TIP NATURAL SCIENCES & TECHNOLOGY 3A

TNST7411

POE

SKYY FORTUIN
ST10111829

Compulsory ICE Task 1

1. A mechanism is a device or system of moving parts that perform a function, such
as converting or transmitting motion, force or energy.
2. Mechanisms are useful because they allow us to perform tasks that would be
difficult or impossible to do manually. They can amplify force, change the
direction of force or motion, or transfer power from one place to another.
(Introduction to mechanisms)
3. Mechanical advantage refers to the ratio of the output force (or load) to the input
force (or effort) in a mechanism. It is a measure of how much a mechanism can
amplify or multiply the input force.(Introduction to mechanisms)
4. First-class levers have the fulcrum positioned between the effort and the load.
5. Second-class levers have the fulcrum positioned at one end, and the effort at the
other end. The load is always between the fulcrum and the effort.
6. Third-class levers have the fulcrum and the load positioned on opposite ends of
the lever. The effort is in the middle.(Introduction to mechanisms)
7. The main purpose of the crane is to lift heavy objects, such as bricks and
cement, to different heights and locations on a construction site.
8. Pulleys are used to change the direction of the force applied to the load, making
it easier to lift heavy objects vertically.
9. The trolley allows the crane to move horizontally along the length of the jib, so
that it can lift objects from different places on the ground.(Introduction to
mechanisms)
10. The crane needs to rotate in order to position the load in the desired location,
and to be able to lift objects from different angles and positions on the
construction site.
11. The jib is a lever because it has a fulcrum, input force (from the diagonal cables),
and a load (the weight of the jib and any objects it is lifting).
12. The jib is a second-class lever because the fulcrum is at one end, the load is at
the other end, and the input force is in the middle. The load is always between
the fulcrum and the input force.(Introduction to mechanisms)
Introduction to mechanisms (no date) Chapter 2. Mechanisms and Simple Machines.
Available at: https://www.cs.cmu.edu/~rapidproto/mechanisms/chpt2.html (Accessed:
March 28, 2023).
Compulsory ICE Task 2

1. Pneumatics and hydraulics are two fields of engineering that focus on utilizing
compressed gases (pneumatics) and fluids (hydraulics) to control and transmit
power. These areas involve the creation, functioning, and practical use of
systems that harness these substances to produce mechanical motion or force.

2. Pneumatic and hydraulic pushing mechanisms function differently based on the

characteristics of the fluids they utilize and their individual properties:

● Compressibility: Pneumatic systems employ air, which is highly compressible.

This characteristic enables swift and responsive movements, but limits the
amount of force that can be conveyed.
● Incompressibility: Hydraulic systems employ liquids, such as oil or water, which
are fundamentally incompressible. They can transmit greater forces due to their
incapacity to compress significantly. However, this results in slower and less
responsive movements in comparison to pneumatic systems.
● Density: Gases have lower density than liquids, which implies that they can
transmit less force for a given volume. That is why hydraulic systems are capable
of providing stronger pushes compared to pneumatic systems.

3. The superiority of hydraulic pushing devices over pneumatic ones can be attributed to
the following factors:

● Non-compressible medium: Hydraulic systems employ non-compressible fluids,

which enable them to transmit high forces without significant loss. When the
hydraulic fluid is pressurized, it evenly exerts force on all surfaces it comes in
contact with. This feature empowers hydraulic devices to generate substantial
force for tasks that require heavy lifting or pushing.
● Greater density: Liquids possess a higher density than gases, allowing hydraulic
systems to transmit more force for a given volume of fluid. This increased density
contributes to the enhanced potency of hydraulic pushing devices in comparison
to pneumatic devices that rely on compressed air.
Observations:
1. The pneumatic pushing device feels lighter and easier to push compared to the
hydraulic pushing device.
2. Pneumatic and hydraulic pushing devices act differently due to the type of fluid
they use to create pressure. Pneumatic devices use compressed air while
hydraulic devices use a liquid such as water or oil. Compressed air is more
compressible than liquids, and this results in a slower and less forceful push
compared to liquids which are incompressible and provide a stronger and more
forceful push.
3. If the plunger on the left is pushed in 1 cm, the plunger on the right will not move
out by 1 cm. This is because the volume of water in the tube and the syringes
remains constant. Pushing the plunger on the left will cause the same amount of
water to be displaced into the other syringe, causing the plunger on the right to
move out, but by a different distance. The distance it moves out depends on the
ratio of the cross-sectional area of the plunger on the left to that of the plunger on
the right.

