science 7 phu my hung bridge feild trip 2008

8/2/2019 Science 7 Phu My Hung Bridge Feild Trip 2008

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American InternationalSchool

Phu My Bridge

Science 7

Field Trip

April 7, 2008


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On Tuesday, April 7, 2008 all grade 7 students participated on a field trip to theconstruction site of the Phu My Cable-Stayed Bridge. The Phu My Bridge is afascinating example of the rapid development of Viet Nam and is only the secondof its kind in Viet Nam. The bridge is of notable design and has appeared in aprofessional journal and will appear in a future segment of a popular televisiondocumentary series.

The students were invited to tour the bridge 5 months before its completion. The

bridge engineer prepared a presentation to explain the construction of the bridgeand then took the students and teachers to see key design elements of thebridge.

The rationale fulfilling McRel Standards and IB Learner profiles are as follows:

McRELStandardsStandard 9. Understands the sources and properties of energy Level III(Grades 6-8)3. Knows that heat energy flows from warmer materials or regions to cooler onesthrough conduction, convection, and radiationEvidence: The students were taken to the expansion joint where the viaductmeets the main platform supported by the District 7 Tower. The studentscorrectly answered to the engineer why the expansion joint is necessary.
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Standard 10. Understands forces and motion Level III (Grades 6-8)4. Understands effects of balanced and unbalanced forces on an objects motion(e.g., if more than one force acts on an object along a straight line, then the

forces will reinforce or cancel one another, depending on their direction andmagnitude; unbalanced forces such as friction will cause changes in the speed ordirection on an objects motion)Evidence: The students understood how forces act on a cable-stayed bridge.
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Standard 13. Understands the scientific enterprise Level III (Grades 6-8)1. Knows that people of all backgrounds and with diverse interests, talents,qualities, and motivations engage in fields of science and engineering; some of

these people work in teams and others work alone, but all communicateextensively with others.Evidence: The engineer explained the funding structure and international

partnerships that were needed to start a project of this type.
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3. Knows various settings in which scientists and engineers may work (e.g.,colleges and universities, businesses and industries, research institutes,government agencies)

Evidence: Students met with a civil engineer on a construction site.
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6. Knows ways in which science and society influence one another (e.g.,scientific knowledge and the procedures used by scientists influence the waymany individuals think about themselves, others, and the environment; societal

challenges often inspire questions for scientific research; social and economicforces strongly influence which science research programs are pursued andfunded)Evidence: The students learned why this bridge design was deemed mostappropriate.
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The IB learner profile

Inquirers They develop their natural curiosity. They acquire the skills necessaryto conduct inquiry and research and show independence in learning . Theyactively enjoy learning and this love of learning will be sustained throughout theirlives.Evidence: Students gained experience of learning on a bridge construction siteand asked questions directly to a civil engineer.
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Principled They act with integrity and honesty, with a strong sense of fairness,justice and respect for the dignity of the individual, groups and communities.They take responsibility for their own actions and the consequences that

accompany them.Evidence: The students behaved in a respectful and in an appropriate manner onthe bridge visit.
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Communicators They understand and express ideas and informationconfidently and creatively in more than one language and in a variety of modes ofcommunication. They work effectively and willingly in collaboration with others.

Evidence: Vietnamese and students of other nationalities effectivelycommunicated in English with the engineer. Students acted as an interpreter forteachers at a restaurant.
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Caring They show empathy, compassion and respect towards the needs andfeelings of others. They have a personal commitment to service, and act to makea positive difference to the lives of others and to the environment.

Evidence: Students kindly allowed other customers to order ahead of them asthe students were numerous and would have otherwise forced other customersa long waiting period.
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Reflective They give thoughtful consideration to their own learning andexperience. They are able to assess and understand their strengths andlimitations in order to support their learning and personal development.

Evidence: Students wrote thoughtful letters about the knowledge they gainedfrom visiting the Phu My Bridge.
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Risk-takers They approach unfamiliar situations and uncertainty with courageand forethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs.Evidence: Some students had reservations about visiting a construction site but

overcame their fear and went on the trip.

This article was written by Mr. Marc Roberts, science 7 teacher and organizer of the

trip.
http://s/Faculty/Secondary/Marc%20Roberts/Phu%20My%20Hung%20Bridge/Reflection%20Photos/Under%20the%20PMH%20Bridge.JPG

science 7 phu my hung bridge feild trip 2008

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