DOCUMENT RESUME

ED 448 062 SE 064 362

AUTHOR Sammons, James; Sammons, Fran Lyons; Curtis, Paul

TITLE Building Big with David Macaulay. Activity Guide.
INSTITUTION WGBH-TV, Boston, MA.
SPONS AGENCY National Science Foundation, Arlington, VA.
PUB DATE 2000-00-00
NOTE 89p.
AVAILABLE FROM WGBH, 125 Western Avenue, Boston, MA 02134. E-mail:
wgbh materials [email protected].
PUB TYPE Guides Classroom Teacher (052)
EDRS PRICE MF01/PC04 Plus Postage.
DESCRIPTORS *Hands on Science; *Inquiry; Intermediate Grades; Junior
High Schools; Mechanics (Physics); *Physical Sciences;
Physics; *Science Activities; Science Instruction
IDENTIFIERS Bridges (Structures)

ABSTRACT
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.
cA
O
00

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
National Science
CENTER (ERIC)
Foundation ocument has been reproduced as
received from the person or organization
originating it
NATIONAL ENDOWMENT FOR THE
Minor changes have been made to
HUMANITIES improve reproduction quality.

iur Points of view or opinions stated in this

Inimans document do not necessarily represent
a) official OERI position or policy.
Vow-OM-ions do
-cs

Corporation
for Public
Broacloaeln9

ASCE

SIEMENS
 Big,
of Building
supporter and the
Dear Educator,
to be a major
is proud environment
the built the vital role
Science Foundationseries celebrating understand
The National television engineers skyscrapers,
who are not tunnels, of civil
the exciting new Very few of us today. Bridges, science
behind it. world of the
people plays in our visible productsenvironment. These
that civil engineering
and other
structurestheinteract with our mathematics
domes, dams, the way we of science and
changed
of the importance
engineeringhave reminders comfortable.
are daily materials
structures lives safer and more outreach
in making our and its exceptional and excitement
series the challengesfamilies will
Big television to experience and their this
The Building guide) invite audienceshope that children
affection as a result of
this scale. It is my and
(including a large
building on with a new understanding
of it.
view civil engineering that accompany better understanding
and the materials to promoting a pursue careers
series is dedicated people to
Foundation young goals.
Science and to encouraging
The National to our efforts toward thoseadventure.
enjoy the
for everyone,
of science Big is a fine additionand hope that you
crew
Building
in science.
you to the construction
I welcome

of Research
Hyman Field for Public Understanding
Senior Advisor
Science Foundation
National

5
Contents
How to Use This Guide 2
Bridges Dams

Program Descriptions 3 Paper Bridge 22 Under Pressure 30

Suspension Bridge 24
Engineer's Notebook Handout 5
\\/
Activity Planning Grid 6

Doing Hands-On Science With Kids_ 8

Hands-On Glossary Domes Tunnels

Of BUILDING BIG Terms 10 Geodesic Dome 26 Meeting in the Middle_32
\ 1 /

Foundations
Tug-Push-Twist-O'War 14
Straw Shapes 16 Building Challenges 34

Columns 18 II
Hang in There 20

Skyscrapers
Newspaper Tower 28
// Local Wonders 36

Additional Resources 38

National Content Standards 39

Credits 40

li 7
0
How to Use This Guide
The BUILDING BIG Activity Guide presents a flexible collection of fun, simple hands- The BUILDING BIG Web Site
on activities for fifth- to eighth-graders. You can use one or two activities or all of pbs.org/buildingbig
them to introduce kids to the basic physical science of large structures and the The Web site offers engaging content and activities
excitement of inquiry learning. that build awareness of civil engineering and enable
Activity Planning Grid visitors to explore the physical science of large struc-
Leading the Activities =..L1r..r.
.......r. tures. The Educator Ideas pages suggest links to the
This guide supports you whether you work in an after- OM Web site for each activity. Site highlights include
school program, classroom, science museum, or other
interactive labs that give users a virtual "hands-on"
setting; and whether you have very little or a lot of I
experience with shapes, materials, forces, and loads;
science background and experience with kids7.-- 0 a-7Z-71
interactive building challenges in which users solve
s. t-7"
The Activity Planning Grid (pp. 6-7) suggests ways to problems as they virtually "build" large structures;
incorporate BUILDING BIG activities into your schedule, 0 overviews of each type of structure;
whether you have one hour or six weeks. a searchable databank of engineering "Wonders of
0 the World"; and
The Hands-On Glossary (pp. 10-13) provides mini-
Glossary of Bunnaa Me Terms interviews with a diverse assortment of engineers.
activities that give kids a physical understanding of
g/bub 11{1.
some basic terms. Use these mini-activities to intro- After working with an engineer to research a structure
duce other activities and to clarify concepts. in their community, kids can write up their own
Local Wonder and submit it to the site (pp. 36-37.)
-4S°F
Incorporating the BUILDING BIG Videos
, This guide is designed to stand alone
the activities do not require watching the tele-
vision programs. However, the videos can greatly
enhance learning by clearly illustrating science con-
Each hands-on activity (pp. 14-35) consists of cepts in action and presenting the engaging stories of
an Educator Ideas page and a reproducible large-scale building projects and the people behind
7. Activity Handout. Read the Activity Handout first them. The Educator Ideas pages suggest appropriate
to get a sense of the activity. Then read the video segments for each hands-on activity.
Which shape is
more stable, Educator Ideas page for everything you need to
a triangle or a
square? know to lead the activity: time, materials, prepara-
tion, icebreaker suggestions, content background,
Bake a Prediction
questioning strategies, and follow-up activities.
Try It Out The reproducible Engineer's Notebook handout (p. 5) ENE
EMI
Et"`...
eV or aro wpm My seowO {OW .10 provides an organized format for kids to record their
OwtntNe.reart.. etril eaMS70} bel. V* MIN
VI.I NO. W..
Ewald: it predictions, data, observations, and explanations.
.4. mad n ance.sl Have kids collect their completed Engineer's
Explancamon
Notebook pages in a portfolio. Use the pages to
S assess kids' learning;
MEM
create a bulletin board; or 111111111111111111111WWW
compile a newsletter for families.
O
Program Descriptions
How does a dam withstand the crushing pressure of a lakeful of water? How VG Rs! One-year off-air
32R )101117
does a suspension bridge resist the forces of wind and traffic? Why can we walk taping agElag educators.
in the shadows of mammoth skyscrapers, drive through tunnels deep under-
ground, and sit beneath soaring stadium domes, confident that these giant information CU) purchasing D.; videos,
structures will not collapse? Find out in BUILDING BIG, a new five-part miniseries @a; page g3op
on megastructures from PBS. Hosted by David Macaulay, award-winning author-
illustrator of The Way Things Work, each one-hour program focuses on a differ-
ent type of structure: bridges, domes, skyscrapers, dams, and tunnels.
Check your local listings for exact broadcast times.

Domes
Tuesday, October 10 at 8 PM
More than just big roofs over big spaces, domes symbolize
Bridges power, prestige, and majesty. The program explores the his-
Tuesday, October 3 at 8 PM tory of domes, from Emperor Hadrian's Pantheon to the
Some of the most familiar and awe-inspiring geodesic structures of Buckminster Fuller, and the science
large structures are bridges, vital to modern principles that support them.
civilization in their ability to connect people and
places. The program traces the history of bridge
building, from the stone arch bridges of the Roman
Segment Start* End** Length*
Empire to Japan's giant, all-steel Akashi-Kaikyo
Introduction "Deep in the heart "Domes, coming next on 2:49
suspension bridge.
of Texas, old habits Building Big."
die hard."

Segment Start* Length* Astrodome: problem- (2:49) Baseball player ... how the role of the dome has 7:20
End** solving; dome vs. flat roof swinging changed over time."
Introduction "Just north of Edinburgh "Tonight we begin with bridges." 2:42
stands Scotland's Firth Pantheon: symbolism; ... nothing to fear in the human world." 7:30
(10:09) Doors opening
of Forth bridge..." forces in domes and into Pantheon
Roman Bridges: stone vs. (2:42) Golden Gate "...for centuries bridge-builders looked 5:44 arches; problem-solving
wood; arches bridge for practical alternatives."
Islamic Domes: symbol- (17:39) Pantheon "... the most dramatic dome the world 9:03
Iron Bridges: cast iron; ism; problem-solving; doors closing had ever seen."
(8:26) Stone bridges .. wrought iron and steel could withstand 5:59
Dee Bridge failure tension forces very well." pendentives
St. Peter's: problem- (26:42) Rome at dawn "Building new, huge domes would 5:57
Trusses: wrought iron; (14:25) Red train truss "... engineers had developed a more 5:21 solving; symbolism; require a radical new approach."
wind loads; open trusses; practical solution for long spans ... and
tension rings
cantilevers just in time."
.. the confidence to undertake the most U.S. Capitol: problem- (32:39) U.S. Capitol "... would change the face of the 7:54
Brooklyn Bridge: suspen- (19:46) Old New York 14:28
difficult bridge project ever attempted." solving; symbolism; urban world."
sion bridges; Roebling
family; caissons materials

.. an old nemesis that caught the world's 11:50 Geodesic Domes: (40:33) City street "... into the dome of the sky." 12:22
Golden Gate: problem- (34:14) Sailboat
best engineers completely by surprise." Buckminster Fuller;
solving; cables; worker
materials; triangles;
safety
tensegrity
Environmental Loads: (46:04) Ribbon cutting "... to connect the people of the world 6:52
wind load; Tacoma for the continued advancement of all
Narrows failure; earth- civilization."
quake loads
10 * Start times and lengths of video segments are written as minutes:seconds.
** Script as of press time. Final broadcast version may reflect some differenct
Skyscrapers Tunnels
Tuesday, October 17 at 8 PM Tuesday, October 31 at 8 PM
At 1,476 feet, the Petronas Towers in Malaysia are the The need to cross a river, mountain, city, or ocean channel
world's tallest structuresfor now. From Italy's medieval is sometimes great enough to justify the danger, difficulty,
towers to New York's forest of skyscrapers, the program and expense of building a tunnel. The program describes
examines the psychology and physics behind skyscrapers. the methods and machines involved in burrowing through
the solid rock of a hillside or the soft mud beneath a river.
Segment Start* End** Length*
Introduction "In the summer of "Skyscrapers, Approx.
1929, war broke coming next on 3:30
Segment Start* End** Length*
out on the island Building Big." Introduction "On the night of "Tunnels, coming next on 2:44
of Manhattan." June 25, 1872 ..." Building Big."