4a. The number of books that can be put on top of each other and still be able to push it
with the pneumatic pushing device will depend on the size and strength of the device.

4b. The number of books that can be put on top of each other and still be able to push it
with the hydraulic pushing device will be greater compared to the pneumatic pushing
device due to the stronger push provided by liquids.

4c. A hydraulic pushing device provides a stronger push than a pneumatic pushing
device because liquids are incompressible and provide a more forceful push compared
to gases such as compressed air which are more compressible and provide a slower
and less forceful push. Additionally, hydraulic devices can provide more force due to
their ability to amplify force through the use of larger pistons and cylinders.
POE Task 1
During the intermediate level of education, it is imperative for students to gain a
comprehensive understanding of Natural Sciences and Technology as it plays a crucial
role in developing students' understanding of the world around them. Technology,
specifically, is focused on utilizing scientific principles to address real-life issues. Within
Technology education, mechanical systems are a crucial component that provide
students with a solid foundation in comprehending the principles behind various devices
and their practical applications. This essay explores the knowledge strands in the
intermediate phase and Grade 7, highlighting the differences between Grade 4-6 and
Grade 7, discussing key concepts associated with mechanical systems, analyzing the
principles that underpin these systems, emphasizing authentic examples of their
significance in our daily lives, and incorporating specific aims for each grade.
(CAPS,2011).

In the intermediate phase of Technology education, students encounter different

knowledge strands that expand their understanding of mechanical systems. Let's
explore each grade's specific knowledge strands.

In Grade 4, students focus on the Structures strand, which involves structures for
animal shelters, strengthening materials, and strong frame structures. They learn about
the importance of stability, strength, and durability in structures. Additionally, the
Systems and Control strand introduces concepts such as movement energy in a system
and rocket systems. Students explore the principles of movement, forces, and energy,
as well as the mechanics behind rocket systems. (CAPS,2011).

In Grade 5, students continue their exploration of Structures by studying skeletons as

structures. They learn how skeletons provide support, protection, and movement in
living organisms. Additionally, the Processing strand introduces the processing of
materials, where students explore techniques such as cutting, shaping, and assembling.
Within the Systems and Control strand, students focus on systems for moving things,
understanding how mechanical systems facilitate the movement of objects or people in
various contexts. (CAPS,2011).
Grade 6 builds upon the foundation laid in previous grades. In the Processing strand,
students delve into food processing techniques and processes to purify water. They
examine how mechanical systems are employed in these processes to ensure safety
and quality. The Systems and Control strand expands to include systems to solve
problems, systems for looking into space, and systems to explore the Moon and Mars.
Students explore the design and operation of systems used for problem-solving,
scientific exploration, and space missions. (CAPS,2011).

In Grade 4-6 specific, with the foundation of the strands, these are the specific aims for
Natural Science and Technology. Completing investigations, analyzing problems, and
using practical processes and skills in designing and evaluating solutions.
Understanding and connecting ideas by grasping scientific, technological, and
environmental knowledge and applying it in new contexts. Developing an understanding
of the practical uses of natural sciences and technology in society and the environment
and cultivating values that make them caring and creative citizens.(CAPS,2011).

