GRADE 9

TERM 1

A BRIDGE TO HELP THE COMMUNITY

MINI-PAT - (PRACTICAL ASSESSMENT TASK)

Surname & Name: _________________________
Team members:
1. ___________________ 6. _________________
2. ___________________ 7. _________________
3. ___________________ 8._________________
4. ___________________ 9. _________________
5. ___________________ 10. ________________

Class: ______ Mark: _______ /70

 ASSESSMENT: FOR OFFICIAL USE ONLY

ACTIVITY DESCRIPTION POSSIBLE MARKS

MARKS OBTAINED
Design process Investigation:
Write a design brief, specifications and constraints 5
Sketch your freehand designs (include labels) 10
Evaluate (process of selecting the final design) 5
Make Working drawing 10
Draw a flow chart 3
Components list 2
Budget 5
Make the model 20
Evaluate Draw an evaluation sheet
Communication 3-D (Perspective) 5
Oral presentation 5
TOTAL 70

PROBLEM STATEMENT / SCENARIO/ CONTEXT

THE SCENARIO FOR THE MINI-PAT

Rivers provide much-needed water for communities, but sometimes they can also
make life difficult for people. For example, during the rainy season, people from
villages on one side of a river struggle to get to the other side of the river, if there is
no bridge. Many of the people in the KwaNogawu village next to the uThukela River
in KwaZulu-Natal work on the other side of the river. The doctors, banks and shops
that they need to visit are also on the other side. School children cross this river to
get to their schools, and the elderly have to walk through it once a month to collect
their government grants from the offices on the other side. Usually, the villagers
cross the river on foot, because the nearest bridge is very far away. But during the
rainy season, when the river is in flood, it becomes very dangerous. The water levels
are so high that it is difficult to get through it safely, and the villagers have also seen
crocodiles in the river. Everyone is scared of drowning or getting attacked by the
crocodiles, but they don’t have a choice and have to go through the river to get to the
other side.

Figure A

Figure B
 Figure C

Figure D

Figure E

ACTIVITY 1 (INVESTIGATION SKILLS)

INVESTIGATION:

1.1 Give names to the above bridges.

a) ________________________________
b) ________________________________
c) ________________________________
d) ________________________________
e) ________________________________

1.2 Checklist

Checklist for investigating bridges Yes No

Is the bridge for cars?
Is the bridge for people?
 Will the material required going to be easily available?
Is the bridge too expensive for the tender?

Can the bridge be built strong and high enough so that it is not
washed away by floods?
Can the bridge be built enough so that it can reach or span across
the river?

Is the bridge strong enough that the villagers can walk safely

ACTIVITY 2: DESIGN SKILLS [20]

2.1 Design brief with specifications and constraints.

2.1.1. Write the design brief: Remember to analyse the problem first: consider the
following points; what is the problem, when and how often does it occur? where does
it occur? why does it cause a problem? Who does it affect? where will the product be
used? will it be safe to use? (1)
___________________________________________________________________
___________________________________________________________________

2.1.2 Identify the problem faced in the scenario above. (1)

___________________________________________________________________
___________________________________________________________________

2.1.3. List 2 specifications: (pay attention to dimensions, weight, anthropometric

data, material, appearance, finishes, safety etc. (2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.1.4. List 2 constraints. (Remember to focus on budget, time, resources, and

restrictions) (1)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2.2 Sketches

2.2.1 Use the space provided below to produce two sketches in 3D-drawing of
bridges. Use labels and notes to explain your design. (5×2)

Assessment criteria of freehand design

Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1
Outstanding Meritorious Substantial Adequate Moderate Elementary Not achieved
Mark (5) Mark (4) Mark (3) Mark (2) Marks (2) Marks (1) Marks (0)

Idea Idea good and Idea fair and Idea fair and Idea and Vague idea Vague or no
excellent and sketch well sketch fairly sketch not sketch not idea
neatly presented clear clear clear
sketched

Freehand design 1

Freehand design 2

2.2.2 EVALUATE
 Evaluate the two designs to be able to choose the best design. (5)

Design 1

Questions Yes No
Does the structure protect people from crocodiles?
Does the structure allow a group to cross safely?
Is the structure durable?
Is the structure made of the right materials? Is it made from materials
that do not rust?
Will the structure withstand both static and dynamic forces?
Will the structure be expensive to build?
Does the structure damage the environment
Will the structure be expensive to maintain

