Yudu - Connect Volume24 Issue3Jan-Feb11DRM

Building Bridges A Hands-on Science Workshop

by Betsy Bennett Stacey C

hunks of wood, planks, and ropes were strewn across the lawn like pieces of a

giant erector set. I peeked out of the museum window and saw kids teetering on bridges and balancing blocks to make arches; I knew we had brought the right workshop to The Nature Museum in Grafton, Vermont. As the Director of Education, I am always

searching for hands-on experiences for our museum members and other people in our com- munity. I had been looking for a program that would involve an inquiry approach to learning, would have students outside manipulating mate- rials, experiencing science firsthand, and possi- bly enjoying an intergenerational experience. Last year we all enjoyed the “Operation

Take-Apart” workshop where we had a great time thinking about simple machines and tak- ing apart appliances, one itty-bitty screw at a time. So, I asked Jordan Fletcher, a former science teacher, arborist, and substitute teacher, what other science workshops he could envision for The Nature Museum. When he told me about the possibility of building bridges large enough to hold the weight of an adult, we made plans for a future workshop.

Testing the strength of arch bridges Four Types of Bridges

Students learned about four types of bridges: the arch bridge, the simple beam bridge, the suspension bridge, and the cantilever bridge. We also discussed the pontoon bridge. One of the things that I enjoy most about Jordan’s teaching style is the way he gives kids the time and space to actually try and figure things out for themselves. He showed them photos of each style of bridge, and gave them a little bit of his- tory, but soon the kids were outside manipulat- ing the boards, ropes, and blocks so that they could see for themselves how pressure was exerted and where the direction of force lay. Perhaps the most exciting part for many

kids was the suspension bridge. Jordan started out talking about how a suspension bridge is a “bridge that walks a tight rope” and that these bridges have an inward pull that requires a really strong anchorage. We all discussed the Golden Gate bridge, an image that most students were familiar with, and then we went

An introduction to the suspension bridge: students exert pressure and observe its effects.

Betsy Bennett Stacey