(see also: Fingerprints)
3.1.4 C - Illustrate patterns that regularly occur and reoccur in nature.
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.
1. Performance assessment
2. Group assessment
3. Individual reflection
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.
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
· 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
· 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
· No or incomplete testing is done
· No evidence of group work
From the mason’s or teacher’s presentation or from a film: