Concrete Lessons JSDT435

Design & Marketing of Concrete
Products Curriculum
[Also taught as PIE Partners in Engineering Program]
How can we design a concrete product for sale that has
environmentally friendly attributes?
Curriculum Overview ....................................................................................................... 2
Sample Teaching Schedule Outline ................................................................................ 3
Concept map Concrete curriculum: ................................................................................. 4
Assessment Opportunities .............................................................................................. 5
Summary of NYS MST Standards Covered: ................................................................... 6
Problem Statement.......................................................................................................... 9
Lesson Plans................................................................................................................. 11
Lesson 1 Introduction to program, solid waste, unit problem ............................................... 11
Lesson 2 Product Brainstorm concrete ............................................................................. 20
Lesson 3 Concrete Research .................................................................................................. 25
Lesson 4 Waste aggregates and material properties .............................................................. 39
Lesson 5 Making concrete & safety..................................................................................... 49
Lessons 6 and 7 Foam Bridge Experiment- Forces and Stresses Lab ...................................... 58
Lesson 6&7- Spaghetti Lab- Alternative to Foam Bridge Lesson............................................ 71
Lesson 6 Forces and Stresses the shorter (lecture based) lesson for tension and
compression .......................................................................................................... 82
Lesson 8 Testing Cylinders for Compressive Strength......................................................... 91
Lesson 9 Evaluating results ................................................................................................... 96
Lesson 10 Weighted Objectives Table and Optimum Mix Sheet.......................................... 99
Lesson 11 Value of Product................................................................................................. 106
Lesson 12 Prototype production .......................................................................................... 115
Lesson 13 Wrap-up / Final assessment................................................................................ 117
Curriculum Overview
Concrete is one of our most valuable building materials, yet innovations in how concrete can be
made, including making and using it in more environmentally friendly ways continues to be
developed. Changing the aggregate materials for example is one important change. Concrete
products can be made utilizing waste materials as aggregate to provide a valuable use for these
materials, reduce their disposal in a landfill, and reduce the need to extract sand and gravel
resources from the earth. Concrete products that are porous can also be made to increase water
infiltration and reduce runoff. This property is especially important for applications such as
parking lots that otherwise create a substantial impervious surface.
In one version of the curriculum, eighth-grade technology students address the opportunity for
integrating solid waste as aggregate materials in concrete. The curriculum begins with an
introduction to solid waste and concrete materials. Students brainstorm about potential waste
aggregates that they can integrate into concrete and then make test cylinders out of a wide range
of materials. These concrete specimens are tested at Clarkson University facilities provide data
on the strength of the concrete mixes that can be used for design choices. Students then make
concrete products (e.g., stepping stones) and develop a marketing plan to sell the products based
on their environmentally friendly attributes.
In the Fall 2008 semester the curriculum is being adapted to consider porous concrete products in
alignment of the research of Clarksons Dr. Narayanan Neithalath, Assistant Professor of Civil
and Environmental Engineering.
Sample Teaching Schedule Outline

Lesson Plan
Lesson 1: What is solid waste?
Lesson 2: What can we do with solid waste? Introduce concrete
Lesson 3: Concrete research- WWW/ Packet
Lesson 3: Wrap Up Concrete Research
Lesson 4: Material Properties and Waste Aggregates
Lesson 5: How to make concrete, safety Mix & pour test cylinders
Lesson 6/7: Forces and Stresses
Lesson 8: Breaking concrete test cylinders (Field trip to Clarkson)
Lesson 9: Go over graphs of cylinder results
Lesson 10: Weighted objectives table / Determine Optimum Mix
Lesson 11: Value of concrete product- marketing
Lesson 11: Wrap Up Marketing
Lesson 12: Prototype Production
Lesson 13: Wrap-up / final assessment Concrete exam / project rubric/ surveys of
fellows
Concept map Concrete curriculum:
Solid waste What it is
PIE
Biodegradable
materials
Non-biodegradable
materials persist
Landfills
3 Rs
Compost
Products that
can be made from SW
Concrete for
non-biodegradable
Concrete What it is
Making concrete
Waste aggregates
Concrete as an
industrial material
Safety / handling
Types of materials
Processing / forming
Material
Properties
Concrete test cylinders
Sources / uses
Tension/compression
Weighted decision
analysis
Pouring molded products

Value of the Concrete
Product
Assessment Opportunities
In-class worksheets and Homework assignments:
Vocabulary worksheet
Solid Waste what can we use? (in class brainstorm worksheet)
Homework: what we throw away?
Concrete WEB research answers to worksheet questions and presentation to
class
Homework: Forces and Stress
Value of our Product 2 worksheets available
Lab Activities:
Material Properties or Physical Properties lab/worksheets
Lesson 6 - (2) lab alternatives: Foam Bridge or Spaghetti lab (forces and stress)
data sheet/graphs
Cylinder Compression test data analysis/graphs
Weighted Objectives Table
Projects:
Marketing product
Final concrete product
Unit Exam
Summary of NYS MST Standards Covered:

Standard 1: Analysis, Inquiry and Design
Engineering Design: 1: Engineering design is and iterative process involving modeling,
optimization finding the best solution within given constraints which is used to develop
technological solutions to problems within given constraints
identify needs and opportunities for technical solutions from an investigation of

situations of general or social interest
locate and utilize a range of printed, electronic and human information

resources to obtain ideas
consider constraints and generate several ideas for alternative solutions, using
group and individual ideation techniques; defer judgment until a number of
ideas are presented; evaluate ideas and explain why the given solution is
optimal.
in a group setting, test solutions against design specifications, present and

evaluate results, describe how the solution might have been modified, discuss
tradeoffs that might have been made.
Standard 2 Information Systems

1. Information technology is used to retrieve, process and communicate information and as
a tool to enhance learning
students use a range of equipment and software to integrate several forms of

information in order to create good quality audio, video, graphic and text-based
presentations
students use spreadsheets and data base software to collect, process, display and
analyze information
systematically obtain accurate and relevant information pertaining to a

particular topic from a range of sources
Standard 3: Mathematics
Measurement: 5: Students use measurement in both metric and English units to provide a
major link between abstraction of mathematics and the real world in order to describe and
compare objects and data
Students estimate, make and use measurements in real-world situations
apply formulas in direct measurement activities
explore and produce graphic representation of data using

calculators/computers
Standard 4 Science
Physical Setting: 3: Matter is made up of particles whose properties determine the observable
characteristics of matter and its reactivity
observe and describe properties of materials such as density and conductivity

6
Standard 5 Technology
Engineering design: 1: Engineering design is an iterative process involving modeling and
optimization to develop technological solutions to problems with given constraints.
students identify needs and opportunities for technical solutions from an

investigation of situations of general or social interest
locate and utilize a range of printed, electronic and human information sources
to obtain ideas
consider constraints and generate several ideas for alternative solutions
test their solutions against design specifications
Tools, resources and technological processes: 2. Technological tools, materials and other
resources should be selected on the basis of safety, cost, availability
choose and use resources for a particular purpose based on analysis and
understanding of their properties, cost, availability and environmental impact
use hand tools and machines to change materials into new forms
Computer technology: 3. Computers as tools for design, modeling, information processing,

communication and system control have greatly increased human productivity and
knowledge.
Use a computer to connect to and access needed information from various

internet sites.
Impacts of technology: 6. Technology has had positive and negative impacts on individuals,
society and the environment and humans have the capability and responsibility to constrain
or promote technological development
students describe how outputs of a technological system can be desired,

undesired, expected or unexpected
Standard 6: Interconnectedness: Common themes

Systems thinking
describe how the output from one part of a system can become input to other
parts
Optimization: 6. In order to arrive at the best solution that meets the criteria within
constraints, it is often necessary to make tradeoffs.
determine the criteria and constraints and make tradeoffs to determine the best
decision
use graphs of information for a decision making problem to determine the

optimal solution
Standard 7 Interdisciplinary Problem Solving

Connections: 1. The knowledge and skills of mathematics, science and technology are used
together to make informed decisions and solve problems, especially those related to issues of
science/technology/society, consumer decision making, design, and inquiry into phenomena.
students analyze science/technology/society problems and issues at the local

level and plan and carry out a remedial course of action
7
students design solutions to a real-world problem of general social interest

related to home, school or community using scientific experimentation to
inform the solution and applying mathematical concepts and reasoning to
develop a solution
Strategies: 2. Solving interdisciplinary problems involves a variety of skills and strategies,

including effective work habits; gathering and processing information; generating and
analyzing ideas; realizing ideas; making connections and presenting results.
Students participate in an extended, culminating MST project. The project

would require students to: work effectively; gather and process information;
generate and analyze ideas; observe common themes; realize ideas and present
results.
Problem Statement
Scenario:
A current problem related to advances in technology and our contemporary
lifestyle is how to deal with the enormous amount of solid waste generated by our
society. Over the years we have experienced many changes in our lifestyle,
mostly making things easier but resulting in the creation of more and more waste.
For example, milk which was at one time sold in refillable glass bottles is now
purchased in disposable paper cartons or plastic jugs. This system is easier, we
dont have to clean the bottles and return them to the dairy, but it adds paper and
plastic containers to our solid waste.
The average person in the U.S. disposes of roughly 4.5 pounds of solid waste
per day. Most of this waste ends up in landfills, where it is buried in a controlled
environment to prevent contamination of the surrounding area. As a result, there
are literally mountains of trash now existing on the planet. Our available landfill
space is running out.
Environmental engineering is a relatively new technological field, an outgrowth of
mans need to solve problems that have been created by poor decision making
and mismanagement related to the impact of technological advances on the
environment. They are called upon to find solutions to restore the equilibrium or
balance between nature and society. One branch of environmental engineering
deals specifically with finding ways to ensure that the disposal of our waste is
done in a safe, responsible manner.
Problem: Nonbiodegradable wastes
Solutions to the solid waste problem are not limited to the waste disposal end.
As products are created and developed, engineers need to bear in mind the
waste that these products will eventually generate, and the resulting implications
to the environment.
One way to reduce the amounts of waste that are disposed is to avoid creating
the waste in the first place. Many materials that we normally throw away may
actually be used in the creation of another product. Developing usable products
from waste materials is not a new concept, but is becoming more and more
important as the amounts and types of solid waste increase.
Your problem assignment is to find a way to reuse solid waste in the generation
of a new product. Your specific tasks include:
1. Investigate materials in the solid waste that may be adaptable as durable,
raw materials for another product.
2. Explore the creation of different types of products using waste materials.
3. Determine the waste material most suitable for use in your product.
4. Design and create a prototype of your product.
5. Test the prototype for acceptability, make improvements as necessary.

6. Manufacture your product and use it in a way that benefits your school or
community.
10
Lesson Plans
Lesson 1 Introduction to program, solid waste, unit problem
1.
Background Narrative:
Through the eras of humankinds development, humans have created ways to make their
existence easier. Native cultures had a profound respect and appreciation for the living
environment. For example, they hunted only what they needed to survive and used all
parts of their prey to meet their food, clothing and shelter needs. Modern man, having had
the advantage of great technological advances throughout the 20th century, has not
demonstrated the same level of appreciation for the environment at all times. While
advances in technology have improved modern mans existence certain decisions relative
to his environment became a lesser priority than the goods and products manufactured to
sustain his lifestyle. The result or impact has been the creation of stress on the fragile
equilibrium of the natural environment.
Environmental engineering is a relatively new technological field, an outgrowth of mans
need to solve problems that have been created by poor decision making and
mismanagement related to the impact of technological advances on the environment.
Environmental engineers are called upon to find solutions to restore the equilibrium or
balance between nature and society. But environmental engineers cannot solve all of the
environmental problems caused by advancing technology - all engineers should consider
environmental impacts associated with the products, processes and services they design
and offer.
One current problem related to advances in technology and our contemporary lifestyle is
how to deal with the enormous amount of solid waste generated by our society.
Some solid waste statistics
(4.5 lbs trash/person/day is generated in USA a bag of trash that contains 4.5 lb. would
be a good illustrative example)
breakdown for the municipal fraction of solid waste (2001):
paper and paperboard 38%
yard and food waste 23%
Plastics
11%
Metals
8%
Glass
6%
Other
14%
Note that much of this high rate of trash generation is associated with the choices we
make in our lives and our modern society, usually with the goal of added convenience or
comfort. For example we now use disposal milk jugs rather than reusable, refillable
glass bottles that have to be cleaned before they are collected or returned for reuse.
11
2.
Performance objectives
Students will be able to explain what solid waste is.
Students will demonstrate an understanding that advances in society and

technology have contributed to the solid waste problem.
Students will be able to list problems with current solid waste disposal
methods.
Students will be able to define the terms reduce, reuse and recycle.
Standards:
3.
NYS: 4.7, 5.5, 5.6, 7.2
US Sci: 5.3, 5.4, 5.6
US Tech: 2.1, 2.2, 2.3. 3.2, 4.1

Resources
Background on solid waste: see EPA solid waste web site:

http://www.epa.gov/msw/
Vocabulary worksheet
Silverstein, S., Where the Sidewalk Ends, Harper Collins Publishers, New
York, 1974. ISBN 06-025667-2
Bill Nye Science Guy Garbage1
OR Beth Pike video entitled Garbage into Gold 2
Technology Problem Solving Method Overhead
Problem statement (make overhead or display in classroom)
Worksheet: Solid Waste what can we use?
Homework assignment: What we throw away
4. Instructions
This is the first day make it fun and exciting!!
1. (Less than 5 mins) Take a few minutes to introduce yourselves, if you are new
in the classroom! Who are you? What do you study at college? Why do you
study engineering? Does anyone know what an engineer does?... Engineers
solve problems! Engineers use science and math to make improvements to the
human environment and way of life. Inform the students that over the next
few weeks youll be working with them to solve an engineering problem.
2. (3-5 mins) This is our problem! point to the bags of trash. Can anyone guess
what our problem is? The US produces more than 245 million tons of solid
1
2
Order at http://dep.disney.go.com/educational/store/detail?fromsearch=1&product_id=77A53VL00
Order at http://www.videoproject.com/gar-063-v.html
12
waste per year. That is equivalent to 4.5 lbs of trash per person per day. Have
one student come up and lift a 4.5 lb bag of trash. Show pie chart with
percentage breakdown of solid wastes.
***Also in here as another option: Read the Shell Silversteins Where the
Sidewalk Ends Sarah Cynthia Sylvia Stout Would Not Take The Garbage
Out. or, show short clips from Bill Nye video Garbage or Garbage
into Gold
3. (10 mins) Activity: have students come up and quickly organize trash into
groups shown on pie chart. Percentages should match what is on pie chart to
give visual representation of solid waste breakdown.
4. Pass out fill in the blank vocabulary worksheet. Have students work on the
worksheet during the Bill Nye video.
5. (20 mins) Start Bill Nye video.
6. (10 mins) Go over vocabulary worksheet. Ask for examples- give me an
example of a biodegradable material, etc.
7. (5 mins) Introduce the problem that we will be solving over the next 3 weeks:
We want to reduce the amount of non-biodegradable solid waste that the
community disposes by turning it into something valuable that the
community can use. (ask: why would we want to do that? So it will not
accumulate and cause problems as in poem!)
8. (15 mins) Short lesson on problem solving: How will we solve this problem
does anyone have a good approach to solving a problem? Ask how many of
them consider themselves to be good problem solvers.
o Introduce the technology problem solving method (show poster).
o Ask students if they have seen this before! Identify the steps on board
with them, to reinforce. Emphasize that this is an iterative process.
o Give an example of using the problem solving method, applying it to a
very simple problem: what will I wear today? Field responses to each step
and write on board.
Define problem (what to wear)
Describe the results you want (to be dressed appropriately, look

good, be warm enough, etc.)
Gather information (Whats the weather? Whats clean? What

still fits? What do I feel like?)
Think of solutions (pull out a few outfits)
Choose best solution (best choice from the available options)
Implement solution (get dressed!)
Evaluate results, make changes (look in mirror, go outside, etc)
13
9. (5 mins) Define where we are on the problem solving method Describing

the problem, describing the results we want. Next step gather information,
think of solutions. Then we will choose a solution, implement it, and evaluate
whether or not it works. (This is engineering!)
10. (2 min) Closure reiterate the problem statement. If you watched the movie,
ask what valuable products were shown in the video (oil from tires, soil from
compost). Ask students if they think we can make oil from tires in tech class.
If you didnt watch the video, ask students what types of products they think
might be made from some of the materials they found in the trash (e.g., fleece
from recycled plastic). Indicate that in tomorrows class we will brainstorm
and decide what valuable product we can make from solid waste so that less is
going to the landfill.
11. Collect student vocabulary sheets or have them saved in a binder for later use.
Tell students that they will be graded on all the material you cover, so they
need to save their work!
12. Distribute homework assignment and go over it. Students will be asked to
record, for the next 3 days, the solid waste that they generate, and consider
whether items are biodegradable or non-biodegradable and if they can be
reused or recycled.
14
The Technological Method of

Problem Solving
Solving a problem is faster, easier and has better results if you follow a
procedure. But we must also remember that problem solving may require
you to go back and forth between these steps, they are not always followed
in order.
The procedure below shows the seven steps of the problem solving spiral.
We will use these as we solve our problem.
Describe the
problem
Describe the
results you want
Evaluate results and

make necessary
changes
7
Reenter the
design spiral at
any step to revise
as necessary
Implement the
solution
Gather
information
Chose the best

solution
Think of solutions
Adapted from Hacker, M, Barden B., Living with Technology, 2

Albany NY, 1993.
15
nd
edition. Delmar Publishers,
Solid Waste Vocabulary Sheet

Name: ______________________
Solid Waste ______________________________________________________

______________________________________________________
Biodegradable
______________________________________________________
______________________________________________________
______________________________________________________
Non-biodegradable
______________________________________________________
______________________________________________________
______________________________________________________
Landfill
______________________________________________________
______________________________________________________
______________________________________________________
Reduce
______________________________________________________
______________________________________________________
______________________________________________________
Reuse
______________________________________________________
______________________________________________________
______________________________________________________
Recycle
________________________________________________________________________
____________________________________
16
Solid Waste Vocabulary Sheet

Name: _key_____________________
Solid Waste - __
any discarded material that would not normally go down the drain.
Biodegradable
__materials that were once living tissues (biotic). These wastes can be
broken down by other living organisms into simple substances.
Non-biodegradable
Composed of materials that were never living tissues (abiotic). For example,
mineral ores. Living organisms cannot break down these wastes into simple
substances.
Landfill
_A system of trash and garbage disposal in which the waste is buried
according to a formal disposal plan, within a special site designed by
humans to contain the wastes.
Reduce
_to diminish in size, amount, extent, or number the amount of materials that
are discarded.
Reuse
__to use materials again for the same intended purpose, especiallyl after reclaiming or
reprocessing.
Recycle
To process waste materials through a series of changes or
treatments in order to regain material for human use.
17
Name:_____________________________________ Date:_____________
Homework Assignment: What we throw away.
For the next three days, record the solid waste that you generate
and complete the table
Check one
solid waste item
biodegradable
non-biodegradable
18
Can it be Recycled or
Reused?
Solid Waste What Can We Use?

