5-E CLASSROOM STEM ACTIVITY: COST ENGINEERING THE STRONGEST BRIDGE

Dr. Candace Walkington, Assistant Professor of Mathematics EducationSouthern Methodist University

STEM JOBS: Meghann and Sean, could you tell us a bit about your background? What led you to the corps, and what do you do there?MEGHANN WYGONIK: I started working with the Corps after my freshman year of college. As a freshman pursuing a degree in construction engineering, I got experience working in wet construction on the Monongahela River. This led to me eventually becoming a full-time USACE member in 2012. I also pursued a master’s degree in water resources engineering. I’m now a hydraulic engineer with the Corps, specifically working as a modeler. That means working with hydro-logic and hydraulic modeling. I also work with physical models, looking at our watersheds and rivers in the Pittsburgh area.SEAN WESTON: I started with USACE over six years ago. I majored in civil engineering in college, but I actually do cost engineering with the Corps. I hadn’t worked as a cost engineer prior to starting in my position, but I had interned in Baltimore as a construction field engineer. The experience I had earned gave me the skills to estimate the costs of construction: so as a cost engineer with USACE, I do cost estimates for projects, make schedules and write construction contracts.

22 EARLY FALL 2015 // STEMJOBS.COM

The U.S. Army Corps of Engineers (USACE) has played an integral part in maintaining the infrastructure of the U.S. for more than 200 years. The Corps’ mission, to “Deliver vital public and military engineering services; partnering in peace and war to strengthen our nation’s security, energize the economy and reduce risks from disasters,” is visible in the roads, bridges and waterways of the U.S.

We spoke with two members of the Corps: Meghann Wygonik, a hydraulics engineer, and Sean Weston, a cost engineer, who shared some of their corps experience and recommendations for future USACE hopefuls.

GEOSCIENCE // USACE

HARD CORPS ENGINEERS

HARD CORPS ENGINEERs

AL VANGUILDER, LEFT, SURVEY TECHNICIAN, AND BILL CHELMOWSKI, MARINE MACHINERY MECHANIC, USE AN AIRBOAT TO MEASURE ICE ON LAKE PEPIN, NEAR WABASHA, MINN.

PHOTO BY PATRICK MOES

I’m on a boat!

I’m freezing my yin

yang off!

BY PAT SYLVES

SJ: Could you tell us more about the Corps and the career opportunities available there?MW: The Corps works on projects both locally and nationally, from local rivers, dams and water treatment plants to national research facilities and projects throughout the country. SW: USACE employs over 30,000 people worldwide. While the Corps is primarily viewed as an engineering organization—employing civil, environmental, mechanical and electrical engineers—it also employs park rangers, mechanics, surveyors, machine operators and biologists ... just to name a few of the job opportunities.

SJ: What do you love about your careers at the Corps?SW: This may sound cliché, but I love working with my team. I think relationships are very important for job satisfaction, so liking the people you work with is important.MW: I really enjoy the opportunity to work in this region but also involve myself with a national team. This allows me to see projects throughout the country, as well as meet plenty of experts. Everyone in the Corps has had different experiences, because you never see the same problem twice.

SJ: Does anything really stick out to either of you as a fond memory of your time with USACE?SW: In the past year, the Pittsburgh district (which is fairly small compared to other districts in the Corps) has done over $430 million in infrastructure construction. I know some engineers find it frustrating because they can work on a job for what seems like forever, and they never come to fruition due to a lack of funding. It’s been really rewarding to see such large contracts go out and see the construction and repairs actually happen.MW: I agree: I’ve been working on some projects for a couple of years now, and it’s great to see them take the next step. An experience I found really rewarding was just the travel and people I’ve met. I’ve been able to present and work with people throughout the Corps, and what I’ve learned from those people I will take with me for the rest of my career.

SJ: Any advice for future USACE hopefuls?MW: First and foremost, you’ve got to be a problem-solver and critical thinker. Having communication skills to communicate ideas is extremely important. You can have a brilliant mind, but without a way to convey those ideas, you’re not going to be able to

make them a reality. Starting with high school, pursue math and science classes. Then go on to pursue a college degree of some sort. Both Sean and I have undergraduate degrees in civil engineering, so that’s one route. We also think computer programming is going to be a real big thing in the future, especially in terms of utilizing specialty software that is becoming popular in the engineering field. From

there, getting internships is key: many engineering programs will have co-op learning programs that will pair your studies with internship experience. Lastly, don’t be afraid to travel: there’s plenty of great opportunities out there if you’re willing to find them.SW: Once you’re in a profession, you really have a good appreciation for being able to teach yourself something. Every day you’re faced with new problems, and maybe someone has never run into them before. Being able to sit down and figure these problems out, do some research and teach yourself how to overcome them is important.

