout
on
page
15.
(T
he r
ope
is s
tron
g in
tens
ion
but w
eak
in c
ompr
essi
on a
nd to
rsio
n.)
Lead
the
Act
ivity
Dis
cuss
how
kid
s ca
n fa
irly
com
pare
the
diffe
r-en
t mat
eria
ls. E
ncou
rage
them
to fi
nd a
con
sis-
tent
way
of h
andl
ing
the
mat
eria
ls. F
or e
xam
-pl
e, b
esid
es p
ushi
ng a
mat
eria
l tog
ethe
rbe
twee
n th
eir
hand
s, a
noth
er w
ay to
test
for
com
pres
sion
is to
pla
ce th
e sa
mpl
e on
a ta
ble-
top
and
pres
s do
wn
on it
.
Dis
cuss
how
som
e m
ater
ials
are
flex
ible
und
era
type
of s
tres
sthe
y ch
ange
sha
pe a
s op
pose
dto
bre
akin
g ou
trig
ht. W
hen
mig
ht fl
exib
ility
be
desi
rabl
e? W
hen
is s
tiffn
ess
requ
ired?
(P
arts
of s
truc
ture
s su
ch a
s th
e ca
bles
of s
uspe
nsio
nbr
idge
s th
at a
re b
uilt
to w
ithst
and
shak
ing
caus
ed b
y w
ind
gust
s of
ten
have
som
e "g
ive.
"O
ther
par
ts o
f str
uctu
res,
suc
h as
floo
r be
ams
that
sup
port
gre
at w
eigh
ts, n
eed
to b
e rig
id.)
32
The
Big
Idea
Diff
eren
t mat
eria
ls h
ave
vary
ing
abili
ties
to w
ithst
and
com
pres
sion
, ten
sion
, and
tors
ion.
Mat
eria
ls s
cien
tists
stud
y th
ese
prop
ertie
s of
con
stru
ctio
n m
ater
ials
usi
ngm
achi
nes
that
app
ly e
norm
ous
load
s to
the
sam
ples
and
mea
sure
thei
r ab
ility
to w
ithst
and
the
stre
sses
that
res
ult.
Res
ults
may
diff
er s
omew
hat d
ue to
the
limita
tions
of t
hese
test
ing
met
hods
, but
in g
ener
alki
ds w
ill fi
nd r
esul
ts s
imila
r to
thes
e.
Str
ong
in te
nsio
n: s
trin
g, y
arn,
pip
e cl
eane
r, p
opsi
cle
stic
k, c
eram
ic ti
le, c
ardb
oard
, drin
king
str
aw, c
loth
,ru
bber
ban
d (s
tron
g bu
t ver
y fle
xibl
e), r
ubbe
r er
aser
,pa
per-
tow
el tu
bes,
pen
cil
Str
ong
in c
ompr
essi
on: p
opsi
cle
stic
k, c
lay
(lim
ited)
,ce
ram
ic ti
le, r
ubbe
r er
aser
, pap
er-t
owel
tube
s (li
mite
d),
penc
il
Str
ong
in to
rsio
n: c
eram
ic ti
le, r
ubbe
r er
aser
(lim
ited)
,pa
per-
tow
el tu
bes,
pen
cil
\ \ I
Bui
ld o
n It
Pos
sibl
e ou
tcom
e: K
ids
can
com
pare
sha
pes
and
size
s of
the
sam
e m
ater
ial,
such
as
a fla
t pie
ce o
f car
dboa
rd a
nd a
car
dboa
rdpa
per-
tow
el tu
be. T
hey
will
find
that
the
curv
ed s
hape
of t
he c
ardb
oard
tube
incr
ease
sits
stif
fnes
s an
d re
sist
ance
to c
ompr
essi
onan
d to
rsio
n. F
ollo
w u
p w
ith th
eS
hape
s La
b on
the
Web
site
.-0
33
Mak
e C
onne
ctio
nsLa
ngua
ge A
rts
Hav
e ki
ds c
hoos
e a
mat
eria
l and
writ
e a
para
grap
h fr
om th
atm
ater
ial's
poi
nt o
f vie
w, e
xpla
inin
g w
hat i
tfe
els
like
to b
e in
com
pres
sion
, ten
sion
,or
tors
ion.
Enc
oura
ge k
ids
to b
e cr
eativ
ean
d to
use
des
crip
tive
verb
s an
d ad
jec-
tives
. Kid
s ca
n te
am u
p to
rea
d al
oud
and
act o
ut e
ach
othe
r's p
arag
raph
s.
How
toug
h is
this
stu
ff?H
ave
you
ever
see
n a
pape
r sk
yscr
aper
? P
roba
bly
not,
beca
use
pape
r is
not
str
ong
enou
gh to
with
stan
d th
e fo
rces
act
ing
ona
skys
crap
er. H
old
a "t
ug-p
ush-
twis
t-o'
war
" to
find
out
whi
chm
ater
ials
can
bes
t with
stan
d di
ffere
nt fo
rces
.
Mak
e a
Pre
dict
ion
Bef
ore
you
test
the
mat
eria
ls, p
redi
ct w
hich
one
sw
ill b
e st
rong
est i
n te
nsio
n, w
hich
in c
ompr
es-
sion
, and
whi
ch in
tors
ion.
Try
It O
utO
Firs
t mak
e a
tabl
e to
rec
ord
your
res
ults
. You
'llra
te e
ach
mat
eria
l for
eac
h ty
pe o
f str
ess.
Tug
: To
test
the
mat
eria
l in
tens
ion,
/pu
ll on
it fr
om b
oth
ends
.R
ecor
d yo
ur r
atin
g an
d an
yob
serv
atio
ns in
the
tabl
e.
Pus
h: T
o te
st th
e m
ater
ial i
n co
m-
pres
sion
, pus
h it
toge
ther
from
both
end
s. R
ecor
d yo
ur r
atin
gan
d an
y ob
serv
atio
ns.
-->
OT
wis
t: T
o te
st th
e m
ater
ial i
n to
rsio
n,tw
ist t
he tw
o en
ds in
diff
eren
t dire
c-I /
tions
. Rec
ord
your
rat
ing
and
any
obse
rvat
ions
.
OR
epea
t ste
ps 2
-4 fo
r ea
ch m
ater
ial.
k-34
r2
Thr
ee s
ampl
es e
ach
of 6
or
8 m
ater
i-al
s, s
uch
as y
arn,
pop
sicl
e st
icks
,pi
pe c
lean
ers,
cla
y, s
pong
es, e
rase
rs,
rubb
er b
ands
, pap
er-t
owel
tube
s,pe
ncils
, car
dboa
rd, a
lum
inum
foil,
drin
king
str
aws,
tile
s, o
r cl
oth
Mat
eria
lT
ensi
onR
atin
gC
ompr
essi
onR
atin
gT
orsi
onR
atin
g
Pape
r2
(whe
n w
epu
lled
slow
ly)
11
Rat
ing
Sca
le1
Ver
y w
eak!
It c
rum
ples
or
brea
ks w
ith h
ardl
yan
y fo
rce.
2 O
nly
fairi
t can
't w
ithst
and
muc
h fo
rce.
3P
retty
goo
dit t
akes
a lo
t of f
orce
to b
reak
it.
4 S
uper
str
ong!
We
can'
t bre
ak it
.
Exp
lain
ItW
hich
mat
eria
ls w
ere
stro
nges
t in
resi
stin
gea
ch ty
pe o
f for
ce?
Did
any
of t
hese
res
ults
surp
rise
you?
Why
or
why
not
?W
hich
mat
eria
ls w
ere
stro
nges
t acr
oss
all t
hree
test
s? H
ow w
ould
you
des
crib
eth
ose
mat
eria
ls?
Bui
ld o
n It
Doe
s sh
ape
affe
ct h
ow w
ell a
mat
eria
l per
form
sin
the
Tug
-Pus
h-T
wis
t-O
'War
? C
hoos
e a
mat
eria
lan
d de
sign
a te
st to
ans
wer
this
que
stio
n.
.I
Tim
e10
-15
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
7 st
raw
s14
pap
er c
lips
Alte
rnat
e M
ater
ials
Too
thpi
cks
and
drie
dpe
as o
r w
hite
bea
ns,
soak
ed o
vern
ight
bef
ore
the
activ
ity
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, s
how
"Geo
desi
c D
omes
" fr
omD
omes
or
"Tru
sses
"fr
om B
ridge
s (p
. 3)
tosh
ow th
e im
port
ance
of
tria
ngle
s in
str
uctu
res.
-71r
--1
Web
Con
nect
ion
.I4gg
h pb
s.or
g/bu
ildin
gbig
Sha
pes
Lab
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
0
Iceb
reak
erG
ive
kids
the
stra
ws
and
pape
r cl
ips.
Hav
eth
em b
rain
stor
m a
djec
tives
that
des
crib
e th
est
raw
s. A
sk: H
ow d
o th
e st
raw
s be
nd?
How
usef
ul d
o yo
u th
ink
stra
ws
are
as a
bui
ldin
gm
ater
ial?
(no
t ver
y us
eful
) H
ow m
ight
the
stra
ws'
qua
litie
s ch
ange
dep
endi
ng o
n ho
wth
ey a
re u
sed?
(K
ids
may
sug
gest
rei
nfor
cing
the
stra
ws
or c
hang
ing
thei
r sh
ape.
)
Lead
the
Act
ivity
Dem
onst
rate
how
to c
onne
ct s
traw
s w
ithpa
per
clip
s, a
s sh
own
on p
age
17. P
ush
apa
per
clip
insi
de o
ne e
nd o
f a s
traw
. Lin
kan
othe
r cl
ip to
the
first
clip
and
pus
h th
ese
cond
clip
into
the
end
of a
sec
ond
stra
w.
As
grou
ps fi
nish
bui
ldin
g th
eir
shap
es, t
alk
abou
t the
ir pl
ans
for
test
ing
them
. Will
one
pers
on d
o th
e te
stin
g or
will
they
take
turn
s?H
ow c
an th
ey m
ake
the
test
as
"fai
r" a
s po
s-si
ble?
(T
he s
ame
pers
on, o
r bo
th p
eopl
e,sh
ould
test
bot
h st
ruct
ures
.)
The
Big
Idea
IC)
Str
aws
arra
nged
into
tria
ngle
s fo
rm m
ore
stab
lesh
apes
than
str
aws
arra
nged
into
squ
ares
. Whe
nco
mpr
essi
on fo
rce
is a
pplie
d to
the
join
ts, a
tria
ngle
chan
ges
shap
e le
ss th
an a
squ
are.
Whe
n co
mpr
es-
sion
is a
pplie
d to
a s
quar
e, a
s sh
own
belo
w, t
hejo
ints
rot
ate
easi
ly, a
nd th
e sh
ape
chan
ges.
In a
tri-
angl
e, th
e co
mpr
essi
on in
the
two
side
s is
bal
ance
dby
the
tens
ion
in th
e cr
oss-
piec
e at
the
botto
m, w
hich
pulls
the
side
s ba
ck to
geth
er. T
his
bala
ncin
g of
forc
esre
sults
in a
mor
e st
able
str
uctu
ral f
orm
.
com
pres
sion
com
pres
sion
tens
ion
To
rein
forc
e th
e im
port
ance
of t
riang
les,
take
kid
s on
a "s
hape
" sc
aven
ger
hunt
, thr
ough
pho
togr
aphs
or
durin
g th
eir
daily
trav
els,
look
ing
for
exam
ples
of
shap
es u
sed
in s
truc
ture
s. S
caffo
ldin
g cr
oss-
brac
esan
d tr
usse
s un
der
brid
ges
and
railr
oad
over
pass
esar
e go
od p
lace
s to
see
tria
ngle
s.
\ \ I
Bui
ld o
n It
Ask
kid
s ho
w th
ey c
ould
add
two
stra
ws
tom
ake
a fo
ur-s
ided
str
aw s
quar
e st
rong
er.
Pos
sibl
e ou
tcom
e: U
se a
dia
gona
l cro
ss-
piec
e m
ade
from
two
stra
ws
as a
tria
ngul
arbr
ace.
The
tria
ngle
sha
pe s
tabi
lizes
the
join
ts o
f the
squ
are
and
keep
s th
em fr
omch
angi
ng s
hape
whe
n a
forc
e is
app
lied.
Thi
s is
the
prin
icpl
e be
hind
trus
ses.
Enc
oura
ge k
ids
to in
corp
orat
e tr
iang
les
into
a th
ree-
dim
ensi
onal
str
uctu
re.
Pos
sibl
e ou
tcom
e: K
ids
may
find
that
ate
trah
edro
n (t
hree
tria
ngul
ar s
ides
with
atr
iang
ular
bas
e) is
ver
y st
rong
.
\IM
ake
Con
nect
ions
Mat
h D
iscu
ss th
e di
ffere
nt tw
o-di
men
sion
alst
raw
sha
pes
as p
olyg
ons.
As
a gr
oup,
mak
e a
tabl
e lis
ting
nam
es o
f pol
ygon
s an
dho
w m
any
side
s ea
ch h
as, a
nd h
ave
kids
build
eac
h po
lygo
n ou
t of s
traw
s. A
s th
enu
mbe
r of
sid
es in
crea
ses,
do
the
poly
gons
beco
me
mor
e or
less
sta
ble?
3 7
EJ
\W
hich
shap
e is
3m
ore
stab
le,
a tr
iang
le o
r a
squa
re?
You
'll te
st th
e st
abili
ty o
f a tr
iang
le a
nd a
squ
are
byst
andi
ng th
em o
n a
tabl
e an
d pr
essi
ng o
n th
em. T
heon
e th
at c
hang
es s
hape
less
is m
ore
stab
le.
Mak
e a
Pre
dict
ion
Pre
dict
whi
ch s
hape
will
be
mor
e st
able
. Why
do
you
thin
k so
?
Try
It O
utO
With
you
r pa
rtne
r, b
uild
a tr
iang
le a
nd a
squa
refr
om th
e st
raw
s an
d pa
per
clip
s. T
o co
nnec
t tw
ost
raw
s, s
lip th
e w
ide
end
of a
pap
er c
lip in
to th
een
d of
one
str
aw. H
ook
a se
cond
pap
er c
lip to
the
first
. Now
inse
rt th
e w
ide
end
of th
e se
cond
clip
into
a s
econ
d st
raw
.
Bui
ld o
n on
ItC
an y
ou r
einf
orce
the
less
sta
ble
shap
e by
add
ing
no m
ore
than
2 s
traw
s an
d 4
pape
r cl
ips?
Now
that
you
kno
w m
ore
abou
t sha
pes,
bui
ld th
em
ost s
tabl
e st
ruct
ure
you
can
usin
g no
mor
e th
an20
str
aws
and
40 p
aper
clip
s. H
ow m
uch
wei
ght
can
your
str
iSta
e su
ppor
t? ,
7 dr
inki
ng s
traw
s14
pap
er c
lips
n C
ompa
re th
e st
abili
ty o
f the
sha
pes.
Sta
ndW
eac
h sh
ape
up a
nd p
ress
dow
n on
the
top
corn
er. W
hat h
appe
ns?
How
muc
h do
es e
ach
one
bend
and
twis
t? H
ow h
ard
can
you
pres
sdo
wn
on e
ach
shap
e be
fore
it c
olla
pses
?
Exp
lain
ItC
ompa
re th
e re
sults
of y
our
test
s on
the
tria
n-gl
e an
d sq
uare
. Whi
ch s
hape
was
mor
e st
able
?W
hat d
o yo
u th
ink
mad
e it
mor
e st
able
? H
owm
ight
this
sha
pe b
e us
ed in
larg
e st
ruct
ures
?
39
I
Tim
e10
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
2 em
pty
toile
t-pa
per
tube
s (b
ut h
ave
lots
of
extr
as, a
s ki
ds w
ill w
ant
to tr
y ag
ain
and
agai
n)sa
nd o
r sa
ltdi
shpa
n, tr
ay, o
rca
rdbo
ard
box
lid to
catc
h an
y sp
illed
san
dor
sal
tm
aski
ng ta
pest
urdy
cha
irfu
nnel
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, s
how
"Chi
cago
" fr
omS
kysc
rape
rs (
p. 4
)to
dem
onst
rate
how
colu
mns
sup
port
load
sin
com
pres
sion
.
mu,
Web
Con
nect
ion
4tft0
pbs
.org
/bui
ldin
gbig
For
ces
Lab
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
Iceb
reak
erH
old
up a
toile
t-pa
per
tube
and
ann
ounc
e th
atyo
u ar
e go
ing
to s
tand
on
it. A
sk: D
o yo
u th
ink
this
tube
will
hol
d m
e up
? (K
ids
will
pro
babl
ysa
y no
; if t
hey
say
yes,
ask
wha
t the
max
imum
wei
ght t
hey
thin
k it
can
supp
ort i
sa c
ar?
an e
leph
ant?
). N
ow in
trod
uce
the
activ
itych
alle
nget
o fin
d a
way
to m
ake
a to
ilet-
pape
rtu
be s
uppo
rt a
per
son'
s w
eigh
t.
Lead
the
Act
ivity
Sup
ervi
se th
is a
ctiv
ity c
aref
ully
to e
nsur
e ki
ds'
safe
ty. L
imit
test
ing
to o
ne p
erso
n at
a ti
me.
Hav
e so
meo
ne s
it in
the
chai
r to
hol
d it
stea
dyw
hile
the
test
er le
ans
on th
e ba
ck o
f the
cha
ir.