San Gimignano: (3:30) Stone "... the world's most Approx. Blg Dig: problem- (2:44) Traffic on .. just as they once did 2:01
walls and founda- towers picturesque skylines." 5:00 Dams solving; tradeoffs bridge in the greatest city of the
tions; symbolism Tuesday, October 24 at 8 PM ancient world."
Gothic Cathedrals: (8:30) "And once more, Approx. Dams may be the most controversial of large structures. Roman Tunnels: (4:45) Model of .. one of Roman engi- 5:12
symbolism; tools; Cathedral France would take 5:30 While dams can store water, prevent floods, and generate aqueducts; gravity; Rome neering's most funda-
problem-solving; center stage." problem-solving mental designs."
electricity, they can also displace entire towns and damage
flying buttresses
the environment. The program explores the engineering chal- Canal Tunnels: (9:57) Paw Paw .. lost patience with 4:35
Eiffel Tower: (14:00) .. making Eiffel a Approx. arches; side sup- tunnel such a slow means of
Gustave Eiffel; wealthy man." 4:00 lenges and social impact of big dams, including the concrete
Exposition port; materials transportation."
iron; problem- poster Hoover Dam and Egypt's enormous Aswan High Dam.
solving; elevators Hoosac Tunnel: (14:32) Exiting .. building even longer 7:56
problem-solving; canal tunnel tunnels in a fraction of
Chicago: problem- .. the metal frame Approx. Segment Start* End** Length* explosives; survey-
(18:00) the time."
solving; metal Chicago could go much, 6:30 "This idyllic spot in "Dams, coming next 3:30 ing; measuring;
Introduction
frames; columns lakefront much higher." the mountains ..." on Building Big." worker safety
and beams
Dam Basics: trade- (3:30) Igaicu Falls .. it took another 6:15 Soft-Ground (22:28) Railroad .. engineers would have 9:59
Empire State (24:30) New ... skyscrapers Approx. offs; problem-solving; 4,500 years for Tunnels: Brunel tracks to find a better way."
Building: problem- York might have 7:30 dam shape; water- people to build family; problem-
solving; efficiency; skyline reached their proof clay core; another dam." solving; tunneling
plane crash limits." dam failure shield

Wind Load: glass; Approx. Aswan High Dam (9:45) Sailboat .. larger than the 5:45 Car Tunnels: sub- (32:27) London "... need the best pos- 7:53
(32:00) Lunch .. no longer just
13:00 Politics: Nile flood Great Pyramid and ways; ventilation; street traffic sible escape routes."
tube frame; Citicorp counter an American
building near-disaster; cycle; financing designed to last just problem-solving; fire
obsession."
tuned-mass damper; the dam as long." The Chunnel: sym- (40:20) English .. last uncharted fron- 12:40
tradeoffs bolism; safety; Channel tier: the underground."
Building the Aswan (15:30) Tractors in ... a single dam her- 11:47
Petronas Towers: .. to use what Approx. High Dam: diversion the desert aided a new age for tunnel boring
(45:00)
symbolism; problem- petronas tools we have. 7:00 channels; coffer- a growing nation." machines
solving; wind load; Towers We've always dams; dam shape;
tradeoffs done that." grout curtains;
tradeoffs

Hoover Dam Politics: (27:17) .. Hoover Dam as 2:58

problem-solving; Hoover Dam a new source of
financing the dam supply."

Hoover Dam (30:15) Explosions .. elsewhere and on 11:08

Engineering: worker rivers much bigger
safety; gravity dams; than the Colorado."
arches; concrete;
hydroelectric power

Environmental and (41:23) Dams in "... dams for the 11:37

Social Impacts: trade- Western U.S. advancement of all
offs; models; spill- civilizations."
ways; resettlement
* Start times and lengths of video segments are written as minutes:seconds.
** Script time. Final broadcast version may reflect some differences.
t# 44.
 My Prediction
Engineer's Name

Notebook Date

Activity Title Explanation

What Happened

Explanation

Use this space to record your data or for a drawing

or photograph of your results. 11111111111111111111111111M
EM il.11111 1111111111111111111111111111111
Activity Planning Grid
I only have one hour with the kids ... which You can use BUILDING BIG activities in many ways, from a one-time Activity
activities should I do? Hour to a whole thematic unit. Below, we suggest some possible "paths"
What's a good combination of activities to do for different amounts of time. Choose a path that works for your schedule,
over three meetings? or create your own plan using other activities in the guide.
How can I integrate the BUILDING BIG video and
The activity times listed in this guide are simply guidelines. An activity may
Web resources with hands-on activities?
take more or less time, depending on the particular kids. Trying the activity
yourself first can help you predict how long it will take your group.

If you have 1 hour ...

If you have 2 hours, add ...
Path 1 0
Get kids exploring materials Introduce force, compres- Finish by having kids apply Have kids explore a Engage kids in the
and thinking about creative sion, and load with the what they've learned with structural feature of engineering design
solutions with Newspaper Hands-On Glossary mini- Skyscraper Building skyscrapers with process with Thinking
Tower (p. 28). activities (p. 10) Challenge (p. 34) Columns (p. 18). Big (p. 38).
Building Small: Skyscrapers OR OR
(p. 38) shows one
family meeting this the Loads Lab on the the Skyscraper
challenge. Web. Challenge on the Web.

Path 2 0Get kids thinking about Introduce force, load, com- Have kids apply what Have kids explore Give kids a hands-on feel
shapes in structures with pression, and tension with they've learned with cables, a structural for the forces at work in
Straw Shapes (p. 16) the Hands-On Glossary Paper Bridge (p. 22). feature of many suspension bridges with
mini-activities (p. 10) bridges, with Hang in Suspension Bridge (p. 24).
OR
OR
There (p. 20).
the Shapes Lab Show "Brooklyn Bridge" or
on the Web. the Forces Lab on "Golden Gate" from
the Web. Bridges (p. 3) to
set the stage.

Path 3 OIntroduce force, compres- Get kids comparing different Have kids explore how to
r Engage kids in the engi- Have kids apply what
sion, tension, and torsion materials' strength with Tug- make a material stronger neering design process they've learned with Bridge
with the Hands-On Glossary Push-Twist-O'War (p. 14) with Paper Bridge (p. 22). with Thinking Big or Skyscraper Building
mini-activities (p. 10) OR (p. 38). Challenge (p. 34).
OR
."
the Materials Lab on
the Forces Lab on the Web.
the Web.

17
16
If you h :ye 3 meetings ...
The Educator Ideas pages
(pp. 14-34) suggest video
Meeting 1 Meeting 2 Meeting 3 segments that
support each
hands-on activity.
0 Get kids exploring materials gi Depending on what type of structure your Depending on the Local Wonder, do an
and thinking about creative Local Wonder is, choose a few mini- 0 activity to introduce relevant concepts
solutions with Newspaper activities from the Hands-On Glossary For bridges: Straw Shapes, Paper
Tower (p. 28). (p. 10) to introduce relevant concepts. Bridge, or Hang in There
For bridges: compression, tension, For buildings: Columns or Straw Shapes
n Introduce force and load bending, cantilever, truss For dams: Under Pressure
with the Hands-On Glossary For domes, skyscrapers, or other
For tunnels: Meeting in the Middle
mini-activities (p. 10). buildings: compression, tension,
shear, arch, or dome n Analyze the information collected about
tulk Brainstorm possible structures for a Local For dams or tunnels: compression, arch the Local Wonder. Prepare submittal for
WO Wonders project (p. 36). Choose a site. the Web site (p. 36).
nVisit the Local Wonder. Collect informa-
Make a plan for collecting information. tion about the structure (p. 36). Take
photographs and/or draw the structure. n Visit the Wonders of the World
Databank on the Web site ~I)
(pbs.org/buildingbig) to compare your
Local Wonder to other structures.

If you have 6 or more meetings ...

Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6

Mges vanes 'Dams

0 Newspaper Tower (p. 28) °Paper Bridge (p. 22) OTug-Push-Twist-O'War °Columns (p. 18) °Under Pressure (p. 30) °Meeting in the Middle
(p. 14) (p. 32)
0 Hands-On Glossary (p. 10): 0 Hands-On Glossary (p.10): ()Skyscraper Building Cpam Building Challenge
force and load compression, tension, OR Challenge (p. 34) (p. 34) 0Tunnel Building Challenge
bending, truss Materials Lab on the Web (p. 34)
0 Straw Shapes (p. 16) 0 Visit Local Wonder; ()Analyze Local Wonders
OR 0 Hands-On Glossary (p. 10): collect information. information. 0Complete Local Wonders
0 Begin Local Wonders
Forces Lab on the Web dome submittal (p. 36).
project (p. 36).
0 Suspension Bridge (p. 24) 0Geodesic Dome (p. 26)
or Bridge Building
Challenge (p. 34)
6 19
1
Doing Hands-On Science With Kids
Hands-on activities motivate kids to learn by
actively involving them in the process of sci-
ence. Kids become invested in activities
s
.111.
when they generate the questions and help -
design the experiments to answer them. Survival Tips for Activity Leaders ,
_- -
Here are some other reasons to do hands-
on science:
Show kids that science is a process they
use every day.
Engaging kids in the process of science
teaches them that science is a way of think- Before the Activity Introducing the Activity
ing about the world, a particular way of ask-
Try every activity yourself before doing it with Give clear instructionsfully explain
ing questions and looking for answers. Kids
kids! Then you will know what to expect when what the activity is and what kids
learn that everyone can be a scientist. For
the kids try it. You can modify materials or will be exploring. Give directions in
example, point out everyday examples of
instructions based on your particular situation, multiple ways (e.g., verbally, written
asking questions, making observations, and
or anticipate where your group will need help. on the board).
drawing conclusionssuch as deciding
what to wear by looking out the window and Collect all materials, including supplies for any Form small groups of 2 to 4 kids
checking the weather forecast. extensions. Have extras on hand so kids can (choose the groups for them).
"redo" activities. Most kids enjoy and do well working
Take advantage of kids' interests.
in groups.
Involving kids' hands, senses, and even Divide materials into the correct
whole bodies in learning addresses their amounts for each group. To stream- Remind kids to make a pre-
diverse learning styles: Some kids learn line the activity time, place each diction about what they
best when information is presented verbally, group's materials together in a separate box. think will happen in the
others visually, others physically, and so on. activity, and why. O
If your school or program cannot afford activity
You probably know that getting a group of materials, seek a sponsor in your community. Depending on your group, avoid
10- to 13-year-olds to sit still for half an hour Kids can ask for donations or a discount from presenting activities as team-against-
can seem like a bigger challenge than build- local businesses or community groups. (Be team competitions. Some kids may
ing a bridge over the Grand Canyon. Instead, sure to check your organization's rules regard- feel threatened or stressed out by
take advantage of kids' restlessness by giv- ing advertising and sponsorship.) competitions.
ing their hands something to do. Kids this Build anticipation by displaying an unfamiliar
age are also developing their social skills. term or interesting picture related to the topic
Working in small groups gives them permis- for several days before doing the activity. Let
sion to talk and interact, while helping them kids wonder and speculate about the topic.
to develop teamwork skills they will need in
the workplace and throughout their lives. Invite older kids, parents, or other adults to
volunteer as activity leaders. Meet with any vol-
unteers ahead of time.
 _.....

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..,.-j--,e'..--7. 7,_ F*1-.--- .. a

During the Activity After the Activity Classroom

Walk around and ask kids to describe Have kids assess what they've Management 101
what they're doing. Kids are sensitive learned by explaining why they think Pass out materials only when you are ready
about having the "right" answer, so their outcomes did or didn't match for the kids to use them.
emphasize the value of brainstorming their predictions. Ask: What do you
and exploration, rather than right know now that you didn't know Establish a signalsuch as ringing a bell
and wrong. before the activity? or quickly flashing the lightsthat tells
Point out things that different teams kids to stop working and listen. If kids are
Capture kids' reflections
are doing to the whole group. This and explanations in writing talking while you are, stop and wait. They
lets kids know that the activity is do- or on audiotape or video- will tend to quiet down in response to
able and that they can make a contri- tape. Use the responses your silence.
bution. Explain that this isn't "copy- to create a bulletin Engage an "itchy" kid by giving him or her a
ing," but rather collaborating and board, Web site, or
specific job to do.
building on new information as scien- newsletter to share
tists do. \ / with their families. Provide extensions, such as the
If a group is not Connect the big idea of Build on It ideas in this guide, for those
progressing, ask a the activity back to the "real world." kids who race through an activity ahead of
leading question to put For example, bring in pictures of struc- the rest of the group.
them back on track, tures that show how triangles are 5et ground rules; then consistently praise
rather than telling them used in construction. If possible, take or criticize behaviors rather than indivi-
what to do. kids to see examples firsthand.
dual kids.
Particularly in after- Allow kids to take their products home \
school programs, where to share with their families. Kids feel Share your enthusiasm for the
kids may vary widely in age and like the "expert" at home, and their subjectit will be contagious.
ability levels, consider recording families see what they are learning Leave time to summarize,
data as a group. Everyone gets to and doing. Most middle-school kids reflect on results, and clean up.
contribute, and it feels less like a also like to reteach what they know to
school assignment. younger kids. Have a sense of humor, be
patient, and maintain high expectations.
Hands-On Glossary of BUILDING BIG Terms
These mini-activities help all kinds of learners get a feel for the physical Find the Web Connections
science of structures. Each mini-activity requires no more than two on the BUILDING BIG site:
materials and takes just five minutes. Use the mini-activities to intro- -
pbs.org/buildingbig
duce new terms or reinforce their meaning. These mini-activities will gen-
erate interest and curiosity that can spark a group discussion. To encour-
age further exploration, keep a running list of questions that arise.