STEMJOBS.COM // EARLY FALL 2015 23

MEGHANN WYGONIK - HYDRAULICS ENGINEER SEAN WESTON - COST ENGINEER U.S. ARMY CORPS OF ENGINEERS

5-E CLASSROOM STEM ACTIVITY: COST ENGINEERING THE STRONGEST BRIDGEHere are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model.

1

2

3

1

Have students read the STEM Jobs article about the U.S. Army Corps of Engineers (USACE). Ask the students: What are some different types of infrastructure that our society needs? What are some different types of engineers that are involved when constructing infrastructure? What do civil engineers do? What does a cost engineer do? Why is it important to have a cost engineer on a project?

Show students the first few minutes of the video on bridge building that can be found at edu.STEMjobs.com/teacher-resources. Point out the trusses on the bridges pictured in the video, and the use of triangular shapes. Ask students: What do you think makes a bridge strong and able to carry a large load? What properties does a bridge need in order to cross a long distance without collapsing? What are some important considerations for building a bridge that will last a long time without needing to be constantly repaired?

Tell students that they will be focusing on simple truss bridges, and show them the video that can be found at edu.STEMjobs.com/teacher-resources. Next, have students look up some pictures of famous truss bridges online, or prepare some pictures in advance to show them (examples can be found at edu.STEMjobs.com/teacher-resources). Then pose the following questions: What do you notice about these bridges? What characteristics do truss bridges have in common? What are these bridges made out of? What designs do you see?

Group Member 1: Designer & Visionary: This person will be in charge of researching bridge design, and for sketching and updating plans for the bridge. However, all group members will participate in these activities as well. This person is also responsible for coordinating between the builder and cost engineer as the bridge is designed and built. The designer’s “job effectiveness” (i.e., how good of an engineer they are) is evaluated by looking at the ratio of the amount of weight the bridge holds, compared to how much it cost to build. However, this ratio will be calculated keeping in mind that there is a minimum amount of weight the bridge needs to be able to hold to be effective, safe, and useful.

Group Member 2: Builder: This person will be responsible for retrieving all materials for the bridge, and will be the leader in physically constructing the bridge from these materials, although all group members will help in construction. The builder’s job effectiveness will be evaluated by looking at the bridge’s strength to weight ratio – how much the bridge holds compared to how much it weighs - with higher ratios being better.

Group Member 3: Cost Engineer: This person will be responsible for keeping track of all materials the group takes from the supply table, and for timing the group on all activities they complete. They will record this information, and the group will use this information together to calculate the total cost of constructing the bridge. The cost engineer’s job effectiveness will be evaluated by looking at the cost of the bridge, with lower costs being better.

Tell students they will be working in groups of 3 to build a truss bridge that can span over an opening that is 8 inches wide. Each group member will have a primary responsibility:

Part 1: Engage

Part 2: Explore

1 STEMjobs.com Cost Engineering the Strongest Bridge

Part 3: Explain

2 STEMjobs.com

2

3

4

1 Have each group come to the front of the classroom with their bridge, and explain how much their bridge cost, what they learned from their research, and why they made the material and design decisions they made. Have each group describe the experience of having to negotiate between the builder and the cost engineer to make the best decisions and balance different needs and constraints. Weigh the bridge and record its weight on the board. Then test how much each bridge will hold by attaching weights to a string on the base of the bridge. Make a table on the board that shows the cost of each bridge versus the amount of weight it holds, and discuss what minimum amount of weight held would be needed for the bridge to be effective and safe.

Allow groups 15 minutes of time (mandatory) to research effective principles for truss bridge design. Suggested resources can be found at edu.STEMjobs.com/teacher-resources.

Give students the cost sheet below, and allow students to begin to make a plan/sketch of the bridge they want to build. They can also use a modeling software or game. One example can be found at edu.STEMjobs.com/teacher-resources.

Compile the building materials given in the table below, and place them on a “supply table.” Let students know that all materials will cost money, and if you take the material from the supply table, you must pay for it whether you use it or not. Also let them know that they can use computers to do further research on bridge design, but that this research and development time will incur further costs for each minute. Let them know that their planning time and construction time also cost a certain amount of money per minute that they spend. Finally, “consulting” (i.e., getting help and advice from the teacher or another group) is also associated with a flat fee.

