contentoutline - pierce, sawyer, june 26

7/28/2019 ContentOutline - Pierce, Sawyer, June 26

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If You Rebuild it, They Will Come

Theres Power in BridgesMay the Forces be with You

Dont Hate Me Because Im Beautiful

Is It Worth it?

What goes up doesn't always have to come down. Lets explore the phenomenal world of bridges andtheir powerful aesthetics and purposes. Join us as we repair and reconstruct broken bridges and make

them beautiful and beneficial.

How can a collapsed bridge be rebuilt to symbolize power, withstand various forces, bevisually appealing and still stay within budget?

Lisa SawyerStacey Pierce

SPED 6402 Spring 2013East Carolina University
http://www.google.com/imgres?imgurl=http://4.bp.blogspot.com/_n26hr1BVNx0/Skkl9X-bFuI/AAAAAAAAFOA/McM_dHSHeTA/s400/Beautiful+And+Famous+Bridges+3.jpg&imgrefurl=http://cuteegroup.blogspot.com/2009/06/beautiful-and-famous-bridges.html&h=300&w=400&sz=45&tbnid=X-mVRjOsdHSMdM:&tbnh=90&tbnw=120&zoom=1&usg=__LdZiXs5V1UjRoDpVK35rvklGay8=&docid=Y3wEcKruqopmaM&hl=en&sa=X&ei=nDUcUamUD4-A9QTozoCIBw&sqi=2&ved=0CDkQ9QEwAg&dur=6


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If You Rebuild It, They Will Come

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From Evolution to Modern Aesthetics in Bridge Design

Introduction

A structure spanning and providing passage over a river, chasm, or connecting route

between two adjacent elements is a bridge. Bridge types and designs are complex in various

aspects. Bridges also are utilized for differing functions. Designers, architects and constructors

create bridges now to be both functional and beautiful. In some instances, bridges have been

constructed to commemorate special occasions and express some of our deepest emotions

(Blockley, 2010, p. 9). Focusing on the aesthetic spectrum of bridges reveals how their design

and structure have made many bridges famous. Bridges do not just have to be thought of as a

structure. Bridges can also be thought of as spiritual links, connections between worlds, beams

providing structural support in a building, or emotional associations between societies. However

in this case, looking at bridges in their structural entity, we discover how they can be both

functional and beautiful.

Evolution of Bridges and their Purposes

Bridges are built to link people and communities. The first makeshift bridge was simple

in design and function. An individual whose intention was to cross a stream built it. The person

found a log and merely placed it across the waterway in order to traverse (Carlisle & Carlisle,

1983). Since then, bridges began to be built all over the world. At the beginning of their

conception, bridges were not structurally sound. Take for instance the first bridges built in

London by the Romans around AD 1000. The timber bridge they constructed was rebuilt several

times, thus inspiring the nursery rhyme London Bridge is Falling Down (Blockley, 2010). As

the years progressed, so did the stability of bridges. They became more complex and were

constructed from copious mediums, such as wood, stone, cable, steel, iron, aluminum, concrete


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and fiber. Previously, materials were chosen based on availability, whereas now bridges

incorporate multiple forms of material depending upon a bridges purpose and cost (Blockley,

2010). During their initial introduction to the world, bridges had minimal purpose. They were

solely used for trading goods, shortening routes, over-passing rugged terrain, and had some

alignment with military agenda. One of the oldest constructed bridge dates back as early as 1535

in Florence, Italy. It originally was a wooden bridge; however it was replaced with three stone

arches which provided more support and stability (Carlisle & Carlisle, 1983).

The evolution of bridges has spanned the globe and their need has amplified. Originally,

bridges served basic necessities. Bridges are now used for transportation, travel and convenience

in addition to making passage more efficient and effective. Builders have discovered that a

successful bridge needs three practical requirementsfirm foundation, strong structure, and

effective working (Blockley, 2010, p. 11). Over the centuries, builders discovered that various

elements affect the design and structure of a bridge, and therefore had to plan accordingly in

advance to compensate for any foreseen and unforeseen problems. In addition to being

purposeful, bridges also have to be safe and sustainable.

Inserting bridges over impassable terrains also saves time, money and energy. Initially,

bridges were not designed to be beautiful, only functional. The designs of bridges are more

elaborate and incorporate various styles and beautification attributes. They consist of different

structures and blend different forms of bridge concepts that are not just functional, but also

pleasing to the eye. Bridges have also incorporated various colors to make them elaborate and

aesthetically appealing. It can be a challenge to make a bridge extremely unique and still serve

its essential purpose: making connections and building relations. It is even more of a challenge to

provide the upkeep and necessary repairs for those bridges to remain safe.


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Correlation Between Bridges and Power

When used appropriately, bridges can give a society power, or control. Travel costs and

trade between locations can provide financial benefits and social cohesion with the sharing of

resources such as goods and ideas. By increasing the travel and trades over major rivers and

islands, bridges are ultimately capable of connecting individuals and civilizations that may not

have had any previous relationships. International trading and traveling by way of bridges can

increase efficient distribution between networks (Making the Modern World, 2004). Again, this

can make one society more powerful than another. Bridges can also be built to bypass societies

and keep them secluded or isolated. If a civilization wishes to go undisturbed, either because of

traditions or perhaps religious reasons, bridges may be constructed to redirect traffic from

interrupting their lifestyle. For example, while the Amish use bridges for necessary

transportation, the existence of a bridge to bypass their town or village would serve as a great

asset to them, keeping outsiders from upsetting their peaceful way of life.

Control is not the only type of power. Bridges can produce power as well. Mobility on

bridges creates vibrations. Many architects, scientists and builders are finding ways to use the

vibrations created when people and vehicles travel over bridges to serve as an energy source and

produce sustainable and reusable power. To avoid too much of a vibration, which causes bridges

to shake excessively, or wobble, bridges now have shock absorbers which reduce the levels of

vibrations in a process called damping, making it easier to control the motion and output of

energy (Blockley, 2010, p. 180).

Bridges can also require the use of power. Depending on the purpose of the bridge, there

are those that demand passage underneath them, such as waterway bridges. Therefore, a bridge


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may need to open. Using pulley systems, engines and other sources of power, draw bridges must

be able to provide support for traffic above and below.

