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North Carolina 6-Point Daily Lesson PlanSubject: Transportation Systems Topic: Bridging the FutureTeacher: Daniel Spake Date: September 2, 2009Course of Study Objective: The students will be able to comprehend the function of technological systems in the designed world.Instructional Objective: The Student will demonstrate their knowledge of the forces and loads associated with bridges following a presentation with 100% accuracy on a quiz.Activity Description of Activities and Setting Materials and TimeDaily Writing Why do you think it is important for engineers to consider and calculate forces before a construction project?I. Focus and Review (Establish prior knowledge and/or Central concept: whatis it all about?)- The 8 steps of the design process 3 minII. Statement (Inform student of objectives –Set Induction /Advanced Organizer)Today we will discuss and demonstrate the four forces that are encountered in structures daily.1 minIII. Teacher Input (Present tasks, information, and guidance) and Instructional StrategiesA. Chapter 11 ppt 1. DemonstrationsB. Cable-stay bridge activity 1. Worksheet6 minFoam Noodle5 minStringIV. Guided Practice (Elicit performance, provide assessment and feedback) -Group WorksheetV. Independent Practice -- Seatwork and Homework (Retention and transfer)A. Quiz -stress identification -load calculation2 minNotesCable-stayed Bridge ActivityInstructions: - Divide into groups of 3-4 people- Get two lengths of string (the length of the string depends on the length of your arms)Hint: Start with the group member with the longest arms so you can shorten the string. The string is in short supply.- Tie loops on each end of the string that are large enough to get your arm through- Place your arms through the loops on the shorter length of string until the loops are at your elbows- Place this string on your head- While the short string is in place, have a group member place your hands through the loops on the longer length of string- Place this string on your head- Now let someone else tryQuestions:1. Pretend that your head is the tower of the bridge. What force(s) is the tower experiencingduring this activity?2. What force(s) were the cables experiencing?3. What differences, if any, did you notice when you went from one cable to two cables?Q&A1) If a steel beam were to twist (one end of the beam rotates clockwise while the other end rotates counter-clockwise), the beam is said to be experiencing:A) BendingB) TorsionC) RotationD) Failure2) Draw an image that depicts compression (be sure to include direction of forces and beforeand after images).Answer: 3) _______________ is the weight and forces a structure must support and there are two types. (answer: Load)4) There are 2 types of loads. Can you name them? Hint: Could you name them if it were alife or death situation?Answer: Live and dead loads5) Given: The dead load on a bridge is 14,550 lbs, the live load is 9,450 lbs, the wind is blowing a 36 mph, and there are 3,600 lbs of human weight on the bridge.Find: Calculate the total load that the bridge must support.Answer: 14,550 lbs + 9,450 lbs = 24,000 lbs Note: human weight and the force of the wind are already factored into the live load, therefore they are non-essential for this


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