FORCES Loads create a force on a structure.

Force A push or pull on an object. For example, gravity is the force that Dead load The weight of the permanent, non-
pulls objects towards Earth's center. When an object is at rest, any force moveable parts of a structure, such as the
acting on it is balanced by an equal force in the opposite direction. If a towers, cables, and roadway of a bridge.
new, unbalanced force acts on the object, the object will move in the same Live load The weight of a structure's nonper-
direction as the new force. manent, moveable parts, contents, or "users,"
such as the traffic, people, and seagulls on a
Imagine a house being pulled toward Earth's center by gravity, while the bridge. Environmental loads, such as wind,
ground is pushing back up on the house. If the forces are equal (the house rain, and earthquakes, that can affect a struc-
is on solid ground), the house doesn't move. If the forces are unbalanced ture temporarily are also live loads.
(the ground is soft and muddy and pushes back with less force), then the
house sinks down into the ground. If a new force, such as a bulldozer,
acts on the house without a balancing force in the opposite direction, the
house will move in the direction the bulldozer is pushing. Name That Load
balanced forces 1. Have groups of kids look around the room and
3. Repeat Step 2, this time with make a list of as many different loads affecting
a second kid pushing back on the the room as they can.
Force-ful Furniture chair in the opposite direction =4>
2. List everyone's loads on the board. The group
It's hard to visualize that many different forces so that it doesn't move. Ask: Are should decide whether each load is live or
may be acting on a building that seems to be any forces acting on the chair?
dead. (Dead loads include the weight of the
standing still. Try this activity to help kids imag- Why doesn't it move? (Although
walls, ceiling, floor, and any permanent fixtures
ine these unseen forces. two forces are acting on the chair, such as ceiling lights, wallpaper, paint, and
1. Place a chair in the middle of the floor. Ask: they are balanced. Therefore, the
windows. Live loads include things that are not
Are any forces acting on this chair? (Kids chair doesn't move.)
fixed, such as furniture, people, signs and pic-
will probably say no.) 4. Now repeat Step 1. Explain that even tures hanging on the wall, plants, and wind
unbalanced forces without someone pushing on it, balanced forces blowing outside.)
2. Invite a kid to gently push 1 / forces are acting on the chair. 'I,
the chair a short distance 3. Have the group estimate the room's load,
The force of gravity is pulling down on
across the floor. Ask: What assuming the floor and walls weigh 50 lbs./sq.ft.
the chair. But since the chair is not
force just acted on this and the ceiling weighs 30 lbs./sq.ft. Use a scale
moving, there must be an equal force
chair? (a push that made it to weigh small furniture.
in the opposite directionthe floor is
move; an unbalanced force) pushing back up. Web Connection Loads Lab
tft0
-10 Web Connection Forces Lab
4ftiO
25
Compression A pressing force that squeezes a Bending A combination of forces that Shear A force that causes one part of a mate-
material together. causes one part of a material to be in com- rial to slide past another.
pression and another part to be in tension.

Feel the Pressure Shear the Deck

Have pairs of kids place their palms together Sponge Beam Place a deck of cards on a table. Invite a kid to
and gradually lean in toward each other. Ask 1. With a permanent marker, draw a series of push sideways on the top part of the deck so
them to describe how their arms feel. (squeezed lines crosswise on the top and bottom of a the cards "smear" sideways, demonstrating the
or pushed together) Columns and bridge piers soft kitchen sponge. sliding action of shear force. Shearing stress on
are examples of parts of two parts of a structure that are bolted or nailed
structures that are in
/ together can break the bolts or nails in two.
compression. 1-1 Web Connection Forces Lab
Web Connection
Forces Lab
2. Pass the sponge around. Have kids bend the
sponge into a U-shape, and observe what
happens to each set of lines. (The lines on
the top get closer together and the lines on
the bottom spread farther apart.) Ask:
Where is this sponge in compression? (the
Tension A stretching force that pulls on a material. top side) In tension? (the bottom side.
Bending is common in structures; for exam- Torsion A twisting that can result from an
ple, a horizontal beam that supports a floor unevenly placed load.
or a bridge deck experiences bending.
Reinforced concrete resists bending because
Feel the Stretch of its combination of concrete, which resists
Have pairs of kids link fingers as shown and lean compression well, and steel bars, which
away from each other. Ask them to resist tension well.) Feel the Twist
describe how their arms feel. Have pairs of kids hold each
(stretched or pulled apart) compression other's right wrists and gently
Elevator cables and the cables rotate their arms. Ask them to
of suspension bridges are exam- tension describe how their arms feel.
ples of parts of structures that are (twisted) Wind pushing unevenly on
in tension. a structure can cause torsion.
""la Web Connection Forces Lab Web Connection Forces Lab
10 Web Connection Forces Lab
,ftivt

26 27
mmimmillM11111..1111M111111111
Hands-On Glossary, continued
Dome A curved roof enclosing a circular space;
STRUCTURES a three-dimensional arch.
Arch A curved structure that converts the downward compression force of
1 .
its own weight, and of any weight pressing down on top of it, into a force
along its curve. This results in an outward and downward force along the
sides and base of the arch. 011.11104
1r -4 Human Dome
Buttress A side support that counteracts an outward pushing force, the 1. Have five kids stand in a circle around a soccer
way bookends keep books on a shelf from sliding sideways. Buttresses ball. The kids should all place their fingertips on
are often used to support the sides of arches and tall cathedral walls, the ball and lift it, leaning in toward the center of
where they counteract the outward thrust. the circle and sliding their feet back.
2. Reach into the center and push down gently on
the ball. Ask: Where could the dome use more
support? (Adding five seated kids as buttresses
at the base of each "rib" of the dome will help
Human Arch the dome support more compression. As in an
1. Have two kids form an arch by placing their arch, the buttresses exert an inward force on the
palms together and leaning toward each other, sides of the dome that balances the outward
sliding their feet as far back as they can. force created by the load pressing down on the
Caution them not to lose their balance. Ask: top of the arch.)
Where do you feel a push or a pull? (pushing
on their hands)
2. Have a third kid gently pull down on the top of
the arch to test its strength. Ask: How difficult
is it to break the arch? (not difficult)
3. Have the group brainstorm ways for two more
kids to join the arch and make it stronger, but
without breaking up the space beneath the
arch. Guide them to the idea of adding
buttresses by asking the arch-makers how
stable their legs feel. Then repeat Step 2 and
compare the results. (The buttresses exert an
inward force on the sides of the arch that bal- Video Connection "Pantheon" from
ances the outward force created by the load Domes (p. 4)
pressing down on the top of the arch.)
Video Connection "Roman Bridges" Web Connection Shapes Lab Web Connection Dome Overview
from Bridges (p. 3)

'29
 Cantilever A projecting structure supported Truss A skeleton-like structure composed of
at only one end, such as a shelf bracket or struts (short straight pieces), some in compres-
diving board. sion and some in tension, joined to form a series
of triangles.

Arm Cantilever
1. Place a heavy book in a bag with straps. Toothpick Truss
Ask: Do you think you could support this 1. Have kids construct a rectangular box as
weight with one arm? (Kids will probably shown here by joining toothpicks with small
say yes.) white beans or navy beans, soaked overnight
2. Have kids first place the bag straps over before the activity, or gumdrops. Have them
their arms near the shoulder, and then over test its stability by pressing down on it and
the tips of their fingers. Ask: Is it equally wiggling it. \1 /
easy to support the weight in both places?
\\ / \I/ fre.116t 1110.11i
,

2. Now challenge kids to add more materials to

strengthen the box. (Kids will probably find
(It is much easier to support the bag close that they can stabilize the box by adding
cross-pieces and triangular braces, as in the
to the shoulder, near the fixed base of the
cantilever, then at the unsupported fingertip example shown here.)
/
end. Cantilevers support loads by bending. A
cantilever can support more weight closer to
its fixed end. Examples of cantilevers in Scotland's dramatic Firth of Forth Bridge gets
structures include balconies and awnings.) its strength from cantilevers and trusses. The
Web Connection Bridge Overview video segment "Trusses" from Bridges (p. 3)
3. Have kids extend their trusses and see how
t%50 explains how it works.
wide a gap they can cross.
Video Connection "Trusses" from
Bridges (p. 3)

Web Connection Loads Lab

 I" US WIS
for Ideas
Time Icebreaker The Big Idea
20-30 minutes
Use a rope to demonstrate the three tests. Different materials have varying abilities to withstand
Materials
(per group of three)
Have two kids tug on the ends of a rope compression, tension, and torsion. Materials scientists
Samples of 6 or 8 (tension), then push the ends together study these properties of construction materials using
different materials, (compression), and finally twist the ends of the machines that apply enormous loads to the samples
such as string or yarn;
rope (torsion). With each test, have the group and measure their ability to withstand the stresses
popsicle sticks; pipe
cleaners; clay; strips of suggest a rating using the scale on the Activity that result. Results may differ somewhat due to the
kitchen sponge; rubber Handout on page 15. (The rope is strong in limitations of these testing methods, but in general
erasers; rubber bands; tension but weak in compression and torsion.) kids will find results similar to these.
paper-towel tubes; pen-
cils; strips of cardboard Strong in tension: string, yarn, pipe cleaner, popsicle
or aluminum foil; drink- Lead the Activity
ing straws; ceramic stick, ceramic tile, cardboard, drinking straw, cloth,
tiles; strips of cloth Discuss how kids can fairly compare the differ- rubber band (strong but very flexible), rubber eraser,
ent materials. Encourage them to find a consis- paper-towel tubes, pencil
Video Connection
After the activity, use tent way of handling the materials. For exam-
"Iron Bridges" from ple, besides pushing a material together Strong in compression: popsicle stick, clay (limited),
Bridges (p. 3), "U.S. between their hands, another way to test for ceramic tile, rubber eraser, paper-towel tubes (limited),
Capitol" from Domes pencil
(p. 3), or "Eiffel Tower" compression is to place the sample on a table-
from Skyscrapers (p. 4) top and press down on it. Strong in torsion: ceramic tile, rubber eraser (limited),
to show how the choice paper-towel tubes, pencil
of materials affects Discuss how some materials are flexible under
structures. a type of stressthey change shape as opposed
Web Connection to breaking outright. When might flexibility be
4fts.4- ) pbs.org/buildingbig desirable? When is stiffness required? (Parts
Materials Lab of structures such as the cables of suspension
Additional resources bridges that are built to withstand shaking
are listed on page 38. caused by wind gusts often have some "give."
Other parts of structures, such as floor beams
that support great weights, need to be rigid.)

\\I
Build on It Make Connections
Possible outcome: Kids can compare shapes Language Arts Have kids choose a
and sizes of the same material, such as material and write a paragraph from that
a flat piece of cardboard and a cardboard material's point of view, explaining what it
paper-towel tube. They will find that the feels like to be in compression, tension,
curved shape of the cardboard tube increases or torsion. Encourage kids to be creative
its stiffness and resistance to compression and to use descriptive verbs and adjec-
and torsion. Follow up with the tives. Kids can team up to read aloud
32 Shapes Lab on the Web site.
-0 and act out each other's paragraphs.
33
 How tough is
Three samples each of 6 or 8 materi-
als, such as yarn, popsicle sticks,
this stuff? pipe cleaners, clay, sponges, erasers,
Have you ever seen a paper skyscraper? Probably not, because
rubber bands, paper-towel tubes,
paper is not strong enough to withstand the forces acting on
pencils, cardboard, aluminum foil,
a skyscraper. Hold a "tug-push-twist-o'war" to find out which
drinking straws, tiles, or cloth
materials can best withstand different forces.

Make a Prediction
Before you test the materials, predict which ones
will be strongest in tension, which in compres- Material Tension Compression Torsion
sion, and which in torsion. Rating Rating Rating
2 (when we 1 1
Paper
Try It Out pulled slowly)
First make a table to record your results. You'll
O rate each material for each type of stress. Rating Scale
1 Very weak! It crumples or breaks with hardly
Tug: To test the material in tension, / any force.
pull on it from both ends. 2 Only fairit can't withstand much force.
Record your rating and any 3 Pretty goodit takes a lot of force to break it.
observations in the table. 4 Super strong! We can't break it.