Types of Bridges

There are four main structural types of bridges: suspension, arches, trusses and beams. A

fifth form, but one that is less known, is a girder bridge. Suspension bridges are a type of

hanging bridge. They are more commonly associated with celebrating special events and

become icons[with] high emotional impact (Blockley, 2010, p. 153). Just like bridges overall,

suspension bridges have evolved. At first, suspension bridges used tension cables to string across

an obstacle with no support in the center. Wooden footways were eventually added between the

ropes to provide sturdiness. They were not designed for heavy loads, so donkeys and carts were

able to cross. Now, in combination with other forms of bridges, suspension bridges use towers

and girders for support, allowing them to span further distances and still maintain stability and

beauty. The Father of the Modern Suspension Bridges, Judge James Finley built the first

suspension bridge, or stiff bridge deck sometime between 1796 and 1801 (Pelta, 1987). In

modern suspension bridges, the roadways hang from steel cables draped from at least two towers

secured in concrete blocks. Rather than the iron links originally designed by Finley, bridges

today use steel cables. The primary design of suspension bridges has remained the same, even in

more modern structures. Creating tension in the cables holds suspension bridges together, rather

than pushing hinges as seen in arch bridges. Suspension bridges are flexible and span longer than

any other type of bridge (Canada Science and Technology Museum, 2013).

Arch bridges symbolize solidity, stability, and constancy (Blockley, 2010, p. 36). As

one of the oldest forms of bridges, arches are strong and also very pleasing to the eye. The

Corbelled Brick Arch, located in the Middle East, was intended for the transit of heavy loads of


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varying goods. It was formed using overhanging steps (Pelka, 1987). In the early seventh century

BC, Sumerians used corbelled arches to make an aqueduct. The Romans, who are renowned

bridge builders, perfected the rounded arch bridge. Using strong bases and sturdy supportive

hinges, they utilized the ends of the semicircular shape to avoid straightening and spreading

sideways. As long as the foundation does not move, an arch bridge can hold its shape for a very

long time (Blockley, 2010).

A truss bridge is a beam made from triangles and is exceptionally strong and durable

since triangles have been proven to be one of the strongest shapes (Canada Science and

Technology Museum, 2013). Even with the similar thickness of a beam bridge, a truss bridge is

actually lighter in weight. People most commonly imagine historic bridges to be wooden truss

bridges, and they appeal to historians and travelers. Truss bridges have promoted the

preservation of bridges over any other type because of their historical beauty, simplicity of

design, and history (Tennessee Department of Transportation, n.d.). In 1570, Andrea Palladio

published four books on architecture, the first book focusing on wooden truss bridges, their uses

and various designs (Golding, 1967). Many factors promoted the rise of wooden truss design

within the United States. The United States was coming out of the Revolutionary War, which

helped to destroy an existing inadequate transportation system during this time period. Many

types of trusses were invented through this era of transportation. A truss bridge was relatively

inexpensive and quick to build. Later, the truss bridge was covered with wood to making the

structure more wind resistant. Covered truss bridges have been known to be remote, romantic

meeting places for young lovers. Wooden truss bridges were able to span across large crossings,

but not like those of suspension bridges.


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The first beam bridge was created using a log to cross an obstacle. A beam can be a

squared-off log, an oblong piece of timber, a sturdy frame of metal, or a slab of stone used as a

support element in construction. The word beam stems from an old English word meaning tree.

Beams can also be sturdy for strength or support, or flexible for aiding in vibrations or openings

of draw bridges. A cantilever is another type of beam bridge. The cantilever is related to a lever,

and like a diving board, it is permanently attached at one end and free at another. The bridge

levers extend from opposite banks of a river and are able to hold up the center beam. This

dynamic mechanism allows this type of bridge to span over a wide area.

A girder is a support beam used in bridge construction. A girder bridge is built on girders,

or beams, as the two terms are interchangeable. A bridge deck is built on top of the girders to

support traffic. A rolled steel girder bridge and a concrete girder bridge are subtypes of girder

bridges.

Aesthetics and Bridges

Aesthetics of a bridge, or its visual appeal, are becoming very important in the building

and design of these spanning structures. Architects and sculptors are more involved now in the

aesthetics of bridges. In bridge design, every structural decision is an aesthetic decision. The

aesthetics decisions are very important to the public. Bridge appearance such as size, shape,

color, surface texture and the publics opinion are just as pertinent as a structural decision.

Unfortunately, aesthetics automatically adds to the cost of construction and construction time.

Other factors that play a part in cost include location, owner preferences, practices, contractor

capabilities, span length, size of project, and community aspirations. Aesthetics can also be

spiritually appealing, as seen in Michelangelos Sistine Chapels sketch of a bridge scaffold.

Bridges of varying structure forms, whether suspension or truss, have been made famous because


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they are so beautiful and their design is unique. Some instances of famous bridges include the

Golden Gate Bridge in San Francisco, the Brooklyn Bridge in New York, the Clifton in Bristol,

the Masonry Arch Bridge in Bradford, and the Salginatobel Bridge in Switzerland. Not only are

these bridges stunning, they are also functional and symbolize power and protg. For many

architects, sculptors, and engineers, bridges are now forms of art in addition to linking societies

and communities.

Modern Design and the Future of Bridges

In todays modern world, its very important that the best combination of efficiency,

economy and elegance play a major role in future bridge designs. The science of bridge designs

have exploited in so many areas across the world. Bridge aesthetics have began to shift in the

past few decades due to the philosophical shift in community values. All around the world

bridges can a have a major positive social impact. Some structures can become artistic

statements that define ideals and values of the people who live there. Bridge cost has become

enormously expensive as engineers and architects are incorporating both structural and aesthetic

design. Making any change can drastically increase costs. The aesthesis of a bridge can be costly

by using extravagant arches or cables rather than by using simple girder bridges. Bridge

construction is very important within our society, as new philosophy unfolds, the balance point

between modern aesthetics and cost will continue to change. As civilizations progress and are

faced with more challenges, such as increasing populations and dwindling budgets, one can only

imagine what more the future holds for bridges.


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References

Arnold C. (1986). The Golden Gate Bridge. New York: Reed Business Information, Inc.