Design 2

Questions Yes No
Does the structure protect people from crocodiles?
Does the structure allow a group to cross safely?
Is the structure durable?
Is the structure made of the right materials? Is it made from materials
that do not rust?
Will the structure withstand both static and dynamic forces?
Will the structure be expensive to build?
Does the structure damage the environment
Will the structure be expensive to maintain

ACTIVITY 3: MAKING SKILLS

3.1 Each team draws a working drawing of their best design. Use the space below to
draw. (10)

Assessment criteria of freehand design

Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1

Outstanding Meritorious Substantial Adequate Moderate Elementary Not
Mark (10) Mark (8) Mark (6) Mark (4) Marks (2) Marks (1) achieved
Marks (0)
The The The The The Vague No
working working working working working working working
drawing is drawing is drawing is drawing is drawing is drawing drawing
excellent good and fair and fair not clear done
and neatly well fairly clear
done presented
Working drawing of the design

3.2 FLOW CHART; (3)

3.2.1 Learners work out a flow chart detailing the sequence of manufacture of the
crane with its electromagnet. Use the flow diagram below.
3.2.2 Make a list of the materials (2)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3.3 BUDGET

All projects that cost money need a budget. When building a bridge, think of the
things that cost money. For example: materials, labour, designers and engineers,
equipment that you hire or buy and transport. The following is an example of a cost
sheet. Draw up your own cost sheet (Hint: A cost sheet is a summary of all the
costs).
Item description Quantity Price per Total (Rands)
unit (Rands)
 Materials
Cement (80 kg bags) 50 90 4500
Bricks 500 600

Sub-total 5100

Labour
Foreman 1 500/day
Unskilled labourers 20 25/hour

Sub-total

Machinery/Equipment
Bulldozer and operator 1 2000/day
Shovels and other equipment 20 10/day

Sub-total

Other staff costs

Engineer 1 1000/day
Architect 1 800/day

TOTAL

3.4 Make: device/prototype/working model (20)

The model must showcase a viable solution to the problem. It should be to scale and
neat, and show intelligent use of available material. (Rubric attached)

ACTIVITY 4: EVALUATION

The learner’s ability to evaluate a product or a process is developed further.

Each team uses the table below to develop a rubric to evaluate the model of other
teams. One specification has been given as an example.

Specifications Good Fair Poor Comments

Example: The √ Stable enough
bridge is to carry both
stable the dynamic
and static
loads.
 ACTIVITY 5: COMMUNICATION SKILLS [5]

5.1 3-D Drawing (2-point Perspective) (5)

Assessment criteria of 3D

Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1

Outstanding Meritorious Substantial Adequate Moderate Elementary Not
Mark (5) Mark (4) Mark (3) Mark (2) Marks (2) Marks (1) achieved
Marks (0)
The artistic The artistic The artistic The artistic The Vague Vague or
drawing is drawing is drawing is drawing is artistic artistic no artistic
excellent good and fair and relatively drawing is drawing drawing
and neatly well fairly clear fair and not clear
done presented clear
5.2 Team presentations:

Each team is given five minutes to present their solution in the form of sketches, 3D
exploded view of the solution, working drawings/plans, costing and their model.
Teams plan a joint strategy to present their model and plans to the class. All team
members must explain their ideas and roles they played when they present.

Presentation must be based on the following points

1. Design sketches (freehand)

2. Working drawings (processes leading to the selection of the final
design)
3. Model and its functionality
4. Costing/budget
 5. 3D exploded view (use posters to enhance your presentation)

ORAL PRESENTATION

NB: Each person’s oral presentation will be assessed separately.

Assessment criteria

Criteria Possible Marks

marks obtained
The learner speaks clearly so that everyone can hear 1
The learner speaks confidently, knows the work and what s/he 1
wants to say
The learner make eye contact with the whole class 1
The learner explains his or her role in the project 1
The talks about his or her assigned point above 1
TOTAL 5

TOTAL MARKS: 70