K-12 Engineering Education Standards: - International Technology ...

Bridges With Trigonometry Equals
Engineering Achievement
By Ahmed L. Gathing
The advantage of integrating these
math concepts into this exercise
allows [students] to stop the bridge
at the first point of failure rather
than crushing the bridge.
Introduction
Exemplary and fun technology education classes in high
schools are always welcome. I introduce bridge building
to my ninth graders and other students who comprise
the Introduction to Engineering and Technology course
within the first two months of the fall semester. In Georgia,
Introduction to Engineering and Technology is the first of
four technology education classes that students take in high
school. Incoming students’ knowledge will consist of at
least basic algebra and science concepts. As students enter
my class for the first time, they are excited to build while
learning about different engineering concepts. Building
bridges is a great beginning project that allows students
to build upon their math skills using basic trigonometry
formulas while learning how forces act upon a structure.
They also get to enjoy building and testing their bridges.
Integrating math into technology education activities is
important to enhance their value as “engineering-oriented”
activities. Math-related engineering projects have been
a missing component in many technology education
programs, but activities such as this bridge project will
provide credibility to engineering programs. Since most
technology education teachers are familiar with the balsa
wood project, the implementation of math concepts will
not be a difficult concept to conceive.
Background
Bridges
There are many different types of bridges. I introduce truss
bridges to students at this level. Students are given the
option to build from one of three types of truss bridges:
Figure 1. Warren, Figure 2. Pratt, or Figure 3. Howe. These
three types of bridges are symmetrical, so, mathematically,
members on each side of the bridge should be equal.
Another reason I chose these bridges is that students are
able to build them within the necessary time period.
Figure 1: Warren
Figure 2: Pratt
30 • Technology and Engineering Teacher • February 2011