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GRADE 7 TERM 1
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting – should improve progressively from term to term.
Hrs
Focus
Content, concepts and skills
Enabling Tasks
Enabling tasks – build the capability to complete the formal assessment tasks later in the term
Design process
skills
• Introduction: What is Technology?
• Definition
Scope – who does Technology in the ‘world of work’?
• How we will be working – the development of a technology task:
- - Investigate: find, use and acknowledge information.
- - Design: design brief, specifications, constraints; initial idea sketches; choosing the best
design; selecting materials.
2
- - Make: draw plans; develop the manufacturing sequence; make the item/model.
- - Evaluate: learners evaluate both their design stages and their final product.
- - Communicate: learners present their solutions; learners compile all notes and drawings into
a project report in their workbooks.
Design considerations
• Fitness-for-purpose: Who is it for? What is it for? Will it do the job? Is it cost effective? Is it
safe? Is it easy to use (ergonomics)? Does it look good (aesthetics)? Will it affect society? Will
it affect the environment?
Communication
skills
Introduction to graphical communication
• Purpose of graphics: develop ideas and communicate ideas.
• Conventions: outlines (thin/dark); construction lines (thin/feint); hidden detail (dashed) scale;
dimensioning.
2
• Sketch: free-hand sketching.
• Working Drawings: two-dimensional drawing of ONE face of an object using conventions
(dark lines; feint lines; dashed lines; dimensions; scale).
Graphic techniques
• 3D oblique – front view with depth at 45 o (use squared ‘quadrant’ paper); oblique projection
used to assist with interpretation, and with drawing single VP perspective.
2
• 3D artistic - single vanishing point perspective with colour, texture and shading.
2
Mechanical
systems and
control
Simple mechanisms
Levers – mechanical advantage: simple quantitative treatment – no calculations using moments.
Examine the relationship between load, effort and their distances from the pivot.
• First-class levers: characteristics (fulcrum/pivot placed between effort and load).
• First-class levers may give a mechanical advantage or not – depending on pivot position.
• Case study: first-class levers with mechanical advantage: MA > 1 ; MA = 1 ; MA < 1 .
• Second-class levers: characteristics (load is placed between effort and fulcrum); give real
examples.
• Learners demonstrate models of second-class levers, which always give a mechanical
advantage.
2
• Third-class levers: characteristics (effort is placed between load and fulcrum): give real
examples
• Learners demonstrate models of third-class levers, which never give a mechanical advantage.
14
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Investigation
skills
2
Practical investigation: Levers and linkages
• Examine simple linked first-class levers (e.g. pair of scissors; pair of pliers; hedge trimming
shears).
• Examine simple linked second-class levers (e.g. office punch, nut crackers).
• Examine simple linked third-class levers (e.g. most office staplers, pair of tweezers).
• Examine more complex linkages (e.g. linkages with more than one pivot)
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Mechanical Systems and Control
CONTEXT: JAWS-OF-LIFE: Rescue System CONTENT: Levers, linkages, hydraulics, pneumatics
Impact of
technology
[70%]
• Scenario: Impact of technology – emergency workers use “Jaws-of-Life” system to rescue
trapped accident victims.
Pneumatics and Hydraulics
Mechanical
systems and
control
2
• Using pneumatics and hydraulics to obtain a mechanical advantage..
• Practical Investigations:
- - Force transfer between two equal syringes filled with 1) air and 2) water.
- - Force transfer between two unequal syringes filled with 1) air and 2) water.
Design skills
Learners develop a working model of a hydraulic-syringe powered, linked-lever rescue device
using simple materials.
• Write a design brief, specifications and constraints:
2
• Draw a 3D drawing of the idea in oblique projection using dark and feint lines
.
• Draw working drawing in 2D showing one view with dimensions to scale.
Making skills
3
Learners make a simple working model.
(At a minimum, the “Jaws-of-Life” model may be a simple device representing how any one
machine in the “Jaws-of-Life” system will work using plastic tubing, syringe(s) and cardboard.)
1
Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT)
Formal Assessment: Term 1:
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
[30%]
[70%]
Test: [30%]
Total:
100%
15TECHNOLOGY GRADES 7-9
Grade 7 Term 2
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
Hrs Focus Content, concepts and skills
Enabling Tasks
2 Structures • Definition and purpose of structures to contain, protect, support, span.
• Classification of structures: natural and man-made.
Types of structures: shell, frame, solid – learners complete a worksheet.
• Investigate: a cell phone tower – a frame structure
• Case study: examine existing towers strengthened by triangulation, including pylons, windmills
and mine headgear.