Blockley, D. (2010).Bridges: The science and art of the worlds most inspiring structures.

Oxford, New York: Oxford University Press.

Canada Science and Technology Museum, (2013). Structures and shapes. Retrieved from

http://www.sciencetech.technomuses.ca/english/schoolzone/Info_structures.cfm

Carlisle, M., & Carlisle, N. (1983).A new true book bridges. Chicago: Childrens Press.

Golding, M. (1967).Bridges. New York: Putnams Sons.

Making the Modern World (2004). Bridges. Retrieved from

http://www.makingthemodernworld.org.uk/learning_modules/maths/02.TU.03/

Pelta, K. (1987).Bridging the Golden Gate. Minneapolis: Learner Publications Company.

Tennessee Department of Transportation, (n.d.). Existing covered bridges in Tennessee.

Retrieved fromhttp://www.tdot.state.tn.us/bridges/historybridges.htm
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_structures.cfmhttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_structures.cfmhttp://www.makingthemodernworld.org.uk/learning_modules/maths/02.TU.03/http://www.makingthemodernworld.org.uk/learning_modules/maths/02.TU.03/http://www.tdot.state.tn.us/bridges/historybridges.htmhttp://www.tdot.state.tn.us/bridges/historybridges.htmhttp://www.tdot.state.tn.us/bridges/historybridges.htmhttp://www.tdot.state.tn.us/bridges/historybridges.htmhttp://www.makingthemodernworld.org.uk/learning_modules/maths/02.TU.03/http://www.sciencetech.technomuses.ca/english/schoolzone/Info_structures.cfm


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Connecting to the Concept

What is POWER? You and your partner need to operationalize your own definition ofpower. (2-4 paragraphs)

Power can mean having strength or control. Power doesnt have to be tangible orvisible; it can have an impact on something without seeing an immediate change. Forexample, wind can be very powerful and can even cause damage but while you cantsee the wind, you see the impact it has on its surroundings. Power can also meanhaving authority or influence. Individuals in positions of authority are described as beingin positions of power. These individuals are often responsible for making decisions anddelegating responsibility. Persons working under them are directed to follow the chain ofcommand and respect the power of the authoritative position.

Another interpretation of power is a result of energy sources. Sun and water areknown to be natural producers of power. Such resources can provide energy or powerfor electricity or operating machinery. Motorized devices are also referred to as being

power operated.

How is the concept of POWER depicted by your topic? Thoroughly explore howPOWER is depicted in your topic, especially in relation to your definition. (approximately2 pages)

Bridges can be very powerful. They have the ability to connect or disconnectsocieties, persons, and communities. One purpose of a bridge is to serve as a link.When needing to bypass rugged terrain, the development or building of a bridge can aidin the transit of persons, goods, or services. The visible existence of a bridge makes theconnection between places or persons very obvious, whereas there are bridges that aremore of a symbolic link. When dealing with religions, there are religious symbols thatare believed to bridge earth to higher powers, such as a cross in Christianity and theBifrost in mythology. In this instance, these are intangible bridges. While you cant seethe obvious link or connection, you can see the impact that religion has on people andtheir surroundings.

Bridges in certain locations can display power, especially in their appearance.Some bridges are so beautiful that the mere image of them strike such emotion in aperson that they are memorized by their appeal. In todays society, many of thesebridges have been made famous by television and movies so that when people seethem they can instantly make a connection to the place in which the bridge is located;this is also a bridge between imagery and reality. Many people are moved by theaesthetics of some of these bridges so much that this power inspire them to travel tosuch locations. To reinforce the idea that bridges symbolize power, students will viewshort movie clips that depict famous bridges.

Bridges can also require the use of power. Depending on the purpose of thebridge, there are those that demand passage underneath them, such as waterwaybridges. Therefore, a bridge may need to open. Using pulley systems, engines andother sources of power, drawbridges must be able to provide support for traffic above


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TECHNOLOGY INTEGRATION

In the unit,If You Rebuild it, They Will Come, students will use a variety of technologicaltools. The students will view various bridges using Prezi, locate their assigned bridge on Google

Maps, communicate with an expert on Skype, respond to questions using Poll Everywhere,

utilize the Internet and iPad applications to partake in bridge simulations, play Jeopardy (in a

PowerPoint template), and post discussions and comments using Edmodo. As a means for

checking their understanding, students will take a multiple-choice assessment and will use a

tool call GradeCam to receive an immediate score. The use of a Smartboard will allow students

to view the lessons, but also interact with some of the activities they will complete. The

engagement of technology-based learning will help students to learn and reach greater heights

of achievement.

In pairs or small groups, students will be randomly assigned a bridge that has collapsed

in the past and their final product will be to redesign and reconstruct that bridge using the

information they gain during this unit. Using our webpage (www.rebuildingbridges.weebly.com),

students will have access to various photos created in a Prezi. They will be comparing existing

bridges as well as drawing conclusions about what makes a bridge powerful and beautiful.

Students will visually compare pictures of bridges and contribute to a deliberation in which they

will express their views and opinions on power and beauty as they relate to the images. Using

Poll Everywhere (www.pollev.com/aigcampbridges), students can anonymously provide their

definitions and interpretations and as a class, we can reflect on their explanations.

There are numerous websites that explore the endless beauty of bridges, and several of

them already compiled to links on our webpage for quick and easy access. Students can view
http://www.rebuildingbridges.weebly.com/http://www.rebuildingbridges.weebly.com/http://www.rebuildingbridges.weebly.com/http://www.pollev.com/aigcampbridgeshttp://www.pollev.com/aigcampbridgeshttp://www.pollev.com/aigcampbridgeshttp://www.pollev.com/aigcampbridgeshttp://www.rebuildingbridges.weebly.com/


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these on their own time to gain knowledge that why will include in their bridge rebuild design

and structure. In addition to these sites, students will view the location of their bridge on

GOOGLE MAPS. Employing their maps, students will share their interpretations on how location

may have an impact on a bridges function, materials, costs, or aesthetics.

