LEARNING LABORATORY

Vol. I, Lesson I
An Introduction to Structural Engineering
for Science and Physics Classes by DTC
Topic: Physics/Engineering

Prior Knowledge Preferred:

1. Understanding of Newtons laws of motion, including F = ma.
2. Ability to understand algebra and equations, how to substitute givens in for
variables, and how to solve for an unknown variable.
3. Ability to use data tables consisting of rows and columns of information.
Overview and Purpose:
Give students a general idea of what structural engineering is by creating free standing
structures. Introduce students to key words, concepts, and design considerations. Perform
activities related to structural engineering.

Activity I
Materials:
Bag of marshmallows
Package of uncooked spaghetti
Scotch tape
Yard stick
Timer
Objective:
Help students ascertain an understanding of what shapes and formations will best support
functioning structures by building real structures themselves.
Directions:
Break students into groups of 3-4 and administer a single marshmallow, an arms
length of scotch tape, and 20 pieces of spaghetti to each group.
Direct students to build a structure using spaghetti and tape that can hold the
weight of the marshmallow at least 18 inches above the table top.

LEARNING LABORATORY
Vol. I, Lesson I
An Introduction to Structural Engineering
for Science and Physics Classes by DTC

Directions (cont.):
Discuss possible design strategies with students, such as building from the top
down instead of from the base up, attaching marshmallow to topmost part of
structure first instead of after design has been completed, and possible shapes
most likely to support structures best, such as triangular, braces, etc.
Give students 15 minutes to design, and start timer.
As students solve, circle individual groups to discuss their design strategies and
offer advice.

Activity II
Materials:
Paper for calculations
Writing utensil
Calculator
Photocopied pages of AISC Steel Manual (attached)
Objective:
Guide students through real equations used to select beams in the design of real buildings.
Directions:
After presentation of the slide show students should be ready to design their
own beam by solving for the section properties S and I.
Direct students to each perform their own calculations but collaboration with
neighbors is allowed.
Students should begin by plugging in numbers from the Design Givens into
the Design Equations as they follow the steps in the Design Procedure.
As students work to solve for S and I circle the room and help with
calculations, procedure, order of operations, etc.
Remind students that the final answer is not a number, but a steel shape chosen
from the AISC Steel Manual which must have section properties of S and I larger
than or equal to the S and I they have solved for.
Further remind students if more than one steel shape meets the criteria of S
and I, the lightest of the steel shapes should be chosen for economic reasons.
After 20 minutes of calculation time discuss with the students what they got
for S and I, and which corresponding steel shapes they have chosen and why.

LEARNING LABORATORY
Equations:

Vol. I, Lesson I
An Introduction to Structural Engineering
for Science and Physics Classes by DTC

Design Givens:

Force, PSF = 55.00 psf

Length, L = 39.5 ft

Tributary Width, Trib= 6.0 ft

Allowable BendinWqg Stress, Fb = 33.0 ksi

Youngs Modulus, E = 29,000 ksi
Design Equations (Includes units conversions):

w = PSF*Trib/1000

B = 12*wL/8

Bcap = SFb

max = 12*L/360

= 1728*5wL/384EI
Design Procedure:

Solve for w

Solve for B

Equate B to Bcap and solve for S

Choose a beam based on strength from the AISC Steel Manual

Solve for max

Equate max to and solve for I

Choose a beam based on deflection from the AISC Steel Manual

Select controlling beam shape