1
• Evaluate: worksheet on the advantages and disadvantages of telephone systems;
Landline vs. mobile. Learners complete a table.
Action research: to stiffen materials / structures
• Practical activity 1 – Stiffen a structural material by tubing.
1
• Practical activity 2 – Stiffen a structural material by folding.
Practical activity 3 – Stiffen a frame structure by triangulation.
Structures
Impact of
technology
2
Design skills
Investigation
skills
Investigating design issues:
• Case study: study photographs of existing cell phone towers noting structural elements,
reinforcing techniques and design issues such as visual pollution, stability, base size and
centre of gravity.
• Class discussion: how designers consider the needs of society in terms of technology while
considering the impact on society and on the environment.
• Case study – existing designs 1: examine the features of a school desk; write the design
brief with specifications for a school desk.
Case study – existing designs 2: examine an existing product (FM radio/cell phone), list its
features and then write a design brief with specifications for that product.
FORMAL ASSESSMENT TASK: Mini-PAT
CONTEXT: The cell phone tower
Structures
Design skills
TOPIC: Structures
CONTENT: Frame structures
[70%]
Scenario: Cell phone towers are everywhere and are built using materials to ensure stability,
strength and rigidity (stiffness).
• Write the design brief:
Individual learners write the design brief with specifications for a new cell phone tower.
Impact of
technology
Note:1. At a minimum, the cell phone tower can consist of struts made of found materials like
“Elephant grass” or rolled paper dowels. It should show reinforcing using triangular webs,
gussets and internal cross-bracing.
Note 2: One of the design ideas must involve disguising the tower so that it blends in with the
environment, avoiding visual pollution.
3
• Sketch initial ideas:
Individual learners draw free-hand sketches to show two different design ideas in 3D for a cell
phone tower to be erected near the school.
- - Draw one idea using oblique projection.
- - Draw the other idea using single vanishing point perspective.
Design
Evaluation skills
- - Learners form groups to examine and discuss the various design ideas of the individuals
in the group. They evaluate the sketches of each individual to determine advantages and
disadvantages of each design.
Individual learners now adapt their own design ideas in terms of the group evaluation, making
any necessary improvements.
16
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Making skills
Making includes working drawings, choosing materials and tools, and building the model.
Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and
needed in the world of work.
• Each learner lists the resources to be used.
2
Evaluation skills
(design and
drawing)
• Each learner draws a working drawing for the cell phone tower showing one face in 2D.
• Learners form teams and select the best plan from those drawn by each team member. They
develop the design they chose by consensus from the plans drawn by each group member.
The team adapts a final plan (working drawing) from these inputs - assess informally.
Making skills
3
Build the model:
Teams build the model according to the Design Brief, using safe working practices.
Evaluation skills Teams develop a rubric they will use to evaluate the presentations of the other teams.
Communication
skills Presentation ≈ 5 minutes per team:
• Teams plan a joint strategy to present their model and plans.
• Teams present their design sketches, modifications, plans and models to the class.
Each learner explains the role s/he played, sharing the role of spokesperson.
Learners can enhance their presentation using posters giving an artist’s impression of their
completed cell phone tower in position near the school drawn using single VP perspective.
Evaluation skills
1
During the team presentations, each team uses their rubric to assess presentations of at least
two teams.
Formal Assessment Task:
Formal Assessment: Term 2:
[30%]
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
Term Test
Formal Term Test: [30%]
Total:
100%
17TECHNOLOGY GRADES 7-9
GRADE 7 TERM 3
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
In preparation for the school recycling and fund-raising activity in week 2, learners must begin to collect data on
waste materials generated both at school and at home from the first day of term 3.
Hrs
2
Focus Content, concepts and skills
Electrical systems
and control • Investigate: What is magnetism?
Investigation
skills
Enabling Tasks
• Practical investigation: Different types of permanent magnets – bar and horseshoe.
Optional extension activity: Learners find the shapes of magnetic fields using iron filings on
paper above magnets.
• Experiment: Group work – learners find out which substances stick to a magnet.
They tabulate their test results, trying wood, plastic, iron, paper, copper, old nickel coins, etc.
They should conclude that some metals do stick to magnets but that non-metals don’t.
Investigation
skills
• Experiment: Which metals are attracted by a magnet, and which are not?
Learners test metal samples made of iron, steel (an iron alloy), nickel – which will stick.
Learners test metal samples made of copper, lead, aluminium brass – which do not stick.
Each learner completes a table of the results.