Push: To test the material in com-

pression, push it together from
Explain It
both ends. Record your rating Which materials were strongest in resisting
and any observations. each type of force? Did any of these results
--> surprise you? Why or why not?
Which materials were strongest across
To test the material in torsion,
all three tests? How would you describe
twist the two ends in different direc-
O Twist: I/ those materials?
tions. Record your rating and
any observations.
Build on It
Does shape affect how well a material performs
O Repeat steps 2-4 for each material. in the Tug-Push-Twist-O'War? Choose a material
and design a test to answer this question.

k- 34 r 2
 0

. I

Time Icebreaker The Big Idea IC)

10-15 minutes
Give kids the straws and paper clips. Have Straws arranged into triangles form more stable
Materials shapes than straws arranged into squares. When
(per group of two)
them brainstorm adjectives that describe the
7 straws straws. Ask: How do the straws bend? How compression force is applied to the joints, a triangle
14 paper clips useful do you think straws are as a building changes shape less than a square. When compres-
Alternate Materials material? (not very useful) How might the sion is applied to a square, as shown below, the
Toothpicks and dried straws' qualities change depending on how joints rotate easily, and the shape changes. In a tri-
peas or white beans, they are used? (Kids may suggest reinforcing angle, the compression in the two sides is balanced
soaked overnight before
the activity the straws or changing their shape.) by the tension in the cross-piece at the bottom, which
pulls the sides back together. This balancing of forces
Video Connection
After the activity, show Lead the Activity results in a more stable structural form.
"Geodesic Domes" from Demonstrate how to connect straws with
Domes or "Trusses"
from Bridges (p. 3) to paper clips, as shown on page 17. Push a compression
show the importance of paper clip inside one end of a straw. Link
triangles in structures. another clip to the first clip and push the compression
-71r--1 Web Connection second clip into the end of a second straw.
.I4ggh pbs.org/buildingbig
Shapes Lab As groups finish building their shapes, talk
Additional resources about their plans for testing them. Will one
are listed on page 38. person do the testing or will they take turns?
How can they make the test as "fair" as pos- tension
sible? (The same person, or both people,
should test both structures.) To reinforce the importance of triangles, take kids on
a "shape" scavenger hunt, through photographs or
during their daily travels, looking for examples of
shapes used in structures. Scaffolding cross-braces
and trusses under bridges and railroad overpasses
are good places to see triangles.

\\I \I
Build on It Make Connections
Ask kids how they could add two straws to Encourage kids to incorporate triangles Math Discuss the different two-dimensional
make a four-sided straw square stronger. into a three-dimensional structure. straw shapes as polygons. As a group,
Possible outcome: Use a diagonal cross- Possible outcome: Kids may find that a make a table listing names of polygons and
piece made from two straws as a triangular tetrahedron (three triangular sides with a how many sides each has, and have kids
brace. The triangle shape stabilizes the triangular base) is very strong. build each polygon out of straws. As the
joints of the square and keeps them from number of sides increases, do the polygons
changing shape when a force is applied. become more or less stable?
This is the prinicple behind trusses. 37 EJ
\
Which shape is
3 more stable, 7 drinking straws
a triangle or a 14 paper clips

square?
You'll test the stability of a triangle and a square by
standing them on a table and pressing on them. The
one that changes shape less is more stable.

Make a Prediction
Predictwhich shape will be more stable. Why do
you think so?

Try It Out
OWith your partner, build a triangle and a square n Compare the stability of the shapes. Stand
from the straws and paper clips. To connect two W each shape up and press down on the top
straws, slip the wide end of a paper clip into the corner. What happens? How much does each
end of one straw. Hook a second paper clip to one bend and twist? How hard can you press
the first. Now insert the wide down on each shape before it collapses?
end of the second clip
into a second straw.
Explain It
Compare the results of your tests on the trian-
gle and square. Which shape was more stable?
What do you think made it more stable? How
might this shape be used in large structures?
Build on on It
Can you reinforce the less stable shape by adding
no more than 2 straws and 4 paper clips?
Now that you know more about shapes, build the
most stable structure you can using no more than
20 straws and 40 paper clips. How much weight 39
can your striStae support? ,
 (-22j
I

Time Icebreaker The Big Idea

10 minutes
Hold up a toilet-paper tube and announce that Kids may find different solutions to increase the
Materials you are going to stand on it. Ask: Do you think strength of the tube. Reinforcing the sides of the tube
(per group of two)
2 empty toilet-paper this tube will hold me up? (Kids will probably by wrapping it with bands of tape makes it a little
tubes (but have lots of say no; if they say yes, ask what the maximum stronger. The tape increases the stiffness of the sides
extras, as kids will want weight they think it can support isa car? of the tube and helps it resist buckling under the load.
to try again and again)
sand or salt an elephant?). Now introduce the activity
dishpan, tray, or challengeto find a way to make a toilet-paper Placing tape over the ends of the tube and filling the
cardboard box lid to tube support a person's weight. tube with sand or salt increases its strength enough to
catch any spilled sand hold a person's weight. The load is distributed evenly
or salt
masking tape Lead the Activity by the material inside the tube. The sand's tendency to
sturdy chair spread out is resisted by the sides of the tube, which
funnel
Supervise this activity carefully to ensure kids'
safety. Limit testing to one person at a time. hold it in and enable it to support the load.
Video Connection In construction, a thin-walled column
After the activity, show
Have someone sit in the chair to hold it steady
can be filled with inexpensive material
"Chicago" from while the tester leans on the back of the chair.
Skyscrapers (p. 4) which still greatly increases the col-
to demonstrate how Instruct kids to step evenly on the top of the umn's strength in compression.
columns support loads tube. They may observe on their own that a vestar- 711.0
in compression. slight lean in any direction causes the tube to
mu, Web Connection crumple more quickly on that side. Placing a compression
4tft0 pbs.org/buildingbig pi6ce of cardboard over the top of the tube may
Forces Lab
help distribute weight more evenly.
Additional resources
are listed on page 38.

r.e3- Build on It Make Connections

411. Supply additional materials (such as marbles Math Use the tubes to discuss circum- Possible outcome: Kids will proba-
or pebbles) for kids to test their predictions. ference, diameter, and area of circles. bly find that the answer depends on
Possible outcome: Kids may find that the Ask kids to predict which can support a how they arrange the columns.
smaller particles work better because they greater weight: a single column with a cir- Three smaller columns arranged a
push out more evenly against the sides of cumference of 24 cm or three columns small distance apart in a triangular
the column. with circumferences of 8 cm each? Have shape may support more weight
iif them test their predictions. than a single large central column.

40
\I
Can a toilet-
paper tube Make a Prediction
Predict whether a toilet-paper tube can withstand
support your the compression caused by your weight. Explain
the reason for your prediction.
weight?
Columns are often used to hold up heavy loads, such
as the roofs of buildings. The heavy load pushes on Try It Out
the column, putting it in compression. So, a good dik Place an empty dishpan, tray, or box lid on
column should be very strong in compression. the floor. Stand an empty toilet-paper tube
(the column) on one end in the pan.

While holding on to the back of the chair with both

CO
hands, gradually press straight down on the top of
the column with one foot. Continue increasing your
weight on the column until it collapses. Use this
°Ovolat you Neeo scale to rate the column's strength:
2 empty toilet-paper tubes 1 Very weak! It crumples or breaks with hardly
sand or salt any force.
dishpan, tray, or cardboard 2 Only fairit can't withstand much force.
box lid 3 Pretty goodit takes a lot of force to break it.
masking tape 4 Super strong! We can't break it.
sturdy chair
funnel
Observe the collapsed tube to see where it failed.
How can you make the column stronger, using only
e±2 tape and sand? Repeat Step 2 using the second
toilet-paper tube and your new design.

11 Explain It
Build on It How did the strength ratings for the two columns
Is there any difference in strength between a compare? Explain what you think accounted for any
column filled with small particles, like sand or salt, difference. Were you surprised by the results of this
and a column filled with big particles, like marbles
activity? Why or why not?
or pebbles? Make a prediction and test it.
t, 43
42
Time Icebreaker The Big Idea
25-30 minutes
Introduce the term "cable" by discussing eleva- Unlike many other parts of structures, which experi-
Materials tors. Hold up a piece of yarn, string, or fishing ence combinations of compression and tension,
(per group of four)
60 cm (about 2 ft.) each line. Ask: Would you ride in an elevator hung cables support loads purely in tension. Thicker
of several cables, such from cables made of this material? (Kids will cables are not necessarily stronger than thinner
as yarn, thread, dental probably say no.) To show that it is surprisingly cables. The particular material of the cable, as well
floss, and fishing line
2 empty 2-liter plastic difficult to break the material in tension, wrap as how the cable is formed, determine its strength
bottles with caps, or a the ends of the cable around two pencils and and stretchiness. In this activity, kids will likely find
metal bucket with pull the pencils apart. (The pencils keep you that sewing thread is relatively weak and that fishing
handle line is strong, with yarn and dental floss falling in
2 pipe cleaners, or a from hurting your hands.) Now introduce the
metal "s"-hook activitymeasuring just how much weight dif- between. Kids will probably be surprised at how much
broomstick or pole ferent cables can support. weight the different cables can support.
dishpan
measuring cup tension in cables
funnel Lead the Activity \I/
sand, salt, or water Instruct kids to pour the sand only as fast as it
Advance Preparation passes through the funnel. This prevents clog-
For younger kids or kids
ging the opening and allows more accurate
with fine-motor difficul-
ties, you may want to measurement of how much sand the cable can
tie loops in the cables hold before it breaks. If you are using water, compression in towers anchor block
ahead of time to reduce tell kids to support the bottle as they add each
the time needed for Different uses require cables with different degrees
this activity. cupful of water, and then replace the bottle cap of stretchiness. For example, the non-stretchy wires
before letting go of the bottle again. This will that support tall radio towers keep the towers from
Video Connection
After the activity, use prevent spills when the cable breaks. moving too much. On the other hand, because ship
"Golden Gate" from mooring cables are stretchy, they can act as shock
Bridges (p. 3) to show As the load gets heavier, have kids move the
some ways to make desks or chairs closer together to ensure that absorbers during storms. A fishing line's stretchiness
cables stronger. the broom handle doesn't break. If the soda allows it to absorb a sharp but short jerk that would
Web Connection bottle touches the floor before a cable breaks, snap a non-stretchy cable.
pbs.org/buildingbig the pole can be raised and held by hand.
Forces Lab
Additional resources
are listed on page 38.
\ \1

Build on It Make Connections

Possible outcome: Kids may try twisting or Music In many musical instruments, put-
braiding several lengths of cable or wrap- ting metal or gut strings into different lev-
ping different kinds of cable together. Draw els of tension creates a range of sounds.
comparisons to the actual methods used in Kids can experiment with rubber bands
suspension bridges and elevator cables. stretched across pushpins on a board to
44 (You may wish to show the video segment find the right lengths to produce an eight-
suggested at left.) note 'Scale.
45
 What's the
strongest cable? What You tweak
Cables are used to support hanging loads such as road-
ways and elevators. A hanging load pulls on the cable, 60 centimeters
putting it in tension. So, a good cable should be very (about 2 ft.) each
strong in tension. of several cables,
such as yarn,
thread, dental floss,
Make a Prediction and fishing line
Predict which cable you think is strongest. Explain why 2 empty 2-liter plastic
you think so. How many cupfuls of sand in a soda bottle bottles
do you think this cable can support before it breaks? 2 pipe cleaners
broomstick or pole
dishpan
Try It Out measuring cup
Tie one end of each cable to a broomstick using the funnel
knot shown below. sand, salt, or water