The Internet itself is an excellent tool to build upon understanding and expand on prior

knowledge of bridges. The Internet connects us with a wide range of information, photos,

videos and interactive materials related to any subject. To alleviate the need to search for these

items on their own, students will have access to our webpage, as it will already have the links

and resources for students to reference. Using technology and the Internet enables students to

enhance knowledge of people, places and things they may have never experienced otherwise.

Students will be using predetermined sites linked to our page regarding their bridge to assist in

the redesign aspect of this unit. To reflect on their understanding, students will post comments

about each lesson on the Edmodo course we set up for them named Rebuilding Bridges

(access code nxfcd7). These discussions will build upon their understandings and bridge designs

to show students have a comprehension about bridges, power, aesthetics, and how all three

ideas can coexist. Edmodo will also be used on some days as an exit ticket for students to

complete checklists and formative assessments

The significant technological tool that will be used is a bridge simulator, such as Bridge

to Classroom (http://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.html)or Learn for

Good (http://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htm). The online

bridge simulator can be used to create and design a bridge at a primitive and fundamental

level. The simulation will promote student understanding of what happens when forces are
http://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.html


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applied to a bridge. The simulation will allow students to view two different forces: tension

and compression. A basic bridge design will be given to the students, in which they will create a

design by manipulating buttons on the toolbar. The Learning for Good link gives students a

budget and the cost of each item. In its primitive form, their bridge starts off simple, and as

they advance each level, their bridge design should become more in depth and aesthetically

attractive. When drawn by hand, students will be given an opportunity to redesign their initial

bridge to be aesthetically attractive, as well as having at least two different structures and

multiple materials used in the design. An actual budget will help students to be more cost

efficient in designing their bridge. By the end of the unit, students will have actually constructed

their bridge to put on display.

In addition to the simulator, students will have access to iPads. On them, we will have

downloaded applications that combine gaming with the concept of bridge construction. Similar

to the simulations, and possibly in place of if need be, the iPad apps offer more of an intriguing

expedition for students to incorporate differing materials, constructing bridges to withstand

forces, and adequately staying within budget. Bridge Constructor is an app that does just that.

As a builder, you must design a bridge using a range of materials that will need to pass a stress

test. This activity will reinforce what the students will be learning about tension, compression,

and span in combination with different types of bridge structures and cost efficiency. The

Beautiful Bridges app provides inspiring snapshots of famous bridges. Students will virtually

travel across the world to some of the most breathtaking, eye-pleasing bridges and they do not

need a signed field trip form. After viewing each bridge, students will revisit their initial ideas

about the power and beauty that a bridge can possess. Repair Bridge for the iPad is ideal for


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teaching students to rebuild a bridge. While it is not a scientific as the simulator, students are

still challenged to reconstruct a bridge to serve a purpose while using only the provided

materials. Operating with as many resources as possible to manipulate the construction of their

bridge to still function for its intended purpose and stay within budget will reinforce the

knowledge needed to explain the designs that they create.

Students will have a chance to play Jeopardy. The PowerPoint game will intrigue

students and help generate classroom discussion as students work together to answer the

questions. As the game progresses, the level of questions will become more challenging, and

will promote higher order thinking skills by asking questions that have students not just

recalling facts, but also considering situations and creating responses or solutions to problems.

It may work best if the class is divided into two groups to create more in-depth thinking through

discussions by generating and forming a thought provoked dialogue.

Skype is an effective tool for communicating with individuals when actual in-person

dialogue is not possible. If the expert on bridge design is unable to attend the session, using

Skype will allow the students to interact with the guest speaker about bridges. Hearing from an

expert through Skype will provide the students with immeasurable expertise and knowledge in

bridge aesthetics. The speaker will be sharing information with respect to power, cost,

aesthetics, materials and any other important details to prepare them for their product of

redesigning a bridge. He will also be available to answer any questions the students have.

GradeCam is an online tool that allows you to print and digitally scan bubble sheets for a

multiple-choice quiz or test. By using the free version, the assessment can only be ten questions


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long. The questions will be geared toward the information obtained during the unit and

students can receive immediate feedback and scores.

SmartNotebook is a software, commonly used with SmartBoards, that is similar to

PowerPoint but with a few differences. In the lesson in which students will explore how colors

affect emotions, a random color wheel tool will make the lesson interactive. By clicking on the

color wheel, a spinner will be activated and land on a spot on the wheel. This will expose

students to the different meanings of each color and the feelings and emotions that they

symbolize. The knowledge they gain will help students with their bridge redesign and reinforce

the idea of aesthetics.

The tools selected are intended to provide a variety of means for engaging the students

and elevating their interest. These tools are appropriate for our students and will best meet

their needs to bridge any gaps in their knowledge of bridge structures, functions, or design.

Technology is everywhere in the world, therefore, it is vital that students become familiar with

and use technology. Building technology skills are necessary for life and work in the 21st

century. The simulator will provide support to the basics of a bridge and its structure with also

utilizing a budget feature. The final product will be for students to apply their knowledge to

redesign a bridge that has collapsed in the past. Their new design should include details and

specifics of the information they have acquired and will be presented by actually building their

structure, displaying their initial drawing, and outlining their budget.


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CONTENT OUTLINE

I. Powerful Bridgesa. Bridge Structures

i. Functions of bridges include giving people access to cross terrains and allowingtransport of goods in a timely manner

ii. Bridges can be significant in that they can make connections between societiesand they can have symbolic meanings such as stability and religious beliefs

iii. Aesthetics is the appearance factor of a bridge and can be influenced by differingaspects

1. Cost efficiency describes the ability to spend less money but still make abridge appear attractive

2. The location of a bridge can impact its design

3. When the design of a bridge reflects what a culture believes or displaysattributes seen in that society, individuals are aware of unique features of

that culture

b. Construction and Materials

i. Bridges can be constructed by hand or by machineryii. Materials can range from various metals to natural woods and even to stone and

concrete sources

II.Forces that Affect Bridgesa. If there is not enough support on a bridge, it could compress, or be squished or

compacted together, and could ultimately collapse

b. Tension applied to a bridge provides support by pulling two opposing endsi. Truss bridges are the most common from of tension bridges as they can span long

distances but still hold ample weight

ii. Too much tension can still have a negative impact on bridges over time if thewires or cables become worn

c. The twisting force of a bridge is called torsion and bridge designers must put thingsin place to reduce it as much as possible since is unavoidable

d. Shear force occurs when parts of an object are made to go in opposite directions andin a bridge this can cause it to rip in half

e. Environmental influences such as the weather, heat, water, cold, earthquakes orsnow can affect a bridges structure in that it could eat away at the materials or weigh

too much on the structure that it causes it to collapse

f. Over time and excessive use, some bridges have difficulty keeping their formationand will need extra maintenance in addition to routine upkeep

