1. Searching for Bridges
An investigation into student internet
inquiries pertaining to information on
bridge building
David Crewes
CEP 806
Module 1: Inquiry Project
9/28/11

2. Motivation
The motivation for this project comes from a student
project in my Physics class. The assignment for my
15 students is to build a bridge from file folders. In the
past, I have introduced project material as needed
and the students work on their bridges accordingly.
I would like to utilize the inquiry
method to assess the students
ability to find their own quality
websites that they can use as
a resource as they build their
own bridge.

3. Prediction #1
 My first prediction is that the most
popular websites that my students will
use are those that have the most bells
and whistles incorporated into their
website
This is going to be true for any class
researching any topic. The websites students
will choose to visit, spend time on, and use as
a resource, will be the most appealing to them.
These sites will probably contain interactive
models, colorful images, interesting flash
videos, and also, be easy to read

4. Prediction #2
 With the limited instructions given, my
second prediction would be that most
students will not inquire into the
fabrication of different trusses,
supports, and members, but only into
the design of the bridge itself
At this stage of the project, one of the only
things students can actually see differently in
many of the models we look at are the
designs only. The changing on the
thicknesses and shapes of the trusses will
come after another inquiry project covering
those topics.

5. Inquiry Plan and Design
 Since this bridge building project is already a part of the
curriculum, I decided that I could make it more student
driven by utilizing the inquiry method.
 My end goal of this project was not to fabricate a model
bridge, since that is already a requirement, but to see if
any of the students would be able to utilize the internet,
search for usable, quality information and data from
reliable sources, then be able to incorporate that data
into their own project.
 As I introduced this unit, I passed around some student
examples of bridges past. I presented them with the
timelines, and communicated the requirements of each
stage: Research, Design, and Fabrication

6. Inquiry Plan and Design
 This is the point where my Inquiry plan was introduced. I asked them to
spend some time in the computer lab to research building “File Folder
Bridges”
 The only requirements I placed on this part of the assignment was to
fully document what they did in the lab. This includes recording of
search titles, including key words, web addresses, and reasons why they
chose this site to assist in their bridge manufacturing, and how this
information will assist them with the project.
 To make sure if everyone understood I asked several students what they
had in mind for the activity. Google was the preferred search engine and
Wikipedia was also brought up in several conversations.
 The usefulness of a member generated information database
(Wikipedia) was discussed and I let them know they should steer away
from wiki entries. They should be able to find more credible sources.
 After a few students volunteered some possible search parameters, I
dismissed them to begin work

7. Search Parameters
 The following are examples of student
internet searches. The favored engine was,
of course, Google. The reason being is “That
is what my computer opens with.”
 Structure of a bridge
 Why bridges fail/collapse
 How bridges are built/Bridge building
 Materials used for bridge building
 Types of bridges
 Parts of a bridge
 Process building bridges engineer
 What forces act on bridges
 Strong Bridge designs

8. Student Websites
 Student choices of search results showed that of
my 15 students, not one used a site that appeared
after the 5th entry.
 The first site was always looked at first, and many
didn’t even go past the 2nd site.
 5 of the 15 used Wikipedia entries, even after being
instructed to stay away from these types of sites
 7 of the 15 students cited non proffesional websites
catering to someone's personal agenda
 8 of the 15 students cited information from quality
sources (.org, .edu, .gov, or a credible business)
 http://bridgepros.com/
 http://www.pbs.org/wgbh/nova/bridge/
 http://www.faculty.fairfield.edu/jmac/rs/bridges.htm
 http://www.wsdot.wa.gov/projects/sr24/i82tokeysrd/bridgegloss
ary.htm

9. Student Websites
 9 of the 15 students included sites with
simulations and games concerning bridge
building
http://www.learn4good.com/games/simulation/bui
ld_bridge_across_canyon2.htm
http://www.bridgebuilder-game.com/
http://www.pbs.org/wgbh/buildingbig/bridge/
 8 of the 15 students used the descriptions in
the search window as criteria for a “good”
website. The other students waited until the
website was called up make a decision
 All but one student chose websites based on
real world applications, not on file folder
models

10. Reasons for Student Websites
 There were a variety of comments as to why some
students chose the websites they did. Here are a few:
 “The game was good because it shows you hand on which
bridges work best in certain scenarios”
 “Loads of information, anything you need to know about
bridges is probably on this site”
 “Good layout, easy to find information”
 “I thought it had specific detailed and accurate information”
 “I liked this website because it not only described the
physical characteristics of the different types of bridges, but
it explained the many unusual forces that act on each type
of bridge.”
 “Short and sweet and not very complicated”
 “The interactive labs that would show me information.”
 “Look at the different crazy bridge designs”
 “List of useful materials and how to calculate forces”

11. Observations
 Students worked very quickly to finish the
assignment, often asking “Is this good?” or,
“Is this enough?”
 Most students did not inquire into the
credibility of the websites they looked at
 Most students focused their searches on
information concerned with real bridges,
forces and applications, rather than on model
bridges.
 After the initial searches for information and
definitions were completed, almost all
students ended up on some site with
simulations

12. Emergent Ideas
 I feel that most of my students are very comfortable with
searching for information on the internet and
determining what information is valid. Actual abilities
may differ from what they believe they are capable of.
 It seems as if students don’t really care where the
information they obtain comes from. As long as the
assignment is filled out, they are satisfied.
 Most students like the bells and whistles of highly
interactive websites rather than the content rich
websites.
 Pictures, images and graphics are important on home
pages if students are going to continue deeper into the
website.
 Students seem to be more interested in using the
computer for informational browsing rather than using
textbooks or other media

13. Conclusions and Questions
 With respect to my predictions, most students did not use this time
to research file folder bridges, but only bridges themselves and the
simulations that are available to them on the web.
 My other prediction from the beginning of this presentation was a bit
of a no-brainer: Of course students will want to use and play on the
websites with the most bells and whistles. I would too!
 When this project comes around next year, I think I will try to stress
the design aspect of the file folder bridges a bit more. This will be in
an effort so students will inquire about that topic as well as the
basics of bridges in their searches.
 Since this was a class of only males, would a mixed classroom have
the same results? What about a class of only females?
 This project was performed with higher than average students in my
class, would the results and conclusions have changed if the
targeted class was a freshman Earth Science class?
 As my classes continue to research via the internet, how do I instill a
sense of importance on the topic of valid internet website usage?
 How can I change or modify my own activities in the classroom to
help to model valid website usage choices?