Inst
ruct
kid
s to
ste
p ev
enly
on
the
top
of th
etu
be. T
hey
may
obs
erve
on
thei
r ow
n th
at a
slig
ht le
an in
any
dire
ctio
n ca
uses
the
tube
tocr
umpl
e m
ore
quic
kly
on th
at s
ide.
Pla
cing
api
6ce
of c
ardb
oard
ove
r th
e to
p of
the
tube
may
help
dis
trib
ute
wei
ght m
ore
even
ly.
(-22
j
The
Big
Idea
Kid
s m
ay fi
nd d
iffer
ent s
olut
ions
to in
crea
se th
est
reng
th o
f the
tube
. Rei
nfor
cing
the
side
s of
the
tube
by w
rapp
ing
it w
ith b
ands
of t
ape
mak
es it
a li
ttle
stro
nger
. The
tape
incr
ease
s th
e st
iffne
ss o
f the
sid
esof
the
tube
and
hel
ps it
res
ist b
uckl
ing
unde
r th
e lo
ad.
Pla
cing
tape
ove
r th
e en
ds o
f the
tube
and
filli
ng th
etu
be w
ith s
and
or s
alt i
ncre
ases
its
stre
ngth
eno
ugh
toho
ld a
per
son'
s w
eigh
t. T
he lo
ad is
dis
trib
uted
eve
nly
by th
e m
ater
ial i
nsid
e th
e tu
be. T
he s
and'
s te
nden
cy to
spre
ad o
ut is
res
iste
d by
the
side
s of
the
tube
, whi
chho
ld it
in a
nd e
nabl
e it
to s
uppo
rt th
e lo
ad.
In c
onst
ruct
ion,
a th
in-w
alle
d co
lum
nca
n be
fille
d w
ith in
expe
nsiv
e m
ater
ial
vest
ar-
711.
0
whi
ch s
till g
reat
ly in
crea
ses
the
col-
umn'
s st
reng
th in
com
pres
sion
.
com
pres
sion
iif
40
r.e3
-41
1.
Bui
ld o
n It
Sup
ply
addi
tiona
l mat
eria
ls (
such
as
mar
bles
or p
ebbl
es)
for
kids
to te
st th
eir
pred
ictio
ns.
Pos
sibl
e ou
tcom
e: K
ids
may
find
that
the
smal
ler
part
icle
s w
ork
bette
r be
caus
e th
eypu
sh o
ut m
ore
even
ly a
gain
st th
e si
des
ofth
e co
lum
n.
Mak
e C
onne
ctio
nsM
ath
Use
the
tube
s to
dis
cuss
circ
um-
fere
nce,
dia
met
er, a
nd a
rea
of c
ircle
s.A
sk k
ids
to p
redi
ct w
hich
can
sup
port
agr
eate
r w
eigh
t: a
sing
le c
olum
n w
ith a
cir-
cum
fere
nce
of 2
4 cm
or
thre
e co
lum
nsw
ith c
ircum
fere
nces
of 8
cm
eac
h? H
ave
them
test
thei
r pr
edic
tions
.
Pos
sibl
e ou
tcom
e: K
ids
will
pro
ba-
bly
find
that
the
answ
er d
epen
ds o
nho
w th
ey a
rran
ge th
e co
lum
ns.
Thr
ee s
mal
ler
colu
mns
arr
ange
d a
smal
l dis
tanc
e ap
art i
n a
tria
ngul
arsh
ape
may
sup
port
mor
e w
eigh
tth
an a
sin
gle
larg
e ce
ntra
l col
umn.
\IC
ana
toile
t-pa
per
tube
supp
ort y
our
wei
ght?
Col
umns
are
ofte
n us
ed to
hol
d up
hea
vy lo
ads,
suc
has
the
roof
s of
bui
ldin
gs. T
he h
eavy
load
pus
hes
onth
e co
lum
n, p
uttin
g it
in c
ompr
essi
on. S
o, a
goo
dco
lum
n sh
ould
be
very
str
ong
in c
ompr
essi
on.
°Ovo
lat
you
Nee
o2
empt
y to
ilet-
pape
r tu
bes
sand
or
salt
dish
pan,
tray
, or
card
boar
dbo
x lid
mas
king
tape
stur
dy c
hair
funn
el
e±2
11B
uild
on
ItIs
ther
e an
y di
ffere
nce
in s
tren
gth
betw
een
aco
lum
n fil
led
with
sm
all p
artic
les,
like
san
d or
sal
t,an
d a
colu
mn
fille
d w
ith b
ig p
artic
les,
like
mar
bles
or p
ebbl
es?
Mak
e a
pred
ictio
n an
d te
st it
.
42
Mak
e a
Pre
dict
ion
Pre
dict
whe
ther
a to
ilet-
pape
r tu
be c
an w
ithst
and
the
com
pres
sion
cau
sed
byyo
ur w
eigh
t. E
xpla
inth
e re
ason
for
your
pre
dict
ion.
Try
It O
utdi
k P
lace
an
empt
y di
shpa
n, tr
ay, o
r bo
x lid
on
the
floor
. Sta
nd a
n em
pty
toile
t-pa
per
tube
(the
col
umn)
on
one
end
in th
e pa
n.
CO
Whi
le h
oldi
ng o
n to
the
back
of t
he c
hair
with
bot
hha
nds,
gra
dual
ly p
ress
str
aigh
t dow
n on
the
top
ofth
e co
lum
n w
ith o
ne fo
ot. C
ontin
uein
crea
sing
you
rw
eigh
t on
the
colu
mn
until
it c
olla
pses
. Use
this
scal
e to
rat
e th
e co
lum
n's
stre
ngth
:
1 V
ery
wea
k! It
cru
mpl
es o
r br
eaks
with
hard
lyan
y fo
rce.
2 O
nly
fairi
t can
't w
ithst
and
muc
h fo
rce.
3 P
retty
goo
dit t
akes
a lo
t of f
orce
to b
reak
it.
4 S
uper
str
ong!
We
can'
t bre
ak it
.
Obs
erve
the
colla
psed
tube
to s
ee w
here
it fa
iled.
How
can
you
mak
e th
e co
lum
n st
rong
er,
usin
g on
lyta
pe a
nd s
and?
Rep
eat S
tep
2 us
ing
the
seco
ndto
ilet-
pape
r tu
be a
nd y
our
new
des
ign.
Exp
lain
ItH
ow d
id th
e st
reng
th r
atin
gs fo
r th
e tw
o co
lum
nsco
mpa
re?
Exp
lain
wha
t you
thin
k ac
coun
ted
for
any
diffe
renc
e. W
ere
you
surp
rised
by
the
resu
lts o
f thi
sac
tivity
? W
hy o
r w
hy n
ot?
t,43
Tim
e25
-30
min
utes
Mat
eria
ls(p
er g
roup
of f
our)
60 c
m (
abou
t 2 ft
.) e
ach
of s
ever
al c
able
s, s
uch
as y
arn,
thre
ad, d
enta
lflo
ss, a
nd fi
shin
g lin
e2
empt
y 2-
liter
pla
stic
bottl
es w
ith c
aps,
or
am
etal
buc
ket w
ithha
ndle
2 pi
pe c
lean
ers,
or
am
etal
"s"
-hoo
kbr
oom
stic
k or
pol
edi
shpa
nm
easu
ring
cup
funn
elsa
nd, s
alt,
or w
ater
Adv
ance
Pre
para
tion
For
you
nger
kid
s or
kid
sw
ith fi
ne-m
otor
diff
icul
-tie
s, y
ou m
ay w
ant t
otie
loop
s in
the
cabl
esah
ead
of ti
me
to r
educ
eth
e tim
e ne
eded
for
this
act
ivity
.
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, u
se"G
olde
n G
ate"
from
Brid
ges
(p. 3
) to
sho
wso
me
way
s to
mak
eca
bles
str
onge
r.
Web
Con
nect
ion
pbs.
org/
build
ingb
igF
orce
s La
b
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
. 44
Iceb
reak
erIn
trod
uce
the
term
"ca
ble"
by
disc
ussi
ng e
leva
-to
rs. H
old
up a
pie
ce o
f yar
n, s
trin
g, o
r fis
hing
line.
Ask
: Wou
ld y
ou r
ide
in a
n el
evat
or h
ung
from
cab
les
mad
e of
this
mat
eria
l? (
Kid
s w
illpr
obab
ly s
ay n
o.)
To
show
that
it is
sur
pris
ingl
ydi
fficu
lt to
bre
ak th
e m
ater
ial i
n te
nsio
n, w
rap
the
ends
of t
he c
able
aro
und
two
penc
ils a
ndpu
ll th
e pe
ncils
apa
rt. (
The
pen
cils
kee
p yo
ufr
om h
urtin
g yo
ur h
ands
.) N
ow in
trod
uce
the
activ
itym
easu
ring
just
how
muc
h w
eigh
t dif-
fere
nt c
able
s ca
n su
ppor
t.
Lead
the
Act
ivity
Inst
ruct
kid
s to
pou
r th
e sa
nd o
nly
as fa
st a
s it
pass
es th
roug
h th
e fu
nnel
. Thi
s pr
even
ts c
log-
ging
the
open
ing
and
allo
ws
mor
e ac
cura
tem
easu
rem
ent o
f how
muc
h sa
nd th
e ca
ble
can
hold
bef
ore
it br
eaks
. If y
ou a
re u
sing
wat
er,
tell
kids
to s
uppo
rt th
e bo
ttle
as th
ey a
dd e
ach
cupf
ul o
f wat
er, a
nd th
en r
epla
ce th
e bo
ttle
cap
befo
re le
tting
go
of th
e bo
ttle
agai
n. T
his
will
prev
ent s
pills
whe
n th
e ca
ble
brea
ks.
As
the
load
get
s he
avie
r, h
ave
kids
mov
e th
ede
sks
or c
hairs
clo
ser
toge
ther
to e
nsur
e th
atth
e br
oom
han
dle
does
n't b
reak
. If t
he s
oda
bottl
e to
uche
s th
e flo
or b
efor
e a
cabl
e br
eaks
,th
e po
le c
an b
e ra
ised
and
hel
d by
han
d.
The
Big
Idea
Unl
ike
man
y ot
her
part
s of
str
uctu
res,
whi
ch e
xper
i-en
ce c
ombi
natio
ns o
f com
pres
sion
and
tens
ion,
cabl
es s
uppo
rt lo
ads
pure
ly in
tens
ion.
Thi
cker
cabl
es a
re n
ot n
eces
saril
y st
rong
er th
an th
inne
rca
bles
. The
par
ticul
ar m
ater
ial o
f the
cab
le, a
s w
ell
as h
ow th
e ca
ble
is fo
rmed
, det
erm
ine
its s
tren
gth
and
stre
tchi
ness
. In
this
act
ivity
, kid
s w
ill li
kely
find
that
sew
ing
thre
ad is
rel
ativ
ely
wea
k an
d th
at fi
shin
glin
e is
str
ong,
with
yar
n an
d de
ntal
flos
s fa
lling
inbe
twee
n. K
ids
will
pro
babl
y be
sur
pris
ed a
t how
muc
hw
eigh
t the
diff
eren
t cab
les
can
supp
ort.
tens
ion
in c
able
s\I/
com
pres
sion
in to
wer
san
chor
blo
ck
Diff
eren
t use
s re
quire
cab
les
with
diff
eren
t deg
rees
of s
tret
chin
ess.
For
exa
mpl
e, th
e no
n-st
retc
hy w
ires
that
sup
port
tall
radi
o to
wer
s ke
ep th
e to
wer
s fr
omm
ovin
g to
o m
uch.
On
the
othe
r ha
nd, b
ecau
se s
hip
moo
ring
cabl
es a
re s
tret
chy,
they
can
act
as
shoc
kab
sorb
ers
durin
g st
orm
s. A
fish
ing
line'
s st
retc
hine
ssal
low
s it
to a
bsor
b a
shar
p bu
t sho
rt je
rk th
at w
ould
snap
a n
on-s
tret
chy
cabl
e.
\\1
Bui
ld o
n It
Pos
sibl
e ou
tcom
e: K
ids
may
try
twis
ting
orbr
aidi
ng s
ever
al le
ngth
s of
cab
le o
r w
rap-
ping
diff
eren
t kin
ds o
f cab
le to
geth
er. D
raw
com
paris
ons
to th
e ac
tual
met
hods
use
d in
susp
ensi
on b
ridge
s an
d el
evat
or c
able
s.(Y
ou m
ay w
ish
to s
how
the
vide
o se
gmen
tsu
gges
ted
at le
ft.)
Mak
e C
onne
ctio
nsM
usic
In m
any
mus
ical
inst
rum
ents
, put
-tin
g m
etal
or
gut s
trin
gs in
to d
iffer
ent l
ev-
els
of te
nsio
n cr
eate
s a
rang
e of
sou
nds.
Kid
s ca
n ex
perim
ent w
ith r
ubbe
r ba
nds
stre
tche
d ac
ross
pus
hpin
s on
a b
oard
tofin
d th
e rig
ht le
ngth
s to
pro
duce
an
eigh
t-no
te 'S
cale
.45
Wha
t's th
est
rong
est c
able
?C
able
s ar
e us
ed to
sup
port
han
ging
load
s su
ch a
s ro
ad-
way
s an
d el
evat
ors.
A h
angi
ng lo
ad p
ulls
on
the
cabl
e,pu
tting
it in
tens
ion.
So,
a g
ood
cabl
e sh
ould
be
very
stro
ng in
tens
ion.
Mak
e a
Pre
dict
ion
Pre
dict
whi
ch c
able
you
thin
k is
str
onge
st. E
xpla
in w
hyyo
u th
ink
so. H
ow m
any
cupf
uls
of s
and
in a
sod
a bo
ttle
do y
ou th
ink
this
cab
le c
an s
uppo
rt b
efor
e it
brea
ks?
Try
It O
utT
ie o
ne e
nd o
f eac
h ca
ble
to a
bro
omst
ick
usin
g th
ekn
ot s
how
n be
low
.
IT
ie a
loop
at t
he o
ther
end
of e
ach
cabl
e. H
old
the
loop
ope
n w
ith o
ne fi
nger
whi
le y
ou ti
ghte
n its
kno
t.
Now
mak
e a
load
test
er. W
ind
a pi
pe c
lean
er ti
ghtly
arou
nd th
e ne
ck o
f a p
last
ic b
ottle
. For
m th
e ot
her
end
of th
e pi
pe c
lean
er in
to a
hoo
k.
OP
lace
the
broo
mst
ick
betw
een
two
desk
s or
cha
irsso
the
cabl
es h
ang
dow
n. H
ang
the
load
test
erfr
om th
e bo
ttom
loop
of t
he fi
rst c
able
, and
win
dth
e pi
pe c
lean
er ti
ghtly
aro
und
itsel
f. P
lace
a p
anun
dern
eath
the
bottl
e.
Pla
ce a
funn
el in
the
bottl
e. S
low
ly a
dd th
elo
ad (
sand
, sal
t, or
wat
er),
one
cup
ful a
t a ti
me.
Rec
ord
how
man
y cu
ps y
ou c
an a
dd b
efor
e th
eca
ble
brea
ks. (
You
may
nee
d to
add
ano
ther
hang
ing
bottl
e.)
OE
mpt
y th
e bo
ttle
and
repe
at s
teps
4-5
with
the
next
cab
le.
4 6
Wha
t You
twea
k
60 c
entim
eter
s(a
bout
2 ft
.) e
ach
of s
ever
al c
able
s,su
ch a
s ya
rn,
thre
ad, d
enta
l flo
ss,
and
fishi
ng li
ne2
empt
y 2-
liter
pla
stic
bottl
es2
pipe
cle
aner
sbr
oom
stic
k or
pol
edi
shpa
nm
easu
ring
cup
funn
elsa
nd, s
alt,
or w
ater
Exp
lain
ItW
hich
cab
le h
eld
the
mos
t wei
ght?
Com
pare
the
stro
nges
t and
wea
kest
cab
les.
How
are
they
dif-
fere
nt?
Com
pare
the
two
stro
nges
t cab
les.
How
are
they
alik
e?W
hich
cab
les
stre
tche
d be
fore
bre
akin
g an
d w
hich
did
not?
Can
you
thin
k of
any
situ
atio
ns w
here
ast
retc
hy c
able
wou
ld b
e he
lpfu
l or
whe
re it
wou
ldbe
a p
robl
em?
Bui
ld o
n It
Can
you
des
ign
a w
ay to
mak
e yo
ur s
tron
gest
cabl
e st
rong
er?
You
can
use
any
of t
he m
ater
ials
from
this
act
ivity
. How
muc
h w
eigh
t can
you
rim
prov
ed c
able
hol
d be
fore
it b
reak
s? H
ow d
idyo
ur d
esig
n m
ake
the
cabl
e st
rong
er?
47
Tim
e20
-30
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
plai
n pa
per
(suc
h as
phot
ocop
ier
pape
r)5
pape
r cl
ips
rule
r2
book
s or
blo
cks
at le
ast 1
00 p
enni
es,
met
al w
ashe
rs, o
r ot
her
smal
l wei
ghts
scis
sors
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, s
how
"Env
ironm
enta
l Loa
ds"
from
Brid
ges
(p. 3
) to
spar
k ki
ds' i
deas
for
mod
ifyin
g th
eir
brid
ges.
M W
eb C
onne
ctio
npb
s.or
g/bu
ildin
gbig
Sha
pes
Lab
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
Iceb
reak
erH
old
up a
sin
gle
piec
e of
pap
er. A
sk: H
owm
any
penn
ies
do y
ou th
ink
a br
idge
mad
e ou
tof
this
pap
er c
an h
old?