III.Beautiful Bridgesa. Definitions of beauty can be just a diverse as the designs of bridges themselves

i. The color of a bridge is often selected based on the impression that the designerswant to portray

ii. The various structural designs of a bridge can impact emotions and beliefs insuch a way that persons can be emotionally moved by them

iii. Just the mere height of bridge can make it seem beautiful and impressiveiv. When being designed, the architects consider the location of the bridge and this

can influence the plan when it comes to the design or materials used for it


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LESSON #1Theres Power in Bridges

I. DEFINE OBJECTIVES AND CONTENT

LESSONOBJECTIVE

1. Analyze the relationship between power and purpose and how they

will be incorporated into their bridge rebuild.2. Distinguish between form and function and discuss how both canalign to power and purpose.

POINT TOPONDER

Bridges can exist without having a function.

ESSENTIALQUESTION

What attributes or characteristics of a bridge make it powerful to itssociety?

CONTENTOutline thecontent youwill teach in

this lesson.

I. Powerful Bridgesa. Bridge Structures

i. Functions of bridges include giving people access to crossterrains and allowing transport of goods in a timely manner

ii. Bridges can be significant in that they can make connectionsbetween societies and they can have symbolic meanings such as

stability and religious beliefs

iii. Aesthetics is the appearance factor of a bridge and can beinfluenced by differing aspects

1. Cost efficiency describes the ability to spend less moneybut still make a bridge appear attractive

2. The location of a bridge can impact its design

3. When the design of a bridge reflects what a culturebelieves or displays attributes seen in that society,

individuals are aware of unique features of that culture

b. Construction and Materialsi. Bridges can be constructed by hand or by machinery

ii. Materials can range from various metals to natural woods andeven to stone and concrete sources

II. PLANNING: KNOW / UNDERSTAND / DO

What 3 items areworth knowing?(Think about thecontent you haveselected. What isimportant forstudents toKNOW?)

Students will KNOW:a. the different types, functions and basic structural attributes ofeach type of bridge

b. that bridges can be very important to a society and itssustainability

c. that bridges can be constructed from various materialsdepending on its purpose

What are theenduringunderstandings

Students will UNDERSTAND:a. bridges can symbolize power and need to be powerful tomaintain their function


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- students my need to take notes in their COW notebooks

3. Begin redesign (5 minutes)- groups will be assigned one of three bridges: Bay Bridge, GoldenGate Bridge or Eastern Span

- brainstorm in groups4- sketch design

ASSESSMENT(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific and

include actualassessment withunit materials.

Self Assessment and answer the Essential Question (5 minutes; andcan also be done that evening)

1. Students will complete a self assessment on Edmodo in whichthey rate their understanding of the lessons objectives using anumerical scale spanning from 1 to 5 (1 means they need a lotmore clarification of the objectives and expectations for their project;5 means they feel they mastered the objectives and could explain thedetails of their project).5

2. Use Edmodo to answer the Essential Question. For a more in-depth conversation, students are encouraged to comment on otherspostings.6

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSsmartboard, laptops, guest speaker, materials for bridge construction, London Bridge

song1 iTunes andwww.enchantedlearning.com2 Our camp website:www.rebuildingbridges.weebly.comor use the QR code below3 Poll Everywhere:www.pollev.com/aigcampbridge4 What types of bridges will you combine? What materials will youuse? How will you make it functional? What was the bridges initialpurpose? In your rebuild, how will your bridge serve other purposes?How will power be incorporated in your new design? What is ourbudget and how can we maintain it (budget will be given on anotherday)? Students will also have to justify their answers. (Materials thatsymbolize what they would use will be purchased based on this list, however we will

also already have items there for them to use)5 Self Assessment Questions:1. I can relate power and purpose to the bridge I will rebuild2. I can incorporate the appropriate function, materials, cost and ideas of

aesthetics based on the location of the bridge I will rebuild3. I can construct my bridge rebuild using the knowledge I gained from the

speaker4. I can integrate more than one type of bridge in my rebuild
http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.enchantedlearning.com/http://www.rebuildingbridges.weebly.com/http://www.rebuildingbridges.weebly.com/http://www.rebuildingbridges.weebly.com/http://www.pollev.com/aigcampbridgehttp://www.pollev.com/aigcampbridgehttp://www.pollev.com/aigcampbridgehttp://www.pollev.com/aigcampbridgehttp://www.rebuildingbridges.weebly.com/http://www.enchantedlearning.com/


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6 Edmodo: Rebuilding Bridges, access code nxfcd7PREZI:http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344

Rubric for bridge rebuild:
http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344http://prezi.com/f6ocqsjrnijz/if-you-rebuild-it-they-will-come/?kw=view-f6ocqsjrnijz&rc=ref-15997344


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LESSON #2May The Forces be with You


LESSON

OBJECTIVE

1. Determine what forces have a powerful impact on bridges.

2. Recreate the environmental forces that affect the stability of abridge.

POINT TOPONDER

One of the most powerful force affecting bridges are humans.

ESSENTIALQUESTION

How can a bridge be constructed to withstand the powerful forcesthat can affect it?

CONTENTOutline the contentyou will teach inthis lesson.

II. Forces that Affect Bridges

a. If there is not enough support on a bridge, it could compress, orbe squished or compacted together, and could ultimately

collapse

b. Tension applied to a bridge provides support by pulling two

opposing endsi. Truss bridges are the most common from of tension

bridges as they can span long distances but still hold

ample weight

ii. Too much tension can still have a negative impact onbridges over time if the wires or cables become worn

c. The twisting force of a bridge is called torsion and bridgedesigners must put things in place to reduce it as much as

possible since is unavoidable

d. Shear force occurs when parts of an object are made to go inopposite directions and in a bridge this can cause it to rip in half

e. Environmental influences such as the weather, heat, water, cold,earthquakes or snow can affect a bridges structure in that it

could eat away at the materials or weigh too much on the

structure that it causes it to collapse

f. Over time and excessive use, some bridges have difficultykeeping their formation and will need extra maintenance in

addition to routine upkeep


What 3 items areworth knowing?(Think about thecontent you haveselected. What isimportant forstudents toKNOW?)