I Explain It
Tie a loop at the other end of each cable. Hold the
loop open with one finger while you tighten its knot. Which cable held the most weight? Compare the
strongest and weakest cables. How are they dif-
Now make a load tester. Wind a pipe cleaner tightly ferent? Compare the two strongest cables. How
around the neck of a plastic bottle. Form the other are they alike?
end of the pipe cleaner into a hook. Which cables stretched before breaking and which
the broomstick between two desks or chairs did not? Can you think of any situations where a
so the cables hang down. Hang the load tester
O Place stretchy cable would be helpful or where it would
from the bottom loop of the first cable, and wind be a problem?
the pipe cleaner tightly around itself. Place a pan
underneath the bottle.
Place a funnel in the bottle. Slowly add the
load (sand, salt, or water), one cupful at a time.
Record how many cups you can add before the
Build on It
Can you design a way to make your strongest
cable breaks. (You may need to add another
cable stronger? You can use any of the materials
hanging bottle.) from this activity. How much weight can your
the bottle and repeat steps 4-5 with the improved cable hold before it breaks? How did
next cable.
O Empty your design make the cable stronger?
46 47
Time Icebreaker
20-30 minutes The Big Idea
Hold up a single piece of paper. Ask: How Changing the shape of a material can change the way
Materials
(per group of two) many pennies do you think a bridge made out it resists forces. Although a piece of paper seems
plain paper (such as of this paper can hold? After kids make some flexible and weak, it can be folded, rolled, twisted,
photocopier paper) guesses, lay the sheet of paper flat across two or otherwise altered to support quite a bit of weight.
5 paper clips
ruler
books placed 20 cm (about 8 in.) apart. With Folding the paper helps it to resist bending forces
2 books or blocks the kids keeping count, place pennies on the created by the live load of the pennies on top of the
at least 100 pennies, bridge, near the middle, until the bridge fails. bridge. The paper can be folded into the shape of an
metal washers, or other (It will hold only a few.) Now introduce the
small weights l-beam or accordian-pleated, as shown below. Rolling
scissors activity challenge. the paper around the pennies and fastening the ends
Video Connection with paper clips is another possible solution.
After the activity, show Lead the Activity
"Environmental Loads" Ask kids questions about their designs. What
from Bridges (p. 3) to can they do to the paper to make it stronger?
spark kids' ideas for
modifying their bridges. Should they cut the paper? How can they use
the paper clips? (Kids may accordion-pleat the
M Web Connection
pbs.org/buildingbig paper, roll it, or cut it into strips and weave
Shapes Lab them together. The paper clips could be used
Additional resources to stiffen folded paper.)
are listed on page 38.
Have a discussion about different types of
bridges kids have seen. How long were they?
How tall? What were the bridges designed to
transport (e.g., trains, cars, people)? What
other considerations went into designing the
bridges (e.g., earthquakes, boat traffic)?
As kids test their bridges, suggest that they
observe the bridges closely to determine
where they fail.
v11
Build on It Make Connections
Use this opportunity to discuss that while Social Studies Have small groups of kids
engineers cannot build multiple full-size each choose a bridge featured in the video
bridges to test their ideas, they use mod- or another large bridge. Each group should
els and computer simulations to test and create an advertisement for their bridge
redesign structures. that highlights what they think is most
Possible outcome: Kids will probably find important to the people in the bridge's
that the bridge can support more weight community. Encourage kids to use both text
distributed along the bridge than at a and images to convey their message.
single point.
,49
Can you build a co what You Nee°
bridge that holds plain paper
5 paper clips
100 pennies, ruler
2 books or blocks
using 1 sheet of at least 100
pennies or
paper and up to other small
weights
5 paper clips? scissors

A bridge must support its own weight (the dead load)

as well as the weight of anything placed on it, like the
pennies (the live load). Your paper bridge must span Make a Prediction
20 centimeters (about 8 in.). The sides of your bridge Describe how you think the bridge should be
will rest on two books and cannot be taped or constructed in order to support its dead load
attached to the books or the table. plus the live load of the pennies.

Try It Out
g% Discuss possible ideas with your partner before
you start building. What can you do to the paper
to make it stronger? When you have decided on a
design, construct your bridge.

Al% Place the bridge across two supports that are

TO 20 cm apart. Remember that the space below the
bridge must be clear to allow boats to pass!

g% To test your bridge, load it with pennies one at a

Wir time, until it collapses. Record how many pennies
your bridge supported.

Build on It Explain It
Redesign your bridge and test it Is there a difference in the load Describe how well your bridge supported its dead
again, using a new sheet of your bridge can hold if you put load and the live load you placed on it. Was the
paper. How does your second the load in the center of the bridge as strong as you thought it would be?
attempt compare? How can engi- bridge compared to spreading it Where did it fail?
neers test their plans for building out along the bridge? Make a
a full-size bridge? prediction and test it.
 0
I

I I I

Time Icebreaker The Big Idea

30-40 minutes
Tie a piece of string to a shoe or other weight. Kids should find that adding the cables to their straw
Materials
(per group of two)
Ask: Who can lift this shoe in the air only by bridge and anchoring the cables on both sides signifi-
7 drinking straws pulling down on the string? (Guide kids to the cantly increases the load that the bridge can support.
masking tape solution of passing the string over the back of a
100 cm (about 4 ft.) A suspension bridge's cables and towers transmit
chair or other support and using it as a pulley
dental floss or thread the dead load of the bridge deck and the live load of
scissors to lift the shoe.) Discuss how this design con-
traffic to the massive anchor blocks at each end of
4 large paper clips verts the pulling-down force into a force that
paper cup the bridge. The tension in the cables leading up from
pulls up on the weight.
pennies, metal washers, the bridge deck is balanced by the tension in the
or other small weights cables leading to the anchor blocks, as well as the
ruler Lead the Activity compression in the towers. The anchor blocks must
Video Connection This basic suspension bridge design can be be massive enough to resist the tension in the
Before the activity, show applied using other materials to build larger,
"Brooklyn Bridge" from cables caused by the weight of the bridge deck.
Bridges (p. 3) to explain stronger bridges. For example, kids can use
paper-towel tubes and string to build the bridge tension in cables
the forces supporting a \I/
suspension bridge. deck and cables, and use the backs of two
Web Connection chairs as the towers.
pbs.org/buidingbig
Bridge Overview To help kids "understand how forces act in a
Additional resources suspension bridge, have them experiment with anchor block
are listed on page 38. attaching the cables from the bridge deck only compression in towers
to the tops of the towers, instead of extending
them back down to the surface at the ends of
the bridge. Ask: How strong is the bridge this
way? Why? (This model is less strong than the
model in which the cables extend back down to
the ground on the other sides of the towers. A
load on this bridge deck pulls the tips of the
towers inward. There is no balancing tension
pulling the towers back out toward the ground.)

Build on It Make Connections

Possible outcome: Kids can make their Social Studies After showing "Brooklyn
bridge decks longer by creasing the end of Bridge" from Bridges (p. 3), have kids
one straw and inserting it into the end of each choose a member of the Roebling
another straw. Kids can try to build as family and write or record an entry from
long a bridge as possible that can support that person's diary describing his or her
a given amount of weight. role on and feelings about the bridge.
52
53
 What's the secret
of suspension? 7 drinking straws
A suspension bridge's cables are beautiful to look at, masking tape
but they also enable the bridge to cross large spans. dental floss or
Make a model suspension bridge to see how it works. thread
scissors
4 large paper clips
Make a Prediction paper cup
After you test the strength of the beam bridge in pennies or metal
washers
Step 4, predict how many pennies your suspension
ruler
bridge will support.

Try It Out
Cut two short pieces of straw, each Now change the beam bridge into a suspension
3 centimeters (about 1.25 in.) long. For O bridge. Tie the center of a 100 -cm (about 4 ft.)
each tower, tape two straws on either side cable around the middle of a new straw.
1.
of a short piece of straw, as shown. Tape Place the straw between the towers. \ 1 '40
the long straws together at the top, too. Pass each end of the cable over a
tower and down the other side. --
one tower to the edge of a desk or
chair. Tape the second tower to a
O Tape 1
OTo anchor the bridge, wrap 4al
second desk or chair of the same each end of the cable
height. Position the towers 17 cm around a paper clip. Slide the
(about 7 in.) apart. paper clips away from the tower
until the cable pulls tight. Then tape
Place another straw the paper clips firmly to the desks. Test it again.
O between the towers so
its ends rest on the short pieces. Explain It
This straw is the bridge deck. Now
Can you identify the forces acting on the loaded
you have a simple beam bridge.
suspension bridge? Which parts of the bridge are
in compression? Which parts are in tension?
Make a load tester by unbending a large paper
O clip into a V-shape. Poke the ends of the paper clip \\I
into opposite sides of a paper cup, near the rim. Build on It
Use a second paper clip to hang the load tester Can you design and build a straw suspension
over the bridge deck. Record how many pennies bridge that spans a gap twice as wide and sup-
the paper cup can hold before the bridge fails. ports the same amount of weight? What parts
5 of the bridge design need to change? Try it.
 . I

Time The Big Idea

60-90 minutes
Icebreaker
(depending on number Have kids form domes by bending a few sheets A dome must support its own dead load as well as
of participants) of newspaper into a bowl shape. They will the live load of wind, rain, snow, or ice. The geodesic
Materials quickly note that the domes cannot support dome's strength is due to the fact that triangles are
(for the whole group) much of a live load. Then show kids the video very stable shapes. It is difficult to distort a triangle;
many newspapers compression at one joint is balanced by tension
measuring tape
segment suggested at left or pictures of geo-
masking tape (colored, desic domes (such as Epcot Center in Orlando). along the opposite side (see Straw Shapes activity,
if possible) Ask: What shapes do you notice in these p. 16). The geodesic dome's design distributes loads
markers, glitter, beads, over all of the different triangles that comprise it.
and glue for decorating,
domes? Why do you think these shapes were
if desired used? (Triangles; they are a stable shape
hand wipes for cleanup because compression acting at one joint is bal- \
Video Connection anced by tension along the opposite side.)
Before the activity, show A
"Geodesic Domes" from Have kids build miniature geodesic domes detiii
Domes (p. 3) to intro- using gumdrops and toothpicks. Let them
duce domes constructed experiment on their own or direct them to
from triangles.
build the model shown here.
Web Connection
iftvh pbs.org/buildingbig w
Dome Overview Lead the Activity
Additional resources Rolling the newspapers and measuring the
tubes is time-consuming. This activity works
Compression at the joints is
are listed on page 38.
best with large groups, so that each kid is only balanced by tension in the sides.
rolling a few tubes. Assign at least one adult
"foreperson" to coordinate the dome assembly.
Have kids decorate their tubes and attach them
to the growing dome with an adult's help.
The dome's joints are weak spots. Use plenty of
tape to reinforce them.
For safety, remind kids not to climb on the com-
pleted dome. Test the dome's strength by load-
ing the top with magazines.
I \I
Build on It Make Connections
Possible outcome: Kids may add tension Math Triangles are a shape that can be
rings around the bottom of the dome or tesselated, or arranged to form a tiling
divide some or all of the triangular panels pattern. Have kids predict what other
into smaller triangles. shapes can be tesselated. (hexagons,
56 squares) Kids can cut the shapes out
of paper: and test their predictions.
57
 What's the strongest ab, *mat You Nee°
dome you can build
out of newspaper? many newspapers
masking tape
A geodesic dome is a dome formed by joining triangles together.
measuring tape
You can build a giant geodesic dome out of newspaper. First,
markers, glitter,
gather some friends or family members to help you.
beads, and glue for
decorating
Make a Prediction
Predict how many magazines you think your newspaper dome
will be able to support. Connect the tops of these new
O triangles with a row of shorts.
Try It Out (The dome will start curving inward.)
Stack three flat sheets of newspaper together. Starting in
one corner, roll the sheets up together as tightly as you can
O At each joint where four shorts
to form a tube. When you reach the other corner, tape the
O come together, tape another short
tube to keep it from unrolling. Repeat until you have 65 tubes.
sticking straight up. Connect this
short to the joints on either side
Now cut down the tubes to make 35 "longs" and 30 "shorts."
Longs: Cut off both ends of a tube until it is 71 centimeters with longs, forming new triangles.
O long. Use this tube as a model to create 34 more longs. Be
\
sure to mark all the longs clearly in some way, such as Connect the tops of these new
with colored tape, so you can tell them apart from O triangles with a row of longs.
the shorts. Decorate the tubes if you like.
Shorts: Cut off both ends of another tube until it is
66 cm long. Use this tube as a model to create 29 more shorts. Finally, add the last five shorts so
Decorate the tubes if you like. O that they meet at a single point in
the center of the dome. (You might
First, tape 10 longs together to need to stand inside the dome to
O make the base of the dome. tape them together.) To test your
dome's strength, see how many
Tape a long and a short to magazines you can load on top.
O each joint. Arrange them
so that there are two
long
longs next to each other, Explain It
followed by two shorts, short How strong is your dome? Did the results surprise you?
and so on, as shown. Why or why not? What was the hardest part about creating
the dome?
Tape the tops of two adja-
O cent shorts together to
make a triangle. Tape the Build on It
next two longs together, and z.vt2-
. How could you make your dome stronger withoutinttrrupt-
so on all the way around. 8 ing the space underneath it? Make a prediction and test it.
5
 . I

