Wirral: Building Bridges

Location: Wirral only

We can famously catch the ferry across the Mersey; we can also drive or use public transport. What we can’t do is walk or cycle, which would be the best options for the environment. Science hasn’t found a way for us to walk on water (yet!!) but there is something we can do… build a footbridge! This is where your students come in – we want them to design a brand-new bridge across the Mersey!

This workshop introduce the forces that engineers have to overcome when designing bridges, the pros and cons of different styles of bridge, and a challenge to build your own bridge using our limited resources…. Can your bridge withstand our tests? Students will have to work together, solve problems, and think creatively to build their bridge.

Learning objectives:

• Understand that engineers have to overcome the forces of compression and tension when designing and building bridges.
• Engineers must consider a bridge’s intended use and load, environment, materials, and costs when designing and building.
• Designing, building, and testing are key parts of the engineering process, and getting it wrong the first time is normal!
• Recognise that they have to think like engineers when they work together, test, and make improvements to their designs.

Curriculum Links

Students will think like inventors and engineers in this workshop that promotes working scientifically outside of the classroom and supports a variety of key skills and curriculum areas of study including:

• Geography:
  – Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in human geography
• Art and Design:
  – To use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
• Design and Technology – Design:
  – Use research and exploration, such as the study of different cultures, to identify and understand user needs
  – Identify and solve their own design problems and understand how to reformulate problems given to them
  – Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  – Use a variety of approaches [for example, biomimicry and user-centred design] to generate creative ideas and avoid stereotypical responses
  – Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
• Science – Chemistry:
  – The production of carbon dioxide by human activity and the impact on climate.
• Science – Physics:
  – Energy
  – Motion and forces
  – Waves
  – Matter
• Mathematics:
  – Ratio, proportion and rates of change
  – Geometry and measures
  – Statistics