What are some types of things that you might find in solid waste?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Which can we use to solve our

problem?
Which cannot be used to solve

our problem?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Vocabulary:
Biodegradable:_____________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
NonBiodegradable:________________________________________
__________________________________________________________
__________________________________________________________
Which types of solid waste materials can we use to solve our problem?
____________________________________________________
19
Lesson 2 Product Brainstorm concrete

1.
Background Narrative
A growing awareness and recognition of the negative impacts of such solid waste disposal
practices as incineration and landfill has led to the investigation of alternative,
environmentally friendly, methods. Such focused exploration by scientists and engineers
has led to the implementation of what are now referred to as the 3 Rs of solid waste
management:
Reduce
Reuse
Recycle
Reduce refers to the practice of minimizing materials that could potentially become solid
waste. Wherever possible, less is better. For example, can two Styrofoam boards provide the
same protection in shipping a product as four?
The second component to the 3Rs is Reuse, the implementation of an item with the intent of
utilizing its original form and function. For example, returnable bottles are not only a less
expensive method of purchasing some beverages but a more environmentally friendly way as
well.
Recycling calls for the destruction of elements in their original form for the purpose of reutilizing them in the manufacturing of other products. Glass bottles when pulverized and
treated can be re-shaped for use in other glass products.
Widespread acceptance and practice of the three Rs can help to reduce problems associated
with solid waste disposal, simply by reducing the amounts of waste that ultimately must be
disposed of. However, future projections of effectiveness, in the face of a growing human
population and greater technological advances, is in question. Humankinds ability to be
resourceful and innovative in the solution of this challenge will be severely tested. The role
of engineers from all disciplines, as well as the role of the individual consumer, will be
critical in this process. Every person who generates waste must start critically thinking about
his or her waste production, implementing ways to reduce the amount of waste they produce
or finding ways to reuse or recycle that waste.
Concrete represents a valuable building material that may offer a repository for utilizing
certain categories of solid waste materials. Through an understanding of what concrete is
and how it is made, students will be able to select suitable waste materials as aggregates.
We now need to repeat our problem solving process with a new problem Make a concrete
product utilizing waste materials. As a part of the overall problem solving method, we need
to use engineering design principles to choose our materials and product, and to plan the
process for constructing or making our prototype. The collection of experimental data to
support our decisions will be required, as will a logical approach to pick suitable aggregates
based on multiple technical, social and aesthetic criteria. The approach used by the students
throughout this process reflects the approach used by practicing engineers.
Students need to perform research to gather answers to questions they have about their
problem solution. Ways to do research include: do an experiment, look up information in
the literature (library or WWW), or ask an expert. Through an understanding of what

concrete is and how it is made, students will be able to select suitable waste materials as
aggregates. The World Wide Web helps to provide the understanding that we need to
implement this solution.
Students will share the information they have gathered on their groups concrete topic with
the entire class. By the end of the lesson students should have a good grasp on the
information covered in each concrete research topic. This will give students a very good
basic understanding about how concrete is made and tested, how it is affected by
weathering, and some of its physical properties.
Some key facts about concrete that are pertinent to this lesson include:
Concrete is a mixture that becomes hard following a chemical reaction.
There are 5 types of Portland cement (Types I-V). The properties of finished concrete
will depend on which type of cement is used.
The ratio of water to cement in most concrete mixtures is about 0.5:1 by weight. For
example, if you used 2 pounds of cement in your concrete you would need to add 1
pound of water to your mixture.
In most concrete mixtures sand is used as a fine aggregate and pea stone is used as a
course aggregate.
During the curing process concrete gains most of its strength. Concrete hardens due to
hydration. Hydration only occurs if there is enough water to react with the cement. For
this reason concrete needs to be kept wet during curing, by frequent watering and
covering with wet cloth or plastic to hold in moisture.
Concrete is usually tested after 7 or 28 days of curing. Testing at 7 days will provide a
good basis to compare different mixtures (provided that all mixtures have cured for the 7
days), but by the 28th day the concrete has gained most of its strength. Concretes
strength is most commonly tested by applying compressive force to a sample until it fails.
The compressive strength is measured in PSI.
Air entrainer is a material added in very small amounts to the concrete mix, to help trap air
into the finished product. When concrete which is air entrained has cured, it has millions of
tiny air bubbles. These air bubbles give water a place to expand when it freezes. Without
these bubbles the concrete would crack much more easily after many freeze/thaw periods.
Concrete types that end in an A, are air entrained. For example Types IA, IIA, and IIIA
are air entrained but Types I, II, and III are not.
2.
Students will be able to recognize different materials that are currently made from
solid waste.
Students will be able to recognize concrete production as a useful way to reuse solid
waste materials.
Students will be able to explain where the new problem (How do we make concrete?)
fits into the entire curriculum and the larger problem.
Students will be able to list different research methods.

Students will be able to discriminate, from a large amount of gathered data, which
pieces of information are relevant or important to solving our problem.
Students will be able to answer questions about several concrete topics, using the
knowledge gained from group discussion.
Standards:
NYS 2.1, 2.2, 5.3, 5.5
US Sci: 2.3
US Tech: 1.3, 3.2, 4.1, 5.4
3.
Resources
Examples of recycled, reused materials (e.g., polartec fleece, plastic lumber, glass
bottles, plastic containers, cardboard or paperboard, concrete)
Research Worksheets (in Lesson 3)
Access to the internet, or if unavailable, information packets for the students
containing printed resources
Teachers copy of internet resources / web sites
PowerPoint files (for teacher):
1. Concrete Basics
2. Aggregate Properties
4.
Instruction plan
1. (5 min) Introduction
a. Remind students of our problem statement We want to reduce the amount of
non-biodegradable solid waste that the community disposes by turning it into
something valuable that the community can use. Show problem solving spiral
transparency -Today we are going to brainstorm to generate ideas, choose a
potential solution and then learn more about that particular solution reenter the
spiral then to make additional choices.
b. Discuss what would make a product useful.
c. What non-biodegradable wastes do you think we could use? (write suggestions on
board recall list of materials found in trash)
i. possibilities include rubber, tires, plastic, glass, metal
2. (10 min) Discuss the idea of making usable products from solid waste materials. The
3 Rs reduce, reuse, recycle suggest that many useful products can be made from
non-biodegradable waste materials.
a. Provide various materials for demonstration and discussion, which are examples
of solid waste being Reduced, Reused and Recycled (good examples for
reduced category, bring in some packaging types that show how waste is
reduced when you use less packaging, for example, or even using the back sides
of paper reduces the amount of paper used. For reused and recycled glass
bottles, fleece jacket, concrete stepping stone, plastic lumber, recycled paper,
both purchased and handmade.) Hold samples up or pass around the class, have
students guess what they think the original waste materials were that went into
making the product.
b. What is the difference between reuse and recycle?
Reuse to use materials again for the same intended purpose, especially after
reclaiming or reprocessing.
Recycle To process waste materials through a series of changes or
treatments in order to regain material for human use.
(have students write on their vocabulary sheets)
c. We are mainly interested in ways to reuse (thats specified by our problem
statement). Engage students in identifying additional examples of items that are
reused or recycled. (new things are coming along all the time!) Point out to the
students that although most human waste goes into the landfill, some people are
actually using waste materials to make new products, or are reusing materials
over and over again, keeping them out of the landfill. Also, as new materials are
developed, people (engineers!) are working on new ways to make products from
their waste materials. A good example is polar fleece, a relatively new material
made from waste plastics.
Important point we can only recycle our waste because there is a market for
the waste. Companies want to buy our waste paper, metal, plastic, etc., because
they are going to make products with them or use them as some kind of input to
what they do. Engineers are the ones who come up with the ideas of ways to
reuse these waste products.
d. Brainstorm with the students about additional things that they, themselves, could
make using different waste materials, to solve our problem. Lead toward building
materials -- what kinds of building materials are there? What kinds of building
materials can we make out of recycled materials? What kinds of building
materials can we make in this classroom? Concrete Write the term concrete
on the board.
3.
(5 min) generate discussion about concrete. OK so now weve got a new problem to
investigate concrete!
a. What do we know about concrete? Who has made concrete? How did you
make it? What did you put in it? What have you made out of concrete? Where do
you see concrete everyday? When you look closely at concrete what do you see
in it?
b. What dont we know, or what do we need to find out about concrete? Do we
know what is in concrete? How much of each ingredient do we put in? How do
we make concrete strong enough to make a bench (planter)? Have you seen
sidewalks crack? How do we keep our product from cracking?
4. (5 min) Introduce need for research
a. How are we going to find out the answers to all these questions? Where can you
go to look up answers to these questions? The library and WWW are both good
sources for information on concrete. We will be going into the computer lab (or
using notebooks of materials) to research answers to our questions, and some
additional questions that we think are important for you to answer.
b. Introduce World Wide Web and its advantages and disadvantages
There are many advantages to the World Wide Web. For example, it is seemingly
endless in the amount of information it contains. Sometimes information can be
obtained faster than by other methods.
For almost every advantage of the World Wide Web there are disadvantages. For
example, even though there is a large amount of knowledge it is often hard to
find. Unlike a library, it is poorly organized; there is no card catalog to go to. It
is difficult to tell how reliable a source is on the Web because anyone can make a
web page, and put almost anything they want on it.
5. (5 min) Concrete research Assignment
a. Handout research worksheets and assign students into groups. Students may be
asked to find as much information as possible, or assign one of the 5 categories of
questions to each group (if you only have 2 days for this assignment, assign each
group to find answers to one category, and if they finish let them continue with
other questions).
b. Inform students that they will be presenting their answers to the rest of the class
(particularly good if you have each group do one set of questions). Provide
overheads for them to write their answers on for the presentation.
c. Read through the directions on the worksheets with the students. Ask students if
they understand the directions.
d. Let students begin the computer work, if there is time, and assign the rest of the
web research as homework students are to try and find internet access outside of
the classroom, and to complete as much of the assignment as possible.
e. Remind students that they will share their answers the following day with the rest
of the class.
6. Wrap up: Conclude lesson by reminding students:
a. We brainstormed and identified a solution to our problem add waste products to
concrete. Next we have to learn more about this solution to make additional
decisions about our solution.
b. We will go over the entire worksheet next lesson to fill in the questions that the
other groups worked on. Encourage students to learn more about concrete at
home on the WWW or in the library in their free time.
Lesson 3 Concrete Research

1.
Students will research concrete topics on the internet, and then share the information they have
gathered on their groups concrete topic with the entire class. By the end of the lesson students
should have a good grasp of the information covered in each concrete research topic. This will
give students a very good basic understanding about how concrete is made, tested, and some of
its physical properties.
This information sharing can be done quickly by having students just read their answers while
other students fill in their blanks, or if an assessment is desired, groups could prepare overheads
of the answers to their sections and get up in front of the class to share their information. If this
is done, students should get a copy of the grading rubric that will be used so they know what is
required.
Major Concepts:
Concrete A heterogeneous mixture of cement, water, and aggregate.

1. Cement The glue that holds the concrete together.
2. Fine Aggregate - Generally consist of natural sand or crushed stone with most
particles ranging in size from 0.025 to 6.5 mm.
3. Course Aggregate - Any particles greater than 4.75 mm, but generally range
between from 6.5 to 38 mm in diameter.
4. Water Reacts with the cement to start the hardening process of the mixture.
Hydration The hardening of concrete through a chemical reaction of cement with

water.
Curing The period of time that the concrete is left to harden.
Compressive strength - Is tested by pouring cylinders of fresh concrete and

measuring the force needed to break the concrete cylinders at proscribed intervals as
they harden.
Pounds Per Square Inch (PSI) The unit used to measure the compressive strength
of concrete.
2.
Students will be able to determine what information is relevant to understand, from the
gathered information, in order to solve our problem.
Students will be able to answer questions about each concrete topic, using the
knowledge gained from group discussion.
Standards:
NYS 2.1, 2.2, 5.3, 5.5
US Sci: 2.3
US Tech: 1.3, 3.2, 4.1, 5.4
3.
Resources
4.
Key Concept Worksheet
Student Research Worksheets, along with the answer key
Blank overheads
Instruction plan
1.
(5 min) Introduction: Since maximizing discussion time is important for this lesson
the introduction should be kept short. Simply recap what you told the students last
lesson about what they are to do today. Explain that we will go through the work
sheet in its entirety and the group that researched a given topic will be responsible for
explaining the answers to those questions to the class (either just saying the answers
or preferably standing in front and presenting the answers on an overhead), while
the rest of the class writes down the answers on their own work sheet packets. Also
explain that students will be given a grade based on student participation in class
discussion, and correctness and completeness of group answers. (provide rubric if
used) Remind students that they will be tested on this material at the end of the
unit, so they need to record the answers!
2.
(15-20 min) Computer time: Allow the students approximately 15 minutes on the
computers to finish up any loose ends, and to give those students who could not
obtain Internet access outside of the classroom a chance to participate. Students who
finished the questions in their section are encouraged to surf the web to find
information on other sites.
3.
(10 - 15 min) Following this work period, instructors should facilitate discussion by
asking the questions on the research worksheet and writing the correct answers on the
blackboard or overhead (having students come up to write their answers on the
overhead, or letting each group make a short presentation with their information,
takes longer but is a good way to keep them engaged if its possible to do).
Throughout discussion keep students focused on relevant material. As each question
is addressed, ask a different member of the designated group to provide an answer
this way every student is required to provide and answer for the benefit of the class
if there are more students than questions in a group, ask for alternate responses and
compromise on the answer.
4.
Hand out key concept worksheet: If time permits go over the key concepts worksheet
with the students and ask if there are any questions about it. Tell students to save
these! Inform them that there will be a test at the end of this unit over this material!
5.
Wrap up: Review what the students learned

a. they now know about the ingredients in concrete (cement, water, sand and gravel
cement and water critical for making concrete, sand and gravel really just
fillers to reduce the cost - cheaper than cement).
b. Theyve used the web as an information resource was it effective? Was it
quick?
c. Tomorrow learn more about aggregates and how we can use waste materials for
aggregate.
Concrete Research
Key Concepts
Name _____________________________
Clarkson Partnership
Date ______________________
Key Concepts:
The ratio of water to cement in most concrete mixtures is about 0.5:1
by weight. For example, if you used 2 pounds of cement in your
concrete you would need to add 1 pound of water to your mixture.
In most concrete mixtures sand is used as a fine aggregate and pea
stone is used as a course aggregate.
During the curing process concrete gains most of its strength.
Concrete hardens due to hydration. Hydration only occurs if there is
enough water to react with the cement. For this reason concrete
needs to be kept wet during curing, by frequent watering and
covering with wet cloth or plastic to hold in moisture.
Concrete is usually tested after 7 or 28 days of curing. By the 28th
day the concrete has gained most of its strength. Concretes strength
is most commonly tested by compression, and measured in PSI.
Concrete Vocabulary:
Concrete A heterogeneous mixture of cement, water, and aggregate.