2
Impact of and bias
in technology
Note: avoid iron coated with copper (like some paper clips) which will stick to magnets.
• Case study: Recycling scrap metals.
Honest gleaners who collect scrap metal and deliver it to scrap metal dealers perform a
valuable service to society. This good work is tainted by the criminal acts of thieves who steal
copper telephone wire and steel manhole covers.
• Recycling scheme for your school:
Learners tabulate a record of the waste produced by the school, e.g. empty cans, paper,
plastic, etc. Learners suggest a viable strategy to raise funds by recycling
2
Electrical systems
and control • Simple electric circuits.
Making skills • Practical: Learners work in groups to make a simple circuit as demonstrated.
Demonstrate a simple electric circuit with an energy source (cell), switch, conductor and a light
bulb or buzzer. Sketch the circuit showing how to use component symbols.
• Circuit diagram: Each learner draws the circuit using correct symbols for components.
Communication
skills
• Demonstration lesson: A simple electromagnet.
Make a simple electromagnet made by winding insulated copper wire around an iron nail.
When an electric current flows in the wire coil (solenoid) a magnetic field is created and this
is amplified by the iron core. Switching the current off causes the magnetic field to fade away.
(Note: electromagnetism is a key to a wide range of technologies making up our modern
world.)
Mechanical
systems and
control
2
• Introductory lesson: All complex machinery consists of combinations of simple
mechanisms. Machines can be designed to give the user a “mechanical advantage”.
Levers were looked at in term 1. Introduce learners to cranks and pulleys.
The crank – an adaptation of a second-class lever.
• The pulley – a type of wheel and axle.
• Revision: a) What is mechanical advantage? b) Strengthening frame structures
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Electrical Systems and Control / Structures / Mechanisms
CONTEXT: Recycling and Impact CONTENT: Structures and Electricity / Cranks and Pulleys
[70%]
Scenario: A scrap-metal dealer sorts magnetic and non-magnetic metals into separate piles for recycling. The simplest way
to do this is to use a crane with a magnet BUT it is difficult to remove the metals that do stick to permanent magnets.
It would be beneficial to have a magnet that can switch on and off.
18
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
NOTE 1: The model cranes should be made using simple materials (e.g. paper dowels, ‘elephant’ grass, etc.).
It will be a simple frame structure with a pulley and crank mechanism. Sufficient strength and rigidity should be achieved by
triangulation. Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and needed in the
world of work.
NOTE 2: The electromagnet will be strongest if a long insulated wire is used – wire over 100m long is very effective. The wire
should be wound around a “relatively soft” iron core. Avoid using a steel bolt (it is far too hard). A fairly soft core can be made
using a bundle of short lengths of iron wire. Nails are softer than bolts but are still fairly hard. Increasing the current by using
more cells in a series battery has a small influence in the strength of the electromagnet.
Learners must use their knowledge of structures and the drawing skills developed in earlier
tasks, together with their new knowledge of magnetism, electric circuits and electromagnets
as well as their new knowledge of cranks and pulleys to design and make a crane using an
electromagnet to sort metals in a scrap-yard.
2
Investigation
skills
• Case study: Examine pictures of cranes in order to get ideas to be used in the learner’s own
designs.
• Write a design brief with specifications and constraints for a crane with electromagnet.
• Sketch two possible designs for a suitable crane using single VP perspective.
2
Design skills • Draw a circuit diagram for the electromagnet (with a light to show when it is on).
Communication
skills • Revision: Revise the 3D oblique drawing technique; line types; scale; dimensions.
Making skills
Making skills
• Drawing: Each learner uses the Oblique technique to draw an idea for the crane chosen
from the two ideas sketched the previous week. The idea should be drawn on squared paper
(quadrant) using pencil and ruler.
• Flow chart: Each learner works out a flow chart detailing the sequence of manufacture of the
crane with its electromagnet.
A working model:
At a minimum the crane should be made of simple materials like elephant grass, rolled
paper dowels or bought materials. It should show the learner’s understanding of reinforcing
techniques. The mechanisms must function and the crane should be able either to pivot or to
raise and lower its arm. The electromagnet should have a switch, a light to show when it is ‘on’,
and should be strong enough to pick up several steel paper clips, coins or nails.
3
• Electromagnet: Using an electrochemical cell, a switch, a light bulb, a ‘soft’ iron core and a
long length of insulated copper wire, the teams of learners make an electromagnet.
• Crane: Learners work safely in teams using simple materials to make a model crane with a
crank and pulley system which will carry the electromagnet that will sort the ferrous metals
(iron and steel) from the non-ferrous metals (copper, aluminium, lead, brass, etc.)
