by BallardBandit, published
5 of the world's biggest arch bridges scaled down to fit in your hand.
Chaotianmen Bridge-China 552m
Lupu Bridge-China 518m
New River Gorge-USA Bridge 518m
Bayonne Bridge-USA 504m
Sydney Harbour Bridge-Australia 503m
Be inspired by these bridges to design your own and compete with your friend to make the strongest one.
Best printed with the front face of the bridge positioned on the 3D printer bed. Refer to slicer image in the image gallery.
Printer Brand: Solidoodle
Printer: Solidoodle 3
Rafts: No
Supports: No
Resolution: .1mm
Infill: 30%
Notes:
Best printed with the front face of the bridge positioned on the 3D printer bed.Refer to slicer image in the image gallery. Printed with a 0.25mm and 0.4mm nozzle. If parts of the model are missing after you slice it then increase the scale of the model e.g. from 100% to 150%
I created a simple model of the bridges using available profile pictures of the bridges.
Project Name
Bridge Building: Understanding bridge construction and compete to make the strongest bridge.
Overview & Background
Students will learn about different types of bridges and the principles of engineering used to design bridges.
Objectives:
Identify different types of bridges
Identify effective geometric shapes used in bridge design
Identify factors that engineers consider when designing bridges
Explain the following fundamental structural engineering concepts:
force, load, reaction, equilibrium, tension, compression, and strength
Explain how a bridge works—how each individual component contributes to the ability of the entire structure to carry a load
Explain how construction quality affects the performance of a structure
Audiences:
Primary and Highschool
Subjects:
Science, Technology, Engineering, Maths
Skills Learned (Standards):
National Science Education Standards Grades K-4 (ages 4 - 9)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
Abilities necessary to do scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of the activities, all students should develop an understanding of
Properties of objects and materials
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop
Abilities of technological design
Understanding about science and technology
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
Science as a human endeavor
National Science Education Standards Grades 5-8 (ages 10 - 14)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
Abilities necessary to do scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop an understanding of
Motions and forces
CONTENT STANDARD E: Science and Technology
As a result of activities in grades 5-8, all students should develop
Abilities of technological design
Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
Risks and benefits
Science and technology in society
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
History of science
National Science Education Standards Grades 9-12 (ages 14-18)
CONTENT STANDARD A: Science as Inquiry
As a result of activities, all students should develop
Abilities necessary to do scientific inquiry
CONTENT STANDARD B: Physical Science
As a result of their activities, all students should develop understanding of
Motions and forces
CONTENT STANDARD E: Science and Technology
As a result of activities, all students should develop
Abilities of technological design
Understandings about science and technology
CONTENT STANDARD F: Science in Personal and Social Perspectives
As a result of activities, all students should develop understanding of
Science and technology in local, national, and global challenges
CONTENT STANDARD G: History and Nature of Science
As a result of activities, all students should develop understanding of
Historical perspectives
Next Generation Science Standards Grades 3-5 (Ages 8-11)
Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
3-PS2-1. Plan and conduct an investigation to provide evidence of the effects
of balanced and unbalanced forces on the motion of an object.
Engineering Design
Students who demonstrate understanding can:
3-5-ETS1-1.Define a simple design problem reflecting a need or a want that
includes specified criteria for success and constraints on materials, time, or
cost.
3-5-ETS1-2.Generate and compare multiple possible solutions to a problem
based on how well each is likely to meet the criteria and constraints of the
problem.
3-5-ETS1-3.Plan and carry out fair tests in which variables are controlled and
failure points are considered to identify aspects of a model or prototype that
can be improved.
Next Generation Science Standards Grades 6-8 (Ages 11-14)
Engineering Design
Students who demonstrate understanding can:
MS-ETS1-1 Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process
to determine how well they meet the criteria and constraints of the problem.
Standards for Technological Literacy - All Ages
The Nature of Technology
Standard 1: Students will develop an understanding of the characteristics and scope of technology.
Technology and Society
Standard 4: Students will develop an understanding of the cultural, social,
economic, and political effects of technology.
Standard 5: Students will develop an understanding of the effects of
technology on the environment.
Standard 6: Students will develop an understanding of the role of society in
the development and use of technology.
Standard 7: Students will develop an understanding of the influence of technology on history.
Design
Standard 8: Students will develop an understanding of the attributes of
design.
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of
troubleshooting, research and development, invention and innovation, and
experimentation in problem solving.
Abilities for a Technological World
Standard 11: Students will develop abilities to apply the design process.
The Designed World
Standard 20: Students will develop an understanding of and be able to select
and use construction technologies.
Lesson/Activity:
3D print the mini bridges to use as a training aid
Discuss different types of bridges
Arch
Beam
Cantilever
Suspension
Truss
Cable Stayed
Discuss geometry
Pentagon
Square
Triangle
Discuss physics
Force
Load
Reaction
Equilibrium
Tension
Compression
Strength
Factors that engineers consider when designing bridges
Structural efficiency
Cost efficiency
Aesthetics
Guide students through selecting/creating a bridge model, either work in teams or individually. Set bridge specifications and constraints, these will depend on your time and resources:
Minimum length width and length of bridge
Maximum amount of filament to be used to 3D print the bridge
Minimum amount of weight the bridge is to hold
If the bridge is allowed to be assembled parts of 3d printed as one piece
Students 3D print and assemble their bridge
Supervise and assess students testing bridge
Duration:
Print the 3D components – Various Timings
Describe various types of bridges and design features – 1 day Theory Lesson
Students create a bridge using CAD - 5 days Practical Lesson
Students 3D print their bridge – Various Timings
Student test their bridge design – 30mins Practical Lesson
Preparation:
Resources:
3D filament
3D Printer
Computer with access to Thingiverse
Computer with access to CAD software
Knowledge:
Basic writing and numeracy is required
The ability to read and interpret typical product specifications, job sheets and material labels as provided to operators.
References:
Article: Bridges Wikipedia page
Rubric & Assessment:
By the end of the project the student will have a designed, 3D printed, and tested a bridge.
Assessment Criteria:
Did the students bridge meet the minimum requirements:
Length
Width
Hold minimum weight
Did not exceed the maximum allocation of 3D printer filament
Can the student identify features of their bridge:
Type of bridge
Use of geometric shapes
Locate points of force, load, reaction, equilibrium, tension, compression, and strength