1. Cement The glue that holds the concrete together.
2. Fine Aggregate - Generally consist of natural sand or crushed stone
with most particles ranging in size from 0.025 to 6.5 mm.
3. Course Aggregate - Any particles greater than 4.75 mm, but generally
range between from 6.5 to 38 mm in diameter.
4. Water Reacts with the cement to start the hardening process of
the mixture.
Hydration The hardening of concrete through a chemical reaction of

cement with water.
Curing The chemical process required for the hydration of cement. This
process takes a period of time, which is referred to as curing.
Compressive strength - Is tested by pouring cylinders of fresh concrete and

measuring the force needed to break the concrete cylinders by applying
compression at proscribed intervals as they harden.
Pounds Per Square Inch (PSI) The unit used to measure the compressive
strength of concrete.
Concrete Web Research
Look through this website to help you answer the questions below:
[We created a webpage that has all the web links to the concrete sites - to eliminate the
need for students needing to type the url addresses saves lots of time!]
If your group finishes your section try the extra credit or find the answers to
some of the other questions. Also feel free to help other groups out that are
having trouble finding answers to their questions.
Group 1. Cement and Concrete

1. What is the difference between concrete and cement?
2. What is the name of the chemical reaction that takes place in concrete?
3. What are the two ingredients that take part in this reaction?
4. There is more than one type of cement, list the name and type of the most
common form used for general purposes.
Group 2. Concrete Mixture

5. What four ingredients do you mix together to make concrete?
6. Approximately what percentage of concretes volume is made up of coarse

aggregates, fine aggregates, and cement?
7. What is the best water-to-cement ratio to use to make strong concrete?
8. Explain the Rule of 6s for mixing concrete:
Group 3. Aggregates
9. What are the approximate sizes of coarse and fine aggregates (in mm)?
10. Give an example of each type of aggregate:
11. What happens to concrete if the aggregates are not clean?
12. What percentage of the concretes volume is taken up by the aggregates?
Group 4: Curing
13. What is curing?
14. What temperature range is ideal for curing?
15. What chemical reaction happens during curing?
16. Will concrete cure underwater? Why or why not?
Group 5: Testing
17. What is 28-day strength?
18. How long does it take for concrete to reach its greatest strength?
19. What unit of measure is used to describe concretes strength?
20. What would be a good strength for concrete?
21. What test do we usually perform to test concretes strength?
Extra Credit
22. Search for recycled waste materials in concrete. Can you name 2 waste
materials that people have used to make concrete?
23. Describe 2 benefits of using waste materials instead of sand and gravel in
concrete.
Concrete Web Research

List of Websites (2004):
http://www.cement.org/basics/
http://www.ecosmart.ca/facts/what.asp
http://www.wrmca.com/
http://dept.physics.upenn.edu/courses/gladney/mathphys/subsubsection1_1_3_1.html
http://va.essortment.com/mixingconcrete_rupc.htm
http://doityourself.com/concrete/cement_water_ratio.htm
http://www.clovisusd.k12.ca.us/rec/classofmatter.htm
For the instructor:

Note: before doing this activity, check the websites to see that they are still current!
Categories Topics covered:
Cement- types (I-V), difference from concrete, reaction with water (hydration)
http://www.ecosmart.ca/facts/what.asp
Aggregate- Fine, course
http://www.cement.org/basics/concretebasics_aggregate.asp
Curing- how, length of time, temperature, under water?
http://www.cement.org/basics/concretebasics_curing.asp
http://www.cement.org/basics/concretebasics_faqs.asp
Mix What recipe, Method of 6, 1:3:4, homogeneous mixture
http://va.essortment.com/mixingconcrete_rupc.htm
http://www.cement.org/basics/concretebasics_concretebasics.asp
http://doityourself.com/concrete/cement_water_ratio.htm
http://dept.physics.upenn.edu/courses/gladney/mathphys/subsubsection1_1_3_1.html
http://www.clovisusd.k12.ca.us/rec/classofmatter.htm
Testing Compression, Normal PSI strength
Weathering- Hot & Cold, deicers, Air Entrained
http://www.wrmca.com/
Note: If you need to make some groups larger than others, make groups 1 and 2 larger, there is
more information in their topics.
Concrete Web Research KEY

Group 1. Cement and Concrete
1. What is the difference between concrete and cement?
Cement is the glue that holds concrete together. Although the terms cement
and concrete often are used interchangeably, cement is actually an ingredient
of concrete. Concrete is basically a mixture of aggregates and paste. The
aggregates are sand and gravel or crushed stone; the paste is water and
portland cement.
2. What is the name of the chemical reaction that takes place in concrete?
Hydration is the chemical reaction that occurs in concrete.
3. What are the two ingredients that take part in this reaction?
a. Cement
b. Water
4. There is more than one type of cement, list the name and type of the most
common form used for general purposes.
Type I is a general purpose portland cement suitable for most uses
Group 2. Concrete Mixture

5. What four ingredients do you mix together to make concrete?
Cement
Coarse aggregate
Fine aggregate
Water
6. Approximately what percentage of concretes volume is made up of coarse
aggregates, fine aggregates, and cement?
11% Cement
41% Coarse Aggregates
26% Fine Aggregates
7. What is the best water-to-cement ratio to use to make strong concrete?

About 0.5:1 by weight
8. Explain the Rule of 6s for mixing concrete:
A minimum cement content of 6 bags per cubic yard of concrete,

A maximum water content of 6 gallons per bag of cement,
A curing period (keeping concrete moist) a minimum of 6 days, and
An air content of 6 percent (if concrete will be subject to freezing
and thawing).
3. Aggregates
9. What are the approximate sizes of coarse and fine aggregates (in mm)?
Coarse (4.75 mm, but generally range between from 6.5 to 38 mm in

diameter)
Fine (most particles ranging in size from 0.025 to 6.5 mm)
10. Give an example of each type of aggregate:
Coarse: Pea Stone, crushed rock, gravel

Fine: Sand
11. What happens to concrete if the aggregates are not clean?
For a good concrete mix, aggregates need to be clean, hard, strong

particles free of absorbed chemicals or coatings of clay and other fine
materials that could cause the deterioration of concrete.
12. What percentage of the concretes volume is taken up by the aggregates?
Aggregates account for 60 to 75 percent of the total volume of

concrete.
4: Curing
13. What is curing?
Curing is the period of time that the concrete is left to harden.

14. What temperature range is ideal for curing?
After concrete is placed, a satisfactory moisture content and temperature

(between 50F and 75F) must be maintained.
15. What chemical reaction happens during curing?
Hydration is the chemical reaction that occurs during curing.

16. Will concrete cure underwater? Why or why not?
Yes, concrete will cure underwater. Portland cement is a hydraulic cement

which means that it sets and hardens due to a chemical reaction with water.
Consequently, it will harden under water.
5: Testing
17. What is 28-day strength?
The time period of 28 days was selected by specification writing authorities as

the age that all concrete should be tested. At this age, a substantial percentage
of the hydration has taken place.
18. What unit of measure is used to describe concretes strength?
Concretes strength is measured in pounds per square inch (PSI).

19. How long does it take for concrete to reach its greatest strength?
Concrete will reach its ultimate strength after several years.

20. What would be a good strength for concrete?
3,000 4,000 PSI is a good strength for concrete.

21. What test do we usually perform to test concretes strength?
Compressive tests are typically preformed to test concretes strength.
Grading Rubric: Internet Research Activity and Presentation

Outcome
Distinguished
Proficient
Apprentice
Novice
Category
4 Points
3 Points
2 Points
1 Point
Content
Thoroughly and clearly states

the main points and precise
details that are accurately
focused on the internet
research activity.
Adequately states the main

points and details that are
accurately focused on the
internet research activity.
States most of the main points

and details that focus on the
internet research activity. May
include some unnecessary
information.
States few main points and

details that focus on the internet
research activity, or information
does not relate to topic.
Organization
Clearly organized into a logical

sequence. Excellent use of a
flowchart. Excellent introduction
and conclusion.
Adequate evidence of a logical

sequence of information. Good
use of a flowchart. Satisfactory
introduction and conclusion.
Fair evidence of a logical

sequence of information. Some
use of a flowchart. Weak
introduction and Conclusion.
Minimal or no logical flowchart

usage. No logical organization;
some digressions. Unclear,
confusing, no introduction or
conclusion.
Delivery
Effectively and creatively

delivers the information while
staying on topic and considering
the audience. Uses voices and
variations; interesting and vivid
to hear.
Adequately delivers the

information while staying on
topic and considering the
audience. Speaks clearly and
confidently.
Delivers the information but

does not stay on topic. Little
consideration of the audience.
Uses incomplete sentences.
Little or no attempt is made to

stay on the topic. Does not
consider audience. Difficult to
understand.
Preparation
Presentation shows detailed

preparation and practice in
delivery.
Presentation shows satisfactory

preparation as well as practice
in delivery.
Presentation shows some

preparation as well as some
practice in delivery.
Presentation is lacking in
preparation and in practice of
the delivery.
Written
Worksheet
Questions
Answers the questions clearly

and completely. Provides all key
information.
Adequately answers the

questions. Some information
may be missing.
Answers the questions

somewhat. Most information
missing, and little or no use of
vocabulary, or improper use.
Does not answer the questions

correctly.
Neatness
Clear, creative, and concise.
Adequate.
Needs interpretation from

student.
Not Legible.
Lesson 4 Waste aggregates and material properties

1.
Background Narrative:
Materials have a wide range of properties that affect how we use them in engineering processes.
Materials are often chosen based upon their properties. Properties of a material include strength,
hardness, density, appearance, ability to conduct electricity, and resistance to corrosion.
Some major types of material properties include mechanical, optical, thermal, electrical and magnetic
properties.
Material properties that are important for determining if a material is suitable for use as an aggregate
include:
Unit weight (bulk density, or how densely the aggregate packs how much void space there is)
Specific gravity (material density)
Particle shape and surface texture (want rough surface with edges, so material will hold together,
as opposed to smooth, round surface)
Shrinkage (will the material shrink as it ages?)
Absorption, surface moisture (want particles that do not absorb much liquid)
Resistance to freezing/thawing (obviously we want materials that are resistant)
It is important for students to understand all of these properties so they can make informed decisions
about which materials work best for different applications. In this activity, we will examine the
properties of a wide range of materials that could be used as aggregates in concrete. Students will learn
about making concrete using different waste materials for coarse and fine aggregates. The benefits and
burdens of using waste aggregates will be emphasized in this plan. Then the lesson will continue by
going over material properties so appropriate choices can be made for the concrete project.
Note that for many of our 8th grade students, only a brief overview of material properties is needed.
Students need to understand some of the more basic properties and understand the concept that in order
to effectively use a material, you need to take into account the properties it has (e.g., need a good
electrical conductor if you want to make wire, a good insulator if you want to insulate a house or make a
potholder).
Major concepts
1. Define coarse aggregate as larger aggregate in mix.
2. Define fine aggregate as sand sized aggregate in mix.
3. Coarse aggregates that can be used, examples
a. Stone
b. Shredded rubber tire
c. PVC
d. Wood Chips
e. Glass
f. Paper
g. Gypsum
h. Anything else, be creative and cautious!
4. Fine aggregates that can be used, examples
39
a.
b.
c.
d.
e.
f.
Sand
White glass (used for pottery)
Green glass
Used sand
Recycled plastic (shredded in manufacturing process looks like coconut)
Anything else, be creative but cautious! We went to local manufacturing businesses and
found white glass and green glass (that is, fine white power and tiny glass beads) as well
as a waste product from the manufacture of plastic parts long strings of paper-thin 3/8
wide PVC looks kind of like old movie reels!
5. Material properties - Vocabulary /Terms:

Brittle
Ductile
Ferrous
Insulator
Thermal
Conductor
Elastic
Non-ferrous
Plasticity
Toughness
Unit weight/bulk density

Specific gravity
Void space
Particle shape
Surface texture
Shrinkage
Absorption
Resistance to Freezing/thawing
2.
Students will be able to identify needs and opportunities for technical solutions from an
investigation of situations of social interest.
Students will be able to formulate ideas on how to incorporate waste in the production of a
valuable construction product such as concrete.
Given a list of material properties, students will be able to explain what those properties mean
and give an example of what type of materials might have each property.
Students will determine which types of properties are exhibited by materials suitable for use as
concrete aggregates.
Based on their material properties, students will be able to define specific waste materials that
could be used as aggregates in concrete.
Standards:
NYS 4.3, 4.7, 5.2
US Sci 2.2
US Tech 1.3, 2.2
3.
Resources
Bring in samples of all Coarse and Fine aggregates listed above (plus others as appropriate)
40
Samples of waste materials for Material Properties Worksheet use materials that students can
handle, stretch, tap, feel, etc. for example:
1. shredded rubber, and some rubber bands
2. shredded plastic samples, and plastic milk jugs or bottles (note number on
bottom of sample, match object to correct sample of shredded plastic!)
3. shredded PVC and a piece of PVC pipe
4. ground glass and glass bottles
5. shredded newspaper and several pieces of newspaper, whole
6. ashes from a wood stove no real large sample available, provide an open
container and spoon so students can test density and examine with magnifying
glass
7. wood chips or saw dust, and a block of wood
8. shredded aluminum or metal, and a few waste metal containers (tin cans)
9.
4.
aluminum foil shredded and whole
Beaker of water (to test density and surface absorption)
Magnifying glass (to examine surface texture and shape)
Teacher resources: Information about concrete
PowerPoint see Teacher resource concrete used a construction material with pictures and
Teacher resource Overview of Aggregate Properties
Material Properties vocabulary worksheet
Aggregate material properties definition sheet
Properties of Aggregates worksheet (2 versions provided)

Instruction plan
1. (2 min) Attention grabber: Start off class with a skit of a factious phone call with one person
trying to describe a new material.
Sample:
Person one: (answering phone) Hello?
Person two: Madam! We have just discovered this brand new material, its awesome and we are
going to build rocket ships out of it.
Person one: So tell me about this material, what are its properties.
Person two: Its great. Better than all the rest.
Person one: Well is it Ductile?
Person two: Its better than ductile; this will fly better than any duck.
Person one: Well is it ferrous?
Person two: Of course, this material is ferrous, ferrous good.
Person one: Then is it elastic?
41
Person two: Sir Im building rocket ships, not sweat pants.

Person one: Well is it conductive to electricity?
Person two: Let me check (yelps) Very well sir.
Person one: What about its thermal properties?
Person two: This material is hot!
Person one: Well, you really havent told me anything. In fact, Im scared about this rocket ship.
Where are you building it?
Person two: In your backyard.
Explain to students that to effectively communicate material properties there are some vocabulary
terms they should be familiar with.
2. (< 5 min) Introduction: recall yesterday learned about concrete, ingredients in concrete,
(cement, water, sand and gravel cement and water critical for making concrete, sand and
gravel really just fillers to reduce the cost.) Today, we need to figure out how to add nonbiodegradable waste materials to the mix, both to get rid of the waste and also to create strong
and durable concrete.
note: this lesson contains 2 versions of material properties definitions and worksheets. One is for a
basic technology curriculum (material properties vocabulary and worksheet) and the other is more
geared to properties of concern when making concrete (physical properties of aggregates,
definitions and worksheet). Use the one that suits the needs of the particular class. Either way,
conduct the class in the same manner brainstorm/possible waste aggregates, go over the
definitions to make sure students understand, do the activity - look/feel waste materials and examine
properties of each, then regroup to discuss the suitability for using as concrete aggregate and why.
You may want to briefly discuss the importance of material properties to selecting a suitable waste
material (or any material to use in any project give examples), then distribute the definitions
worksheet and fill in as a class, then split into groups and distribute the waste aggregates and have
groups complete the back side of the worksheet. In other words, skip the brainstorm. Could also set
up stations around the room with the different waste aggregates and have students circulate with
their worksheets.
3. (10 min) Waste aggregates brainstorm
How could we incorporate solid waste into concrete? Lead students to the conclusion that we
can use waste products as coarse and/or fine aggregates. We cant just add more inert material to
the concrete mixture or the strength of the concrete will be compromised. What kind of waste
can be used as coarse aggregates? What kind of waste can be used as fine aggregates? As
students respond with answers, all of them should be written down on the board. At the end we
can briefly discuss which ones are great waste aggregates. Criteria size, durability, strength,
hardness. Want non-biodegradable materials so they will not decompose in the concrete.
After the class is finished brainstorming which waste aggregates can be used, we will bring out
samples of all the waste aggregates we have in little pails or cups. We will let students look and
feel all of them, first handing out the waste fine aggregates, then collecting them, then handing
out the waste coarse aggregates. Dont collect them until we discuss what would make a good
waste aggregate. Here are some questions to spark discussion. How do these aggregates feel
different? Which of these do you think would make a good waste aggregate?
4. (5 min) Material Properties Overview
42
a. Explain to the students that the properties of aggregates are critically important for
creating a strong and durable concrete product.
b. Divide students into groups. Hand out the appropriate version of the Material Properties
definitions worksheet, and have transparency up on board (if doing material properties,
provide additional red information, but not examples have students fill in examples as
homework or during extra time in class).
5. Activity
Note: depending on the time available and the class size, this activity could be done in 2 possible
ways one would be to set up stations around the room with the different materials and have kids
rotate among the stations and fill in their worksheets. Another way would be to split the kids into
groups and give a few samples to each group, then have them report back to the class about their
materials and a recommendation as to whether the material would make a good waste aggregate.
a. (10 min) Properties of Aggregates (use one of the 2 worksheet versions provided,
depending on what you have for materials). Do either as stations or by groups, as
described above.
b. Have students identify the material properties of each of the samples they examine and
complete the worksheet.
c. Save time at the end to go over all samples together as a class.
6. Wrap up
a. Answer the questions on the worksheets as a class.
b. Summarize what was learned (share information from the activity, share opinions about
which materials would be good waste aggregates) waste materials used as aggregates,
material properties are important, many wastes have suitable material properties to be
used as aggregates.
c. Ask students based on what they did, which aggregates do they think will work best
and why. How can we choose the best among these possibilities? Answer: we need to do
some testing!!
d. Important tell students to brainstorm at home about waste materials that they want to
try, encourage them to bring in a sample (about 1 cup) of a waste material, ready to mix
into concrete (e.g., cut up milk jugs, shredded newspaper, wood stove ashes, coffee
grounds, etc)
43
Material Properties Vocabulary Worksheet

Name: ____________________________
Ductile materials Materials that can bend and be deformed without breaking.
Brittle materials
A brittle material will not deform without breaking.
Elastic materials
An elastic material can be bent and it will return to its

original shape.
Plasticity
Plastic materials can be bent and they will stay bent.
Strength
Strength refers to the materials ability to retain its own

shape while a force is being applied.
Toughness
Toughness is a materials ability to absorb energy without

breaking.
Hardness
Hardness is a materials ability to resist being scratched or

dented.
Conductivity
Conductive materials do not resist the flow of electricity,

or offer very little resistance.
Insulating
Insulating materials resist the flow of electricity. They are

good for preventing heat loss from a building or protection
from a conductor.
Magnetic
Magnetic materials can be attracted to a magnet. Most can

be magnetized or made to act as a magnet.
44
Material Properties Vocabulary Worksheet

(teacher version)
Ductile materials
Materials that can bend and be deformed without

breaking. Any material that can be pressed, twisted,
or bent into shape has a high ductility.
mild steel, gold,

fiberglass.
Brittle materials
A brittle materials will not deform without breaking.

opposite of ductile
window glass
Elastic materials
An elastic material can be bent and it will return to

its original shape.
Rubber bands,
springs, and
fishing rods
Plasticity
Plastic materials can be bent and they will stay bent.

The material we know as plastic gets its name from
that characteristic.
Modeling clay,
metals
Strength
Strength refers to the materials ability to retain its

own shape while a force is being applied. Strong
materials are very difficult to bend, or shape.
Toughness
Toughness is a materials ability to absorb energy

without breaking
Hardness
Hardness is a materials ability to resist being

scratched or dented.
Conductivity
Conductive materials do not resist the flow of

electricity, or offer very little resistance. Most good
conductors are metals
Insulating
Insulating materials resist the flow of electricity.