Afte
r ki
ds m
ake
som
egu
esse
s, la
y th
e sh
eet o
f pap
er fl
at a
cros
s tw
obo
oks
plac
ed 2
0 cm
(ab
out 8
in.)
apa
rt. W
ithth
e ki
ds k
eepi
ng c
ount
, pla
ce p
enni
es o
n th
ebr
idge
, nea
r th
e m
iddl
e, u
ntil
the
brid
ge fa
ils.
(It w
ill h
old
only
a fe
w.)
Now
intr
oduc
e th
eac
tivity
cha
lleng
e.
Lead
the
Act
ivity
Ask
kid
s qu
estio
ns a
bout
thei
r de
sign
s. W
hat
can
they
do
to th
e pa
per
to m
ake
it st
rong
er?
Sho
uld
they
cut
the
pape
r? H
ow c
an th
ey u
seth
e pa
per
clip
s? (
Kid
s m
ay a
ccor
dion
-ple
at th
epa
per,
rol
l it,
or c
ut it
into
str
ips
and
wea
veth
em to
geth
er. T
he p
aper
clip
s co
uld
be u
sed
to s
tiffe
n fo
lded
pap
er.)
Hav
e a
disc
ussi
on a
bout
diff
eren
t typ
es o
fbr
idge
s ki
ds h
ave
seen
. How
long
wer
e th
ey?
How
tall?
Wha
t wer
e th
e br
idge
s de
sign
ed to
tran
spor
t (e.
g., t
rain
s, c
ars,
peo
ple)
? W
hat
othe
r co
nsid
erat
ions
wen
t int
o de
sign
ing
the
brid
ges
(e.g
., ea
rthq
uake
s, b
oat t
raffi
c)?
As
kids
test
thei
r br
idge
s, s
ugge
st th
at th
eyob
serv
e th
e br
idge
s cl
osel
y to
det
erm
ine
whe
re th
ey fa
il.
The
Big
Idea
Cha
ngin
g th
e sh
ape
of a
mat
eria
l can
cha
nge
the
way
it re
sist
s fo
rces
. Alth
ough
a p
iece
of p
aper
see
ms
flexi
ble
and
wea
k, it
can
be
fold
ed, r
olle
d, tw
iste
d,or
oth
erw
ise
alte
red
to s
uppo
rt q
uite
a b
it of
wei
ght.
Fol
ding
the
pape
r he
lps
it to
res
ist b
endi
ng fo
rces
crea
ted
by th
e liv
e lo
ad o
f the
pen
nies
on
top
of th
ebr
idge
. The
pap
er c
an b
e fo
lded
into
the
shap
e of
an
l-bea
m o
r ac
cord
ian-
plea
ted,
as
show
n be
low
. Rol
ling
the
pape
r ar
ound
the
penn
ies
and
fast
enin
g th
e en
dsw
ith p
aper
clip
s is
ano
ther
pos
sibl
e so
lutio
n.
v11
Bui
ld o
n It
Use
this
opp
ortu
nity
to d
iscu
ss th
at w
hile
engi
neer
s ca
nnot
bui
ld m
ultip
le fu
ll-si
zebr
idge
s to
test
thei
r id
eas,
they
use
mod
-el
s an
d co
mpu
ter
sim
ulat
ions
to te
st a
ndre
desi
gn s
truc
ture
s.P
ossi
ble
outc
ome:
Kid
s w
ill p
roba
bly
find
that
the
brid
ge c
an s
uppo
rt m
ore
wei
ght
dist
ribut
ed a
long
the
brid
ge th
an a
t asi
ngle
poi
nt.
Mak
e C
onne
ctio
nsS
ocia
l Stu
dies
Hav
e sm
all g
roup
s of
kid
sea
ch c
hoos
e a
brid
ge fe
atur
ed in
the
vide
oor
ano
ther
larg
e br
idge
. Eac
h gr
oup
shou
ldcr
eate
an
adve
rtis
emen
t for
thei
r br
idge
that
hig
hlig
hts
wha
t the
y th
ink
is m
ost
impo
rtan
t to
the
peop
le in
the
brid
ge's
com
mun
ity. E
ncou
rage
kid
s to
use
bot
h te
xtan
d im
ages
to c
onve
y th
eir
mes
sage
.
,49
Can
you
build
abr
idge
that
hol
ds10
0 pe
nnie
s,us
ing
1 sh
eet o
fpa
per
and
up to
5 pa
per
clip
s?A
brid
ge m
ust s
uppo
rt it
s ow
n w
eigh
t (th
e de
ad lo
ad)
as w
ell a
s th
e w
eigh
t of a
nyth
ing
plac
ed o
n it,
like
the
penn
ies
(the
live
load
). Y
our
pape
r br
idge
mus
t spa
n20
cen
timet
ers
(abo
ut 8
in.)
. The
sid
es o
f you
r br
idge
will
res
t on
two
book
s an
d ca
nnot
be
tape
d or
atta
ched
to th
e bo
oks
or th
e ta
ble.
Bui
ld o
n It
Red
esig
n yo
ur b
ridge
and
test
itag
ain,
usi
ng a
new
she
et o
fpa
per.
How
doe
s yo
ur s
econ
dat
tem
pt c
ompa
re?
How
can
eng
i-ne
ers
test
thei
r pl
ans
for
build
ing
a fu
ll-si
ze b
ridge
?
Is th
ere
a di
ffere
nce
in th
e lo
adyo
ur b
ridge
can
hol
d if
you
put
the
load
in th
e ce
nter
of t
hebr
idge
com
pare
d to
spr
eadi
ng it
out a
long
the
brid
ge?
Mak
e a
pred
ictio
n an
d te
st it
.
cow
hat Y
ouN
ee°
plai
n pa
per
5 pa
per
clip
sru
ler
2 bo
oks
or b
lock
sat
leas
t 100
penn
ies
orot
her
smal
lw
eigh
tssc
isso
rs
Mak
e a
Pre
dict
ion
Des
crib
e ho
w y
ou th
ink
the
brid
ge s
houl
d be
cons
truc
ted
in o
rder
to s
uppo
rt it
s de
ad lo
adpl
us th
e liv
e lo
ad o
f the
pen
nies
.
Try
It O
utg%
Dis
cuss
pos
sibl
e id
eas
with
you
r pa
rtne
r be
fore
you
star
t bui
ldin
g. W
hat c
an y
ou d
o to
the
pape
rto
mak
e it
stro
nger
? W
hen
you
have
dec
ided
on
ade
sign
, con
stru
ct y
our
brid
ge.
Al%
Pla
ce th
e br
idge
acr
oss
two
supp
orts
that
are
TO
20
cm a
part
. Rem
embe
r th
at th
e sp
ace
belo
w th
ebr
idge
mus
t be
clea
r to
allo
w b
oats
to p
ass!
g% T
o te
st y
our
brid
ge, l
oad
it w
ith p
enni
es o
ne a
t aW
ir tim
e, u
ntil
it co
llaps
es. R
ecor
d ho
w m
any
penn
ies
your
brid
ge s
uppo
rted
.
Exp
lain
ItD
escr
ibe
how
wel
l you
r br
idge
sup
port
ed it
s de
adlo
ad a
nd th
e liv
e lo
ad y
ou p
lace
d on
it. W
as th
ebr
idge
as
stro
ng a
s yo
u th
ough
t it w
ould
be?
Whe
re d
id it
fail?
I
II
I
Tim
e30
-40
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
7 dr
inki
ng s
traw
sm
aski
ng ta
pe10
0 cm
(ab
out 4
ft.)
dent
al fl
oss
or th
read
scis
sors
4 la
rge
pape
r cl
ips
pape
r cu
ppe
nnie
s, m
etal
was
hers
,or
oth
er s
mal
l wei
ghts
rule
r
Vid
eo C
onne
ctio
nB
efor
e th
e ac
tivity
, sho
w"B
rook
lyn
Brid
ge"
from
Brid
ges
(p. 3
) to
exp
lain
the
forc
es s
uppo
rtin
g a
susp
ensi
on b
ridge
.
Web
Con
nect
ion
pbs.
org/
buid
ingb
igB
ridge
Ove
rvie
w
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
0
Iceb
reak
erT
ie a
pie
ce o
f str
ing
to a
sho
e or
oth
er w
eigh
t.A
sk: W
ho c
an li
ft th
is s
hoe
in th
e ai
r on
ly b
ypu
lling
dow
n on
the
strin
g? (
Gui
de k
ids
to th
eso
lutio
n of
pas
sing
the
strin
g ov
er th
e ba
ck o
f ach
air
or o
ther
sup
port
and
usi
ng it
as
a pu
lley
to li
ft th
e sh
oe.)
Dis
cuss
how
this
des
ign
con-
vert
s th
e pu
lling
-dow
n fo
rce
into
a fo
rce
that
pulls
up
on th
e w
eigh
t.
Lead
the
Act
ivity
Thi
s ba
sic
susp
ensi
on b
ridge
des
ign
can
beap
plie
d us
ing
othe
r m
ater
ials
to b
uild
larg
er,
stro
nger
brid
ges.
For
exa
mpl
e, k
ids
can
use
pape
r-to
wel
tube
s an
d st
ring
to b
uild
the
brid
gede
ck a
nd c
able
s, a
nd u
se th
e ba
cks
of tw
och
airs
as
the
tow
ers.
To
help
kid
s "u
nder
stan
d ho
w fo
rces
act
in a
susp
ensi
on b
ridge
, hav
e th
em e
xper
imen
t with
atta
chin
g th
e ca
bles
from
the
brid
ge d
eck
only
to th
e to
ps o
f the
tow
ers,
inst
ead
of e
xten
ding
them
bac
k do
wn
to th
e su
rfac
e at
the
ends
of
the
brid
ge. A
sk: H
ow s
tron
g is
the
brid
ge th
isw
ay?
Why
? (T
his
mod
el is
less
str
ong
than
the
mod
el in
whi
ch th
e ca
bles
ext
end
back
dow
n to
the
grou
nd o
n th
e ot
her
side
s of
the
tow
ers.
Alo
ad o
n th
is b
ridge
dec
k pu
lls th
e tip
s of
the
tow
ers
inw
ard.
The
re is
no
bala
ncin
g te
nsio
npu
lling
the
tow
ers
back
out
tow
ard
the
grou
nd.)
52
The
Big
Idea
Kid
s sh
ould
find
that
add
ing
the
cabl
es to
thei
r st
raw
brid
ge a
nd a
ncho
ring
the
cabl
es o
n bo
th s
ides
sig
nifi-
cant
ly in
crea
ses
the
load
that
the
brid
ge c
an s
uppo
rt.
A s
uspe
nsio
n br
idge
's c
able
s an
d to
wer
s tr
ansm
itth
e de
ad lo
ad o
f the
brid
ge d
eck
and
the
live
load
of
traf
fic to
the
mas
sive
anc
hor
bloc
ks a
t eac
h en
d of
the
brid
ge. T
he te
nsio
n in
the
cabl
es le
adin
g up
from
the
brid
ge d
eck
is b
alan
ced
by th
e te
nsio
n in
the
cabl
es le
adin
g to
the
anch
or b
lock
s, a
s w
ell a
s th
eco
mpr
essi
on in
the
tow
ers.
The
anc
hor
bloc
ks m
ust
be m
assi
ve e
noug
h to
res
ist t
he te
nsio
n in
the
cabl
es c
ause
d by
the
wei
ght o
f the
brid
ge d
eck.
tens
ion
in c
able
s\I/
com
pres
sion
in to
wer
san
chor
blo
ck
Bui
ld o
n It
Pos
sibl
e ou
tcom
e: K
ids
can
mak
e th
eir
brid
ge d
ecks
long
er b
y cr
easi
ng th
e en
d of
one
stra
w a
nd in
sert
ing
it in
to th
e en
d of
anot
her
stra
w. K
ids
can
try
to b
uild
as
long
a b
ridge
as
poss
ible
that
can
sup
port
a gi
ven
amou
nt o
f wei
ght.
Mak
e C
onne
ctio
nsS
ocia
l Stu
dies
Afte
r sh
owin
g "B
rook
lyn
Brid
ge"
from
Brid
ges
(p. 3
), h
ave
kids
each
cho
ose
a m
embe
r of
the
Roe
blin
gfa
mily
and
writ
e or
rec
ord
an e
ntry
from
that
per
son'
s di
ary
desc
ribin
g hi
s or
her
role
on
and
feel
ings
abo
ut th
e br
idge
.
5 3
Wha
t's th
e se
cret
of s
uspe
nsio
n?A
sus
pens
ion
brid
ge's
cab
les
are
beau
tiful
to lo
ok a
t,bu
t the
y al
so e
nabl
e th
e br
idge
to c
ross
larg
e sp
ans.
Mak
e a
mod
el s
uspe
nsio
n br
idge
to s
ee h
ow it
wor
ks.
Mak
e a
Pre
dict
ion
Afte
r yo
u te
st th
e st
reng
th o
f the
bea
m b
ridge
inS
tep
4, p
redi
ct h
ow m
any
penn
ies
your
sus
pens
ion
brid
ge w
ill s
uppo
rt.
Try
It O
utC
ut tw
o sh
ort p
iece
s of
str
aw, e
ach
3 ce
ntim
eter
s (a
bout
1.2
5 in
.) lo
ng. F
orea
ch to
wer
, tap
e tw
o st
raw
s on
eith
er s
ide
of a
sho
rt p
iece
of s
traw
, as
show
n. T
ape
the
long
str
aws
toge
ther
at t
he to
p, to
o.
OT
ape
one
tow
er to
the
edge
of a
des
k or
chai
r. T
ape
the
seco
nd to
wer
to a
seco
nd d
esk
or c
hair
of th
e sa
me
heig
ht. P
ositi
on th
e to
wer
s 17
cm
(abo
ut 7
in.)
apa
rt.
OP
lace
ano
ther
str
awbe
twee
n th
e to
wer
s so
its e
nds
rest
on
the
shor
t pie
ces.
Thi
s st
raw
is th
e br
idge
dec
k. N
owyo
u ha
ve a
sim
ple
beam
brid
ge.
1
OM
ake
a lo
ad te
ster
by
unbe
ndin
g a
larg
e pa
per
clip
into
a V
-sha
pe. P
oke
the
ends
of t
he p
aper
clip
into
opp
osite
sid
es o
f a p
aper
cup
, nea
r th
e rim
.U
se a
sec
ond
pape
r cl
ip to
han
g th
e lo
ad te
ster
over
the
brid
ge d
eck.
Rec
ord
how
man
y pe
nnie
sth
e pa
per
cup
can
hold
bef
ore
the
brid
ge fa
ils.
5
O
7 dr
inki
ng s
traw
sm
aski
ng ta
pede
ntal
flos
s or
thre
adsc
isso
rs4
larg
e pa
per
clip
spa
per
cup
penn
ies
or m
etal
was
hers
rule
r
Now
cha
nge
the
beam
brid
ge in
to a
sus
pens
ion
brid
ge. T
ie th
e ce
nter
of a
100
-cm
(ab
out 4
ft.)
cabl
e ar
ound
the
mid
dle
of a
new
str
aw.
Pla
ce th
e st
raw
bet
wee
n th
e to
wer
s. \
1'4
01.
tow
er a
nd d
own
the
othe
r si
de.
--P
ass
each
end
of t
he c
able
ove
r a 4a
lO
To
anch
or th
e br
idge
, wra
pea
ch e
nd o
f the
cab
lear
ound
a p
aper
clip
. Slid
e th
epa
per
clip
s aw
ay fr
om th
e to
wer
until
the
cabl
e pu
lls ti
ght.
The
n ta
peth
e pa
per
clip
s fir
mly
to th
e de
sks.
Tes
t it a
gain
.
Exp
lain
ItC
an y
ou id
entif
y th
e fo
rces
act
ing
on th
e lo
aded
susp
ensi
on b
ridge
? W
hich
par
ts o
f the
brid
ge a
rein
com
pres
sion
? W
hich
par
ts a
re in
tens
ion?
\ \ I
Bui
ld o
n It
Can
you
des
ign
and
build
a s
traw
sus
pens
ion
brid
ge th
at s
pans
a g
ap tw
ice
as w
ide
and
sup-
port
s th
e sa
me
amou
nt o
f wei
ght?
Wha
t par
tsof
the
brid
ge d
esig
n ne
ed to
cha
nge?
Try
it.
.I
Tim
e60
-90
min
utes
(dep
endi
ng o
n nu
mbe
rof
par
ticip
ants
)
Mat
eria
ls(f
or th
e w
hole
gro
up)
man
y ne
wsp
aper
sm
easu
ring
tape
mas
king
tape
(co
lore
d,if
poss
ible
)m
arke
rs, g
litte
r, b
eads
,an
d gl
ue fo
r de
cora
ting,
if de
sire
dha
nd w
ipes
for
clea
nup
Vid
eo C
onne
ctio
nB
efor
e th
e ac
tivity
, sho
w"G
eode
sic
Dom
es"
from
Dom
es (
p. 3
) to
intr
o-du
ce d
omes
con
stru
cted
from
tria
ngle
s.
Web
Con
nect
ion
iftv
h pb
s.or
g/bu
ildin
gbig
Dom
e O
verv
iew
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
Iceb
reak
erH
ave
kids
form
dom
es b
y be
ndin
g a
few
she
ets
of n
ewsp
aper
into
a b
owl s
hape
. The
y w
illqu
ickl
y no
te th
at th
e do
mes
can
not s
uppo
rtm
uch
of a
live
load
. The
n sh
ow k
ids
the
vide
ose
gmen
t sug
gest
ed a
t lef
t or
pict
ures
of g
eo-
desi
c do
mes
(su
ch a
s E
pcot
Cen
ter
in O
rland
o).