In Grade 7, the Technology curriculum introduces additional knowledge strands,

including Structures, Processing, Mechanical Systems and Control, and Electrical
Systems and Control. Students explore the design and construction of structures,
analyze mechanical components, and evaluate their strength and stability. The
Processing strand focuses on the transformation of materials through various
processes, while the Mechanical Systems and Control strand delves into the principles
behind mechanical systems and their control mechanisms. The Electrical Systems and
Control strand explores the integration of electrical and mechanical systems and their
applications in automation, robotics, and energy management. With the specific aims
set for Grade 7, the students' knowledge is fostered in order to: Developing and
applying specific design skills to solve technological problems. Understanding the
concepts and knowledge used in Technology education and using them responsibly and
purposefully. Appreciating the interaction between people's values and attitudes,
technology, society, and the environment. (CAPS,2011).
In the captivating realm of mechanical systems, students delve into the principles and
applications of basic mechanisms, pneumatics, and hydraulics. These concepts enable
them to acquire a deeper comprehension of how motion, forces, and fluid power can be
utilized to develop effective and efficient systems.

The students examine the fundamental principles of simple mechanisms, such as

gears, levers, inclined planes, and pulleys. They comprehend how these mechanisms
can amplify force, transfer motion, or change direction in various devices and systems.
Through the study of simple mechanisms, students acquire insights into the
fundamental building blocks of complex mechanical systems.

In Grade 7, students are introduced to the principles of pneumatics and hydraulics.

They learn about the utilization of compressed air (pneumatics) and pressurized liquids
(hydraulics) for power transmission and control. The students explore how these
systems operate, including their components, such as cylinders, pumps, and valves.
They discover how pneumatics and hydraulics are applied in diverse applications, from
braking systems in automobiles to heavy machinery.(CAPS,2011).

Through the study of mechanical systems, pneumatics, and hydraulics, Grade 7

students acquire practical skills in designing, constructing, and analyzing systems that
integrate these concepts. They learn to apply their knowledge to solve technological
problems, consider factors such as safety and efficiency, and recognize the significance
of responsible and purposeful use of technology. (CAPS,2011).

The Grade 7 curriculum has been broadened to enhance what was learned in earlier
grades, giving students the opportunity to develop a more profound comprehension of
mechanical systems and their practical use. This equips them to delve deeper and
specialize in technology-related disciplines as they advance in their academic pursuits.
(CAPS,2011).

During the intermediate phase, students delve into fundamental principles that form the
basis of mechanical systems. These concepts include force, motion, energy, structure,
and control. Understanding these concepts helps students grasp the principles behind
mechanical systems and their applications. For instance, grasping the concept of force
enables students to understand how forces are utilized and transferred within
mechanical systems to generate motion or execute tasks. (CAPS,2011).

Mechanical operations rely on the concepts of force and motion. Students gain
knowledge of principles like gravity, friction, inertia, and Newton's laws of motion. These
principles help them grasp how forces impact the motion and stability of objects in
mechanical systems. For example, in Grade 4, pupils learning about robust frame
structures analyze the forces acting on various parts of the structure to ensure its
stability. (CAPS,2011) (KS2,2022).

Mechanical systems entail the conversion and transfer of energy. Students investigate
various energy forms, such as kinetic and potential energy, and understand how
mechanical systems convert and use energy to carry out work. They learn about energy
conservation and efficiency, assessing how energy transfer affects the performance and
sustainability of mechanical systems. For instance, in Grade 5, students studying
systems for movement analyze how energy is transferred and transformed to achieve
desired movements. (CAPS,2011) (KS2,2022).

Control mechanisms are essential to regulate the operation and behavior of mechanical
systems. Students learn about feedback and control loops to comprehend how control
mechanisms maintain stability, accuracy, and efficiency in mechanical systems. They
explore the use of sensors, actuators, and programming to automate and manage
mechanical systems effectively. In Grade 6, while studying systems to solve problems,
pupils consider control mechanisms that enable precise and reliable operation.
(CAPS,2011) (KS2,2022).