Students will KNOW:

a. bridges can be affected by forces other than just simply beingused

b. force is the strength or power exerted upon an object (source:http://dictionary.reference.com/browse/force )

c. environment forces are uncontrollable and unpredictable andtherefore more difficult to construct a bridge to withstand
http://dictionary.reference.com/browse/forcehttp://dictionary.reference.com/browse/forcehttp://dictionary.reference.com/browse/force


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What are theenduringunderstandingsthat studentsshould take away

from the lesson?(Define the BIGIdeas.)

Students will UNDERSTAND:a. that there are several forces that disturb and distress bridges:compression, tension, torsion and shear

b. knowing the weather conditions about where a bridge is located

is beneficial to the builders and designers

c. bridges must periodically be maintained to ensure they functionproperly

What 3 items areimportant forstudents to be ableto DO?(Define whatstudents should beable to DO as a

result of yourlesson.)

Students will be able to:a. demonstrate the different forces that alter a bridges structure

b. recreate environmental powers to prove that bridges areaffected by things other than just being used

c. design their bridge to withstand the different types of force

III. PLANNING

HOOKDescribe how youwill grab studentsattention at thebeginning of thelesson. BeCREATIVE.

Tug of War (10 minutes)- while students will not actually attempt to pull the other groupacross a central point, they will pull the rope tug to illustratetension- students will then, still holding the rope, walk towards each otherto demonstrate compression- as a group, discuss both and if they can coexist in the structure

of a bridgeINSTRUCTIONExplain Step-by-step what you willdo in this lesson.Include ALLsupport andteaching materialswith your unit.

1. Introduction to forces (20 minutes)- students will view a slideshow on how tension and compressionare implemented in each type of bridge7 this has to be viewedeither from the site itself or the downloaded PowerPoint- using popsicle sticks and Twizzlers, students will apply torsion tosee which object it had the most affect on- using popsicle sticks and Air Heads, students will apply shearforce by pulling each side apart- using an interactive foldable8 put in their COW notebooks,students will identify and define each force, give an example of

each, and draw a picture

2. Environmental influences (10 minutes)- triangular prism columns pre-built will be used to model how theenvironment affects a bridge- the columns will hold an item on top and students will get achance to recreate forces- students will reproduce wind by blowing on the column,


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reproduce rain and flooding by squirting them with water andsubmerging them in water, and reproduce an earthquake bysimply shaking the table (other factors such as heat, cold andsnow are harder to recreate; or students can come up with anyother weather/environmental conditionsstudents will be

challenged to recreate any of these forces at home and post avideo on Edmodo)- their findings will be recorded in their COW notebooks

3. Online simulator and iPad applications (15 minutes)- using the websites and applications provided, students will havetime to play around with ideas and budgets to reinforce the skillsand concepts they have learned so far9- discussion will include how bridges must constantly bemaintained in order to continue to function

4. Continue to work on redesign (10 minutes)- add to their sketches- incorporate their knowledge on various forces to try to avoiddamage to their bridge- will be given their budget (each group will be different)- begin building (materials to symbolize what they would use willbe provided using the lists the students created, in addition to thematerials we will already have there)- during the process of their rebuild, students will need to testenvironmental forces on their build

ASSESSMENT

(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific andinclude actualassessment withunit materials.

Ticket out the Door and answer the Essential Question (5 minutes;

Essential Question may be done at home, along with the videopost)

1. On a half sheet of paper that we will provide that looks like aticket, students will write down three (3) things they learned fromthe lesson today10

2. Use Edmodo to answer the Essential Question. For a more in-depth conversation, students are encouraged to comment onothers postings.


ASSESSMENT AND INSTRUCTIONAL MATERIALSsmartboard, popsicle sticks, Twizzlers, Air Heads, tug-of-war rope, laptops and iPads,materials for bridge construction, foldable materials: paper, glue, and scissors7http://www.slideserve.com/Samuel/bridges-powerpoint
http://www.slideserve.com/Samuel/bridges-powerpointhttp://www.slideserve.com/Samuel/bridges-powerpointhttp://www.slideserve.com/Samuel/bridges-powerpointhttp://www.slideserve.com/Samuel/bridges-powerpoint


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8 foldable:

9 Bridge to Classroomhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.html orLearn for Goodhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htm 10 Ticket out the Door
http://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.htmlhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.learn4good.com/games/simulation/build_bridge_across_canyon2.htmhttp://www.eduweb.com/portfolio/bridgetoclassroom/engineeringfor.html


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LESSON #3Dont Hate Me Because Im Beautiful


LESSON

OBJECTIVE

Establish multiple meanings and purposes of beauty and align

them with the bridges that students are redesigning.

POINT TOPONDER

There is nothing in machinery, there is nothing in embankmentsand railways and iron bridges and engineering devices to obligethem to be ugly. Ugliness is the measure of imperfection.

-- H. G. WellsBridges are perhaps the most invisible form of public architecture.

-- Bruce Jackson

ESSENTIALQUESTION

How can beauty symbolize power?

CONTENTOutline the content

you will teach inthis lesson.

III.Beautiful Bridgesa. Definitions of beauty can be just a diverse as the designs of

bridges themselvesi. The color of a bridge is often selected based on the

impression that the designers want to portray

ii. The various structural designs of a bridge can impactemotions and beliefs in such a way that persons can be

emotionally moved by them

iii. Just the mere height of bridge can make it seem beautifuland impressive

iv. When being designed, the architects consider the locationof the bridge and this can influence the plan when it comes

to the design or materials used for it

b. While looking at various bridges, consider how beauty and thedefinition of aesthetics align with bridges by describing the

attributes of the bridge


What 3 items areworth knowing?(Think about thecontent you haveselected. What is

important forstudents toKNOW?)

