Assessment guidelines


• This activity is intended for informal assessment. • Use the checklist below to assess learners. Give learners feedback on their performance


to prepare them for formal assessment. Criteria


The learner(s) can: work together to build the bridge. identify the direction of the forces through the cables to the towers and anchor points of the structure. name different parts of the structure.


Activity 4 A human cable stay Learner’s Book page 27 Guidelines to implement this activity


• This is a group activity. • Divide learners into groups of 2–3. • This activity is different from the other activities in that the learners are not building a bridge but are learning how the cables in a cable-stayed structure support the roadway.


• As learners try to move their arms down, they feel the pressure on the top of their heads. Background knowledge


Discuss with the class why cable-stayed bridges have become so popular since they were introduced just over 50 years ago. Reasons: • They require less material to make than other bridges. • They are quicker to build. • They look slender and less bulky than other bridges. • Because only one supporting tower is needed, they don’t disrupt activity below the


bridge, for example the Nelson Mandela Bridge which is built over the main railway lines leading into Johannesburg station.


Assessment guidelines


This activity is intended for informal assessment. Use the checklist on the next page to assess learners.


Yes Partly No


50


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