Time The Big Idea

10 minutes
Icebreaker
Hold up an index card and announce that you want The strength of a building material can depend on
Materials how it is used. Pleating or rolling paper can increase
(per group of two) to stand it up on a table. Ask kids if they think you
2 unfolded sheets of can do this. (They will probably laugh and say no.) its stiffness. By crumpling, folding, and otherwise
newspaper Stand the card up on one edge so that it falls over. reshaping the flimsy flat sheets and by forming a
ruler wide base, kids can make the newspaper stand up.
hand wipes for cleanup
Ask: Is there anything I can do to make this card
stand up? (Kids may suggest changing the shape of Many forces are at work on towers. Gravity and the
Video Connection
Show "San Gimignano" the paper by folding it, curving it into a column, or dead load of the tower push down, the ground
from Skyscrapers (p. 4) tearing the bottom to make "feet.") pushes back up, and small air movements push
to explain the basic
forces acting on a tower from the side. A foundation distributes the load into
and the importance of
Lead the Activity the surrounding ground material and can help bal-
foundations. Remind kids to brainstorm all the ways they can ance the sideways wind force. The size of the foun-
i Web Connection alter the paper. Encourage them to think about dation depends on the strength of the supporting
L_J
tWO pbs.org/buildingbig shapes and stability. Reinforce that looking at what ground. A foundation placed in rock can be smaller
Loads Lab other groups are doing is OK; this is not a competi- than a foundation placed
Additional resources tion between groups, but rather a chance to learn in sand or mud.
are listed on page 38. from others' discoveries.
As groups finish and measure their wind building's load
towers, take a group "tour" of the pushing pushing down
results. Ask: What forces are from the
affecting these towers? (Use one side
tower as a model to point out that -'iround pushing up
gravity and the dead load of the
tower are pushing down, the surface
is pushing back up, and small air
movements are adding forces from
the side.) What different solutions
did groups come up with to counter-
act these forces? What is similar about
the taller structures? (Encourage
kids to point out creative uses of \I
shapes, fastening techniques, wide
Build on It Make Connections
Possible outcome: Kids may use the Physical Education Have kids compare
bases, and other solutions to bal- tape to stiffen the newspaper, particularly how well they can balance with their feet
ancing and stiffening their towers.) at the base, or to hold stable shapes such together and apart. (Apart is more stable.)
as triangles or columns together. Brainstorm things that have wide bases for
Discuss the difference between dead load stability (snowshoes, skis, traffic cones).
(the weight of the tower itself) and live load What spacing between their feet feels most
60 (the weight of the golf ball). stable? How can kids apply this knowledge
basketball, wrestling, or gymnastics?
61
 What's the tallest
o. tower you can
build using only
two sheets of
newspaper?
Here's the challenge: getting the newspaper to stand up,
without using tape, staples, glue, or other materials. But
you can bend, fold, or tear the paper itself.

Make a Prediction
Make a prediction about how tall a tower you can build.
What is your prediction based on?

Try It Out Explain It

Now construct your tower. If you think you can make it How did your result compare to your prediction?
O taller, keep redesigning it until you can't go any higher. Give possible reasons for any difference. What
limited the height of your tower?
el When you are finished building, measure the height of If you could use one other material to make your
le. your tower. tower taller, what would it be? Why?

\\I
Build on It
How much taller can you make the tower if How well does your tower withstand environ-
you can add 20 centimeters (about 8 in.) of mental forces? Use a fan to imitate wind
tape? (You can't tape the tower to the table.) gusts or shake the table gently to imitate an
How tall can you make the tower and have it earthquake. How can you change your design,
support the weight of a pack of chewing gum? using 2 sheets of newspaper and 20 cm of
62 tape, to better withstand these forces?
63
 I
. I

Time Icebreaker The Big Idea

10 minutes to prepare
bottle; 30-40 minutes Poke three holes in the side of a milk carton Water pressure increases with the depth of the
second day and cover them with a single strip of tape. Fill water. In deep water, there is more water "piled
Materials the carton with water. Hold the carton with one up," which causes the pressure to be greater at
(per group of 4) hand and quickly pull off the tape. The water the bottom than at the surface. A dam's design
2-liter plastic soda bottle will stream out of each hole with different must enable it to withstand greater pressure at
drinking straw
acrylic caulk (sold in force. Ask: Why does the water look different the bottom than at the top. As a result, many
hardware stores) coming out of each hole? (Kids may dams are built in a triangular shape. The wide
sharp scissors or awl say that the water at the bottom is bottom withstands the great load of the water
long plastic tub if doing
activity indoors (groups "stronger.") Explain that water behind a deep below the surface, while the top of the dam
can share tubs) dam is a live load pressing on the dam. can be built thinner so as not to use unnecessary
permanent marker The greater the amount of water built up, MILK costly materials.
meterstick
water
the greater the pressureso the water
coming from the bottom hole has more
Advance Preparation
Since making the hole in
force than the water from the top hole. water
the bottle requires an pushing
adult's help, it may be Lead the Activity on dam
simpler to prepare the
bottles ahead of time for This activity is best done outdoors. If you are
the whole group. Let the doing the activity indoors, have kids place the
caulk dry overnight bottles inside a long plastic tub to catch spills.
before the activity. dam transmits force
Video Connection A potential source of confusion is that the down to base
After the activity, show 20-cm measurement (the full bottle) models
"Dam Basics" from the water pressure at the bottom of a dam,
Dams (p. 4) to reinforce
the link between pres-
while the 5-cm measurement (the nearly empty
sure and dam shape. bottle) models the water pressure at the top of
Web Connection
a dam. At the top of a dam, only a little water
pbs.org/buildingbig is pressing on the dam, as is the case when
Dam Challenge the bottle is nearly empty. Compare diagrams
Additional resources of a dam and the bottle to ensure that kids
are listed on page 38. understand how the model
relates to a real dam. \\
Build on It e) Make Connections
Water discharging from the bottom of a Math Have kids graph their results.
dam has great force. A structure called a Instruct them to put the water depth on
diffuser, sometimes just a mass of large the horizontal axis and the distance on
boulders, reduces the force of this dis- the vertical axis.
charge. Possible outcome: Kids may sug-
6i gest using multiple spouts or a triangular
spout to release the water, or using a dif- 6
fuser to "break up" the stream of water.
 How great is the
water pressure? 2-liter plastic
The most important load that a dam must be able to support soda bottle
is the water behind it. How much the water pushes on the drinking straw
dam is called water pressure. The water pressure pushes on acrylic caulk
the dam from the side, putting it into compression. A dam's sharp scissors or awl
shape can help it to withstand this compression. permanent marker
meterstick
water
Make a Prediction
Predict how water pressure at the top of a dam
compares to the pressure at the bottom of the dam.

Try It Out
make a model dam, ask an adult to drill a small With your finger still over the straw, place the bottle
hole near the bottom of the bottle using scissors or
O To somewhere that can get wet (such as on the ground
an awl. Cut a short piece of straw and insert it in the outside or in a tub). Your partner should place the
hole. Squirt caulk all around the straw to make the meterstick under the straw so that one end lines up
hole watertight. Let it dry overnight. with the open end of the straw.

a permanent marker, draw marks When you're ready to record your results, remove
on the side of the bottle at the follow-
O With 0 your finger from the straw. When the water level
ing distances up from the straw: inside the bottle reaches the 20-cm mark, say,
5 centimeters (2 in.), 10 cm (4 in.), "Twenty." Your partner should record the distance
15 cm (6 in.), and 20 cm (8 in.). at which the stream of water is hitting the meter-
Label the marks. I stick. Repeat as the water level in the bottle
reaches each mark.
your finger firmly over the end of the straw.
Fill the bottle with water.
O Place Explain It
Was the water pressure greater when the dam was
full (20 cm) or nearly empty (5 cm)? How could you
Build on It tell? How do your results affect how you would
How could you reduce the force of the water design a dam?
coming out of the bottom of a dam? Make a
prediction and test it using your model dam.

66
 0 I

Time Icebreaker The Big Idea

15 minutes
Play a game of "Hot and Cold" to have kids One challenge of tunnel engineering is making
Materials
(per group of two)
locate an object in the room. Use the game as precise measurements to ensure that teams
large piece of corrugated a starting point for a discussion about the best building from each end of the tunnel come together
cardboard or foam-core ways of communicating information and direc- in the middle. This activity shows students the
board
tions, including giving specific measurements. importance of choosing which measurements to
2 books or blocks
2 ballpoint pens make and communicating them accurately. Kids may
paper Lead the Activity measure points on the circle from different sides of
ruler the cardboard, or divide the cardboard into imagi-
Kids may ask questions about what they are
Vidleo Connection "supposed to" do in describing the location of nary fractions.
After the activity, show tw >-.1`:"YA
"Hoosac Tunnel" or "The their tunnel. Remind them that the goal is to
Chunnel" from Tunnels enable their partners to draw a matching tunnel
(p. 4) to emphasize the entrance (size and location) on the other side
importance of measure-
ment and communica-
of the cardboard, and part of the challenge is
tion to tunnel building. to choose a way of communicating that informa-
Web Connection
tion as completely as possible.
pbs.org/buildingbig Encourage kids to consider different ways of
Tunnel Challenge
communicating the locations of their tunnel
Additional resources entrances using the materials they have.
are listed on page 38.

David Macaulay demonstrates surveying

equipment in "Hoosac Tunnel" from Tunnels (p. 4).

\ \I
ruitr Build on It Make Connections
4110 Provide simple building materials, such as Language Arts Have kids write instruc-
drinking straws and paper clips or tooth- tions for a simple task, such as making a
picks and gumdrops, for kids to use for peanut-butter sandwich or putting on
their designs. a jacket. Remind them to use specific
language and descriptive nouns, preposi-
tions, and adjectives. Then have them
trade instructions and carry them out to
68
6 9 the letter to see what details are missing.
 Make a Prediction
Predict how close your partner will be able to get
How good to your tunnel entrance. Why do you think so?
3
are your Try It Out
directions? Stand the cardboard up on one edge between you 14:
and your partner. Place a book on each side of
One major challenge of building a tunnel is making the cardboard to hold it up.
sure that the teams digging from each side meet in
the middle. In this activity you will need to describe Holding onto the cardboard to keep it standing,
the location of a tunnel opening on one side of a draw a circle about the size of a penny some-
cm.
piece of cardboard to your partner, who will try to where on your side of the cardboard. Label the
recreate it on the other side.
circle A. This is the entrance to Tunnel A.
Your partner should draw a circle somewhere on
the other side of the cardboard, and label it B
(the entrance to Tunnel B).
rt
06 *hat You Nee
Now describe the location of the Tunnel A
entrance to your partner as precisely as you can. CD
large piece of
corrugated
Your partner should describe the location of the
cardboard or Tunnel B entrance to you.
foam-core board
2 books or blocks Based on his or her description, draw the other
2 ballpoint pens 0 end of your partner's tunnel on your side of the
paper cardboard. Your partner should do the same.
ruler
Use the pen to carefully punch a hole where you
think your partner's Tunnel B is. Your partner
should punch a hole where he or she thinks Tunnel
A is. Now turn the cardboard around to see how
well you both communicated!

