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Introduce everyone to bridges and the science involved in making them. Then, in the first session begin work on designs. In the second session, build and test the bridges.\u003C/li\u003E\n\u003Cli\u003EYou can request a \u003Ca href=\u0022https://www.stem.org.uk/stem-ambassadors\u0022 title=\u0022STEM Ambassadors\u0022\u003ESTEM Ambassador\u003C/a\u003E to help deliver science, technology, engineering and maths (STEM) activities in the programme. 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This will show each team how long their bridge needs to be.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EOther things that could be agreed upon include how much weight the team can carry, and thereby how wide and heavy the bridges are allowed to be. They could agree to use specific materials that are available, or to have an individual budget per team to spend on items from a pool of resources. Here\u2019s a sample set of rules that you could follow: The bridge must span a gap of 30cm, be removable after crossing without leaving structures behind, be at least 10cm wide, within 30-60g in weight, and be able to carry up to 800g as a maximum load. Everyone should use the \u2018Materials price list\u2019, work around costs (for example, sticky tape - \u00A3100 per roll, string - \u00A350 per ball) and have a \u00A36,000 budget for the whole project. Points should be deducted from teams that overspend on equipment or produce bridges that are too heavy.\u003C/p\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EEveryone also needs to agree upon what must\u2019ve happened for a bridge to have failed. This could either be total collapse of the bridge or a certain amount of deflection in the centre of the bridge.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u2018Deflection\u2019 is a term engineers use for the amount a structure bows or moves under a load. This can be measured as a distance (from the original structure position) or by the angle created when the structure moved.\u003C/p\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EThe group should then discuss the different forces that act on a typical bridge. These are an important factor if you\u2019re designing bridges that need to be able to bear a load without bowing or collapsing. 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Give each group their set of squares from the \u0027Bridge type cards\u0027 to pair up, and give them some inspiration as they try to come up with a bridge design of their own. Groups should use pens, pencils and paper to sketch their own designs.\u003C/li\u003E\n\u003Cli\u003EEach group should settle on a design by having each person create their own, individual designs, and then pooling them together, so that the best ideas can be seen by everyone and agreed upon. This is known as \u2018divergent-convergent\u2019 thinking. Hopefully, this should allow groups to produce bridges that use a combination of everyone\u2019s best ideas.\u003C/li\u003E\n\u003Cli\u003EOnce a finished concept has been drawn, teams should decide which materials will work best for their bridge design, how big they should make it and how the different parts should be made. Each person should be assigned specific tasks, whether that\u2019s managing the budget, sourcing materials, construction or testing.\u003C/li\u003E\n\u003Cli\u003EBegin building the bridges, with each person in each team taking responsibility for their tasks.\u003C/li\u003E\n\u003Cli\u003EOnce the building is completed, bridges should be tested to see that they meet the criteria set out by all the groups for all the groups. Bridges should be weighed to check that they\u2019re light enough to be portable. Budgets should be checked against the total budget to see that no-one has overspent. Set up bridges one at a time on the replica river made earlier. The bridge should span the full width.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003ETo test load, set up the bridge over the river and add the agreed-upon weight in small amounts. 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