Ask
: Wha
t sha
pes
do y
ou n
otic
e in
thes
edo
mes
? W
hy d
o yo
u th
ink
thes
e sh
apes
wer
eus
ed?
(Tria
ngle
s; th
ey a
re a
sta
ble
shap
ebe
caus
e co
mpr
essi
on a
ctin
g at
one
join
t is
bal-
\
expe
rimen
t on
thei
r ow
n or
dire
ct th
em to
usin
g gu
mdr
ops
and
toot
hpic
ks. L
et th
em
build
the
mod
el s
how
n he
re.
detii
iH
ave
kids
bui
ld m
inia
ture
geo
desi
c do
mes
Aan
ced
by te
nsio
n al
ong
the
oppo
site
sid
e.)
Lead
the
Act
ivity
Rol
ling
the
new
spap
ers
and
mea
surin
g th
etu
bes
is ti
me-
cons
umin
g. T
his
activ
ity w
orks
best
with
larg
e gr
oups
, so
that
eac
h ki
d is
onl
yro
lling
a fe
w tu
bes.
Ass
ign
at le
ast o
ne a
dult
"for
eper
son"
to c
oord
inat
e th
e do
me
asse
mbl
y.H
ave
kids
dec
orat
e th
eir
tube
s an
d at
tach
them
to th
e gr
owin
g do
me
with
an
adul
t's h
elp.
The
dom
e's
join
ts a
re w
eak
spot
s. U
se p
lent
y of
tape
to r
einf
orce
them
.
For
saf
ety,
rem
ind
kids
not
to c
limb
on th
e co
m-
plet
ed d
ome.
Tes
t the
dom
e's
stre
ngth
by
load
-in
g th
e to
p w
ith m
agaz
ines
.
56
I
w
The
Big
Idea
A d
ome
mus
t sup
port
its
own
dead
load
as
wel
l as
the
live
load
of w
ind,
rai
n, s
now
, or
ice.
The
geo
desi
cdo
me'
s st
reng
th is
due
to th
e fa
ct th
at tr
iang
les
are
very
sta
ble
shap
es. I
t is
diffi
cult
to d
isto
rt a
tria
ngle
;co
mpr
essi
on a
t one
join
t is
bala
nced
by
tens
ion
alon
g th
e op
posi
te s
ide
(see
Str
aw S
hape
s ac
tivity
,p.
16)
. The
geo
desi
c do
me'
s de
sign
dis
trib
utes
load
sov
er a
ll of
the
diffe
rent
tria
ngle
s th
at c
ompr
ise
it.
Com
pres
sion
at t
he jo
ints
isba
lanc
ed b
y te
nsio
n in
the
side
s.
Bui
ld o
n It
Pos
sibl
e ou
tcom
e: K
ids
may
add
tens
ion
rings
aro
und
the
botto
m o
f the
dom
e or
divi
de s
ome
or a
ll of
the
tria
ngul
ar p
anel
sin
to s
mal
ler
tria
ngle
s.
\I 5 7
Mak
e C
onne
ctio
nsM
ath
Tria
ngle
s ar
e a
shap
e th
at c
an b
ete
ssel
ated
, or
arra
nged
to fo
rm a
tilin
gpa
ttern
. Hav
e ki
ds p
redi
ct w
hat o
ther
shap
es c
an b
e te
ssel
ated
. (he
xago
ns,
squa
res)
Kid
s ca
n cu
t the
sha
pes
out
of p
aper
: and
test
thei
r pr
edic
tions
.
Wha
t's th
e st
rong
est
dom
e yo
uca
n bu
ildou
t of n
ewsp
aper
?A
geo
desi
c do
me
is a
dom
e fo
rmed
by
join
ing
tria
ngle
s to
geth
er.
You
can
bui
ld a
gia
nt g
eode
sic
dom
e ou
t of n
ewsp
aper
. Firs
t,ga
ther
som
e fr
iend
s or
fam
ily m
embe
rs to
hel
p yo
u.
Mak
e a
Pre
dict
ion
Pre
dict
how
man
y m
agaz
ines
you
thin
k yo
ur n
ewsp
aper
dom
ew
ill b
e ab
le to
sup
port
.
Try
It O
utO
Sta
ck th
ree
flat s
heet
s of
new
spap
er to
geth
er. S
tart
ing
inon
e co
rner
, rol
l the
she
ets
up to
geth
er a
s tig
htly
as
you
can
to fo
rm a
tube
. Whe
n yo
u re
ach
the
othe
r co
rner
, tap
e th
etu
be to
kee
p it
from
unr
ollin
g. R
epea
t unt
il yo
u ha
ve 6
5 tu
bes.
ON
ow c
ut d
own
the
tube
s to
mak
e 35
"lo
ngs"
and
30
"sho
rts.
"Lo
ngs:
Cut
off
both
end
s of
a tu
be u
ntil
it is
71
cent
imet
ers
\lo
ng. U
se th
is tu
be a
s a
mod
el to
cre
ate
34 m
ore
long
s. B
esu
re to
mar
k al
l the
long
s cl
early
in s
ome
way
, suc
h as
with
col
ored
tape
, so
you
can
tell
them
apa
rt fr
omth
e sh
orts
. Dec
orat
e th
e tu
bes
if yo
u lik
e.S
hort
s: C
ut o
ff bo
th e
nds
of a
noth
er tu
be u
ntil
it is
66 c
m lo
ng. U
se th
is tu
be a
s a
mod
el to
cre
ate
29 m
ore
shor
ts.
Dec
orat
e th
e tu
bes
if yo
u lik
e.
OF
irst,
tape
10
long
s to
geth
er to
mak
e th
e ba
se o
f the
dom
e.
OT
ape
a lo
ng a
nd a
sho
rt to
each
join
t. A
rran
ge th
emso
that
ther
e ar
e tw
olo
ngs
next
to e
ach
othe
r,fo
llow
ed b
y tw
o sh
orts
,an
d so
on,
as
show
n.
long shor
t
OT
ape
the
tops
of t
wo
adja
-ce
nt s
hort
s to
geth
er to
mak
e a
tria
ngle
. Tap
e th
ene
xt tw
o lo
ngs
toge
ther
, and
so o
n al
l the
way
aro
und.
58
ab, *
mat
You
Nee
°
man
y ne
wsp
aper
sm
aski
ng ta
pem
easu
ring
tape
mar
kers
, glit
ter,
bead
s, a
nd g
lue
for
deco
ratin
g
OC
onne
ct th
e to
ps o
f the
se n
ewtr
iang
les
with
a r
ow o
f sho
rts.
(The
dom
e w
ill s
tart
cur
ving
inw
ard.
)
OA
t eac
h jo
int w
here
four
sho
rts
com
e to
geth
er, t
ape
anot
her
shor
tst
icki
ng s
trai
ght u
p. C
onne
ct th
issh
ort t
o th
e jo
ints
on
eith
er s
ide
with
long
s, fo
rmin
g ne
w tr
iang
les.
OC
onne
ct th
e to
ps o
f the
se n
ewtr
iang
les
with
a r
ow o
f lon
gs.
OF
inal
ly, a
dd th
e la
st fi
ve s
hort
s so
that
they
mee
t at a
sin
gle
poin
t in
the
cent
er o
f the
dom
e. (
You
mig
htne
ed to
sta
nd in
side
the
dom
e to
tape
them
toge
ther
.) T
o te
st y
our
dom
e's
stre
ngth
, see
how
man
ym
agaz
ines
you
can
load
on
top.
Exp
lain
ItH
ow s
tron
g is
you
r do
me?
Did
the
resu
lts s
urpr
ise
you?
Why
or
why
not
? W
hat w
as th
e ha
rdes
t par
t abo
ut c
reat
ing
the
dom
e?
z.vt
2- .B
uild
on
ItH
ow c
ould
you
mak
e yo
ur d
ome
stro
nger
with
outin
ttrru
pt-
ing
the
spac
e un
dern
eath
it?
Mak
e a
pred
ictio
n an
d te
st it
.
.I
Tim
e10
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
2 un
fold
ed s
heet
s of
new
spap
erru
ler
hand
wip
es fo
r cl
eanu
p
Vid
eo C
onne
ctio
nS
how
"S
an G
imig
nano
"fr
om S
kysc
rape
rs (
p. 4
)to
exp
lain
the
basi
cfo
rces
act
ing
on a
tow
eran
d th
e im
port
ance
of
foun
datio
ns.
i Web
Con
nect
ion
L_J
tWO
pbs
.org
/bui
ldin
gbig
Load
s La
b
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
60
Iceb
reak
erH
old
up a
n in
dex
card
and
ann
ounc
e th
at y
ou w
ant
to s
tand
it u
p on
a ta
ble.
Ask
kid
s if
they
thin
k yo
uca
n do
this
. (T
hey
will
pro
babl
y la
ugh
and
say
no.)
Sta
nd th
e ca
rd u
p on
one
edg
e so
that
it fa
lls o
ver.
Ask
: Is
ther
e an
ythi
ng I
can
do to
mak
e th
is c
ard
stan
d up
? (K
ids
may
sug
gest
cha
ngin
g th
e sh
ape
ofth
e pa
per
by fo
ldin
g it,
cur
ving
it in
to a
col
umn,
or
tear
ing
the
botto
m to
mak
e "f
eet."
)
Lead
the
Act
ivity
Rem
ind
kids
to b
rain
stor
m a
ll th
e w
ays
they
can
alte
r th
e pa
per.
Enc
oura
ge th
em to
thin
k ab
out
shap
es a
nd s
tabi
lity.
Rei
nfor
ce th
at lo
okin
g at
wha
tot
her
grou
ps a
re d
oing
is O
K; t
his
is n
ot a
com
peti-
tion
betw
een
grou
ps, b
ut r
athe
r a
chan
ce to
lear
nfr
om o
ther
s' d
isco
verie
s.
As
grou
ps fi
nish
and
mea
sure
thei
rto
wer
s, ta
ke a
gro
up "
tour
" of
the
resu
lts. A
sk: W
hat f
orce
s ar
eaf
fect
ing
thes
e to
wer
s? (
Use
one
tow
er a
s a
mod
el to
poi
nt o
ut th
atgr
avity
and
the
dead
load
of t
heto
wer
are
pus
hing
dow
n, th
e su
rfac
eis
pus
hing
bac
k up
, and
sm
all a
irm
ovem
ents
are
add
ing
forc
es fr
omth
e si
de.)
Wha
t diff
eren
t sol
utio
nsdi
d gr
oups
com
e up
with
to c
ount
er-
act t
hese
forc
es?
Wha
t is
sim
ilar
abou
tth
e ta
ller
stru
ctur
es?
(Enc
oura
geki
ds to
poi
nt o
ut c
reat
ive
uses
of
shap
es, f
aste
ning
tech
niqu
es, w
ide
base
s, a
nd o
ther
sol
utio
ns to
bal
-an
cing
and
stif
feni
ng th
eir
tow
ers.
)
The
Big
Idea
The
str
engt
h of
a b
uild
ing
mat
eria
l can
dep
end
onho
w it
is u
sed.
Ple
atin
g or
rol
ling
pape
r ca
n in
crea
seits
stif
fnes
s. B
y cr
umpl
ing,
fold
ing,
and
oth
erw
ise
resh
apin
g th
e fli
msy
flat
she
ets
and
by fo
rmin
g a
wid
e ba
se, k
ids
can
mak
e th
e ne
wsp
aper
sta
nd u
p.
Man
y fo
rces
are
at w
ork
on to
wer
s. G
ravi
ty a
nd th
ede
ad lo
ad o
f the
tow
er p
ush
dow
n, th
e gr
ound
push
es b
ack
up, a
nd s
mal
l air
mov
emen
ts p
ush
from
the
side
. A fo
unda
tion
dist
ribut
es th
e lo
ad in
toth
e su
rrou
ndin
g gr
ound
mat
eria
l and
can
hel
p ba
l-an
ce th
e si
dew
ays
win
d fo
rce.
The
siz
e of
the
foun
-da
tion
depe
nds
on th
e st
reng
th o
f the
sup
port
ing
grou
nd. A
foun
datio
n pl
aced
in r
ock
can
be s
mal
ler
than
a fo
unda
tion
plac
edin
san
d or
mud
. win
dpu
shin
gfr
om th
esi
de
build
ing'
s lo
adpu
shin
g do
wn
-'iro
und
push
ing
up
Bui
ld o
n It
Pos
sibl
e ou
tcom
e: K
ids
may
use
the
tape
to s
tiffe
n th
e ne
wsp
aper
, par
ticul
arly
at th
e ba
se, o
r to
hol
d st
able
sha
pes
such
as tr
iang
les
or c
olum
ns to
geth
er.
Dis
cuss
the
diffe
renc
e be
twee
n de
ad lo
ad(t
he w
eigh
t of t
he to
wer
itse
lf) a
nd li
ve lo
ad(t
he w
eigh
t of t
he g
olf b
all).
\I 61
Mak
e C
onne
ctio
nsP
hysi
cal E
duca
tion
Hav
e ki
ds c
ompa
reho
w w
ell t
hey
can
bala
nce
with
thei
r fe
etto
geth
er a
nd a
part
. (A
part
is m
ore
stab
le.)
Bra
inst
orm
thin
gs th
at h
ave
wid
e ba
ses
for
stab
ility
(sn
owsh
oes,
ski
s, tr
affic
con
es).
Wha
t spa
cing
bet
wee
n th
eir
feet
feel
s m
ost
stab
le?
How
can
kid
s ap
ply
this
kno
wle
dge
bask
etba
ll, w
rest
ling,
or
gym
nast
ics?
Wha
t's th
e ta
llest
o .
tow
eryo
u ca
nbu
ildus
ing
only
two
shee
ts o
fne
wsp
aper
?H
ere'
s th
e ch
alle
nge:
get
ting
the
new
spap
er to
sta
nd u
p,w
ithou
t usi
ng ta
pe, s
tapl
es, g
lue,
or
othe
r m
ater
ials
. But
you
can
bend
, fol
d, o
r te
ar th
e pa
per
itsel
f.
Mak
e a
Pre
dict
ion
Mak
e a
pred
ictio
n ab
out h
ow ta
ll a
tow
er y
ou c
an b
uild
.W
hat i
s yo
ur p
redi
ctio
n ba
sed
on?
Try
It O
utO
Now
con
stru
ct y
our
tow
er. I
f you
thin
k yo
u ca
n m
ake
itta
ller,
kee
p re
desi
gnin
g it
until
you
can
't go
any
hig
her.
el W
hen
you
are
finis
hed
build
ing,
mea
sure
the
heig
ht o
fle
. you
r to
wer
.
Exp
lain
ItH
ow d
id y
our
resu
lt co
mpa
re to
you
r pr
edic
tion?
Giv
e po
ssib
le r
easo
ns fo
r an
y di
ffere
nce.
Wha
tlim
ited
the
heig
ht o
f you
r to
wer
?If
you
coul
d us
e on
e ot
her
mat
eria
l to
mak
e yo
urto
wer
talle
r, w
hat w
ould
it b
e? W
hy?
\ \ I
Bui
ld o
n It
How
muc
h ta
ller
can
you
mak
e th
e to
wer
ifyo
u ca
n ad
d 20
cen
timet
ers
(abo
ut 8
in.)
of
tape
? (Y
ou c
an't
tape
the
tow
er to
the
tabl
e.)
How
tall
can
you
mak
e th
e to
wer
and
hav
e it
supp
ort t
he w
eigh
t of a
pac
k of
che
win
g gu
m?
62
How
wel
l doe
s yo
ur to
wer
with
stan
d en
viro
n-m
enta
l for
ces?
Use
a fa
n to
imita
te w
ind
gust
s or
sha
ke th
e ta
ble
gent
ly to
imita
te a
nea
rthq
uake
. How
can
you
cha
nge
your
des
ign,
usin
g 2
shee
ts o
f new
spap
er a
nd 2
0 cm
of
tape
, to
bette
r w
ithst
and
thes
e fo
rces
?63
I
.I
Tim
e10
min
utes
to p
repa
rebo
ttle;
30-
40 m
inut
esse
cond
day
Mat
eria
ls(p
er g
roup
of 4
)2-
liter
pla
stic
sod
a bo
ttle
drin
king
str
awac
rylic
cau
lk (
sold
inha
rdw
are
stor
es)
shar
p sc
isso
rs o
r aw
llo
ng p
last
ic tu
b if
doin
gac
tivity
indo
ors
(gro
ups
can
shar
e tu
bs)
perm
anen
t mar
ker
met
erst
ick
wat
er
Adv
ance
Pre
para
tion
Sin
ce m
akin
g th
e ho
le in
the
bottl
e re
quire
s an
adul
t's h
elp,
it m
ay b
esi
mpl
er to
pre
pare
the
bottl
es a
head
of t
ime
for
the
who
le g
roup
. Let
the
caul
k dr
y ov
erni
ght
befo
re th
e ac
tivity
.
Vid
eo C
onne
ctio
nA
fter
the
activ
ity, s
how
"Dam
Bas
ics"
from
Dam
s (p
. 4)
to r
einf
orce
the
link
betw
een
pres
-su
re a
nd d
am s
hape
.