Evaluation skills
The learner’s ability to evaluate a product or a process is developed further.
• Each learner develops a rubric to evaluate the models of other teams.
• Each team uses the rubric to evaluate the models of other teams. Assess each learner’s
objectivity, fairness and the validity of their comments.
2
Communication
skills
Communication
skills
2
1
• 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.
• Each team presents the design sketches, working drawings and functioning model to the
class. They demonstrate how strong their electromagnet is and show that it releases the
load when switched off. Each learner explains the role s/he played and shares the role
of spokesperson. They explain the principles involved with the magnetic sorting and how
their electromagnet could be made stronger. They comment on the value of recycling
and explain how sorting the metals into types, improves their scrap value. They enhance
their presentation using posters giving an artist’s impression of their completed crane and
electromagnet in use.
Formal Assessment Task:
Formal Assessment: Term 3:
Test
(Note: the test may be written before the Mini-PAT)
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
[30%]
Test: [30%]
Total:
100%
19TECHNOLOGY GRADES 7-9
GRADE 7 TERM 4
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
Hrs
Focus
Investigation skills
Content, concepts and skills
Enabling Tasks
• Learners investigate emergency situations that can lead to refugees:
- - Find out what situations commonly result in people becoming refugees.
- - Find out what initial problems are typically faced by refugees.
2
o What mix of people will usually be present?
o What are their needs for shelter? (Shelter will be addressed in the mini-PAT)
o What are their needs for food and water?
Investigation skills
Processing food: emergency food
Investigate the types of food that can be supplied to occupants of a refugee camp.
2
Design skills
Design brief: learners write a design brief giving specifications of the types and quantities of
food needed for a population of 100 refugees.
• Design: List the ingredients of a meal that will be nutritious as well as tasty, and which can
be prepared under conditions likely to be found in a refugee camp.
Making skills
2
• Write down the sequence of manufacture for the process of preparing one item from the
meal described above.
• Learners prepare the item selected above.
Evaluating skills • Learners evaluate the item in terms of flavour, texture and nutritional value.
Investigation skills Learners investigate clothing worn by people in specialised occupations like the emergency
services, e.g. fire department, NSRI or dangerous professions. Learners must investigate the
following:
2
• Find out what textiles are used to make the clothing worn by fire fighters, or
• Find out what textiles are used to make the clothing worn by members of the NSRI.
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Processing / Bias in and Impact of technology
CONTEXT: Shelters for Refugees CONTENT: Properties of materials
Impact of technology
3
Indigenous
technology
Investigation skills
[70%]
Scenario: Tragic shack fires or natural disasters like floods or earthquakes or political strife
may create the need for emergency shelters to be erected for the victims. Learners design
and make a simple emergency shelter for disaster victims. The shelter must be sturdy,
waterproof, easy to erect and able to house a family of six for a month. Learners must be
aware of the importance of health and safety issues.
• Investigate: Learners investigate materials and building techniques used by indigenous
people for constructing housing in rural South Africa. Materials used in such construction
is typically readily available, appropriate and environmentally friendly.
• Investigate: Learners compare materials and building techniques used by people setting
up informal settlements. They compare these materials to those used by indigenous
builders in terms of suitability, availability and environmentally friendliness.
• Investigate: Learners find out what chemicals can waterproof a textile like canvas.
• Investigate: Learners find out about the burning characteristics of various textiles
• Design brief: Learners write an appropriate design brief with specifications for producing
a textile suitable for use in making an emergency shelter.
3
Design skills • Design: Learners sketch design ideas for an emergency shelter that can be transported to
and erected at a site where people have become homeless.
Making skills • Make: Learners make a model of an emergency shelter made of a material that they have
waterproofed and that is suitable for housing refugees for a period of at least a month. It
should be easy to transport, easy to assemble, and easy to pack away after use.
20
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Formal Assessment: Term 4:
Weighting: 10% of promotion mark
Mini-PAT alone: [100%]
End-of-year examination
60%
YEAR MARK : Term1 [7 +3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40%
Promotion mark:
CAPS
Year mark (40%)
+
Final exam mark (60%)
= 100%
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting – should improve progressively from term to term.
Hrs
Focus
Content, concepts and skills
Enabling Tasks
Enabling tasks – build the capability to complete the formal assessment tasks later in the term
Design process
skills
• Introduction: What is Technology?
• Definition
Scope – who does Technology in the ‘world of work’?