Students will KNOW:a. beauty has different meanings to different people

b. the size, form, and colors of a bridge need to be explored andselected to match the image designers want to portray

c. appearance isnt everything; bridges still need to serve apurpose

What are theenduringunderstandingsthat studentsshould take away

Students will UNDERSTAND:a. how the location and surroundings of a bridge influence thechoices architects make

b. the aesthetics or visual appeal of a bridge can symbolize power


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from the lesson?(Define the BIGIdeas.)

to either those that see it or merely to the civilization it isrepresenting

c. bridges can be both beautiful and beneficial as long as thestructure can withstand varying forces

What 3 items areimportant forstudents to be ableto DO?(Define whatstudents should beable to DO as aresult of yourlesson.)

Students will be able to:a. make generalizations on how materials denote beauty andpower

b. integrate size, form and color into their bridge redesign

c. defend how the attractiveness of their redesign symbolizespower

III. PLANNING

HOOKDescribe how youwill grab studentsattention at thebeginning of thelesson. BeCREATIVE.

Video and Discussion (5 minutes)Using clips from movies, students will watch a VERY short video11(to adhere to copyright laws) on how bridges are used in the media.Each clip will be edited and all movie clips will be combined tomake one short video that will be downloaded to the computer foreasy access. Students will discuss both how such movies havemade bridges famous and how already famous bridges make it intomovies.a. ThorBifrost Bridgeb.X-Men: The Last Standbridge between mutants and humansc. Indiana Jones and the Temple of Doom rope bridge

d. Sleepy Hollowwooden bridgebut not true to the storye. Stand by Me railroad bridgef. Snow White and the Huntsman troll bridges; not to be confusedwith toll bridgesg. Zookeeper gorilla climbing suspension bridgeh. Bridge to Terabithia imagination and friendship; both real andfictitious bridges

INSTRUCTIONExplain Step-by-step what you willdo in this lesson.

Include ALLsupport andteaching materialswith your unit.

1. Prezi (5 minutes)- revisit the Prezi from the first day so students can view theirbridges that whey are redesigning- participate in describing how the attractiveness of the bridge

makes them feel- brainstorm and share how their rebuild will be different than thebridge before the collapse

2. Color Wheel (15 minutes)- students will explore how the different colors of a color wheelhave an impact on emotions- a SmartNotebook file contains the random spinning tool with


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mastered thecontent? Bespecific andinclude actualassessment with

unit materials.

The class will then toss, or pass around gently, their balled upanswers until told to stop. Students will then open the papers andhopefully not have their own. For multiple-choice questions,students can go to one of four corners that will be labeled A, B, C,and D then review as a class. For short answer questions, students

can just read aloud the responses. This will create a gooddiscussion. Students will be asked five (5) questions, at least onefrom each day so far.

2. Use Edmodo to answer the Essential Question. For a more in-depth conversation, students are encouraged to comment onothers postings. Students will also need to reflect on their initialdefinitions of power, purpose and beauty then post whether or nottheir ideas have changed and how.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSsmartboard, laptops, color wheels, glue, materials for constructing bridges11 video is in the process of being made and will be saved only on Dropbox andviewed only for educational, non-profit purposes12 color wheel spinning tool from SmartNotebook:

13 Commit-and-Toss questions1. Name one of the bridges in the Prezi from Day 1.2. Which of the following is not a force applied to bridges?

a. torsionb. momentumc. shear


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d. tension3. Fact or Fiction: Regular maintenance helps prevent bridge collapses.4. Which part of a suspension bridge receives the most compression?

a. the cablesb. the deck

c. the towersd. the beams5. What is a disadvantage to considering an aesthetical approach to bridge designs?


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LESSON #4Is It Worth It?


LESSON

OBJECTIVE

1. Outline how the budget was implemented in the redesign.

2. Support the decision to use certain materials based on cost andlocation of bridge.

POINT TOPONDER

1. A little money can go a long way.2. Money is power.

ESSENTIALQUESTION

How much power can a budget have on a bridge construction?

CONTENTOutline the contentyou will teach inthis lesson.

IV.Cost Efficient Bridgesa. Architects and designers must consider their budget in order

to ensure that the bridge meets the needs and functions of its

purpose

i. Determining how the constraints of a budget will assist in

choosing the materials and time used to construct thebridge

ii. First World versus Third World countries have differentfinancial influences that can impact the construction of a

bridge such that a bridge, once built, may not able to be

maintained

iii. The ideas of how traffic will function on the bridge canaffect the budget when considering the amount of

reinforcement needed to withstand excessive weights

b. The efficiency of wooden bridges versus steel also influence abudget in that certain materials in certain areas can have

different ranges of prices


What 3 items areworth knowing?(Think about thecontent you haveselected. What isimportant forstudents to

KNOW?)

Students will KNOW:a. a budget can make or break a bridge

b. materials cost different amounts in different parts of the world

c. architects and designers need to consider the cost in upkeepand maintenance

What are theenduringunderstandingsthat studentsshould take awayfrom the lesson?(Define the BIG

Students will UNDERSTAND:a. the cost of materials is often calculated based on square feetused and should consider the span of their bridge redesign

b. the affects traffic flow and forces have on a bridges budget

c. just because something is less expensive does not mean it is


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Ideas.) efficient or effective

What 3 items areimportant forstudents to be ableto DO?

(Define whatstudents should beable to DO as aresult of yourlesson.)

Students will be able to:a. select materials that are conducive to the purpose, function andlocation of a bridge while also considering aesthetics and power

b. provide a detail list of the distribution of their budget

c. defend their choices on the decisions they made about theirrebuild as if presenting to a group of individuals in the redesignprocess.

III. PLANNING

HOOKDescribe how youwill grab students

attention at thebeginning of thelesson. BeCREATIVE.

Money Music Mash-Up (5 minutes)A music collage of songs about money. Only the parts aboutmoney will be played. Students will discuss how a budget can

affect the design of a bridge and its chosen materials. In addition,students will develop ways for saving money by using naturalresources of power (such as sun, wind, and water) in their rebuild.a. [Money] Cant buy me love Beatlesb. Money Pink Floydc. Money The Flying Lizards (Barratt Strong)d. Mo Money, Mo Problems Notorious B.I.G.e. Take the money and run The Steve Miller Bandf. For the love of moneyThe OJays

INSTRUCTIONExplain Step-by-

step what you willdo in this lesson.Include ALLsupport andteaching materialswith your unit.