Web
Con
nect
ion
pbs.
org/
build
ingb
igD
am C
halle
nge
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
Iceb
reak
erP
oke
thre
e ho
les
in th
e si
de o
f a m
ilk c
arto
nan
d co
ver
them
with
a s
ingl
e st
rip o
f tap
e. F
illth
e ca
rton
with
wat
er. H
old
the
cart
on w
ith o
neha
nd a
nd q
uick
ly p
ull o
ff th
e ta
pe. T
he w
ater
will
str
eam
out
of e
ach
hole
with
diff
eren
tfo
rce.
Ask
: Why
doe
s th
e w
ater
look
diff
eren
tco
min
g ou
t of e
ach
hole
? (K
ids
may
say
that
the
wat
er a
t the
bot
tom
is"s
tron
ger.
") E
xpla
in th
at w
ater
beh
ind
ada
m is
a li
ve lo
ad p
ress
ing
on th
e da
m.
The
gre
ater
the
amou
nt o
f wat
er b
uilt
up,
the
grea
ter
the
pres
sure
so th
e w
ater
com
ing
from
the
botto
m h
ole
has
mor
efo
rce
than
the
wat
er fr
om th
e to
p ho
le.
MIL
K
Lead
the
Act
ivity
Thi
s ac
tivity
is b
est d
one
outd
oors
. If y
ou a
redo
ing
the
activ
ity in
door
s, h
ave
kids
pla
ce th
ebo
ttles
insi
de a
long
pla
stic
tub
to c
atch
spi
lls.
A p
oten
tial s
ourc
e of
con
fusi
on is
that
the
20-c
m m
easu
rem
ent (
the
full
bottl
e) m
odel
sth
e w
ater
pre
ssur
e at
the
botto
m o
f a d
am,
whi
le th
e 5-
cm m
easu
rem
ent (
the
near
ly e
mpt
ybo
ttle)
mod
els
the
wat
er p
ress
ure
at th
e to
p of
a da
m. A
t the
top
of a
dam
, onl
y a
little
wat
eris
pre
ssin
g on
the
dam
, as
is th
e ca
se w
hen
the
bottl
e is
nea
rly e
mpt
y. C
ompa
re d
iagr
ams
of a
dam
and
the
bottl
e to
ens
ure
that
kid
sun
ders
tand
how
the
mod
el
6i
rela
tes
to a
rea
l dam
.\\
The
Big
Idea
Wat
er p
ress
ure
incr
ease
s w
ith th
e de
pth
of th
ew
ater
. In
deep
wat
er, t
here
is m
ore
wat
er "
pile
dup
," w
hich
cau
ses
the
pres
sure
to b
e gr
eate
r at
the
botto
m th
an a
t the
sur
face
. A d
am's
des
ign
mus
t ena
ble
it to
with
stan
d gr
eate
r pr
essu
re a
tth
e bo
ttom
than
at t
he to
p. A
s a
resu
lt, m
any
dam
s ar
e bu
ilt in
a tr
iang
ular
sha
pe. T
he w
ide
botto
m w
ithst
ands
the
grea
t loa
d of
the
wat
erde
ep b
elow
the
surf
ace,
whi
le th
e to
p of
the
dam
can
be b
uilt
thin
ner
so a
s no
t to
use
unne
cess
ary
cost
ly m
ater
ials
.
wat
erpu
shin
gon
dam
dam
tran
smits
forc
edo
wn
to b
ase
Bui
ld o
n It
Wat
er d
isch
argi
ng fr
om th
e bo
ttom
of a
dam
has
gre
at fo
rce.
A s
truc
ture
cal
led
adi
ffuse
r, s
omet
imes
just
a m
ass
of la
rge
boul
ders
, red
uces
the
forc
e of
this
dis
-ch
arge
. Pos
sibl
e ou
tcom
e: K
ids
may
sug
-ge
st u
sing
mul
tiple
spo
uts
or a
tria
ngul
arsp
out t
o re
leas
e th
e w
ater
, or
usin
g a
dif-
fuse
r to
"br
eak
up"
the
stre
am o
f wat
er.
e) M
ake
Con
nect
ions
Mat
h H
ave
kids
gra
ph th
eir
resu
lts.
Inst
ruct
them
to p
ut th
e w
ater
dep
th o
nth
e ho
rizon
tal a
xis
and
the
dist
ance
on
the
vert
ical
axi
s.
6
How
gre
at is
the
wat
er p
ress
ure?
The
mos
t im
port
ant l
oad
that
a d
am m
ust b
e ab
le to
sup
port
is th
e w
ater
beh
ind
it. H
ow m
uch
the
wat
er p
ushe
s on
the
dam
is c
alle
d w
ater
pre
ssur
e. T
he w
ater
pre
ssur
e pu
shes
on
the
dam
from
the
side
, put
ting
it in
to c
ompr
essi
on. A
dam
'ssh
ape
can
help
it to
with
stan
d th
is c
ompr
essi
on.
Mak
e a
Pre
dict
ion
Pre
dict
how
wat
er p
ress
ure
at th
e to
p of
a d
amco
mpa
res
to th
e pr
essu
re a
t the
bot
tom
of t
he d
am.
Try
It O
utO
To
mak
e a
mod
el d
am, a
sk a
n ad
ult t
o dr
ill a
sm
all
hole
nea
r th
e bo
ttom
of t
he b
ottle
usi
ng s
ciss
ors
oran
aw
l. C
ut a
sho
rt p
iece
of s
traw
and
inse
rt it
in th
eho
le. S
quirt
cau
lk a
ll ar
ound
the
stra
w to
mak
e th
eho
le w
ater
tight
. Let
it d
ry o
vern
ight
.
OW
ith a
per
man
ent m
arke
r, d
raw
mar
kson
the
side
of t
he b
ottle
at t
he fo
llow
-in
g di
stan
ces
up fr
om th
e st
raw
:5
cent
imet
ers
(2 in
.), 1
0 cm
(4
in.)
,15
cm
(6
in.)
, and
20
cm (
8 in
.).
Labe
l the
mar
ks.
2-lit
er p
last
icso
da b
ottle
drin
king
str
awac
rylic
cau
lksh
arp
scis
sors
or
awl
perm
anen
t mar
ker
met
erst
ick
wat
er
With
you
r fin
ger
still
ove
r th
e st
raw
, pla
ce th
e bo
ttle
som
ewhe
re th
at c
an g
et w
et (
such
as
on th
e gr
ound
outs
ide
or in
a tu
b). Y
our
part
ner
shou
ld p
lace
the
met
erst
ick
unde
r th
e st
raw
so
that
one
end
line
s up
with
the
open
end
of t
he s
traw
.
0W
hen
you'
re r
eady
to r
ecor
d yo
ur r
esul
ts, r
emov
eyo
ur fi
nger
from
the
stra
w. W
hen
the
wat
er le
vel
insi
de th
e bo
ttle
reac
hes
the
20-c
m m
ark,
say
,"T
wen
ty."
You
r pa
rtne
r sh
ould
rec
ord
the
dist
ance
at w
hich
the
stre
am o
f wat
er is
hitt
ing
the
met
er-
stic
k. R
epea
t as
the
wat
er le
vel i
n th
e bo
ttle
reac
hes
each
mar
k.I
OP
lace
you
r fin
ger
firm
ly o
ver
the
end
of th
e st
raw
.F
ill th
e bo
ttle
with
wat
er.
Bui
ld o
n It
How
cou
ld y
ou r
educ
e th
e fo
rce
of th
e w
ater
com
ing
out o
f the
bot
tom
of a
dam
? M
ake
apr
edic
tion
and
test
it u
sing
you
r m
odel
dam
.
66
Exp
lain
ItW
as th
e w
ater
pre
ssur
e gr
eate
r w
hen
the
dam
was
full
(20
cm)
or n
early
em
pty
(5 c
m)?
How
cou
ld y
oute
ll? H
ow d
o yo
ur r
esul
ts a
ffect
how
you
wou
ldde
sign
a d
am?
Tim
e15
min
utes
Mat
eria
ls(p
er g
roup
of t
wo)
larg
e pi
ece
of c
orru
gate
dca
rdbo
ard
or fo
am-c
ore
boar
d2
book
s or
blo
cks
2 ba
llpoi
nt p
ens
pape
rru
ler
Vid
leo
Con
nect
ion
Afte
r th
e ac
tivity
, sho
w"H
oosa
c T
unne
l" or
"T
heC
hunn
el"
from
Tun
nels
(p. 4
) to
em
phas
ize
the
impo
rtan
ce o
f mea
sure
-m
ent a
nd c
omm
unic
a-tio
n to
tunn
el b
uild
ing.
Web
Con
nect
ion
pbs.
org/
build
ingb
igT
unne
l Cha
lleng
e
Add
ition
al r
esou
rces
are
liste
d on
pag
e 38
.
0I
Iceb
reak
erP
lay
a ga
me
of "
Hot
and
Col
d" to
hav
e ki
dslo
cate
an
obje
ct in
the
room
. Use
the
gam
e as
a st
artin
g po
int f
or a
dis
cuss
ion
abou
t the
bes
tw
ays
of c
omm
unic
atin
g in
form
atio
n an
d di
rec-
tions
, inc
ludi
ng g
ivin
g sp
ecifi
c m
easu
rem
ents
.
Lead
the
Act
ivity
Kid
s m
ay a
sk q
uest
ions
abo
ut w
hat t
hey
are
"sup
pose
d to
" do
in d
escr
ibin
g th
e lo
catio
n of
thei
r tu
nnel
. Rem
ind
them
that
the
goal
is to
enab
le th
eir
part
ners
to d
raw
a m
atch
ing
tunn
elen
tran
ce (
size
and
loca
tion)
on
the
othe
r si
deof
the
card
boar
d, a
nd p
art o
f the
cha
lleng
e is
to c
hoos
e a
way
of c
omm
unic
atin
g th
at in
form
a-tio
n as
com
plet
ely
as p
ossi
ble.
Enc
oura
ge k
ids
to c
onsi
der
diffe
rent
way
s of
com
mun
icat
ing
the
loca
tions
of t
heir
tunn
elen
tran
ces
usin
g th
e m
ater
ials
they
hav
e.
68
The
Big
Idea
One
cha
lleng
e of
tunn
el e
ngin
eerin
g is
mak
ing
prec
ise
mea
sure
men
ts to
ens
ure
that
team
sbu
ildin
g fr
om e
ach
end
of th
e tu
nnel
com
e to
geth
erin
the
mid
dle.
Thi
s ac
tivity
sho
ws
stud
ents
the
impo
rtan
ce o
f cho
osin
g w
hich
mea
sure
men
ts to
mak
e an
d co
mm
unic
atin
g th
em a
ccur
atel
y. K
ids
may
mea
sure
poi
nts
on th
e ci
rcle
from
diff
eren
t sid
es o
fth
e ca
rdbo
ard,
or
divi
de th
e ca
rdbo
ard
into
imag
i-na
ry fr
actio
ns.
tw>
-.1`
:"Y
A
Dav
id M
acau
lay
dem
onst
rate
s su
rvey
ing
equi
pmen
t in
"Hoo
sac
Tun
nel"
from
Tun
nels
(p.
4).
\\I
ruitr 41
10
Bui
ld o
n It
Pro
vide
sim
ple
build
ing
mat
eria
ls, s
uch
asdr
inki
ng s
traw
s an
d pa
per
clip
s or
toot
h-pi
cks
and
gum
drop
s, fo
r ki
ds to
use
for
thei
r de
sign
s.
Mak
e C
onne
ctio
nsLa
ngua
ge A
rts
Hav
e ki
ds w
rite
inst
ruc-
tions
for
a si
mpl
e ta
sk, s
uch
as m
akin
g a
pean
ut-b
utte
r sa
ndw
ich
or p
uttin
g on
a ja
cket
. Rem
ind
them
to u
se s
peci
ficla
ngua
ge a
nd d
escr
iptiv
e no
uns,
pre
posi
-tio
ns, a
nd a
djec
tives
. The
n ha
ve th
emtr
ade
inst
ruct
ions
and
car
ry th
em o
ut to
69
the
lette
r to
see
wha
t det
ails
are
mis
sing
.
How
goo
dar
e yo
urdi
rect
ions
?O
ne m
ajor
cha
lleng
e of
bui
ldin
g a
tunn
el is
mak
ing
sure
that
the
team
s di
ggin
g fr
om e
ach
side
mee
t in
the
mid
dle.
In th
is a
ctiv
ity y
ou w
ill n
eed
to d
escr
ibe
the
loca
tion
of a
tunn
el o
peni
ng o
n on
e si
de o
f api
ece
of c
ardb
oard
to y
our
part
ner,
who
will
try
tore
crea
te it
on
the
othe
r si
de.
06 *
hat
You
Nee
larg
e pi
ece
ofco
rrug
ated
card
boar
d or
foam
-cor
e bo
ard
2 bo
oks
or b
lock
s2
ballp
oint
pen
spa
per
rule
r
Bui
ld o
n It
Sit
back
to b
ack
with
a p
artn
er s
o th
at y
ou a
refa
cing
aw
ay fr
om e
ach
othe
r. A
s yo
u bu
ild a
sim
ple
stru
ctur
e, d
escr
ibe
wha
t you
are
doi
ng. Y
our
part
-ne
r sh
ould
follo
w y
our
dire
ctio
ns a
t the
sam
e tim
e.W
hen
you
are
finis
hed,
see
how
clo
sely
the
two
stru
ctur
es m
atch
up.
70
Mak
e a
Pre
dict
ion
Pre
dict
how
clo
se y
our
part
ner
will
be
able
to g
etto
you
r tu
nnel
ent
ranc
e. W
hy d
o yo
u th
ink
so?
Try
It O
utS
tand
the
card
boar
d up
on
one
edge
bet
wee
n yo
uan
d yo
ur p
artn
er. P
lace
a b
ook
on e
ach
side
of
the
card
boar
d to
hol
d it
up.
Hol
ding
ont
o th
e ca
rdbo
ard
to k
eep
it st
andi
ng,
draw
a c
ircle
abo
ut th
e si
ze o
f a p
enny
som
e-w
here
on
your
sid
e of
the
card
boar
d. L
abel
the
circ
le A
. Thi
s is
the
entr
ance
to T
unne
l A.
You
r pa
rtne
r sh
ould
dra
w a
circ
le s
omew
here
on
the
othe
r si
de o
f the
car
dboa
rd, a
nd la
bel i
t B(t
he e
ntra
nce
to T
unne
l B).
Now
des
crib
e th
e lo
catio
n of
the
Tun
nel A
entr
ance
to y
our
part
ner
as p
reci
sely
as
you
can.
You
r pa
rtne
r sh
ould
des
crib
e th
e lo
catio
n of
the
Tun
nel B
ent
ranc
e to
you
.
0B
ased
on
his
or h
er d
escr
iptio
n, d
raw
the
othe
ren
d of
you
r pa
rtne
r's tu
nnel
on
your
sid
e of
the
card
boar
d. Y
our
part
ner
shou
ld d
o th
e sa
me.
Use
the
pen
to c
aref
ully
pun
ch a
hol
e w
here
you
thin
k yo
ur p
artn
er's
Tun
nel B
is. Y
our
part
ner
shou
ld p
unch
a h
ole
whe
re h
e or
she
thin
ks T
unne
lA
is. N
ow tu
rn th
e ca
rdbo
ard
arou
nd to
see
how
wel
l you
bot
h co
mm
unic
ated
!
Exp
lain
ItH
ow c
lose
ly d
id th
e tw
o en
ds o
f eac
h tu
nnel
mat
chup
? If
one
tunn
el m
atch
ed m
ore
clos
ely
than
the
othe
r, w
hat d
o yo
u th
ink
acco
unts
for
the
diffe
renc
e?H
ow is
this
cha
lleng
e lik
e th
e ch
alle
nge
engi
neer
sfa
ce in
dig
ging
a lo
ng u
nder
grou
nd tu
nnel
? 71
3 14:
cm. rt C
D
ME
D
Gen
eral
Tip
sT
he m
ater
ials
list
ed fo
r ea
ch c
hal-
leng
e ar
e su
gges
tions
. You
can
lim
itor
incr
ease
the
choi
ce o
f mat
eria
lsde
pend
ing
on w
hat m
ater
ials
are
avai
labl
e to
you
.
Giv
e ki
ds th
e ch
alle
nges
ahe
ad o
ftim
e so
they
can
thin
k ab
out p
ossi
-bl
e so
lutio
ns b
efor
e th
e ac
tivity
.
For
m g
roup
s of
3 o
r 4
kids
for
thes
e ac
tiviti
es. T
o en
sure
that
all
grou
p m
embe
rs a
ctiv
ely
part
icip
ate,
assi
gn r
oles
suc
h as
"ar
chite
ct,"
"mat
eria
ls b
uyer
," a
nd "
cons
truc
-tio
n fo
repe
rson
." H
ave
kids
sw
itch
role
s du
ring
the
activ
ity.
Inco
rpor
ate
a "d
esig
n re
view
"st
age.
Hav
e ki
ds p
rese
nt th
eir
plan
s to
ano
ther
gro
up a
nd tr
ade
feed
back
. Or,
you
can
act
as
the
City
Eng
inee
r to
pro
vide
com
men
tsan
d su
gges
tions
on
each
des
ign.
The
fini
shed
pro
ject
s ca
n se
rve
asou
tcom
es fo
r pe
rfor
man
ce-b
ased
asse
ssm
ent.