• How we will be working – the development of a technology task:
- - Investigate: find, use and acknowledge information.
- - Design: design brief, specifications, constraints; initial idea sketches; choosing the best
design; selecting materials.
2
- - Make: draw plans; develop the manufacturing sequence; make the item/model.
- - Evaluate: learners evaluate both their design stages and their final product.
- - Communicate: learners present their solutions; learners compile all notes and drawings into
a project report in their workbooks.
Design considerations
• Fitness-for-purpose: Who is it for? What is it for? Will it do the job? Is it cost effective? Is it
safe? Is it easy to use (ergonomics)? Does it look good (aesthetics)? Will it affect society? Will
it affect the environment?
Communication
skills
Introduction to graphical communication
• Purpose of graphics: develop ideas and communicate ideas.
• Conventions: outlines (thin/dark); construction lines (thin/feint); hidden detail (dashed) scale;
dimensioning.
2
• Sketch: free-hand sketching.
• Working Drawings: two-dimensional drawing of ONE face of an object using conventions
(dark lines; feint lines; dashed lines; dimensions; scale).
Graphic techniques
• 3D oblique – front view with depth at 45 o (use squared ‘quadrant’ paper); oblique projection
used to assist with interpretation, and with drawing single VP perspective.
2
• 3D artistic - single vanishing point perspective with colour, texture and shading.
2
Mechanical
systems and
control
Simple mechanisms
Levers – mechanical advantage: simple quantitative treatment – no calculations using moments.
Examine the relationship between load, effort and their distances from the pivot.
• First-class levers: characteristics (fulcrum/pivot placed between effort and load).
• First-class levers may give a mechanical advantage or not – depending on pivot position.
• Case study: first-class levers with mechanical advantage: MA > 1 ; MA = 1 ; MA < 1 .
• Second-class levers: characteristics (load is placed between effort and fulcrum); give real
examples.
• Learners demonstrate models of second-class levers, which always give a mechanical
advantage.
2
• Third-class levers: characteristics (effort is placed between load and fulcrum): give real
examples
• Learners demonstrate models of third-class levers, which never give a mechanical advantage.
14
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Investigation
skills
2
Practical investigation: Levers and linkages
• Examine simple linked first-class levers (e.g. pair of scissors; pair of pliers; hedge trimming
shears).
• Examine simple linked second-class levers (e.g. office punch, nut crackers).
• Examine simple linked third-class levers (e.g. most office staplers, pair of tweezers).
• Examine more complex linkages (e.g. linkages with more than one pivot)
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Mechanical Systems and Control
CONTEXT: JAWS-OF-LIFE: Rescue System CONTENT: Levers, linkages, hydraulics, pneumatics
Impact of
technology
[70%]
• Scenario: Impact of technology – emergency workers use “Jaws-of-Life” system to rescue
trapped accident victims.
Pneumatics and Hydraulics
Mechanical
systems and
control
2
• Using pneumatics and hydraulics to obtain a mechanical advantage..
• Practical Investigations:
- - Force transfer between two equal syringes filled with 1) air and 2) water.
- - Force transfer between two unequal syringes filled with 1) air and 2) water.
Design skills
Learners develop a working model of a hydraulic-syringe powered, linked-lever rescue device
using simple materials.
• Write a design brief, specifications and constraints:
2
• Draw a 3D drawing of the idea in oblique projection using dark and feint lines
.
• Draw working drawing in 2D showing one view with dimensions to scale.
Making skills
3
Learners make a simple working model.
(At a minimum, the “Jaws-of-Life” model may be a simple device representing how any one
machine in the “Jaws-of-Life” system will work using plastic tubing, syringe(s) and cardboard.)
1
Formal Assessment Task: Test (Note: the test may be written before the Mini-PAT)
Formal Assessment: Term 1:
Weighting: 10% of promotion mark
Mini-PAT:
CAPS
[30%]
[70%]
Test: [30%]
Total:
100%
15TECHNOLOGY GRADES 7-9
Grade 7 Term 2
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
Hrs Focus Content, concepts and skills
Enabling Tasks
2 Structures • Definition and purpose of structures to contain, protect, support, span.
• Classification of structures: natural and man-made.
Types of structures: shell, frame, solid – learners complete a worksheet.
• Investigate: a cell phone tower – a frame structure
• Case study: examine existing towers strengthened by triangulation, including pylons, windmills
and mine headgear.
1
• Evaluate: worksheet on the advantages and disadvantages of telephone systems;
Landline vs. mobile. Learners complete a table.
