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Writer's pictureJasveena Kaur
Aug 23 min read

Exploring Trains and Bridges with Engineering

In a world where theoretical learning often dominates the classroom, practical, hands-on activities can offer a refreshing and engaging approach to education. The Year 4 students at Astor International School had the unique opportunity to delve into the fascinating world of trains and bridges through a series of interactive engineering projects. These activities not only stimulated their curiosity but also provided a deeper understanding of structural principles and mechanics in a fun, memorable way.


Three children in white polo shirts with the "Astor" logo are working together on a small bridge model with a toy car on it. They are sitting at a white table in a classroom with a world map and various charts pinned to a bulletin board in the background. The room has large windows with green foliage outside and colorful cushions on a bench by the window.

Building Bridges with Straws: A Lesson in Structural Engineering


The first project focused on bridge-building. The objective was simple yet challenging: construct a bridge using only straws that could support the weight of a toy car. This activity was designed to introduce students to basic engineering concepts such as tension, compression, and load distribution.


Planning and Design:


The project began with a brainstorming session where students were encouraged to think about different types of bridges and their structures. The teacher provided examples of beam bridges, arch bridges, and suspension bridges. After discussing the strengths and weaknesses of each design, students were divided into small groups to draft their own bridge designs.


Three children are engaged in a hands-on activity at a table covered with craft materials, including plastic bottles, markers, scissors, and cardboard. They are all wearing white polo shirts with the "Astor" logo. Behind them, a poster on a bulletin board displays a lesson on comparing fractions. The classroom has large windows with green foliage outside and shelves with colorful items. Other bulletin boards and classroom materials are visible in the background.

Construction and Testing:


Armed with their designs, the students moved on to the construction phase. They used straws as the primary building material and tape to hold the structure together. The classroom buzzed with excitement and teamwork as each group constructed their bridge, adjusting their designs as they encountered practical challenges.


Once the bridges were completed, it was time for the ultimate test: would their creations hold up under the weight of a toy car? One by one, the groups placed their cars on the bridges. There were cheers of triumph when they succeeded! 


Four children are gathered around a table in a classroom, engaged in a project involving a small bridge model with a toy car on it. One child is actively adjusting the model while the others observe. They are wearing white polo shirts with the "Astor" logo. The background shows bulletin boards, classroom materials, and a "Challenge Yourself" box. Large windows with greenery outside and classroom decorations are also visible.

Creating Roller Coaster Train Tracks: A Journey Through Physics and Fun


The second project involved building a roller coaster train track. This activity aimed to deepen the students' understanding of trains, tracks, and the principles of motion and energy.


Conceptualizing the Roller Coaster:


The project started with a discussion about how roller coasters work. The Year 4’s learned concepts such as kinetic and potential energy, gravity, and friction. The students watched videos of real roller coasters and noted how the height and slope of the tracks influenced the speed and movement of the coaster.


In their groups, the students were tasked with designing a roller coaster track for a toy train. They had to consider how to make the train move efficiently from start to finish.


Building and Experimentation:


Using flexible materials like plastic, cardboard, and tape, the students set about constructing their roller coaster tracks. They experimented with different heights and slopes to see how these changes affected the train's movement. This hands-on experimentation was crucial for understanding the relationship between the design of the track and the performance of the train.


Three children are engaged in a hands-on activity at a table covered with craft materials, including plastic bottles, markers, scissors, and cardboard. They are all wearing white polo shirts with the "Astor" logo. Behind them, a poster on a bulletin board displays a lesson on comparing fractions. The classroom has large windows with green foliage outside and shelves with colorful items. Other bulletin boards and classroom materials are visible in the background.

This iterative process of building, testing, and refining allowed the Year 4’s to see first-hand how theoretical concepts in physics translate into real-world applications. It also fostered creativity, critical thinking, and collaboration.


The hands-on activities of building straw bridges and roller coaster train tracks offered an invaluable learning experience for the Year 4 students. These projects made abstract concepts tangible and fostered a deeper understanding of engineering principles, all while making learning fun and engaging. This approach to education not only nurtures young minds but also inspires the engineers, architects, and innovators of tomorrow.


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