Any
of t
hese
act
iviti
es c
an b
eex
tend
ed b
y ad
ding
the
cons
ider
a-tio
n of
env
ironm
enta
l loa
ds s
uch
asea
rthq
uake
s (s
haki
ng th
e ta
ble)
or
win
d (u
sing
a ta
ble
fan)
. Hav
e ki
dste
st th
eir
stru
ctur
es, r
edes
ign
them
, and
test
them
aga
in.
72
O
Brid
ge C
halle
nge
Thi
s ac
tivity
is a
goo
d fo
llow
-up
to T
ug-
Pus
h-T
wis
t-O
'War
, Str
aw S
hape
s, P
aper
Brid
ge a
nd S
uspe
nsio
n B
ridge
.R
emin
d ki
ds th
at th
e sp
an m
ust b
e45
cm
(ab
out 1
.5 fe
et),
so
the
brid
ge m
ust
be lo
nger
than
that
.P
lace
the
brid
ge a
cros
s tw
o de
sks
to te
st it
sst
reng
th. U
se th
e pa
per-
cup
load
test
er d
escr
ibed
on
page
25
to te
st e
ach
brid
ge.
Vid
eo C
onne
ctio
n A
fterw
ard,
use
Bui
ldin
g S
mal
l:B
ridge
s (p
. 38)
to s
how
how
one
fam
ily m
et th
isch
alle
nge.
ftiW
ebC
onne
ctio
n B
ridge
Cha
lleng
e
Dom
e C
halle
nge
Thi
s ac
tivity
is a
goo
d fo
llow
-up
to T
ug-
Pus
h-T
wis
t-O
'War
and
Geo
desi
c D
ome.
Rem
ind
kids
to c
onsi
der
both
geo
desi
can
d rib
-sty
le d
omes
(as
in H
uman
Dom
e).
A r
ib-s
tyle
dom
e ca
n be
str
engt
hene
d w
ithbu
ttres
ses
or a
tens
ion
ring
arou
nd th
e bo
ttom
.
Vid
eo C
onne
ctio
n A
fterw
ard,
use
Bui
ldin
g S
mal
l:D
omes
(p.
38)
to s
how
how
two
kids
bui
lt a
new
s-pa
per
dom
e.
41F
-1
4ftv
- i)
Web
Con
nect
ion
Dom
e C
halle
nge
Sky
scra
per
Cha
lleng
eT
his
activ
ity is
a g
ood
follo
w-u
p to
Tug
-P
ush-
Tw
ist-
O'W
ar, C
olum
ns, N
ewsp
aper
Tow
er, a
nd S
traw
Sha
pes.
Enc
oura
ge k
ids
to in
corp
orat
e cr
oss-
brac
ing
in th
eir
skys
crap
er d
esig
ns.
Vid
eo C
onne
ctio
n A
fterw
ard,
use
Bui
ldin
g S
mal
l:S
kysc
rape
rs (
p. 3
8) to
sho
w h
ow o
ne fa
mily
bui
ltne
wsp
aper
tow
ers.
51 i4W
eb C
onne
ctio
n S
kysc
rape
r C
halle
nge
4ft)
Dam
Cha
lleng
eT
his
activ
ity is
a g
ood
follo
w-u
pto
Tug
-Pus
h-T
wis
t-O
'War
and
Und
er P
ress
ure.
Adv
ance
Pre
para
tion
Com
bine
wat
er a
nd s
and
ina
tras
h ba
rrel
in a
rat
io o
f 1/2
gal
lon
of w
ater
to50
pou
nds
of s
and.
Sco
op w
et s
and
into
a s
lopi
nghe
ap in
one
end
of a
cle
ar p
last
ic s
tora
ge c
onta
iner
.K
ids
can
form
a r
iver
cha
nnel
in th
e w
et s
and
and
build
a d
am a
t one
end
of t
he c
hann
el.
To
get k
ids
thin
king
abo
ut h
ow th
ey m
ight
use
the
mat
eria
ls, s
how
"D
am B
asic
s" fr
om D
ams
(p. 4
).
Vid
eo C
onne
ctio
n A
fterw
ard,
use
Bui
ldin
gS
mal
l: D
ams
(p. 3
8) to
sho
w h
ow tw
o ki
ds m
etth
is c
halle
nge.
dgtv
4)W
eb C
onne
ctio
n D
am C
halle
nge
Tun
nel C
halle
nge
Thi
s ac
tivity
is a
goo
d fo
llow
-up
toT
ug-P
ush-
Tw
ist-
O'W
ar a
nd M
eetin
g in
/1
the
Mid
dle.
Bec
ause
they
can
not u
se th
eir
hand
s, k
ids
mus
t fin
da
way
to d
ig o
ut th
e sa
nd a
nd s
tabi
lize
the
side
s of
the
tunn
el b
efor
e la
ying
in th
e tu
nnel
sec
tions
(th
eto
ilet-
pape
r tu
bes)
. Or,
they
may
mod
el th
e "s
hiel
d"m
etho
d by
cov
erin
g th
e en
ds o
f the
tube
s w
ith p
aper
and
burr
owin
g in
to th
e sa
nd.
Vid
eo C
onne
ctio
n A
fterw
ard,
use
Bui
ldin
g S
mal
l:T
unne
ls (
p. 3
8) to
sho
w h
ow o
ne fa
mily
met
this
chal
leng
e.
1
-5 W
eb C
onne
ctio
n T
unne
l Cha
lleng
e4g
4v4)
73
Now
that
you
've
been
exp
lorin
g m
ater
ials
,sh
apes
, and
forc
es, i
t's ti
me
to p
ut th
em to
geth
erin
a s
truc
ture
you
des
ign
and
build
.
Cho
ose
a ch
alle
nge,
and
thin
k B
IG!
Brid
ge C
halle
nge
Des
ign
and
build
the
stro
nges
t brid
ge y
ouca
n th
at s
pans
a d
ista
nce
of 4
5 ce
ntim
eter
s(a
bout
1.5
ft.)
, usi
ng a
ny o
f the
se m
ater
ials
:dr
inki
ng s
traw
spa
per
clip
sne
wsp
aper
tape
strin
g or
yar
n
Dom
e C
halle
nge
Des
ign
and
build
the
wid
est d
ome
you
can
that
sup
port
s a
dict
iona
ry, u
sing
any
of
thes
e m
ater
ials
:dr
inki
ng s
traw
spi
pe c
lean
ers
tape
strin
g or
yar
n 74,
Sky
scra
per
Cha
lleng
eD
esig
n an
d bu
ild th
e ta
llest
sky
scra
per
you
can
that
sup
port
s th
e lo
ad o
f a g
olf b
all,
usin
g an
y of
thes
e m
ater
ials
:dr
inki
ng s
traw
spa
per
clip
sne
wsp
aper
tape
4 to
ilet-
pape
r tu
bes
salt
or s
and
Dam
Cha
lleng
eD
esig
n an
d bu
ild a
dam
that
blo
cks
a riv
er in
a tu
b of
wet
san
d, u
sing
any
of th
ese
mat
eria
ls:
pops
icle
stic
ksaq
uariu
m g
rave
l1/
2 cu
p of
mod
elin
g cl
ay
Tun
nel C
halle
nge
Des
ign
and
build
a tu
nnel
thro
ugh
a tu
bof
san
d, w
ithou
t tou
chin
g th
e sa
nd w
ith y
our
hand
s. Y
ou c
an u
se a
ny o
f the
se m
ater
ials
:pl
astic
spo
on4
toile
t-pa
per
tube
spa
per
tape
pape
r cu
p0,
075
ara
CD
oa
__
=
Loca
l Won
ders
Alth
ough
you
r co
mm
unity
may
not
hav
e an
Eiff
el T
ower
or
a H
oove
r D
am, i
t is
sure
toha
ve m
any
stru
ctur
es w
ith in
tere
stin
g st
orie
s. L
ocal
Won
ders
is a
fun
way
for
kids
todi
scov
er th
e re
leva
nce
of c
ivil
engi
neer
ing
to th
eir
daily
live
s. O
ver
a tw
o- to
four
-wee
kpe
riod,
kid
s w
ork
with
an
engi
neer
to s
elec
t and
inve
stig
ate
an in
tere
stin
g lo
cal s
truc
-tu
re. (
See
the
Act
ivity
Pla
nnin
g G
rid o
n pa
ges
6-7
for
a su
gges
ted
sche
dule
of a
ctiv
i-tie
s.)
Afte
r co
llect
ing
answ
ers
to th
eir
ques
tions
abo
ut th
e st
ruct
ure,
the
kids
writ
e up
thei
r Lo
cal W
onde
r an
d su
bmit
it to
the
BU
ILD
ING
BIG
Web
site
(pb
s.or
g/bu
ildin
gbig
).
O0
Cho
ose
your
Loc
al W
onde
r.A
ny s
truc
ture
that
you
r gr
oup
finds
sig
nific
ant
beca
use
of it
s ap
pear
ance
, uni
quen
ess,
or
hist
oric
alor
soc
ial i
mpa
ct c
an b
e a
Loca
l Won
der.
Con
side
rlo
cal b
ridge
s, tu
nnel
s, s
kysc
rape
rs o
r ot
her
build
-in
gs, d
omes
, dam
s, a
nd o
ther
con
stru
ctio
ns. H
ave
the
kids
bra
inst
orm
a li
st, t
ake
a bu
s to
ur a
roun
dto
wn
for
idea
s, o
r co
llect
som
e ph
otog
raph
s to
stim
ulat
e di
scus
sion
.
Afte
r bu
ildin
g N
ewsp
aper
Tow
ers
(p. 2
8) a
ndta
lkin
g ab
out s
truc
ture
s an
d fo
unda
tions
,5t
h an
d 6t
h gr
ader
s at
the
Wat
erto
wn,
Mas
sach
uset
ts B
oys
& G
irls
Clu
b br
ain-
stor
med
a li
st o
f int
eres
ting
stru
ctur
es in
our
tow
n: o
ne g
irl's
10-
stor
y ap
artm
ent b
uild
-in
g; a
n el
emen
tary
sch
ool w
itha
rece
nt a
dditi
on; a
new
par
king
gar
age;
and
mor
e. W
e vo
ted
and
agre
ed o
n S
t. P
atric
k's,
an e
labo
rate
chu
rch
acro
ss th
e st
reet
from
the
club
hous
e.
76
(*m
nl]
aca
Am
eric
anN
iale
uggD
eal v
on?
Iden
tify
ques
tions
to g
uide
the
inve
stig
atio
n.H
ave
the
kids
gen
erat
e a
list o
f que
stio
ns a
bout
the
Loca
l Won
der.
If th
ey h
ave
trou
ble
brai
nsto
rm-
ing,
sug
gest
a fe
w o
f the
follo
win
g qu
estio
ns to
spar
k id
eas:
Eng
inee
ring
focu
sW
hen
was
it b
uilt?
How
long
did
con
stru
ctio
n ta
ke?
Who
bui
lt it?
How
man
y pe
ople
wer
e ne
eded
?W
hat i
s it
mad
e of
? W
hy d
id th
e bu
ilder
s ch
oose
that
mat
eria
l?W
hy is
it s
hape
d th
e w
ay it
is?
Wha
t hol
ds it
up/
keep
s it
from
falli
ng d
own?
How
was
it b
uilt?
Wer
e th
ere
any
prob
lem
s du
ring
cons
truc
tion?
How
wer
e th
ey s
olve
d?
Soc
ial/e
nviro
nmen
tal i
mpa
ct fo
cus
Why
was
it b
uilt?
How
did
the
build
ers
deci
de w
here
to b
uild
it?
How
muc
h di
d it
cost
to b
uild
? W
here
did
the
mon
eyco
me
from
?H
ow is
the
stru
ctur
e im
port
ant t
o th
e co
mm
unity
?W
hat d
id th
e ar
ea lo
ok li
ke b
efor
e it
was
bui
lt? H
owdi
d it
chan
ge th
e ar
ea a
roun
d it?
Has
it h
ad a
ny u
nexp
ecte
d ef
fect
s on
the
com
mun
ity?
We
brai
nsto
rmed
a li
st o
f 12
ques
tions
, inc
lud-
ing
"How
did
they
dec
ide
whe
re to
bui
ld it
?";
"Why
did
they
use
arc
hes?
"; "
Wha
t is
the
mea
n-in
g of
the
stai
ned
glas
s?";
and
"W
hat's
und
er-
neat
h th
e bu
ildin
g?"
O
Soc
iety
cO@
IXO
build
ingb
ig@
asce
.org
grou
pvo
lunt
eer
hook
ed(1
1;D
, CC
M
GO
:0:0
2Gai
Inve
stig
ate
the
Loca
l Won
der.
You
may
wan
t to
begi
n w
ith s
ome
hand
s-on
act
ivi-
ties
that
exp
lore
bas
ic e
ngin
eerin
g pr
inci
ples
suc
has
forc
es, c
ompr
essi
on, t
ensi
on, s
hape
, and
tor-
sion
. As
a gr
oup,
des
ign
a re
sear
ch p
lan
to in
vest
i-ga
te th
e Lo
cal W
onde
r.Y
our
plan
mig
ht in
clud
eto
urin
g th
e st
ruct
ure
(be
sure
to ta
ke a
pho
to o
rm
ake
som
e dr
awin
gs fo
r yo
ur W
eb s
ite s
ubm
ittal
);re
sear
chin
g th
e st
ruct
ure
at a
libr
ary,
his
toric
also
ciet
y, o
r ne
wsp
aper
;in
terv
iew
ing
engi
neer
s, a
rchi
tect
s, o
r co
ntra
ctor
sw
ho w
orke
d on
the
stru
ctur
e;vi
sitin
g th
e m
unic
ipal
pla
nnin
g of
fice,
eng
inee
r,bu
ildin
g in
spec
tor,
or
publ
ic w
orks
dep
artm
ent;
inte
rvie
win
g lo
ng-t
ime
com
mun
ity r
esid
ents
abo
utth
eir
mem
orie
s ab
out t
he s
truc
ture
; and
surv
eyin
g co
mm
unity
mem
bers
abo
ut th
eir
curr
ent
opin
ions
on
the
stru
ctur
e.
At t
he li
brar
y, w
e fo
und
a bo
ok a
bout
Wat
erto
wn'
s hi
stor
y th
at to
ld th
e st
ory
of w
hen
and
why
St.
Pat
rick'
s w
as b
uilt.
The
His
toric
alS
ocie
ty h
ad s
ome
phot
ogra
phs
of w
hat t
hech
urch
look
ed li
ke a
t diff
eren
t tim
es in
its
hist
o-ry
. We
visi
ted
the
Wat
erto
wn
Bui
ldin
g In
spec
tor's
offic
e an
d go
t the
bui
ldin
g's
plan
s an
d co
pies
of
its r
enov
atio
n pe
rmits
. The
n w
e to
ok a
tour
of
the
build
ing
and
aske
d qu
estio
ns. A
fterw
ards
, we
used
all
the
info
rmat
ion
to m
ake
a tim
elin
eab
out t
he b
uild
ing'
s hi
stor
y.
77
0 Tel
l us
abou
t it.
Onc
e yo
ur g
roup
com
plet
es th
e in
vest
igat
ion,
go
onlin
e to
pbs
.org
/bui
ldin
gbig
to s
ubm
it yo
ur L
ocal
Won
der.
Sel
ecte
d pr
ojec
ts w
ill b
e pu
blis
hed
on th
esi
te a
s pa
rt o
f the
Won
ders
of t
he W
orld
dat
a-ba
nk. L
ook
at o
ur e
xam
ple
here
to s
ee th
e ca
te-
gorie
s yo
ur w
riteu
p sh
ould
incl
ude.
With
thei
r w
riteu
p, k
ids
can
subm
it a
phot
ogra
ph o
ror
igin
al d
raw
ings
. Dra
win
gs s
houl
d be
in fe
lt-tip
mar
ker
or in
k on
8.5
- by
11-
inch
whi
te, u
nlin
edpa
per.
Enc
oura
ge k
ids
to d
raw
the
stru
ctur
e fr
omdi
ffere
nt p
ersp
ectiv
es (
look
ing
dire
ctly
at i
t, lo
okin
gdo
wn
on o
r up
at i
t, im
agin
ing
wha
t the
insi
de lo
oks
like)
. The
Web
site
has
inst
ruct
ions
on
prin
ting
afo
rm to
sen
d in
with
you
r ph
otos
or
draw
ings
.
Est
imat
ing
Siz
eH
ere'
s on
e w
ay to
est
imat
e th
e si
ze o
f a la
rge
stru
ctur
e. M
easu
re a
frie
nd's
hei
ght.
Hav
e yo
urfr
iend
sta
nd n
ext t
o th
e st
ruct
ure,
whi
le y
ou s
tand
a lit
tle d
ista
nce
away
(ac
ross
the
stre
et, f
orin
stan
ce).
Clo
se o
ne e
ye a
nd u
seyo
ur fi
nger
s to
"st
ack"
you
r fr
iend
'she
ight
unt
il yo
u re
ach
the
top
of'
the
stru
ctur
e. M
ultip
ly th
e nu
m-
ber
of ti
mes
you
sta
cked
you
r,'
frie
nd b
y hi
s or
her
hei
ght
I ,,,
to fi
nd th
e to
tal h
eigh
t of
,th
e st
ruct
ure.
, , ,
I /,
,I,
, ,C
heck
out
the
Web
site
for
mor
e tip
s on
how
to m
eas-
ure
the
size
of
diffe
rent
type
s of
str
uctu
res.