Action research: to stiffen materials / structures
• Practical activity 1 – Stiffen a structural material by tubing.
1
• Practical activity 2 – Stiffen a structural material by folding.
Practical activity 3 – Stiffen a frame structure by triangulation.
Structures
Impact of
technology
2
Design skills
Investigation
skills
Investigating design issues:
• Case study: study photographs of existing cell phone towers noting structural elements,
reinforcing techniques and design issues such as visual pollution, stability, base size and
centre of gravity.
• Class discussion: how designers consider the needs of society in terms of technology while
considering the impact on society and on the environment.
• Case study – existing designs 1: examine the features of a school desk; write the design
brief with specifications for a school desk.
Case study – existing designs 2: examine an existing product (FM radio/cell phone), list its
features and then write a design brief with specifications for that product.
FORMAL ASSESSMENT TASK: Mini-PAT
CONTEXT: The cell phone tower
Structures
Design skills
TOPIC: Structures
CONTENT: Frame structures
[70%]
Scenario: Cell phone towers are everywhere and are built using materials to ensure stability,
strength and rigidity (stiffness).
• Write the design brief:
Individual learners write the design brief with specifications for a new cell phone tower.
Impact of
technology
Note:1. At a minimum, the cell phone tower can consist of struts made of found materials like
“Elephant grass” or rolled paper dowels. It should show reinforcing using triangular webs,
gussets and internal cross-bracing.
Note 2: One of the design ideas must involve disguising the tower so that it blends in with the
environment, avoiding visual pollution.
3
• Sketch initial ideas:
Individual learners draw free-hand sketches to show two different design ideas in 3D for a cell
phone tower to be erected near the school.
- - Draw one idea using oblique projection.
- - Draw the other idea using single vanishing point perspective.
Design
Evaluation skills
- - Learners form groups to examine and discuss the various design ideas of the individuals
in the group. They evaluate the sketches of each individual to determine advantages and
disadvantages of each design.
Individual learners now adapt their own design ideas in terms of the group evaluation, making
any necessary improvements.
16
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Making skills
Making includes working drawings, choosing materials and tools, and building the model.
Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and
needed in the world of work.
• Each learner lists the resources to be used.
2
Evaluation skills
(design and
drawing)
• Each learner draws a working drawing for the cell phone tower showing one face in 2D.
• Learners form teams and select the best plan from those drawn by each team member. They
develop the design they chose by consensus from the plans drawn by each group member.
The team adapts a final plan (working drawing) from these inputs - assess informally.
Making skills
3
Build the model:
Teams build the model according to the Design Brief, using safe working practices.
Evaluation skills Teams develop a rubric they will use to evaluate the presentations of the other teams.
Communication
skills Presentation ≈ 5 minutes per team:
• Teams plan a joint strategy to present their model and plans.
• Teams present their design sketches, modifications, plans and models to the class.
Each learner explains the role s/he played, sharing the role of spokesperson.
Learners can enhance their presentation using posters giving an artist’s impression of their
completed cell phone tower in position near the school drawn using single VP perspective.
Evaluation skills
1
During the team presentations, each team uses their rubric to assess presentations of at least
two teams.
Formal Assessment Task:
Formal Assessment: Term 2:
[30%]
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
Term Test
Formal Term Test: [30%]
Total:
100%
17TECHNOLOGY GRADES 7-9
GRADE 7 TERM 3
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
In preparation for the school recycling and fund-raising activity in week 2, learners must begin to collect data on
waste materials generated both at school and at home from the first day of term 3.
Hrs
2
Focus Content, concepts and skills
Electrical systems
and control • Investigate: What is magnetism?
Investigation
skills
Enabling Tasks
• Practical investigation: Different types of permanent magnets – bar and horseshoe.
Optional extension activity: Learners find the shapes of magnetic fields using iron filings on
paper above magnets.
• Experiment: Group work – learners find out which substances stick to a magnet.
They tabulate their test results, trying wood, plastic, iron, paper, copper, old nickel coins, etc.
They should conclude that some metals do stick to magnets but that non-metals don’t.
Investigation
skills
• Experiment: Which metals are attracted by a magnet, and which are not?
Learners test metal samples made of iron, steel (an iron alloy), nickel – which will stick.
Learners test metal samples made of copper, lead, aluminium brass – which do not stick.
Each learner completes a table of the results.
2
Impact of and bias
in technology
Note: avoid iron coated with copper (like some paper clips) which will stick to magnets.
• Case study: Recycling scrap metals.