Build on It Explain It
Sit back to back with a partner so that you are How closely did the two ends of each tunnel match
facing away from each other. As you build a simple up? If one tunnel matched more closely than the
structure, describe what you are doing. Your part- other, what do you think accounts for the difference?
ner should follow your directions at the same time. How is this challenge like the challenge engineers
When you are finished, see how closely the two face in digging a long underground tunnel?
structures match up.
70 71
 O
MED

Bridge Challenge
General Tips This activity is a good follow-up to Tug-
The materials listed for each chal- Push-Twist-O'War, Straw Shapes, Paper
lenge are suggestions. You can limit Bridge and Suspension Bridge.
or increase the choice of materials Remind kids that the span must be
depending on what materials are 45 cm (about 1.5 feet), so the bridge must
available to you. be longer than that. Dam Challenge
Place the bridge across two desks to test its This activity is a good follow-up
Give kids the challenges ahead of strength. Use the paper-cup load tester described on to Tug-Push-Twist-O'War and
time so they can think about possi- page 25 to test each bridge. Under Pressure.
ble solutions before the activity. Advance Preparation Combine water and sand in
Video Connection Afterward, use Building Small: a trash barrel in a ratio of 1/2 gallon of water to
Form groups of 3 or 4 kids for Bridges (p. 38) to show how one family met this
these activities. To ensure that all 50 pounds of sand. Scoop wet sand into a sloping
challenge. heap in one end of a clear plastic storage container.
group members actively participate,
assign roles such as "architect," Connection Bridge Challenge Kids can form a river channel in the wet sand and
"materials buyer," and "construc- ftiWeb build a dam at one end of the channel.
tion foreperson." Have kids switch To get kids thinking about how they might use the
roles during the activity. Dome Challenge materials, show "Dam Basics" from Dams (p. 4).
This activity is a good follow-up to Tug- Video Connection Afterward, use Building
Incorporate a "design review" Push-Twist-O'War and Geodesic Dome.
stage. Have kids present their Small: Dams (p. 38) to show how two kids met
Remind kids to consider both geodesic this challenge.
plans to another group and trade and rib-style domes (as in Human Dome).
feedback. Or, you can act as the A rib-style dome can be strengthened with Web Connection Dam Challenge
City Engineer to provide comments dgtv4)
buttresses or a tension ring around the bottom.
and suggestions on each design.
The finished projects can serve as Video Connection Afterward, use Building Small:
Tunnel Challenge 1
outcomes for performance-based Domes (p. 38) to show how two kids built a news-
assessment. paper dome. This activity is a good follow-up to
Tug-Push-Twist-O'War and Meeting in /1
Any of these activities can be 41F-1
Web Connection Dome Challenge the Middle.
extended by adding the considera- 4ftv- i) Because they cannot use their hands, kids must find
tion of environmental loads such as a way to dig out the sand and stabilize the sides of
earthquakes (shaking the table) or the tunnel before laying in the tunnel sections (the
wind (using a table fan). Have kids Skyscraper Challenge toilet-paper tubes). Or, they may model the "shield"
test their structures, redesign This activity is a good follow-up to Tug- method by covering the ends of the tubes with paper
them, and test them again. Push-Twist-O'War, Columns, Newspaper and burrowing into the sand.
Tower, and Straw Shapes.
Encourage kids to incorporate cross-bracing Video Connection Afterward, use Building Small:
in their skyscraper designs. Tunnels (p. 38) to show how one family met this
challenge.
Video Connection Afterward, use Building Small:
Skyscrapers (p. 38) to show how one family built -5 Web Connection Tunnel Challenge
4g4v4)
newspaper towers.
51 Web Connection Skyscraper Challenge
72 i4
4ft) 73
Now that you've been exploring materials,
shapes, and forces, it's time to put them together
in a structure you design and build.
Choose a challenge,
and think BIG!
Skyscraper Challenge
Design and build the tallest skyscraper you ara
Bridge Challenge can that supports the load of a golf ball,
Design and build the strongest bridge you using any of these materials:
can that spans a distance of 45 centimeters drinking straws
(about 1.5 ft.), using any of these materials: paper clips
drinking straws newspaper
paper clips tape
newspaper 4 toilet-paper tubes
tape salt or sand
string or yarn
CD
Dam Challenge
Dome Challenge Design and build a dam that blocks
Design and build the widest dome you can a river in a tub of wet sand, using any
oa
that supports a dictionary, using any of of these materials:
these materials: popsicle sticks
drinking straws aquarium gravel
pipe cleaners
1/2 cup of modeling clay
tape
string or yarn
Tunnel Challenge
Design and build a tunnel through a tub
of sand, without touching the sand with your
hands. You can use any of these materials:
plastic spoon
4 toilet-paper tubes
paper
tape
74, paper cup 0,0 75
_ _ =

Local Wonders (*mnl] aca American Society cO@IXO

Nialeug [email protected]
Although your community may not have an Eiffel Tower or a Hoover Dam, it is sure to gDeal von? group hooked (11;D, CCM
have many structures with interesting stories. Local Wonders is a fun way for kids to volunteer GO:0:02Gai
discover the relevance of civil engineering to their daily lives. Over a two- to four-week
period, kids work with an engineer to select and investigate an interesting local struc-
ture. (See the Activity Planning Grid on pages 6-7 for a suggested schedule of activi-
ties.) After collecting answers to their questions about the structure, the kids write up
their Local Wonder and submit it to the BUILDING BIG Web site (pbs.org/buildingbig).

O
Choose your Local Wonder.
0Identify questions to guide
O
Investigate the Local Wonder.
Any structure that your group finds significant the investigation. You may want to begin with some hands-on activi-
because of its appearance, uniqueness, or historical Have the kids generate a list of questions about ties that explore basic engineering principles such
or social impact can be a Local Wonder. Consider the Local Wonder. If they have trouble brainstorm- as forces, compression, tension, shape, and tor-
local bridges, tunnels, skyscrapers or other build- ing, suggest a few of the following questions to sion. As a group, design a research plan to investi-
ings, domes, dams, and other constructions. Have spark ideas: gate the Local Wonder.
the kids brainstorm a list, take a bus tour around Your plan might include
Engineering focus touring the structure (be sure to take a photo or
town for ideas, or collect some photographs to
When was it built? How long did construction take? make some drawings for your Web site submittal);
stimulate discussion.
Who built it? How many people were needed? researching the structure at a library, historical
What is it made of? Why did the builders choose society, or newspaper;
After building Newspaper Towers (p. 28) and
that material? interviewing engineers, architects, or contractors
talking about structures and foundations,
Why is it shaped the way it is? who worked on the structure;
5th and 6th graders at the Watertown,
What holds it up/keeps it from falling down? visiting the municipal planning office, engineer,
Massachusetts Boys & Girls Club brain-
How was it built? Were there any problems during building inspector, or public works department;
stormed a list of interesting structures in construction? How were they solved?
our town: one girl's 10-story apartment build- interviewing long-time community residents about
ing; an elementary school with Social/environmental impact focus their memories about the structure; and
a recent addition; a new parking garage; and Why was it built? How did the builders decide where surveying community members about their current
more. We voted and agreed on St. Patrick's, to build it? opinions on the structure.
an elaborate church across the street from How much did it cost to build? Where did the money
the clubhouse. come from? At the library, we found a book about
How is the structure important to the community? Watertown's history that told the story of when
What did the area look like before it was built? How and why St. Patrick's was built. The Historical
did it change the area around it? Society had some photographs of what the
Has it had any unexpected effects on the community? church looked like at different times in its histo-
ry. We visited the Watertown Building Inspector's
office and got the building's plans and copies of
We brainstormed a list of 12 questions, includ-
its renovation permits. Then we took a tour of
ing "How did they decide where to build it?";
the building and asked questions. Afterwards, we
"Why did they use arches?"; "What is the mean-
used all the information to make a timeline
ing of the stained glass?"; and "What's under-
76 about the building's history.
neath the building?"
77
 Name of structure
0 St. Patrick's Church
Tell us about it. Location Watertown,
Once your group completes the investigation, go Massachusetts
online to pbs.org/buildingbig to submit your Local Name of group submitting
Wonder. Selected projects will be published on the Watertown
report
site as part of the Wonders of the World data- Boys & Girls Club
bank. Look at our example here to see the cate- Approximate date
gories your writeup should include.
structure completed
1901
With their writeup, kids can submit a photograph or Approximate
original drawings. Drawings should be in felt-tip V
size 100-foot tower
marker or ink on 8.5- by 11-inch white, unlined Why we chose this
paper. Encourage kids to draw the structure from 1 Local Wonder
interesting It's
different perspectives (looking directly at it, looking looking. We
wanted to know more
down on or up at it, imagining what the inside looks about it, like why the builders
like). The Web site has instructions on printing a what it is made of. It's also used arches and
form to send in with your photos or drawings. house, and someone near our club-
in our group goes
Whaeret's
there.
People go to services about our Local
t . Important
wior built after
Wonder
Waltham burned down a Catholic
h in
Estimating Size and the people needed
most of the people lived a new church.
Here's one way to estimate the size of a large in Watertown, Since
structure. Measure a friend's height. Have your church there. they decid ed to build the
new
friend stand next to the structure, while you stand Things we learned
a little distance away (across the street, for about our Local
instance). Close one eye and use Romanesque Wonder It is designed in the
style. The arches hold
your fingers to "stack" your friend's up the roof and make
space inside. Also, the a big open
height until you reach the top of ' microphone. The stained
big space echoes
so that you wouldn't
the structure. Multiply the num- glass lets in light need a
ber of times you stacked your ,'
friend by his or her height
to find the total height of
the structure. ,
,
I ,
,
,
00
00
00
\ members (some of the
Fun facts
windows have their
about our Local
432 little stained glass
and was donated by ch
names
Wonder We estimated
on them).
urch

,, windows that there are

I/ 00 many stairs because and 240 stairs. We
Check out the
I, ,, , , when they first built think there
Web site for
and people wouldn't it, they didn't have are so
want to climb really big elevators,
more tips on stairs.
how to meas-
ure the size of
different types of structures.