They are good for preventing heat loss from a
building or protection from a conductor.
opposite of conductive
Magnetic materials can be attracted to a magnet.
Most can be magnetized or made to act as a magnet.
These materials must have iron in them or be
ferrous.
Magnetic
45
Animal leather,
nylon, high
density
polymers,
metals
Diamonds,
High carbon
steel, tungsten
carbide
The very best is
silver
Wood, plastic,
ceramic
steel
Worksheet: Material Properties of Aggregates

Name:_________________________________________
Date:______
Questions:
Which properties would best suite a concrete aggregate?
Which of the above materials contain these properties?
46
Magnetic
Insulating
Conductivity
Hardness
Toughness
Strength
Plasticity
Elastic
Brittle
Ductile
Directions:
List the materials you have available as aggregates in the left hand column. For each material, place a
check in the box of the properties that describe the material, using the terms from the definitions page.
Feel free to examine the materials and ask questions.
Physical Properties of Aggregates: Definitions

Name: ____________________________
Bulk Density
When this aggregate material is put into a container, how much does it
compact? Material that compacts a lot has high bulk density, meaning
there are few void spaces (empty spaces). Fine aggregates will have
greater bulk density than coarse aggregates, because the particles are
smaller use bulk density to determine whether an aggregate is fine or
coarse.
Specific Gravity
How dense is this material? Does it sink or float in water? Density is

important when considering the ultimate use of the concrete (do you have
to lift or move the object around?)
Particle shape
and surface
texture
An ideal aggregate will have a rough surface texture and an irregular

shape, so the particles will hold together. Smooth, rounded shapes will
not hold together as well.
Shrinkage
Is this material likely to shrink when exposed to wetting/drying cycles?

Aggregates that shrink will result in a concrete that cracks and breaks.
Absorption,
surface moisture
When you wet the surface of this aggregate, does the water absorb or bead
up on the surface? Materials that absorb moisture will not be as good for
concrete aggregates, we dont want the concrete to absorb moisture this
increases the chances for cracking and breaking.
Resistance to
Freezing and
Thawing
This is related to absorption. Materials that absorb moisture are less

resistant to freezing and thawing (the water freezes and expands, creating
cracks in the concrete).
47
Worksheet: Physical Properties of Aggregates

Name:_________________________________________
Date:______
Directions:
Write the name of the aggregate samples you are given in the left column (material). With the help of
the descriptions on the physical property definition sheet, indicate in each column how this aggregate
fits the particular physical property listed. (one example is done for you)
Properties
Material
Marbles
Bulk
Density
Specific
Gravity
Particle
shape and
surface
texture
low
High
Smooth,
round
Shrinkage
Absorption,
surface
moisture
Resistance
to Freezing
and
Thawing
None
None
high
Based on your observations, which waste materials might be suitable to use as aggregates in your
concrete mixture?
48
Lesson 5 Making concrete & safety

1.
Engineers often need to measure material properties to help evaluate different alternatives. We have
defined some alternative waste materials that may be suitable as aggregates in concrete; we now need to
choose which ones we will use. Experimental measurement of the strength of concrete samples,
prepared with the different waste aggregates, will help us to decide which materials are best. When we
perform experiments to provide quantitative data for engineering design, we dont have to form a
hypothesis as in science experiments. Experimentation for engineering requires us to:
1. Determine what measurement we need to make and how we will make these measurements to
provide the data we need for engineering decisions.
2. Define a matrix of experiments that includes all of the variables we want to test.
3. Perform the experiments to gather raw data.
4. Perform calculations and present data often in a graphical fashion to illustrate our findings.
5. Use the findings to help us make an engineering decision or design calculation.
In our case, we want to make measurements to determine the compressive strength of concrete made
with various waste materials as aggregates. We must first make concrete samples with different
aggregates so that we can test their strength when they have cured. We will need a matrix of aggregate
mixtures so that we know weve tested all of the appropriate mixes.
Before the students make cylinders they should undergo a safety lesson and they should take the safety
quiz. Safe work practices during experimentation protect yourself and others around you. By following
the practices outlined in the handout, you make work more enjoyable and save yourself the aggravation
of an injury and possible loss of work time. Employers look for workers who practice safe work habits.
Major Concepts:
Basics of Concrete Mixing
Measuring of Ingredients
Waste Material Reuse
Tools
Safety
Vocabulary Terms:
Cement
Concrete
Mortar
Portland
Caustic
2.
Students will demonstrate safe work practices while working with cement.
Students will be able to answer a safety exam to a 100% accuracy level before working with
concrete.
49
Students will continue to formulate ideas on how to incorporate waste in the making of a
valuable construction product such as concrete.
Students will be able to use a variety of hand tools and machines to mix and pour concrete into
cylinder molds.
Standards (days 5, 8 and 9 combined):
NYS: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.5 5.2, 6.6, 7.1, 7.2
US Math: 4.1, 4.2, 5.1, 5.2, 5.3
US Tech: 2.2, 3.3
US Sci: 1.1, 1.2, 2.2
3.
Resources
Teacher resource: Teachers guide concrete products
Concrete Safety information sheet and quiz
Concrete recipe worksheets
Safety glasses, gloves
1 small cylinder mold per pair of students
cooking oil spray or bottled
1 Bucket per pair of Students
1 Spade per pair of Students
1 Measuring cup per pair of Students, or have several at each station
1 Rod per 2 pairs of Students
Saran Wrap
2 Magic Markers
1 drop per pair of students of air entrainment solution
Cement (5 cups per pair of students amount depends on recipe)
Water
Lots of different samples of waste materials to test as aggregates! need about 1 cup of
each, encourage students to bring in from home
Coarse Aggregate, examples.

a. Shredded Rubber
b. Shredded PVC note, this needs to be snipped into short (1-2 cm) pieces. This can be
done ahead of time or have students do the day of mixing.
c. Broken Glass
d. Gypsum
e. Glass marbles
f. Shredded plastic milk jugs
g. Shredded aluminum foil
h. Wood Chips
50
i. Paper
j. Pea Stone
4.
Fine Aggregates, examples

k. Recycled Plastic
l. White Glass powder
m. Green beaded Glass
n. Wood stove ash
o. Saw dust
p. Waste Sand
q. Regular Sand
Instruction plan
NOTE: the concrete test samples are best done using only one waste aggregate at a time that is,
either sand and a waste coarse aggregate, or stone gravel and a waste fine aggregate. That way, all
the analysis (graphing compression strength, completing the weighted objectives table) can be divided
into fine or coarse aggregate, and the end result will be an ideal fine aggregate and an ideal coarse
aggregate.
ALSO: Make sure you have your recipes defined ahead of time and written on the board, so you can
easily assign students to recipes and keep track of what is mixed!
1.
Introduction briefly review the waste aggregates that we looked at yesterday. What step
was that in the problem solving method? (think of alternative solutions). What is the
next step in the problem solving method? (choose the best solution). But how do we
make that choice? Need to gather more data. How can we gather more data about our
waste aggregates? Today we will make some test samples to see how the aggregates
work. Does anyone know why we might do this? Test if the mix holds together. But
what is an important property of concrete? Strength! So we will make small concrete
test samples for testing the strength of the different mixes. We have a lot to do today, so
lets get right to work!
2.
(5 min) Before we can work with concrete, we need to learn some safe practices. Display a
list of safety practices to the class and go over the guidelines.
3.
(3 min) Remove the safety guidelines and have a short discussion of the rules and their
importance.
4.
(5 min) Hand out a short quiz assessing the retention of the safety practices.
5.
(2 min) Allow the students to complete the short exam. When all the students are done have
the students correct the papers (go over as a group). Any students with an incorrect
answer will have a short recap with the instructor and then be asked the question until
they answer correct.
6.
Before beginning the activity, make sure you go over everything while the students are still
in their seats. Have the recipes already written on the board, with numbers (students will
write the recipe number on their cylinder, along with their names).
7.
(10 minutes) Tell the students theyll be working in pairs. Each pair will be assigned a recipe
number (have students number off 1-2-1-2, then just assign recipes when ready).
**remember that the groups who uses the shredded PVC need to make sure the strips
51
are snipped into short (1-2 cm) pieces. Tell the students that each pair will get a recipe
worksheet and a cylinder - students should not leave the room until they have written
down their recipe and number on their worksheet (along with their name and their
partners name), and have labeled their cylinder (use a sharpie) with the recipe number
and their names or initials. Also they should make sure that their cylinder has tape on the
bottom over the hole, and is not cracked or broken.
Distribute dust masks, gloves and safety glasses to students. Have students write their
names on their dust mask, tell them they have to save them to use again the next time we
mix concrete.
Tell the students when they begin, students should bring their recipe and their cylinder
to the work area. Each pair of students should go to the first station and get a bucket and
a trowel. Also at this station they should spray the inside of their cylinder with cooking
spray (could also use a bit of oil with paper towels just make sure the cylinders are well
oiled). Then they should get all of their dry ingredients, by rotating to the different
stations they will need cement, coarse aggregate, and fine aggregate. Students will all
put cement, coarse aggregate and fine aggregate into the bucket and will mix it well
before adding water. Students should get help adding water, to make sure they dont add
too much at one time. Once the water is added the students should continue to mix until
it is well mixed and ready to pour into the cylinders. ** dont add too much water start
with half the recipe amount and get this checked by the teacher before adding more**
(instruct students to write in how much water they ended up using). After the water has
been added to every students bucket one of the teachers should add a drop of air
entrainment solution to the mix, if desired.
Once their concrete is completely mixed, they need to get an OK from the teacher, then
they can fill their cylinder mold. [students may need a demonstration on the rodding
part] They will pour the concrete into the cylinders in three stages. This means that a
student will fill his/her cylinder a third of the way and then will rod the cement to
uniformly mix it in the cylinder. NOTE: Students should not stir they should simple
thrust up and down through the concrete mix. Then the student should add more of the
mix until it reaches 2/3 to the top of the cylinder and should rod again. NOTE: Students
should only rod the second 3rd of the mix, careful not to mix the first 3rd with the second.
Then students should repeat for the remaining cylinder: topping it off, rodding it, then
smoothing off the top, then sealing it with saran wrap so it will cure properly.
When they are done, students should bring their cylinder molds to the designated area.
The bucket and trowel need to be rinsed out in the water buckets provided, or if weather
permits, outside at the hose (no concrete down the drains!) Students should write any
notes about their concrete mix on the recipe worksheets, then pass them in.
8.
(15 min) Once all has been explained, have the students get to work! Monitor students
closely, help with stations, help with adding water. It helps to have a few cups
designated for water only, and have other cups designated to each station to avoid
contamination of the different materials.
9.
Wrap up: Explain that the cylinders will cure, and then the different mixtures will be tested
for compressive strength. Ask the students how they think we can test these cylinders for
compressive strength, and ask them what strengths they think we will get.
52
10.
Clean up: NO CONCRETE DOWN THE DRAINS!!
NOTE: Allow ample amount of time for curing, at least 5 days!
53
Table 1: Recipes for concrete enough for 1 cylinder, 2 diameter x 4 high
(see teacher notes for additional recipes)

Cylinder
#
1
2
3
4
5
6
7
8
9
Coarse aggregate
Type
amount
(8 oz. cups)
Woodchips
1
Paper
1
PVC
1
Rubber
0.75
Stone
0.75
Stone
0.75
Stone
0.75
Stone
0.75
Stone
0.75
Fine Aggregate
Type
amount
(8 oz. cups)
Sand
0.75
Sand
0.75
Sand
0.75
Sand
0.75
Recycled Plastic
0.75
Waste Sand
0.75
Green Glass
0.75
White Glass
0.75
Sand
0.75
54
Cement
amount
(8 oz. cups)
0.75
0.75
0.75
0.75
0.75
0.75
0.75
0.75
0.75
Making Concrete Test Cylinders

Names: ________________________________________
Cylinder #:____________________
Ingredient
Amount added*
Type
Coarse aggregate
Fine Aggregate
Cement
cup
Water
* as measured with an 8 oz. cup
Making Concrete Test Cylinders

Names: ________________________________________
Cylinder #:____________________
Ingredient
Amount added*
Type
Coarse aggregate
Fine Aggregate
Cement
cup
Water
* as measured with an 8 oz. cup
55
Concrete Safety
Name :___________________________________
Teacher:__________________________________
Date: _______
Period:______
Directions: Circle the letter in front of the best possible answer.

1. Wet concrete is:
a. Caustic
b. Mild
c. Hot
d. Smooth
2. Prolonged contact with wet concrete can cause:
a. Skin irritation
b. Eye injury
c. Severe chemical burns
d. All of the above
3. When working with concrete you should wear:
a. Safety glasses
b. Long sleeves
c. Water proof gloves
d. Long trousers
e. All of the above
True/false: Read each of the statements below and write a T in the space provided if the statement is
true, and a F in the space provided if the statement is false.
4. ___ You should wear waterproof boots if standing on wet concrete.
5. ___ It is not harmful to breath in concrete dust.
6. ___ It is alright to leave wet concrete on clothing.
7. ___ Tight fitting glasses should be worn at all times during concrete work.
8. ___ Slight discomfort or skin irritation is not a reason to wash you hands.
9. ___ Caustic means that a chemical will burn the skin and eyes.
10. ___ A respirator filters air entering your lungs.
56
Working Safely With Concrete/Mortars

Special precautions are necessary when working with concrete, mortars or cement. Prolonged contact between
fresh, wet cement-based products can cause skin irritation and burns. These products are highly caustic and may
result in skin injury if used improperly.
Please be aware of the following information from the U.S. Consumer Products Safety Commission and take the
recommended safety precautions and suggestions.
WARNING: INJURIOUS TO EYES
CAUSES SKIN IRRITATION
READ THIS WARNING BEFORE USING
Contains Portland Cement
Contact with wet (unhardened) concrete, mortar, cement or cement mixtures can cause skin irritation, severe
chemical burns, or serious eye injury.
Avoid contact with eyes and skin.
Wear waterproof gloves, a fully buttoned long-sleeved shirt, full-length trousers, and tight-fitting eye protection
when working with these materials.
If you have to stand in wet concrete, use waterproof boots that are tight at tops and high enough to keep
concrete from flowing into them. If you are finishing concrete, wear knee pads to protect knees.
Wash wet concrete, mortar, cement, or cement mixtures from your skin with fresh, clean water immediately after
contact. Indirect contact through clothing can be as serious as direct contact, so promptly rinse out wet concrete,
mortar, cement or cement mixtures from clothing.
Seek immediate medical attention if you have persistent or severe discomfort. In case of eye contact,
flush with plenty of water for at least 15 minutes. Consult a physician immediately.
Wear a well made respirator while handling dry cement dust. Do not breath in air-born cement dust or
other fine particles.
KEEP OUT OF REACH OF CHILDREN
57
Lessons 6 and 7 Foam Bridge Experiment- Forces and Stresses Lab
Background
All industrial and building materials undergo forces that they must withstand to function as
designed. Concrete is strong under compressive forces, but not tension. Therefore
reinforcing bars are added to improve the performance of concrete under tension.
Applying a force until the concrete fails and using our knowledge about compressive
forces can be used to determine the strength of concrete.
This lesson will prepare the students for the experimental measurement of the strength of
our concrete cylinders.
Force: a push or a pull. force = mass acceleration, in Newtons or Pounds
Load: The overall force to which a structure is subjected in supporting a force
Compressive Force: Forces that press together
Tensile Force: Forces that pull apart
Stress: Force per unit area. ( Stress is not directly applicable to this lesson, better to
bring this up when it is. When you first talk about your cylinders may be a better time.
Stress =
force
newtons
pounds
, in units of
or
( psi )
2
area
m
in 2
This lesson will show the students the difference between compression and tension, how they
affect the strength of concrete and some of its applications.
Concepts
NYS Standards
NYS: 5.2
US Sci: 2.2
US Tech: 5.7
Key Terms
Compression
Force
Tension
Stress
58
Instruction Plan
1. (5 min) Introduction
a) Have students stand up and bend over at the waist, keeping their knees straight.
Feel your back stretch, and feel the folds in your belly? Which is in tension? (back)
and which is in compression?(belly)
b) Ask for two student volunteers. Have the students hold on to opposites sides of the
rope (or a slinky). Have each student tug on their end of the rope (tug of war-like)
to simulate tension. Have the students then push the ends together to simulate
compression. (Optional)
c) What is a force?
(Answer: a push of a pull, force is anything that can cause a massive body to accelerate)
d) Have students define tension and compression (draw on the board to show
students better):
Tension: a pull
Compression: a push
e) What are the units for force? (SI Units are Newtons; English Units are pounds.
We will be using pounds for this activity.)
2. Tension and Compression Activity
There are a number of ways to do the following activity depending on the level of
freedom you believe your students are capable of and/or time constraints.
a. Option 1: Completely Students Design - some discussion needs to take
place before materials are distributed (should be appropriate for 8th
graders).
1. Explain that the foam is acting as the concrete deck (the part you
drive across.)
2. Show them that concrete alone is not strong enough by snapping
a piece of the foam. They will need to reinforce their deck. Here is
an appropriate time to discuss rebar and cabling that goes into
concrete.
3. Split students into groups of 2-3.
59
4. Give them 2-3 minutes in their groups to talk about an idea.

5. Distribute materials. Each student receives:
a. One piece of foam (~2.5x12)
b. A 3/16 dowel cut to 12
c. A piece of string cut to ~16 (and 2 small dowels used for
tightening the string)
d. 1 ft of masking tape
b. Partial Design
1. Explain that the foam is acting as the concrete deck (the part you
drive across.)
2. Show them that concrete alone is not strong enough by snapping
a piece of the foam. They will need to reinforce their deck.
Reinforcing can be placed either taped to the outside or in a cut out
on the bottom of the deck.
a. Use the dowel as a reinforcing rod.
b. Use the Sting and two small dowels as post-tension.
i. By putting tension on the string that is being used for
reinforcement that allows a higher load to be on the deck
before failure.
<= before loading
REBAR
POST TENSION
<= after loading
3. Split students into groups of 2-3.

4. Give them 2-3 minutes in their groups to talk about an idea.
5. Distribute materials. Each student receives:
a. One piece of foam (~2.5x12)
b. A 3/16 dowel cut to 12
c. A piece of string cut to ~16 ( and 2 small dowels used for
tightening the string)
d. 1 ft of masking tape
3. (10 min) Discussion- while discussion is ongoing or before or after, make an ideal
bridge by combining a number of the students ideas and checking out what worked for
them best, or make one before hand and share with the class during the discussion.
a) Have students share the weight on their deck
b) Ask closure questions:
c) What other materials are strong in tension?
Ans: Steel, list others
d) What other materials are strong in compression?
Ans: Concrete, list others
60
e) How will we test our concrete cylinders? (In tension or compression.)

