Brick Bonding

(see also: Fingerprints)

 

Text Box: Suggested Level:
Grade 4


Standard Category:
3.1- Unifying Themes


Materials:
2 x 4s
Cutting equipment
Plywood or particle board
String
Wood screws
Screw eye
3 lb. weight (perfectly cylindrical in shape)


Instructional Strategies:
Group work
Problem solving
Testing techniques


Related Concepts:
Masonry materials
Reinforcement
Mortar joints

Standard Statement:

3.1.4 C - Illustrate patterns that regularly occur and reoccur in    nature.

 

Content Objectives:

Students will be able to:

1.      Explain the use of bricks in construction projects.

2.      Describe the importance of a bond in a brick wall.

3.      Construct the basic types of structural brick bonds.

4.      Describe bond types by their pattern.

5.      Test the relative strengths of different structural bonds and draw conclusions.

 

Assessment Strategies:

1.      Performance assessment

2.      Group assessment

3.      Individual reflection

 

Procedures:

Caution: Read all instructions and practice the activity before introducing it to students.

1.      Invite a local brick mason to make a brief presentation to 

      the class, or show a film on brick laying.

Note: Make sure to have the mason present general information about brick laying and bonding specifically. Aside from demonstrating the basic structural bonds, some appropriate questions for the mason to answer may include:

a.       When to use different types of bricks.

b.      When to use different types of bonds.

c.       How to lay bricks in mortar.

d.      How to estimate the number of bricks an expert bricklayer can lay in a working day.

2.      Before starting the activity, complete or have the students

      complete the following tasks:

a.       Build testing the apparatus shown in Figure 2.

b.      Make bricks.

Note:You will need 36 wooden bricks to complete all the bonds. Thirteen 7”x 3 ˝” x 1 ˝” wooden bricks can be cut from one 8 foot long 2 x 4.

3.      Divide students into four groups of equal numbers.

4.      Distribute one of the two student worksheets to each group as well as 36 wooden bricks.

Note: Each student worksheet challenges the group to construct and test one of the structural bonds. Those bonds include:

a.       Stack Bond (no bond)

b.      Stretcher Bond

c.       Flemish Bond

d.      English Bond

The worksheet also provides directions for assembling the wooden bricks and a series of follow-up questions for each group to answer.

5.      Present the activity to the student groups including a general overview, procedures and expectations. (Rubric)

6.      Have each group test its bond type one at a time using the testing apparatus.

Note: Directions for the testing procedure are provided in the Student Worksheets. However, each group should record the displacement of the wooden bricks on the backside of the wall only using the matrix provided on the worksheet. The result should appear similar to that in Figure 3. Be sure to check the group’s bond for accuracy.

7.      Have each student answer the follow up questions.

8.      At the conclusion of all the experiments, discuss each group’s findings as a class.

 

 

 

 

Brick Bonding

 

Assessment Rubric

 

 

 

Construction

 

Group Work

Advanced

  • Bricks are accurately assembled on the testing device

  • The wall is accurately drawn on paper

  • The testing device operates properly and is applied correctly

  • The results of the test are accurately drawn on paper

  • Valid conclusions are drawn based on the test results

  •  

    ·        All of the group was involved in the activity

    ·         The group members cooperated with each other

     

    Proficient

     

    ·        Most of the bricks are accurately assembled on the testing device

    ·        The wall is completely drawn on paper

    ·        The testing device operates properly most of the time, and most of the tests are done correctly

    ·        The results of the test are drawn on paper; some of the results are shown incorrectly

    ·        Conclusions are drawn based on the test results; some of the conclusions are not valid

     

     

    ·        Most of the group members were involved

    ·        Most of the group members cooperated with each other

    Basic

    ·        Some of the bricks are assembled on the testing device

    ·        The wall is partially drawn on paper

    ·        The testing device operates incorrectly most of the time and most of the tests are done incorrectly

    ·        Some of the results of the test are drawn on paper; most of the results are shown incorrectly

    ·        Some or incomplete conclusions are drawn based on the test results

     

    ·        Some of the group members were involved

    ·        Some of the group members cooperated with each other

    Below Basic

    ·        No or incomplete testing is done

    ·        No evidence of group work

     

    Brick Bonding

    Follow-Up Worksheet

     

     

    Name:                                                                                                              Date:                           

     

     

    1. How did your wall disperse the energy of the impact (i.e., wide impact area, small impact area, etc)?

     

     

     

     

     

    1. Would you say that your wall was strong? Explain.

     

     

     

     

     

    1. How did your wall compare with the walls of other groups? Which bonds appear to be stronger? Why?

     

     

     

     

     

     

    From the mason’s or teacher’s presentation or from a film:

     

    1. How does a mason estimate the number of bricks to use in a wall?

     

     

     

     

     

    1. How many bricks can an expert mason lay in a working day?

     

     

     

     

     

    1. Are there times when a particular type of bond is more appropriate than another?
       Explain