\ 00 00 00 00
78
1
V
Nam
e of
stru
ctur
eS
t. P
atric
k's
Chu
rch
Loca
tion
Wat
erto
wn,
Mas
sach
uset
tsN
ame
ofgr
oup
subm
ittin
gre
port
Wat
erto
wn
Boy
s &
Girl
sC
lub
App
roxi
mat
eda
test
ruct
ure
com
plet
ed19
01A
ppro
xim
ate
size
100
-foo
t tow
erW
hy w
ech
ose
this
Loca
l Won
der
It's
inte
rest
ing
look
ing.
We
wan
ted
to k
now
mor
eab
out i
t,lik
e w
hyth
e bu
ilder
sus
ed a
rche
san
dw
hat i
t is
mad
eof
. It's
als
one
ar o
ur c
lub-
hous
e,an
d so
meo
nein
our
grou
p go
esth
ere.
Peo
ple
go to
ser
vice
st
Wha
eret
's
.Im
port
ant
wio
rab
out
our
Loca
lW
onde
rbu
ilt a
fter a
Cat
holic
Wal
tham
burn
ed d
own
and
the
peop
le n
eede
da
new
chu
rch.
Sin
cech
urch
ther
e.ed
h in
mos
t of t
hepe
ople
live
din
Wat
erto
wn,
they
dec
idto
bui
ld th
ene
wT
hing
sw
e le
arne
dab
out
our
Loca
l Won
der
It is
des
igne
din
the
Rom
anes
que
styl
e. T
hear
ches
hol
dup
the
roof
and
mak
ea
big
open
spac
e in
side
.A
lso,
the
big
spac
eec
hoes
so th
atyo
u w
ould
n't
need
am
icro
phon
e.T
he s
tain
edgl
ass
lets
in li
ght a
nd w
as d
onat
edby
ch
mem
bers
(so
me
of th
ew
indo
ws
have
thei
rna
mes
on
them
).ur
chF
un fa
cts
abou
tou
r Lo
cal W
onde
rW
e es
timat
edth
at th
ere
are
432
little
stai
ned
glas
sw
indo
ws
and
240
stai
rs. W
eth
ink
ther
em
any
stai
rsbe
caus
ew
hen
they
first
bui
ltit
are
so, t
hey
didn
't ha
veel
evat
ors,
and
peop
lew
ould
n't
wan
t to
clim
bre
ally
big
stai
rs.
79na
Add
ition
al R
esou
rces
To
find
out m
ore
abou
t str
uctu
res
and
thei
r bu
ilder
s,
Rea
dB
UIL
DIN
G B
IG C
ompa
nion
Boo
kM
acau
lay,
Dav
id. B
uild
ing
Big
.B
osto
n: H
ough
ton
Miff
lin, 2
000.
Why
this
sha
pe a
nd n
ot th
at?
Why
ste
el in
stea
d of
con
cret
eor
sto
ne?
Why
put
it h
ere
and
not o
ver
ther
e? In
Bui
ldin
gB
ig, t
he s
erie
s co
mpa
nion
boo
k, D
avid
Mac
aula
y ge
ts r
ead-
ers
thin
king
abo
ut s
truc
ture
s th
ey s
ee a
nd u
se e
very
day
brid
ges,
tunn
els,
sky
scra
pers
, dom
es, a
nd d
ams.
As
alw
ays,
the
Cal
deco
tt M
edal
-win
ning
aut
hor
insp
ires
read
-er
s of
all
ages
to lo
ok a
t the
ir w
orld
in a
new
way
.A
vaila
ble
in O
ctob
er 2
000.
Ful
l-col
or il
lust
ratio
ns, 1
92 p
p.$3
0. IS
BN
0-3
95-9
6331
-1
Bro
wn,
Dav
id J
. The
Ran
dom
Hou
se B
ook
of H
ow T
hing
sW
ere
Bui
lt. N
ew Y
ork:
Ran
dom
Hou
se, 1
992.
Det
aile
d, c
utaw
ay il
lust
ratio
ns te
ll th
e st
orie
s of
gre
at s
truc
-tu
res
thro
ugho
ut h
isto
ry a
nd a
cros
s th
e gl
obe.
Dia
gram
sex
plai
n th
e ba
sic
prin
cipl
es b
ehin
d th
ese
engi
neer
ing
feat
s.
Dar
ling,
Dav
id. E
xper
imen
t! S
pide
rweb
s to
Sky
scra
pers
:T
he S
cien
ce o
f Str
uctu
res.
New
Yor
k: D
illon
Pre
ss, 1
991.
Sim
ple
expl
anat
ions
, lar
ge p
hoto
grap
hs, a
nd h
ands
-on
activ
ities
exp
lore
foun
datio
ns, m
ater
ials
, arc
hes,
trus
ses,
and
stru
ctur
es.
Doh
erty
, Cra
ig, B
ruce
S. G
lass
man
, Mar
cia
S. G
lesk
o,et
al.
Bui
ldin
g A
mer
ica
Ser
ies.
Woo
dbrid
ge, C
onne
ctic
ut:
Bla
ckbi
rch
Pre
ss, 1
995-
1999
.T
hese
det
aile
d st
orie
s of
wel
l-kno
wn
Am
eric
an e
ngin
eerin
gw
onde
rs, s
uch
as th
e E
mpi
re S
tate
Bui
ldin
g, G
rand
Cou
lee
Dam
, and
Hou
ston
Ast
rodo
me,
are
goo
d re
fere
nces
for
rese
arch
and
pro
ject
s.
Dun
n, A
ndre
w. S
truc
ture
s S
erie
s (B
ridge
s; D
ams;
Sky
scra
pers
; Tun
nels
). N
ew Y
ork:
Tho
mas
Lea
rnin
g, 1
993.
Eac
h bo
ok e
xpla
ins
the
impo
rtan
ce, d
esig
n, a
nd c
onst
ruc-
tion
of o
ne ty
pe o
f str
uctu
re, u
sing
pho
togr
aphs
and
exa
m-
ples
from
all
over
the
wor
ld. H
ands
-on
activ
ities
dem
on-
stra
te b
asic
eng
inee
ring
prin
cipl
es.
Kan
er, E
tta. B
ridge
s. T
oron
to: K
ids
Can
Pre
ss, 1
997.
Thr
ough
a c
ombi
natio
n of
illu
stra
tions
, pho
togr
aphs
, and
sim
ple
hand
s-on
act
iviti
es, t
his
book
exp
lain
s th
e ph
ysic
sbe
hind
a v
arie
ty o
f brid
ge d
esig
ns.
CD
"e
Laffe
rty,
Pet
er. E
yew
itnes
s B
ooks
: For
ce &
Mot
ion.
New
Yor
k: D
K P
ublis
hing
, 200
0.T
his
guid
e in
tegr
ates
cle
arly
writ
ten
text
with
col
orfu
l vis
u-al
s, in
clud
ing
phot
ogra
phs,
cha
rts,
illu
stra
tions
, and
mod
-el
s, to
intr
oduc
e th
e ba
sic
scie
nce
of fo
rces
and
mot
ion.
Mor
gan,
Sal
ly, a
nd A
dria
n M
orga
n. D
esig
ns in
Sci
ence
:S
truc
ture
s. N
ew Y
ork:
Fac
ts o
n F
ile, 1
993.
Col
orfu
l pho
togr
aphs
and
inte
rest
ing
fact
s an
d fig
ures
com
-pa
re s
truc
ture
s fo
und
in n
atur
e w
ith th
ose
built
by
peop
le.
Dia
gram
s an
d ha
nds-
on a
ctiv
ities
exp
lain
bas
ic p
hysi
cal s
ci-
ence
prin
cipl
es s
uch
as fo
rces
and
load
.
Sal
ariy
a, D
avid
, and
Joa
nne
Jess
op. T
he X
-Ray
Pic
ture
Boo
k of
Big
Bui
ldin
gs o
f the
Mod
ern
Wor
ld. N
ew Y
ork:
Fra
nklin
Wat
ts, 1
994.
Det
aile
d cu
taw
ay il
lust
ratio
ns h
ighl
ight
inte
rest
ing
feat
ures
of fa
mou
s sk
yscr
aper
s, c
athe
dral
s, a
nd m
onum
ents
from
arou
nd th
e gl
obe.
Sal
vado
ri, M
ario
. The
Art
of C
onst
ruct
ion.
Chi
cago
:C
hica
go R
evie
w P
ress
, 199
0.T
he fr
iend
ly w
ritin
g st
yle,
dra
win
gs, a
nd fr
eque
nt e
xam
ples
usin
g ho
useh
old
item
s m
ake
this
cla
ssic
pre
sent
atio
n of
the
phys
ical
sci
ence
of s
truc
ture
s ac
cess
ible
for
kids
whe
npr
esen
ted
in e
xcer
pts.
Vis
itB
UIL
DIN
G B
IG W
eb S
itepb
s.or
g/bu
ildin
gbig
The
ser
ies
Web
site
feat
ures
inte
ract
ive
activ
ities
and
bui
ld-
ing
chal
leng
es, a
sea
rcha
ble
data
bank
of e
ngin
eerin
g w
on-
ders
, int
ervi
ews
with
eng
inee
rs, a
nd m
ore.
Am
eric
an S
ocie
ty o
f Civ
il E
ngin
eers
asce
.org
The
offi
cial
site
of t
he A
mer
ican
Soc
iety
of C
ivil
Eng
inee
rspr
ovid
es in
form
atio
n on
all
bran
ches
of c
ivil
engi
neer
ing.
Bos
ton'
s B
ig D
igbi
gdig
.com
Thi
s si
te d
escr
ibes
the
chal
leng
es a
nd m
etho
ds o
f lar
ge-
scal
e ur
ban
civi
l eng
inee
ring,
incl
udin
g th
e co
nstr
uctio
n of
tunn
els,
brid
ges,
and
roa
ds, a
nd h
ighl
ight
s th
e pr
ojec
t'sen
viro
nmen
tal a
nd s
ocia
l im
pact
.
Eng
inee
ring
Sim
ulat
ion
usa.
siem
ens.
com
/bui
ldin
gbig
Kid
s ca
n gi
ve S
iem
ens
engi
neer
s a
hand
des
igni
ng th
eir
own
airp
orts
usi
ng th
is o
nlin
e bu
ildin
g si
mul
atio
n ex
erci
se.
Hoo
ver
Dam
hoov
erda
m.c
omT
he o
ffici
al H
oove
r D
am V
isito
r C
ente
r si
te p
rovi
des
info
r-m
atio
n on
the
dam
, plu
s m
ater
ials
for
educ
ator
s.
NO
VA
Onl
ine:
Sup
er B
ridge
pbs.
org/
nova
/brid
geC
lear
text
and
dia
gram
s co
mpa
re v
ario
us b
ridge
des
igns
.A
n in
tera
ctiv
e ac
tivity
cha
lleng
es v
isito
rs to
cho
ose
the
best
brid
ge d
esig
n fo
r sp
ecifi
c si
tes.
Onl
ine
Eth
ics
Cen
ter
for
Eng
inee
ring
& S
cien
ceon
linee
thic
s.or
gT
his
site
pro
files
a n
umbe
r of
cas
e st
udie
s in
eng
inee
ring
ethi
cs, i
nclu
ding
a th
orou
gh p
rese
ntat
ion
of th
e C
itico
rpT
ower
cris
is fe
atur
ed in
Sky
scra
pers
and
Thi
nkin
g B
ig.
Ric
e U
nive
rsity
Brid
ges
Pro
ject
civi
l.ric
e.ed
u/sc
ripts
/brid
ges
Thi
s si
te fe
atur
es a
sea
rcha
ble
data
bank
of b
ridge
fact
s,fig
ures
, and
pho
togr
aphs
; a h
isto
rical
ove
rvie
w o
f brid
gede
sign
; and
an
inte
ract
ive
build
ing
sim
ulat
ion.
Wat
chB
UIL
DIN
G B
IG w
ith D
avid
Mac
aula
y B
oxed
Set
Aw
ard-
win
ning
aut
hor-
illus
trat
oran
d ca
ptiv
atin
g st
ory-
telle
rDav
id M
acau
lay
goes
to e
xtre
mes
with
five
adv
en-
ture
s th
at e
xplo
re th
e gr
eate
st e
ngin
eerin
g w
onde
rs o
f the
wor
ld: b
ridge
s, d
ams,
dom
es, t
unne
ls, a
nd s
kysc
rape
rs.
The
ser
ies
intr
oduc
es th
e co
urag
eous
cre
ator
s an
d bu
ilder
san
d re
veal
s th
e tr
ium
phs
and
stru
ggle
s be
hind
thes
ebr
eath
taki
ng s
truc
ture
s. S
pect
acul
ar fi
lm fo
otag
e, d
ram
atic
recr
eatio
ns, a
nd M
acau
lay'
s un
ique
ly il
lum
inat
ing
illus
tra-
tions
exc
ite, e
xpla
in, a
nd e
nter
tain
in a
big
way
.5
hour
s$6
9.95
Indi
vidu
al v
ideo
s al
so a
vaila
ble
1 ho
ur$1
9.95
eac
h
Thi
nkin
g B
ig a
nd B
uild
ing
Sm
all
Idea
lly s
uite
d fo
r ed
ucat
ors,
Thi
nkin
g B
ig e
xplo
res
the
proc
ess
of e
ngin
eerin
g de
sign
thro
ugh
inte
rvie
ws
with
engi
neer
s an
d m
iddl
e-sc
hool
kid
s an
d on
e sk
yscr
aper
'sdr
amat
ic s
tory
. The
vid
eo a
lso
cont
ains
Bui
ldin
g S
mal
l, fiv
eha
nds-
on b
uild
ing
activ
ities
hos
ted
by tw
o ki
ds fr
om th
e hi
tP
BS
sho
w Z
OO
MT
M.
1 ho
ur$1
9.95
To
plac
e an
ord
er fo
r an
y of
thes
e vi
deos
, or
to r
eque
sta
free
cat
alog
, ple
ase
cont
act W
GB
H B
osto
n V
ideo
at 8
00-9
49-8
670.
Nat
iona
l Con
tent
Sta
ndar
dsB
UIL
DIN
G B
IG a
nd th
e ac
tiviti
es in
this
gui
de a
ddre
ss th
e fo
llow
ing
natio
nal c
onte
nt s
tand
ards
for
scie
nce,
mat
h, a
nd te
chno
logy
.
Nat
iona
l Sci
ence
Edu
catio
n S
tand
ards
Gra
des
5-8
Con
tent
Sta
ndar
d A
Sci
ence
As
Inqu
iry
Abi
litie
s ne
cess
ary
to d
o sc
ient
ific
inqu
iryId
entif
y qu
estio
ns th
at c
an b
e an
swer
ed th
roug
hsc
ient
ific
inve
stig
atio
ns.
Des
ign
and
cond
uct a
sci
entif
ic in
vest
igat
ion.
Use
app
ropr
iate
tool
s an
d te
chni
ques
to g
athe
r,an
alyz
e, a
nd in
terp
ret d
ata.
Dev
elop
des
crip
tions
, exp
lana
tions
, pre
dict
ions
, and
mod
els
usin
g ev
iden
ce.
Thi
nk c
ritic
ally
and
logi
cally
to m
ake
the
rela
tions
hips
betw
een
evid
ence
and
exp
lana
tions
.R
ecog
nize
and
ana
lyze
alte
rnat
ive
expl
anat
ions
and
pred
ictio
ns.
Com
mun
icat
e sc
ient
ific
proc
edur
es a
nd e
xpla
natio
ns.
Use
mat
hem
atic
s in
all
aspe
cts
of s
cien
tific
inqu
iry.
Und
erst
andi
ngs
abou
t sci
entif
ic in
quiry
Con
tent
Sta
ndar
d B
Phy
sica
l Sci
ence
Mot
ions
and
For
ces
Con
tent
Sta
ndar
d E
Sci
ence
and
Tec
hnol
ogy
Abi
litie
s of
tech
nolo
gica
l des
ign
Iden
tify
appr
opria
te p
robl
ems
for
tech
nolo
gica
l des
ign.
Des
ign
a so
lutio
n or
pro
duct
.Im
plem
ent a
pro
pose
d de
sign
.E
valu
ate
com
plet
ed te
chno
logi
cal d
esig
ns o
r pr
oduc
ts.
Com
mun
icat
e th
e pr
oces
s of
tech
nolo
gica
l des
ign.
Und
erst
andi
ngs
abou
t tec
hnol
ogic
al d
esig
n
Con
tent
Sta
ndar
d F
Sci
ence
in P
erso
nal a
nd S
ocia
lP
ersp
ectiv
esN
atur
al H
azar
dsR
isks
and
Ben
efits
Sci
ence
and
Tec
hnol
ogy
in S
ocie
ty
Con
tent
Sta
ndar
d G
His
tory
and
Nat
ure
of S
cien
ceS
cien
ce A
s a
Hum
an E
ndea
vor
His
tory
of S
cien
ce
Fro
m N
atio
nal S
cien
ce E
duca
tion
Sta
ndar
ds. C
opyr
ight
199
6 by
the
Nat
iona
l Aca
dem
y of
Sci
ence
s. A
vaila
ble
from
the
Nat
iona
l Aca
dem
y P
ress
,21
01 C
onst
itutio
n A
venu
e, N
.W, L
ockb
ox 2
85, W
ashi
ngto
n, D
.C. 2
0055
.