In daily life, examples of these principles can be found in numerous applications. A

bicycle, for instance, showcases the use of gears to provide mechanical advantage. By
shifting gears, cyclists can adjust the mechanical advantage to tackle different terrains,
making their ride more efficient. (KS2,2022).
Mechanical systems are ubiquitous in our daily lives, facilitating numerous tasks and
improving our quality of life. Examples include:

1. Vehicles, trains, and airplanes rely on intricate mechanical systems to enable

transportation. When students examine engines, transmissions, braking systems,
and suspension systems to understand the interplay of mechanical components.
They analyze how these systems provide stability, power transmission, and
control during movement.
2. Buildings, bridges, and other structures depend on mechanical systems for
stability and safety. When exploring structures, students learn about the
principles that ensure the structural integrity of buildings and how mechanical
systems, such as cranes and elevators, facilitate construction and movement
within structures.
3. Devices like washing machines, refrigerators, and dishwashers employ
mechanical systems to perform their functions. When students explore the
mechanisms responsible for agitation, cooling, and water flow, gaining insights
into the inner workings of these appliances. They can understand how
mechanical systems optimize efficiency and enhance user experience.
4. Robots used in industries, healthcare, and research rely heavily on mechanical
systems. When students explore robotic arms, grippers, and locomotion systems
to understand how mechanical systems enable precise movements and
manipulation. They consider the integration of sensors and control mechanisms
in robotics to achieve desired outcomes. (KS2,2022).

By interacting with these examples, students can witness firsthand the practical
applications of mechanical systems in various aspects of daily life. This understanding
not only enhances their knowledge of Technology but also encourages critical thinking
and problem-solving skills as they recognize the significance of mechanical systems in
addressing societal needs and challenges. (CAPS,2011).

In conclusion, the study of mechanical systems in Natural Sciences and Technology in

the intermediate phase and Grade 7 provides students with a solid foundation in
technological knowledge and skills. By exploring knowledge strands, understanding key
concepts, and analyzing underlying principles, students develop critical thinking,
problem-solving abilities, and an appreciation for the role of mechanical systems in our
daily lives. Through hands-on experiences and real-world examples, students can
connect theoretical knowledge with practical applications, preparing them to become
informed and engaged contributors to the technological advancements of tomorrow. As
students progress through the intermediate phase, their technological literacy expands,
allowing them to solve problems, apply scientific knowledge, and appreciate the impact
of technology on society and the environment. (CAPS,2011). (KS2,2022).

References:
1. (2011) CAPS SP TECHNOLOGY GRADE 7-9. Available at:
https://www.education.gov.za/Portals/0/CD/National%20Curriculum
%20Statements%20and%20Vocational/CAPS%20SP%20%20TECHNOLOGY
%20GR%207-9.pdf?ver=2015-01-27-160218-077.
2. (2011) CAPS IP NATURAL SCIENCE AND TECHNOLOGY GRADE 4-6.
Available at: https://www.education.gov.za/LinkClick.aspx?
fileticket=IzbFrpzoQ44=.(Accessed: 25 May 2023).
3. KS2-Mechanical Systems (2022) STEM. Available at:
https://www.stem.org.uk/resources/community/collection/466480/ks2-
mechanical-systems (Accessed: 25 May 2023).
4. Principles of mechanical systems - mechanical devices - eduqas - GCSE design
and Technology Revision - Eduqas - BBC Bitesize (no date) BBC News.
Available at: https://www.bbc.co.uk/bitesize/guides/z7gyb82/revision/1
(Accessed: 25 May 2023).
5. Science matters " 6th – physical science – energy (no date) Science Matters.
Available at: https://sbsciencematters.com/lesson-units/6th-grade/6physical-
energy/ (Accessed: 25 May 2023)

POE Task 2 — Part One

 Building a Pulley System that demonstrates mechanical advantage
Let's look how to build a pulley system that can make it easier to lift a heavy bag.
Normally, we would have to lift the bag up, but with a pulley system, we can pull down
to lift the bag. The pulley changes the direction of the force, and we can use our body
weight to make it even easier. Let's follow the steps together!

