A Report on the Design of Force of Compression in a

Suspension Bridge

Charles Robert Adjah

(Computer-Integrated Education)

Department of Curriculum Studies

Faculty of Education

University of Pretoria

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1. Learning activity 1
1.1 Instructional goal
The instructional goal is to design a learning activity in which the learners will
be enabled to identify force of compression and define the concept
compression using a simulation.

1.2 Instructional analysis

The steps involved in defining the concept compression using simulation and
recording the observations made during the simulation using a PowerPoint
slideshow are shown in Figure 1.

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Figure 1: Steps involved in carrying out a simulation

Identify force of
Compression in a
suspension
bridge

Draw table Draw

of results Conclusion

Determine the Identify type

types of of force Save
forces

Select the Identify

type of the parts
bridge to of the
use bridge.

Type all
informatio
n Open
slides
Classify the types
of Bridges

Read the
instructions with
Open the Open the
comprehension
worksheets Activities

Use the Use the

mouse keyboar
d

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The entry behaviour skills and learner characteristics are displayed in the
brown boxes.

1.3 Entry behaviour skills and learner characteristics

The entry behaviour skills and learner characteristics are displayed in the
brown boxes as indicated in Figure 1. These include:
• Read instructions with comprehension.
• Use the mouse.
• Use the keyboard.

1.4 Performance objectives

By the end of the learning activity, learners will be able to
• identify the force of compression or pushing force in a suspension
bridge accurately when provided with diagrams of forces acting on
different parts of a suspension bridge
• group bridges accurately in appropriate spaces provided on a blank
worksheet given a set of images of different bridges
• select a suspension bridge appropriate for the illustration of forces in a
bridge from the set of bridges provided
• identify the parts of a suspension bridge by name accurately given a
diagram of a suspension bridge
• determine the types of force that act on different parts of a suspension
bridge using simulation
• identify the appropriate type of force by name that acts in the tower of
a suspension bridge given a diagram showing forces on a bridge
• record observations accurately in the appropriate spaces on the table
of results on the blank worksheets provided
• draw conclusion accurately from the table of results compiled

• open the appropriate worksheet properly by using the link provided

• open activities properly by following the instructions provided

• open slides properly by following the instructions provided

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 • save the electronic results compiled properly by following the
instructions provided

1.5 Criterion-referenced assessment strategies

The performance objectives and corresponding assessment strategies are
shown in Table 1.

Table 1: Performance objectives and assessment strategies

Performance Assessment strategies
objectives
By the end of the Study the accompanying diagram carefully.
learning activity Write down which of the forces labelled A, B, C
learners will be able and D represent force of compression.
to identify the force of
C A B D
compression or
pushing force in a
suspension bridge
accurately when
provided with
diagrams of forces
acting on different
Answer A
parts of a suspension
bridge
By the end of the
learning activity
learners will be able
to group bridges
A B
accurately in
appropriate spaces
provided on a blank C D
worksheet given a set
The diagrams show a number of bridges
of images of different
labelled A, B, C and D. Use the labels to
bridges complete the following table.

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 Arch Bridge Beam Suspension
Bridge Bridge

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 Table 2: Performance objectives and assessment strategies (continued)
Performance Assessment strategies
objectives
Answer

Arch Bridge Beam Suspension

Bridge Bridge
C A B
D

By the end of the Learners will be observed during the individual

B
learning activity activity and learners who experience difficulties
A
learners will be able will be given guidance (see Addendum A).
to select a
suspension bridge
appropriate for the
illustration of forces
in a bridge from the
C
set of bridges
D
provided
By the end of the
learning activity
learners will be able
to identify the parts
Answer
of a suspension
A: Main Cable B: Tower C: Pier D: Deck
bridge by name
accurately given a
diagram of a
suspension bridge

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 Table 2: Performance objectives and assessment strategies (continued)
Performance Assessment strategies
objectives
By the end of the The diagram represents a suspension bridge.
learning activity The arrows labelled A and B represent the
learners will be able forces “PUSH” or “PUL”. What force is (a) A?
to determine the (b) B?
appropriate types of
A
force that act on a
suspension bridge.

Answer:

(a) Pull (b) Push

By the end of the Learners will be observed during the individual

learning activity activity and learners who experience difficulties
learners will be able will be given guidance (see Addendum A).
to identify the
appropriate type of
force by name that
acts in the tower of a
suspension bridge
given a diagram
showing forces on a
bridge

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 Table 2: Performance objectives and assessment strategies (continued)
Performance Assessment strategies
objectives
By the end of the Learners will be observed during the individual
learning activity activity and learners who experience difficulties
learners will be able will be given guidance (see Addendum A).
record observations
accurately in the
appropriate spaces on
the table of results on
the blank worksheets
provided
By the end of the Learners will be observed on the steps they
learning activity follow to open the blank data sheet. Guidance
learners will be able will be given to learners who experience
to draw conclusion difficulties (see Addendum A).
accurately from the
table of results
compiled
By the end of the Educator observes learners and provides
learning activity guidance for learners faced with challenges (see
learners will be able Addendum A).
to open the
appropriate
worksheet properly by
using the link
provided
By the end of the Educator observes learners and provides
learning activity guidance for learners faced with challenges (see
learners will be able Addendum A).
to open activities
properly by following
the instructions
provided

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 Table 2: Performance objectives and assessment strategies (continued)
Performance Assessment strategies
objectives
By the end of the Learners will be observed during the individual
learning activity activity and guidance will be given to learners
learners will be able who experience difficulties (see Addendum A).
to open slides
properly by following
the instructions
provided
By the end of the Learners will be observed during the individual
learning activity activity and guidance will be given to learners
learners will be able experiencing difficulties (see Addendum A).
to save the electronic
results compiled
properly by following
the instructions
provided

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1.6 Instructional strategy
The learners will use a web-based user interface consisting of eight windows
two a PowerPoint slide windows and two word windows. Each of the web-
based windows is accessed by clicking on the navigation or “Next” buttons on
the home window. The web-based user interface is shown in Figure 2.

