Bridges of Ouray County

FOCUS OF LESSON

Students will learn the importance of researching and collecting historical and current data, for a larger project, the redesign and model building of a local bridge.

PREREQUISITE SKILLS

Use a digital camera, record measurements with a 100-yard measuring tape, and use the Internet as a search tool.

STANDARDS ADDRESSED

Information Literacy Standard 1: The information literate student accesses information efficiently and effectively.
Math Standard 5: Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.

STANDARDS ASSESSED

History Standard 2: Students know how to use the processes and resources of historical inquiry.

ASSESSMENT

A poster will be created that includes:
Historical Data: At least 2 historical sources of the City Park Bridge, with source document analysis
Current Data: Digital photograph of bridge, information from County Commissioner interview, measurements, map.
See rubric.

TIME

One week maximum. 50-minute periods.

MATERIALS

• 3 digital cameras
• computers with Internet access
• computer with projector
• measuring tape
• glue
• color printer
• student supplied poster board
• Ouray County Map from commissioner
• Primary Source Analysis Guide -several copies per student
• parent volunteers.

POSSIBLE PROCEDURES
Note: This lesson will produce the historical documentation portion of a larger project, to redesign and build a model of a local bridge.

1. Day 1, Introduction of Project: Give overview of the entire project. Part I. Groups of students will be researching a bridge in Ouray County. They must gather photos, measurements, and records relating to the bridge. Then the students will apply bridge building techniques to design a new bridge for that location. Part II. They will use a computer application (such as WestPoint Bridge Builder http://bridgecontest.usma.edu/ or VectorWorks) to create the bridge using correct dimensions of the site. They will then build the bridge using balsa wood construction. Finally students will present their bridge to the County Commissioner with explanations of the superior design of their bridge or why the bridge should be rebuilt. Along with the bridge they will present a poster, which has the historical (or current) data of the bridge along with the future design for the bridge. This lesson will produce the historical and current documentation portion of the poster, Part I. Go over the rubric so students know the expectations for the poster.

2. Form groups of students. The group should be of two students preferably.

3. Day 1 and 2, Students must utilize online resources to find sources for photos and records relating to the bridge on the walking trail in the city park. Search the Colorado Digitization Program site (http://www.cdpheritage.org) and other sites such as

• The Colorado Department of Transportation bridge specifications (http://www.dot.state.co.us/DesignSupport/)
• Colorado train bridge resources (http://ghostdepot.com/rg/bridges/bridges.htm)
• Library of Congress American Memory (http://memory.loc.gov/ammem/)
• Colorado Bridges (http://www.colorado.worldweb.com/PhotoGallery/Bridges)
• Colorado Bridge history (http://www.coloradohistory-oahp.org/guides/architecture/styles/bridge.htm)
• HABS (http://memory.loc.gov/ammem/hhhtml/hhhome.html)
• Ouray County flood information (http://www.crh.noaa.gov/gjt/papers/flashflood/flashflood.htm)
• and other student located sites.

a. The instructor must first use the projector to guide students through finding the Ouray County photographs on the Heritage Colorado site. Choose the green Search button next to Colorado Heritage. Type the search terms Ouray Bridges and click the green Search button. The results will appear. Orient students with the page by pointing out how to jump to the next page. Also demonstrate how clicking on the title will display information needed for the handout (Primary Source Analysis Guide). Distribute the handout and review the items needed.

b. Next instruct students on how & where they need to save the photo for use in their poster project. This will depend on the network configuration of your school.

c. When photo has been acquired, students must submit their bridge to the instructor to record. Students should analyze this photograph using the Primary Source Analysis Guide.

d. Then use the sites listed above (#3) or general searches online, a visit to the historical society or the highway department after school, to locate a second source document, this does not have to be a photograph. Students should analyze this document using the Primary Source Analysis Guide.

e. Students should now conduct a teleconference phone interview (or personal interview if possible) with the County Commissioner about the bridge to find out any other information about the bridge or where data might be found.

5. Day 3: Students take a two-three hour field trip visiting the bridge. Adult volunteers required. The student groups will take measurements of the site, including span, width, and height. Students must gather digital photos of the sites. They will need a measuring tape and digital camera.

6. Students will need to find or draw a map of their bridge site.

7. Day 4 and 5: Students create their poster presentation of the bridge in the past and present. Students could also use this day to visit the county commissioner or historical society to gather additional information.

SUPPORT MATERIALS

Dunn, Andrew. (1993). Bridges. New York: Thomson Learning.

The Department of Civil & Environmental Engineering, University of Utah. http://www.civil.utah.edu/~blaser/MM_project/structures/types.htm

-Melissa Pavlik, Ridgway School, Technology Instructor, Ridgway, CO