Materials needed:

● Two pulleys (can be recycled materials like old wheels, bottle caps, or CDs)
● Rope or string (strong and durable)
● A heavy object to lift (e.g., a bag or a small bucket)

Step 1: Investigate
Pulleys are simple machines that can help us lift heavy objects with less effort. They
have wheels with a groove where a rope or string can go through. By connecting two
pulleys with a rope, we can create a pulley system that gives us mechanical advantage,
making it easier to lift heavy objects. We can use recycled materials like old wheels,
bottle caps, or even CDs for our pulleys.
○ The problem is to design and build a pulley system that demonstrated the
mechanical advantage using recycled materials.

Step 2: Design
Based on what we learned, let's make a plan for our pulley system. We will need two
pulleys, a rope, and something heavy to lift, like a bag or a small bucket. Draw a simple
sketch of how we want our pulley system to look like. Think about the materials we have
and how we can connect the pulleys securely.
Drawing of the pulley system.

Step 3: Make
1. Set up the Pulleys
● Find two pulleys that are in good condition and clean them if necessary.
● Attach the pulleys to a stable surface or structure using tape, clamps, or
other suitable fasteners. Make sure they are securely fixed and won't
move during the lifting process.
2. Thread the Rope through the Pulleys
● Take the rope or string and thread it through the first pulley.
● Pull the rope until you have an equal length on both sides of the pulley.
● Thread the rope through the second pulley, making sure it moves freely.
● Position the second pulley next to the first pulley, leaving some space
between them for the heavy object to pass through.
3. Attach the Heavy Object
● Attach one end of the rope securely to the heavy object you want to lift.
Tie a strong knot or use a secure attachment method.
● Make sure the attachment is firm and won't come loose during the lifting
process.
Step 4: Evaluate
1. Test the Pulley System
● Hold the free end of the rope and pull down firmly.
● Observe how the heavy object lifts and moves upward.
● Notice how the pulley system makes it easier to lift the object with less
effort compared to lifting it directly.
2. Evaluate and Improve
● Evaluate the performance of the pulley system. Consider factors such as
stability, ease of use, and efficiency in lifting the heavy object.
● Make any necessary adjustments or improvements based on your
evaluation.
● For example, you may reinforce the attachments, adjust the pulley
positions, or use a different type of rope to enhance performance.

POE Task 2 — Part Two

Pictures of video and youtube link to the video.

For students in Grade 7, using films in the classroom may be very useful. A video
lesson may give students visual examples, step-by-step directions, and a more involved
learning experience when attempting to explain a challenging concept like creating a
pulley system. The following are some ways that the "How to make a pulley system"
video might be used:

I would first expose the pupils to the idea of pulley systems and the concept of
mechanical advantage. Then I would tell them that we would be viewing a video lesson
that would walk us through the steps of creating a pulley system.

Before playing the video, I would provide an overview of the video's content and
objectives. This will give the students a clear understanding of what they will learn and
achieve by the end of the video. I would explain that the video will demonstrate how to
gather the materials, set up the pulleys, thread the rope, attach the heavy object, and
test the pulley system.

I would pause the video as it was playing at certain times to go over the stages and
ideas it covered. This would provide students the chance to discuss their findings, ask
questions, and confirm that they understand each stage. I would promote student
discussion and active engagement by posing leading questions.

After watching the video, I would provide time for students to reflect on what they have
learned. I would ask them to summarize the steps involved in building the pulley system
and discuss the advantages and disadvantages they noticed while watching the video.

Videos offer several advantages in teaching and learning:

Firstly, they facilitate visual learning by providing students with visual representations of
concepts, which is particularly helpful when dealing with complex ideas like pulley
systems. By seeing the actual steps being performed, students' comprehension and
retention are enhanced. Secondly, videos capture students' attention and increase
engagement. The combination of visuals, audio, and narration stimulates multiple
senses, making the learning experience more captivating and enjoyable. This
heightened engagement can lead to better understanding and retention of the content.

