Structural engineering is often seen as solely reams of calculations and consequently the profession and engineering degrees are viewed as dull. To help counter this (false) perception, I have been working with two undergraduates, Divij and Essam, this summer to develop large, public and interactive “sculptures” to communicate structural concepts in a natural and engaging manner.
Most academics think quite a lot about how their courses are structured, how effective each part is, and how students respond to material. Similarly, educationalists have a range of theories for how people learn. Unfortunately the two groups tend to use very different language for similar concepts and often talk past in other rather than benefit from each others’ experiences and insight. This rather clever figure may help matters by offering some translation!
There were eight entries to the competition I ran before Christmas to identify the longest possible beam supporting only self-weight. The winner is Felix Wiesner, to whom a bottle of whiskey. Continue reading