And why are we testing it that way?
Ans: We test concrete in compression because it is strongest in compression. It
is never used solely in tension.
f) Show the elephant video. (This is a link off of a teacher website, but it cannot be
saved)
http://www.teachersdomain.org/resources/phy03/sci/phys/mfw/bbarch/index.htm
l
On the right hand side of the screen, under Multimedia Resources Used in This
Lesson, it is Arch Bridge. You dont have to be registered, just select a test
drive when prompted.
g) Why do we care about tension and compression?
i. Explain that engineers need to know how much weight their concrete can
hold before they can build a bridge or building.
ii. Instead of building a bridge and testing how many cars can go across it,
then making it stronger next time, they mix a test cylinder using the type of
concrete they plan to use, just like what you did.
iii. Then they crush these cylinders using a hydraulic press to see how much
force it takes to crush them.
4. Does the strength of the cylinder equal the strength of the bridge? No, not really. To
compare, engineers divide the force by the cross-sectional area to calculate Stress.
a. Stress = force/unit area
b. Example show 2 shoes, one with a large flat heel (or a sneaker) and another
with a small, spiky heel. If I stand in each shoe, will the force I put on the floor be
different? (no, it will be the same because I weigh the same in both shoes). Will
the stress be different? (yes, since the cross sectional area of the spike heel is so
much smaller, the stress will be much greater with this shoe thats why ladies
can poke holes in soft floors with their heels!)
c. Units: In English units: psi (pounds per square inch)
In SI units:
N/m2
NOTE: We only use psi in this activity
5. Stress Calculations (Optional could be done as a class on the board)
a. Hand out the Stress Calculations worksheet and fill it out as a class.
b. Emphasize to the students that stress is only a function of area and force
(not of depth of an object, the 3rd dimension doesnt matter.)
c. Hand out Stress Homework sheet for homework.
6. Assign the Stress Homework due next class. Tell them this will help to understand the
crushing of the cylinders that they made, and the test at the end.
7. Conclusion Questions:
a) What is the difference between stress and force?
b) What have we learned about stress?
c) How does stress apply to our daily lives?
61
Activities
Imitation Bridge Deck
Supply list
1)
2)
3)
4)
5)
6)
7)
Foam Pieces (12 long x ~2.5 wide)

Dowels 12 long 3/16 diameter
String 16 long
Two piece dowel ~1.5 long to apply the tension to the string
Bucket
Small Cup
Large amount of sand.
Resources
http://www.teachersdomain.org/resources/phy03/sci/phys/mfw/lp_tension/index.html
Reflective Notes
62
Stress Calculations
1) How do you calculate the area of a circle? __________________________
2) How do you calculate the area of a square? ________________________
3) How do you calculate the area of a triangle? ________________________
4) Calculate the area and stress of the following shape:

Assume that there is a 20 pound load pushing on the shape.
Area ________________________________
Stress________________________________
63
Stress Calculations (TEACHER)

1) How do you calculate the area of a circle?
x r2
2) How do you calculate the area of a square?
Length x width
3) How do you calculate the area of a triangle?
(base x height) / 2
4) Calculate the area and stress of the following shape:

Assume that there is a 20 pound load pushing on the shape.
Area __28.27 in2_______________________

Stress__0.7074 psi_____________________
64
Imitation Bridge Deck Activity

Purpose
In order to understand how force affects concrete, we must first understand that force affects
objects differently. In an actual concrete deck there are parts of the concrete under tension and
parts under compression. As you know concrete does not withstand high forces of tension.
Therefore reinforcement must be added. Your job in this activity is to come up with a way to
allow your deck to withstand a larger force.
Equipment
1)
2)
3)
4)
5)
Activity Sheet
Foam deck
Dowels
String
Tape
Procedure
1. Before you begin the actual construction sketch some ideas for your deck in the space
provided.
2. Next put your idea into action. With the materials provided build your deck.
3. Once you have your final design built you will put your deck up against the other
designed decks in class.
4. As a class you will place your deck where you are instructed so that a bucket can be
placed under the deck and filled with sand until failure.
NOTE: In this class we will say that failure is when your foam deck breaks. However in the real
design and testing stage for engineers we say failure has many stages and each one is
documented.
SKETCHES:
Total weight of bucket and sand: _________________________________lbs

65
Teachers Notes for Activity

The amount of design that you let the students do is up to you.
Regardless, make sure that before they begin they know:
1. Compression
2. Tension
3. Where and what the deck of a bridge is the part that you drive across
4. Foam is acting as the concrete. It is not sufficient to hold a significant load.
a. Snap a piece of foam with little effort and explain that this is why you need
to add reinforcement.
5. Make sure that they understand how one object can have different parts in
compression and tension. Draw the rectangle representing the deck and show its
deflection, as seen in the instruction plan. Dont just tell them this, see if they can
correlate this to when they bent over to touch their toes in the beginning of this
lesson.
6. Also at the end during the loading, they can test to complete failure, or when the
foam snaps. However they should know that when beams are tested by
engineers, they are still tested to when they crush, but each pahse of failure is
documented. In concrete you are able to see the onset of cracks and their
progression. This is similar to noting when their foam begins to bend.
During the design and construction phases, they can place the reinforcement either taped to
the outside or they can create a gouge in the bottom and place the dowel or string in that.
This would more similar to the actual cases where reinforcement is placed in the lower half of
the deck.
To load the deck you need to:
a. Set up the deck between two level planes with approximately two inches on each side,
leaving about eight inches clear in the middle.
b. Next place a small flat object in the center, a small black lego plate works great. This
allows for the load to be distributed along that distance, instead of a point load where
the bucket is hung.
c. Then place the bucket so that it is in the center of the foam and the load distributor
and hanging freely below.
d. Finally you can begin to add sand to the bucket. Remember that you are loading until
the foam breaks. Therefore one of the students in the group should keep their hands
around the bucket so that when it breaks the sand stays in the bucket.
e. Lastly weigh the bucket and record on the activity sheet.
During the conclusion of this activity compare the weights of each group and the respective
designs and their effects.
*Post-Tensioning this allows for a larger load to be placed over the deck. This works best in
a gouge or inset in the deck. Use the small dowels to hold and tighten the string to apply the
tensile force. See the illustration in the instruction plan. It will still fail by the same way as the
dowel, but could hold a larger load. A similar case is the trailer flat bed semi truck. If you look
at one with out anything on it, it bows up because of the axial tension on the bed.
66
Name_____________________________________________
Homework- Stress
Directions:
Calculate the area and stress for the following shapes. Assume there is a 20 pound
compression force applied to the shapes. Show all work and include units on your answer.
1.)
Area __________________________________
Stress ________________________________
2.)
Area __________________________________
Stress _________________________________
67
3.)
Area ________________________________
Stress _______________________________
Directions:
Calculate the stress of the following object. The circle has a 4 inch diameter and the
compression force applied to the cylinder is 20 pounds. Show all work and include units.
Area ________________________________
Stress _______________________________
68
Name_____________________________________________
Homework- Stress (TEACHER)

Directions:
Calculate the area and stress for the following shapes. Assume there is a 20 pound
compression force applied to the shapes. Show all work and include units on your
answer.
1.)
Area _____16 in2________________________

Stress ___1.25 psi_______________________
2.)
Area ____12.57 in2_______________________

Stress ___1.59_psi_______________________
69
3.)
Area ____8 in2_________________________

Stress ___2.5 psi_______________________
Directions:
Calculate the stress of the following object. The circle has a 4 inch diameter and the
compression force applied to the cylinder is 20 pounds. Show all work and include
units.
Area _____16 in _______________________

Stress ____1.25 psi_____________________
70
Lesson 6&7- Spaghetti Lab- Alternative to Foam Bridge Lesson

1.
designed. Concrete is strong under compressive forces. Reinforcing bars are added to
improve the performance of concrete under tension.
Applying a force until the concrete fails and using our knowledge about compressive forces
can be used to determine the strength of concrete.
Force: a push or a pull. force = mass acceleration, in Newtons or Pounds

Stress: Force per unit area. Stress =
force
newtons
pounds
, in units of
or
( psi )
2
area
m
in 2
This lesson will show the students the difference between compression and tension and how they
affect the strength of concrete. On the first day they do a lab activity and collect data. On the
second day they analyze their data by making plots either by hand or using Excel. Students
will make scatter plots using the measured data, and then they will add a trend line and be able to
interpolate and extrapolate from these graphs.
Major concepts
Tension: the force applied when something is pulled apart
Compression: the force applied when something is pushed together
As a (spaghetti) column gets shorter, it will handle more weight.
Trend line: a line on a graph indicating a statistical trend
Interpolate: To estimate a value of (a function or series) between two known values
Extrapolate: to estimate by extending or projecting known information
Independent variable: a manipulated variable whose value determines the value of the
other variables
Dependent variable: a variable whose value is determined by the value assumed by an

independent variable
71
2.
Students will be able to distinguish between tension and compression and provide
examples of each.
Students will be able to apply the concepts of tension and compression to concrete by
measuring these properties in samples of pasta.
Students will be able to calculate compressive and tensile strength.
Students will be able to create scatter plots with a trend line and be able to analyze these.
Students will be able to interpolate and extrapolate (data) from the graphs.
Students will become familiar with Microsoft Excel graphics program.
Standards:
NYS: 5.2
US Sci: 2.2
US Tech: 5.7
3.
Resources
PowerPoint file Concrete used as a construction material with pictures
Student Handout or Homework forces and stress
Item to demonstrate tension/compression: pool noodle or flexible lumber
2 Spaghetti strength test apparatuses (tension and compression test apparatus) borrow
from CE department until we make our own set.
spaghetti
-- tension strengthened with pieces of spaghetti and hot glue.
-- compression regular pieces of spaghetti cut to length.
rulers
Kitchen scale (measures high enough for bucket of sand, about 10 lbs)
Cylinders from strength test
Spaghetti strength data sheet
Calculators
Computers (in lab)
Excel instruction sheets
72
Diskettes (one per student)
4. Instruction plan
Day 1:
PRIOR to class: prepare several pieces of spaghetti, of different lengths (use 3 or 4

lengths, 8 cm, 10 cm, etc). Make several pieces of each length for taking replicate
measurements and also to have extras in case the test fails. Separate the pieces of
spaghetti so you have several of each length for the compression test, and several of
each length for the tension test.
For the tension test, use a hot glue gun to glue two short pieces of pasta to each end
(about 1.5-2 inches) for reinforcement (to make the ends thicker, where they connect to
the apparatus). When gluing the extra pieces to each end make sure that they are glued
so that the entire piece lays flat.
Go through several trials for both the compression and tension tests beforehand so you
know how the apparatus works.
1.
(Possible attention grabber have an overhead or slide showing examples of tension

(rope) and compression (squeezing) as students enter room. Could also use a pool
noodle and bend back and forth. See teacher resources.) Write TENSION and
COMPRESSION on the chalkboard. Ask if anyone can define these terms. Ask for
examples of objects in (and out of) the classroom that would be in tension or
compression.
Compressive force squeezing force that pushes and tries to compact
Tensile force pulling force that tries to stretch out and pull apart (when a tensile
force is acting on an object it is under tension).
More examples: tension: plant hanging from ceiling, cable that supports the load of a
crane; compression: a person sitting on a couch.
Have students stand up and bend over at the waist, keeping their knees straight. feel
your back stretch, and feel the folds in your belly? Which is in tension? (back) and
which is in compression?(belly)
2. What is a force? A force is a push (compression) or a pull (tension) that acts on another
object. Force is measured in Newtons (or, in English, pounds)
Note: could move the discussion (3 and 4) to second day so the lab could be more of a
discovery.
3. Why do we care about compressive and tensile strength?
73
a. Explain that engineers need to know how much weight their concrete can hold
before they can build a bridge or building.
b. Instead of building a bridge and testing how many cars can go across it, then
making it stronger next time, they mix a test cylinder using the type of concrete
they plan to use, just like what you did.
c. Then they crush these cylinders using a hydraulic press to see how much force it
takes to crush them.
4. Does the strength of the cylinder equal the strength of the bridge? No, not really. To
compare, engineers divide the force by the cross-sectional area to calculate Stress.
c. Stress = force/unit area
d. Example show 2 shoes, one with a large flat heel (or a sneaker) and another
with a small, spiky heel. If I stand in each shoe, will the force I put on the floor
be different? (no, it will be the same because I weigh the same in both shoes).
Will the stress be different? (yes, since the cross sectional area of the spike heel is
so much smaller, the stress will be much greater with this shoe thats why ladies
can poke holes in soft floors with their heels!)
5. Based on your internet research, do you think concrete performs better in compression
or tension? (compression). What about spaghetti do you think spaghetti is stronger
than concrete? (actually, in tension, it is!)
6. Break the class into two groups. Have half the class do the compression testing while
the other half is performing the tension test. Have students switch groups when
completed, so each student gets to do both tests. If time is short, have students work in
pairs and assign each pair to measure the tension/compression strength of one length of
pasta, then can combine data at end.
Tension Test
a. Have one student measure the length of the spaghetti (actual length is between the
supports on the apparatus) and record the data.
b. On one end off the apparatus there is a clamp with a pad on the top and bottom.
Put the ends of the spaghetti into the clamps so that the bar is approximately level.
This may require you to adjust the center bolt. Next place the small bucket in the
groove opposite the clamped-in spaghetti.
c. Slowly add sand until spaghetti breaks, making sure that someone has their hands
under the bucket, not holding it up but so that when the spaghetti breaks and the
bucket drops someone is there to catch it.
d. NOTE: if spaghetti breaks where it is attached to the apparatus, the test failed and
should not be counted. Spaghetti should break somewhere near the middle.
74
e. Weigh the bucket and the sand on the kitchen scale (in pounds) and record value.
This is equal to the tensile load.
f. Repeat for different lengths
-Also possible is to have each group do different lengths and report their
findings to the class to save time.
Compression Test
a. Have one student measure the length of the spaghetti. The lengths should be
about the same as the lengths for the tension test. Record the data
b. Place spaghetti vertically in test apparatus. There are small holders, on the same
side as the groove for the bucket, so that the spaghetti doesnt slip.
c. Place one student at eye level in front of apparatus, and two others on opposite
sides (so spaghetti can be viewed from all three directions) it helps to have
many looking at the same time.
d. Add sand to bucket (wont be very much) until you see spaghetti buckle (bend)
out of place.
NOTE: If spaghetti breaks then it doesnt count, we are looking for the moment it
buckles out of plane.
e. Weigh the bucket and sand on the kitchen scale (in pounds) and record value.
This is equal to the compressive load.
f. Repeat for different lengths, similar to the tension test.
7. Wrap up 5 minutes before class is over.
a. Look at the data.
b. Ask how did spaghetti behave under compression? (tell them to look at their
numbers, were the numbers high, or low?) Answer: poor
c. Ask how did spaghetti behave under tension? (look at numbers, are they high or
low?) Answer: Good
d. Conclude that spaghetti is good in tension and bad in compression. We know that
concrete is good in compression but not in tension. So why not mesh the two
materials together?
e. Well thats exactly what engineers did
f. Spaghetti acts just like steel
75
g. So when a building or bridge is made or concrete it is reinforced with steel bars

called rebar so that it can stand compressive and tensile forces
8. If there is time, students should convert their load data to stress (divide pounds by crosssectional area, to get psi). If there is not enough time, can do this as homework or as
part of data analysis next day.
9. Collect data sheets. Remind students to meet in the computer lab next class and bring
data sheet to plot data.
Day 2:
1. Quick review of previous day: What is compression? Tension? Why do engineers put
steel cables in concrete? Expect answers like steel is used in concrete as
reinforcement since concrete is weak in tension and strong in compression where as
steel is strong in tension and weak in compression, etc.
2. Have students get out their length/weight data sheets. Tell students that today we will be
making graphs of the data that they collected.
3. If it was not gone over the previous day, explain the difference between force and stress
they measured force, but you need to divide by the cross-sectional area to get a value
for stress. (why is stress important? It gives us a strength-per unit area, so we can
compare the material itself without worrying about different sizes.)
4. Make sure that everyone has done the calculations if not, finish up the calculations!
(could also do these on excel, have students enter in load data and divide whole column
by area to get psi) Explain that being an engineer/scientist, data is gathered on a regular
basis (like what you all did yesterday). Not everyone understands what the data mean.
Graphs help organize data and make it meaningful. Last class you all took data, but you
may not have understood what the data represented. The graphs you will make today
will show you the importance of the data you gathered.
3. Have students look at their data sheets and observe the type of data collected. In the lab
we took different lengths of spaghetti and we saw how much force was needed to make
the pasta break.
(NOTE: even though we used a scale, we measured force, in pounds. If we were

using metric, wed measure mass then have to convert to force by multiplying mass x
acceleration due to gravity. Students may be confused, just be aware of this in case it
comes up.)
One of the tools we can use to look at data in a different way, to analyze relationships
and try to understand what is happening, is to make a graph. Thats what we are doing
today. So on our data sheets we have two variables-can anyone tell me what the
variables are in each experiment? (The length of the pasta and the stress that it
supported.)
76
4. Instructor should draw an x and y axis on the board If this is my graph, which variable
should I put on the y-axis? (Hint: What did we actually measure?) (the stress or load in
psi-dont forget the units!!) Does anyone know what the y-variable is called? (The
dependent variable) It is called the dependent variable because its value changes,
depending upon what the value is for x. So what do we put on the x-axis? (Length of
spaghetti in cm or inches). This is the independent variable; we didnt measure this- we
were already given this in experimental setup.
5. Break the class into 2 groups, -one group will graph the compression data, the other will
graph the tension data (make sure that all the data are the same i.e., compression data
are the same, and tension data are the same). Let the students work either on their own,
if there are enough computers, or in pairs if there arent not enough computers. Hand
out worksheets with excel instructions to each student. **it helps immensely if there are
teachers to guide each group of students through making the graphs.
6. Have students log on to computers and go to start menu, programs, then excel.
a. Type in the length of spaghetti in one column
b. In another column type in the load, in psi, either for the compression or tension
tests, depending upon which group they are in. (note: if students have not
calculated stress, have them type in load, in pounds, then divide whole column
by area to get stress, psi)
c. Highlight the length column, hold down control button and highlight stress
column (make sure students are able to do this, they may need help, so pay
attention)
d. Go to insert chart, XY Scatter, Scatter (no lines connecting points), NEXT,
NEXT
e. Go to titles, Type in Chart title name (Compression: Length of Spaghetti vs.
Stress), X axis name (Length of Spaghetti, cm), Y axis name (Stress, psi),
NEXT
f. Save as chart in new sheet, FINISH (see example below)
Compression: Length vs Force
120
Force(g/cm )
100
80
60
40
20
0
2
10
Length of Spaghetti (cm)
77
12
7. Once students have set up their graphs, have them add trend line. On sheet with graph,
right click on any data point, add trend line, linear, OK
8. Have students save their graphs to disk provided, (put their names on them) print out
their graphs. Time is limited so if you are only able to get this far, start to wrap up and
talk about interpreting their data without printing out the graphs.
9. Bring students together to briefly discuss the data trends, what happens as the spaghetti
gets shorter (it carries more load). Is the same behavior seen for both compression
strength and tension strength? (Yes, it should be) Extend discussion to
interpolation/extrapolation as seen below.
10. Once this is done, ask, What if we want to know how many pounds a 16 cm piece of
spaghetti would hold? How would you find this out? Would you just guess? Would
you have to test it out? Is there a quicker way that we can find out right now?
Answer = follow trend line (i.e., use a ruler, draw a vertical line at x=16cm to trend
line, from trend line draw a horizontal line to y axis, that is how many pounds that
length of spaghetti will hold.)
11. If time permits, give more extrapolation/interpolation exercises (How long would the
piece of spaghetti have to be to hold 63 lbs? How many pounds could a 3.5 piece of
spaghetti hold?)
12. Share graphs made between the two groups.
13. If desired, distribute homework on compression and tension.
78
Name:___________________
Date:_____________
Spaghetti Strength Test
Compression Test
Length of Diameter Area of Spaghetti

