Communication / Building Bridges
Moussa Jammal, Johan Magnusson
Name of school
8th grade, four diffrent classes, about 22 – 23 students per class
Students will in groups either:
a. Build a bridge of assigned materials with built-in mechanics or electronics
b. a traffic light that can be controlled with built-in electronics.
They will also submit a report describing the workflow and include a drawing on the bridge.
• Students should be able to make a technical design using their own sketch, drawing or similar support and describe how the structure is structured and functioning.
• The pupils should be able to tell you how the development of bridges or traffic control has progressed. You should also be able to tell us what has meant that technological progress is moving forward. (Drivers)
• The students should be able to analyze the pros and cons of what the construction has for effects on nature, society and the individual’s living conditions,
• Students should be able to build wooden sticks and glue using their own sketches, drawing or similar support, and describe how the structure is structured and functioning, as well as make a test showing its strength.
• Students should be able to describe what different types of fragments have for the pros and cons. What makes a bridge stable and not breaking for the load it is exposed to.
• Students should be able to explain basic computer logic concepts
The students received a timetable at the beginning of the work where different deadlines were clearly exposed so that it would be easier for the group to maintain a pace of work to achieve good learning and thus a good result.
We have been careful to constantly practice theory with practical elements. During the programming, the basic requirements have been clearly documented and accessible to the students, but these can always be followed up with more complex challenges for those students who showed curiosity and want to develop their skills.
During the lessons we have used Smartboard and NoteBook. The students have done much of their documentation in Google Docs. All students have in some way built into electronics that are controlled by an Arduino in their projects.
During the course of the project we have had a survey and assignment block that we checked that the students have understood and possibly further developed.
The assessment takes into account reasoning about the material, the construction process, the idea process and the documentation
Students are judged at each lesson based on how they have worked in a group and independently pushed their work forward.
The assessment is based on a matrix distributed before the work area commenced. The result is reported for the class and is displayed at the local library
The students programmed both in Scratch and Arduino during the project and several of the reports were done using presentation programs.
We did not associate this project with eTwinning, but discussed the possibilities for a joint venture project through eTwinning.
The students have been very active and have taken great responsibility for their personal and group efforts.
The pupil engagement has been great and many students succeeded in achieving the set goals for the work area. Students have been given great opportunities to guide and develop their own self-learning while working with the bridges and traffic lights
It has been amazing to see how the students took responsibility for their learning and really gave every effort to implement their ideas
Through this we have learned to program, using different techniques for building bridges. Then we have also learned to use scale by drawing sketches.
It has been very instructive and nice that instead of just sitting and writing, we’ve gotten more creative, learning how to co-operate much better and been very effective … so everyone has been very committed to their work and I had a lot of fun