Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

In this math activity, students conduct a strength test using modeling clay, creating their own stress vs. strain graphs, which they compare to typical steel and concrete graphs. They learn the difference between brittle and ductile materials and how understanding the strength of materials, especially steel and concrete, is important for engineers who design bridges and structures.

Students are challenged to design a method for separating steel from aluminum based on magnetic properties as is frequently done in recycling operations. To complicate the challenge, the magnet used to separate the steel must be able to be switched off to allow for the recollection of the steel. Students must ultimately design, test, and present an effective electromagnet.

In this activity, learners conduct an oxidation experiment that turns old pennies bright and shiny. Learners soak 20 dull, dirty pennies in a bowl of salt and vinegar for five minutes. They rinse half the pennies with water, then compare the rinsed pennies to the unrinsed after all pennies sit and dry for about an hour. Learners also observe what happens when they submerge a screw and nail in the liquid compared to a nail only half-way submerged.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

Students learn about the types of possible loads, how to calculate ultimate load combinations, and investigate the different sizes for the beams (girders) and columns (piers) of simple bridge design. Students learn the steps that engineers use to design bridges: understanding the problem, determining the potential bridge loads, calculating the highest possible load, and calculating the amount of material needed to resist the loads.

Over several days, students learn about composites, including carbon-fiber-reinforced polymers, and their applications in modern life. This prepares students to be able to put data from an associated statistical analysis activity into context as they conduct meticulous statistical analyses to evaluate/determine the effectiveness of carbon fiber patches to repair steel. This lesson and its associated activity are suitable for use during the last six weeks of an AP Statistics course; see the topics and timing note for details. A PowerPoint® presentation and post-quiz are provided.

Students apply pre-requisite statistics knowledge and concepts learned in an associated lesson to a real-world state-of-the-art research problem that asks them to quantitatively analyze the effectiveness of different cracked steel repair methods. As if they are civil engineers, students statistically analyze and compare 12 sets of experimental data from seven research centers around the world using measurements of central tendency, five-number summaries, box-and-whisker plots and bar graphs. The data consists of the results from carbon-fiber-reinforced polymer patched and unpatched cracked steel specimens tested under the same stress conditions. Based on their findings, students determine the most effective cracked steel repair method, create a report, and present their results, conclusions and recommended methods to the class as if they were presenting to the mayor and city council. This activity and its associated lesson are suitable for use during the last six weeks of the AP Statistics course; see the topics and timing note for details.

Students learn about the variety of materials used by engineers in the design and construction of modern bridges. They also find out about the material properties important to bridge construction and consider the advantages and disadvantages of steel and concrete as common bridge-building materials to handle compressive and tensile forces.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The deep sea is an incredibly harsh environment. The freezing cold and crushing pressure make operations in the deep sea difficult and expensive. However, as we build more deep-sea infrastructure, the need to understand the corrosion of these installments grows too. To close this gap, researchers recently examined 10-year-old deep-sea mooring chains and the surrounding environment. The rate of corrosion was much higher than expected from abiotic factors alone, and the corrosion type, localized deep pitting, also indicated microbial corrosion. Compared to the surrounding sediment, the chains had a distinct microbiome dominated by sulfur-cycling bacteria. Modeling the metabolism of the chain microbiome suggests it is generating energy from the reaction between metallic iron and elemental sulfur. Such metabolic strategies may be particularly important in low-energy environments like this..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Basic skill development in hand-forging steel, forge welding, scroll-forming, shaping, and joinery utilizing hammers, anvils, and coal and gas forges. Emphasis on techniques and processes to demonstrate versatility and skill.

Робочий зошит з технології конструкційних матеріалів (1 частина) є зошитом з друкованою основою, побудованим на основі Державних стандартів та програмних вимог. Містить у собі різноманітні завдання, кросворди, таблиці, цікаву інформацію, малюнки. За допомогою стислої інформації, самостійних робіт конкретизований основний матеріал з тем. Використання зошита звільняє учня від непродуктивної механічної роботи, орієнтує на обов’язкові результати навчання, не позбавляючи власної творчості при засвоєнні знань.