Figure 2: Web-based user interface

The PowerPoint slideshow window to be used is illustrated in Figure 3 below.

The PowerPoint slideshow window is accessed by clicking on the hyperlink,

Parts of a Suspension Bridge 2.1., provided under Activity 2 as illustrated in
Figure 3 and clicking on Open shown in Figure 4.

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 Figure 3: Activity 2 window

Figure 4:

On the same Activity 2 window click on the hyperlink Parts of a Suspension

Bridge 2.2 to access the second PowerPoint slideshow with an activity. The
PowerPoint slide show with activity is shown in Figure 5.
Figure 5: Parts of a Suspension Bridge 2.2

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The worksheets 1 and 2 were prepared for recording the observations made
during the experiment. The worksheets to be accessed and used are shown in
Figures 6 and 7.

Figure 6: Worksheet 1

WORKSHEET 1

CLASSIFICATION OF BRIDGES

TYPES OF BRIDGES
Beam Suspension Arch
Bridge Bridge Bridge

PICTURES

Figure 7: Worksheet 2

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 WORKSHEET 2

ITEM DESCRIPTION “PUSH” OR “PULL”

1. Rope between learners sitting and

standing

2. The learners standing

3. Rope between learners standing

4. Learners kneeling down

Click on navigation button of Activity 5 to access the slideshow on forces

acting on suspension bridge. The slideshow is illustrated in Figure 8.

Figure 8: Forces in suspension bridge

The learners will work individually on the learning activities given. These
activities with instructions are provided in Table 3.

Table 3: Activity 2
Activity Instructions

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 Identify the force The learners will read and carry out the instructions
of compression or given in the learning activities on how to identify the
pushing force in a types of forces that act on a suspension bridge. The
suspension learners will
bridge accurately • click on the navigation buttons
when provided
• read with comprehension the instructions and
with diagrams of
follow the instructions on each activity page
forces acting on
different parts of • click on hyperlinks to access slideshows to

a suspension identify parts of suspension bridge by names

bridge • click on hyperlinks to access the slideshows on

forces in a suspension bridge

• click on the navigation buttons and observe

the movement of arrows representing forces in
parts of the bridge

• record their observations in the appropriate

spaces on accompanying table embedded as a
web component

• double-click on excel icon to export the record

on spreadsheet
• save the data

• draw a conclusion from the table of results

1.7 Instructional materials

The instructional materials (See Table 4) that have been developed include
• Web-based user interface

• three Slideshows

• two worksheets

• two recording sheets

• an assessment tool

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 Table 4: Instructional materials and their description
Instructional Description Tools
material
Web-based user A Web-based user interface An authoring tool,
interface containing instructions to follow exe XHTML e-
during the learning process. learning editor,
was used to
create the
learning event.
Three Two of the Slideshows provide Microsoft
Slideshows learners with names of the parts of PowerPoint was
a suspension bridge. The third used to create the
slideshow provides learners with slides. JavaScript
the forces that act on the towers generator was
and the main cables of a also used to
suspension bridge. generate the code
and Microsoft
FrontPage used to
create the
slideshows.
Two worksheets The worksheets were prepared for The worksheets
the learners to use in recording were prepared as
their observations during the word documents.
demonstration and also in
classification of bridges. Items on
the worksheet in tabular form
include types of bridges, pictures,
the forces “Pull” and “Push”.
Two recording The recording sheets were Microsoft Excel
sheets prepared for use in recording application as a
observations made during the use web component
of the slideshows. in Microsoft
FrontPage was
used for the
recording sheets.

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 Instructional Description Tools
material
Assessment Questions were formulated. Microsoft Excel
Observation sheet was developed application was
as a learner assessment tool. The used for the
observation sheet comprises a observation
combination of checklist and rating sheet.
scale.

An event engine, which is XHTML-based, is used to display the learning

materials. The event definition pages are referenced in Figure 8:
• Activity 2 in line 4

• Blank worksheets in line 4

Figure 8: Event definition files

Line 4

3.1.8 Formative evaluation

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 A formative evaluation of the learning activity was undertaken by three
experts in the design of the instructional events. The process, which involved
testing and discussions, led to the identification of various problems.
Guidance and suggestions from the experts assisted in correcting and
improving the design, which ultimately became a useful, effective and
interactive multimedia learning activity.

3.1.9 Summative evaluation

The learners are expected to be able to identify the force of compression as
one of the forces that acts on a suspension bridge. Learners will be observed
whilst engaged in the activity and during open discussions using a hybrid
instrument consisting of checklist and rating scale (see Addendum A).
Guidance will be given to learners who experience any difficulties in carrying
out instructions on the process and also when providing answers.

ADDENDUM B
ICM ON BUILDING OF A SUSPENSION BRIDGE

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A-Shape
Arch Suspension Bridge
Beam Suspension Suspension M-Shape
Compressio BridgeTension Rules
Resonanc
Bridge
Forces
Bridge SheerBridge Torsio
Suspension
n e s bridge n