Roman Engineering Challenge: Aqueduct Design

This activity challenges Year 6 pupils to think like Roman engineers! They will explore the scientific principles behind Roman aqueducts, focusing on gravity and water flow, to design and construct a working model. This links directly to the 'Working Scientifically' aspects of the National Curriculum, encouraging investigation, fair testing, and problem-solving, whilst drawing on their knowledge of Roman history. Pupils will learn that the Romans used sophisticated scientific understanding, even without modern technology, to solve practical problems like supplying water to their cities.

1. Introduction (10 mins): Begin by discussing what pupils already know about Roman cities and the importance of water. Introduce Roman aqueducts using images or a short video. Explain that these structures carried water over long distances, often across valleys, using only gravity. Pose the question: 'How did they make the water flow without pumps?'
2. Scientific Principles (15 mins): Explain the concept of gravity and how it makes water flow downhill. Introduce the idea of a 'gradient' or 'slope' – a very slight, consistent downward angle was crucial for aqueducts to work. Discuss how too steep a slope would make water flow too fast and damage the structure, while too flat a slope would stop the water. This is a great opportunity to explore variables.
3. The Challenge (5 mins): Present the challenge: 'Your task is to design and build a section of an aqueduct that can transport water from one point to another, using only gravity.' Define the 'source' (e.g., a jug of water held high) and the 'destination' (e.g., a bucket on the floor, a specific distance away).
4. Planning and Design (30 mins): In small groups (3-4 pupils), provide materials (see 'Resources'). Pupils should sketch their design, considering:
   • How will they create a consistent, gentle slope?
   • What materials will they use for the channel?
   • How will they support the channel?
   • How will they collect the water at the end? Encourage them to label their diagrams and explain their choices based on the scientific principles discussed.
5. Construction (45 mins): Pupils build their aqueduct models based on their designs. Circulate, offering guidance and prompting scientific thinking (e.g., 'What happens if this part is too flat?', 'How can you make sure the water doesn't leak?').
6. Testing and Evaluation (20 mins): Once built, groups test their aqueducts. They should pour a measured amount of water (e.g., 500ml) into the 'source' and observe if it reaches the 'destination'. Discuss:
   • Did it work? Why/why not?
   • What problems did you encounter (leaks, blockages, no flow)?
   • How could you improve your design?
   • Relate their challenges back to the real Roman engineers.
7. Plenary and Reflection (15 mins): Bring the class together. Each group briefly shares their design, challenges, and successes. Discuss the science involved: gravity, gradients, water pressure, and material properties. Emphasise the ingenuity of the Romans and the importance of scientific understanding in engineering.

• Images/short video of Roman aqueducts.
• Various construction materials for each group: e.g., cardboard tubes (cut lengthwise), plastic guttering offcuts, tin foil, plastic sheets, newspaper, masking tape, glue, craft sticks, wooden blocks, small plastic cups, string.
• Measuring jugs, buckets, and water.
• Protractors or spirit levels (optional, for measuring gradient).
• Large sheets of paper and pencils for design sketches.
• Newspaper or tarpaulins to protect surfaces from water.
• Access to an outdoor space or a large indoor area where spills are manageable.