Overview of competition and competition objectives

MIDDLE SCHOOL: Students will use math and science to implement engineering concepts in the design and construction of a model bridge from their own plans that will carry a maximum load while using as few craft/popsicle sticks as possible, stressing neatness, craftsmanship, and creativity.

HIGH SCHOOL: Students will design and construct a model balsawood bridge from their own plans that will carry a maximum load while using as little wood as possible, stressing neatness, craftsmanship, and creativity.

Presentation of foundational STEM standards

Middle School

NGSS (Next Generation Science Standards) https://www.nextgenscience.org/

MS-ETS 1 Engineering Design

(MS-ETS1-1 through 1-4)

MS-PS 2.2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

California Common Core State Standards - Mathematics: https://www.cde.ca.gov/re/cc/mathresources.asp

CCSS.Math.Content.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

CCSS.Math.Content.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

CCSS.Math.Content.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

High School

NGSS (Next Generation Science Standards) https://www.nextgenscience.org/

HS-ETS1 Engineering Design

(HS-ETS1-1 through 1-4)

HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

California Common Core State Standards - Mathematics: https://www.cde.ca.gov/re/cc/mathresources.asp

CCSS.Math.Content.HSG.MG.A.3
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).^*

CCSS.Math.Content.HSG.SRT.D.11
(+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).

The building of bridges also involves the study of statics and how forces are interpreted and analyzed in objects at rest, as seen in High School Physics courses.

Key competition rules to emphasize

-All of the rules with regards to bridge size. The rules cover length, width, height and even span size of the bridge. Awareness of these specific requirements is important, as size may be the biggest source of disqualifications at competitions.

-The rules on gluing, and amount of glue to use. Another oft broken rule, students cannot use large amounts of glue on any bridge. The less glue they use the better. Students should try to use just enough glue to secure bridge members together in a sturdy way.

-In the scoring section, the understood reality that bridges are judged not just by how much weight the bridge can bear, but by a "strength to weight" ratio. The ratio is based on dividing how much a bridge can support by the actual mass of the bridge. Students should consider the weight of their bridge when designing and building it.

Coaching strategies for student teams

-This is the one competition where students must pay very close attention to the rules. There are very specific criteria regarding size (every dimension), angles and the amount and use of glue. Fortunately, the rules now have more informative pictures and illustrations covering some of the more confusing aspects of the rules.

-The number of design possibilities for a bridge is almost limitless. However certain facts about the design of a bridge are necessary in preparing students for this project. It is advised that advisors use at least some of the very developed curriculum to help teach concepts that are not only valuable, but also necessary to build a capable bridge.

-Building these bridges is not easy, and cannot be done "overnight." Advisors must prepare students for what is a long and painstaking process. These bridges are meant to be built in a sustained manner, with plenty of time given for planning, design and building of the bridge.

-Students should build at least one "test" bridge before building a competition ready bridge. Remember, once a bridge is crushed, it cannot be used again.

-Tidiness and cleanliness should be considered, as glue can in itself be inherently messy to use. Since coating of bridge members is not allowed, stricter judges often interpret even smudges and random stains as examples of coating. A messy, dirty bridge will only add to this potential point of confusion.