Rationale
The appeal of bridges is a reflection of our interests in science, mathematics, art and history. The scientist is enthralled with bridges for their convergence of forces. The mathematician calculates and graphs their ability to combine stress and strain with elasticity to balance imposed loads. Bridges appeal to the artist in us by just the shear beauty and magnitude of their presence. Their size, symmetry, form, and function combine to create something significantly more than just an object of beauty. Little wonder that artists use bridges as their subjects for paintings such as Van Gogh's The Bridge at Langlois. The ability to build the impossible or reach the unattainable is also part of the allure. The child in each of us wonders what is on the other side of the water, or divide. If one could only cross over to the other side, what unusual things would be seen? Imagine looking down into a Himalayan gorge, while crossing a simple suspension bridge made of twisted cellulose fibers. (I believe I have gephyrophobia.) The historian can only be impressed, for like the pyramids in Egypt, early bridges (Clapper design) were built involving the movement of huge stones, constructing bridges without mortar.
This unit is created for students to capitalize on their subject interest by studying various bridges; culminating in constructing a three dimensional bridge. I hope to spark their curiosity by having them learn the history of bridges, the challenges, and the mistakes.
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