Week 8

Session 2

Guiding Question

  • How can we detect life on Mars using a robot?


  • How can we design and construct a bridge over the Boise River to resist an earthquake?


  • Think through the process of designing and constructing a bridge to resist earthquakes

CT Components


  • Students will build a bridge to satisfy requirements by trial and error

Conditional Logic

  • Students will apply logic learned regarding shapes and bridges in designing the bridge


  • Students will keep a journal and make a presentation to the class

Preparation for Final Competition

Competition Day (25 minutes)

Students are given ten minutes to prepare their bridges for the final competition. They make any last minute changes to their bridge.

Cost Estimations: For the final designs that were built, students estimate the cost of their bridge by using the table (will be provided to students by teacher) provided. The lowest cost of the bridge that meets the design specifications wins!

Bridge Testing

45 minutes

Once all teams have completed building their bridges, the teacher starts the testing process that includes loading, earthquake simulation and reloading.

Loading Requirement

The bridge should support 2 kg anywhere on the load without any bending

Earthquake Performance

The bridge should receive ‘OK’ or ‘Caution’ performance remark

Reloading Requirement

The bridge should support a loading of 1.5kg anywhere in the load without any bending

Judging the Performance

The judge compares the costs and the performance of the bridges and determines the winner. Here is the Final Competition Evaluation Form.


Please help make sure all students' work/artifacts/journals are collected by the project team;

All students have completed a post survey at the end of the program. (This could be completed prior to the final competition testing/judging)

Solve problems by using Medium Motor Block, Wait Block, and Touch Block.

End of Session Reflection and Debriefing

5-10 minutes

Teacher briefly explains the computational thinking (CT) skill embedded in the Problem Solving Process Diagram. Using the problem solving process diagram, the teacher will ask students to identify what kind of problem solving skills/process/computational thinking they used in this session and explain how they used it. The following are some sample questions that can guide the debrief.

  • What did I learn today?

  • What problem solving skills/processes or CT components in this diagram did I use today?

  • How did I use the problem solving skills/processes/CT components?