Item

Spaghetti

Glue

Planning time (creating sketch, discussing materials and bridge design)

Construction time (actually building the bridge)

Additional Research and Development time (looking for bridge building tips on the web)

Consulting (asking a question of the teacher or another group)

Toothpicks

Mini-marshmallows

Straight Straws

Scotch Tape

Popsicle Sticks

1 cm Clay Balls

$3 per strand

$5 per thumbtack-sized drop

$100/minute

$1 per toothpick

$2 per marshmallow

$100/minute

$4 per straw

$10 per inch

$200/minute

$50 per popsicle stick

$5 per ball

$20 per request

Cost

Building Materials:

Labor:

Cost Engineering the Strongest Bridge

3 STEMjobs.com

Have students individually use the information on the board to calculate the strength to weight ratio of each bridge in the class in their science journal. Then have students individually plot the strength and weight of each bridge on a scatterplot, calculate a line of best fit, and interpret the slope.

Then have students respond to the following prompt: Which groups were most successful in balancing cost, safety, weight, and strength, and why? What are some challenges with working in civil engineering and designing and building infrastructure?

Part 5: Evaluate1

2

NOTES

Part 4: Elaborate1 Have each group calculate the ratio of the amount their bridge held to the amount it cost, and have each group create

a scatterplot where they graph cost versus weight held for all bridges in the class. Have them use their scatterplot to try to identify the bridge with the best and worst ratio, and attempt to draw a line of best fit through the data. Note any outliers that make drawing this line more difficult, and discuss what the slope of the line may mean.

Also have students discuss why some bridges were more effective for handling a load given their materials and weight than others by discussing concepts of tension and compression. Have students examine where and how students’ bridges broke under the load, and discuss how the bridges could be designed to be stronger. A resource can be found at edu.STEMjobs.com/teacher-resources.

Cost Engineering the Strongest Bridge

2

Common Core Math Standards:

Next Generation Science Standards:

Cross-Curricular Connections:

Texas Essential Knowledge and Skills – Math

CCSS.Math.Content.HSS.ID.B.6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

CCSS.Math.Content.HSS.ID.B.6.c. Fit a linear function for a scatter plot that suggests a linear association. CCSS.Math.Content.HSS.ID.C.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

CCSS.ELA-Literacy.SL.9-10/11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10/11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

AI.1.A apply mathematics to problems arising in everyday life, society, and the workplace AI.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate AI.1.F analyze mathematical relationships to connect and communicate mathematical ideas AI.2.C write linear equations in two variables given a table of values, a graph, and a verbal description MMA.9.A interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, dot plots, stem-and-leaf plots, and box and whisker plots, to draw conclusions from the data and determine the strengths and weaknesses of conclusions S.7.A analyze scatterplots for patterns, linearity, outliers, and influential points

4 STEMjobs.com Cost Engineering the Strongest Bridge

26 EARLY FALL 2015 // STEMJOBS.COM

HOT JOBS // GEOSCIENCE

THESE JOBS ROCK!

WILL I LIKE IT?

MEDIAN SALARY

STEM TYPE

SCHOOLS THAT TRAIN

WHO’S HIRING

WHAT WILL I DO?

STEM JOBS BY SALARYGEOSCIENCE

HOT

Mapping technology has advanced far beyond the fold-out paper standard that has been around for thousands of years. As a GIS specialist you will not only create maps, but you will layer immense data across these maps in ways that simply weren’t possible without satellite imaging and big data.

$49,000

You discovered an ancient treasure map and you’re not sharing.

• California University of Pennsylvania • Faulkner State Community College • Fayetteville Technical Community College • Kennesaw State University

GEOGRAPHIC INFORMATION SYSTEM (GIS) SPECIALIST

Most geologists and geoscientists choose an area of focus that may range from minerology to hydrology or oceanography. You will study the solid and liquid matter that consitutes the Earth—including the processes and forces that shape it—along with tracking changes and impacts that occur over time.

$54,000

You are no fool for fool’s gold.

• Eastern Kentucky University —see ad on pg. 19! • Northern Michigan University • South Dakota School of Mines & Technology • Western Michigan University • West Virginia University

GEOLOGIST

Construction control technicians inspect and monitor construction operations for compliance of contracts, scheduling and quality assurance. These positions primarily review plans, materials and workmanship to ensure operations are executed in accordance with project specifications. Construction control technicians work in an inspector and representative capacity.

$54,000

Others may build it, but you make sure it doesn’t fall down.

• Central Pennsylvania Institute of Science & Technology • Great Lakes Maritime Academy • Pittsburgh Technical Institute • Seminole State College (Fla.) • University of Massachusetts Amherst

CONSTRUCTION CONTROL INSPECTOR

You will perform many of the data collection duties that inform a conservationist’s development plans, including surveys, analyzing soil content, taking measurements and maintaining activity records. You will also perform implementation duties, such as terracing or tree planting and monitor the effectiveness of conservation measures.

