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Buildable Bridge Models
Learning Engineering through
Block Play and Model
Construction
Brian Brenner
Julia Carroll
Brian Gravel
“Young children are inherently active with
strong impulses to investigate, to share
with others what they have found out, to
construct things, and to create. In other
words, a child is a natural engineer.”
-Genalo et al. (2000)
Outline
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Block play or “hands on” learning
Engineering and blocks
Bridge models
• Zakim bridge
• Suspension bridge
• Tacoma Narrows bridge
Science through Block Play
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Scientific method
Systems and systematic thought
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Interactions
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• Iteration, patterns
• Reversibility
• Whole-part relationships
Mathematics through Block Play
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More/less
Size
Counting
Sets
Addition/Subtraction
Shapes
Vertical/Horizontal
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Seriation
Categorizing
Measuring
Taller/Shorter
Longer/Shorter
Left/Right
Engineering and Blocks
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Basic Structures
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Post and lintel
Arches
Cantilever
Advanced structures
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Tunnels
Bridges
Ramps
Towers
Engineering and Blocks
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Construction/Design
Principles
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Design Constraints
Construction staging
Older Students and Blocks
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Models
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Complex systems
• Physical resemblance
• Functionality
• Tools of theory
• Uses of different materials
• Terminology
Bridge Models
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Simplified examples
of large structures
Simulate
construction staging
Encourages thinking
about engineering
design and practice
Zakim Bridge Model
Zakim Bridge Discussion
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Forces in cables, piers, decking
Stiffness of the deck
Location/style of cables
Advantages/disadvantages
Suspension Bridge Model
Suspension Bridge Discussion
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Forces in the cables,
piers, and abutments
Compare to cablestayed
Span length
Cable calculations
Failures
Tacoma Narrows Model
Tacoma Narrows Discussion
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Simulates collapse and
redesign of Tacoma
Narrows bridge
Unstiffened deck
comes off with a
modest wind
Stiffened deck
remains intact
Student Guides
Z
A
K
I
M
S
U
S
P
E
N
S
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O
N
Buildable Bridge Library
More Hands-on Learning
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Use their bodies to show engineering
principles
Create “human models” of structures
Popsicle stick/toothpick structures
Bridge library website
• http://www.ceeo.tufts.edu/etc/bridge
Summary
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Blocks encourage science and math
development
Block play is usually a child’s first experience
with engineering
Block models and hands-on activities provide a
tangible way for students to learn about their
surroundings
Block models inspire scientific and engineering
thought
Bibliography
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Genalo, L.J., Bruning, M.,and Adams, B. (2000). “Creating a K-12 engineering
educational outreach center.” Proc., 2000 ASEE Annual Conf., American
Society for Engineering Education, Washington, D.C.
Kids/Blocks/Learning. Ansel, Patricia G. 2005. Yale-New Haven Teachers
Institute. July 6, 2005.
http://www.yale.edu/ynhti/curriculum/units/1993/1/1/93.01.01.x.html#t
Leeb-Lundberg, K. (1984). “The Block Builder Mathematician.” The Block Book,
ed. 3., National Association for the Education of Young Children,
Washington, D.C.
Moffit, M.W. (1984). “Children Learn about Science through Block Building.”
The Block Book, ed. 3., National Association for the Education of Young
Children, Washington, D.C.
Penner, D.E., Giles, N.D., Lehrer, R., Schauble, L. “Building Functional Models:
Designing an Elbow.” Journal of Research in Science Teaching., v.34
n.2,
pp.125-143