2
Diam
Spaghetti of
A = *
(in)
2
Spaghetti
(in2)
(in)
Weight of Sand Stress

and Bucket (lbs) (Weight/Area)
(lbs/ in2)
0.0625
0.0625
0.0625
0.0625
0.0625
0.0625
Tension Test

2
Diam
Spaghetti of
A = *
(in)
2
Spaghetti
(in2)
(in)
0.0625
0.0625
0.0625
0.0625
0.0625
0.0625
79
Weight of Sand
and Bucket
(lbs)
Stress
(Weight/Area)
(lbs/ in2)
Name:___________________
Date:_____________
Spaghetti Strength Test- Class Results

Compression Test

2
Diam
Spaghetti of
A = *
(in)
2
Spaghetti
(in2)
(in)
Weight of Sand Stress

and Bucket (lbs) (Weight/Area)
(lbs/ in2)
0.0625
0.0625
0.0625
0.0625
0.0625
0.0625
Tension Test

2
Diam
Spaghetti of
A = *
(in)
2
Spaghetti
(in2)
(in)
0.0625
0.0625
0.0625
0.0625
0.0625
0.0625
80
Weight of Sand
and Bucket
(lbs)
Stress
(Weight/Area)
(lbs/ in2)
How to use excel to create a chart

o Log on to computer
o Go to Start Menu
Programs
Excel
o Type in the length of spaghetti in one column
o Type in the load (in psi) in another column
o Highlight the length of spaghetti column by holding down left mouse over all the values
o Hold down the control button and highlight the load column
o Go to Insert Chart
XY Scatter
Scatter (no lines connecting points)
NEXT
NEXT
o Go to Titles, type in Chart Title Name, X axis name, and Y axis name
o Save chart as a New Sheet
How to add a trend line

o
o
o
o
o
Go to Chart 1
Right click on any data point
Add Trend Line
Linear
OK
81
Lesson 6 Forces and Stresses the shorter (lecture based) lesson

for tension and compression
1.
designed. Concrete is strong under compressive forces. Reinforcing bars are added to
improve the performance of concrete under tension.
Applying a force until the concrete fails and using our knowledge about compressive forces
can be used to determine the strength of concrete.
Force: a push or a pull. force = mass acceleration, in units of Newtons or Pounds

Stress: Force per unit area. Stress =
2.
force
newtons
pounds
, in units of
or
( psi )
2
area
m
in 2
Performance Objectives
Students will be able to describe and give an example of a compressive force and a
tensile force.
Students will be able to calculate compressive strength.
Standards:
NYS: 5.2
US Sci: 2.2
US Tech: 5.7
3.
Resources
PowerPoint file see Teacher resource concrete used as a construction material with
pictures
4.
Student worksheet *2 versions available* Forces & Stress (homework for this lesson)
PowerPoint file see Teacher resource concrete used as a construction material with
pictures
Two buckets, and a 2x4.
Pool noodle
Instruction plan
1. (5-7 min) Introduction
82
Grab the students attention with a very obvious demonstration (something they can
easily relate to) of a material that has either a high compressive or high tensile strength,
but not both, like a rope. Example: First, ask the students if they think the rope is
strong. Then relate that ropes are used for towing very heavy things, or for rock
climbing, etc. Show them how strong a rope can be by pulling a desk with one, or by
playing tug-of-war with a student or instructor. They ARE very strong in that sense.
But then ask them what would happen if you tried to support a pile of books with that
same rope. Drop a book on the rope when it is placed on its end of course it comes
crashing down. Explain that this is due to different properties of the rope, and the
different FORCES being applied to the same MATERIAL, and that today you are
going to learn about the different forces of COMPRESSION, and TENSION, and how
they will affect a CERAMIC MATERIAL like the concrete we are making. Make the
point that it is important to understand such things when you are applying technology
to BUILD or ENGINEER something, so that your structure is safe, and long-lasting.
2. (10 minutes) Students should first be introduced to the definition of a force. A Force is
a push or a pull that acts on something mathematically,
force = mass acceleration .
In SI, or metric units , force is measured in newtons. Mass is in kilograms (kg) and
acceleration is in meters per second2 (meters per second, per second)
(note: students will probably have difficulty understanding the units of acceleration. Define
acceleration = how fast something speeds up, or, the rate of change in velocity. Velocity is
in meters per second, so to convert that to a change in velocity its meters per second per
second, or meters per second squared.
3. demonstration have students stand up, a comfortable arms length apart. Have
students imagine they are a concrete wall swaying in the strong wind (the wind is a
force, pushing and pulling them). Then have them bend all the way over. Fell the
stretch in your back - your back pulling apart thats tension. Feel how your
stomachs are all pushed together in rolls thats compression. These are the 2 types
of forces, tension and compression.
4. (3 minutes) Compressive forces. Again, begin by relating the definition to your first
demonstration. Also give other demonstrations - a can is a great example for
compressive forces. You can place a can on the ground and you can crush it
demonstrating a compressive force. Concrete is really good with compressive forces so
it is used all the time when building things. For example it works great as a column.
83
3. (3 minutes) Tensile forces. A rubber band or such would be a good example for tensile
forces on objects. Definition: Tensile force-forces that pull apart. Relate the definition to
whatever demonstration you gave at the beginning of class. Students should be taught that
concrete has zero tensile force and that is never used alone in society to withstand any kind
of tensile force. If you want to use concrete and it is going to be subjected to tensile force
rebar is needed to withstand the tensile force. Rebar are bars placed in the concrete before it
hardens.
_________________________________________________
(for the mathematically inclined) Ask the students: I am standing on the floor. Am I
exerting a force on the floor? What kind of force, compressive or tensile?
(compressive) How do we figure out how much force I am exerting? Force = mass x
acceleration. I can measure my mass, right? What about acceleration, am I
accelerating? Actually, there is an acceleration due to gravity does anyone know what
this means? The acceleration due to gravity is how fast something speeds up when it
drops. Does anyone know how much the acceleration due to gravity is? Is it different,
or the same, for different objects? (drop 2 objects a ball and a crumpled piece of
paper they should both hit the floor at the same time.) So, the acceleration due to
gravity is always the same. It is equal to 9.8 meters per second per second, m/s2.
So, to calculate the compressive force, say I weigh 75 kilograms.
m
Force = mass acceleration = (75kg ) 9.81 2 = 736newtons

s
5. (8-10 minutes) If time is going well it would be good to teach the students about beams
and what kind of forces act on them. Demonstrate with a 2x4 and 2 buckets, or a pool
noodle, or something that bends rather easily so they can see tension on one side and
compression on the other.
When a beam undergoes a force in the middle of the beam as shown below the beam
undergoes both tensile and compressive forces. Where there are tensile forces in the
beam rebar will be needed so the beam does not break. This will give the students a
more in depth understanding of tensile and compressive forces. Bring in two buckets
and a piece of wood for the students to stand on to demonstrate this effect. Have
several volunteers come up and stand on the wood.
Force
Compression
84
Tension
Then tell the students, since steel is good for tensile forces steel should be laid within
the concrete to stand up to the tensile force on the bottom side of the beam. Since
concrete is good for compression forces, concrete alone can withstand the top side of
the beam. This is a great concept for the students to learn.
(either draw the diagram on the board or show a good PowerPoint slide)
6. (10-15 minutes) Stress.
Stress represents a force over the entire area of the surface. This will take a little longer
force
to explain because this is a little harder to understand. Stress =
. So when you
area
have something that exerts the same amount of force, the stress can change if the area
changes. A good example is to show 2 pairs of shoes, with very different sized heels
one with a large, flat heel and another with a spiked heel. If the same person stands in
each of these shoes, will the force be the same? (yes). Will the stress be the same (no).
Which shoe will result in a higher stress? (the spiked heel, because the surface area is
less).
Below is an example of a compressive stress.
Example (SI Units): If Suzy were to stand on this bucket and she has a mass of 50
kg, and the area of the bucket is 65 cm2, what is the stress on the bucket?
ft
Force = (mass )(acceleration ) = (50kg ) 9.81 = 491newtons

s
stress =
THEN
force 491newtons
newtons
=
= 7 .6
2
area
65cm
cm 2
7. wrap up. Why do we care about forces and stresses? We want to make sure that our
concrete mix is strong weve used a lot of different materials for aggregates, and weve
examined the properties of the different aggregate materials themselves. One thing we
still need to look at is, how good is the concrete mix? We can evaluate how it looks, how
85
heavy it is, and all that, but a very important property of concrete is how strong it is. We
will test our concrete cylinders for compression strength.
8. (3-5 minutes) Briefly hand out the Forces and Stresses homework, explain the directions
and tell them it is due tomorrow before we break cylinders (if thats going to happen).
86
(version 1)
Name: ________________________
#1.)
Circle the drawing below that represents a tensile force:
#2.)
Circle the drawing below that represents a compressive force:
Directions: Circle the word that will make the sentence true:
#3.)
Concrete can withstand high ( tension , compression ) forces.
#4.)
A Newton is a measurement of ( mass , weight , force , stress ).
#5.)
A kilogram is a measurement of ( mass , weight , force , stress ).
#6.) (circle one number and one set of units!) The acceleration due to gravity is equal to
(32.4, 98.8, 0, 9.8) (pound/acre, Newton/m2, meter/sec2, mile/hour).
87
Useful Information: We know the following information to be true.

Width
A. Area = (width ) (height )

Height
B. Stress =
#6.)
Force
Area
Calculate the area for the square shown below
5 meters
6 meters
#7.)
Calculate the stress for each force below using an area of 30 m2

EXAMPLE
a.) Force = 300 newtons
Stress =
300newtons
newtons
= 10
2
30m
m2
a.) Force = 600 newtons
b.) Force = 1200 newtons
88
Name:__________________________________
Date:_______________________________
Force, Area, & Stress Worksheet (version 2)

d
For a circle, the area is calculated as: Area =
2
Where =3.14
Calculate the following areas, show all your work:

Area (inches2)
d (inches)
4
10
For a rectangle the area is calculated as: Area = (l )( w)

Calculate the following areas, show all your work:
L (inches)
2
W (inches)
4
10
20
Area (inches2)
w
l
89
Stress is calculated as: Stress =
Force
Pounds
where the units are
. An objects strength is
Area
in 2
related to how much stress it can support in either tension or compression. Objects which can
support a large amount of stress are said to have high strength.
Fill in the chart below showing all your work:

Object
Loading
Area (Inch2)
2 inch diameter Concrete Test

Cylinder
Compression
Force
(Pounds)
3140
1 inch diameter rope
Tension
1000
36 inch square block
Compression
12960
0.5 diameter inch wire
Tension
400
Label the drawings as being in either tension and compression.
_______________________
_______________________
Concrete can withstand high ______________________ forces.
90
Stress (PSI)
Lesson 8 Testing Cylinders for Compressive Strength

1.
This lesson requires the students to generate data quantifying the strength of their cylinders.
These data will be used to help with the engineering decisions required to determine the best
aggregate to use. Students should have some understanding that force can be used to determine
the strength of a material.
Until now we have been consistently using metric, or SI, units. At this point it may help to
introduce students to the English units used for force and stress, since many of the everyday
applications that the students are familiar with may be given in English units (e.g., tire pressure,
in pounds per square inch, psi).
Compression force (newtons or pounds)
Load (newtons or pounds)
newtons
pounds
( psi ) )
Stress = Load/Area (
or
2
m
in 2
Students will be given the opportunity to break test cylinders at an appropriate concrete
testing facility, and will learn how to record data. If this opportunity is not available,
teachers should arrange to test the students cylinders and bring the data to class. A video
recording of the testing procedure is available, and should be shown to the students so they
understand the procedure.
2.
Students will demonstrate appropriate use of industrial tools.
Students will be able to describe how the strength of concrete is tested.
Students will be able to measure the diameter of a cylinder end and, from this
information, calculate the surface area of the cylinder end.
Students will be able to calculate stress from measurements of applied load and area.
Standards (days 5, 8 and 9 combined)
3.
NYS: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.3, 4.5 5.2, 6.6, 7.1, 7.2
US Math: 4.1, 4.2, 5.1, 5.2, 5.3
US Tech: 2.2, 3.3
US Sci: 1.1, 1.2, 2.2
Resources
School Bus and Permission Slips or whatever is needed
Data Collection Sheet for recording data
Compression Machine in appropriate concrete testing facility
Safety Glasses
91
4.
Concrete cylinders prepared earlier in class
Have students bring their notebook and a writing utensil
If no trip is planned, video of testing procedure and sample broken cylinders
Data table, for recording data
Instruction Plan
NOTE: Need to organize transportation for the students with the school and the children's
parents well before this lesson.
NOTE: Need to make sure that bringing the students to Clarkson does not interfere with
Clarkson classes or research. In order to ensure availability, contact appropriate personnel
in CE department well before the scheduled lesson.
Dont forget to collect homework from previous day!
Once the students have been transported to Clarkson University they will then be shown
how to operate the compression machine. They will take turns actually placing the cylinders
in place and operating the machine. Students will also learn how to read the dial to
determine how much load it took to break the cylinder and all of the students will be
required to record the values in their notebooks or on their data sheets. Before they leave it
is important to have the students measure the diameter of their cylinders to calculate area.
Make sure students are wearing appropriate personal protection equipment (safety glasses,
hard hat) as they observe the cylinder testing procedure!
To operate the Tinius Olsen Testing compression test machine:
Remove concrete cylinders from molds using compressed air stream (poke small
hole in bottom of each cylinder, force air through hole to release the concrete).
Weigh the cylinder before testing if you want to determine density.
Clean any rough edges off of the specimens.
Place neoprene caps on both ends and place the specimen in the compression
machine.
Adjust the load rate so that it is appropriate for small cylinders (for small
cylinders, the needle goes slower than the dots).
Load the specimen until failure cylinder starts to crack and needle wont go
higher. Note pieces of concrete could go flying. Safety glasses, a plywood
screen and safe distance are all required.
The load at failure (lbs) divided by the cross sectional area of the specimen (in2)
gives the compressive strength in psi.
If no trip is planned video tape the crushing of several cylinders and bring to class , bring
broken cylinders, and data to class. Welcome students, show broken cylinders and ask if
92
anyone knows what happened. Explain the process to students, show video (about 8 min
long)
Distribute data record sheet. Have students measure diameter, calculate area. If possible,
perform the analysis using computers (excel) enter in diameter, calculate area, then convert
all loads to stress, psi see next days lesson plan.
Proceed to data analysis (graphing), day 9. Extra time will probably be available, use this to
show interesting slides of concrete breaking under different types of forces there are 2
PowerPoint files available, concrete.ppt and concrete under force.ppt.
Be careful using PowerPoint in the classroom remember to focus on showing the

pictures and diagrams, not slides with words!!
93
Data Record Sheet Concrete Testing

Date: ___________________
Diameter of cylinders (in) _____________; Area of cylinder (area = *d2)__________ in2
Aggregates
Cylinder #
Fine
Coarse
weight (lbs)
94
Load at
failure (lb)
Compressive
Strength
(psi)
Example output from testing of large cylinders

Cylinder #
1a
1b
2a
2b
3a
3b
4a
4b
5a
5b
6a
6b
7
8a
8b
9a
9b
10
11a
11b
12a
12b
13a
13b
14
Material Tested
Recycled Plastic
Recycled Plastic
White Glass
White Glass
Green Glass
Green Glass
Waste Sand
Waste Sand
Shredded Rubber
Shredded Rubber
Paper
Paper
Broken Glass
Wood Chips
Wood Chips
Gypsum
Gypsum
Shredded PVC
Completely Random
Gyp, PVC, W&G Glass
Rubber, Recycled Plastic
Rubber, Recycled Plastic
Normal - Sand & Stone
Normal - Sand & Stone
Random Extra
Amount of Water
5 Cups
5
7
7
5
5
3
3
5
5
5
5
2
6
6
6
6
4.5
4
4
6.5
6.5
5
5
?
Additional Sand
0 Cups
0
0
0
2
2
0
0
1
1
1
1
0
0
0
0
0
0
0.25
0.50
0
0
0
0
?
Weight (lb)
6.9
7.12
8.1
8.05
8
7.97
6.26
6.35
6.65
6.63
7.5
5.95
6.1
6.12
5.85
6.9
6.6
6.00
4.6
4.65
7.95
7.1
7.1
Density (lb/ft^3)
118.60
122.38
#VALUE!
#VALUE!
139.23
138.37
137.51
136.99
107.60
109.15
114.31
113.96
128.92
102.27
104.85
105.20
``
118.60
113.45
103.13
79.07
79.93
136.65
122.04
122.04
Load (pounds)
8700
7900
0
0
10800
9900
26000
25000
2800
2500
3100
2700
10300
2500
2400
3200
8400
8200
3500
4700
2600
2700
15500
15800
6000
Ingredients (for two cylinders) = (4.5 Cups Cement) + (10 Cups Coarse Aggregate) + (9 Cups Fine Aggregate) + (Amount of Water as Seen in Table)
Note: We used cement that is over a year old.
Note: Additional sand was added in a few samples because too much water was added so the mixture had to be adjusted.
95
Compression Strength (psi)