IntegratorInvestigator Maker ProducerExplorer

$47,000

You don’t mind getting your hands dirty.

• Andrews University • Eastern Kentucky University —see ad on pg. 19! • Richland College —see ad on pg. 25! • Florida Agricultural & Mechanical University • Nebraska College of Technical Agriculture

• Agriculture Research Service • Central Valley Ag Cooperative • Department of the Interior • New England Environmental • U.S. Geological Survey

• City of Casper • Golden State Water • Montana Bureau of Mines & Geology • Parsons Group • URS Corporation

• CH2M Hill • Department of Energy • Fugro • Newmont Mining • Terracon

• Atmos Energy • Basic Energy • The Dow Chemical Company • Newmont Mining • Westar Energy

• Atlantic Infra • Eaton • Puget Sound Energy • Schuneman Equipment Co. • Tri-M Group

SOIL TECHNICIAN

You will assist scientists and engineers in a variety of duties, some database-related and others more hands-on. You should be able to prepare maps, slides, montages and other presentation aides as needed to assist project leaders. In addition, you may aid in production processes in the field such as analyzing mud and drill cuttings or charting pressure and temperature of wells.

$57,000

It’s not about the dirt, it’s about what you’ll uncover.

• Citrus College • Four M Welding School • Houston Community College • Laurel Technical Institute • Pittsburgh Technical Institute

GEOLOGICAL / PETROLEUM TECHNICIAN

STEMJOBS.COM // EARLY FALL 2015 27

$99,000

“Journey to the Center of the Earth” will be the name of your biography.

• Eastern Kentucky University —see ad on pg. 19! • Michigan Technological University • Northern Michigan University • Saint Francis University • Seminole State College of Florida

• MIT • Southern Methodist University • Texas A&M • University of Akron • Western Michigan University

$59,000

No one messes with your backyard.

• Eastern Kentucky University —see ad on pg. 19! • California University of Pennsylvania • Delaware Valley College • Howard College • Mississippi Gulf Coast Community College

• Lamar University • Norwich University • Santa Clara University • State University of New York College of Technology at Canton • University of New Hampshire

Advisor Advisor Explorer

• Department of the Army • Dominion Energy • Energy Northwest • MidAmerican Energy • U.S. Coast Guard

• Loon Mountain Resort • State of Arizona • Texas Parks & Wildlife Department • USDA Forest Service • U.S. National Park Service

• BP America —see ad on pg. 3! • CGG • ConocoPhillips • National Park Service • U.S. Geological Survey

$59,000

You once tested the water in the school drinking fountain.

• Delaware Valley College • Illinois Wesleyan University • Kean University • State University of New York College of Technology at Canton • Westminster College (Pa.)

$79,000

Everyone else has failed your city, and you know how to fix it.

Designer

• BP America —see ad on pg. 3! • Army Corps of Engineers • Fugro • Parsons Corp • Xcel Energy

Civil engineers plan, design, construct and maintain the nation’s water resources, Army installations and numerous other federal and local projects. USACE civil engineering projects include the design and development of major highways, airfields, hospitals, laboratories, dams, levees, powerhouses, embankments and various military installation facilities.

CIVIL ENGINEER

$86,000

You’ve often thought about what would happen if you introduced wolves into your backyard.

Investigator

• Department of the Interior • Forterra • Johnson Engineering • Stantec • V3 Companies

Ecologists use their expertise to solve environmental problems. They may investigate the factors at play in a disturbed ecosystem, anticipate potential effects of proposed actions or design sustainable practices. Ecologists may do fieldwork to collect and analyze data on environmental conditions or to assess or certify a habitat.

ECOLOGIST

You will study the Earth using gravity, magnetic, electrical and seismic methods. Some geophysicists spend most of their time outdoors studying various features of the Earth, and others spend most of their time indoors using computers for modeling and calculations. You might help search for oil, iron, copper and many other minerals, evaluate earth properties for environmental hazards or evaluate areas for dams or construction sites.

GEOPHYSICIST

Park rangers protect the nation’s natural recreation facilities and its visitors. Park rangers provide support for the preservation of these natural resources by managing recreational grounds and educating visitors through environmental outreach programs.

PARK RANGER

This is really a bit of a generic title that can be applied to many different jobs, but will have you working with the natural world. You may be sampling water for water quality testing, working to restore local habitats or educating the public about the local natural areas.

NATURAL RESOURCES SPECIALIST

WANT TO KNOW YOUR STEM TYPE? LOG ON TO STEMTYPE.STEMJOBS.COM

TO FIND OUT!

STEMjobs.com