79
78 na
Additional Resources
To find out more about structures and their builders,
Lafferty, Peter. Eyewitness Books: Force & Motion. New Hoover Dam
York: DK Publishing, 2000. hooverdam.com
Read
This guide integrates clearly written text with colorful visu- The official Hoover Dam Visitor Center site provides infor-
BUILDING BIG Companion Book mation on the dam, plus materials for educators.
als, including photographs, charts, illustrations, and mod-
Macaulay, David. Building Big. els, to introduce the basic science of forces and motion.
Boston: Houghton Mifflin, 2000. NOVA Online: Super Bridge
Why this shape and not that? Why steel instead of concrete Morgan, Sally, and Adrian Morgan. Designs in Science: pbs.org/nova/bridge
or stone? Why put it here and not over there? In Building Structures. New York: Facts on File, 1993. Clear text and diagrams compare various bridge designs.
Big, the series companion book, David Macaulay gets read- Colorful photographs and interesting facts and figures com- An interactive activity challenges visitors to choose the best
ers thinking about structures they see and use every day pare structures found in nature with those built by people. bridge design for specific sites.
bridges, tunnels, skyscrapers, domes, and dams. As Diagrams and hands-on activities explain basic physical sci-
Online Ethics Center for Engineering & Science
always, the Caldecott Medal-winning author inspires read- ence principles such as forces and load.
onlineethics.org
ers of all ages to look at their world in a new way.
Salariya, David, and Joanne Jessop. The X-Ray Picture This site profiles a number of case studies in engineering
Available in October 2000. Full-color illustrations, 192 pp.
Book of Big Buildings of the Modern World. New York: ethics, including a thorough presentation of the Citicorp
$30. ISBN 0-395-96331-1
Franklin Watts, 1994. Tower crisis featured in Skyscrapers and Thinking Big.
Brown, David J. The Random House Book of How Things Detailed cutaway illustrations highlight interesting features
Rice University Bridges Project
Were Built. New York: Random House, 1992. of famous skyscrapers, cathedrals, and monuments from
civil.rice.edu/scripts/bridges
Detailed, cutaway illustrations tell the stories of great struc- around the globe.
This site features a searchable databank of bridge facts,
tures throughout history and across the globe. Diagrams Salvadori, Mario. The Art of Construction. Chicago: figures, and photographs; a historical overview of bridge
explain the basic principles behind these engineering feats. Chicago Review Press, 1990. design; and an interactive building simulation.
Darling, David. Experiment! Spiderwebs to Skyscrapers: The friendly writing style, drawings, and frequent examples
The Science of Structures. New York: Dillon Press, 1991. using household items make this classic presentation of Watch
Simple explanations, large photographs, and hands-on the physical science of structures accessible for kids when BUILDING BIG with David
activities explore foundations, materials, arches, trusses, presented in excerpts. Macaulay Boxed Set
and structures. Award-winning author-illustratorand captivating story-
Doherty, Craig, Bruce S. Glassman, Marcia S. Glesko, Visit tellerDavid Macaulay goes to extremes with five adven-
et al. Building America Series. Woodbridge, Connecticut: BUILDING BIG Web Site tures that explore the greatest engineering wonders of the
Blackbirch Press, 1995-1999. pbs.org/buildingbig world: bridges, dams, domes, tunnels, and skyscrapers.
These detailed stories of well-known American engineering The series Web site features interactive activities and build- The series introduces the courageous creators and builders
wonders, such as the Empire State Building, Grand Coulee ing challenges, a searchable databank of engineering won- and reveals the triumphs and struggles behind these
Dam, and Houston Astrodome, are good references for ders, interviews with engineers, and more. breathtaking structures. Spectacular film footage, dramatic
research and projects. recreations, and Macaulay's uniquely illuminating illustra-
American Society of Civil Engineers tions excite, explain, and entertain in a big way.
Dunn, Andrew. Structures Series (Bridges; Dams; asce.org 5 hours $69.95
Skyscrapers; Tunnels). New York: Thomas Learning, 1993. The official site of the American Society of Civil Engineers Individual videos also available 1 hour $19.95 each
Each book explains the importance, design, and construc- provides information on all branches of civil engineering.
tion of one type of structure, using photographs and exam- Thinking Big and Building Small
ples from all over the world. Hands-on activities demon- Boston's Big Dig Ideally suited for educators, Thinking Big explores the
strate basic engineering principles. bigdig.com process of engineering design through interviews with
This site describes the challenges and methods of large- engineers and middle-school kids and one skyscraper's
Kaner, Etta. Bridges. Toronto: Kids Can Press, 1997. dramatic story. The video also contains Building Small, five
scale urban civil engineering, including the construction of
Through a combination of illustrations, photographs, and hands-on building activities hosted by two kids from the hit
tunnels, bridges, and roads, and highlights the project's
simple hands-on activities, this book explains the physics PBS show ZOOMTM.
environmental and social impact.
behind a variety of bridge designs. 1 hour $19.95
Engineering Simulation
usa.siemens.com/buildingbig To place an order for any of these videos, or to request
e Kids can give Siemens engineers a hand designing their a free catalog, please contact WGBH Boston Video
own airports using this online building simulation exercise. at 800-949-8670.
CD "
National Content Standards
BUILDING BIG and the activities in this guide address the following
national content standards for science, math, and technology.

National Science Education Standards National Council of Teachers of International Technology

Grades 5-8 Mathematics (NCTM) Standards Education Association
Content Standard A Science As Inquiry Expectations for Grades 6-8 Technology Content Standards
Abilities necessary to do scientific inquiry Geometry The Nature of Technology
Identify questions that can be answered through Recognize and apply geometric ideas and relationships in Standard 1: Students will develop an understanding of
scientific investigations. areas outside the mathematics classroom, such as art, the characteristics and scope of technology.
Design and conduct a scientific investigation. science, and everyday life Standard 2: Students will develop an understanding of
Use appropriate tools and techniques to gather, the core concepts of technology.
analyze, and interpret data. Measurement Standard 3: Students will develop an understanding of
Develop descriptions, explanations, predictions, and Select and use appropriate units and tools, the relationships among technologies and the connec-
models using evidence. depending on degree of accuracy tions between technology and other fields of study.
Think critically and logically to make the relationships required, to find measurements for
between evidence and explanations. real-world problems Technology and Society
Recognize and analyze alternative explanations and Standard 4: Students will develop an understanding of
predictions. Problem-solving the cultural, social, economic, and political effects of
Communicate scientific procedures and explanations. Solve problems that arise in mathematics and in other technology.
Use mathematics in all aspects of scientific inquiry. contexts Standard 5: Students will develop an understanding of
Apply and adapt a variety of appropriate strategies to the effects of technology on the environment.
Understandings about scientific inquiry solve problems Standard 6: Students will develop an understanding
of the role of society in the development and use of
Content Standard B Physical Science Connections technology.
Motions and Forces Recognize and apply mathematics in
Standard 7: Students will develop an understanding of
Content Standard E Science and Technology contexts outside of mathematics
the influence of technology on history.
Abilities of technological design Representations Design
Identify appropriate problems for technological design. Create and use representations to organize, record, and Standard 9: Students will develop an understanding of
Design a solution or product. communicate mathematical ideas engineering design.
Implement a proposed design. Use representations to model and interpret physical, Standard 10: Students will develop an understanding
Evaluate completed technological designs or products. social, and mathematical phenomena of the role of troubleshooting , research and develop-
Communicate the process of technological design. ment, invention and innovation, and experimentation in
From Principles and Standards for School Mathematics. Copyright 2000
Understandings about technological design by the National Council of Teachers of Mathematics. problem-solving.
Abilities of a Technological World
Content Standard F Science in Personal and Social
Standard 11: Students will develop abilities to apply the
Perspectives
design process.
Natural Hazards
Risks and Benefits The Designed World
Science and Technology in Society Standard 20: Students will develop an understanding of
and be able to select and use construction technologies.
Content Standard G History and Nature of Science
From Standards for Technological Literacy. Copyright 2000, International
Science As a Human Endeavor
Technology Education Association.
History of Science
From National Science Education Standards. Copyright 1996 by the
National Academy of Sciences. Available from the National Academy Press,
2101 Constitution Avenue, N.W, Lockbox 285, Washington, D.C. 20055.

O
Credits
The BUILDING BIG Activity Guide was Photography Content Reviewers BUILDING BIG is a co-production of © 2000 WGBH Educational
produced by the Educational Print Front and back covers, pages WGBH Boston Science Unit and Foundation
Mark Cruvellier, Ph.D. Production Group, Inc. Major fund-
and Outreach Department of the 28 (bottom), 40: Jeffrey Dunn/
Department of Architecture ing is provided by the National Permission is granted for reproduc-
WGBH Educational Foundation. © 2000 WGBH
Cornell University Science Foundation. tion of this printed material by
Pages 3, 4, 32 (bottom): Production
Ithaca, New York schools, libraries, and youth pro-
Director of Educational Outreach Group, Inc.
Beth Kirsch Pages 14, 16, 18, 20, 22, 24, 26, 28 grams for educational use only. All
John Tawresey, P.E.S.E. other rights reserved. Other than
(top), 30, 32 (top), 34: Julie DiAngelis/
KPFF Consulting Engineers as discussed above, no part of the
Associate Director of Educational © 2000 WGBH
Seattle, Washington BUILDING BIG Activity Guide may be
Print and Outreach Page 37: Lisa Abitbol/@2000 WGBH
Karen Barss reproduced, stored in a retrieval
Models National Science
BUILDING BIG Outreach Director Foundation system, or transmitted in any form
Manager of Educational Print John Shane Vaishu Doshi, Francesca DeVaney, or by any means, electronic,
Sonja Latimore David DiAngelis, John Mitropoulos, Additional funding is provided by mechanical, photocopying, record-
BUILDING BIG Series Executive Kosuke Nakano, Will Selfridge, the National Endowment for the ing, or otherwise, without the
Print Project Director Producer Jhainish Sinnatamby, Humanities, The Arthur Vining prior written permission of the
Beth Winickoff Larry Klein Salihyaa Wingard Davis Foundations, the Corporation WGBH Educational Foundation,
for Public Broadcasting, and public 125 Western Avenue, Boston, MA
Senior Outreach Project Director Executive-in-Charge Special thanks to television viewers. National 02134.
for Science Paula S. Apsell sponsorship is provided by the
K'NEXTM Industries American Society of Civil
Thea Sahr
ASCE Offices of Communications Engineers and Siemens.
Advisory Board cE9
and State Public Affairs
Outreach Coordinator
Shara Butler Benn Sherman, P.E., BSC Group NATIONAL ENDOWMENT FOR THE
Emily Ehrenfeld Closed captioned for viewers who
Greater Boston YMCA Ernie Thebado and the Watertown, are deaf or hearing impaired.
Roxbury, Massachusetts Massachusetts Boys & Girls Club HUMANITIES
Outreach Intern
Philadelphia H.O.M.E.S. 4-H Club
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Paul Curtis
RSEC Academy inhxDavis
Writers
Amherst, New Hampshire Foundations
James Sammons Described for viewers who are blind
Fran Lyons Sammons or visually impaired by Descriptive
Wayne Glynn
Paul Curtis Video Service (DVS ®). To access
Commonwealth Tenants' Association
DVS, activate the second audio
Computer Learning Center
Designers program (S.A.P.) on your stereo TV
Brighton, Massachusetts
Dennis O'Reilly Corporation or VCR.
for Public
Julie Di Angelis Broadcasting
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Watertown High School
Photo Coordinator
Watertown Boys & Girls Club J
Lisa Abitbol ASCE
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Print Production
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Illustrations BuildingaBette-Watid

Front cover, inside front and back

Sandra May
cover: © 2000 David Macaulay
PECO Energy Company SIEMENS
All others: Stephen Schudlich
Plymouth Meeting, Pennsylvania

84
 ,1so

52 - 2002
1.i-03)-
Budcbgaiktteovuid
Dear
Educator,
in the
As a global player Soaring
in many of Who skyscrapers..
SIEMENS natural fit for Siemens. is involved dreams these .massive
Big is a our company as a strong them real? thrilling anddams...badges that reach the
of Building markets, wondrous
Being a sponsor engineering we have a history through many things and then horizon...
and electrical In addition, is demonstrated The makes
electronics building projects. to education and a variety of 123,000 civil
largest commitment Foundation Society of CCivil engineers who
the world's Our
of education. of the Siemens in the United States. Engineers. together make
up the
supporter the establishment programs Most civil American
including and apprenticeship to higher Our engineers
initiatives, and access discovered
successful School-to-work scholarships The our
the country. in fascination with incredible passion for
dedicated to providing across understanding the feats of
is students and Technology engineering as kids.
Foundation and technology Science
and it was scientific engineering sparked
The Siemens science, math, Siemens Westinghouse Both of these programs
teachers who principles that an interest
for gifted include the Placement. talent, as ASCE is
nurtured our interest make them
education student delighted in possible,
programs Awards for Advanced outstanding our to help math and
foundation's and the Siemens today's interested in learning sponsorship of share the science.
and rewarding them. (Teachers Web site at excitement of
Competition young people to useBuilding Big and
dedicated to recognizing that encourage foundation's to science and eager to join engineering through
are and schools should visit the contributions educators in
teachers Siemens' young creativity to inspiring
I well as the programs embodies help build a better
scholarship and supporting
about these The foundation of encouraging skilled world.
more history trained, highly
and a 150-year highly of a
www.siemens-foundation.org) pool of demands
and research tomorrow's competitive James E.
education help ensure to meet the Davis,
efforts who will be ready Executive P.E., F.ASCE
talent. These Director and CEO
and engineers American
S to sponsor Society of Civil
economy. are proud
global United States inspiring, Engineers
in the will find exciting,
companies students
and its family of sure you and your
Siemens which we're
Building Big,
and enriching.

Gerhard Schulmeyer
Schulmeyer
Gerhard
and CEO
Ij President
Corporation
Siemens

6
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Organization
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WGBH Educational Foundation PAID
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