692.34
628.68
0.00
0.00
859.46
787.84
2069.08
1989.50
222.82
198.95
246.70
214.87
819.67
198.95
190.99
254.66
668.47
652.55
278.53
374.03
206.91
214.87
1233.49
1257.36
477.48
Comments
water streamed out
didn't cure
didn't cure
Lesson 9 Evaluating results

1.
This lesson will teach students to recognize how data can be interpreted using diagrams and
graphs. After plotting their data on a bar graph, students will be able to select the strongest waste
aggregate.
Raw data from the compression tests (load) will be used to calculate and plot stress for each of
the aggregates. The graphical format typically a bar graph since our independent data is
categorical not quantitative will help us identify the strongest concrete mix. The teacher should
have a spreadsheet file prepared for each group of students that contains the raw data from the
compression testing procedures.
Bar Graph: A diagram showing a system of connections or interrelations for data that has
numerical dependent variable and categorical independent variable.
2.
Students will be able to choose a bar graph as a suitable type of plot for illustrating data
that has numerical dependent variable and categorical independent variable.
Students will be able to use MS Excel to do a simple calculation (compressive strength,

stress, from load).
Students will be able to use MS Excel to generate a bar graph that illustrates the
compressive strength results from concrete testing.
Standards (days 5, 8 and 9 combined)
NYS: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.3, 4.5 5.2, 6.6, 7.1, 7.2
US Math: 4.1, 4.2, 5.1, 5.2, 5.3
US Tech: 2.2, 3.3
US Sci: 1.1, 1.2, 2.2
3.
Resources
All students should receive a copy of the completed data record sheet from testing day
(may or may not have calculated stress)
a few of the broken cylinders for examples
Computer files or CDs with a spreadsheet containing all data from testing at Clarkson
(one per group of students). Ideally, these spreadsheets will already be open on the
computers they will use to save time. (See data sheet above have one spreadsheet for
fine and one for coarse aggregates. Leave an empty column next to the name of the
aggregate for calculating the strength, if students will do this step. Otherwise, have this
already filled in.)
Instructions for making a chart with Excel (attached)
Computer projector would be great to show on screen what students need to do
Access to computer lab
96
4.
Instruction plan
1. (5 min) Have students who participated in testing describe what they did and saw.
Pictures (video) of testing facility and broken cylinders would be good to show. (note,
if students have not all participated in crushing cylinders, this lesson is combined
with the previous)
2. (10 min) Remind students of where we are in our overall problem solving (choose the
best solution in this case the best aggregate). But at the same time, we are in a
smaller problem solving loop determine the strength of concrete with waste
aggregates we did many of the steps, now need to evaluate results. Important
strength is only one criterion for a suitable aggregate. The strongest may not be the
ideal choice, as well see tomorrow!
3. Ask students we collected lots of data (see if they can recognize that we collected data
on compressive strength of the different concrete mixtures). How can we compare
the data so we can use it to help us make a decision? See if anyone can come up with
the idea of making a graph (probably likely if students did the graphing activity with
the pasta lab).
a. Introduce students to a bar plot by drawing one on the board. Initially leave out
the actual values of each aggregate. Discuss when a bar graph is an appropriate
type of plot to use.
b. (could do this next step with probing questions) Describe that the strength will lie
on the y-axis (dependent, numerical data) and the type of aggregate will lie on the
x-axis (independent, categorical data). **Strength (y) depends on type (x).**
Draw a few bars as examples. Identify other aspects of graphs that are critical
(title, axis labels, units etc).
c. Look at data record sheet no strength (stress) included! Review how to calculate
strength from load and cross sectional area. Indicate that we will let the computer
do this for us, we do not need to do it individually for each sample.
d. If possible, project the excel spreadsheet onto the screen and introduce the students
to the data it contains, the formulas they will have to enter to calculate strength,
and the icon for plots. Use instruction sheet provided.
3. (20 min) Split students into groups of two and move to the computers. Each group will
be assigned one plot to generate (either fine aggregate or coarse aggregate). Wander
around room and help students with their work. All students should be expected to
generate and print their graph and calculations. Work will have to be completed as
HW if not finished in class.
4. If students finish, bring class together with final plots. Discuss which aggregates were
strongest were they surprised? What do we do now why did we do this? (to help
decide which aggregate to use) Can we decide now? (no, we need to take into
account other criteria well do this tomorrow)
97
Analyzing Strength Data using Excel

o Log on to computer
o Go to Start Menu
Programs
Excel
To enter data:
Type in the aggregate material in one column
Type in the load (in pounds) in another column
Type in diameter in a third column
The next column will be for the cross-sectional area. In the top cell of the next column,
type in the formula for area, using the cell where the diameter is entered as d:
=*d2/4. Copy this cell down the entire column (area should be the same for all
entries)
o Enter strength in the next column strength = load/diameter (psi). Enter the formula in
the top cell and copy all the way down the column.
o
o
o
o
To make plot:
o Highlight the strength column (psi) by holding down left mouse over all the values
o Hold down the control button and highlight the aggregate material strength column
o Go to Insert Chart
bar
NEXT
NEXT
o Type in Chart Title Name, X axis name, and Y axis name
NEXT
o Save chart as a New Sheet (give title)
FINISH
98
Lesson 10 Weighted Objectives Table and Optimum Mix Sheet

1.
Engineers often have to consider many different criteria when making choices about materials or
other design variables. The criteria should include technical effectiveness of a material or
process, cost, and social and environmental consequences. Taken individually, these criteria
could lead to very different choices. A weighted objectives analysis is one way to use a rational
basis for incorporating the multiple criteria into the decision.
For our particular problem, students should incorporate not only the strength of the concrete, but
also aesthetics and the environmental benefits of using a particular waste as an aggregate. For
example, a material that is otherwise not conveniently recyclable might have more positive
impacts as a waste aggregate than a material that already has a recycle use. The strength of the
mix needs to be put in perspective how strong does the concrete have to be for the desired
application? It may be that the weaker mix is still strong enough, and excels in other criteria,
making it the optimum choice.
Students will learn how to create and analyze a weighted objectives table to make an objective
decision regarding the best waste aggregate for their concrete mix.
2.
Students will be able to define a list of criteria that are important to consider when
analyzing their aggregate choices.
Students will be able to analyze data and will be able to determine the most suitable
concrete aggregate.
Students will be able to identify needs and opportunities for technical solutions from an
investigation of situations of social interest.
Standards:
NYS: 1.1, 1.2, 1.3, 5.1, 6.6, 7.1
US Math: 5.3
US Tech: 1.3, 2.1, 2.2, 3.2, 4.3
3.
4.
Resources
Teachers guide Weighted Objectives Table Example
Weighted Objectives Table Worksheet
Samples of broken cylinders for students to observe, if desired
Instruction plan
1. Introduction and brainstorm (5-8 min)

Remind students about the results of their strength testing which aggregates are strongest? Ask
them do we choose these? Is strength the only important factor? No, we need to think about
other criteria as well.
99
Brainstorm other criteria as a class. Good criteria to use are aesthetics (does it look nice?),
texture (smooth/rough), feel (crumbly?), availability (how much of the aggregate material do we
have on hand?), severity of the waste (is the aggregate material truly a waste? Or does it
already have other possible uses?). They may come up with additional ideas, write them all
down. Dont erase!
2. Weighted Objectives Table Lesson (10 min)
How do we make a decision that takes into account all these criteria that are important to us?
Introduce students to what a weighted objectives table is a tool for multiple criteria decision
making.
Use an example of something the students are interested in. For example, you can use
superheroes.
1. Draw a blank weighted objectives table on the board (or overhead).
2. Ask the students what superhero they think is best write answers on board in a
list. Let them pick four or five of their favorites. Tell them we will use the
weighted objectives table to mathematically prove who really is the greatest.
3. List attributes of a great superhero, for example strength, fighting abilities,
weaknesses, and attractiveness of tights. As a class, decide which attributes are
the most important choose 5 attributes, then rank them 1 through 5, with 5
being most important, 1 being least important.
4. Using an overhead or the board, go through the weighted objectives table with the
class in determining the best superhero.
Write superhero names in appropriate places.
Write criteria (attributes) in appropriate places.
Assign weights to the different attributes. The weights they apply to the
various attributes could sum to 1 (or you could use % and have them add
to 100), although this is not critical. Give higher weights to more
important attributes.
Score each attribute for each superhero. The scores for each attribute
should be on a scale from 1-10 (10 being best, 1 being worst).
Calculate the rank for each attribute for each superhero (rank = score x
weight).
Sum the ranks for each superhero the highest rank is the best choice.
Ask the students if they think they can use this analysis to find the best aggregates for their
project.
3. Use the weighted objectives table to determine the most suitable waste aggregate (20 min).
This can be done in small groups or as a whole class activity if done in groups, make sure all
groups use the same list of criteria, then come together at the end of class to summarize all scores
and get a final (can make a big chart on board and have each group write in their numbers, then
have someone add up)
100
NOTE: depending on how the recipes were arranged, it may be best to have half the class
look at fine aggregates and the other half look at coarse aggregates. There will be 2 results
one for the best fine waste aggregate, and another for the best coarse waste aggregate.
1. Revisit the list of criteria from the brainstorm. Guide the students to reduce the
list to 4 or 5 items that are most important from the teachers perspective, its
very important to include availability as an important criteria, to make sure that
we have enough of the chosen aggregate!
2. Distribute blank weighted objectives tables either to individuals or in groups. .
3. First have students list the aggregate types across the top, and the criteria down
the left side. Then they should weight the criteria, in order of importance (higher
weight number means more important). Again, the numbers here are arbitrary, as
long as the higher numbers are for the more important criteria.
4. Students should then evaluate each aggregate material for each criterion. Students
should use the graphs they generated from their test cylinder data, in addition to
what they know about the different aggregates, to help them determine rankings
for some different attributes (strength, aesthetics). They may need help for some
criteria (e.g., availability, severity of the waste). Samples of broken cylinders
may also be helpful.
5. Multiply weight x rank for each aggregate/criteria combination, enter the value in
each space provided. Sum the ranks for each aggregate, to get a final score.
6. Teachers should visit groups to answer questions.
7. If done in small groups, students should enter the scores for each aggregate onto a
chart on the board. These should be added together, to determine the final
outcome. The result should be the best overall aggregate to use.
8. Wrap up return to problem solving method indicate where we are in overall
problem solving we just chose the best aggregate! Verify as a class that these
materials are best suited for our design project (and also make sure we have
enough of them!). Whats next? we will implement our solution by building a
product with concrete and solid waste.
101
Weighted Objectives Table - Example
Appearance (.20)
1.8 10
Cost (.25)
9
1
0
Availability (.10)
Total
8.05
1.25
1.75
1.2
0.8
1.8 10
1.8 10
1.8
1.8
2.5
7 1.75
1.75 10 2.5 10
2.5
9
1
0
0.5
9 0.9
0.2
0.9
7.05
0.1
8 0.8
6.1
8.3
7.05
7 1.75
5 1.25 10 2.5
2
9 1.8
2.5 10 2.5
8.75
2 0.5
2 0.5
1.8
8 1.6 7 1.4 4 0.8 3 0.6 9

1.2
5 5 10 2.5 10 2.5 10 2.5 10
1.8
2 10
9 0.9 10
7.35
7.8
2 10
1 10
6.8
1
6.6
For this example (arbitrary values in table):

Criteria:
1.
2.
3.
4.
Strength: This is the strength of the concrete cylinder, greater strength = higher score
Weight: This is the weight of the concrete cylinder, less weight = higher score
Appearance: This is the appearance of the cured concrete, more attractive = higher score
Cost: This rates the relative expense of the aggregate did you have to pay for it? Did it
cost a lot?
5. Other values to consider: Availability is it easy to get the quantity you need? Landfill
potential will it end up in the trash if its not used as an aggregate? Other values?
Each criterion is weighted a certain amount, depending on its importance relative to the
others listed. For example Strength is weighted 0.30 as can be seen in the table above.
These weightings are chosen based on the engineers decision regarding the most important
criterion.
Each aggregate is then rated on a scale from 1 to 10, where 10 is the highest, for each
criterion. These numbers are entered in the grid, where the criterion and the aggregate
intersect (example, shredded PVS is free so is given a 10 in that category).
To find the total score for each aggregate, the score for each criterion is multiplied by the
weight factor, and these are then added together for the aggregate. (Note that in the blank
student table an extra column is provided for this stage of calculations.) For Recycled
plastic
Total = (.30)(9) + (.20)(5) + (.20)(9) + (.30)(10) = 8.5
The highest score within the fine aggregates, becomes the fine aggregate of choice.
The highest score within the coarse aggregates, becomes the coarse aggregate of choice.
Example: The best fine aggregate is Recycled plastic with a score of 8.5.
102
7 1.75
9
9 0.9 10
8.45
1 10
Pea Stone
Broken Glass
Shredded PVC
Shredded Rubber
Regular Sand
Waste Sand
7 1.4
Paper
2.25
Wood Chips
Weight (.20)
Gypsum
Strength (.25)
Coarse Aggregate
Green Glass
White Glass
Recycled Plastic
Fine Aggregates
2.5
0.9
8.75
The best coarse aggregate is Shredded Rubber with a score of 8.7.

Therefore when the concrete is mixed, Recycled Plastic and Shredded PVC are
the aggregates that should be used.
103
Weighted objectives Table

Your Name:
Teammates:
Indicate COARSE or FINE aggregates:______________________
WEIGHT
ATTRIBUTES
TOTAL
104
Checklist of Student Progress for Weighted Objectives Table

Student: _______________________
Learning Goals
Checklist
Observation
Identify important criteria

List criteria
Make decisions about
which ones to pick
Some sort of logical
elimination skill
Developing the table
Able to label the table
appropriately
Able to rank criteria
Able to compute
weights for each
criteria
Applying understandings
Able assign different
values to the criteria
for each energy system
Able to calculate score
Analyze all
alternatives and
deduce from the table
which is the best
system based on all
chosen criteria
105
Lesson 11 Value of Product

1.
Marketing products is a critical step in getting good ideas and products from the concept and
manufacturing stage to the actual purchase and use of a product. Effective marketing requires
good communication skills, an understanding of the value of the product, and an understanding
of consumer choices. Market research is typically done alongside product development, to
ensure that the concept and effort are economically viable.
For problems such as the one we are solving in this unit, consideration of the value of the
product becomes quite complex. Economic value can be calculated, based on the monetary
value of the goods produced. (Goods refers to concrete products.) There is also economic
value associated with reductions in solid waste generation, saved landfill space, and reduced
costs incurred by using recycled, rather than virgin, materials as inputs to production. However,
these problem solutions also have aesthetic and social values that cannot be measured as easily
as a monetary savings. These products offer environmental benefits by using one of our
products, a consumer is demonstrating that he/she is taking a step toward saving the
environment. Some consumers are willing to actually pay more money for such products than
for traditional, less environmentally friendly products. The extent to which this benefit is
valued, though, will vary from consumer to consumer.
An understanding of the complexities of the benefits is required to adequately market these
products.
All products must be marketed in order to be successful. Market research makes it possible for
companies to determine the level of interest that the public has for particular products or services
and the amount of money they would be willing to pay. This helps companies to meet the needs
and wants of the consumer.
A marketing plan is created to guide the development and sale of marketable goods or services.
Decisions need to be made concerning product distribution, pricing, and advertising.
Advertisement design and the choice of advertising media (radio, television, newspaper,
billboards) often depend on the target market for the specific product. (For example, childrens
toys are often advertised in television commercials that are aired during childrens
programming.)
This lesson will help to show that a valuable product has been made from our solid waste.
Concrete products are valuable commodities with many benefits and few associated costs. There
are both economic benefits, which can be assigned a dollar value, and non-monetary benefits
such as aesthetics, environmental friendliness, or social choice.
The benefit of a product may differ between the point of view of the producer and the consumer.
The producer values ease of production and high profit. The product wont be manufactured if it
is not expected to generate sufficient profit for the producer. The consumer values the cost of the
product relative to its intended function, durability and, sometimes, the environmental impacts
associated with the product.
Concrete products made with solid waste aggregates can be cheaper to produce, compared to
traditional concrete, if there is a nearby source of suitable waste aggregates. The use of these
waste materials reduces the producers cost of buying sand and gravel. In addition to marketing
106
the functional qualities of our concrete product (e.g., patio building materials), the producer can
exploit the environmental benefits of the product to reach a broader market share. The
environmental benefits include reducing waste sent to the landfill and the associated loss of
quality materials, as well as reducing the need to mine more sand and gravel from our land.
2.
Students will be able to define marketing.
Students shall be able to assess the benefits of a commodity.
Standards:
3.
4.
NYS: 3.3, 5.6, 7.1
US Tech: 2.1, 2.2, 2.3, 4.3
US Math: 1.3, 5.1
Resources
Teacher resource on marketing
Marketing factsheet handout
Student worksheets Value of our Product Value to the Producer, Value to the
Consumer
Newspaper or magazine advertisements, cut out for distribution
Appropriate grading rubric for student-created advertisement (poster, oral

presentation, etc.)
Instruction plan
1. (5 minutes) Introduction.
a. Revisit the problem solving method. We have implemented a solution to our
problem. Are we done? What do we need to do now? Assess our solution to see
if it works we cant do this now, because we need to let our molds cure before
we can see our finished product.
b.When someone decides to make a product, what besides technical aspects
students identified in their weighted objectives table (strength, color, etc.)
makes the product successful? Usually, in todays world, we want the product to
be marketable.
2. (15 minutes) Introduction to Marketing.
a. What is marketing? Define for students and hand out marketing fact sheet. Go
over terms.
107
b.What is a marketing plan? Using a sample product, such as a car, talk about the
different ways that the product can be marketed (advertised) tv, radio, billboard,
poster, newspaper, magazine.
c. Have students get out the advertisements they brought in, or distribute some to
groups of students. Have students answer the following questions about their
advertisement:
a. How would you describe the product?
b. What are the unique features of this product that the advertisement is
trying to exploit?
c. What advertising techniques are utilized?
d. How does the advertisement capture its audience?
e. Does this ad make you want to purchase the product? Why or why not?
3. (15 minutes) The value of our product.
a. Remind the students of our initial problem statement: How can we make useful
products that reuse or recycle components from our communitys solid waste
stream?
b.Brainstorm what makes our product valuable? Consider the benefits from
using our product as a replacement for a currently used consumer
product, or as a means of reducing environmental degradation from
solid waste. (Refer to Teacher Notes for discussion ideas.)
c. Introduce the idea of Value to the Consumer versus the value to the producer.
See the Teacher Notes for suggested topics and statistics.
d.Value to the Producer: Have students do some quantitative analysis of the cost of
making their product. Distribute value of our products value to the
producer worksheet
i. Calculate net income (sale cost minus cost of production) for
concrete product (use worksheet provided).
ii. Optional -- Calculate savings associated with reduced solid
waste disposal costs. (estimate volume of solid waste per stone,
use cost of waste disposal see teacher notes)
e. Optional: assign the Value of our Product value to the consumer student
worksheet as homework
5. (next day, or remainder of time) Value to Consumer: Assign students to create an
advertisement for their product.
a. If students have not already done so, have them complete the worksheet: Value of
our Product Value to Consumer.
b. They should use any media available (poster, computer slide show, could do a
radio or advertisement)
108
c. Students should use the results from their brainstorm and worksheets about what
makes the product valuable (think about the value to the consumer)
d. Dont forget to include the price!
e. Students should present their advertisements to the rest of the class.
109
Understanding the Value of Our Product