Honest gleaners who collect scrap metal and deliver it to scrap metal dealers perform a
valuable service to society. This good work is tainted by the criminal acts of thieves who steal
copper telephone wire and steel manhole covers.
• Recycling scheme for your school:
Learners tabulate a record of the waste produced by the school, e.g. empty cans, paper,
plastic, etc. Learners suggest a viable strategy to raise funds by recycling
2
Electrical systems
and control • Simple electric circuits.
Making skills • Practical: Learners work in groups to make a simple circuit as demonstrated.
Demonstrate a simple electric circuit with an energy source (cell), switch, conductor and a light
bulb or buzzer. Sketch the circuit showing how to use component symbols.
• Circuit diagram: Each learner draws the circuit using correct symbols for components.
Communication
skills
• Demonstration lesson: A simple electromagnet.
Make a simple electromagnet made by winding insulated copper wire around an iron nail.
When an electric current flows in the wire coil (solenoid) a magnetic field is created and this
is amplified by the iron core. Switching the current off causes the magnetic field to fade away.
(Note: electromagnetism is a key to a wide range of technologies making up our modern
world.)
Mechanical
systems and
control
2
• Introductory lesson: All complex machinery consists of combinations of simple
mechanisms. Machines can be designed to give the user a “mechanical advantage”.
Levers were looked at in term 1. Introduce learners to cranks and pulleys.
The crank – an adaptation of a second-class lever.
• The pulley – a type of wheel and axle.
• Revision: a) What is mechanical advantage? b) Strengthening frame structures
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Electrical Systems and Control / Structures / Mechanisms
CONTEXT: Recycling and Impact CONTENT: Structures and Electricity / Cranks and Pulleys
[70%]
Scenario: A scrap-metal dealer sorts magnetic and non-magnetic metals into separate piles for recycling. The simplest way
to do this is to use a crane with a magnet BUT it is difficult to remove the metals that do stick to permanent magnets.
It would be beneficial to have a magnet that can switch on and off.
18
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
NOTE 1: The model cranes should be made using simple materials (e.g. paper dowels, ‘elephant’ grass, etc.).
It will be a simple frame structure with a pulley and crank mechanism. Sufficient strength and rigidity should be achieved by
triangulation. Measuring and simple tool skills must be developed. Safe, cooperative working is a key skill and needed in the
world of work.
NOTE 2: The electromagnet will be strongest if a long insulated wire is used – wire over 100m long is very effective. The wire
should be wound around a “relatively soft” iron core. Avoid using a steel bolt (it is far too hard). A fairly soft core can be made
using a bundle of short lengths of iron wire. Nails are softer than bolts but are still fairly hard. Increasing the current by using
more cells in a series battery has a small influence in the strength of the electromagnet.
Learners must use their knowledge of structures and the drawing skills developed in earlier
tasks, together with their new knowledge of magnetism, electric circuits and electromagnets
as well as their new knowledge of cranks and pulleys to design and make a crane using an
electromagnet to sort metals in a scrap-yard.
2
Investigation
skills
• Case study: Examine pictures of cranes in order to get ideas to be used in the learner’s own
designs.
• Write a design brief with specifications and constraints for a crane with electromagnet.
• Sketch two possible designs for a suitable crane using single VP perspective.
2
Design skills • Draw a circuit diagram for the electromagnet (with a light to show when it is on).
Communication
skills • Revision: Revise the 3D oblique drawing technique; line types; scale; dimensions.
Making skills
Making skills
• Drawing: Each learner uses the Oblique technique to draw an idea for the crane chosen
from the two ideas sketched the previous week. The idea should be drawn on squared paper
(quadrant) using pencil and ruler.
• Flow chart: Each learner works out a flow chart detailing the sequence of manufacture of the
crane with its electromagnet.
A working model:
At a minimum the crane should be made of simple materials like elephant grass, rolled
paper dowels or bought materials. It should show the learner’s understanding of reinforcing
techniques. The mechanisms must function and the crane should be able either to pivot or to
raise and lower its arm. The electromagnet should have a switch, a light to show when it is ‘on’,
and should be strong enough to pick up several steel paper clips, coins or nails.
3
• Electromagnet: Using an electrochemical cell, a switch, a light bulb, a ‘soft’ iron core and a
long length of insulated copper wire, the teams of learners make an electromagnet.
• Crane: Learners work safely in teams using simple materials to make a model crane with a
crank and pulley system which will carry the electromagnet that will sort the ferrous metals
(iron and steel) from the non-ferrous metals (copper, aluminium, lead, brass, etc.)