Thirdly, videos allow for the demonstration of procedures or experiments that may be
challenging to replicate in a traditional classroom setting. Students can observe and
analyze the process as it unfolds, gaining valuable insights that may not be easily
achievable through written instructions alone. Lastly, videos offer accessibility benefits.
They can be accessed at any time and from anywhere with an internet connection. This
flexibility enables students to review the content at their own pace and convenience,
fostering independent learning. Students can revisit the videos whenever they need
clarification or reinforcement, promoting self-directed learning and mastery of the topic

Alongside the advantages, there are also some disadvantages associated with using
videos in teaching and learning:

Firstly, one disadvantage is the potential for passive learning. Watching videos can
sometimes lead to students adopting a passive role as mere recipients of information,
rather than active participants in the learning process. To mitigate this, it is crucial to
complement video watching with interactive activities and discussions that encourage
active engagement, critical thinking, and participation.

Secondly, videos may have limited interactivity. Unlike live classroom interactions,
videos do not provide real-time opportunities for students to ask questions or seek
immediate clarification of doubts. Students may have queries or require further
explanations that cannot be addressed within the confines of the video itself. To
address this, educators should encourage students to actively engage by fostering
opportunities for discussion, providing supplementary resources, or facilitating follow-up
question-and-answer sessions.

Lastly, technical constraints can hinder the effectiveness of using videos as teaching
tools. Slow internet connections, technical glitches, or problems with audio or video
quality may disrupt the learning experience and hinder comprehension. It is crucial for
educators to ensure that the necessary technical infrastructure is in place to support
smooth video playback. Additionally, offering alternative access options, such as
providing downloadable versions of videos, can help overcome potential technical
challenges and ensure equitable access for all students.

By acknowledging these disadvantages and implementing strategies to address them,

educators can maximize the benefits of using videos while mitigating any potential
drawbacks.

Incorporating the "How to make a pulley system" video into the teaching practice for
Grade 7 learners can be an effective way to enhance understanding, engagement, and
practical learning. Videos offer visual demonstrations, step-by-step instructions, and the
opportunity for students to observe and reflect on the building process. However, it is
important to address the advantages and disadvantages of using videos, ensuring
active participation, supplementing with interactive activities, and addressing technical
constraints to optimize the learning experience.

POE Task 3 — Part One

 Design Brief Process for Building a Hydraulic Crane

Materials needed:

● Cardboard
● Plastic bottles
● Straws
● Popsicle sticks
● String or thin rope
● Tape
● Scissors
● Markers or paint (optional)
● Small objects or weights to lift (e.g., small cups, paper clips)

1. Investigate: Identify the problem

○ Watch the provided video (https://www.youtube.com/watch?
v=cxytxktAEto) to gain insights into crane design and construction.
○ The problem is to design and build a hydraulic crane using recycled
materials.
2. Design:
○ Determine the specific requirements and constraints of the project, such
as the size limitation of the model (not more than 30 cm) and the use of
recycled materials.
○ A scissor lift design using cardboard and rubber bands.
○ A crane arm made from plastic bottles and a hydraulic system using
syringes.
Drawing of a hydraulic crane.

3. Make:
○ Gather recycled materials as plastic bottles, syringes, tubing, and
cardboard.
○ Cut the plastic bottles to size and assemble them into a crane arm.
○ Attach the syringes to the tubing and the crane arm to create the hydraulic
system.
○ Test the crane by lifting different weights.

4. Evaluate:
○ Test the functionality of your crane model by lifting small objects or
weights.
○ Assess the stability and structural integrity of the crane.
○ Take photos at different stages of the building process and document any
challenges or improvements made.