1. Cost efficiency tips (10 minutes)- builders bid for the job; this means they have to develop a

plan and provide estimates for their construction and acommittee overviews the plans from every bidder and selectone that meets their needs- students will view tips on reconstructing bridges and howbudget and time influence a plan- compare First World and Third World country bridges anddiscuss how their finances may hinder aspects of bridgereconstruction- students will view a sample bridge estimate and then createtheir own estimate considering purpose, function, location,aesthetics and power (and perhaps even lack of materials)

2. Jeopardy (25 minutes)- students will play a game using a PowerPoint template toreview all of the topics covered in this unit

3. Final product (20 minutes)- finish their bridge redesigns by using the necessary materials;they will finish incorporating color and other aesthetic attributes


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- use their budget from day two to create a list of how theirmoney was spent

4. Play London Bridge is Falling Down just forfun!

ASSESSMENT

(PerformanceTask) What willthe students DOto demonstratethat they havemastered thecontent? Bespecific andinclude actualassessment withunit materials.

GradeCam and answer Essential Question (10 minutes)

1. Students will answer 10 questions about the unit usingGradeCam14. Each student will receive a three-digit code and abubble sheet. After the assessment, students will scan their bubblesheets, using the camera on a macbook, to receive their score.

2. Use Edmodo to answer the Essential Question. For a more in-depth conversation, students are encouraged to comment onothers postings.


ASSESSMENT AND INSTRUCTIONAL MATERIALSsmartboard, materials for constructing bridges, laptop with camera, JeopardyPowerPoint

the tools and tips on cost efficiency and prices of materials will depend on the bridgethat students are assigned14 GradeCam questions

1. Where is the Golden Gate Bridge located?

a. Californiab. Minnesotac. New Yorkd. Florida

2. Bridges can be constructed by hand.a. trueb. false

3. Which of the following is a function of a bridge?a. linking communitiesb. allowing transportc. religious symbolism

d. all of the above4. Which color does not symbolize power?a. blackb. redc. purpled. yellow

5. Architects is more likely to consider the ____ of a material when focusing onaspects for aesthetic purposes.


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a. textureb. costc. locationd. function

6. What gives an arch bridge is strength?

a. its materialb. its sizec. its shaped. its cost

7. Tension acts primarily on which part of a suspension bridge?a. the anchorageb. the cablesc. the towersd. the deck

8. The rotational or twisting force applied to a bridge is called:a. tension

b. compressionc. torsiond. shear

9. In some countries it is more expensive to repair a bridge than to simply build anew one.

a. trueb. false

10. Costs of materials are most commonly priced by length.a. trueb. false


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Resources

1.http://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.html 2.http://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-

you-can-climb-or-walk-across.html 3.http://arch-bridges.beamss.info/famous-truss-bridges/ 4.http://www.inspiremonkey.com/2011/05/outstanding-famous-bridges-around-the-world/5.http://www.city-data.com/picfilesc/picc42484.php6.http://www.aviewoncities.com/gallery/bridges.htm 7.https://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQ8.http://www.aviewoncities.com/gallery/bridges.htm

9.http://www.youtube.com/watch?v=UYtIFM1ek_M10.http://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.html 11.Bridge.ppt12.http://www.youtube.com/watch?v=n71abhaadRs13.http://www.youtube.com/watch?v=UYtIFM1ek_M14.LocalBridgesIntroductoryPowerPoint.ppt
http://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://arch-bridges.beamss.info/famous-truss-bridges/http://arch-bridges.beamss.info/famous-truss-bridges/http://arch-bridges.beamss.info/famous-truss-bridges/http://www.inspiremonkey.com/2011/05/outstanding-famous-bridges-around-the-world/http://www.inspiremonkey.com/2011/05/outstanding-famous-bridges-around-the-world/http://www.inspiremonkey.com/2011/05/outstanding-famous-bridges-around-the-world/http://www.inspiremonkey.com/2011/05/outstanding-famous-bridges-around-the-world/http://www.city-data.com/picfilesc/picc42484.phphttp://www.city-data.com/picfilesc/picc42484.phphttp://www.aviewoncities.com/gallery/bridges.htmhttp://www.aviewoncities.com/gallery/bridges.htmhttp://www.aviewoncities.com/gallery/bridges.htmhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttp://www.aviewoncities.com/gallery/bridges.htmhttp://www.aviewoncities.com/gallery/bridges.htmhttp://www.aviewoncities.com/gallery/bridges.htmhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://c/Users/Kendall/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AMQGTHOR/Bridge.ppthttp://c/Users/Kendall/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AMQGTHOR/Bridge.ppthttp://c/Users/Kendall/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AMQGTHOR/Bridge.ppthttp://www.youtube.com/watch?v=n71abhaadRshttp://www.youtube.com/watch?v=n71abhaadRshttp://www.youtube.com/watch?v=n71abhaadRshttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://c/Users/Kendall/Desktop/LocalBridgesIntroductoryPowerPoint.ppthttp://c/Users/Kendall/Desktop/LocalBridgesIntroductoryPowerPoint.ppthttp://c/Users/Kendall/Desktop/LocalBridgesIntroductoryPowerPoint.ppthttp://c/Users/Kendall/Desktop/LocalBridgesIntroductoryPowerPoint.ppthttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.youtube.com/watch?v=n71abhaadRshttp://c/Users/Kendall/AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.IE5/AMQGTHOR/Bridge.ppthttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.bootsnall.com/articles/10-02/13-famous-bridges-around-the-world-that-you-can-climb-or-walk-across.htmlhttp://www.youtube.com/watch?v=UYtIFM1ek_Mhttp://www.aviewoncities.com/gallery/bridges.htmhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttps://play.google.com/store/apps/details?id=com.headupgames.bridgeconstructorfreeversion#?t=W251bGwsMSwyLDIxMiwiY29tLmhlYWR1cGdhbWVzLmJyaWRnZWNvbnN0cnVjdG9yZnJlZXZlcnNpb24iXQhttp://www.aviewoncities.com/ga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