Nat
iona
l Cou
ncil
of T
each
ers
ofM
athe
mat
ics
(NC
TM
) S
tand
ards
Exp
ecta
tions
for
Gra
des
6-8
Geo
met
ryR
ecog
nize
and
app
ly g
eom
etric
idea
s an
d re
latio
nshi
ps in
area
s ou
tsid
e th
e m
athe
mat
ics
clas
sroo
m, s
uch
as a
rt,
scie
nce,
and
eve
ryda
y lif
e
Mea
sure
men
tS
elec
t and
use
app
ropr
iate
uni
ts a
nd to
ols,
depe
ndin
g on
deg
ree
of a
ccur
acy
requ
ired,
to fi
nd m
easu
rem
ents
for
real
-wor
ld p
robl
ems
Pro
blem
-sol
ving
Sol
ve p
robl
ems
that
aris
e in
mat
hem
atic
s an
d in
oth
erco
ntex
tsA
pply
and
ada
pt a
var
iety
of a
ppro
pria
te s
trat
egie
s to
solv
e pr
oble
ms
Con
nect
ions
Rec
ogni
ze a
nd a
pply
mat
hem
atic
s in
cont
exts
out
side
of m
athe
mat
ics
Rep
rese
ntat
ions
Cre
ate
and
use
repr
esen
tatio
ns to
org
aniz
e, r
ecor
d, a
ndco
mm
unic
ate
mat
hem
atic
al id
eas
Use
rep
rese
ntat
ions
to m
odel
and
inte
rpre
t phy
sica
l,so
cial
, and
mat
hem
atic
al p
heno
men
a
Fro
m P
rinci
ples
and
Sta
ndar
ds fo
r S
choo
l Mat
hem
atic
s. C
opyr
ight
200
0by
the
Nat
iona
l Cou
ncil
of T
each
ers
of M
athe
mat
ics.
Inte
rnat
iona
l Tec
hnol
ogy
Edu
catio
n A
ssoc
iatio
nT
echn
olog
y C
onte
nt S
tand
ards
The
Nat
ure
of T
echn
olog
yS
tand
ard
1: S
tude
nts
will
dev
elop
an
unde
rsta
ndin
g of
the
char
acte
ristic
s an
d sc
ope
of te
chno
logy
.S
tand
ard
2: S
tude
nts
will
dev
elop
an
unde
rsta
ndin
g of
the
core
con
cept
s of
tech
nolo
gy.
Sta
ndar
d 3:
Stu
dent
s w
ill d
evel
op a
n un
ders
tand
ing
ofth
e re
latio
nshi
ps a
mon
g te
chno
logi
es a
nd th
e co
nnec
-tio
ns b
etw
een
tech
nolo
gy a
nd o
ther
fiel
ds o
f stu
dy.
Tec
hnol
ogy
and
Soc
iety
Sta
ndar
d 4:
Stu
dent
s w
ill d
evel
op a
n un
ders
tand
ing
ofth
e cu
ltura
l, so
cial
, eco
nom
ic, a
nd p
oliti
cal e
ffect
s of
tech
nolo
gy.
Sta
ndar
d 5:
Stu
dent
s w
ill d
evel
op a
n un
ders
tand
ing
ofth
e ef
fect
s of
tech
nolo
gy o
n th
e en
viro
nmen
t.S
tand
ard
6: S
tude
nts
will
dev
elop
an
unde
rsta
ndin
gof
the
role
of s
ocie
ty in
the
deve
lopm
ent a
nd u
se o
fte
chno
logy
.S
tand
ard
7: S
tude
nts
will
dev
elop
an
unde
rsta
ndin
g of
the
influ
ence
of t
echn
olog
y on
his
tory
.
Des
ign
Sta
ndar
d 9:
Stu
dent
s w
ill d
evel
op a
n un
ders
tand
ing
ofen
gine
erin
g de
sign
.S
tand
ard
10: S
tude
nts
will
dev
elop
an
unde
rsta
ndin
gof
the
role
of t
roub
lesh
ootin
g , r
esea
rch
and
deve
lop-
men
t, in
vent
ion
and
inno
vatio
n, a
nd e
xper
imen
tatio
n in
prob
lem
-sol
ving
.
Abi
litie
s of
a T
echn
olog
ical
Wor
ldS
tand
ard
11: S
tude
nts
will
dev
elop
abi
litie
s to
app
ly th
ede
sign
pro
cess
.
The
Des
igne
d W
orld
Sta
ndar
d 20
: Stu
dent
s w
ill d
evel
op a
n un
ders
tand
ing
ofan
d be
abl
e to
sel
ect a
nd u
se c
onst
ruct
ion
tech
nolo
gies
.
Fro
m S
tand
ards
for
Tec
hnol
ogic
al L
itera
cy. C
opyr
ight
200
0, In
tern
atio
nal
Tec
hnol
ogy
Edu
catio
n A
ssoc
iatio
n.
O
Cre
dits
The
BU
ILD
ING
BIG
Act
ivity
Gui
de w
aspr
oduc
ed b
y th
e E
duca
tiona
l Prin
tan
d O
utre
ach
Dep
artm
ent o
f the
WG
BH
Edu
catio
nal F
ound
atio
n.
Dire
ctor
of E
duca
tiona
l Out
reac
hB
eth
Kirs
ch
Ass
ocia
te D
irect
or o
f Edu
catio
nal
Prin
t and
Out
reac
hK
aren
Bar
ss
Man
ager
of E
duca
tiona
l Prin
tS
onja
Lat
imor
e
Prin
t Pro
ject
Dire
ctor
Bet
h W
inic
koff
Sen
ior
Out
reac
h P
roje
ct D
irect
orfo
r S
cien
ceT
hea
Sah
r
Out
reac
h C
oord
inat
orE
mily
Ehr
enfe
ld
Out
reac
h In
tern
Nat
assa
Mas
on
Writ
ers
Jam
es S
amm
ons
Fra
n Ly
ons
Sam
mon
sP
aul C
urtis
Des
igne
rsD
enni
s O
'Rei
llyJu
lie D
i Ang
elis
Pho
to C
oord
inat
orLi
sa A
bitb
ol
Prin
t Pro
duct
ion
Leno
re L
anie
r G
ibso
n
Illus
trat
ions
Fro
nt c
over
, ins
ide
fron
t and
bac
kco
ver:
© 2
000
Dav
id M
acau
lay
All
othe
rs: S
teph
en S
chud
lich
8 4
Pho
togr
aphy
Fro
nt a
nd b
ack
cove
rs, p
ages
28 (
botto
m),
40:
Jef
frey
Dun
n/©
200
0 W
GB
HP
ages
3, 4
, 32
(bot
tom
): P
rodu
ctio
nG
roup
, Inc
.P
ages
14,
16,
18,
20,
22,
24,
26,
28
(top
), 3
0, 3
2 (t
op),
34:
Jul
ie D
iAng
elis
/©
200
0 W
GB
HP
age
37: L
isa
Abi
tbol
/@20
00 W
GB
H
BU
ILD
ING
BIG
Out
reac
h D
irect
orJo
hn S
hane
BU
ILD
ING
BIG
Ser
ies
Exe
cutiv
eP
rodu
cer
Larr
y K
lein
Exe
cutiv
e-in
-Cha
rge
Pau
la S
. Aps
ell
Adv
isor
y B
oard
Sha
ra B
utle
rG
reat
er B
osto
n Y
MC
AR
oxbu
ry, M
assa
chus
etts
Pau
l Cur
tisR
SE
C A
cade
my
Am
hers
t, N
ew H
amps
hire
Way
ne G
lynn
Com
mon
wea
lth T
enan
ts' A
ssoc
iatio
nC
ompu
ter
Lear
ning
Cen
ter
Brig
hton
, Mas
sach
uset
ts
Joan
ie K
elly
Wat
erto
wn
Hig
h S
choo
lW
ater
tow
n B
oys
& G
irls
Clu
bW
ater
tow
n, M
assa
chus
etts
Lesl
ie K
ram
erH
agge
rty
Sch
ool
Cam
brid
ge, M
assa
chus
etts
San
dra
May
PE
CO
Ene
rgy
Com
pany
Ply
mou
th M
eetin
g, P
enns
ylva
nia
Con
tent
Rev
iew
ers
Mar
k C
ruve
llier
, Ph.
D.
Dep
artm
ent o
f Arc
hite
ctur
eC
orne
ll U
nive
rsity
Ithac
a, N
ew Y
ork
John
Taw
rese
y, P
.E.S
.E.
KP
FF
Con
sulti
ng E
ngin
eers
Sea
ttle,
Was
hing
ton
Mod
els
Vai
shu
Dos
hi, F
ranc
esca
DeV
aney
,D
avid
DiA
ngel
is, J
ohn
Mitr
opou
los,
Kos
uke
Nak
ano,
Will
Sel
frid
ge,
Jhai
nish
Sin
nata
mby
,S
alih
yaa
Win
gard
Spe
cial
than
ks to
K'N
EX
TM
Indu
strie
sA
SC
E O
ffice
s of
Com
mun
icat
ions
and
Sta
te P
ublic
Affa
irsB
enn
She
rman
, P.E
., B
SC
Gro
upE
rnie
The
bado
and
the
Wat
erto
wn,
Mas
sach
uset
ts B
oys
& G
irls
Clu
bP
hila
delp
hia
H.O
.M.E
.S. 4
-H C
lub
J
BU
ILD
ING
BIG
is a
co-
prod
uctio
n of
WG
BH
Bos
ton
Sci
ence
Uni
t and
Pro
duct
ion
Gro
up, I
nc. M
ajor
fund
-in
g is
pro
vide
d by
the
Nat
iona
lS
cien
ce F
ound
atio
n.
Nat
iona
l Sci
ence
Fou
ndat
ion
Add
ition
al fu
ndin
g is
pro
vide
d by
the
Nat
iona
l End
owm
ent f
or th
eH
uman
ities
, The
Art
hur
Vin
ing
Dav
is F
ound
atio
ns, t
he C
orpo
ratio
nfo
r P
ublic
Bro
adca
stin
g, a
nd p
ublic
tele
visi
on v
iew
ers.
Nat
iona
lsp
onso
rshi
p is
pro
vide
d by
the
Am
eric
an S
ocie
ty o
f Civ
ilE
ngin
eers
and
Sie
men
s.
NA
TIO
NA
L E
ND
OW
ME
NT
FO
R T
HE
HU
MA
NIT
IES
inhx
Dav
isFo
unda
tions
Cor
pora
tion
for
Pub
licB
road
cast
ing
ASC
E
Bui
ldin
gaB
ette
-Wat
id
SIE
ME
NS
© 2
000
WG
BH
Edu
catio
nal
Fou
ndat
ion
Per
mis
sion
is g
rant
ed fo
r re
prod
uc-
tion
of th
is p
rinte
d m
ater
ial b
ysc
hool
s, li
brar
ies,
and
you
th p
ro-
gram
s fo
r ed
ucat
iona
l use
onl
y. A
llot
her
right
s re
serv
ed. O
ther
than
as d
iscu
ssed
abo
ve, n
o pa
rt o
f the
BU
ILD
ING
BIG
Act
ivity
Gui
de m
ay b
ere
prod
uced
, sto
red
in a
ret
rieva
lsy
stem
, or
tran
smitt
ed in
any
form
or b
y an
y m
eans
, ele
ctro
nic,
mec
hani
cal,
phot
ocop
ying
, rec
ord-
ing,
or
othe
rwis
e, w
ithou
t the
prio
r w
ritte
n pe
rmis
sion
of t
heW
GB
H E
duca
tiona
l Fou
ndat
ion,
125
Wes
tern
Ave
nue,
Bos
ton,
MA
0213
4.
cE9
Clo
sed
capt
ione
d fo
r vi
ewer
s w
hoar
e de
af o
r he
arin
g im
paire
d.
Des
crib
ed fo
r vi
ewer
s w
ho a
re b
lind
or v
isua
lly im
paire
d by
Des
crip
tive
Vid
eo S
ervi
ce(D
VS
®).
To
acce
ssD
VS
, act
ivat
e th
e se
cond
aud
iopr
ogra
m (
S.A
.P.)
on
your
ste
reo
TV
or V
CR
.
Bei
ng a
spon
sor
of B
uild
ing
Big
is a
natu
ral f
itfo
r S
iem
ens.
As
agl
obal
pla
yer
in th
e
SIE
ME
NS
elec
tron
ics
and
elec
tric
alen
gine
erin
gm
arke
ts,
our
com
pany
is in
volv
edin
man
yof
the
wor
ld's
larg
est
build
ing
proj
ects
.In
add
ition
,w
e ha
vea
hist
ory
as a
stro
ng
supp
orte
rof
edu
catio
n.O
urco
mm
itmen
ttoed
ucat
ion
isde
mon
stra
ted
thro
ugh
man
y
initi
ativ
es,
incl
udin
gth
ees
tabl
ishm
entof
the
Sie
men
sF
ound
atio
nan
d a
varie
ty o
f
succ
essf
ul S
chool
-to-
wor
kan
dap
pren
tices
hip
prog
ram
sin
the
Uni
ted
Sta
tes.
The
Sie
men
sF
ound
atio
nis
dedi
cate
d to
prov
idin
gsc
hola
rshi
psan
d ac
cess
to h
ighe
r
educ
atio
nfo
r gi
fted
scie
nce,
mat
h,an
dte
chno
logy
stud
ents
acro
ssth
e co
untr
y.T
he
foun
datio
n's
prog
ram
sin
clud
e th
eS
iem
ens
Wes
tingh
ouse
Sci
ence
and
Tec
hnol
ogy
Com
petit
ion
and
the
Sie
men
sA
war
ds fo
rA
dvan
ced
Pla
cem
ent.
Bot
h of
thes
epr
ogra
ms
are
dedi
cate
d to
reco
gniz
ing
and
rew
ardi
ngto
day'
sou
tsta
ndin
gst
uden
ttale
nt, a
s
wel
l as
the
teac
hers
and
scho
ols
that
enco
urag
eth
em.
(Tea
cher
sin
tere
sted
inle
arni
ng
Im
ore
abou
t the
sesc
hola
rshi
ppr
ogra
ms
shou
ld v
isit
the
foun
datio
n's
Web
site
at
ww
w.s
iem
ens-
foun
datio
n.or
g)
The
foun
datio
nem
bodi
esS
iem
ens'
cont
ribut
ions
to
educ
atio
nan
dre
sear
chan
d a
150-
year
hist
ory
ofen
cour
agin
gan
dsu
ppor
ting
youn
g
tale
nt.
The
seef
fort
she
lp e
nsur
eto
mor
row
'spo
ol o
fhi
ghly
trai
ned,
high
lysk
illed
San
d en
gine
ers
who
will
be r
eady
to m
eett
heco
mpe
titiv
ede
man
dsof
a
glob
alec
onom
y.
Sie
men
san
d its
fam
ily o
fco
mpa
nies
in th
eU
nite
d S
tate
sar
e pr
oud
to s
pons
or
Bui
ldin
g B
ig,
whi
ch w
e're
sure
you
and
your
stud
ents
will
find
exci
ting,
insp
iring
,
and
enric
hing
.
Ger
hard
Schu
lmey
er
Ger
hard
Sch
ulm
eyer
IjP
resi
dent
and
CE
O
Sie
men
sC
orpo
ratio
n
6
so ,1
1.i-
03)-
52 -
200
2B
udcb
gaik
tteov
uid
Dea
rE
duca
tor,
Soa
ring
skys
crap
ers.
. .mas
sive
dam
s...b
adge
sth
atre
ach
the
horiz
on...
them
real
?
Who
drea
ms
thes
eth
rillin
g an
dw
ondr
ous
thin
gsan
d th
enm
akes
Soc
iety
of C
civi
len
gine
ers
who
Civ
ilE
ngin
eers
.
The
123,
000
toge
ther
mak
eM
ost
up th
eA
mer
ican
civi
len
gine
ers
disc
over
edou
rpa
ssio
n fo
r engi
neer
ing
as k
ids.
Our
fasc
inat
ion
with
incr
edib
lefe
ats
ofen
gine
erin
gsp
arke
dan
inte
rest
inun
ders
tand
ing
the
scie
ntifi
cpr
inci
ples
that
mak
e th
empo
ssib
le,
and
itw
aste
ache
rsw
honu
rtur
edou
r in
tere
stin
mat
h an
dsc
ienc
e.
AS
CE
isde
light
edto
hel
psh
are
the
exci
tem
ent o
f engi
neer
ing
thro
ugh
our
spon
sors
hip
ofB
uild
ing
Big
and
eage
r to
join
educ
ator
s in
insp
iring
youn
g pe
ople
to u
sesc
ienc
ean
dcr
eativ
ity to
help
bui
lda
bette
rw
orld
.
Jam
es E
.D
avis
,P
.E.,
F.A
SC
EE
xecu
tive
Dire
ctor
and
CE
OA
mer
ican
Soc
iety
of
Civ
ilE
ngin
eers
WG
BH
Edu
catio
nal F
ound
atio
nB
uild
ing
Big
Act
ivity
Gui
deE
duca
tiona
l Prin
t and
Out
reac
h12
5 W
este
rn A
venu
eB
osto
n, M
A 0
2134
Nat
iona
l Sci
ence
Fou
ndat
ion
NA
TIO
NA
L E
ND
OW
ME
NT
FO
R T
HE
HU
MA
NIT
IES
lirtn
*Dav
isF
ouni
gtio
ns
Cor
pora
tion
for
Publ
icB
rood
oast
ing
AS
CE
SIE
ME
NS
88
Non
prof
itO
rgan
izat
ion
Org
aniz
atio
nU
.S. P
osta
geP
AID
Bos
ton,
MA
Per
mit
No.
5173
8
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
National Library of Education (NLE)Educational Resources Information Center (ERIC)
NOTICE
Reproduction Basis
IC
This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").
EFF-089 (3n000)