5. Redesign and Improve:

○ Evaluate the performance of your crane model and identify any areas that
need improvement.
 ○ Consider feedback from classmates, teachers, or peers and seek
opportunities for refinement.
○ Implement necessary modifications to enhance the functionality, stability,
or aesthetic appeal of the crane.
○ Rebuild the model incorporating the improvements identified.

POE Task 3 — Part Two

Design a Mini-PAT assessment
A Mini-PAT assessment is a way for students to demonstrate their skills and knowledge
by completing a practical task. It serves as the main formal assessment for your skills
and knowledge application during each term. It can be an assignment that focuses on
specific aspects of the design process or a comprehensive task that covers all stages of
the design process. This assessment is designed to help the students understand and
apply the concepts and processes related to technology and design. It encourages
collaboration and teamwork as you work in groups to complete the task. Through the
Mini-PAT assessment, students will have the opportunity to showcase your creativity,
problem-solving abilities, and communication skills. It is an engaging and hands-on way
for students to apply what you have learned and demonstrate your understanding.

Mini-PAT Assessment: Building a Recycled Material Bridge

Welcome, Grade 7 learners, to the Mini-PAT assessment! In this assessment, you will
have the opportunity to showcase your skills in building a bridge using recycled
materials. The purpose of this assessment is to demonstrate your understanding of the
design process, your ability to apply the technological process in creating a functional
structure, and your collaboration skills within a group setting.

The following learning outcomes will be assessed in this project:

1. Demonstrate an understanding of the design process and its application in

building a functional bridge.
2. Apply the design brief and technological process to construct a bridge using
recycled materials.
3. Collaborate effectively within a group to complete the assessment task.
4. Communicate ideas, plans, and progress clearly and effectively.

Guidelines:
 1. Form groups of 3-4 learners. Each group member should have a defined role and
responsibility.
2. Read and understand the design brief provided for the recycled material bridge
project.
3. Conduct research to gain knowledge about bridge design, structural stability, and
the appropriate use of recycled materials.
4. Plan and sketch your bridge design, considering factors such as span length,
load-bearing capacity, and material strength.
5. Gather and select suitable recycled materials for the construction of the bridge.
6. As a group, begin constructing the bridge, following the design plan and utilizing
principles of structural stability.
7. Test and refine your bridge to ensure its functionality and stability.
8. Prepare a presentation to showcase your bridge, highlighting its design, features,
and how recycled materials were used.
9. Ensure that all group members actively participate, contribute their ideas, and
collaborate effectively throughout the assessment.

Remember, this assessment is not only about building a bridge but also about working
together as a team, following instructions, and effectively communicating your ideas,
plans, and progress. It is an opportunity for you to develop your skills in critical thinking,
problem-solving, and creativity.

We hope that you approach this Mini-PAT assessment with enthusiasm, curiosity, and a
willingness to learn. Good luck, and let your creativity and knowledge shine as you
embark on this exciting journey of building a recycled material bridge!

Rubric: Recycled Material Bridge Mini-PAT Assessment

 Levels of competence

Exemplary Competent Developing Progressing

(4) (3) but not yet (1)
mastering
(2)

Design and Planning

- Design demonstrates understanding of

concepts and principles

- Design shows creativity and innovation

- Plan includes accurate measurements and

calculations

Construction and Stability

- Bridge is constructed with precision and

attention to detail

- Structural elements are securely connected

and reinforced

- Bridge demonstrates stability and can bear

weight without significant deformation

Functionality and Load-bearing Capacity

- Bridge successfully supports expected loads

without failure

- Bridge exhibits appropriate load-bearing

capacity based on design specifications

- Bridge demonstrates a balance between form

and function

Presentation and Communication

- Presentation is well-organized, clear, and

engaging

- Group effectively communicates design

choices, construction process, and lessons
learned

- Visual aids enhance the presentation

Collaboration and Group Participation

- All group members actively contribute to the

project

- Group works cohesively and respects each

other's ideas and perspectives

- Group demonstrates effective communication,

cooperation, and division of tasks

Overall Score ___/60