Teacher Notes
Economic accounting can be included among the benefits or added value of our products. Some
useful cost information is included here if you wish to include this as a quantitative assessment.
Value to the producer/manufacturer

The manufacturer generally wants to make an economic profit. How do we know if we have
made a profit?
sale price of the product all expenses required to build the product = profit
Example concrete stepping stones:
sale price ~$3.50 per 12 octagon stepping stone
what are our expenses?
cement
$8/bag of cement; 30 stones / bag
0.27
waste aggregate
(FREE!!)
mold
$4.10 uses per mold
0.40
labor
$7/hour; 10 stones per hour
0.70
Total:
$1.37 / stone
Profit:
$2.13 / stone
(note a good extension for math class calculate these expenses per block rather than giving
them the answers)
So, if our product is salable, we could make a good profit. Therefore, this product has value for
the manufacturer.
Savings from not disposing the solid waste in the landfill:
In northern NY the typical cost for municipal solid waste disposal to the consumer is equivalent
to the cost of one clear 13-gallon trash bag plus the cost of one required trash sticker per bag
(note that this does not include the additional taxes incurred for municipal waste handling).
1 13 gallon bag = 0.20
1 trash sticker = 0.80
total disposal for 13 gallons = $1.00
13 gallons = 208 cups
One stepping stone uses approximately 5 cups of waste aggregate. So, if it costs approximately
$1.00 to dispose of 208 cups of waste, the savings per stepping stone is calculated as:
110
$x
$1.00
=
5 cups 208 cups
x = 2.4 cents (minor, but worth noting!)
Value to the consumer

The value to the consumer can vary widely depending on his/her own priorities. For example
one person might want to buy these stepping stones because they might be cheaper (due to free
aggregate), whereas someone else might find value in the green nature of this product (less
waste to the landfill) and might even be willing to pay more because of that.
Why are our products valuable to the consumer?
Example Concrete stepping stones:
Economic value associated with reduced cost of these products (lower production costs
should be reflected in lower sales costs).
Environmentally friendly product many consumers are concerned with buying products
that have low impact on the environment. Our product turns a waste material into a
valuable commodity, and reduces the rate at which our landfills are filled.
They are good looking!
111
Marketing Fact Sheet

Marketing:
all activities utilized to sell a product.
Two major types of markets:

industrial and consumer
Marketing plan: used to predict what products will sell and the
quantities that can be expected to sell
Market research: all activities used to determine what people want and
how much theyll spend for it
Types of market research:
interview, test marketing, opinion polls, etc.
Advertising:
informs or persuades a consumer to buy a product
Target market:
group of people most likely to want a product
Types of advertising:
television commercials, radio spots, billboards,
samples, and brochures
Types of sales:
direct sales, wholesale, and retail
Distribution:
process of moving goods from the producer to the

consumer
112
Value to the Consumer

NAME: _____________________
Answer the following questions about the concrete product that you produced in technology
class.
1. Name of your product:
__________________________________________________________
2. Explain why you decided to produce this product:
____________________________________________
_____________________________________________________________________________
3. What attributes of this product do you think make it most valuable to the person making the
product? ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What attributes of this product do you think make it most valuable to the person buying the
product?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Are there any attributes that make this an environmentally friendly product? _____________
______________________________________________________________________________
______________________________________________________________________________
113
Value to the Producer

Name: _________________________________________
Use the information in the table to answer the questions below.
Cost of Producing 12-inch Concrete Garden Stones
Item
Cost of one unit
Number of stones
per unit
Cement
$8.00/bag
30
Waste aggregate
free
n/a
molds
$4.00
10
Labor
$7.00
10
1. What is the total cost of producing 1 garden stone?

-
Cement:
Molds:
Labor:
2. If one garden stone sells for $3.50, what is the profit per stone?
114
Lesson 12 Prototype production

1.
Concrete can be formed into a valuable product by casting it in a mold. Students will pour
concrete into small molds to make a valuable product.
Concrete products are made by pouring the concrete in a suitable mold of the desired shape. The
surface qualities of the final product can be modified based on the choice of the material that the
mold is made from (e.g., plastic provides a shiny and smooth surface).
In class, the students can consider the products they make to be prototypes of a final product. In
the engineering design process, a prototype is made to test the concept and manufacturability of a
particular product. Based on the success of the prototype, a producer or manufacturer might alter
the design or the production process.
2.
Students will create a product out of concrete.
Students will demonstrate appropriate tool use.
Students will demonstrate successful teamwork to accomplish their goals.
Standards
3.
NYS: 5.2, 5.6
Resources
Teacher resource: concrete product manufacture and testing
Concrete forms
Cement
Aggregates
Buckets
Trowels
Measuring cups
oil for mold release
safety equipment (glasses, gloves, masks)
LOTS of paper towels!
4.
Instruction plan
Build a product using forms either purchased or built by the instructor. See teacher resource
for ideas on recipes and products.
Example plan for concrete stepping stones:
-
Review concrete safety rules with class before beginning!

115
Conduct class similar to the cylinder making day all instruction and most of the
material distribution should happen in the classroom before students leave their seats;
stations should be set up around the work area, with teachers to assist; use a designated
measuring cup for each station (and the water!) to avoid contamination of the materials.
Divide class into pairs, provide each pair with a mold.
Have each student mix enough concrete for half of the mold (see teacher guide for
recipe).
Have students oil their molds very thoroughly (either distribute oil or have a station set
up with oil).
Set stations up around the room with concrete ingredients. Provide each student with a
bucket for mixing their concrete, and have them circulate through the stations to collect
ingredients (dry first, then mix, then water). Do this in a similar way that the concrete
cylinders were done.
When the concrete is mixed, have each pair fill their molds. (if doing stepping stones,
lightly tap the mold onto the tabletop to dislodge air bubbles)
Set molds in designated classroom area to cure.
Clean up!
Wrap up (or have them think about for homework) Ask: Now that you have made your
prototype, what specifications or criteria should you consider in order to determine if weve
met the requirements of the problem statement (Make a useful product)? (Consider
strength, aesthetics, function etc.) Do you think your product will be successful? What
might you change next time?
For next time: ask students to bring in an advertisement, for anything at all (e.g., magazine
ad for car, radio, cell phone)
116
Lesson 13 Wrap-up / Final assessment

Assess students using the concrete exam
Later, when concrete prototypes have cured, complete the evaluation sheet
117
Name____________________________________
Period____________
Project___________________________________
Date______________
Evaluation For Concrete Project

1. Appearance of this project (FORM) is this project aesthetically pleasing?
POOR
NICE
1
2. Creative
1
10
10
10
10
10
(project takes into consideration the human factors engineering, It is built so that it will
be comfortable, and easy for the user to operate)
2
7. Group safety
1
(Project is neat and well built, square, proper use of fasteners)

(or flimsy and weak)
6. Ergonomics
(Follows plans)
5. Craftsmanship
(Concrete has proper mixture, is durable enough to complete desired task)
4. Accuracy
1
(Boring, or Interesting)
3. Concrete mixture
1
VERY NICE
10
(My group cleans up after we work and takes into consideration others safety)
2
10
10
8. Safe and proper use of machines and tools

1
(Project uses materials efficiently, does not waste or misuse wood, plastic,
metal, or concrete)
4
5
6
7
8
9
10
9. Proper use of materials

1
10. Function
1
(Project operates well, completes what it was intended to do)

2
10
Total Points = preliminary Grade______________

Choose to redo project, and re-evaluate Evaluation date___________________
Total points after re-evaluation FINAL GRADE______________
118
Name_______________________________
Date_______________
Eighth Grade Technology Quiz: Concrete Unit

1) (8 points) Name the four ingredients that are used to make concrete.
1)___________________
2)___________________
3)___________________
4)___________________
2) (8 points) Name four waste materials that could be used as aggregate in concrete?
1)___________________
2)___________________
3)___________________
4)___________________
3) (5 points) Why would we want to use waste aggregate and not regular stone in concrete?
__________________________________________________________________
__________________________________________________________________
4) (4 points) Circle the word that correctly fills in the blank:

As concrete cures, it should be kept _____________.
Dry
wet

Concrete can withstand high ________________ forces.
compression
tension
6) (4 points) What safety concerns would you consider when making concrete?
119
7) (8 points) Is the rope in the following diagram in tension or compression?

______________________
Ceiling
Rope
Weight
8) (8 points) A set of concrete stairs needs to support an elephant as it walks into and out of its
cage. The concrete must have a compressive strength of at least 10,000 pounds per square inch
(psi) to hold the weight of the elephant. The circus people have to move these steps every time
they travel, so they want these steps to be as lightweight as possible. According to the data in
the chart below, what should the circus people use as aggregate in the concrete steps? Circle
your answer.
Aggregate Weight (pounds) Compressive strength (psi)
Stone
5.0
20,000
Rubber
2.5
11,000
Glass
3.0
12,000
Paper
1.5
8,000
Wood
2.0
9,000
Stone
Rubber
Glass
Paper
Wood
Why did you choose this aggregate?
_____________________________________________________________________
120
9) A concrete test cylinder with a 1-inch radius is tested and can withstand 2,000 pounds of
compressive force. The area of a cylinder is equal to *r^2, where r is the radius. The
engineer who is testing the cylinders wants to get the results in terms of stress.
a. (5 points)What units are used to show stress?
b. (8 points) Calculate the stress, knowing the force and the area. Show your work!
10)
Imagine that you are asked to build a concrete storage building that is 8 feet high, 8 feet
long and 10 feet wide, and you need to use some type of waste aggregate in your
concrete mix:
A. (6 pts) List 2 criteria that you might consider when deciding which
waste materials to use.
1.
2.
B. (6 pts) Name 2 waste materials you might you focus on, and describe what
makes each a good choice.
1. Material:
Why?
2. Material:
Why?
121
C. (6 pts) Name 2 positive environmental impacts of using these materials.
1.
2.
D. (4 pts) Before you begin this project, what needs to be considered to avoid
long term problems?
122
Name_______KEY___________________________
Date_______________
Eighth Grade Technology Quiz: Concrete Unit

1) (8 points) Name the four ingredients that are used to make concrete.
1 Coarse Aggregate________________
2)____Fine Aggregate_______________
3)____Cement_______________
4)____Water_______________
2) (8 points) Name four waste materials that could be used as aggregate in concrete?
1)_______shredded rubber
2)______ground glass_
3)______shredded plastic
4)_______wood chips (many suitable answers do not accept sand or gravel)
3) (5 points) Why would we want to use waste aggregate and not regular stone in concrete?
____Lower price, saves space in the landfill, may offer better characteristics in the finished
product (e.g., rubber makes the concrete softer, plastic makes it lighter, glass makes it
reflective)

As concrete cures, it should be kept _____________.
Dry
wet

Concrete can withstand high ________________ forces.
compression
123
tension
6) (8 points) Is the rope in the following diagram in tension or compression?

__Tension____________________
Ceiling
Rope
Weight
7) (8 points) A set of concrete stairs needs to support an elephant as it walks into and out of its
cage. The concrete must have a compressive strength of at least 10,000 pounds per square inch
(psi) to hold the weight of the elephant. The circus people have to move these steps every time
they travel, so they want these steps to be as lightweight as possible. According to the data in
the chart below, what should the circus people use as aggregate in the concrete steps? Circle
your answer.
Aggregate Weight (pounds) Compressive strength (psi)
Stone
5.0
20,000
Rubber
2.5
11,000
Glass
3.0
12,000
Paper
1.5
8,000
Wood
2.0
9,000
Stone
Rubber
Glass
Paper
Wood
Why did you choose this aggregate?
_______________its strong enough, but lighter than the others.________________
8) A 2-inch diameter concrete test cylinder is tested and can withstand 2,000 pounds of
compressive force. The area of a cylinder is equal to *d2/4, where d is the diameter. The
engineer who is testing the cylinders wants to get the results in terms of stress.
c. (5 points)What units are used to show stress?
Pounds per square inch, psi
d. (8 points) Calculate the stress, knowing the force and the area. Show your work!
Area = 3.14 in2, so stress = 2,000/3.14 = 636.6 psi
124
9)
Imagine that you are asked to build a concrete storage building that is 8 feet high, 8 feet
long and 10 feet wide, and you need to use some type of waste aggregate in your
concrete mix:
(6 pts) List 2 criteria that you might consider when deciding which waste materials to
use.
Strength, appearance, texture, availability, severity of waste, density
(6 pts) Name 2 waste materials you might you focus on, and describe what makes each
a good choice.
1. Material:
Why?
Glass heavy, reflective, strong, rough texture
Styrofoam lightweight, cheap
Rubber resistant to corrosion, cheap
Pvc strong, cheap, not bad looking
(4 pts) What safety concerns would you consider and why?

Avoid skin contact, eye contact, dont breath in dust health hazards. Be careful when
building! Dangers associated with heavy lifting and power tools.
(6 pts)Name 2 positive environmental impacts of using these materials.

1. removes material from landfill
2. preserves natural resources
(4 pts) What concerns would you have about proceeding with the project?
Is the material strong enough? Will it last for the lifetime of my building? Will it hold together in the
weather? Can I get enough of it? Will it look OK?
125

Concrete Lessons JSDT435

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Concrete Lessons JSDT435

Uploaded by

Copyright:

Available Formats

Design & Marketing of Concrete

Sample Teaching Schedule Outline

Concept map Concrete curriculum:

Solid waste What it is

Concrete test cylinders

Pouring molded products

Summary of NYS MST Standards Covered:

identify needs and opportunities for technical solutions from an investigation of

locate and utilize a range of printed, electronic and human information

in a group setting, test solutions against design specifications, present and

Standard 2 Information Systems

students use a range of equipment and software to integrate several forms of

systematically obtain accurate and relevant information pertaining to a

Students estimate, make and use measurements in real-world situations

apply formulas in direct measurement activities

explore and produce graphic representation of data using

observe and describe properties of materials such as density and conductivity

students identify needs and opportunities for technical solutions from an

consider constraints and generate several ideas for alternative solutions

test their solutions against design specifications

Computer technology: 3. Computers as tools for design, modeling, information processing,

Use a computer to connect to and access needed information from various

students describe how outputs of a technological system can be desired,

Standard 6: Interconnectedness: Common themes

use graphs of information for a decision making problem to determine the

Standard 7 Interdisciplinary Problem Solving

students analyze science/technology/society problems and issues at the local

students design solutions to a real-world problem of general social interest

Strategies: 2. Solving interdisciplinary problems involves a variety of skills and strategies,

Students participate in an extended, culminating MST project. The project

5. Test the prototype for acceptability, make improvements as necessary.

Students will be able to explain what solid waste is.

Students will demonstrate an understanding that advances in society and

NYS: 4.7, 5.5, 5.6, 7.2

US Sci: 5.3, 5.4, 5.6

US Tech: 2.1, 2.2, 2.3. 3.2, 4.1

Background on solid waste: see EPA solid waste web site:

Bill Nye Science Guy Garbage1

OR Beth Pike video entitled Garbage into Gold 2

Technology Problem Solving Method Overhead

Problem statement (make overhead or display in classroom)

Worksheet: Solid Waste what can we use?

Homework assignment: What we throw away

Define problem (what to wear)

Describe the results you want (to be dressed appropriately, look

Gather information (Whats the weather? Whats clean? What

Think of solutions (pull out a few outfits)

Choose best solution (best choice from the available options)

Implement solution (get dressed!)

Evaluate results, make changes (look in mirror, go outside, etc)

9. (5 mins) Define where we are on the problem solving method Describing

The Technological Method of

Evaluate results and

Chose the best

Adapted from Hacker, M, Barden B., Living with Technology, 2

edition. Delmar Publishers,

Solid Waste Vocabulary Sheet

Solid Waste ______________________________________________________

Solid Waste Vocabulary Sheet

Solid Waste What Can We Use?

Which can we use to solve our

Which cannot be used to solve

Lesson 2 Product Brainstorm concrete

the literature (library or WWW), or ask an expert. Through an understanding of what