Evaluation skills
The learner’s ability to evaluate a product or a process is developed further.
• Each learner develops a rubric to evaluate the models of other teams.
• Each team uses the rubric to evaluate the models of other teams. Assess each learner’s
objectivity, fairness and the validity of their comments.
2
Communication
skills
Communication
skills
2
1
• 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.
• Each team presents the design sketches, working drawings and functioning model to the
class. They demonstrate how strong their electromagnet is and show that it releases the
load when switched off. Each learner explains the role s/he played and shares the role
of spokesperson. They explain the principles involved with the magnetic sorting and how
their electromagnet could be made stronger. They comment on the value of recycling
and explain how sorting the metals into types, improves their scrap value. They enhance
their presentation using posters giving an artist’s impression of their completed crane and
electromagnet in use.
Formal Assessment Task:
Formal Assessment: Term 3:
Test
(Note: the test may be written before the Mini-PAT)
Weighting: 10% of promotion mark
Mini-PAT: [70%]
CAPS
[30%]
Test: [30%]
Total:
100%
19TECHNOLOGY GRADES 7-9
GRADE 7 TERM 4
It is compulsory to cover the given scope in the term indicated. The sequence of the work within the term must be adhered to.
Skills – investigating, drawing, designing, making and presenting should improve progressively from term to term.
Hrs
Focus
Investigation skills
Content, concepts and skills
Enabling Tasks
• Learners investigate emergency situations that can lead to refugees:
- - Find out what situations commonly result in people becoming refugees.
- - Find out what initial problems are typically faced by refugees.
2
o What mix of people will usually be present?
o What are their needs for shelter? (Shelter will be addressed in the mini-PAT)
o What are their needs for food and water?
Investigation skills
Processing food: emergency food
Investigate the types of food that can be supplied to occupants of a refugee camp.
2
Design skills
Design brief: learners write a design brief giving specifications of the types and quantities of
food needed for a population of 100 refugees.
• Design: List the ingredients of a meal that will be nutritious as well as tasty, and which can
be prepared under conditions likely to be found in a refugee camp.
Making skills
2
• Write down the sequence of manufacture for the process of preparing one item from the
meal described above.
• Learners prepare the item selected above.
Evaluating skills • Learners evaluate the item in terms of flavour, texture and nutritional value.
Investigation skills Learners investigate clothing worn by people in specialised occupations like the emergency
services, e.g. fire department, NSRI or dangerous professions. Learners must investigate the
following:
2
• Find out what textiles are used to make the clothing worn by fire fighters, or
• Find out what textiles are used to make the clothing worn by members of the NSRI.
FORMAL ASSESSMENT TASK: Mini-PAT TOPIC: Processing / Bias in and Impact of technology
CONTEXT: Shelters for Refugees CONTENT: Properties of materials
Impact of technology
3
Indigenous
technology
Investigation skills
[70%]
Scenario: Tragic shack fires or natural disasters like floods or earthquakes or political strife
may create the need for emergency shelters to be erected for the victims. Learners design
and make a simple emergency shelter for disaster victims. The shelter must be sturdy,
waterproof, easy to erect and able to house a family of six for a month. Learners must be
aware of the importance of health and safety issues.
• Investigate: Learners investigate materials and building techniques used by indigenous
people for constructing housing in rural South Africa. Materials used in such construction
is typically readily available, appropriate and environmentally friendly.
• Investigate: Learners compare materials and building techniques used by people setting
up informal settlements. They compare these materials to those used by indigenous
builders in terms of suitability, availability and environmentally friendliness.
• Investigate: Learners find out what chemicals can waterproof a textile like canvas.
• Investigate: Learners find out about the burning characteristics of various textiles
• Design brief: Learners write an appropriate design brief with specifications for producing
a textile suitable for use in making an emergency shelter.
3
Design skills • Design: Learners sketch design ideas for an emergency shelter that can be transported to
and erected at a site where people have become homeless.
Making skills • Make: Learners make a model of an emergency shelter made of a material that they have
waterproofed and that is suitable for housing refugees for a period of at least a month. It
should be easy to transport, easy to assemble, and easy to pack away after use.
20
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)TECHNOLOGY GRADES 7-9
Formal Assessment: Term 4:
Weighting: 10% of promotion mark
Mini-PAT alone: [100%]
End-of-year examination
60%
YEAR MARK : Term1 [7 +3] + Term2 [7+3] + Term3 [7+3] + Term4 [10] = 40%
Promotion mark:
CAPS
Year mark (40%)
+
Final exam mark (60%)
= 100%